| Abstract |
Online learning has long been considered an alternative mode of education and the advantages of employing this system has been studied and identified even before the COVID脙聝- 19 started. On the other hand, Organic Chemistry is known to be a difficult subject and is being taught in different disciplines such as Food Technology through online learning. With the current benefits and challenges of virtual classes and the difficult nature of Chemistry as a subject, how are students performing nowadays? This research focused on the following, first, student performance in Organic Chemistry consists of three topics: Carbohydrates, Proteins, and Lipids. Second, find the relationship between student performance and perceived topic difficulty. Third, identify the misconceptions existing among the students. Thirty-one B.S. Food Technology students were given a 45-point test and post-test survey. The mean scores of the results from the test were computed and the responses from the survey were listed and descriptively analyzed. The following are the research findings: 1.) Students performed low on the test with an overall rating of 35.47%. The mean score did not pass the 70% standard. 2.) There is no significant relationship between a topic's perceived difficulty and students' performance. 3.) Misconception exists among the students and is one of the factors why students have difficulty learning the subject and thus, perform low in the assessment given. Student performance is affected by 2 factors namely topic difficulty and mastery. The misconception is a serious problem in all areas of Chemistry and should be addressed by educators, not just for students to gain knowledge but to also make connections with theories and ideas in a meaningful and sensible way. |
Mindanao State
University - Iligan Institute of Technology