Comparative Analysis of the Student Learning Performance Behavior in An Online and Modular Class in Computer Art and Technological College, Inc. High School Department

Abstract

The shift to distance teaching and learning during the COVID-19 pandemic brought about a challenge for both teachers and students. To face these difficulties in teaching in the High School department at the Computer Arts and Technological College, Inc., a blended learning strategy in the context of teaching and learning the students were employed. An online strategy that facilitated the transition from traditional face-to-face learning to an online setting. The present study identifies the online setting of teaching and learning and evaluates the behavior of the students based on the learning experience and performance. A comparative analysis was employed in conducting the study. The data were gathered using an online survey questionnaire from random respondents and a semi-structured interview was conducted to collect the general weighted average (GWA) of the students. A weighted mean is used to test the behavior of the students learning experience and a T-test using a two-tailed test was used to test and analyze the behavior performance of the high students taking online and modular classes. The results of the study indicated that the majority of the respondents preferred the limited F2F modality for the coming school year. The behavior of the students based on the learning experience taking the online and modular classes has been attained and there is no significant difference in the behavior performance of the high students taking online and modular classes.