Virtualizing Practical Science Education: A Sociological Analysis of Undergraduate Teaching and Learning

Authors

• Sina J. Fakoyede, Federal University Oye EkitiFollow
• Femi E. Babalola, Federal University Oye EkitiFollow
• Oluwatoyin T. Obateru, Federal University Oye Ekiti, NigeriaFollow
• Oluwayemisi D. Akomolafe, Federal University Oye-Ekiti, NigeriaFollow
• Deborah O. Alabi, Federal University Oye EkitiFollow
• Stella K. Ekundayo, Federal University Oye EkitiFollow

Digital Object Identifier

10.18870/hlrc.v16i1.1639

ORCID

Author1, 0000-0001-8037-2346

Author2, 0000-0002-8161-8544

Author3, 0000-0002-3774-069X

Author4, 0000-0002-4400-2580

Author5, 0000-0003-4260-6126

Author6, 0000-0002-3937-9252

Abstract

Objectives: The study aims to investigate the perspectives of university teachers and students on integrating practical science teaching with virtual learning in a multicultural and diverse society, specifically within the context of southwestern Nigeria.

Methods: A mixed-methods approach was employed, involving data collection from 100 university lecturers and 400 undergraduate students across 10 universities. Qualitative data were gathered through semi-structured interviews with lecturers and focus group discussions with students. Quantitative data were obtained via structured questionnaires, allowing for triangulation and comprehensive analysis.

Results: Findings revealed that certain lecturers showed preferential support influenced by students’ cultural backgrounds or academic behavior during practical sessions. Additionally, students’ educational foundations and the presence of peer support were significant determinants of their success in practical science activities. Virtual learning was seen as a valuable supplement but not a replacement for hands-on experiences.

Conclusion/Implications: The study underscores the critical interplay between instructors, peers, educational technologies, and cultural context in shaping equitable and effective science education. It advocates for a holistic and inclusive approach that integrates practical and virtual modalities while addressing socio-cultural dynamics to enhance student development and ensure quality in tertiary science education.

Recommended Citation

Fakoyede, S. J., Babalola, F. E., Obateru, O. T., Akomolafe, O. D., Alabi, D. O., & Ekundayo, S. K. (2026). Virtualizing Practical Science Education: A Sociological Analysis of Undergraduate Teaching and Learning. Higher Learning Research Communications, 16 (1).
DOI:10.18870/hlrc.v16i1.1639