EFFECTS OF VIRTUAL AND COMPUTER-AIDED TEACHING APPROACH ON STUDENT PERFORMANCE AND ATTITUDE OF GRADE 11 STUDENTS IN CHEMISTRY

The study investigated the impact of Virtual and Computer-Aided Teaching (VCAT) on the academic performance and attitudes of Grade 11 General Academic Strand students in Chemistry.A quasi-experimental, non-equivalent control group design was used, involving two intact classes from a public secondary school in the Santo Tomas East District, Division of Davao del Norte.A 40-item validated Chemistry test measured academic performance, while a 25-item modified Likert-scale questionnaire assessed students' attitudes toward Chemistry.Mean scores, mean gain scores, and t-tests for dependent and independent samples were applied to analyze differences between pre-test and post-test results.Findings showed that students exposed to VCAT achieved significantly higher post-test scores, greater academic gains, and more positive attitudes toward Chemistry compared with those who received traditional instruction.The study recommends integrating VCAT in Physical Science instruction, providing teacher training on virtual laboratory tools, and strengthening ICT infrastructure to support implementation.These findings offer valuable evidence for educators, administrators, DepEd officials, and researchers in adopting technology-enhanced strategies to improve science learning outcomes.