THE IMPACTS OF VIRTUAL

LABORATORY CLASSES ON AMT

STUDENTS AT INDIANA AEROSPACE
UNIVERSITY

CHAPTER IV
PRESENTATION, ANALYSIS AND
INTERPRETATION OF DATA
Leader: GROUP 33
Destreza, Gildo Lee Jr (MWF 2:00PM - 3:00PM)
Galleposo, Angelo Lobitos (MWF 2:00PM - 3:00PM)

Galindo, Dale Owen (MWF 2:00PM - 3:00PM)

Members:
Alcuizar, Vadim Jhay (MWF 2:00PM - 3:00PM) Mago, Serge Augustin (MWF 2:00PM - 3:00PM)

Bertumen, Maryle Jade (MWF 2:00PM - 3:00PM) Villarosa, John Erwin (MWF 2:00PM - 3:00PM)

Butantan, Kemp John (MWF 2:00PM - 3:00PM) Yaun, Joshua (MWF 2:00PM - 3:00PM)
OVERVIEW
This chapter presents, analyzes and interprets the data related to the sub-problems of the study, tabulated, arranged,
analyzed and interpreted appropriately

COURSE MASTERY
Course Mastery is a direct indication that an individual is able to comprehend and fully understand the subject that they are
studying. It may be in the process of discussing and practicing over and over again to eliminate any possible errors to
ensure that they are knowledgeable with what they are doing. This refers to the fourth year AMT students’ understanding
when it comes to handling these types of laboratory projects. An example is a prerequisite lecture about knowing how to
repair the aircrafts skin panel via Altimeter online class.

Because of the pandemics restrictions for actual Face-to-face learning, 4th year AMT students need professional
instructors to educate them with the necessary procedures when it comes to handling tools, mastering all the
terminologies, history, and other relevant information in order for them to transition into doing the actual project that was
given. Thus, Online classes are the best alternative for students and instructors to finish their lectures.
TABLE 1 PRESENTS THE IMPACTS OF VIRTUAL LABORATORY
CLASSES
ON AMT STUDENTS AT INDIANA AEROSPACE UNIVERSITY
IN TERMS OF COURSE MASTERY.
TABLE 1
COURSE MASTERY
N=43

LEGEND:
4.21-5.0 STRONGLY AGREE
3.41-4.20 AGREE
2.61-3.40 NEUTRAL
1.81-2.60 DISAGREE
1.0-1.80 STRONGLY DISAGREE
CALCULATIONS
 COURSE MASTERY
In Table 1, the questionnaire for course mastery obtained an average mean of 4.06 which showed that the impact of virtual laboratory classes in
terms of course mastery was “Agree”. The highest mean, which is 4.23, disclosed that 4th year AMT students understood the terminologies
needed for their laboratory subject, they were skillful enough to identify certain problems like corroded area for the aircraft skin panels with a
mean of 4.06, and the attainment of knowledge and experience that is beneficial for their future job as an aircraft mechanic with a mean of 4.04.
Further, there was a need for a competent instructor since the weighted mean of 3.95 is on average.

The highest mean proved that terminologies are a strong benefit for the 4th year AMT students since this will help them familiarize themselves is
the purpose of a “rivet”, how to use the method of “doubler, and many more. Alongside identifying certain areas of damage, instructors would ask
“what type of damage is visible here?” thus, their vocabulary about the subject plays an important role. An online learning alternative was given to
enhance the student's understanding of uncommon words with the help of an instructor.

The survey further showed that there was a need for a competent instructor because as stated by the respondents, the instructor would often
just meet once or twice from prelim to finals leaving them unattended and uninformed on what to do for the laboratory subject. The lack of
guidance for their project might cause some issues such as injuries and bad outputs. Therefore, Competent instructors are needed to avoid these
certain problems.
PROBLEMS
ENCOUNTERED
 Table 4 showed that Internet connection and Altimeter errors had a negative impact on the 4th-year AMT students' learning capabilities with a
frequency of 39. During the pandemic, Online classes were one of the biggest alternatives for education. There was a rush with buying laptops
and phones with this type of learning adjustment. But the biggest issue for students was an internet connection. Some of them couldn't afford
the expensive monthly rates for a fast internet browsing speed so they rely on mobile data which isn't sufficient enough for a stable connection.
This caused many missed classes from both students and instructors. Online portal system errors were also an induced problem by the
respondents. As stated, It was known to have bugs and was inaccessible during its early launch for online learning. Thus, the need for better
Internet connection quality and programming for portals is highly beneficial if this type of learning is going to be implemented by the school.

The second highest problem encountered is the comfort of doing their projects in there respective homes. Practically, The learning environment
provides a certain stimulus to the students level of focus and dedication for their task. It cannot be denied that our homes has amounts of
distracting objects or activities that may hinder us from finishing our projects early. Students are more productive when the environment is set to
a working space like school. Presently, discomfort was experienced when doing their laboratory subjects at home.


THANKYOU FOR LISTENING!

GROUP 33

Leader: Galleposo, Angelo Lobitos (MWF 2:00PM - 3:00PM)

Destreza, Gildo Lee Jr (MWF 2:00PM - 3:00PM)
Galindo, Dale Owen (MWF 2:00PM - 3:00PM)
Members:
Alcuizar, Vadim Jhay (MWF 2:00PM - 3:00PM) Mago, Serge Augustin (MWF 2:00PM - 3:00PM)

Bertumen, Maryle Jade (MWF 2:00PM - 3:00PM) Villarosa, John Erwin (MWF 2:00PM - 3:00PM)

Butantan, Kemp John (MWF 2:00PM - 3:00PM) Yaun, Joshua (MWF 2:00PM - 3:00PM)