Virtual Labs in Science Teaching: Sri Lankan Teachers' Perspectives and Challenges

This study examines Sri Lankan Science teachers’ perspectives on using virtual labs (VLs) in Science teaching, focusing on challenges and their impact on student engagement and learning outcomes. Data from 150 teachers in 1AB, 1C, and Type II schools across urban and rural areas were collected through surveys and semi-structured interviews. Results revealed disparities in perceptions and implementation of VLs based on school type and location. Teachers in 1AB schools had the highest perception scores (M = 3.9, SD = 0.8), while Type II schools scored the lowest (M = 2.2, SD = 0.7). ANOVA analysis confirmed significant differences across school types (F(2,147) = 15.43, p < .001). Rural schools faced more challenges, with 65% of teachers lacking reliable internet compared to 25% in urban schools. Only 30% of Type II school teachers attended training, compared to 85% in 1AB schools. Teacher training showed a strong positive correlation (r = 0.72) with VL effectiveness. Urban teachers reported better resource access, with 75% having reliable internet access compared to 35% in rural areas. Teachers highlighted VLs’ potential to boost engagement, particularly in 1AB schools (M = 3.8). However, engagement was minimal in Type II schools (M = 2.4), highlighting the need for targeted interventions. Recommendations include improving infrastructure, enhancing teacher training, and adopting blended learning to ensure equitable access and effective VL integration across schools.