Quipper Schooland Its Effectivenessinthe Academic Performanceof Grade 8 Studentsin English

DIVISION OF PAMPANGA 1
QUIPPER SCHOOL AND ITS EFFECTIVENESS

IN THE ACADEMIC PERFORMANCE OF
GRADE 8 STUDENTS IN ENGLISH
by:
JONNY S. VIRAY
NOVEMBER 2016
Quipper School and Its Effectiveness in the Academic Performance of Grade

Rationale and Review of Related Literature
Once a lesson is taught in a way students enjoy it through the techniques
and strategies that students want it the most, learning takes place. Teaching
lessons using the traditional method is one of the things that hinders students’
interest and participation. As an educator, the target of education is to make
sure that students acquire the necessary competencies through active
participation during the teaching learning process, reflected in their academic
performance.
The number of competencies in the Grade 8 English Curriculum is vast.
Considering the number of activities and amount of time to teach the target
competencies in the curriculum guide, teacher must have a way in order to
maximize time in the teaching-learning process and assessment of learning to
familiarize students or attract their interest.
The integration of technology and other modern gadgets in education is
rampant and now common in the field of research. To name a few, it may be
understood as teachers’ computer use in classrooms, or how teachers use
technology to carry out familiar activities more effectively, or how teachers use
technology to develop students’ thinking skills (Hew and Brush, 2007). The use
of computer-mediated communication tools, for example, can help students from
various geographical locations ‘‘talk’’ to one another conveniently. In the study of
Bransford, Brown, & Cocking (2000), they encapsulated that the increased
ability to communicate with experts enhances students’ learning process.

Selwyn (2007) validates that computers and other aspects of Information and
Communication Technologies (ICTs) allow children, students, and young people
a wide variety of activities and experiences that can support learning, yet many
of these transactions do not take place in traditional educational settings.
Using the data of the school and the gap analysis, the researcher found
out a number of recurring problems that needed to be addressed to make sure
that quality education is being provided to the students of Masantol High School.
Based on the data, the average MPS of the English Department is 58.49, which
is far from the target of the Division of Pampanga, as well as Department of
Education Central Office. It shows that the target competencies in the curriculum
grade are not being fully attained by the students.
In terms of the teachers, there is only one teacher who is not enrolled in post
graduate schooling. It shows that teachers are eager to improve their knowledge
in teaching and in education. As reflected in the submitted lesson plans, 25 % of
the teachers do not cover the entire course outline. In terms of the integration of
ICT, teachers use computer aided instruction. However, it is limited to
powerpoint presentation, and video presentation during the teaching-learning
process.
Dealing with teaching strategies, the traditional way of teaching still
exists. Lack of learners’ materials for Grade 8 students still exists as the books
are not (yet) delivered to the school. Even though teachers, improvised and
construct teaching materials for delivery of lessons, still it is not enough to

ensure that academic performance of students will definitely increase and
achieve the target of the Division of Pampanga.
Based on the problem specified, the lack of learners’ materials and
students’ engagement during the teaching learning process are the priority
problems that needed to be solved in order to increase the academic
performance of Grade 8 students in English. In line with this, the researcher
aims to address the lack of learners’ materials to maximize time for teaching and
to improve the engagement of students in teaching-learning process in a way
which is very familiar with them, using Facebook and Quipper School. To
address the difficulty faced by the teachers and students, Educators thought of
using innovative way with the aid of technology in teaching through the use of
Quipper School Philippines to make every student learn and meet the skills and
competencies before going to the next quarter or next grade level.
Instructional resources which are educational inputs are vital importance
to the teaching of any subject in the school curriculum (Likoko, Mutsotso, and
Nasongo, 2013). The existence of inadequacy is a must to be addressed by the
school and by teachers. Improvisation of instructional materials which is
available in the local of the school is one important consideration in the
construction of instructional materials. The needs of alternative tool in teaching
and learning come in to enhance the ability of students in academics (Saadiyah
Darus, 2009).

In terms of the existence of technology, the most common social media
website nowadays is the Facebook. Anyone can sign up for an account.
Nowadays, students are connected with their friends, relatives, and teachers
through Facebook. Sometimes, it is being used for posting of announcements
and submission of projects and outputs of students. However, the use of
Facebook is not only limited to announcement and submission. As mentioned by
Miron and Ravid (2015), the familiarity with Facebook platform and its very
frequent use by students makes it an appealing candidate for various learning
enhancing applications. It is linked to other websites and educational portals
including Quipper School.
A social networking service is an online platform or medium used to
establish social networks or social relations among individuals who share
interests and activities, and most social networking services allow users to share
their opinions, interests, activities and events within their individual networks
(Ping, and Maniam, 2015). Facebook is a social networking platform. It is not
initially designed for educational purposes. However, it has great potential for
teaching and learning because of its unique features and affordances (Wang,
Woo, Quek, and Yang, 2010).
The access to technology is everywhere. It can be on a desktop, laptop,
or even cellphone. Quipper School can now be accessed through Facebook.
Considering also the factor that free data service is being offered by some data
service providers. Browers-Campbell (2008) argues that the use of Facebook

may be helpful in improving low self-efficacy and self-regulated learning. Senges
(2008) discovers that by using Facebook students have more chances of finding
experts or fellow students to discuss and investigate a subject.
The use of Quipper School aims to revolutionize the way people learn
and share knowledge, by leveraging the mobile internet (Morron, 2015).
Additionally, Francisco (2014) suggested that teachers should use Quipper
School to vary their instructional strategies. Students learn in different ways and
Quipper School offers a fun way of online learning. All the paper works is
lessened through electronic grading and you can create a class and
assignments in a flash! This will definitely save time and effort on the part of the
teacher and the students. Furthermore, the use of Quipper School is free. It is
one interactive way of e-learning.
Considering the possibility of the access to Quipper School through
Facebook is a priority. According to the NSBC (2007) survey, 96% of the
students with online access reported using social networking technologies, and
on average they spent 9 hours per week chatting, blogging, and visiting online
communities. The study proves that the access to Facebook of the students is
feasible.
In terms of the use of Quipper School, there are only few studies
conducted to assess the effectiveness in the academic performance of students.
The researcher aims to find out the effect and feasibility of Quipper
School in improving the academic performance of grade 8 students in English.

Conceptual Framework
The study was anchored on cognitive learning theory, in which an
individual learns through thinking. It can be explained through analyzing the
mental processes of an individual.
The use of Quipper School through Facebook was the independent
variable of the study, while the academic performance of students in Grade 8
English is the dependent variable. The arrow in the middle indicates the effect of
Quipper School to the academic performance of students in English.
The study aimed to find out the effectiveness of the Quipper School in the
academic performance of Grade 8 students in English.
The figure below shows the Paradigm of the study.
Independent Variable Dependent Variable
Students’ Academic
Quipper School Performance in English 8
Statement of the Problem
This School Year 2016-2017, lack of learner’s materials for Grade 8
students still exists in Masantol High School. The teacher and the students still
needed to face this inadequacy of learner’s materials, which would definitely
hinder students’ academic performance. In line with this, the researcher aimed

to use Quipper School through Facebook as an innovation in order to address
the time constraint in teaching and the lack of learner’s materials. The
effectiveness of Quipper school was measured at the end of the second quarter
for School Year 2016-2017.
This study aimed to find out the effectiveness of Quipper in the academic
performance of Grade 8 students in English.
Specifically, it sought to answer the following questions:
1. What is the level of academic performance of the control and
experimental group as reflected in their pretest?
2. Is there a significant difference between the academic performance of
the control and experimental group in their pretest?
3. What is the level of academic performance of control group and
experimental group as reflected in their posttest?
4. Is there a significant difference between the academic performance of
the control and experimental group in their posttest?
5. How may the students assess the feasibility of using Quipper School
in terms of:
5.1. access,
5.2. cost, and
5.3. time to use?
6. Based on the findings, what may be suggested?

Hypotheses
1. There is no significant difference between the academic performance
of the control and experimental group in their pretest before using
Quipper School.
2. There is no significant difference between the academic performance
of the control and experimental group in their posttest after using
Quipper School.
Significance of the Study
This action research seeks to determine the effectiveness of Quipper
School in the academic performance of Grade 8 students in English.The
following will benefit from this study:
English Teachers. They will learn a new way of ICT-based approach in
teaching the curriculum. Furthermore, the application of Quipper School will
save them time in checking the outputs or quizzes.
Students. They will be the primary beneficiaries of the study as they will
enjoy the lessons through a familiarize medium - Facebook. Additionally, the
integration of ICT will pave way in improving their academic performance.
School Heads and Administrators. They may adapt the findings to
come up with interventions in integrating Quipper School. The school may also
have its own quipper school portal for the other subjects.

Researchers: The findings will serve as basis for future studies, and the
output will be added in the body of literature for ICT integration, use of
Facebook, and use of Quipper School.
Scope and Delimitation
The study was conducted during the second grading period of School
Year 2016-2017 at Masantol High School using control and experimental group
as part of the study. The study was delimited in determining the effect of Quipper
School in the academic performance of Grade 8 students in English.
Type of Research
In order to come up with a comprehensive study, the researcher adopted
descriptive and quasi-experimental design. The researcher used two groups of
students for the study: the control and the experimental group.
Quasi-experimental design involves the creation of a comparison group
and is most often used when it is not possible to randomize individuals or groups
to treatment and control groups. It is used to test effectiveness or impact
evaluation. Salaria (2012) defined descriptive method as a purposive process of
gathering, analyzing, classifying, and tabulating data about prevailing conditions,
practices, beliefs, processes, trends, and then making an adequate and precise
interpretation about gathered data. Quasi-experimental design determined the
effect of Quipper School in the academic performance while the descriptive
showed the feasibility of using Quipper School.

Respondents and Sampling Method
The researcher and the school administrators collected the School Form
5 and checked the general average of each student. Students were grouped
heterogeneously to make sure that students who are high performing, average
performing, and low performing are equally distributed in each section. This
ensured that no section is better than the other one.
As part of the study, the researcher uses control and experimental group.
Distribution of the students is presented on Table 1.
Table 1. Statistics of the Respondents

CONTROL GROUP EXPERIMENTAL GROUP
MALE FEMALE TOTAL MALE FEMALE TOTAL
19 21 40 20 21 41
Table 1 reflects that there are 19 males and 21 females from the control
group. On the other hand, experimental group shows that 20 males and 21
females were considered as respondents of the study.
Instruments
The researcher read various literature and studies related to Quipper
School, Facebook, and students’ academic performance. After reading the
literature, the researcher opened a Quipper School Account for the experimental
group in order to conduct the experiment. This became the main strategy of the
researcher in order to improve the academic performance of experimental
group.

At the start of the second grading period, the control and experimental
group took a standardized test which served as their pretest. The control and
experimental group had their periodic test on November which served as their
posttest.
Data Collection Procedure and Ethical Considerations
Prior to the conduct of study, the researcher asked for permission from
the school principal and division office. After the approval, the researcher
conducted the study based on the action plan.
The scores in the pretest and posttest of the control and experimental
group were collected and served as data for interpretation.
Data Analysis
In analyzing the collected data, appropriate statistical treatment were
used:
1. Arithmetic Mean. This refers to the average of a set of numerical
values, computed by adding them together and dividing by the number
of terms. It was used in determining the performance of the two
groups.
2. T-test. IT is an analysis of two means. A t-test shows the difference
between the samples when the variances of two normal distributions
are not known. This showed the significant difference of the academic
performance of the two groups.

3. Weighted Mean. It is a kind of average. Some data points contribute
more “weight” than others. It was used in determining the feasibility of
the Quipper School.
4. Likert Scale
For a better understanding for the feasibility, this Likert Scale was
used:
Scale Description
4 Strongly Agree
3 Agree
2 Somewhat Agree
1 Disagree
For the interpretation of result, the following rating was utilized:
Rating Description
3.51-4.00 Strongly Agree
2.51-3.50 Agree
1.51-2.50 Somewhat Agree
1.00-1.50 Disagree
Results and Discussion
This study focused on determining the effect of Quipper School on the
academic performance of Grade 8 students and its feasibility in English of
Masantol High School for School Year 2016-2017. The researcher collected the
data from the experimental and control group. The experimental group was
exposed to Quipper School as part of the classroom discussion and
assessment, while the control group was taught using the traditional method.
The findings of the study were presented in tables together with verbal
description and interpretations.

Academic Performance of the Two Groups before the Treatment
Prior to the exposure to Quipper School, the control and experimental
group had their pretest using the standardized test from the Division of
Pampanga in order to determine their baseline level and comparability. It was
done to measure a starting point or the amount of pre-existing knowledge of the
respondents on the subject.
It is evident on the table 2, that the academic performance of the control
group is a little bit higher compare with experimental group. Control group
accumulated a mean of 15.33, while the experimental group has a mean of
14.80.
Table 2. Academic Performance before the Treatment

Group Mean
Control 15.33
Experimental 14.80
After calculating the pretest of the two groups, the scores were treated
using t-test with .05 level of significance to determine the comparability of the
two groups. It is glaring from the table that p value (0.51) accepts the first null
hypothesis, indicating that there is no significant difference between the
academic performances of the two groups in their pretest, which makes the two
groups to be appropriate pair as respondents of the study. The comparability of
the two groups made sure that no group is better than the other one.
Table 3. Difference between pretest

Indicator Value
t-Critical 1.99
P .51

Academic Performance of the Two Groups after the Treatment
After the pretest, a Quipper School account was set up for the
experimental group. The group was taught on how to access the website using
their Facebook account, and join the class assigned to the experimental group.
Ten weeks of exposure to Quipper School was provided to the experimental
group as part of the treatment, while the control group was taught using the
traditional method for 10 weeks.
After ten weeks, the two groups both took the periodic test from the
Division of Pampanga. Raw scores were collected to compare their academic
performance after the treatment.
It is reflected from the table 4 that even using the traditional method, the
academic performance of the control group increased from 15.33 to 26.55
indicating that there is an improvement in the control group. However,
considering the tremendous increase in the academic performance of the
experimental group from 14.80 to 30.46, it is signifies that the academic
performance of the experimental group who was exposed to Quipper School is
higher than the control group, which indicates that there is a vast improvement
on the part of the experimental group.
Table 4. Academic Performance before and after the Treatment

Group Pretest Posttest
Control 15.33 26.65
Experimental 14.80 30.46
Despite the result of the mean that shows the gap on their scores, the
researcher treated the raw scores of the two groups using t-test with .05 level of

significance. It is evident from the table that the p value (0.01) rejects the second
null hypothesis. It is glaring from the table that p value (0.51) accepts the first
null hypothesis, which means that there is significant difference between the
academic performances of the two groups in their posttest, which makes the use
of the Quipper School effective for the experimental group.
Table 5. Difference between posttest

Indicator Value
t-Critical 1.99
P .01
The same finding is also reflected in the study of Morron (2015) that the
Quipper School is effective in increasing the academic performance of students.
It is also shown in his study that teachers must be adept with ICT-based
instruction such as the Quipper School.
The use of ICT-based instruction inside the classroom should not be only
limited to the use of powerpoint presentations. Students should be engaged
using the ICT.
Feasibility of Using Quipper School
After the treatment, the students in the experimental group were
interviewed to determine the feasibility of using the Quipper School as part of
classroom instruction in terms of access, cost, and time to use.
Table 6 illustrates that the students “Agree” that the access to Quipper is
feasible as reflected in its general weighted mean 3.35. It is also evident that all
three indicators were rated “Agree”. First indicator “I have access to Quipper
School through Facebook” has a mean of 3.33; second indicator “The internet

connection in the school is strong and reliable” accumulated a mean of 3.35,
while the third indicator “I experience no issue accessing the Quipper School”
garnered a mean of 3.38.
Table 6. Access to Quipper School

Access Mean Verbal
Indicator Description
1. I have access to Quipper School through 3.33 Agree
Facebook.
2. The internet connection in the school is 3.35 Agree
strong and reliable.
3. I experience no issue accessing the 3.38 Agree
Quipper School.
General Weighted Mean 3.35 Agree
The findings indicate that it is possible for the students to access the
Quipper School. According to Brown and Adler (2008), the use of internet is
likely the current methods of teaching and learning that is needed to prepare
students for the lives that they will lead in the twenty‐first century. The use of
internet access prepares the students for their future endeavor as they progress
academically and socially.
On the other hand, regarding the cost of accessing Quipper School,
student rated the cost 3.35 which is interpreted as “Agree”. Additionally, the first
indicator “Using Quipper School is economical” garnered a mean of 3.28 or
“Agree”, second indicator “The cost in Using Quipper School outside school
premises is reasonable” accumulated a mean of 3.35 with verbal interpretation
of “Agree”, and the third indicator “I can use Quipper School in Masantol High
School for free” is interpreted as “Agree” which is reflected in its mean of 3.43.

The assessment of the students makes it clear that it is not costly to use
Quipper School for academic purposes. Students even without the Quipper
School are already accessing Facebook for other matters such as social
interaction, and communication with their classmates, friends, family, and school
assignment purposes.
Table 7. Cost of Quipper School

Cost Mean Verbal
1. Using Quipper School is economical. 3.28 Agree
2. The cost in Using Quipper School outside 3.35 Agree
school premises is reasonable.
3. I can use Quipper School in Masantol 3.43 Agree
High School for free.
The cost in accessing the internet nowadays becomes less expensive as
the internet providers have special promos like unlimited internet access, free
Facebook, and others. As stated in RA 10533, students should be holistically
developed and functionally literate. Quipper School is a great avenue in
accomplishing this goal.
Due to geographical location of Masantol, most of the students are living
in coastal areas. The time to use the Quipper School is an important factor to
consider in determining feasibility.
Students assessed the time to use of Quipper School and rated it as
“Agree” which is reflected in its general weighted mean of 3.43. Furthermore, the
first indicator “I can use Quipper School anytime” accumulated a mean of 3.33
with verbal description of “Agree”, second indicator “Quipper School does not

conflict with my schedule with other subjects” tabulated a mean of 3.35 which is
interpreted as “Agree”, while the third indicator “Quipper School saves time for
studying” has a mean of 3.53 or “Agree”.
Table 8. Time to Use of Quipper School

Time to Use Mean Verbal
1. I can use Quipper School anytime. 3.33 Agree
2. Quipper School does not conflict with my 3.35 Agree
schedule with other subjects.
3. Quipper School saves time for studying. 3.53 Agree
Findings depict that the use of Quipper School does not conflict with the
time of students with their other subjects. It can be accessed inside and outside
the school which saves time for the students that they can spend with their other
activities.
Summary
The study focused on determining the feasibility of using Quipper School and
its effect on the academic performance of Grade 8 students in English of
Masantol High School during the School Year 2016-2017. Descriptive and quasi-
experimental design was employed wherein the researcher used experimental
and control group as part of the study. The two groups had their pretest to
determine their baseline level and comparability. After the pretest, the
experimental group was exposed in Quipper School while the control group was
taught using traditional method for 10 weeks. The periodic test from the Division
of Pampanga served as the pretest.

Findings reveal that there is a significant difference between the
academic performances of the two groups indicating that the Quipper School is
effective in improving the academic performance of Grade 8 students in English.
Additionally, after the treatment, the experimental group assessed the feasibility
of using the Quipper School in terms of access, cost, and time to use.
Respondents assessed that Quipper School is feasible to use.
Conclusions
Based on the result of the study, the following conclusions are derived:
1. Quipper School significantly affects the academic performance of
Grade 8 students in English.
2. The use of Quipper School is feasible in terms of access, cost, and
time to use.
3. Quipper School as ICT-based instruction engages student to
participate during classroom discussion.
4. The use of Quipper School saves time for the teacher and the
students.
Recommendations
Based on the findings of the study, the following recommendations are
formulated:
1. Quipper School should be applied as one of the ICT-based approach
to improve the academic performance of students.

2. Teachers are encouraged to use Quipper School to save time for
checking notes, and preparing assessments.
3. Schools should invest more on providing access to students to internet
for academic purposes.

References
Bowers-Campbell, J. (2008). Cyber "Pokes": motivational antidote for

developmental college readers. Journal of College Reading and Learning,
39(1):74-87.
Brown, J.S., Adler, R.P., (2008). Minds on Fire: Open Education, the Long Tail,
and Learning 2.0. EDUCAUSE Review, Vol. 43, No. 1, pp. 16 – 32.
Francisco, R. (2014). Quipper School’s Adaptive Teaching Raises NAT Scores

by 13% by Roderick Francisco. Retrieved from
http://philippines.quipperschool.com/page/12
Hew, K. F. & Brush, T. (2007). “Integrating technology into K-12 teaching

and learning: Current knowledge gaps and recommendations for future
research.” Education Technology Research Development, 55, 223-252.
Likoko, S., Mutsotso, S. and Nasongo, J. (2013). The Adequacy of Instructional

Materials and Physical Facilities and their Effects on Quality of Teacher
Preparation in Emerging Private PrimaryTeacher Training Colleges in
Bungoma County, Kenya
Miron,E., and Ravid, G. (2015). Facebook Groups as an Academic Teaching

Aid: Case Study and Recommendations for Educators
Morron, A. (2015). The Effect of Quipper School on the Performance of Grade 7

Students of Bacoor National High School – Gawaran in Teaching
Mathematics.
NSBC (2007). Creating & connecting research and guidelines on online social-
and educational-networking.
Ping, N. Maniam, N. (2015). The Effectiveness of Facebook Group Discussions

on Writing Performance: A Study in Matriculation College. International
Journal of Evaluation and Research in Education (IJERE) Vol.4, No.1
Republic Act 10533. Enhanced Basic Education Act of 2013.
Saadiyah Darus (2009). The Current Situation and Issues of the Teaching of
English in Malaysia. Presented at International Symposium of the
Graduate School of Language Education and Information Sciences.
Salaria, N. (2012). Meaning of the Term- Descriptive Survey Research

Method.International Journal of Transformations in Business
Management.
Senges, M. (2008). Facebook for teaching and learning.
Selwyn, N. (2007). Web 2.0 Applications as Alternative Environments For

Informal Learning - A Critical Review. OCEDKERIS International
expert meeting on ICT and educational performance. Cheju Island,
South Korea: Organization for Economic Co-Operation and
Development.
Wang, Q., Woo, H., Quek, C., and Yang, Y. (2010). Use of Facebook for
Teaching and Learning: A Review of the Research.

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DIVISION OF PAMPANGA 1

QUIPPER SCHOOL AND ITS EFFECTIVENESS

Quipper School and Its Effectiveness in the Academic Performance of Grade

Once a lesson is taught in a way students enjoy it through the techniques

interest and participation. As an educator, the target of education is to make

sure that students acquire the necessary competencies through active

participation during the teaching learning process, reflected in their academic

The number of competencies in the Grade 8 English Curriculum is vast.

competencies in the curriculum guide, teacher must have a way in order to

maximize time in the teaching-learning process and assessment of learning to

familiarize students or attract their interest.

The integration of technology and other modern gadgets in education is

understood as teachers’ computer use in classrooms, or how teachers use

of computer-mediated communication tools, for example, can help students from

various geographical locations ‘‘talk’’ to one another conveniently. In the study of

ability to communicate with experts enhances students’ learning process.

Quipper School and Its Effectiveness in the Academic Performance of Grade

Communication Technologies (ICTs) allow children, students, and young people

of these transactions do not take place in traditional educational settings.

out a number of recurring problems that needed to be addressed to make sure

is far from the target of the Division of Pampanga, as well as Department of

grade are not being fully attained by the students.

in teaching and in education. As reflected in the submitted lesson plans, 25 % of

ICT, teachers use computer aided instruction. However, it is limited to

powerpoint presentation, and video presentation during the teaching-learning

Dealing with teaching strategies, the traditional way of teaching still

construct teaching materials for delivery of lessons, still it is not enough to

Quipper School and Its Effectiveness in the Academic Performance of Grade

achieve the target of the Division of Pampanga.

Based on the problem specified, the lack of learners’ materials and

problems that needed to be solved in order to increase the academic

performance of Grade 8 students in English. In line with this, the researcher

to improve the engagement of students in teaching-learning process in a way

competencies before going to the next quarter or next grade level.

Instructional resources which are educational inputs are vital importance

Nasongo, 2013). The existence of inadequacy is a must to be addressed by the

school and by teachers. Improvisation of instructional materials which is

available in the local of the school is one important consideration in the

construction of instructional materials. The needs of alternative tool in teaching

and learning come in to enhance the ability of students in academics (Saadiyah

Quipper School and Its Effectiveness in the Academic Performance of Grade

website nowadays is the Facebook. Anyone can sign up for an account.

through Facebook. Sometimes, it is being used for posting of announcements

and submission of projects and outputs of students. However, the use of

Facebook is not only limited to announcement and submission. As mentioned by

frequent use by students makes it an appealing candidate for various learning

enhancing applications. It is linked to other websites and educational portals

including Quipper School.

A social networking service is an online platform or medium used to

establish social networks or social relations among individuals who share

(Ping, and Maniam, 2015). Facebook is a social networking platform. It is not

Woo, Quek, and Yang, 2010).

The access to technology is everywhere. It can be on a desktop, laptop,

or even cellphone. Quipper School can now be accessed through Facebook.

service providers. Browers-Campbell (2008) argues that the use of Facebook

Quipper School and Its Effectiveness in the Academic Performance of Grade

experts or fellow students to discuss and investigate a subject.

and share knowledge, by leveraging the mobile internet (Morron, 2015).

Additionally, Francisco (2014) suggested that teachers should use Quipper

one interactive way of e-learning.

Considering the possibility of the access to Quipper School through

Facebook is a priority. According to the NSBC (2007) survey, 96% of the

conducted to assess the effectiveness in the academic performance of students.