EMMYLOU ASPACIO BORJA, Ed.D.
Assistant Professor II
Email address: emmylouborja@yahoo.com
Surigao State College of Technology
Surigao City
SURIGAO STATE COLLEGE OF TECHNOLOGY
(SSCT)
Introduction
The twenty-first century
can be characterized as
the age of technology
and media. (Smaldino,
2005).
Recently, teachers have
expanded their repertoire
of
materials
and
procedures to include the
new
technologies
for
learning. (Smaldino, 2005).
In
a
classroom,
typical
traditional
media such as pictures,
charts,
diagrams,
television and overhead
projectors are commonly
used
by
biology
instructors. (Reid, 2006).
Learning
research
has
demonstrated that visualizing
processes in three dimensions
aids learning and animations
are effective visualization tools
for novice learners and with a
long term memory retention.
(McClean, 2004).
 set
of
teaching
and
learning tools designed to
enhance students’ learning
experience
by
including
computers and the internet
in the learning process.
www.renbrook.org
www.softchalk.com
GENERAL OBJECTIVE
This study aimed to determine the effectiveness
of using virtual learning environment in the teaching of
Biology.
SPECIFIC OBJECTIVES
 determine the level of students' achievement in
Biology in the pre-test and the post-test in the typical
classroom and in the classroom using the VLE
 find out the significant improvement from the pretest to the post-test in the experimental and control
groups in terms of their achievement in Biology as well
as the significant difference in the students’ interest and
attitude towards Biology.
Bruner’s Constructivist
Learning Theory
Mayer’s Theory of
Multimedia
Virtual Learning Environment
(VLE)
Biology Teaching
Pre – test
Attitudes
Control
(Traditional Media)
Experimental
(VLE)
Interest
Post - Test
Learning Guide for Biology Lessons Using VLE
 Quasi-Experimental
 The
Design
design involved two groups, the control
and experimental groups. Both groups were
pre-tested and post-tested but only the
experimental
group
experimental treatment.
was
given
the
The respondents of this study were the
86 1st year BSED students of SSCT Surigao
City Campus for AY 2011-2012
The researcher used the following instruments:
Instrument I. Learning guide for the lessons
using VLE and traditional media.
Instrument
II.
Researcher-made
test
to
determine the achievement level of the
students in biology.
Instrument III. Modified Fenemma-Sherman
Biology Attitude Scale and modified interest
scale
The following steps were done in conducting
the study:
 Selection
 Group Matching
 Pre-testing
 Intervention
 Post-testing
The following statistical tools were employed
to treat the data of the study:





z-test
t-test of Correlated Means
t-test of Mean Difference
t-test of Independent Samples
Spearman Brown Formula
Hypothetical significance was pegged at α=.05
The following were the findings of the study:

The experimental and control groups performance
in the pre-test was “Below Average”.

Both groups performance increased in the posttest from “Below Average” to “Average”.

The experimental group had a higher mean gain
than the control group but it was not statistically
significant.

Both groups collaborative feeling toward Biology
was positive which means that they were
“Interested”.

The experimental and control groups had the
same interest towards Biology.

The
experimental
and
control
groups
collaborative trend of opinion towards Biology
was “Agree” which means that they had “Positive”
attitude towards Biology.

Both
groups
Biology.
had
positive
attitude
towards
The use of Virtual Learning Environment (VLE)
is as effective as the use of Traditional Media in
teaching
Biology.
When
a
teacher
uses
constructivist approach in teaching, the use of VLE
and
traditional
media
are
both
effective
in
enhancing academic performance and promoting
positive attitude and interest of students towards
the subject.
Documentation During the Conduct of the Study
CONTROL GROUP
EXPERIMENTAL GROUP
THANK
YOU
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
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