Effectiveness of

PERCEIVED EFFECTIVENESS OF VIRTUAL LEARNING MODALITY IN TEACHING FOOD
INFORMATION AND COMMUNICATIONS TECHNOLOGY
An Undergraduate Thesis presented to the

Faculty of the College of Education
CITI Global College
In the partial fulfillment

of the requirements for the Information and Communications Technology
Presented by:
Edrian B. Señar
Lhife Anne V. Zoleta
Renalyn Quirong
Jodie Alvarez Mangilit
Ericka Cañeta
A.Y. 2021-2022
Abstract
The aim of this study is to examine online game addiction level among university
students in terms of emotional schemas, agentic personality, and various
variables (i.e. gender, type of game played, and accommodation). The sample
group consists of 380 university students studying in İzmir province and playing
online games during the school year of 2017 and 2018. The data have been
collected through multiple tools that are Online Game Addiction Scale for
University Students, Multi-measure Agentic Personality Scale, Leahy Emotional
Schema Scale, and Personal Information Questionnaire. The data were analyzed
by correlation analysis, t-test, one-way analysis of variance, and regression
analysis in accordance with the hypothesis of the study. The result of regression
analysis indicated that emotional schemas of uncontrollability, demand for
rationality, rumination, dissimilarity, denial of emotions, validation, seeing
emotions as dangerous, acceptance of feelings, consensus, and guilt predicted
addiction significantly, whereas, emotional schemas of weakness against
emotions and duration did not predict such an outcome. Additionally, as a result
of the t-test, it was found that online gaming addiction levels differed significantly
according to gender and that males had higher levels of online game addiction
than females. Lastly, one-way analysis of variance resulted in finding the level of
online gaming addiction significantly differed based on the type of game played,
but it did not differ significantly based on where students lived.

Chapter 1
Introduction
21st century students are learners that live using of internet browser; it’s already been part of their lives. Internet is a
very useful tool to everyone especially to students, and because of internet browsing; they can easily access information
or get data that can help them in their studies. Considering that because of internet they can share files, documents,
picture, videos, apps (applications) and especially online games easier. But now days, student are playing online games
in a long period of time they are more temp to play online games that causes different major destruction in holistic
fitness. In addition, online game refers to games that are played over some form of computer network, most often the
internet. Online games can range from simple text-based games to games incorporating complex graphics and virtual
worlds populated by many players simultaneously. Also internet games are games that are played online via Internet,
they are distinct from video and computer games in that they are normally platform independent. Addiction is a
condition that results when a person ingests a substance or engages in an activity that can be pleasurable but the
continued use/act of which becomes compulsive and interferes with ordinary life responsibilities, such as study and
work. Related to the learning or cognitive development, Griffiths, M.D. (2010) playing online games such as Clash of
Clans (COC) and other online game, there is typically no end to the game. Children and adolescents can potentially play
endlessly against (and with) other real people. This is opposed to offline video games, where games can be paused
and/or saved. Online games can be immensely rewarding and psychologically engrossing. Drawing inspiration from these
source, this research would like to look into the online gamers and to know the reason or survey the thoughts of other
people about online games. All through the years in the history, only small number of people are using the internet
properly and also excessive online gaming may lead to symptoms commonly experienced by substance addicts. This
paper look into the effects of being addicted on online games, and also to describe and determine the main causeofit.
Statement of the Problem
• The study aims to determine the Effects of Online Games On Academic Performance Of Grade 11 ICT Students In
CITI Global College Biñan City Laguna Academic Year 2022-2023. Also this study well seek answer to the
following question:
• 1.What is the profile of respondents in terms of:
Age
Gender
Online games commonly played
Length of time the respondents play online games in a week or in terms of hour
• 2.What types of games do the selected students play in majority?
Mobile Legend (ML)
League Of Legend
Call Of Duty (COD)
Rules Of Survival
• 3.What are the physical effects of playing online games to the Academic Performance Of Grade 11 ICT Students
In CITI Global College Biñan
Migraines
Sleep Disturbances
Poor And Personal Hygine
Anxiety And Depression
Eating Regularities
 4.What if the affects of online games to their Academic Performance at School?
Class Participation
Number of absences in class
Number of hours spent in studying
Hypothesis
There have lot of significance about having the students do lot of gaming system. They may get lot of changes
about doings this kind of games.
Theoretical-Framework
To investigate this problem, you have zeroed in on the following problem statement, objective, and research
questions:
Problem: Many students got addicted playing this kind of online games.
Objective: To decrease some of students addicting in online games.
Research question: What if the affects of online games to their Academic Performance at School?
Performance Theory
As a new type of addictive behaviors and distinct from traditional internet game addiction on desktop
computers, mobile game addiction has attracted researchers' attention due to its possible negative effects on
mental health issues. However, very few studies have particularly examined the relationship between mobile
game addiction and mental health outcomes, due to a lack of specified instrument for measuring this new
type of behavioral addiction. In this study, we examined the relationship between mobile game addition and
social anxiety, depression, and loneliness among adolescents. We found that mobile game addiction was
positively associated with social anxiety, depression, and loneliness. A further analysis on gender difference in
the paths from mobile game addiction to these mental health outcomes was examined, and results revealed
that male adolescents tend to report more social anxiety when they use mobile game addictively. We also
discussed limitations and implications for mental health practice.
Self- Efficacy Theory
Beliefs become a key, explicit explanation for motivation in self-efficacy theory (Bandura, 1977, 1986,
1997). Self-efficacy refers to the conviction that you are capable of completing a task or achieving a given goal.
It is important to note that the belief and the action or purpose are both particular. Self-efficacy is the
conviction that you can, for example, produce an acceptable term paper, fix a vehicle, or make friends with
the new student in class. These are very specialized jobs and attitudes. Self-efficacy has little to do with
whether you believe you are typically bright, whether you enjoy dealing with mechanical devices, or if you are
a pleasant person. These more generic assessments are better viewed as a variety of self-concepts (beliefs
about generic personal identity) or self-esteem mixes (evaluations of identity). They are significant in their
own right and can occasionally impact motivation, but only indirectly (Bong et al,.2004).
Satisfaction
According to research, the use of educational technology provides learners with more anonymity and
opportunity to practice a variety of general skills (for example, management of self, others, task, and
information) (McLoughlin et al,.2001).
According to the inquiry framework, they discovered that learning management system (LMS)
characteristics had a significant influence on community views. According to Mahmood (2012), in a similar
study, instructor presence is the most important factor in how students rate online learning.
Learning Climate
Environments, according to Holland (1997), support the development of competences, stimulate
individuals to participate in various activities, and reward individuals for displaying values and attitudes.
As a result, personal and professional self-perceptions, competences, attitudes, interests, and values
are influenced by the environment. According to Holland (1997), a college student's experiences include, but
are not limited to: (a) a student's search for academic environments that match their patterns of abilities,
interests, and personality profiles; (b) the effects of academic environments on a student's social behavior in
an effort to acquire the desired abilities, interests, and values; and (c) a student's achievement as a function of
personality type and academic environment.
Digital Empathy
According to Friesem, (2016) digital empathy is the cognitive and emotional ability to be reflective and
socially responsible while strategically using digital media. The main challenge with digital empathy is that it
can be hard to know what other online users are feeling. Understanding the feelings of others is fundamental
to communication and connection.
Conceptual Paradigm

Significance of the Study
This study had significance for future practice, research, and policy. The results of this study could be
used and contribute to several groups in the future.
The results of the study will be of great benefit to the following:
Student. The direct recipients of the output of this research are the students who specialized in Technical
Vocational Food Course. This study will help them to determine the effectiveness of virtual learning in their
food laboratory subject.
Parents. The research benefits the parents of the Technical Vocational Course students. When parents enroll
their children in school, they have the certainty that they will receive a quality education through virtual
learning that will prepare them to be productive members of society.

Educators. This study will be very beneficial to the Technical Vocational Teachers, especially the teachers who
specialized in teaching Home Economics or Food Management. Through this research, teachers may purposely
discover the factors that improve the teaching and learning process via virtual learning modalities.
Future Researchers. This study will serve as a reference to future researchers. It will assist them to improve
their knowledge, and this research will be their guidance in conducting related to this study.
SCOPE AND DELIMITATION
The study cover to the effects of Online Games on the Academic Performance of Grade 11 ICT students in CITI
Global College Biñan.This study will limited to the onlines games like mobile legend (ML), League of legend, LOL,Call of
Duty,(COD) and Rules Of Survival the researcher will gathered information about the possible effects of selected online
games on the said selected student's academic performance. A survey that will be conducted about the evaluated of the
respondents regarding in the study of the effects of this online games on the Academic Performance Of Grade 11 ICT
Students In CITI Global College Biñan in a random order and will be giving questonnaire to get information that will be
needed in our study.This study will be conducted to determine the effects of online gaming to the selected students on
their academic performance.
DEFINITION OF TERM
Academic Performance -Is the measurement of student achievement across various academic subjects, by taking
written and oral tests,performing presentations,turning in homework and participating in class activities and
discussions.Teachers evaluate in the form of letter or number grades and side notes,to describe how well a student has
done.
Online Games- Refer to games that are played over some form of computer network,most often the internet .Any
games that is played online, based online or has a majority of tis content or play games online. Online games can range
from simple text based games incorporating graphics conplex or virtual words populated by many players
simultaneously. Gamer- Is a person who plays a game or games, typhically a participant in a computer or roll- playing
games. Game Addiction- Is an excessive or cumpulsive use of computer games or video games, which interferes with a
person everday life.
Technology- Is refers to methods, system and devices which are the result scientific knowledge being used for partical
purposes. Computer- Is an electronic devices that manipulates information data it has the ability to store, retrieve and
process data.You may also already know that you can use a computer to type documents, send email,play games and
browse the web.
Chapter II
Review of Related Literature
Review Related Literature and Studies
This chapter focuses on the various researches and other literature pertinent to the topic from both
foreign and domestic scholars. It focuses on several factors that will help in the development of this research.
Age
According to Koh (2012), studied the impact on academic performance when an online tool for
collaborative work was used in a university computer science course. The pupils in the class varied in age from
18 to 26 years old, with an average age of 18 and 21 years.
According to other studies, older students dedicate more time to their education (Raidal et al, 2009).
According to these experts, older students are more inclined to go above and beyond what is necessary for a
grade in order to investigate new materials and ideas that have come to them as a consequence of their
university experiences.
Sex
Several research (Gaevi et al., 2016) looked at the impact of learners' demographic backgrounds on
online learning results. Gender ( Boyte-Eckis et al., 2018) and educational levels Diep et al., 2016) have both
been studied in relation to online learning outcomes.
We discovered that our course favors women and older students, who appear to be more motivated,
better at conversing online, and organizing their study, according to Mae Sporran et al. Male students and
younger participants, on the other hand, require the discipline that classroom sessions bring.Because females
were more persistent and devoted than males, they were able to obtain better learning results (Richardson et
al,. 2003). Females demonstrated better self-control than males, which contributed to their much better
online learning results (Alghamdi et al., 2020). However, while males' beliefs were more stable, and females
scored well in engagement, no significant gender disparities in learning findings were discovered (Nistor,
2013). In addition, no significant gender disparities in learning outcomes were discovered when learning styles
were considered. There were no significant gender disparities in online millennial learners' learning
satisfaction (Harvey et al., 2017).

Factors for making Online Learning Effective
Performance
According to Dobbs et al. (2009), students from US universities who had taken online courses said they
learnt more, had more interactions with their peers, and considered the quality of online courses was
extremely excellent compared to traditional on campus courses. Because the subject content is more
vocational in character, it has been considered that students majoring in hospitality, tourism, and travel
management have distinct learning styles than those majoring in other areas (Barron et al,. 2002).
In the conventional approach of teaching culinary arts, the chef-instructor illustrates skills, the students
perform the demonstrated ability, and the chef-instructor gives guidance on the students' command of the
exercised craft, according to Noe (2005). Students receive further input on skill competency by assessing their
abilities to practice and demonstrate the cooking skills gained in training.
In comparison to their American counterparts, most Asian students have different learning styles and
cultural backgrounds. Because the notion of online learning is still new in many Asian nations, it has long been
known that Asian students prefer lecture-based learning over online learning.Many comparison studies have
been conducted to determine if face-to-face or conventional teaching techniques are more productive, or
whether online or hybrid learning is superior (Lockman & Schirmer, 2020; Pei & Wu, 2019; González-Gómez et
al., 2016).According to the findings of the study, pupils do significantly better in online learning than in
traditional learning. Henriksen et al. (2020) discussed the challenges that instructors experience while
transitioning from an offline to an online style of instruction. Several research studies on online learning have
been conducted in the past to investigate student happiness, acceptability of e-learning, distant learning
success factors, and learning efficiency (Sher, 2009; Lee, 2014; Yen et al., 2018).
With correct pedagogy and resources, lab-based courses may achieve distant success at a cost that is
well within the grasp of colleges and institutions considering difficult and expensive hybrid models. In fact, in
the comfort of their own homes, the students were more interested and ready to study and create circuits
than on campus. Students benefited from labs that were imaginatively customized so that they could get the
most out of them.
Students, parents, and educators have criticized the Philippine Department of Education's transition to
online learning during the pandemic, according to De La Cruz (2020). Some claim that not everyone has access
to the required gadgets, Internet access, and other materials for online learning. In this case, we cannot assure
the engagement of students in education. What more on home economic students that having food
laboratory subject in their field.
According to Jeff Chua, an entrepreneur and Inquirer Academy corporate trainee, for some of his views
about how powerful online learning can be. Video-based training quickly surpassed computer-based
instruction. Web-based training has become an essential aspect of the learning program of most corporations,
as well as some smaller firms. The majority of current approaches to using learning technologies are
categorized together under the umbrella term "e-learning." Many people still believe that online learning is
dull and inefficient, but it can be both engaging and efficient.
In recent years, the use of virtual courses among K-12 students has exploded, particularly now that the
world is in the grip of a pandemic. The fact that in-person classes are more effective on average is not
surprising, according to Loeb (2020).
When students interact with teachers and other students in person, they experience social pressures
and incentives to encourage them to participate. Some students perform well in online courses as they do in
in-person classes, and some may even serve better. Still, on average, students perform worse in online
courses, especially those with poorer academic backgrounds.
While online courses are not as good as in-person classes, they are indeed preferable to none at all.
According to a massive database compiled by Karl Alexander of Johns Hopkins University and others, students,
particularly those with fewer resources at home, learn less while they're not in school. According to
Neuhauser (2010), 96 percent of online students considered the course to be as practical as or more effective
than a traditional face-to-face course in terms of learning. It demonstrates that online and face-to-face
learners will benefit from the same learning experiences.
According to Parrish (2020), Labs with hands-on work are the most challenging to teach in an online
setting. The most challenging task for teachers was determining the doneness and favor of processed foods.
Students overcome their challenges using online kitchen lab classes and practical cooking activities in
their homes using personal appliances and supplies.
Self-efficacy
'People make causal contributions to their psychosocial functioning through mechanisms of personal
agency. Among the mechanisms of agency, none is more central or pervasive than beliefs of personal efficacy.
Unless people believe they can produce desired effects by their actions, they have little incentive to act.
Efficacy belief, therefore, is a major basis of action. People guide their lives by their beliefs of personal
efficacy.' Self-efficacy values, according to Bandura, are at the heart of human functioning. Individuals must
have the conviction that they can effectively execute the appropriate behavior(s) under normal and, more
specifically, demanding conditions and have the necessary experience and skills to perform a task.
Effective functioning, then, necessitates the development of both abilities and effectiveness values to
carry them out effectively—two elements that improve in tandem as people mature and learn.
According to Hampton et al., self-efficacy is a cognitive attribute associated with task endurance and
motivation.
Perceived self-efficacy is the belief in one's ability to succeed. In online teaching, self-efficacy is a
construct that expresses trust in one's ability to control personal actions and cognitive processes to provide
successful instruction.
The intensity and magnitude of self-efficacy in the main stages of cooking are the subject of this
research (ingredient recognition, knife skills, and cooking procedure). Furthermore, multiple experiments have
shown that students' self-efficacy has a favorable relationship with their inspiration, behaviors, and learning
outcomes (Chu et al,.2013).
The first impact is that self-efficacy encourages pupils to pick assignments in which they are already
assured of success. Given the notion of self-efficacy, this impact is practically unavoidable; it has also been
validated by research on self-efficacy beliefs (Pajares et al,. 2001).
According to Magsambol (2020), there is a clear divide between those who can and cannot afford the
services needed to access the modern education portal. As a result, education institutions have had to take
more stringent measures to ensure that they will continue to operate against the looming threat. Kasrekar
(2020) sees one of the main issues as the behavior of classes amid the closure order. Since face-to-face lessons
have a greater chance of spreading, online teaching and learning is the most feasible option. This forum
presents a challenge to both teachers and students because it introduces them to something different. In the
middle of the pandemic, this necessitates a 'adopt quickly' approach to the current normal of teaching and
learning (Tanhueco-Tumapon, 2020).
Satisfaction
Student satisfaction can be described and measured in a variety of ways. (Rubin et al,.2013), built on
previous studies on the Community of Inquiry (Garrison, Anderson, & Archer, 2000), recognizes the
importance of psychological, cognitive, and instructional presence in student learning and fulfillment.
According to the inquiry process, the element of learning management systems (LMS) has a substantial
influence on group expectations. Mahmood, Mahmood, and Malik (2012) argued in a similar analysis that
teaching appearance is the most critical factor in how students judge online learning.
Learner importance, successful learning, authentic learning, learner autonomy, and technology competence
were outlined as five elements of student satisfaction by (Ke et al,. 2013). Learner-instructor engagement and
learner-content interaction, along with technology effectiveness, were found to be reliable markers of
students' positive expectations by (Kuo et al. 2013).
Student-instructor contact and student-student contact were proven to be major contributors to
student learning and happiness, according to Ali Sher (2009).
Virtual learning, the lack of face-to-face interaction between students and instructors, the quality of education
in comparison to classroom-based courses (Arbaugh, 2000), feelings of isolation among online learners Journal
of Interactive Online Learning (Weller, 2007), and a lower completion rate for online learners (Keith, 2006).
Others argue that because students and instructors are geographically separated from one another and course
communication is mediated through Internet communication technologies, the absence of face-to-face
physical connection is one of the primary constraints of distance education (Kirby et al,. 2000). Because
numerous nonverbal signs such as eye contact and facial expressions are lacking, this physical separation
causes communication hurdles (Sorensen et al, 1999). (Sutton, 2001). Web-based training, on the other hand,
according to Hill (2009), is a revolutionary resource tool and a feasible alternative for all types of learners.
According to Jung (2001), Web-based learning is a realistic and realistic approach for meeting the educational
demands of learners.
Student satisfaction is predicated by motivation and achievement (Fredricks et al., 2004), and as the
meaning of “learning” has shifted to “online learning”, research into student satisfaction has transformed to
include constructs outside the boundary of a traditional “course” (Dziuban et al., 2015). Factors related to
student satisfaction with an online course include student and instructor interactions, engaged learning
strategies (Bangert, 2006), sense of community (Ice et al., 2007), and student engagement (Gray & DiLoreto,
2016). Prior research in the hospitality education context has demonstrated that the dominant predictive
power of student satisfaction with an online course was driven by student and instructor interactions (Song,
2010), supporting earlier findings by Benbunan-Fich et al. (2005) in the development of the Online Interaction
Learning model.
Eom et al. (2006) determined that student satisfaction was a significant predictor of learning
outcomes. Similarly, Richardson and Swan (2003) concluded that students with high overall perceptions of
social presence scored high in terms of perceived learning and perceived satisfaction with the instructor.
Several studies have been conducted to measure the level of student satisfaction in traditional and online
environments. Dziuban, Wang, and Cook (2004) concluded that students were more likely to evaluate courses
and instructors with satisfactory ratings if they believed their professors communicated effectively, facilitated
or encouraged their learning, organized the course effectively, showed interest in students’ learning and
progress, demonstrated respect for students, and evaluated students’ work accurately.
Student happiness is based on motivation and success (Fredricks et al., 2004), and as the definition of
"learning" has evolved to "online learning," research into student satisfaction has expanded to encompass
constructs outside the confines of a typical "course" (Dziuban et al., 2015). Student and teacher interactions,
active learning tactics (Bangert, 2006), a feeling of community (Ice et al., 2007), and student involvement are
all factors that contribute to student satisfaction with an online course (Gray & DiLoreto, 2016).Prior research
in the hospitality education context demonstrated that student and instructor interactions had the strongest
predictive power of student satisfaction with an online course (Song, 2010), supporting earlier findings by
Benbunan-Fich et al. (2005) in the development of the Online Interaction Learning model.
Learning Climate
According to Tiwary (2020), the existence of a healthy learning environment is one of the most
significant factors in the learning process. You don't think you can do anything outside your materials as a
teacher in a digital academy or an online course to improve your students' learning experience. Still, there are
a few items you can do to affect this.
According to F.Learning (2020), a healthy learning experience can be a big part of an online course's
performance. It's not just about fostering a supportive classroom environment in which students will feel
involved and inspired. An optimal course environment promotes the instructor-learner relationship while also
providing a sense of encouragement and contact.
The term "cultural novelty" refers to the degree to which the host culture's norms differ from those of
the international student's home culture (Mendenhall et al,.1994). Students' learning styles, as well as their
preferences and methods to learning, differ significantly among countries. According to Conlan (1996),
students in Asian cultures use a memorization-based approach to learning, remembering study materials and
information in order to reproduce them when needed. Many Australian and Western learners, on the other
hand, have been "encouraged to learn via the questioning of facts and comprehension of concepts"
(Conlan,1996). Despite the fact that each person has a cultural background created by their educational
experiences, it is important to recognize that people within a culture are distinct individuals. They may be
influenced by the culture, but they are still individuals. Students from a Western culture seem more
competent in accessing web-based materials, according to Chin et al. (2000), whereas Asian students recorded
less access to web-based resources. This study also discovered that Western students had less trouble
exploring online resources than Asian pupils. These findings support Hofstede's (as stated in Chin et al., 2000)
assertion that Western students are more used to student-centered circumstances, whereas Asian students
prefer a teacher-centered approach.

The transition to online learning happened too quickly, so academic institutions must strategize and
drive modern teaching pedagogy. The question of whether or not the schools being technologically equipped
remains unresolved (Felter et al,.2020).
Furthermore, numerous studies have shown that the usage of online or web-based learning modalities
necessitates some modifications in terms of execution and utilization in a variety of ways, including learning
environments, interactivity, and evaluation, to name a few (Dow et al,.2010).
Digital Empathy
Students who experience digital empathy, according to Prensky (2012), will become digitally smart,
media literate (Hobbs, 2010), socially involved, and responsible (Levine, 2008).
According to the most recent studies on teacher effectiveness, empathetic instructors not only tend to
create more safe and inspiring settings for their students and develop strong relationships with them, but their
empathy also has a beneficial impact on student achievement (Goroshit & Hen, 2014).
The “cognitive and emotional ability to be reflective and socially responsible while strategically
employing digital media” is characterized as digital empathy. As our reliance on digital gadgets rises, we
become more vulnerable online, making it critical to educate kids digital empathy. The purpose of this study
was to see if a multimodal learning experience like video creation helped students increase their
understanding of digital empathy. The findings revealed that the video creation process assisted students in
understanding the significance of having greater empathy when online. They thought the video project
provided them with a number of unique learning opportunities to analyze their internet habits. Because
students have grown up with digital technology and are active participants in digital worlds, our findings imply
that teaching students about major social concerns should begin with digital empathy (Cheryl Wei-yu,2018).
According to Yonty Friesem (2016). Digital empathy attempts to broaden our ideas about classic
empathy phenomena into the digital arena.
Advantages of Virtual Food Laboratory
A virtual lab is a virtual teaching and learning program designed to help students improve their
laboratory skills. Compared to the limitations of virtual laboratories, they situate on the Internet, where
students can perform several experiments without regard to location or time.
According to Elhashash (2018), virtual laboratories save time and resources for teachers and students
because they do not have to visit the lab at certain hours or switch from one location to another.
According to Elhashash (2018), virtual laboratories allow students to conduct actual experiments
connected to theoretical courses, allowing them to absorb the content further.
Virtual laboratories have made significant advancements in a variety of fields, including education.
According to Bartleby 2021, the virtual laboratories have a complete Learning Management System (LMS)
where students may access a wide range of learning materials such as extra online resources, multimedia
lessons, animated presentations, and self-evaluation.
According to Betz, M., et al. (2015), the use of e-learning in education, particularly for higher
educational institutions, has various advantages and benefits, and because of these advantages and benefits,
e-learning is regarded as one of the finest ways of education.
Virtual labs will provide an immersive instructional platform that many modern students are already
familiar with, in addition to the demand for new educational tools. However, more data is needed to evaluate
whether this teaching technique is effective and whether virtual laboratories can be constructed and used in
classrooms.
Students need a sound base in Home Economics to succeed internationally (HE). To do this, the
implementation and assessment of educational technologies in home economics classes have become
increasingly important. In our research, we looked at one such educational innovation: interactive labs. Digital
kitchens, which are accessible over the internet and designed to replicate cooking practices, can save time in
the classroom and minimize dependency on complicated, dangerous, and expensive equipment.
According to Pankaj Srivastava (2018), handy for students E-learning resources are self-placed and may
be accessed at any time the learner desires. They do not necessitate the learner's actual presence in a
classroom. Less expensive for most students, e-learning is a cost-effective method of learning since they may
choose from a wide choice of courses and tailor their choices to their own needs. It may also save money for
many colleges since once the learning platforms are put up, they may be utilized for several sessions. Learning
materials that are up to date Study materials in e-learning systems can be updated more regularly than those
in classroom-based education systems. Once the study materials are in the system, they may be changed
without affecting the entire set of resources, and they may be accessed and utilized for a longer period of
time. Learning that is adaptable For many students, e-learning provides a flexible method of learning. The
majority of the study resources are saved for students to view anytime they wish. Students can also select
between an instructor-led and a self-paced learning approach.
Disadvantages of Virtual Food Laboratory
Virtual laboratories do not provide students with a complete sensory experience. Virtual labs rely
heavily on programmer-selected virtual images and specific audio effects. When planning, the instructor will
not be able to take into account all of the encounters.
According to Bartleby (2021), students will learn something valuable from a complete sensory
experience in a real lab, such as strange noise and scent, random error, broken equipment, and so on.
Learners who are still adjusting to a technologically intensive job world cannot enjoy online training or find it
difficult to appreciate its benefits. Virtual laboratories are a modern and creative way to train, and mastering
them is an art in and of itself. According to Palma, some employees may find the transition from conventional
to interactive learning to be jarring (2019).
In a culinary arts school, there are issues with online instruction. One of the issues with internet
distribution, according to Jarvis (2004), is attrition. In his online course, just eleven out of twenty students
completed it. He also considered online courses to be extremely time-consuming, especially at the
developmental stage. The learners grumbled about the excessive working hours. Classes were taken online,
which resulted in exhaustion, boredom, and a loss of attention. Another issue is the heating of the water after
a lengthy period of online interaction with electrical devices for each session, the students propose the longest
interaction duration.
Because the quality of the Wi-Fi connection does not always remain consistent, students are
concerned that their online work and assessments will be lost in the middle. They also worry that their lack of
IT abilities would affect their success on the online final exams. During the interviews, several students
expressed their dissatisfaction with the lack of opportunities for social interchange and contact among
students. Face-to-face engagement cannot be totally replaced by online engagement. The most significant
disadvantage of online teaching, according to teachers, is the difficulties in administering virtual courses.
Students frequently arrive late for class and leave in the middle of a course. Furthermore, the majority of
students do not wish to turn on the camera in virtual classrooms, complicating communication between the
teacher and the students even more. According to the poll, just 18 percent of participants are ready to switch
on their devices' cameras in virtual classrooms, and 96 percent do not perceive the need for device cameras
(Doan Thi Hue Dung,2020).
Synthesis
In today's world, technology has changed people's learning patterns. The most important consideration
is not whether a person should get classroom education or participate in online programs; rather, it is how the
information is given. Online learning is equivalent to classroom learning since they both give the same items,
such as degrees and certificates. One of the established advantages of online education is that students do
better on average than those who attend classroom lectures. They give it their best because of their close
relationship with the educators. The majority of students, on the other hand, attend classroom classes, but
owing to their great number, they do not have the opportunity to speak with teachers personally unless there
is a need. Students can learn by utilizing technology in a virtual classroom. The term "virtual classroom" is
widely used to characterize online or correspondence learning because classroom-like teaching and learning
takes place despite the absence of a physical classroom. Communication is straightforward and can be done at
any time of day or night because all you need is a machine and connection to the internet. This has made it
much easier to stay on track with the curriculum. It is the reason that they pass more regularly compared to
the classroom students. On the other hand, the time that they spend studying differs from that of classroom
learning. They always spend most of their time conducting the studies given by the professor. Classroom
learning can cause pupils to become distracted from their studies. By using virtual learning methods, the
student can be more involved in their curriculum and learning. “The capacity to design high-quality,
responsive, and engaging learning environments is one of the advantages of virtual learning”. Students'
conduct will improve and they will be more efficient if the learning environment is improved. The learner has
greater responsibility for his or her own education. They are also more likely to participate in activities linked
to school. Everyone is involved in the virtual learning, not just the student but also teachers, administrators
and the institution. The socializing that comes with spending time with classmates, regardless of age, is a
crucial element of physically attending school. Learning in a virtual classroom has the same disadvantage as
homeschooling in terms of the lack of socializing for the learner. You may be able to study a lot at home and
on your own time, but your educational experience may suffer if you don't have access to a computer.. Virtual
learning is not appropriate for all students. Online, an uninterested student will not get more motivated. In
reality, they will struggle with the difficulties of pushing oneself to finish tasks without the accountability of
professors and classmates. Students must also be comfortable with technology in order to participate in
virtual classes. Virtual students frequently lose out on numerous social opportunities. In addition to this, the
factors that may help to find the effectiveness level of virtual learning in teaching food laboratory subjects
carried out more information that supported the study. In performance, the findings are broadly consistent
with previous research: online coursework produces worse student performance than in-person coursework.
When students interact with teachers and other students in person, they experience social pressures and
incentives to encourage them to participate. Some students perform well in online courses as they do in in-
person classes, and some may even serve better. Still, on average, students perform worse in online courses,
especially those with poorer academic backgrounds. Virtual learners that know their efficacy may lead to a
better result in their performance and their satisfaction. With a conducive learning environment and socially
responsible usage of internet and food laboratory platforms, effective learning may be achieved.
CHAPTER III
Methodology of the study
This chapter presents a description of the research design and description of respondents, research
instrument, data collection procedure and statistical treatment used.
Research design
The researchers used Descriptive and Correlational research design to describe the population and
their situations during the food laboratory class. According to(Formplus, 2021), it focuses on addressing the
questions of how, what, when, and where. Instead of the why, if it is a research problem A correlational study
strategy, according to Pritha Bhandari (2021), explores correlations between variables without the researcher
altering or modifying any of them. And by that we can see the correlations of age and sex to the factors that
may have an effect to the perceived learning of the respondents in their food laboratory virtual class.
Frequencies, averages, and other statistical computations are calculated using this research approach. This
method is used to gather information in order to test hypothesis or to answer questions concerning the
current status of the subject of the study.
Population
According to Merriam Webster (2021), a group of individual persons, objects, or items from which
samples are taken for statistical measurement. Due to the small number of respondents, the researchers
decided to set them all as respondents. The researchers gathered information that second year BTVTED
college students are composed of 23 girls and 5 boys.
Respondents of the study
The respondents of this study will be the third-year college students from Citi Global College who are taking
the Food Management and service Courses.
Table 1: The Population of the Study
CITI Global College Total number of
populations
Second-year college 28
students
Research instrument
The researchers will evaluate the effectiveness level perceived of virtual learning in teaching food
laboratories using a self-made questionnaire. It has twenty questions on a five-point scale that will be used to
assess the success of virtual learning in teaching food laboratories to second-year college students. The test
consists of 20 questions, 5 of which are used to assess students' performance, 5 of which are used to assess
personal efficacy, 5 of which are used to assess contentment, and 5 of which are used to assess the climate
environment.
The experts in the field of Home-economics will validate the research instrument. The professionals
will confirm the test validity by assessing the application of each item in the rest of the test.
Research Locale
This study will be conducted in the school of Citi Global College, JP Rizal St, Cabuyao, 4025 Laguna
wherein the respondents are the second year college students of the school. The researcher chose the second
year BTVTED college students who are taking the Food Management and Service Course of Citi Global College
in particular because their specialized or major subjects are Home economics.
Data Gathering Procedure
The researchers created a questionnaire, which was then evaluated by a subject professor before
being circulated. After the validation of the instrument, the researchers secured a letter to the registrar office
of CITI Global College to get the exact number of second year BTVTED students. The survey questionnaire was
distributed and collected through social media via messenger of the respondents. After giving the information,
the researchers explained the purpose of the study to the respondents and then they made sure each
participant corresponds to their predefined criteria. The researchers collected the data by means of survey
questionnaires. The questions are composed of their possible experiences and problems that can be
encountered in virtual learning class in their subject in home economics.

Statistical treatment of data
The following statistical formulas were utilized in the research study to generate the findings of data
collected after data collection.
• Percentage Formula - The Percentage Formula will be utilized by the researcher to calculate the
correct percentage based on the demographic profile of the respondents.
• Standard Deviation-The standard deviation indicates how spread out the data is. It expresses how far
each observed value deviates from the mean. In every distribution, approximately 95% of the values will
be within two standard deviations of the mean.
• Weighted Mean - The weighted mean formula will be used by the researcher to determine the efficacy
of virtual learning among home economics students. The outcome will be related to the 5-point Likert
scale, which will be interpreted.
The Likert Scale is used in the instrument to measure the level effectiveness of virtual learning modality
in teaching food laboratories among the Home-economics students.
The response categories in Likert scales have a rank order, but the intervals between values cannot be
presumed equal. Therefore, the mean (and standard deviation) is inappropriate for ordinal data (Jamieson,
2004).
From 1 to 1.80 represents (not effective).
From 1.81 until 2.60 represents (slightly effective).
From 2.61 until 3.40 represents (moderately effective).
From 3:41 until 4:20 represents (very effective).

From 4:21 until 5:00 represents (extremely effective).
Table 2: The Likert Scale
Likert Scale Likert Scale Interval Likert Scale Description Verbal Description
1 1-1.80 Never Not effective
2 1.81-2.60 rarely Slightly effective
3 2.61-3.40 Sometimes Moderately effective
4 3.41-4.20 Often Very effective
5 4.21-5.00 Always Extremely effective
• Chi-square statistic- The researcher will be used for testing hypotheses. The chi square will be used to
find the significant relationship in the level of perceived effectiveness of virtual learning in teaching
food laboratories when respondents are grouped according to age and sex.
Chapter IV
Presentation, Interpretation and Analysis of Data
This chapter presents the data gathered, the results of the statistical analysis done and interpretation
of findings. These are presented in tables following the sequence of the specific research problem regarding
Perceived Effectiveness of Virtual Learning Modality in Teaching Food Laboratory among second year BTVTED
students of CITI Global College Cabuyao Laguna.
Demographic Profile of the Respondents
This table shows the demographic profile of the respondents which is composed of figures given by the
respondents. This included data on gender and age. The data helped contextualize the findings and the
formulation of appropriate recommendations.
Table 3.1 Age
Age Frequency Percentage

20 13 46%
21 8 29%
22 7 25%
TOTAL 28 100%
The table 3.0 shows the age of the respondents. Majority 46% or thirteen (13) of the respondents
belong to 20 years of age. The 21 years old comes next 29% or eight (8) and lastly are the respondents which
has 25% or seven (7) of the total population.
Table 3.1 Sex
Sex Frequency Percentage

Male 24 86%
Female 4 14%
TOTAL 28 100%
Table 3.1 shows the sex of the respondents who answered our questionnaire. Majority (86%) or 24 of
the respondents are female and 14% or 4 of them are male. This analysis implies that the majority of females
under the study responded to the questionnaire than male students.

Table 4.0
Mean Performance of BTVTED students in Food Laboratory Virtual Class
Likert Scale Verbal

PERFORMANCE Mean SD
Description Description
1. I can complete and submit my food EXTREMELY
4.25 0.80 ALWAYS
laboratory tasks on time EFFECTIVE
2. I regularly attend my online class EXTREMELY
4.71 0.85 ALWAYS
discussion EFFECTIVE
3. I can demonstrate basic cooking VERY
3.68 1.09 OFTEN
methods virtually EFFECTIVE
4. I can apply different cooking techniques VERY
3.61 0.79 OFTEN
in my daily life EFFECTIVE
5. I actively participate and recite during VERY
3.64 0.95 OFTEN
virtual discussions EFFECTIVE
VERY
OVERALL MEAN 3.98 0.90 OFTEN
EFFECTIVE
Legend: 4.21-5.0 Always 2.61-3.40 Sometimes 1-1.80 Never

3.41-4.20 Often 1.81-2.60 Rarely
The table shown above the first variable (Performance) for making online courses effective has five
questions. Based on the above table, it shows the overall mean (3.98) which has OFTEN Likert scale
description and very effective result of verbal description. The indicator "I regularly attend my online class
discussion” ranked first and had the highest mean of 4.71, interpreted as Extremely Effective. The indicator “ I
can complete and submit my food laboratory tasks on time” ranked second and had a mean of 4.25,
interpreted as Extremely Effective. The indicator “I can demonstrate basic cooking methods virtually” ranked
third and had a mean of 3.68, interpreted as Very Effective. The indicator “I actively participate and recite
during virtual discussions” ranked fourth and had a mean of 3.64, interpreted as Very Effective. Meanwhile,
the indicator “I can apply different cooking techniques in my daily life” ranked fifth and had the lowest mean of
3.61, interpreted as Very Effective.
This implied that the second year BTVTED students of Cabuyao had a very effective performance in
terms of completing food laboratory tasks and participating in their virtual class. This also means that the
respondents can demonstrate basic cooking methods virtually.

According to Bhat (2020), also classified five reasons why online learning better than face-to-face
learning; demand for digital content, less time commitment, tracking of learning pattern, high retention rate
and social learning collaboration. Therefore, the result of the survey indicates that the performance of the
respondents of their virtual learning modality had a very effective result.
According to (Coman et al., 2020), online learning was considered an option to complement traditional
face-to-face learning.
According to Parrish (2020), Labs with hands-on work are the most challenging to teach in an online
setting. The most challenging task for teachers was determining the doneness and favor of processed foods.
But, according to the results of the survey the respondents can complete and submit their food laboratory
tasks on time.
Table 4.1
Mean Satisfaction of BTVTED students in Food Laboratory Virtual Class
Likert Scale Verbal

SATISFACTION Mean SD
1. I am enjoying the online class. 3.82 0.98 OFTEN VERY EFFECTIVE
2. I can communicate effectively
3.93 0.86 OFTEN VERY EFFECTIVE
with my professor.
3. I am satisfied with the
outcome of virtual learning.
4. Virtual food laboratory
learning helps to elaborate 4.18 0.90 OFTEN VERY EFFECTIVE
features of the home economics
5. Virtual learning is carried out MODERATELY
3.32 0.82 SOMETIMES
without any interaction. EFFECTIVE
OVERALL MEAN 3.83 0.88 OFTEN VERY EFFECTIVE

3.41-4.20 Often 1.81-2.60 Rarely
The second variable (satisfaction) comprises five questions, as shown in the table above. Satisfaction
demonstrates the link between responsibility fulfillment and happiness. The total mean (3.83) is shown in the
table, with (OFTEN) Likert scale description and a highly good verbal description result. The indicator "Virtual
food laboratory learning helps to elaborate features of the home economics" was scored first and has the
highest mean of (4.18), indicating that it is often and very effective. "Virtual learning is carried out without any
interaction" had the lowest mean (3.32), suggesting that it is sometimes and moderately effective. The
average of the indicators was "I am enjoying the online class" with a mean of (3.82), "I can communicate
effectively with my professor" (3.93), and "I am satisfied with the outcome of virtual learning" (3.89), indicating
that they are often and extremely effective."
This implied that second year BTVTED students had very effective, well-designed online courses with
defined objectives that were simple to access. They are more satisfied with their online learning experiences
since they can communicate and have conversations with their peers.
According to (Hoover, 2018), students who have more opportunities to receive constructive and
detailed feedback from and interact with instructors are more satisfied with their online learning experiences.
Based on the survey, students who have more opportunity to connect with and discuss their peers report
higher levels of satisfaction with their online learning.
Table 4.2
Mean Self-efficacy of BTVTED students in Food Laboratory Virtual Class
Likert Scale Verbal

SELF-EFFICACY Mean SD
1. I can navigate online courses MODERATELY
3.00 0.00 SOMETIMES
material efficiently. EFFECTIVE
2. I am focused on activities during
my online class.
3. I can easily recall the lesson after
class.
4. Virtual Food Laboratory activities
MODERATELY
help me understand the lecture 4.04 0.74 SOMETIMES
EFFECTIVE
concepts.
5. I can fully understand the
MODERATELY
instruction given by the course 4.11 0.74 SOMETIMES
EFFECTIVE
materials.
3.41-4.20 Often 1.81-2.60 Rarely
As indicated in the table above, the third variable (self-efficacy) consists of five items. Individuals'
perceptions of students' ability to do specific behaviors required of online learners are measured by self-
efficacy. The table shows the overall mean (3.79) along with a (OFTEN) likert scale description and a very
excellent verbal description result. The indication "I am focused on activities throughout my online class"
received the highest score, with a mean of 4.18, suggesting that it is often effective. "I can navigate online
courses material efficiently" had the lowest mean (3.00), suggesting that it is sometimes and moderately
effective. The average of the indicators was "I can easily recall the lesson after class" with a mean of (3.64),
"Virtual Food Laboratory activities help me understand the lecture concepts." (4.04), and "I can fully
understand the instruction given by the course materials" (4.11)
This implied that second year BTVTED students were very effective about how successfully they
will carry out the tasks they must undertake in order to achieve a specific goal may also influence their
performance. It is also considered as a key indication in a student's ability to do demanding jobs that they
have never done before.
Self-efficacy, according to Bandura (2016), is defined as "beliefs in one's ability to plan and execute the
courses of action necessary to generate certain outcomes".According to Lamb (2015), the more actively
involved students are in their learning, the more they take ownership of their learning and gain from their
experiences. Additionally, students that develop a good attitude about online learning will improve their
online learning behavior, hence increasing their self-efficacy (Prior et al., 2016) Based on the survey, Students
who are more likely to shun projects that are above their capabilities and seek out tasks in which they can
excel. Students that have a greater level of self-efficacy set higher objectives and work harder to accomplish
them.
Table 4.3
Mean Learning Environment of BTVTED students in Food Laboratory Virtual Class
Likert Scale Verbal

LEARNING ENVIRONMENT Mean SD
EXTREMELY
1. I am enjoying the online class. 4.21 0.88 ALWAYS
EFFECTIVE
2. I can communicate effectively MODERATELY
3.04 1.00 SOMETIMES
with my professor. EFFECTIVE
3. I am satisfied with the outcome of MODERATELY
3.29 0.81 SOMETIMES
virtual learning. EFFECTIVE
4. Virtual food laboratory learning
helps to elaborate features of the 3.50 1.00 OFTEN VERY EFFECTIVE
home economics
5. Virtual learning is carried out
without any interaction.

3.41-4.20 Often 1.81-2.60 Rarely

The table above shows one of the factors for making the online course effective, which is the Learning
Environment that consists of five questions that have relevance to the learning environment. Based on the
table, it shows the overall mean (3.52) which is OFTEN in Likert scale description and very effective in verbal
description. The indicator “I am enjoying the online class” ranked first and had the highest mean of 4.21,
interpreted as extremely effective. The indicator “I can communicate effectively with my professor” had the
lowest mean of 3.04 mean among the indicators which is interpreted as moderately effective. The indicator “I
am satisfied with the outcome of virtual learning” has a 3.29 mean interpreted as sometimes and moderately
effective. The indicator “Virtual food laboratory learning helps to elaborate features of the home economics”
has a 3.50 mean while the indicator “Virtual learning is carried out without any interaction” had a mean of
3.57 and they both interpreted as often and very effective.
It indicated that the second year BTVTED students of CITI Global College had a very effective learning
environment in learning Food Laboratory through virtual learning modality. It only means that having virtual
learning set up is somehow effective for them as they can still learn even though they can't experience it in a
real physical situation. Learners nowadays are becoming good at technology so therefore it is easy for them to
catch up as long as communication is clear between their peers and instructors.
According to (Puzhevich, V., 2020), the educational process becomes more adaptable with the help of
virtual learning environments, especially in terms of time. Students can simply align their studies with other
plans and activities as they have continuous and free access to all learning materials.
According to Kwoon., et.al (2020), with this continuing education, it is imperative for the learner to be
engaged and feel confident toward learning new material in a new learning environment to promote
themselves to higher learning. According to Liu N., et., learning environment characteristics can ultimately
influence learning effectiveness by directly affecting learners’ control over the learning material and learner’s
communication and interaction with peers and instructor. It implies that having a virtual learning environment
has a positive impact on learners as long as it elaborates the material and explains thoroughly.
Table 4.4
Mean Digital Empathy of BTVTED students in Food Laboratory Virtual Class
Likert Scale Verbal

DIGITAL EMPATHY Mean SD
1. I got to see my teacher's facial MODERATELY
3.32 0.77 SOMETIMES
expression during virtual class. EFFECTIVE
2. I can sense it if my teacher is
happy with my report or virtual 3.71 0.90 OFTEN VERY EFFECTIVE
performance.
3. I can provide and share with
them the information that is 3.71 0.81 OFTEN VERY EFFECTIVE
relevant and useful.
4. I can show my emotions and
feelings when delivering an
information that is relevant to their
needs.
5. I became media literate because
of online learning.

3.41-4.20 Often 1.81-2.60 Rarely

The table shows above the last variable (digital empathy) which has five questions. The digital empathy
shows the connection of digital media and the cognitive and emotional ability while using it. Based on the
table, it shows the overall mean (3.61) which is interpreted as Often and very effective result in verbal
description. The indicator “I became media literate because of online learning” ranked first and had the
highest mean of 3.75, interpreted as Often and Very Effective. The indicator “I got to see my teacher's facial
expression during virtual class” had the lowest mean among the indicators of 3.32 which was interpreted as
Sometimes and Moderately effective. The indicators “I can sense it if my teacher is happy with my report or
virtual performance” and ``I can provide and share with them the information that is relevant and useful” got
the same mean of 3.71 and interpreted as Often and Effective. As well as the indicator “I can show my
emotions and feelings when delivering an information that is relevant to their needs” had a mean of 3.57 and
interpreted as Often and Very Effective.
This implied that the BTVTED students had a very effective digital empathy in virtual learning modality
in their food laboratory class. This also means that they are properly learning and they can express themselves
despite the changes in their learning platform.
According to Friesem, (2016) The main challenge with digital empathy is that it can be hard to know
what other online users are feeling. Understanding the feelings of others is fundamental to communication
and connection. But according to the result of the survey it says that the respondents can sense their teachers'
feelings and they can also show their emotions and feelings in their virtual class.
Test of significant relationship in the level of perceived effectiveness of virtual learning in teaching food
laboratory when respondents are grouped according to age and sex
Table 5.0 and 5.1 presents the results of demographic profile of the respondents and their relationship
on factors in making food laboratory virtual class effective.

Significant relationship between the Age and the Factors for Making an Online Course Effective of the
respondents
Table 5.0
X-
AGE/ Factors for Degree critical
Computed chi-
Making an Online of value Interpretation Decision
square
Course Effective Freedom at a=
0.05
With
Reject
PERFORMANCE 10.58 4 9.49 significant
Ho
relationship
Without
Accept
SATISFACTION 4.07 4 9.49 significant
Ho
relationship
With
Reject
SELF-EFFICACY 9.60 4 9.49 significant
Ho
relationship
Without
LEARNING Accept
1.93 4 9.49 significant
ENVIRONMENT Ho
relationship
Without
Accept
DIGITAL EMPATHY 1.83 4 9.49 significant
Ho
relationship
*Correlation is significant at .05 level (2-tailed)
As shown in the table above, not all the indicated factors for making an online course effective had a
significant relationship with their age at 0.05 level. It was supported with a x-critical value of 9.49 for all the
factors but had a different computed chi-square result. Performance was 10.58, 4.07 for satisfaction, 9.60 for
self- efficacy, 1.93 for learning environment and 1.83 for digital empathy. The variable performance and age
got the highest computed chi-square result and had a significant relationship and rejected its test hypothesis.
While the digital empathy and age got the lowest chi-square result (1.83) and indicates that the test
hypothesis was accepted. Also, learning environment and age got the second to the lowest chi-square result
(1.93) and indicates that it accepts the test hypothesis. The factor self-efficacy ranked second with its chi-
square result (9.90) and the Test hypothesis was accepted. Lastly the factor satisfaction got ranked third with
its chi-square result (4.07) and it accepted its test hypothesis.

This implied that the age (20,21,22) years of age of respondents over the factors (performance,
satisfaction, self-efficacy, learning environment, and digital empathy) had an impact in their virtual learning
modality of their food laboratory class. This is also implied that second year BTVTED students perform
effectively and most of them agree that they have a high level of self-efficacy during their food laboratory
virtual class.
According to Simonds and Brock (2014), younger students prefer face-to-face classes, while older ones
prefer online courses. According to Simonds & Brock (2014) Age is another variable considered when gauging
student satisfaction in online courses, with varying results. Some have found age to impact student
satisfaction with an online course while others have found it to not have an impact.
Significant relationship between the Sex and the Factors for Making an
Online Course Effective of the respondents
Table 5.1
X-
SEX / Factors for Degree critical
Computed chi-
Making an Online of value Interpretation Decision
square
Course Effective Freedom at a=
0.05
Without
Accept
PERFORMANCE 0.63 2 5.99 significant
Ho
relationship
Without
Accept
SATISFACTION 0.21 2 5.99 significant
Ho
relationship
Without
Accept
SELF-EFFICACY 1.46 2 5.99 significant
Ho
relationship
Without
LEARNING Accept
2.09 2 5.99 significant
ENVIRONMENT Ho
relationship
With
Reject
DIGITAL EMPATHY 6.65 2 5.99 significant
Ho
relationship
*Correlation is significant at .05 level (2-tailed)

As shown in the table above, there is only one indicated factor among five factors for making online
courses effective, which is Digital Empathy that has a significant relationship with their sex. It was supported
with a x-critical value of 5.99 for all the factors but had a different computed chi-square. The digital empathy
had a highest computed chi square of 6.65 and it indicates that the test hypothesis is rejected and the rest
indicated factors are interpreted as without significant relationship with their sex and the test hypothesis is
accepted. The Satisfaction had the lowest computed chi-square of 0.21, followed by the Performance that had
0.63, 1.46 for Self-Efficacy, and 2.09 for Learning Environment.
It indicates that sex does not affect the performance, satisfaction, self-efficacy and learning
environment of BTVTED students in learning Food Laboratory through virtual modality. This also means that
sex is not a hindrance in learning and acquiring knowledge through virtual set up as both males and female
students of BTVTED learned together and have been engaged in virtual learning for a long period of time.
According to (Ashong and Commander, 2012), males may have an advantage over girls in the online
classroom solely based on their higher perceived ability, comfort, and engagement with computers and that
males have a clear advantage over girls in confidence in their ICT abilities (Meelissen and Drent, 2007). It is
because males are more attached to technologies in this digital age and it became their comfort zone than
females nowadays.
Chapter V
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
This chapter presents the summary and conclusion derived in the conduct of the study which is
PERCEIVED EFFECTIVENESS OF VIRTUAL LEARNING MODALITY IN TEACHING FOOD LABORATORY in the

BTVTED students of Citi Global College. It also provides recommendations that can be pursued by the BTVTED
students.
The study was conducted at Citi Global College of Cabuyao. The respondents were the BTVTED and
they were selected using a survey questionnaire. It employed quantitative research and quantitative methods
that emphasized objective measurements and statistical, mathematical, or numerical analysis of data collected
through questionnaires and surveys. The statistics used were mean, percentage, standard deviation and chi
square.
SUMMARY OF FINDINGS
The findings of the study were summarized according to the statement of the problems stated in
Chapter 1.
1. What is the demographic profile of the respondent?
1.1 Out of 28 respondents 13 or 46% were 20 years old, 8 or 29 % were 21 years old and 7 or 25% were 22
years old. And 86% or 24 were female and 14% or 4 were Male.
2. What is the effectiveness level of virtual food laboratory in terms of;
2.1. Performance
The weighted mean was 3.98 and the result was exceptionally good in terms of completing food
laboratory assignments and participating in their virtual class.
2.2 Satisfaction
The weighted mean 3.8 and the it showed that students are satisfied with their learning food
laboratory virtual experiences as they can still connect with their peers and virtual interactions can be easily
accessed.
2.3 Self-Efficacy
The weighted mean 3.79 and the self-efficacy of students was they can manage and able to participate
and understand their activities during virtual class
Learning Environment
The weighted mean was 3.52. It has been demonstrated that the engaged learning environment boosts
students' attention and focus in studying virtual modality in teaching food during their virtual class.
Digital Empathy
The BTVTED students were assessed by their level of perceived effectiveness of virtual learning through
digital empathy with a weighted mean 3.61, interpreted as Very Effective.
3. Is there a significant relationship in the level of perceived effectiveness of virtual learning in teaching food
laboratory when respondents are grouped to age and sex?
There is a significant relationship in the level of perceived effectiveness of virtual learning in teaching
food laboratories among second year BTVTED students according to age. But according to sex, most of the
factors accepted the null hypothesis. The sex does not affect the performance, satisfaction, self-efficacy and
learning environment of the respondents with a x-critical value of 5.99 and the test hypothesis is accepted.
The age with a x-critical value of 9.49 but has a different chi-square result. Only the performance with a chi
square of 10.58 and self-efficacy with 9.60 was rejected the null hypothesis and the majority of the indicators
have no significant relationship with age the test hypothesis is accepted.

CONCLUSION
The following conclusions are reached based on the mentioned findings:
1. The gathered data indicates that most of the respondents are young and their age are not far from each
other.
2. According to the findings, food laboratory subjects are more dominant on female students.
3. The BTVTED students' result of their mean implies that all of the factors used by the researchers to test the
level of their perceived effectiveness in food laboratories are very effective in their virtual learning.
4. The BTVTED students' age has a significant relationship in the degree of perceived effectiveness of virtual
learning in teaching food laboratories according to performance and self-efficacy and has no relationship on
satisfaction, learning environment, and digital empathy.
5. The BTVTED students do well according to their gender, and the majority believe they have a high level of
digital empathy, which has a significant relationship with the degree of perceived effectiveness of virtual
learning in teaching food laboratories.
This shows that second-year BTVTED students perform well, and the majority believe they have a high
level of digital empathy during their food laboratory virtual class according to gender. In the degree of
perceived performance of virtual learning in teaching food laboratories among third-year BTVTED college
students, there is no significant link between age and gender. Because the test hypothesis has no effect on
performance, satisfaction, or self-esteem, it is accepted.
RECOMMENDATIONS
This study revealed the Perceived Effectiveness of Virtual Learning Modality in Teaching Food Lab
among BTVTED Students. Thus, the following recommendations are hereby presented:
1. Teachers would verify to ensure that all students grasp the implementation and implications of
accomplishing the Food Laboratory activities in the e-learning platform.
2. Schools that provide online courses or programs such as Food Laboratory would make an effort to convey
studies on the usefulness of totally online and blended learning in attaining student learning outcomes.
3. Virtual laboratory implementation in BTVTED students would be supported by teachers and embraced by
students in order to continuously develop.
4. Teachers will provide more detailed and in-depth comments on the activities provided by students in order
to develop their abilities.
5. Schools that have Vocational Courses that use Food Laboratories can give and actively encourage student
training in the usage of technologies that will be used in their courses.

Appendices
August 25, 2021
Mr. MICHAEL SANTILLAN
College Coordinator, CITI Global College
Cabuyao Laguna Campus
Dear Mr. Santillan,
Greetings!
We are the 4th year Bachelor of Technical Vocational Teacher Education students who are currently
conducting a study titled “Perceived Effectiveness of Virtual Learning Modality in Teaching Food Laboratory
among 3rd year BTVTED Students Cabuyao Campus' '.
As part of our study, we are here to ask for your permission to allow us to conduct an online survey
among our respondents. The survey will be sent to their Facebook Messenger and require answering for about
5-10 minutes. Rest assured that the data gathered will be treated with confidentiality and for academic
purposes only.
We are hoping that this request will merit your favorable approval.
Respectfully Yours,
Team Researchers
KIMBERLY LOPEZ KIM JOY MAGNO RUZZEL ANJELO LLANETA
JONA JEAN DELESO JUAN CARLO AQUINO NONITO GALASAO
Noted by:
ELVIRA B. CATANGAY, EdD
Research Adviser
MICHAEL SANTILLAN
College Coordin
Researchers Profile
Name: Aquino Juan Carlo C

Address: Southville 4 Phase 9, block5, lot 22 Brgy. Pooc SRL
Age: 22
Hobby: Watching movies, writing rap song, reading news
Life motto: “Opportunities don’t happen, you create them.”
Name: Jona Jean E. Deleso

Address: Sitio Katorse, Brgy. Dita, Santa Rosa, Laguna
Age: 21
Hobby: Watching k-dramas and reading mystery stories.
Life motto: “Don’t stop until you're proud and keep moving forward until you're content.”
Name: Llaneta, Ruzzel Anjelo M.

Address: Blk10 Lot47 Phs3 Golden City Subd. Brgy. Dila SRL
Age: 21
Hobby: Watching Series and Reading Books
Life Motto: "We may encounter many defeats but we must not be defeated."
Name: Kimberly Lopez

Address: Blk 29 Lot 11 Phase 1 Golden city Brgy. Dila SRL
Age: 23
Hobby: Listening music, reading and writing news articles, planting, watching movies
Life Motto: “The best way to predict your future is to create it.”
Name: Kim Joy M. Magno
Address: Samasikap Sitio Iran, Brgy. Macabling Santa Rosa Laguna
Age: 21
Hobby: I love watching movies and k-dramas, I love to read books and alternative universe story.
Life Motto: “We only one life to live, so do better.”
Name: Galasao Nonito Avila.

Address: Brgy. Sala Cabuyao city Laguna Rosario village 086
Age: 22 yrs old
Life motto:“To be the best you have to beat the best.”
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Self-Made Questionnaires for the Effectiveness of Virtual Learning Modality in
Teaching Food Laboratory
Part I. Personal Information:
Name (Optional): __________________________________________________
Age: ________ Gender: _____________ Grade/ Year Level: ___________
A. Performance
1. I can complete and submit my food laboratory tasks on time
□ Never □ Rarely □ Sometimes □ Often □ Always
2. I regularly attend my online class discussion.
3. I can demonstrate basic cooking methods virtually.
4. I can apply different cooking techniques in my daily life.

5. I actively participate and recite during virtual discussions.
B. Self-Efficacy
• I can navigate online course material efficiently.
2. I am focused on activities during my online class.
3. I can easily recall the lesson after class.
4. Virtual Food Laboratory activities help me understand the lecture concepts.
5. I can fully understand the instruction given by the course materials.
C. Satisfaction
1. I am enjoying the online class.
2. I can communicate effectively with my professor.

3. I am satisfied with the outcome of virtual learning.
4. Virtual food laboratory learning helps to elaborate features of the home economics.
5. Virtual learning is carried out without any interactions.
D. Learning Climate
1. I am motivated to attend my virtual class.
2. Virtual learning is chaotic.
3.It is easy to cope home economic lessons through online class.
4. I am eager to participate during online discussion.

5. Virtual laboratory modality is easily access by the learners.
E. Digital Empathy
• I got to see my teacher’s facial expressions during virtual class.
2. I can sense it if my teacher is happy with my report or virtual performance.
3. I can provide and share with them the information that is relevant and useful.
4. I can show my emotion and feelings when delivering an information that is relevant to their needs.
5. I became media literate because of online learning.

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PERCEIVED EFFECTIVENESS OF VIRTUAL LEARNING MODALITY IN TEACHING FOOD

INFORMATION AND COMMUNICATIONS TECHNOLOGY

An Undergraduate Thesis presented to the

In the partial fulfillment

students in terms of emotional schemas, agentic personality, and various

University Students, Multi-measure Agentic Personality Scale, Leahy Emotional

by correlation analysis, t-test, one-way analysis of variance, and regression

analysis indicated that emotional schemas of uncontrollability, demand for

rationality, rumination, dissimilarity, denial of emotions, validation, seeing

emotions as dangerous, acceptance of feelings, consensus, and guilt predicted

addiction significantly, whereas, emotional schemas of weakness against

but it did not differ significantly based on where students lived.

• 1.What is the profile of respondents in terms of:

Online games commonly played

• 2.What types of games do the selected students play in majority?

Mobile Legend (ML)

Call Of Duty (COD)

Poor And Personal Hygine

Anxiety And Depression

 4.What if the affects of online games to their Academic Performance at School?

Number of hours spent in studying

about doings this kind of games.

Objective: To decrease some of students addicting in online games.

discussed limitations and implications for mental health practice.

Self- Efficacy Theory

information) (McLoughlin et al,.2001).

Environments, according to Holland (1997), support the development of competences, stimulate

personality type and academic environment.

to communication and connection.

Significance of the Study

used and contribute to several groups in the future.

The results of the study will be of great benefit to the following:

food laboratory subject.

learning that will prepare them to be productive members of society.

SCOPE AND DELIMITATION

their academic performance.

person everday life.

browse the web.

Review of Related Literature

Review Related Literature and Studies

18 to 26 years old, with an average age of 18 and 21 years.

been studied in relation to online learning outcomes.

satisfaction (Harvey et al., 2017).

abilities to practice and demonstrate the cooking skills gained in training.

most out of them.

laboratory subject in their field.

dull and inefficient, but it can be both engaging and efficient.

surprising, according to Loeb (2020).

courses, especially those with poorer academic backgrounds.

learners will benefit from the same learning experiences.

their homes using personal appliances and supplies.

outcomes (Chu et al,.2013).

validated by research on self-efficacy beliefs (Pajares et al,. 2001).

learning (Tanhueco-Tumapon, 2020).

students' positive expectations by (Kuo et al. 2013).

student learning and happiness, according to Ali Sher (2009).

communication is mediated through Internet communication technologies, the absence of face-to-face

a few items you can do to affect this.

providing a sense of encouragement and contact.

prefer a teacher-centered approach.

remains unresolved (Felter et al,.2020).

environments, interactivity, and evaluation, to name a few (Dow et al,.2010).

empathy phenomena into the digital arena.