Abstract
Abstract: The study investigated the factors that motivate secondary school physics instructors to use virtual lab simulations in teaching and learning in four regions of the Hashemite Kingdom of Jordan. To examine the research question, the study utilized a quantitative survey research methodology using a survey questionnaire consisting of 25 Likert-type scale questions to measure physics instructors' attitudes toward using virtual lab simulations in practical investigations’ preparation and delivery. Contrary to what might be expected, the findings came across a number of variables that were not predictors of statistical significance for a physics instructor's virtual lab simulation adoption: gender; level of education; school site; average class size; ways of acquiring technology skills, for instance, self-taught and computer courses; and perceived barriers. The findings support the prediction that the lack of virtual lab simulations in the Jordanian high-school physics curriculum has an impact on Tawjihi students' achievement in physics. Keywords: Simulation, Virtual lab, Roger’s diffusion of innovations theory.
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