Table of Contents

Chapter I......................................................................................................1-6

Introduction...................................................................................................1

Significance of the Study..............................................................................2

Statement of the Problem..............................................................................3

Objectives

Hypothesis.....................................................................................................4

Definition of Terms

Scope and Limitation....................................................................................5

Theoretical Framework

Conceptual Framework.................................................................................6

Chapter II....................................................................................................7-10

Review Related of Literature........................................................................7-10

Chapter III...................................................................................................11-25

Research Design............................................................................................11

Respondents

Research Site

School Profile................................................................................................12-13

Material and Instrument................................................................................14

Statistical Treatment of Data

 Data Collection

Data Analysis................................................................................................15-21

Chapter IV...................................................................................................22-23

Summary.......................................................................................................22

Conclusion

Recommendation...........................................................................................23

Documentation
 Acknowledgement

First and Foremost, all praises and thanks to God, and in our patron Our

Lady of Fatima, for their blessings and guide throughout our research paper to

complete and successful

This is an opportunity for us to express our gratitude to those who guided

and supported us in completing this research report. Ms. Rizza Lowel Espiritu, our

adviser in Practical Research, will provide us with knowledge and discuss how to

make this research paper success, you can rely on her even if she is busy with other

subjects. Her goodness, purity, genuineness, motivation, and encouragement have

all inspired us. She patiently taught us the Related Review of Literature, and we

would also like to thank our panelists in our title proposal and chapter 1 to 3

defense, Ms. Zharome G. Lor, Mr. Joshua M. Gonzales, Mr. Domingo Manuel, and

Ms. Jeremy Agustin, who patiently taught and discussed to us our research gaps.

Finally, Mrs. Lorenza Rivera Garcia, our School Director/Principal, who supports

and pursues our research to gain an understanding of the student’s perspectives on

the Quipper School and how the students affect this platform, has given us the

authority to conduct this research liberally.

THE EFFECTS OF QUIPPER LEARNING AMONG JUNIOR HIGH SCHOOL
AND SENIOR HIGH SCHOOL STUDENTS OF OUR LADY OF FATIMA
ACADEMY INCORPORATED IN THE ACADEMIC YEAR 2022-2023

LANZ IVAN Q. VALDEZ

JHAD CYRYLL C. GONALES

EJ ELISA GRACE V. QUINTERO

 CHAPTER I

Introduction

Technology has produced usable applications for students to improve skills

through making vlogs, essays, digital posters, or whatever the teacher’s assigned

task, but parents and teachers can’t assure that their children are learning through

those applications. Our Lady of Fatima Academy, Inc. has a partnership with

Quipper.

`In this application, students can learn at their own pace with just prompts

from teachers, letting them know when their todo’s are uploaded. That way they

can take advantage of their activities and have advanced learning. According to the

Quipper site, also Quipper helps teachers by ready-made teaching guides, editable

presentation slides, and other resource material to support their daily lessons.

Quipper is a very effective platform. While students are in other places, they

can access it, even just for data. Students can learn even if they are not in school.

According to experience iOS users, users didn’t get notification if the

teacher is already sent an activity or to dos, maybe iOS devices is not their target

market, android is more convenient in this application.

Quipper is an online learning platform, it is made to use with internet

connection, when you don’t have internet connection you can’t fully access the

application, lastly, in this newly educational system it also has effects in our

traditional learning, we will forget about using of books.

Page 1 of 31
Significance of the Study

The importance of this study is that the readers will know this online

learning is significant to the parents, school, administrator, future researcher,

Quipper and specially in student, they will know that Quipper School can be used

not only for students, and the researchers will find out what will the Quipper

contribute to the student's skills, and how the student's skills develop because of

this application.

Parents – This is significant for parents because parents will know that

Quipper School is an effective online platform for the students so the parents are

will not worry about the students, and for the single parents, and parents who did

not finished the study because of their responsibilities will know the benefits of the

Quipper School that it will be continue their dreams through Quipper School.

School – This study will be one of most important in the school, school is

using this online platform to have extra learning for the students. The school will

know if the Quipper School is an effective or not effective platform so the school

will expand the using of Quipper School.

School Administrator – The School Administrator is the central processor

of the School, this is significant for the School Administrator if all the tools that

using in the school is an effective for the students to learn and to improve the

student's skills, not only in the students, if the School Administrator will know the

positive effects of the Quipper School, School Administrator will think about that

Quipper School is can be use by parents, single parents, and the parents who did

not finished the study to continue their dreams.

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 Future Researcher – The future researcher will conduct a new study about

in this research if the findings of this study is negative and not enough to look and

make solution for its problems.

Quipper School – The Quipper School will know the effectiveness of this

online platform, it either can help the students or it takes the time of the students to

make the others student’s activities or tasks.

Students – The students are the respondents of this study, so it is significant

for the students aside from students who are using the Quipper School. This study

will help the students to express and say the problem or the effectiveness of the

student’s academic performance.

Statement of the Problem

a. Socio Demographic Characteristics of the respondents.

Name:

Age:

General Average (1st and 2nd Quarter):

b. What are the possible effects using Quipper in students?

c. Will Quipper help the students to improve their academic performances?

d.How does the quipper affect the traditional learning or use of books?

Objectives

a. Identify and proof if the Quipper School is an effective online platform

for the students.

b. See the student’s experiences with Quipper School

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 c. Give opinion and recommendations to those involved to the management

of Quipper School and the user.

Hypothesis

H0: There is no effects to the students and not effective platform in

education.

Ha: Quipper School is an effective platform for the students and have a

positive effects for the student’s performances.

Definition of Terms

Quipper School - Quipper School is an online learning platform which

consists of two portals, namely Learn for students and Link for teachers This

research aimed to investigates the students. (Diva, 2022)

iOS - Mobile OS is also known as Mobile Operating System (MOS)

whereas its use of handheld operating system. It's also known as a software

platform for mobile devices which allows mobile devices to run the application

and program. This MOS combine features of a personal computer operating system

and manage all hardware and optimizes the efficacy. There are several types of

mobile OS in the market. The two famous mobile OS nowadays is Android and

iPhone Operating System (iOS). Android OS is an open source and source code

release by Google under the Apache license. The operating system is a linux based

and the application software running on an application framework which includes

Java-compatible [12] libraries based on Apache Harmony. (Ahmad, 2013)

Traditional learning method - Traditional learning is the learning under

the scope of classroom, viewed as teacher-center and static. The learning is

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conducted with the whole class participating, taking place within the classroom

and the school. The instructor conducts the lesson according to the study program

and curriculum. Moreover, the instructor dictates the structure of the lesson and the

division of time. (Titthasiri, 2013)

Stress - In recent years, there has been an increase in symptoms of

depression, anxiety, eating disorders, and other mental illnesses in college student

populations. Simultaneously, there has been a steady rise in the demand for

counseling services. These trends have been viewed by some as a mental health

crisis requiring prompt investigation and the generation of potential solutions to

serve the needs of students. Subsequently, several studies linked the observed rise

in symptoms with the ubiquitous rise in use of personal computing technologies,

including social media, and have suggested that time spent on these types of

technologies is directly correlated with poor mental health. (Lattie, 2019)

Scope and Limitation

The scope and limitation of our study is just to know what the possible

effects are and how it affects our traditional learning. Also confirm if this study is

really helping the students.

Theoretical Framework

Using Quipper School in Our Lady of Fatima Academy Inc, we agreed to do

research to look the effects and how they handle or answering their to-dos. In this

study the input, process, and output are connected to each other. We will find out

for the socio-demographic to determine their profile (ex. age, grade level and

section) and think about in that levels how an effectively to them the Quipper is,

also we will find out the effectiveness of Quipper if we will know what the

Page 5 of 31
Quipper contributes in their academic performances, and lastly the output, if we

found something negative using this application, we need something to do to how

they overcome it.

Conceptual Framework

Figure 1: Research Paradigm

-How to expand
Socio – students’ learning.
Socio Academic
Demographic
Demographic Performances -Overcome the
Characteristic
Characteristic struggle of the
students.

In this study we are looking for the socio-demographic characteristic, effects

of E-learning method through Quipper School and Academic performance of Our

Lady of Fatima Academy Inc. students, the relationship between the two

independent variable and dependent variable, and to determine the significance of

relationship in socio-demographic characteristic, Effects of E-learning method

through Quipper School and academic performance of the students.

Page 6 of 31
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDY

Quipper School is an online learning platform which consists of two portals,

namely Learn for students and Link for teachers This research aimed to

investigates the students. (Diva, 2022)

Quipper School as an e-learning platform to teach English and discusses its

benefits and drawbacks. Even though the teacher isn't in the room, the pupils still

receive instruction or have a chance to review the content. It uses a revolutionary

learning approach to improve students' learning experiences.  Quipper school also

has drawbacks when used in the educational process, for instance, erratic internet

connections, restricted computer resources that facilitate study at Quipper School,

additionally, there was no spoken material that could be used in a prep school.

Today, employing a quipper school to teach English might be beneficial for

studying and teaching. Although the teacher is not physically present to give direct

instruction, students still receive a lesson, and by studying the information

whenever and wherever they are, they can increase their success in learning

English. (Incorporation, 2022)

E-learning activity is concentrated on creating courses and related resources.

Successful e-learning takes place inside a complex system that includes the

teaching/learning setting, teachers' techniques, preparation, and thought processes,

as well as the student learning experience. When it comes to staff development for

e-learning, the level of technology delivery strategies receives most of the

attention. However, other factors, such teachers' conceptions of learning, have a

much greater impact on how courses are planned, how teaching methods are
Page 7 of 31
developed, and what students learn. For the design, development, and

implementation of e-learning systems in higher education. (Alexander, 2001)

Self-efficacy is defined as “beliefs in one's capabilities to organize and

execute the courses of action required to produce given attainments”

(Bandura, 1997, p. 3). Traditionally, the four main sources of self-efficacy

development are enactive master experiences, vicarious experiences, verbal

persuasion, and physiological and affective state (Bandura, 1997). In this paper,

self-efficacy is introduced in general. Research related to academic self-efficacy

and self-efficacy in online learning environments is reviewed. (Hodges, 2008)

Many previous studies have reported that a learner’s ASE is strongly

associated with academic. The results have consistently revealed that higher scores

of ASE are more likely to result in higher levels of academic performance.

Furthermore, that achievement motivation affects academic performance, and that

grade goals and effort regulation are strong factors in academic performance,

similar to ASE. (Yokoyama, 2019)

This paper analyzed the influence of online learning, academic

procrastination, stress, and self-regulation toward time management of

undergraduate students during Covid 19. Researchers distributed the questionnaire

to 100 respondents and analyzed the data using multiple linear regression. This

research found that all the independent variables have a simultaneously significant

influence toward time management. Online learning and self-regulation have a

significant influence on time management while stress and academic

procrastination have no significant influence on the time management of

undergraduate students. (Batbaatar, 2021)

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 When comparing the attitudes of instructors and students towards distance

learning, it was found that instructors had conflicting attitudes about distance

education. While they were willing to teach a distance learning class, they rated the

courses as equal or lower in quality than traditional courses taught on campus

(Inman, Kerwin, & Mayes, 1999). The students, on the other hand, were

highly satisfied with these instructors and the distance courses taught. The students

were not concerned about the interaction with the instructor. Drennan, Kennedy,

and Pisarski (2005) found in a recent study of 250 students that student satisfaction

is influenced by positive perceptions toward technology and an autonomous

learning mode. (Hannay, 2006)

Traditional learning is the learning under the scope of classroom, viewed as

teacher-center and static. The learning is conducted with the whole class

participating, taking place within the classroom and the school. The instructor

conducts the lesson according to the study program and curriculum. Moreover, the

instructor dictates the structure of the lesson and the division of time. (Titthasiri,

2013)

Among barriers to online learning, the most frequently encountered were

difficulty adjusting learning styles, having to perform responsibilities at home, and

poor communication or lack of clear directions from educators. Approximately

two-thirds of the respondents always or often confronted these barriers. Lack of

physical space conducive for studying and mental health difficulties were also

common. The data showed that the availability of fast and reliable internet

connection was a bigger concern than either device ownership or technical

aptitude. One out of ten students always or often lacked basic needs such as food,

water, medicine, and security. (MD, 2021)

Page 9 of 31
 In recent years, there has been an increase in symptoms of depression,

anxiety, eating disorders, and other mental illnesses in college student populations.

Simultaneously, there has been a steady rise in the demand for counseling services.

These trends have been viewed by some as a mental health crisis requiring prompt

investigation and the generation of potential solutions to serve the needs of

students. Subsequently, several studies linked the observed rise in symptoms with

the ubiquitous rise in use of personal computing technologies, including social

media, and have suggested that time spent on these types of technologies is directly

correlated with poor mental health. (Lattie, 2019)

Page 10 of 31
 CHAPTER III

RESEARCH DESIGN

This study employed a case study design which is an approach under

quantitative research wherein the goal is to look for the effects of Quipper School

among Junior high school and Senior high school students of Our Lady of Fatima

Academy Inc., and to overcome the challenges of the students.

RESPONDENTS

The respondents of this study will be conducted in Junior and Senior High

School Students of Our Lady of Fatima Academy Inc. were selected as the

respondents of the study. We will use the fishbowl method to choose a respondent

and answer our questions. Only five students in every section would be

interviewed.

RESEARCH SITE

This research will be conducted in Our Lady of Fatima Academy Inc.,

located at Brgy. Poblacion, 3125 General Mamerto Natividad, Nueva Ecija, this

school is a private school that will open grades 1 to 3 and offers ESC scholarship

for the incoming grade 7 and 11 students, also Our Lady of Fatima Academy Inc.

will open next year another strand STEM (Science, Technology, Engineering and

Mathematics), HUMMS (Humanities and Social Science), ABM (Accountancy,

Business, and Management), and currently school offers GAS (General, Academic

Strand).

Page 11 of 31
Our Lady of Fatima Academy Inc.

Figure 2: Location of Our Lady of Fatima Academy Incorporated

Figure 3: Our Lady of Fatima Academy Incorporated School Map

School Profile

Our Lady of Fatima Academy, formerly Natividad Rural High School, is a

non-stock, non-profit educational institution offering secondary education to the

Page 12 of 31
youth of General Mamerto Natividad, Nueva Ecija. It is a Diocesan School owned

by the Diocese of Cabanatuan, which is located in Poblacion, General Mamerto

Natividad, Nueva Ecija whose mission is to give relevant integral Christian

education. It was founded by the late Msgr. Pacifico B. Ararullo in 1957. The

school was named Our Lady of Fatima Academy in honor of the patron Saint of

the newly established parish in 1969 during the administration of the appointed

school director, Bishop Florentino F. Cinense. The school building had been built

of light material perennially damaged by strong typhoons that hit the province.

The school operates within the limit of the tuition fee collections from the

students who are generally children of farmers whose main source of income is

their seasonal harvest. Supplemental funds for repair of school buildings and other

necessities for building improvement are raised through the help of parents of

parents since the income from tuition fees could hardly augment the operational

expenses of the school.

In 1996, the newly installed school director, Rev. Fr. Gregorio M. Garcia

sought the help of funding agencies abroad to construct new concrete buildings.

With the endorsement of the Bishop Sofio Balce, late Bishop of Cabanatuan, these

funding agencies responded to the proposals. Hence, the old wooden buildings

were gradually demolished and new concrete buildings were constructed.

In 1999, the school was entered into the extension program of De La Salle

University, Manila. The school was supervised by the Lasallian Schools

Supervision office (LASSO). This program helped the school improve in the five

areas of development namely: vision-mission, personnel, student, curriculum, and

facilities development. The school was under the said program for six years after

passing the assessment conducted by the said office after three years and the
Page 13 of 31
recommendations were accomplished in the following three years. The school then

was pulled out by the new Bishop of Cabanatuan, Bishop Sofronio A. Bancud and

put it under the supervision of the Cabanatuan Forum on Catholic Education (C-

FORCE) under its superintendent, Sr. Isabel Benitez, SFIC. At present, OLFA is

one of the Catholic schools in the Diocese of Cabanatuan under the supervision of

Cabanatuan Catholic Education System (CASES) which replaced C-FORCE. It is

under the supervision of CACES Superintendent Rev. Fr. Michael Feliciano I.

Veneracion. Its newly installed school director, Mrs. Lorenza R. Garcia, took over

the place to continue the mission in serving the poor and give relevant Christian

Education.

Material and Instrument

This research will use one instrument to gather the information through

survey form or questionnaires that contains two parts, the first part to determine the

profile of the respondents including their name, age, general average (1 st and 2nd

Quarter), and lastly the second part, which contains 15 questions that will find the

effects of Quipper School among the students of Our Lady of Fatima Academy

Inc.

Statistical Treatment of Data

The researchers analyzed the data gathered from the respondents using

frequency and percentage.

Data Collection

The researcher constructed a questionnaire with the choices of strongly

agree, agree, neutral, disagree and strongly disagree, approved by the school

administrator then the questionnaires was distributed. The researcher conducts the

Page 14 of 31
research in Our Lady of Fatima Academy Inc. through google form survey. The

researcher explains the importance of the study then the respondents must answer

with all honesty. The researcher uses fishbowl sampling to select a respondent.

Data Analysis

Data analysis shows the discussion of the findings that obtained through the

study. The first part is the socio demographic characteristics that describe the

background information of the respondents which contains name, age, and general

average (1st and 2nd quarter) acting as the information is crucial as it helps if the

respondents is morally acceptable to be involved in this research. Below is the

second part the summary of response of the respondents that the researcher

explains the percentage of the highest score of answers.

Survey Answers Total

Age 12 y/o 13 y/o 14 y/o 15 y/o 16 y/o 17 y/o 18 y/o Total

Responses 5 3 7 4 6 2 3 30

Gen 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 Total

Ave

1stQr 1 3 4 4 1 4 5 3 25

2ndQr 1 3 3 3 3 3 3 3 3 25

Total 2 6 7 7 4 7 8 6 3 50

A. Effects of Strongly Agree Neutral Disagree Strongly Total

Quipper School Agree Disagree
Question 1. 5 3 9 9 4 30

Page 15 of 31
 Question 2. 4 4 9 13 0 30

Question 3. 8 13 6 3 0 30

Question 4. 10 17 1 2 0 30

Question 5. 13 12 4 1 0 30

Total 40 49 29 28 4 150

B. Academic Strongly Agree Neutral Disagree Strongly Total

Performance Agree Disagree
Question 1. 12 15 2 1 0 30

Question 2. 3 2 5 13 7 30

Question 3. 6 16 7 1 0 30

Question 4. 3 6 8 13 0 30

Question 5. 12 14 3 1 0 30

Total 36 53 25 29 7 150

C. Traditional Strongly Agree Neutral Disagree Strongly Total

Learning Agree Disagree
Question 1. 9 7 10 4 0 30

Question 2. 6 5 10 6 3 30

Question 3. 14 11 3 2 0 30

Question 4. 10 13 6 1 0 30

Total 36 53 25 29 7 150

Page 16 of 31
Based on the data gathered out of 30 respondents there are 30 respondents, 5 or

(16.7%) are 12 years old, 3 or (10%) are 13 years old, 7 (23.3%) are 14 years old, 4

or (13.3%) are 15 years old, 6 or (20%) are 16 years old, 2 (6.7%) are 17 years old,

and 3 or (10%) are 18 years old had respond.

100

95

90

85

80

75

70
R1 R2 R3 R4 R5 R6 R7 R8 R9 R10 R11 R12 R13 R14 R15 R16 R17 R18 R19 R20 R21 R22 R23 R24 R25

1st Quarter 2nd Quarter

Page 17 of 31
Based on the data gathered there are 4 or 13.333% has respond below the average

of being honor, 21 or 70% has respond above the average of being honor, 5 people

or 16.67%, did not answer the survey.

Effects of Quipper School:

Based on the data gathered out of 30 respondents there are 9 respondents or

(30%) had respond neutral, and 9 respondents or (30%) had respond disagree.

Based on the data gathered out of 30 respondents there are 13 respondents or

(43.3%) had respond disagree.

Page 18 of 31
Based on the data gathered out of 30 respondents there are 13 respondents or

(43.3%) had respond agree.

Based on the data gathered out of 30 respondents there are 17 respondents or

(56.7%) had respond agree.

Based on the data gathered out of 30 respondents there are 13 respondents or

(43.3%) had respond strongly agree.

Page 19 of 31
Academic Performance:

Based on the data gathered out of 30 respondents there are 15 respondents or

(50%) had respond agree.

Based on the data gathered out of 30 respondents there are 13 respondents or

(43.3%) had respond disagree.

Page 20 of 31
Based on the data gathered out of 30 respondents there are 16 respondents or

(53.3%) had respond agree.

Based on the data gathered out of 30 respondents there are 13 respondents or

(43.3%) had respond disagree.

Based on the data gathered out 30 respondents there are 14 respondents or (46.7%)

had respond agree.

Traditional Learning:

Page 21 of 31
Based on the data gathered out of 30 respondents there are 10 respondents or

(33.3%) had respond neutral.

Based on the data gathered out of 30 respondents there are 10 respondents or

(33.3%) had respond neutral.

Based on the data gathered out of 30 respondents there are 14 respondents or

(46.7%) had respond strongly agree.

Page 22 of 31
Based on the data gathered out of 30 respondents there are 13 respondents or

(43.3%) had respond agree.

CHAPTER IV

Summary

The researcher found out the positive effects of Quipper School. The

students preferred the usage of Quipper School rather than traditional learning.

The researcher proved that Quipper School is innovative and have a huge

contribution for the students’ skills and developments, in some academic platform

students are suffering, provides stress and pressure answering the to dos and

activities because of the limitations and absence of consideration of it but in

Quipper School majority this is stress free. Lastly, the last question we constructed,

students are going to choose between books or study guide, 17 respondents choose

for study guide and 13 for books, 17 out of 30 in respondents or (56.67 %) are

preferred to use of Quipper Study Guide.

For Books:

If I was given a chance to choose between book or study guide, I would choose the book because I
prefer to learn something new and expands my knowledge through a book and experiences. As it
also doesn't need any data and gadgets to get some information.

Page 23 of 31
For Study Guide:

If I were given a chance to choose between book or study guide, I will choose study guide because
I do think it is more portable. Because as a teenager I always brought my phone everywhere I go,
so it’s more sufficient to me.

Conclusion

The goal of this study to guarantee that Quipper School is an effective

platform for the students, researcher set a hypothesis to have an idea about the

research to be done. The hypothesis of this study is Quipper School is an effective

platform for the student, the researcher meets the hypothesis of the study according

to the findings, Quipper School is has effects in students’ academic performances

and in traditional learning.

Recommendations

1.The learner must continue to make better use of Quipper School by

reading and comprehending the Study Guide rather than merely giving answers

carelessly.

2. Students should be guided by the teachers, who should also remind them

to use Quipper School and not just rely on the study guide. Teachers should also

explain the lessons to the students.

3. The School Administrator can invite new learner using Quipper School

not only in the children, it is can be use by the parents who cannot finished the

study.

4. Quipper School owners should think about how to expand the use of

Quipper School, so the student is not bored answering over and over again, that is

all we thought to suggest as a positive result of the survey's findings.

Page 24 of 31
 Documentation

Photo opportunity with our school Principal / Directress upon approving our

letter for us to proceed with our data gathering to Our Lady of Fatima Academy

Inc.

Photos with our selected respondents in Our Lady of Fatima Academy Inc.

Photos of the researcher while doing this research paper to make more

convenient and effective for the students and readers.

Page 25 of 31
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