Effects of Virtual Class in Teaching Technology and Livelihood Education and the Performance of Grade Ten Students at Dalandanan National High School
This research was designed to determine the effects of Virtual Class in teaching Technology and Livelihood Education and the performance of grade ten students at Dalandanan National High School S.Y. 2019-2020. The study treated two groups of respondents, namely the experimental and traditional groups. The first set was composed of 25 students that were taught with Virtual class via google site, google forms and the second set was composed of 25 students using the traditional method that was handled by the same Master Teacher.
The mean was computed to determine the level of performance of the students in Teaching with Virtual Class and Traditional Strategy. The standard deviation to determine the homogeneity or spread of the scores of the two groups and t-test was used to determine the significant difference between the pre-test and post-test mean scores of the two groups.
Using several Software like SPSS and Excel the following statistical tests were used in the study.
Based on the statistical results and findings of the study, there was a significant difference between the pre-test and post-test performance of the virtual class integration and traditional group in teaching Technology and Livelihood Education Ten. In relation to the research of  (Carreon, 2018) Technology and Livelihood Education learning thru Facebook was an effective means of providing quality blended learning approach an example of virtual classroom and in connection with the ELT or experiential learning theory by Kolb in 1984.
The study also shows that Virtual class integration was more effective than traditional strategy in teaching Technology and Livelihood Ten. In reference from the recent study of  (Seage, 2020) Blended learning among STEM students will provide first hand experienced of learning thru independent hands on activity that engage students sense of ownership and bridge academic gaps.
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