VIRTUAL LEARNING ENVIRONMENT VLE IN THE TEACHING OF

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VIRTUAL LEARNING ENVIRONMENT (VLE) IN THE TEACHING OF BIOLOGY EMMYLOU ASPACIO BORJA, Ed. D.

VIRTUAL LEARNING ENVIRONMENT (VLE) IN THE TEACHING OF BIOLOGY 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)

SURIGAO STATE COLLEGE OF TECHNOLOGY (SSCT)

Surigao City Campus

Surigao City Campus

Del Carmen Campus

Del Carmen Campus

Malimono Campus

Malimono Campus

Mainit Campus

Mainit Campus

Introduction The twenty-first century can be characterized as the age of technology and media.

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

Recently, teachers have expanded their repertoire of materials and procedures to include the new technologies for learning. (Smaldino, 2005).

In a typical classroom, traditional media such as pictures, charts, diagrams, television and overhead

In a typical classroom, 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

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. (Mc. Clean, 2004).

Ø set of teaching and learning tools designed to enhance students’ learning experience by

Ø 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

GENERAL OBJECTIVE This study aimed to determine the effectiveness of using virtual learning environment in the teaching of Biology. SPECIFIC OBJECTIVES Ø 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 Ø 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.

Theoretical and Conceptual Framework Bruner’s Constructivist Learning Theory Mayer’s Theory of Multimedia Virtual Learning

Theoretical and Conceptual Framework 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

Research Methodology Research Design Ø Quasi-Experimental Ø The Design design involved two groups, the

Research Methodology Research Design Ø Quasi-Experimental Ø 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

Respondents The respondents of this study were the 86 1 st year BSED students

Respondents The respondents of this study were the 86 1 st year BSED students of SSCT Surigao City Campus for AY 2011 -2012

Research Instrument The researcher used the following instruments: Instrument I. Learning guide for the

Research Instrument 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

Data Gathering Procedure The following steps were done in conducting the study: v Selection

Data Gathering Procedure The following steps were done in conducting the study: v Selection v Group Matching v Pre-testing v Intervention v Post-testing

Statistical Treatment of Data The following statistical tools were employed to treat the data

Statistical Treatment of Data The following statistical tools were employed to treat the data of the study: Ø Ø Ø 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

Findings The following were the findings of the study: Ø The experimental and control

Findings The following were the findings of the study: Ø The experimental and control groups performance in the pre-test was “Below Average”. Ø Both groups performance increased in the posttest from “Below Average” to “Average”. Ø The experimental group had a higher mean gain than the control group but it was not statistically significant. Ø Both groups collaborative feeling toward Biology was positive which means that they were “Interested”.

Ø The experimental and control groups had the same interest towards Biology. Ø The

Ø The experimental and control groups had the same interest towards Biology. Ø The experimental and control groups collaborative trend of opinion towards Biology was “Agree” which means that they had “Positive” attitude towards Biology. Ø Both groups had positive attitude towards Biology.

Conclusion The use of Virtual Learning Environment (VLE) is as effective as the use

Conclusion 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

Documentation During the Conduct of the Study CONTROL GROUP

EXPERIMENTAL GROUP

EXPERIMENTAL GROUP

THANK YOU

THANK YOU

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