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<p>This study explores the integration of Virtual Laboratories (VLs) in the teaching and learning of mathematics at the lower secondary school level, focusing on teachers’ perceptions. Specifically, the research examined teachers’ interest in incorporating VLs into lessons on isometries and composite transformations in 2D and assessed the perceived effectiveness of VLs in enhancing students’ conceptual understanding. Employing an explanatory sequential mixed-methods design, the study first collected quantitative data through surveys and analysed it using both descriptive and inferential statistics, followed by qualitative data from semi-structured interviews analysed thematically. Inferential statistical analysis included a series of one-sample t-tests to assess whether teachers’ ratings significantly differed from the neutral midpoint (3.0) on a 5-point Likert scale. Results indicated that teachers rated the virtual laboratories significantly above neutral in terms of interface usability (M = 4.51, t(36) = 9.21, <i>p</i> &lt; .001), instructional clarity (M = 3.97, t(36) = 5.91, <i>p</i> &lt; .001), and classroom confidence (M = 4.22, t(36) = 7.46, <i>p</i> &lt; .001). Furthermore, a Pearson correlation analysis revealed a moderate, positive relationship between teachers’ perceptions of VL usability and their perceptions of student engagement and understanding (<i>r</i> = .47, <i>p</i> &lt; .01), suggesting that greater confidence in VL use is associated with improved student learning outcomes. Qualitative findings supported these results, with teachers expressing moderate to high interest in using VLs due to their perceived pedagogical benefits. Respondents noted that VLs effectively supported visualization of abstract mathematical concepts, fostered student motivation, and accommodated diverse learning styles. However, barriers such as limited access to devices and insufficient teacher training were identified as challenges to widespread implementation. Overall, the study highlights the potential of virtual laboratories to enhance mathematics instruction and student understanding, while emphasizing the need for policy support, infrastructure investment, and sustained professional development to ensure effective adoption.</p>

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Teachers’ perception and acceptance of virtual laboratory integration in mathematics teaching in Rwandan secondary schools using the technology acceptance model

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年1月23日

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  • Albert Ngiruwonsanga,
  • Pheneas Nkundabakura,
  • Theophile Nsengimana,
  • Evariste Mwumvaneza

摘要

This study explores the integration of Virtual Laboratories (VLs) in the teaching and learning of mathematics at the lower secondary school level, focusing on teachers’ perceptions. Specifically, the research examined teachers’ interest in incorporating VLs into lessons on isometries and composite transformations in 2D and assessed the perceived effectiveness of VLs in enhancing students’ conceptual understanding. Employing an explanatory sequential mixed-methods design, the study first collected quantitative data through surveys and analysed it using both descriptive and inferential statistics, followed by qualitative data from semi-structured interviews analysed thematically. Inferential statistical analysis included a series of one-sample t-tests to assess whether teachers’ ratings significantly differed from the neutral midpoint (3.0) on a 5-point Likert scale. Results indicated that teachers rated the virtual laboratories significantly above neutral in terms of interface usability (M = 4.51, t(36) = 9.21, p < .001), instructional clarity (M = 3.97, t(36) = 5.91, p < .001), and classroom confidence (M = 4.22, t(36) = 7.46, p < .001). Furthermore, a Pearson correlation analysis revealed a moderate, positive relationship between teachers’ perceptions of VL usability and their perceptions of student engagement and understanding (r = .47, p < .01), suggesting that greater confidence in VL use is associated with improved student learning outcomes. Qualitative findings supported these results, with teachers expressing moderate to high interest in using VLs due to their perceived pedagogical benefits. Respondents noted that VLs effectively supported visualization of abstract mathematical concepts, fostered student motivation, and accommodated diverse learning styles. However, barriers such as limited access to devices and insufficient teacher training were identified as challenges to widespread implementation. Overall, the study highlights the potential of virtual laboratories to enhance mathematics instruction and student understanding, while emphasizing the need for policy support, infrastructure investment, and sustained professional development to ensure effective adoption.