VIRTUAL CLASSROOM FOR COMPUTER SCIENCE SUBJECTS

A Thesis
Presented to
The Faculty of College of Science
University of Rizal System
Morong, Rizal

In Partial Fulfilment
of the Requirements for the Degree
Bachelor of Science in Mathematics
Major in Computer Science

DARELL B. AGUSTIN
MARCUS JAY A. FABREGAS
MARK KENNETH L. BERNAL
LEO A. CLAVE
DANIEL S. ABEJUELA

MARCH 2016

TABLE OF CONTENTS
Page
TITLE PAGE...

APPROVAL SHEET..

ii

ACTKNOWLEDGEMENT..

iii

DEDICATION......

iv

TABLE OF CONTENTS....

LIST OF FIGURES.

vi

Chapter
1

THE PROBLEM AND ITS BACKGROUND

Background and Purpose of the Study... 1
Theoretical Framework
Conceptual Framework...
Statement of the Problem...
Hypothesis.
Scope and Limitation
Definition of Terms

RESEARCH METHODOLOGY
Research Method
Setting of the Study..
Sources of Data.
Procedure of the Study..
Statistical Treatment..

APPROVAL SHEET
This thesis entitled VIRTUAL CLASSROOM FOR COMPUTER SCIENCE SUBJECTS,
has been prepared and submitted DANIEL ABEJUELA, DARELL AGUSTIN, LEO CLAVE,
MARK KENNETH BERNAL AND MARCUS JAY FABREGAS, in partial fulfillment of the
requirements for the degree Bachelor of Science in Mathematics major in Computer Science is
hereby recommended for corresponding oral examination.

January 27, 2016

AIREEN C. MATIMATICO,

Date

Adviser

Approved in partial fulfillment of the requirements for the degree Bachelor of Science in
Mathematics major in Computer Science by the Oral Examination Committee.

ARMINDA B. CAMPO,

SHIELA MARIE F. DELA CRUZ,

Member

Member

YVETTE GARROVILLAS,
Chairman

Accepted in partial fulfillment of the requirements for the Degree Bachelor of Science in
Mathematics Major in Computer Science.

VALENTINA R. CATMUNAN Ph. D.

Date

Dean, College of Science

ACKNOWLEDGEMENT
The researchers wish to extend their sincerest gratitude and appreciation for this
study will not be successful and compete without the help of the respected persons who
shared their time, knowledge, valuable assistance and effort for the completion of this
study.
Dr. VALENTINA R. CATMUNAN Ph. D. Dean of College of Science, for the
permission given to the researchers to conduct study;
Prof. AIREEN C. MATIMATICO, their beloved research adviser, who rendered his
immeasurable guidance through suggestions, comments and insight, which helped the
researchers to improve the masterpiece and support for their worthy endeavor;
Prof. SHIELA MARIE F. DELA CRUZ, their beloved statistician, who gave her
unconditional care and guidance by giving her suggestion and comments that would
help the researchers to finish the manuscript;
Prof. YVETTE S. GARROVILLAS, their panel chairman, who helped and advised
the researchers for the development of the title, and for his suggestion, time and
patience extended to the researchers;
Prof. ARMINDA B. CAMPO, their critic reader who provided suggestions and
comments for the improvement of the study;

To the RESPONDENTS, for their cooperation during the evaluation of the

developed program;
To the researchers PARENTS, FRIENDS, BROTHERS AND SISTERS, who gave
their moral, spiritual and financial support to make this endeavor possible;
And specially, to ALMIGHTY GOD, for giving them strength, everlasting love,
guidance, grace, wisdom and blessings in taking the piece of work possible.

The Researchers

DEDICATION

WE WHOLE HEARTEDLY DEDICATED THIS STUDY TO OUR PARENTS WHO

ALWAYS SUPPORT US TO CONDUCT THE STUDY WHETHER
ITS FINANCIAL SUPPORT AND TO ALL OUR PROFESSOR
WHO SAVE THEIR ENCOURAGEMENT AND IDEAS TO
MAKE THIS STUDY POSSIBLE AND TO OUR
FRIENDS AND CLASSMATES FOR ALL THE
UNDERSTANDING AND LAUGHTERS TO
FORGET A WHILE THE HARDSHIP
WHILE DOING THIS RESEARCH
AND ABOVE ALL TO OUR
GOD ALMIGHTY TO
MAKE THIS STUDY
MEANINGFUL
AND WORTHY.

DARELL
DANIEL
LEO
MAKEN
MARCUS

Chapter 1

THE PROBLEM AND ITS BACKGROUND

This chapter includes background and purpose of the study, theoretical
framework, conceptual framework, statement of the study, hypothesis, scope and
limitation of the study and definition of terms.

Background and Purpose of the Study

With increasing popularity of the internet, traditional classroom has shifted to elearning. The growing popularity of E-Learning has introduced new terms to education
as virtual learning.
In virtual learning lectures or sessions use the internet. It is a scheduled, online,
teacher-led training session where teachers are not present with learners physically but
interact via internet.
A virtual classroom is an instrument for conducting live classroom-like sessions
over the internet. In IT students and tutors can communicate using voice, video, chat
and whiteboard tools. They also have facilities like application sharing, polling, breakout
sessions and quizzes. It allows the tutor and students to participate in real time lessons
and discussions. Students can ask questions, draw on the whiteboard, and participate
in breakout sessions. everything that can be done in a real classroom, can be done in a
virtual classroom. Moreover, the whole classroom session can be recorded and made
available for review afterwards.

It refers to introduction in learning environment where teacher and student are

separated by time or space, or both and the teacher provides course content through
course

management

applications,

multimedia

resources,

the

internet,

video

conferencing, etc. Students receive the content and communicate with the teacher via
the same technologies.
E-learning, in the context of this research, is the learning processes and
interactions between students and teachers that are supported by information and
communication technologies (ICT). Recent studies have focused on examining issues
related to the implementation and evaluation of e-learning in higher education. 1
The Online Virtual Classroom (OVCR) is actually developed to provide the
simulation of classrooms in department network for the ease of teachers presenters and
students or participants. It aims to complement the efforts of educators within the
network to integrate technology into their classrooms and curricula and to link their
schedule to the network in educationally productive ways. 2
A learning is an online learning environment. The environment can be webbased

and

accessed

through

a portal or

software-based

and

require

downloadable executable file. Just like in a real-world classroom, a student in an online

virtual learning participates in synchronous instruction, which means that the teacher
and students are logged into the virtual learning environment at the same time. 3
According to Edmodo 21st century education requires educational administrators,
teachers, and student to use technology for the advancement of learning and teaching.
Nowadays, many academic articles, virtual learning environment and other educational

tools which are available in the internet for free can be accessed by ordinary people.
Students to be more specific frequently used the internet or to be more particular social
networking sites.4
In line with this, the 1987 Philippine Constitution, Article XIV, Sec 10 states that:
Science and Technology are essential for
national development and progress. The state shall give
priority to research and development, invention, innovation,
and their utilization and to science and technology,
education, training and services. It shall support indigenous
appropriate and self-reliant scientific and technological
capabilities and their application to the countrys productive
systems and national life.
This provision gave importance on the role of science and technology on the
development and its significance to virtual as a discipline. Thus virtual learning should
be utilized correctly in the realization of national benefits for science and technology and
the people in general. The constitution directs the state to promote scientific research
and technology. It is in mathematics where science and technology complete the
advancement essential for national development and progress. 5
It has been stated in Article XIV Section 2, 1987 Phillippine Constitution,
The State shall protect and promote the right of all citizens
to quality education of all levels and shall take appropriate
steps to make such education accessible to all.
Haywood research on a longitudinal study of students preparedness for and
perceptions of e-learning in the UK and Europe. They suggest that students enter
University with at least a basic level of ICT skills and that they have access to and a
willingness to use ICT for study as well as social and recreational activities. Students
also have a positive attitude towards the use of ICT to support teaching and learning.

However, students are generally unprepared for new learning experiences. They
consider the use of ICT as a supplement to traditional teaching only and are concerned
about the loss of quality of their learning experience as well as the apparent transfer of
burdens and costs to them. Cowan suggests that the advance of technologies has
made syllabi, which require students to know, understand, and apply material, out of
date. Instead students need to concentrate on the higher levels of learning in the
cognitive domain. Therefore, students need to develop sophisticated abilities in
problem-solving, making judgments, searching, analyzing, thinking critically, and
collaborating with others The research by both Cowan and Haywood et al. suggests
that generally students require coaching as to what their role is and what the role of the
teacher is, to gain the benefits afforded by technology supported education. 6
A small-scale study reported by Newlands and Coldwell attempted to address
some of the discrepancies between teacher and student expectations. This study did
not investigate the skills and attitudes that students bring to online learning but rather
their expectations of their online learning experience. The study identified four barriers
to learning: responsibility for learning, interaction, use of appropriate learning
strategies, and acquisition of required ancillary skills. 7
While both teachers and students generally have a good understanding of what
the roles of teachers and students are in a face-to-face environment, the roles in an
online environment can be subtly different. Online teaching and learning changes the
scope and skills we require of academics and teachers. It changes what we actually do
with students. For successful teaching and learning to take place, both teachers and
students need to be clear on the roles that they are expecting of each other. A

mismatch between these expectations can lead to frustration and a less than
satisfactory teaching or learning experience. Consequently, Chang and Fisher argue
that teachers and students must understand their roles in the online environment if they
are to contribute and participate successfully in an OLE. 8
The Internet allows cost-effective information delivery services, collaborative and
distance education, more than has ever been imagined 21st century students are very
knowledgeable.
By way of Sanders, which refers for A learning situation on which the students
interact and guided by a computer through a source of study it aimed of achieving a
certain instructional goal.9
Besides, Bill Gates stated, For any country looking to its future, whether or not
talking to Information Technology (IT), education is the place where investment should
have the highest place. Technology can enhance students learning, preparing students
for the future, help build efficient organization, increase community involvement in
education and creates lifelong learning. This focuses on technology as a learning tool
for both students and teachers.10
A number of researches have been written on the effectiveness of virtual learning
environments at the higher institution level. The said advantages are as follows:
convenience, accessibility and flexibility. However, the said effectiveness may vary
considering the internet facilities of the school, level of enthusiasm among students on
the use of social networking sites in education and the knowledge and skills of teachers
when it comes on online learning.

A study conducted by Brady et al. on effectiveness of an education-based social

networking sites or virtual learning environments in education supported the idea of a
great potential of these online educational platforms as a supplementary tools for a
face-to-face class.11
There are many educational activities that can be done in virtual learning
environments such as online assignments, discussions, and other tasks. For example,
computer based assignments are very crucial in assessing students progress.
Computer based assignments are an effective way of ascertaining students
understanding of concepts.
According to Sergey Gerasimenko, co-founder and CPO at CBTec, the company
behind Eliademy People have been using electronic tools in education for almost two
decades now, but most are still unnecessarily overcomplicated, time consuming and
frequently, a demotivating experience. What if it was simple and yet beautiful? With
Eliademy, we bring modern Internet service innovation in design and usability to
educators and students all around the world for free stated Sergey.12
According to Mindflash Online learning, or e-learning, offers a number of
advantages for people and companies looking to develop a new content program or
curricula none bigger than the ability to offer that training anywhere, anytime. That
means whether your trainees are all together in a classroom or scattered all over the
country in different time zones, they can still tap into the same course materials, and at
a time thats convenient to them.13

Virtual learning can take place synchronously or asynchronously. In synchronous

systems, participants meet in "real time", and teachers conduct live classes in virtual
classrooms. Students can communicate through a microphone, chat rights, or by writing
on the board. Asynchronous courses have deadlines just as synchronous courses do,
but each student learns at his or her own pace. A virtual learning environment can also
include students and teachers "meeting" online through a synchronous web-based
application. The teacher presents lessons through video, PowerPoint, or chatting. The
students are able to talk with other students and the teacher, as well as collaborate with
each other, answer questions, or pose questions. They can use the tools available
through the application to virtually raise their hands, send messages, or answer
questions on the screen given by the teacher or student presenter.14
Online learning also called blended learning is a formal education program in
which a student learns at least in part through delivery of content and instruction via
digital and online media with some element of student control over time, place, path, or
pace. Still a relatively young industry, promising a rich future of breakthroughs. New
models of teaching are already emerging that have the potential to take online learning
to even greater accomplishments.15
Early work by Wang and Newlin in the use of text-based synchronous and
asynchronous interaction indicates that each has a place in online learning, and that
they serve different but complementary purposes. Wang and Newlin claim that
synchronous interaction can be more effective in fostering the social goals of learningcommunity development, while asynchronous is more suited to the delivery of content
or for administration purposes. This perspective is supported by Haythornthwaite and

more latterly, argues of the importance of content-related, planning-related, and socialrelated interaction in the formation of effective. 16
Web-based technology has a dramatic impact on learning and teaching. A
framework that delineates the relationships between learner control and learning
effectiveness is absent. This study aims to fill this void. Our work focuses on the
effectiveness of a technology-mediated virtual learning environment (TVLE) in the
context of basic information technology skills training. Grounded in the technologymediated learning literature, this study presents a framework that addresses the
relationship between the learner control and learning effectiveness, which contains four
categories: learning achievement, self-efficacy, satisfaction, and learning climate.
The birth of online learning can be traced to the concept of Self Directed
Learning (SDL). When SDL is applied to formal education contexts, it is often seen as a
means to shift from a teacher-centered to a learner-centered approach to education.
Virtual Classrooms are designed based on the active learning approach that appears to
provide a more effective learning strategy. In active learning approach, students become
the architects of their own learning. The underpinning of this approach is experiential
theory.17
According to Clarks research, learning effectiveness is influenced by the
instructional method embedded in the media presentation rather than the media itself.
CDT is a theory of instructional design that offers the guidelines of designing
presentation forms as the basic components of a lesson. We adopted CDT as the
design criteria for both the TVLE and traditional learning environment. specifies four

major presentation forms: (1) rule: the fundamental rationale for a specific instructional
method or a model of learning. For example, the objectivist or traditional model views
learning as the transfer of knowledge to the learner; (2) example: illustrations and
explanations that specify the characteristics of a rule; (3) recall: remind students of the
generality of the learning model; and (4) practice: to combine theory with practice by
taking instances. In order to provide a student with a full range of learning and
instructional tools, the presentation of each instructional component should contain all of
the above forms. As a result, learners may decide the learning pace, the sequence of
presentation, and the control over content. According to Merrills theory, when a course
and its presentation form are designed based on CDT, it is assumed that students may
have higher learning achievement provided that they have higher levels of learner
control.
In the field of educational technology, recent studies have proven many benefits
of using the Internet for providing stronger motivation for learning among students. The
Internet allows cost-effective information delivery services, collaborative and distance
education, more than has ever been imagined 21st century students are very
knowledgeable.18
A study conducted by Brady et al. on effectiveness of an education-based social
networking sites or virtual learning environments in education supported the idea of a
great potential of these online educational platforms as a supplementary tools for a
face-to-face class.19

According to the previous researches on the educational technology, the benefit

to students of using new technologies is greatly dependent, at least for the moment, on
the technological skill of the teachers and the teachers attitude to the presence of the
technology in teaching.20
Another important point is the over-all acceptance of students on the online
activities given by the teacher. According to Haddad and Drexler, an effective
teaching/learning process must stimulate intellectual curiosity and offer a sense of
enjoyment that will move the students from the passive role of recipients of information
to the active role of builders of knowledge. 21
The researchers chose Virtual Classroom for Computer Science Subjects
because this study will help the faculty members and the student of College of Science.
It is a web based software system designed to facilitate learning and teaching with the
use of tools and activities. Using virtual learning can be a task to complete in class or at
their own pace, time and location, they can contribute to synchronous and
asynchronous discussions to help develop their learning. The use of computers to
support teaching in Higher Education has increased dramatically in recent years.
Network infrastructure improvements and technology developments, are providing
exciting opportunities for the use of computers in all disciplines. These developments
have coincided with an evolving role for education as more students wish to study parttime, at a distance, or wish to integrate their education with their professional career. In
addition, the creation of a learning society, where individuals are encouraged to
continue to learn throughout their life demands new models of teaching, which do not
rely heavily on face to face teaching or strict progression schedules. Universities have

recognized this changing need for educational provision and are investigating more
flexible teaching methods to enter new markets such as distance learning, work-based
learning and part-time study. Within Higher Education, there is a movement towards
greater formalization of staff skills and it is anticipated that new delivery mechanisms
will be exploited to achieve this. The combination of new technologies and network
delivery is ideally suited to provide flexible provision and also establish distributed
learner communities to support the learning process. In the context of staff
development, such a combination provides.
Students also learn more quickly, demonstrate greater retention, and are better
motivated to learn when they work with computers. Teachers knowledge on applying
theories on effective implementation of online learning is very good program for the
students.
Theoretical Framework
In the development of the Virtual Classroom for computer studies, the
researchers utilized the theory of Anderson of Athabaska University discusses his views
on the educational merit of learning theories and how they can be utilized in an online
learning environment
Anderson

begins

his

argument

by

discussing

how

effective

learning

environments (including online learning environments), should consist of four

components. First, the learner-centered means that the teacher must aware of students
understanding including prior knowledge, misconceptions. Some argue that online
learning can limit an educators understanding of their students cultural perspectives and

restrict communication. Second, the knowledge-centered means that the internet

provides learners with an enormous source of knowledge resources. As a result, the
online educator must be cognizant of this and help direct their develop students
knowledge discovery skills. Third, the assessment-centered means that online
assessment can come in the form of computer-graded quizzes, simulation exercises
and virtual labs, collaborative learning environments where students can assess their
own growth and learning through virtual groups, automated tutors and student manages
who help with the facilitation and help observe student contributions and work. And the
fourth, the community-centered means that a well-designed online learning community
will provide for a social environment. Bases on Vygotskys social cognition, a
community-centered online learning environment will provide a space for students to
work collaboratively in creating new knowledge.
This theory is considered by the researchers since it tackles about online
learning system. This will help the researchers to have an accurate and applicable
program for the student respond positively.
Conceptual Framework
The researchers will anchor their study on the System Development Life Cycle.
The researchers are going to use the Waterfall Model because the task/study follows an
orderly pattern and performing in a top-down fashion, the flow of the activity is in one
direction-lead to the completion at the same time.

Initial Investigation
Identify the Problem
Gathering data
Specific
System Analysis
Information
Prototyping the requirements of
system
Information needed
System Design
Development of Online Virtual
Leaning of College of Science

Implementation and Operation

Demonstrate teaching using the
Online Virtual System

Evaluation and
Maintenance
Evaluate the system and
maintain its function
Statement of the Problem
Figure 1
SDLC Waterfall Model Showing the College of Science Online Virtual Learning

The study focused on the model of Virtual Classroom for Computer Science
Subjects for BS Math CS students of University of Rizal System Morong, Rizal. It sought
to answer the following question:
1. How can Virtual Classroom for Computer Science Subjects will be developed?
2. What is the level of acceptability of College of Science Online Virtual Learning in
terms of:
2.1 Accuracy;
2.2 Applicability;
2.3 User-friendliness;
2.4 Workability;
2.5 Completeness;
2.6 Portability; and
2.7 Modifiability
3. Is there a significant difference in the level of acceptability of the Virtual Classroom for
Computer Science Subjects as perceived the student and faculty?
Hypothesis
The study will test the null hypothesis if there is no significant difference on the
perceptions of the instructors and the students on acceptability of developed program in

terms of accuracy, portability, workability, user friendliness, applicability, completeness

and modifiability.
Scope and Limitation
The research will focus on the development of Virtual Classroom for Computer
Science Subjects (VCCSS) at University of Rizal System, Morong.
The general purpose of this study is to allow instructors and students to share
instructional materials, submit and return course assignments, make quizzes, exams
and communicate with each other online. The program contains various design aspects
that allow instructors and students to interact, collaborate, and experience online
classroom in exciting multiple ways.
This VCCSS can be used to supplement on ground courses or can be used to
host completely online. The program just required a username to be able to continue
logging in to the program. Teachers can upload their presentation and activities in power
point or in a speech using microphone and students can hear or read a lesson using
slide show, take a quizzes, activities and exams and saves it on the program.
The VCCSS have only computer subjects or studies and can import only power
point presentation. Laboratory activities are not allowed in this program. In quizzes and
exams, the program can shut down the viewing of quiz and exams at the given time
limit. The program is unavailable with no internet connection and is not compatible on
smart phones, tablets and other devices with small resolution. The program also limits
the guest or the students for viewing and manipulating the files inside the program while

the teachers do maintaining of the records and deletion of files. Only the admin or
teachers has the access to manipulate and manage the files inside the program.
It is an online learning tool that would help students performance in their studies
and save the teachers time and effort.
Definition of Terms
Computer. It is a programmable electronic device designed to accept data,
perform prescribed mathematical and logical operations at high speed, and display the
results of these operations.
Application. Is a computer program designed to perform a group of coordinated
functions, tasks, or activities for the benefit of the user.
Information and Communication Technology. Is an umbrella term that includes
any communication device or application, encompassing: radio, television, cellular
phones, computer and network hardware and software, satellite systems and so on, as
well as the various services and application.
Educational Technology. Is the effective use of technological tools in learning. As
a concept, it concerns an array of tools, such as media, machines and networking
hardware, as well as considering underlying theoretical perspective for their effective
application.
Flexibility. The ability to run a system automatically.
Accuracy. Is a practical approach to producing high quality programs.

User-friendliness. Describes a hardware device or software interface that is easy

to use.
Workability. Capable of being put into effective operation.
Completeness. It refers to the developed programs which covers of entire
features needed.
Portability. Is a characteristic attributed to a computer program if it can be used in
an operating systems other than the one in which it was created without requiring major
rework.
Modifiability. The condition of being modifiable.
Virtual Learning Environment. Is a web-based platform for the digitals aspects of
courses of study, usually within educational institutions.

NOTES
1

http://teaching.monster.com/benefits/articles/3468-the-importance-of-teaching-

technology-to-teachers
2

http://www.ncte.org/governance/literacies

https://en.wikipedia.org/wiki/Virtual_learning_environment

www.dlsu.edu.ph/conferences/dlsu_research.../LLI-II-010-FT.pdf

jolt.merlot.org/vol7no4/falloon_1211.pdf

www.dlsu.edu.ph/conferences/dlsu_research.../LLI-II-010-FT.pdf

http://technologyandlearning.weebly.com/theories-of-online-learning.html

http://technology.inquirer.net/23445/a-free-online-classroom-seeks-to-make-education-

accessible-to-all
9

http://www.academia.edu/2170911/Perceptions_of_roles_and_responsibilities_in_onlin

e_learning_A_case_study
10

ijello.org/Volume4/IJELLOv4p205-223Craig510.pdf

11

cse.nith.ac.in/csed/FilesPdf/BtechMP2/6.pdf

12

AERN2012Summit_Emmanuel.pdf

Chapter 2
RESEARCH METHODOLOGY
This chapter includes the research design, setting of the study source of the
study, procedure of the study and statistical treatment.
Research Design
The researchers will use the descriptive and developmental method utilizing the
questionnaire checklist to gather information to test the acceptability of the of Virtual
Classroom for computer science subjects. This type of research involves seeking of
new application as an alternative solution to the problem which is exactly what this
study is all about to develop the program to utilize the web page of College of Science
Online Virtual Learning.
The descriptive method of research is where the person doing the research
presents it is in descriptive manner.
The descriptive research design enables researchers to describe or present the
picture of a phenomenon or phenomena under investigation. Descriptive research
design is a scientific method which involves observing and describing the behavior of a
subject without influencing it in any way.1
The research decided to use the developmental method of research since the
main concern of the study is to develop a web page to test acceptability as an
instructional material.

Setting of the Study

The research entitled of Virtual Classroom for computer science subjects will be
conducted at University of Rizal System-Morong Campus during the SY 2016-2017.
The University of Rizal System is a merger of two (2) state colleges and a
University extension campus-the Rizal Polytechnic College, Rizal State College and the
Rizal Technological University Antipolo Annex. The approval of Republic Act 9157 on
August 11, 2001 established the University of Rizal System with URS Tanay as the main
campus and its satellite campuses in Morong, Pililla, Rodriguez, Angono, Binangonan,
Cainta, Antipolo, Cardona and Taytay. Rizal State College was originally named Rizal
National Agricultural School created through Republic Act 1560 on June 16, 1956, and
later evolved into Rizal College of Agriculture and Technology, a chartered state college
in the Province of Rizal on June 24, 1983 through Batas Pambansa Blg. 622. It was
later renamed Rizal State College by virtue of Republic Act 7858 on January 21, 1995.
Through the years, the College expanded and established extension campuses in
Pililla, Rodriguez, Angono, Binangonan and Antipolo City.
Rizal Polytechnic College was first established as the Morong High School on
August 16, 1944. It was converted into Morong National High School on August 20,
1976, and to Morong National Comprehensive School on March 30, 1977. With the
integration of Tomas Claudio Memorial Elementary School, it was converted into
Morong National Comprehensive School, later renamed Rizal Technological and
Polytechnic Institute (RTPI) on August 10, 1983 through Batas Pambansa 469. RTPI
became a state college, the Rizal Polytechnic College, on March 1, 1995 through
Republic Act 7933 with extension campuses in Cainta and Cardona. 2\

Figure 2
Location map of University of Rizal System-Morong Campus

Subject of the Study

The subject of the study will be the students of BS Math CS III-E2 and ICT
instructors of College of Science of University of Rizal System for the Academic Year
2015-2016. The III-E2 students and ICT instructors of College of Science served as the
respondents. A total of forty (40) students divided into two (2) groups and two (2) ICT
instructors were used in the study utilizing purposive sampling technique.

Source of Data
The researchers will use an adapted standardized questionnaire-checklist as the
main instrument in gathering data, and to answer the objectives in determining the
acceptability of the program being develop, whether If it contains the following accuracy,
applicability, user-friendliness, workability, completeness, portability and modifiability.
The evaluation also collected data about the respondents name, year and
section and also their comments and suggestions about the program.

Procedure of the Study

A Conduct of the Study
This part covers all the process that took place in the study. These
processes were done according to plan and time allotted time to finish each
work.

First the researchers formulated five different topics common in computer

studies and also line with their own interest. Thesis title was renamed after the
approval for better impact of the title. Then, the researchers started to gather
information for Chapter 1 by surfing through internet, reading books and by
reading related studies. Ideas and information gathered were carefully examined
for better understanding of the problem and details of its background.
After data gathering in Chapter 1, research methodology was presented in
this chapter where the researchers discussed the procedures they used in
conducting the study.
B Development of of Virtual Classroom for computer science subjects
The Development of College of Science Online Virtual Learning started
with collecting needed information about the College of Science courses and its
corresponding subjects.
The program was created by using Java, PHP and MySQL. Other
softwares like Adobe Photoshop were used for pictures and graphics
improvement. The researchers also worked on the construction of flow chart that
was considered important to ensure every detail concerning the flow of each
process of the program.
After designing and creating the program, testing the acceptability of the
program developed program followed. Testing seek the qualities of the developed
program if it meets the qualities of reliable software that looks after in better
learning for COS students. To know its acceptability, evaluation of the developed
program took as measures. Questionnaire checklist was distributed among the

respondents. The evaluated data gathered was used for analyzing and
interpretation of the acceptability of the program.
Statistical Treatment
The researchers will use the following statistical treatment by adopting the IEEE
standard questionnaire checklist to answer the specific problems of the study.
To know the advantages of Online virtual learning than traditional learning.
To determine the capability and acceptability of the developed program as to test the
accuracy, applicability, user-friendliness, workability, completeness, portability and
modifiability of the study of College of Science Online Virtual Learning Weighted mean
will be applied.
The following scale was used as basis for testing the acceptability of the study.
Points
5
4
3
2
1

Scale
4.20-5.00
3.40-4.19
2.60-3.39
1.80-2.59
1.00-1.79

Verbal Interpretation
Very Much accepted
Much Accepted
Accepted
Less Accepted
Not Accepted

NOTES
1
2

https://answers.yahoo.com/question/index?qid=20061005040813AARgJNo
http://www.urs.edu.ph/index.php/en/university-of-rizal-system/history