Eric Chapter 1 5
Eric Chapter 1 5
Rationale
virtual tools and environments has become essential for education, particularly in
which aims to equip students with the necessary skills to repair, troubleshoot,
physical hardware, the high cost of resources, and safety concerns can hinder
interested in computer systems servicing, where hands-on skills are crucial for
for practical exercises, which can be costly, prone to wear and tear, and limited in
offered at the secondary level, which prepares students for various IT roles by
require physical hardware, which may not always be available or feasible for all
free environment.
crucial for optimizing the learning experience and preparing students for future
careers.
would otherwise require physical equipment. With VMs, students can explore
without the risk of damaging actual hardware. This virtual environment also
a growing trend globally, but there is limited research on their impact within the
context of public high schools, such as Mapandan National High School. This
study aims to assess the influence of VMs on the practical skills development of
development, this research seeks to fill the gap in existing literature specific to
VMs are a viable substitute or supplement for physical equipment and how they
experience for CSS students at Mapandan National High School and similar
High School.
a. Age
b. Gender
a. Hands On Experience
b. Cost Efficiency
c. Timeliness
Hypothesis
Null Hypothesis (Hₒ): This study was tested at 0.05 alpha level of
The researcher included the profile of the students in terms of Name; Age; and
Gender. It was also delimited the effect of Virtual Machine on practical skills
and Timeliness. The study also tested the significant relationship between the
effect of Virtual Machine and the practical skills improvement of CSS student.
servicing courses.
The Parents, the study also significant for parents, as it can highlight the benefits
curriculum.
The Students, for students, the study is highly relevant as it focuses on the
Administrators, The study will provide them feedback from the supervision
which they can use as basis in the formulation of their policies and interventions
Definition of Terms
This section defines key terms used in this document to ensure clarity and
shared understanding.
machine.
efficiently.
Virtual Learning Platforms (VLP). Online environments where educational
content, resources, and tools are provided for remote learning and interaction.
Related Literature
augmented reality (AR), and virtual laboratories has become a popular method
Numerous studies have examined the impact of these virtual tools on students’
learning outcomes, motivation, and skill development, offering insights into how
they can improve the educational process in both theoretical and practical
showed that the VLP significantly increased students’ knowledge and practical
(2023) found that the use of virtual manipulatives, specifically isometric drawing
highlights the capacity of virtual tools to compensate for the lack of physical
American school. Their findings were supported by Gungor et al. (2022), who
analysis by Yang et al. (2024), which synthesized 37 empirical studies and found
benefits.
reinforcing the idea that VLPs can foster hands-on learning in technology-related
power line operators while minimizing safety risks. This mirrors findings from
Virtual Machine (PVM), showing enhanced learning outcomes and greater user
Across various disciplines, virtual platforms such as VLPs, VR, AR, and
synthesis of these studies illustrates that virtual environments can not only
replicate real-world tasks but also provide safe, cost-effective, and flexible
should focus on refining these tools and exploring hybrid approaches that
RESEARCH METHODOLOGY
Research Design
understand the profile of the students, a descriptive research design will be used,
To explore the difference between the use of virtualized systems and the
conducted to capture data at a single point in time, assessing how the virtualized
2016).
exercises. This allows for the direct measurement of students’ hands-on abilities
and troubleshooting skills (Robson & McCartan, 2016). Finally, a comparative
those using traditional physical systems, using pre-test and post-test evaluations.
2009).
School learners under TVL. The researchers priority our 12 members of grade 11
A & B CSS students and 13 members of grade 12 A & B CSS students to answer
Instrumentation
questionnaire will first collect demographic data, including the students’ age and
gender, to profile the participants. Next, it will assess the impact of virtualized
skills of CSS students utilizing 5 – Point Likert Scale with a legend of 5 – Strongly
between the effects of virtualized computer systems and the students’ skills
improvement. Finally, based on the findings, the study will seek to propose an
main focus of the study was to assess how virtualized computer systems
Statistical Treatment
Sub-Problem 1
To analyze Sub-problem 1: The researchers analyze the frequency
P=fnx100
Where:
P=Percentage
f=Frequency
n=Number of classes
100=Constant value
Sub-Problem 2
WM= F1+F2+F3+F4+F5\n
Where:
Classes
Sub-Problem 3
This chapter presents the data obtained from the questionnaire, the
following are the analysis of the data presented using the appropriate statistical
respondents in terms of age and gender. The majority of the respondents are 17
years old, comprising 53% of the sample (27 individuals). This is followed by
those aged 16, who make up 25% (13 individuals). Respondents aged 18
account for 16% (8 individuals), while those aged 19 and 15 represent smaller
portions of the group, at 4% (2 individuals) and 2% (1 individual), respectively. In
who constitute 25% (13 individuals). Overall, the data indicates a predominantly
Table 2.1: The Effect of Virtual Machine on Practical Skills of Male students
WM VI
A. Hands-on Experience
1. Hands-on experience with virtual machines enhances my 4.05 A
skills in configuring computer systems.
2. Virtual machines allow me to practice systems changes and 3.76 A
recovery without the risk of damaging physical hardware.
3. Overall, my practical skills in computer systems servicing 4.05 A
improve due to my experience with virtual machines.
GRAND MEAN 3.95 A
B. Cost Efficiency
1. Do you believe that virtualized computer systems have 3.73 A
reduced the cost of hardware for practical training in
computer systems servicing?
2. Has using virtualized systems allowed for more frequent 3.68 A
hands-on practice without incurring additional costs?
3. In your opinion, have the cost savings from virtualized 3.94 A
systems led to better access to practical training resources
for students?
GRAND MEAN 3.78 A
C. Timeliness
1. I find that using virtual machines helps reduce the time I 3.94 A
spend troubleshooting technical issues.
2. I believe that virtual machines allow me to complete lab 3.81 A
exercises faster compared to using physical machines.
3. The use of virtual machines reduces the time I need to set up 4.05 A
the environment for practical tasks.
GRAND MEAN 3.93 A
The data in Table 2 explores the impact of virtual machines (VMs) on the
cost efficiency, and timeliness. For *hands-on experience*, the grand mean is
3.95, indicating that respondents agree that using VMs enhances their skills in
configuring systems, allows for safe practice of system changes without the risk
suggesting that respondents believe virtualized systems reduce the need for
hardware, allowing for more frequent practice without extra costs, and providing
the grand mean is 3.93, reflecting agreement that VMs help reduce the time
demonstrate that male students perceive VMs as beneficial for improving their
A. Hands-on Experience
1. Hands-on experience with virtual machines enhances my 3.69 A
skills in configuring computer systems.
2. Virtual machines allow me to practice systems changes and 3.46 A
recovery without the risk of damaging physical hardware.
3. Overall, my practical skills in computer systems servicing 3.3 N
improve due to my experience with virtual machines.
GRAND MEAN 3.48 A
B. Cost Efficiency
C. Timeliness
1. I find that using virtual machines helps reduce the time I 3.76 A
spend troubleshooting technical issues.
2. I believe that virtual machines allow me to complete lab 3.46 A
exercises faster compared to using physical machines.
3. The use of virtual machines reduces the time I need to set up 3.3 N
the environment for practical tasks.
GRAND MEAN 3.50 A
The table shows how virtual machines (VMs) affect the practical skills of
Timeliness. For "Hands-on Experience," students generally agree that VMs help
improve their skills in configuring systems (3.69) and practicing without damaging
hardware (3.46). However, they are neutral about whether their overall practical
skills improved due to VMs (3.3). The average for this section is 3.48, meaning
most students agree VMs are helpful. In terms of "Cost Efficiency," students are
neutral about whether VMs reduce hardware costs (3.3) and provide better
access to training resources (3.0). But they agree that VMs allow more practice
without extra costs (3.46). The overall score here is 3.25, showing mixed
feelings. For "Timeliness," students agree that VMs save time by reducing
environments faster (3.3). The average score for this is 3.50, meaning students
generally feel VMs improve their efficiency. Overall, students think VMs are
helpful for hands-on learning and saving time but are less sure about cost
benefits.
between male and female students. The mean score for males is 3.89 with a
standard deviation (SD) of 0.139, while females have a lower mean score of 3.41
the critical t-value (t-crit) of 2.12 at a significance level (p) of 0.05, the result is
improvement.
CHAPTER V
Summary of Findings
1. The demographic profile of the respondents shows that the majority are 17
are male (38 individuals), while 25% are female (13 individuals).
confidence.
2.2 Cost Efficiency: Male students (3.78) perceived VMs as more cost-
efficient than female students (3.25). Both groups recognize VMs' role in
reducing costs and improving access to training, though female students
2.3 Timeliness: Male students (3.93) also rated timeliness higher than female
students (3.50). Both groups agreed that VMs help reduce troubleshooting
had a higher mean score (3.89) compared to females (3.41), with standard
significance level of 0.05. This indicates that the difference in mean scores
Conclusion
1. The demographic profile reveals that the majority of respondents are 17-
year-olds, indicating that this age group may be the most engaged or
75% being male, suggests that males may have a stronger presence or
2. Both male and female students believe that virtual machines positively
Recommendations
the reasons behind their neutral stance on cost efficiency might help
scenarios with VMs for all students to solidify their understanding and
identify any ongoing disparities and ensure that all students benefit equally