ASSESSING QUIPPER AS AN ONLINE LEARNING PLATFORM FOR

JUNIOR HIGH SCHOOL STUDENTS AT LA CONSOLACION COLLEGE-

ISABELA

A Quantitative Research
presented to the faculty of
LA CONSOLACION COLLEGE ISABELA
Isabela, Negros Occidental

in partial fulfillment of the requirements in

PRACTICAL RESEARCH 2
& RESEARCH PROJECT

Bautista, Stephanie
Bayadog, Andrei Roenne
Crispe, Mariel
Encarnacion, Mark Lorenz
Malunes, Alaica
Pacapat, Glorienne
Pacardo, Roshane
Portillo, Liane Venice
Poticar, Shiara Nyer
Tella-in, Guia Marie
Ticar, Ryan

Grade 12- STEM

Ms. Christine Joy C. Awacay, LPT

Research Adviser

January 19, 2024

 ABSTRACT

This quantitative research study investigates the effectiveness of Quipper, an

online learning platform, among Grade 7 students at La Consolacion College-Isabela.

Utilizing traditional paper-based survey questionnaires with a Likert Scale, the study

analyzes the impact of Quipper on academic performance and user engagement metrics.

Findings reveal a positive correlation between increased student engagement and improved

perceptions of the platform's educational content. Higher engagement is also associated with

enhanced accessibility/adaptability of Quipper. Furthermore, a positive perception of

educational content corresponds with improved accessibility and adaptability. These

interconnected results underscore the significance of enhancing learning engagement,

content quality, and platform usability for online learning platforms like Quipper in

educational settings.

Keywords: Quipper, Learning Enhancement, Effectiveness

ACKNOWLEDGEMENT
 First and foremost, the researchers express gratitude and give thanks to God for

guiding them throughout the successful completion of this research. The researchers

would like to convey their profound thanks to Ms. Christine Joy Awacay, their Practical

Research II Adviser, and Sister Delia Juliano, OSA, MAEM, for providing the

opportunity to engage in research and for offering invaluable guidance throughout the

entire process.

Deep appreciation is also expressed to the researchers' parents for their

unwavering love, prayers, care, and sacrifices in supporting their children's education.

Furthermore, the researchers extend warm thanks to all those who played a role in

making this research endeavor possible, with a special acknowledgment to the Grade

7 students whose active participation and valuable responses contributed significantly

to the study. In addition, the researchers would like to express their gratitude to those

individuals who provided assistance, with a special acknowledgement for those who

guided them in the analysis of their data.

Special recognition is reserved for the collective effort and perseverance of the

researchers themselves, as they commendably navigated challenges and remained

steadfast in their commitment to ensuring the success of this study. Congratulations

are in order for their resilience and dedication to the completion of this significant

research endeavor.

TABLE OF CONTENTS
CHAPTER 1: Introduction---------------------------------------------------------------------------------------1-

Background of the Study----------------------------------------------------------------------3-4

Framework of the Study-------------------------------------------------------------------------5

Statement of the Problem-----------------------------------------------------------------------6

Research Hypothesis----------------------------------------------------------------------------7

Scope and Delimitation--------------------------------------------------------------------------7

Definition of Terms--------------------------------------------------------------------------------8

CHAPTER 2: Review Related Literature and Conceptual Framework----------------------------9-12

CHAPTER 3: Methodology--------------------------------------------------------------------------------------13

Research Design---------------------------------------------------------------------------------13

The Sample----------------------------------------------------------------------------------------14

The instruments----------------------------------------------------------------------------------14

Data Collection Procedure---------------------------------------------------------------------15

Data Analysis-------------------------------------------------------------------------------------16

CHAPTER 4: Presentation and Analysis of Data-----------------------------------------------------17-27

Re-conceptualized Framework----------------------------------------------------------28-29

CHAPTER 5: Conclusion and Recommendations----------------------------------------------------30-32

References------------------------------------------------------------------------------------33-35
 Chapter I
INTRODUCTION

Technological advancements, as emphasized by Abdulrahaman (2020), have brought

substantial changes to the educational sector. Quipper, recognized as a leading learning

management system (LMS), provides a comprehensive e-learning package, including pre-

made classes and tests. Quipper School, an online learning platform, aims to enhance

education by granting teachers and students access to digital technology (Rasita Gloria Barus,

2021).

The research endeavors focus on the systematic evaluation of the efficacy of Quipper,

specifically targeting Grade 7 students at La Consolacion College-Isabela. The primary

objective is to discern and analyze the perceptions and academic benefits derived by students

through their utilization of Quipper. This study explicitly acknowledges and assesses the

platform's attributes, including its accessibility, cost-effectiveness, and adaptability, all of

which contribute to fostering a conductive environment for lifelong learning.

The assessment results can provide a comprehensive understanding of how

effectively Quipper contributes to teaching and learning experiences. Educators stand to gain

insights into the platform's effectiveness in facilitating instruction and engaging students.

Simultaneously, students can experience an improved learning environment if the study

identifies areas for enhancement or underscores positive aspects of the platform. The findings

have the potential to guide educational practices, enabling educators to adapt their methods to

better align with the needs of Junior High School students, ultimately elevating the overall

educational quality at La Consolacion College-Isabela.

This study aims to evaluate the effectiveness of Quipper, an online learning tool, for

Grade 7 students at La Consolacion College-Isabela school year 2023-2024. The objective is

1
to understand the students' viewpoint on Quipper and its influence on their academic

performance. Surveys will be distributed to gather responses from the Grade 7 students, with

a specific focus on the St. Clare and St. Rita sections, encompassing a total of 76 students.

The deliberate exclusion of other grade levels is intended for a targeted study. In accordance

with Raosoft's suggestions, the researchers aim to secure participation from 64 students, with

the goal of obtaining responses from 32 students in each section.

Background of the Study

The use of technology and other modern devices in education is prevalent and now

widespread in the world of studies. The field of education has been significantly impacted by
2
 the rapid growth of technology. In several ways, technology in education improves the lives

of both teachers and students (Furqon et al., 2023). People in this world perceive the Internet

positively, especially when it comes to education and how it may improve learning quality

and make it more efficient. One such example is the usage of electronic learning in the

teaching and learning process (Larchenko & Barynikova, 2021). Additionally, technological

advancements have had a significant impact on educational sectors (Abdulrahaman et al.,

2020). Quipper is one of the most well-known learning management systems (LMS). It

includes pre-made classes, study materials, and tests are all included in this e-learning

package. Quipper School is an online learning platform (e-learning) created to enhance

education by giving teachers and students access to digital technology (Rasita Gloria Barus et

al., 2021). The usage of e-learning provides accessible, cost-effective, and growing

opportunities for lifelong learning that can be accessed whenever and anywhere.

The integration of online platforms in education is on the rise, and numerous

educational institutions are incorporating digital tools to enrich the learning environment. La

Consolacion College-Isabela has embraced Quipper as an online platform for its Junior High

School students, with the goal of harnessing technology for educational advantages. However,

within this integration, various challenges and considerations have emerged, necessitating a

thorough evaluation.

The researchers have come up with this study to evaluate the usage of Quipper school as

an online learning platform. As well as the researchers want to find out if Quipper is an

effective learning management system for the Grade 7 students of La Consolacion College-

Isabela. The primary objective of this study is to evaluate the effectiveness of Quipper as

perceived by Grade 7 students.

3
Framework of the Study

CONCEPTUAL FRAMEWORK

Schematic Diagram
INDEPENDENT VARIABLE DEPENDENT VARIABLE

Quipper Usage

Learning Outcomes 4

Content Quality
 Satisfaction

Academic Performance

Student Engagement

Figure 1. Conceptual Framework on the Effects of Quipper as an Online Learning Platform for Junior
High School Students at La Consolacion College-Isabela.

Figure 1 shows the study’s conceptual framework. This study emphasizes the

Schematic Diagram. It comprises of two variables: Quipper Usage, Content Quality,

User- friendliness, and Student Engagement as an Independent variable and Learning

Outcomes, Satisfaction, and Academic Performance as the Dependent variable.

In Figure 1, the Independent Variable evaluates the student’s usage of Quipper,

focusing on content Quality, user-friendliness, and engagement. It also assesses the

relevance, clarity, and effectiveness of educational materials, as well as the platform’s

user-friendly features and interfaces. On the other hand, Dependent variable evaluates

the learning outcomes, student satisfaction, and academic performance is key metrics

for assessing the academic success of Grade 7 students using Quipper.

Statement of the Problem

The use of online platforms in education has become increasingly prevalent, with many

schools incorporating digital tools to enhance learning experiences. La Consolacion College-

Isabela has adopted Quipper as an online platform for Junior High School students, aiming to

leverage technology for educational benefits. However, amidst this integration, several issues

5
and concerns arise, prompting the need for a comprehensive assessment. This study aims to

assess the following:

1. What is the level of perceived effectiveness of using Quipper as a whole and as to:

a. Learning Enhancement

b. Quality of Educational Content

c. Accessibility and Adaptability

2. Is there a significant relationship between the perceived level of effectiveness of using

Quipper as to

a. Learning Enhancement

b. Quality of Educational Content

c. Accessibility and Adaptability

Research Hypothesis (es)

1. There is no significant relationship between the perceived level of

effectiveness of using Quipper as to

A. Learning Enhancement

6
B. Quality of Educational Content

C. Accessibility and Adaptability

Scope and Delimitation

This study focuses on the Quipper as an online learning platform for Junior High

School students at La Consolacion College-Isabela for the school year 2023-2024. This study

considers exploring the effectiveness of Quipper as perceived by learners. Each of the

respondents will be given a survey questionnaire to be answered.

This study’s primary goal is to evaluate Quipper as an online platform. Junior High

School students specifically the Grade 7 are the focus of this study. This academic year,

2023-2024, this study will be conducted at La Consolacion College-Isabela in Isabela,

Negros Occidental. The study’s delimitation excludes all other grade levels and is inclusive

only to the Grade 7 students of La Consolacion College-Isabela. The seventh grade is divided

into two sections: St. Clare and St. Rita. St. Rita has 39 students while St. Clare has 37

students. There are a total of 76 students in Grade 7. According to Raosoft, the optimum

sample size is 64, with 32 responders in each section.

Definition of Terms

Learning Management System (LMS). A learning management system is an

application of software or web-based technology used to organize, carry out, and evaluate a

particular learning procedure (Kirvan, 2023).

E-learning. E-learning, often known as online learning or electronic learning, is the

process of learning through electronic media and technologies. E-learning is simply described
7
as "learning that is enabled electronically." (Tamm, 2023).

Quipper. Quipper is an online learning (e-learning) platform designed to improve

education by providing digital technology to teachers and students (Rasita Gloria Barus et al.,

2021).

Assessing. Assessing means evaluate or estimate the nature, ability, or quality of.

(Oxford Dictionary)

Digital tools. Digital tools encompass software, programs, or applications utilized on

various devices such as computers, laptops, mobile phones, and IoT devices. (WalkMe,

2023)

Chapter 2
REVIEW OF THE LITERATURE AND CONCEPTUAL FRAMEWORK

Related Literature

Local

Quipper is a comprehensive e-learning solution with a versatile online Learning

Management System (LMS), used worldwide, ensuring 24/7 accessibility with regular updates.

It caters to diverse teaching methods, from math drills to project-based science learning.

8
Teachers can adapt their teaching based on assessment results, distribute lessons, and access

student performance data. They can also add their own content. Students enjoy on-demand

access to lessons, gamified learning, and the ability to revisit content until mastery. Parents can

oversee assignments, monitor progress, and manage multiple children through a single Quipper

account. In essence, Quipper offers a holistic and flexible e-learning experience (Quipper

Philippines, 2018).

Through online classroom environments, Learning Management Systems (LMS)

promote the learning process. A typical LMS fosters an inclusive learning environment for

academic advancement by incorporating frameworks that enable online collaborative-

groupings, professional training, discussions, and communication among other LMS users

(Bradley, Vaughn Malcolm, 2021).

A learning management system can improve instruction and encourage adoption of this

for technology to be successfully applied in higher education, users must learn it. (M. Fearnly

& J. Amora, 2020)

9
International

E-learning is a system that provides time flexibility to the students for their learning and

motivates students to perform their work without others’ support. It is also observed that

students feel comfort in browsing and surfing the internet. (Salamat, P., Ahmad, L., Bakht G. I.,

Saifi, D. L., 2018)

Fauziana (2020) asserts that students can review their lessons by watching teacher-made

videos and obtaining information from books or the internet to deepen their understanding.

According to Hazwani, Noor Raudhiah and Norziah (2020), not all students and

organisations enjoy e-learning. To ensure that e-learning can be used extensively, independently,

and to the greatest effect, it is important to identify which factors affect its use. E-learning also

demands that users be more self-motivated to learn.

Related Studies

Local

The study was used to determine the effectiveness of Blended Method by using the

Quipper Application in teaching ICT subjects. Blended learning refers to learning models that

combine traditional classroom practice together with e-learning solutions. Quipper Philippines

has partnered with the Department of Education to provide teachers with a platform where they

can access a content library and to be able to send ready-made lessons, quizzes, exams and to

provide real-time data on student performance. (Felstead, P.M.P., 2018)

Mulyono (2019) highlights that Quipper distinguishes itself from other web-based

learning management systems, such as Moodle, Claroline, ATutor, Omeka, and Docebo, in

10
several ways. Unlike these alternatives, Quipper provides teachers and students with a readily

available web-based learning system that can be easily installed on an existing hosting site or

web server.

According to the study of Mobo, F. & Sabado, G., (2019), E-learning education offers

flexibility, allowing students to balance study and work. The platform is user-friendly and well-

designed, making it easy to study and respond to online activities. Most respondents found e-

learning helpful in answering quizzes, aligning subjects, and addressing doubts, despite some

students' uncertainty.

International

The author asserts that Quipper School, which has just been adopted, is the finest e-

learning platform for teaching English because of more positive comments. According to the

authors, students are passionate about using Quipper School and are typically happy with it,

which relates to the second study question concerning the benefits and drawbacks of Quipper

School. (Ramadhona, N., Putri, A.A., Wuisan, D.S.S., 2022)

This study is also built upon the research conducted by Setyanida (2019), where it was

affirmed that Quipper offers advantages as a tool for teaching English to junior high school

students. Additionally, Setyanida's work explained the functionality of the Quipper Application

in the context of English education at the Junior High School level. Setyanida's investigation

focused on identifying the specific benefits of employing Quipper School as a means of

teaching English to Junior High School students.

According to a prior study by Sasmita (2020), most students were enthusiastic about

using Quipper School as a teaching tool in the classroom. Self-evaluation, accessibility, and

current content were some of Quipper School's best qualities. They felt at ease learning English
11
as a result, which encouraged them to study.

12
 Chapter 3
METHODOLOGY

Research Design

In this study, the researchers aim to comprehensively evaluate the effectiveness of

Quipper as an online learning platform for Junior High School (JHS) students at LCC-Isabela.

The research design incorporates both descriptive and correlation methodologies to provide a

detailed understanding of the platform's performance and its potential impact on students.

The descriptive aspect of the research involves systematically gathering and analyzing

data to describe the current state of Quipper usage among JHS students at LCC-Isabela. This

includes assessing factors such as frequency of use, user engagement, and overall satisfaction

with the platform.

The correlation component focuses on exploring relationships between different

variables related to Quipper usage and students' academic performance or learning outcomes.

Specifically, we will examine correlations between variables such as learning engagement,

perceived quality of educational content, and accessibility/adaptability of Quipper.

By combining descriptive and correlation research designs, this study aims to provide a

comprehensive overview of Quipper's effectiveness in the context of LCC-Isabela's Junior

High School education. The findings will offer valuable insights for educators, administrators,

and platform developers, helping to optimize the integration and utilization of online learning

tools in the educational setting.

The Sample

Raosoft suggests that a sample size of 64, comprising 32 participants from both the St.

13
Clare and St. Rita sections, holds statistical significance and is structured to achieve a

balanced representation. Ensuring fairness in this approach assures an unbiased evaluation of

Quipper's effectiveness, minimizing the potential for biases that may result from focusing

solely on one section

The researchers opted for systematic random sampling, a methodical process that

involves counting respondents from each section from 1 to 32. Those not included in the count

are excluded from the study. This meticulous approach to sampling enhances the study's

precision, allowing for a comprehensive and unbiased exploration of students' experiences

with Quipper across both St. Clare and St. Rita sections.

The Instrument(s)

In this investigation, the researcher employed traditional paper-based survey

questionnaires. These questionnaires consist of a systematically organized set of survey items

precisely designed to gather responses from Grade 7 students at La Consolacion College-

Isabela. To gather student assessments effectively, the Likert Scale was utilized, with each

question tailored to an appropriate scale. This involved the use of a 4-point scale

encompassing response options like "Strongly Disagree," "Disagree," "Agree," and "Strongly

Agree." This survey is structured around three main themes: enhancing learning through

Quipper, evaluating the quality of educational content available, and assessing the platform's

accessibility and adaptability. Within each theme, there are six specific survey items,

culminating in a total of 18 carefully formulated survey items.

Data Collection Procedure

The researchers initiated a formal letter of approval addressed to the advisers of

Junior High School students, specifically Ms. Mighty Grace Gonzaga of St. Clare and Mr. Ira

James De Juan of St. Rita. In this communication, the researchers formally requested

14
 permission for their respective students to participate as respondents in the study. The letter,

duly acknowledged and signed by the school's Chancellor, Sr. Delia Juliano, OSA, MAEM,

and Research Adviser, Ms. Christine Joy Awacay, signifies official authorization and support

for the research endeavor.

Additionally, the researchers prioritized transparency and ethical consideration by

distinctly detailing the study's purpose, objectives, and methodology. After obtaining needed

approval, the researchers proceeded to create a detailed survey questionnaire. The

questionnaire is structured around three core themes: the enhancement of learning through

Quipper, the quality of educational content available on the platform, and its accessibility and

adaptability. Within each theme, there are six specific survey items, culminating in a total of

18 carefully formulated survey items. The comprehensive elements of this detailed

questionnaire aim to thoroughly investigate diverse aspects of students' engagements with

Quipper, guaranteeing an in-depth and insightful analysis of the collected data.

After the Research Adviser reviewed the questionnaires, the research team, divided

into two groups (5 members for St. Clare and 6 members for St. Rita), initiated the survey

phase. The commencement of the survey involved presenting the respondents with a letter of

approval, outlining the research title, objectives, and ensuring the confidentiality of the

students. The researchers effectively carried out a survey, with active participation and

coordination from the respondents.

Data Analysis

After conducting the survey, the researchers carefully looked at the responses from the

Likert Scale, which included categories like Strongly Agree, Agree, Disagree, and Strongly

Disagree. They calculated the average for each theme—Learning Enhancement of Quipper,

Quality of Educational Content, and Accessibility and Adaptability of the platform—based on

15
the six survey items under each theme. The researchers then figured out the overall mean and

standard deviation for each theme to gauge the Effectiveness Level of Using Quipper.

To add more depth to the analysis, the researchers also considered the distribution of

responses and calculated the median for each theme. This provided additional insights into the

central tendencies of the data for each specific area. Armed with these statistics, the

researchers moved on to using Spearman Rank correlation analyses to investigate any

potential relationships between perceived effectiveness levels in using Quipper across the

three themes.

The correlation coefficients obtained were then interpreted to see if there is a

statistically significant relationship between how participants perceived the effectiveness in

Learning Enhancement, Quality of Educational Content, and Accessibility and Adaptability of

Quipper. This straightforward approach aimed to uncover connections between different

aspects of Quipper usage, offering a clearer picture of its impact on the participants surveyed.

Chapter 4
PRESENTATION AND ANALYSIS OF
DATA

This section highlights the presentation, analysis, and interpretation of the data in this research study.
The findings are presented in tables to emphasize the significance of the specific objectives that this
study aimed to complete.

Perceived level of effectiveness in using Quipper

Table 1. Mean and standard deviation of perceived level of effectiveness

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Variables Mean Std. dev Interpretation

Learning Enhancement of
3.45 0.435 Agree
Quipper
Quality of Educational Content
3.28 0.522 Agree
of Quipper
Accessibility and Adaptability
3.25 0.578 Agree
of Quipper

Effectiveness of Using Quipper 3.33 0.438 Agree

Interpretation: Strongly Agree (3.50 – 4.00); Agree (2.50 -3.49); Disagree (1.50 – 2.49); Strongly
disagree (1.00 – 1.49)

Shown in Table 1 are the mean and standard deviation on the perceived level of effectiveness of

Quipper, being an educational platform. Results indicate that the level for learning enhancement of

Quipper had a mean of 3.45 with a standard deviation of 0.435, suggesting that, on average,

participants agreed with statements related to Quipper’s learning enhancement effectiveness (specified

sample statements in succeeding tables).

Similarly, the Quality of Educational Content and Accessibility and Adaptability of Quipper also

received agreement from respondents, with mean scores of 3.28 and 3.25, respectively. It implies that,

on average, participants agree with statements related to quality of educational content and accessibility

of using Quipper as an effective educational tool (specified sample statements in succeeding tables).

The consistent agreement implies a positive consensus on Quipper’s efficacy in enhancing learning,

providing quality educational content and being accessible and applicable to be used by learners.

Effectiveness as to Learning Enhancement of Quipper

Table 2. Distribution of responses and median as to Learning Enhancement of Quipper

Strongly Strongly
Disagree Agree Media
Statements Disagree Agree
n
f % f % f % f %
1. Quipper is effective
in facilitating my overall 1 1.6 4 6.3 11 17.2 48 75.0 4.00
learning experience.
2. Quipper has
contributed to my 0 0 7 10.9 18 28.1 39 60.9 4.00
academic performance.
3. Using Quipper has 0 0 11 17.2 14 21.9 39 60.9 4.00
17
improved my
understanding of
different subjects.
4. Feedback from
quizzes and exercises 5 7.8 5 7.8 12 18.8 42 65.6 4.00
on Quipper is helpful.
5. I find answering
quizzes on Quipper
helpful to gain more 0 0. 8 12.5 28 43.8 28 43.8 3.00
knowledge about a
particular lesson.
6. Quipper has
improved my ability to
apply what I've learned
3 4.7 7 10.9 19 29.7 35 54.7 4.00
in my school
assignments and
exams.

Table 2 provides the distribution of responses and median values regarding the perceived

learning enhancement of Quipper. The data highlights a strong agreement for the statement “Quipper is

effective in facilitating my overall learning experience” with 75% of participants strongly agreeing,

resulting to a median value of 4.00. Similarly other statements such as “Feedback from quizzes and

exercises on Quipper is helpful.” “Quipper has contributed to my academic performance,” “Feedback

from quizzes and exercises on Quipper is helpful,” and “Quipper has improved my ability to apply what

I've learned in my school assignments and exams,” also had strong agreement from participants with

median values of 4.00, indicating a positive view on Quippers’ impact on learning enhancement of

learners.

Effectiveness as to Quality of Educational Content of Quipper

Table 3. Distribution of responses and median as to Quality of Educational Content of Quipper

Strongly Strongly
Disagree Agree Media
Statements Disagree Agree
n
f % f % f % f %
1. The educational 2 3.1 11 17.2 19 29.7 32 50.0 3.50
content on Quipper
aligns with our

18
curriculum.
2. Quipper’s lessons
and materials are
3 4.7 12 18.8 19 29.7 30 46.9 3.00
engaging and
interesting.
3. The contents on
Quipper are up-to-date 2 3.1 15 23.4 10 15.6 37 57.8 4.00
and relevant.
4. Quipper provides
engaging and
interactive educational
3 4.7 6 9.4 28 43.8 27 42.2 3.00
materials such as
quizzes and study
guides.
5. The explanations
provided for concepts
on Quipper are clear 3 4.7 13 20.3 16 25.0 32 50.0 3.50
and easy to
understand.
6. Quipper provides
sufficient exercises and 3 4.7 4 6.3 15 23.4 42 65.6 4.00
quizzes for practice.

Results of Table 3 indicated the distribution of responses and median as to Quality of

Educational Content of Quipper, where 50% of the participants strongly agree with the statements on

“The educational content on Quipper aligns with our curriculum,” and “The explanations provided for

concepts on Quipper are clear and easy to understand.” It also implies that, on average, participants

have positive perceived level of Quippers’ quality education content in learning.

Effectiveness as to Quality of Accessibility and Adaptability of Quipper

Table 4. Distribution of responses and median as to Quality of Accessibility and Adaptability of

Quipper

Strongly Strongly
Disagree Agree Media
Statements Disagree Agree
n
f % f % f % f %
1. Quipper is easily
accessible on the
2 3.1 8 12.5 24 37.5 30 46.9 3.00
devices I use for
learning.
2. As a new user of
Quipper, I faced
challenges in 4 6.3 7 10.9 20 31.3 33 51.6 4.00
navigating and making
the most of its features
3. I encountered
technical difficulties 4 6.3 14 21.9 15 23.4 31 48.4 3.00
while utilizing Quipper.
4. Quipper is accessible
and user-friendly for
3 4.7 13 20.3 20 31.3 28 43.8 3.00
individuals with diverse
abilities.
19
5. Quipper ensures an
inclusive learning 3 4.7 6 9.4 20 31.3 35 54.7 4.00
experience for all users.
6. Quipper incorporates
strong security features
designed to safeguard 1 1.6 13 20.3 15 23.4 35 54.7 4.00
user data and ensure
privacy.

Table 4 provides the distribution of responses and median values regarding the perceived

Quality of accessibility and adaptability of Quipper. The data highlights a strong agreement for the

statement “Quipper ensures an inclusive learning experience for all users,” and “Quipper incorporates

strong security features designed to safeguard user data and ensure privacy,” with more than 50% of

participants strongly agreeing, resulting to a median value of 4.00. In addition, other statements such as

“Quipper is easily accessible on the devices I use for learning,” “I encountered technical difficulties while

utilizing Quipper,” and “Quipper is accessible and user-friendly for individuals with diverse abilities,” also

had an agreement from participants with median values of 3.00, indicating a positive view on Quippers’

accessibility and adaptability to be used by learners.

(Based on First Question in the SOP)

1. What is the level of perceived effectiveness of using Quipper as a whole and as

to:

A. LEARNING ENHANCEMENT:

The perceived level of learning enhancement effectiveness is positive. The

frequency refers to the number of students based on their responses: Agree,
Disagree, Strongly Agree and Strongly Disagree. Cumulative Percent represent
the running total of individual percentages as you move through the dataset.
This means that Quipper is effective in education of the students.

Learning Enhancement 1

Frequency Percent Valid Percent Cumulative Percent

Valid Strongly Disagree 1 1.6 1.6 1.6

Disagree 4 6.3 6.3 7.8

Agree 11 17.2 17.2 25.0

Strongly Agree 48 75.0 75.0 100.0

Total 64 100.0 100.0

Learning Enhancement 2

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 Frequency Percent Valid Percent Cumulative Percent

Valid Disagree 7 10.9 10.9 10.9

Agree 18 28.1 28.1 39.1

Strongly Agree 39 60.9 60.9 100.0

Total 64 100.0 100.0

Learning Enhancement 3

Frequency Percent Valid Percent Cumulative Percent

Valid Disagree 11 17.2 17.2 17.2

Agree 14 21.9 21.9 39.1

Strongly Agree 39 60.9 60.9 100.0

Total 64 100.0 100.0

Learning Enhancement 4

Frequency Percent Valid Percent Cumulative Percent

Valid Strongly Disagree 5 7.8 7.8 7.8

Disagree 5 7.8 7.8 15.6

Agree 12 18.8 18.8 34.4

Strongly Agree 42 65.6 65.6 100.0

Total 64 100.0 100.0

Learning Enhancement 5

Frequency Percent Valid Percent Cumulative Percent

Valid Disagree 8 12.5 12.5 12.5

Agree 28 43.8 43.8 56.3

Strongly Agree 28 43.8 43.8 100.0

Total 64 100.0 100.0

Learning Enhancement 6

Frequency Percent Valid Percent Cumulative Percent

Valid Strongly Disagree 3 4.7 4.7 4.7

Disagree 7 10.9 10.9 15.6

Agree 19 29.7 29.7 45.3

Strongly Agree 35 54.7 54.7 100.0

Total 64 100.0 100.0

B. Quality of Education

21
 The perceived level of learning enhancement effectiveness is positive. The
frequency refers to the number of students based on their responses: Agree,
Disagree, Strongly Agree and Strongly Disagree. Cumulative Percent represent the
running total of individual percentages as you move through the dataset. This means
that Quipper’s quality of education is effective in education of the students.

Quality of Educational Content 1

Frequency Percent Valid Percent Cumulative Percent

Valid Strongly Disagree 2 3.1 3.1 3.1

Disagree 11 17.2 17.2 20.3

Agree 19 29.7 29.7 50.0

Strongly Agree 32 50.0 50.0 100.0

Total 64 100.0 100.0

Quality of Educational Content 2

Frequency Percent Valid Percent Cumulative Percent

Valid Strongly Disagree 3 4.7 4.7 4.7

Disagree 12 18.8 18.8 23.4

Agree 19 29.7 29.7 53.1

Strongly Agree 30 46.9 46.9 100.0

Total 64 100.0 100.0

Quality of Educational Content 3

Frequency Percent Valid Percent Cumulative Percent

Valid Strongly Disagree 2 3.1 3.1 3.1

Disagree 15 23.4 23.4 26.6

Agree 10 15.6 15.6 42.2

Strongly Agree 37 57.8 57.8 100.0

Total 64 100.0 100.0

Quality of Educational Content 4

Frequency Percent Valid Percent Cumulative Percent

Valid Strongly Disagree 3 4.7 4.7 4.7

Disagree 6 9.4 9.4 14.1

Agree 28 43.8 43.8 57.8

Strongly Agree 27 42.2 42.2 100.0

Total 64 100.0 100.0

Quality of Educational Content 5

22
 Frequency Percent Valid Percent Cumulative Percent

Valid Strongly Disagree 3 4.7 4.7 4.7

Disagree 13 20.3 20.3 25.0

Agree 16 25.0 25.0 50.0

Strongly Agree 32 50.0 50.0 100.0

Total 64 100.0 100.0

Quality of Educational Content 6

Frequency Percent Valid Percent Cumulative Percent

Valid Strongly Disagree 3 4.7 4.7 4.7

Disagree 4 6.3 6.3 10.9

Agree 15 23.4 23.4 34.4

Strongly Agree 42 65.6 65.6 100.0

Total 64 100.0 100.0

C. ACCESSIBILITY AND ADAPTABILITY

The perceived level of learning enhancement effectiveness is positive. The

frequency refers to the number of students based on their responses: Agree,
Disagree, Strongly Agree and Strongly Disagree. Cumulative Percent represent the
running total of individual percentages as you move through the dataset. This
means that Quipper is accessible and adaptable
.
Accessibility and Adaptability 1

Frequency Percent Valid Percent Cumulative Percent

Valid Strongly Disagree 2 3.1 3.1 3.1

Disagree 8 12.5 12.5 15.6

Agree 24 37.5 37.5 53.1

Strongly Agree 30 46.9 46.9 100.0

Total 64 100.0 100.0

Accessibility and Adaptability 2

Frequency Percent Valid Percent Cumulative Percent

Valid Strongly Disagree 4 6.3 6.3 6.3

Disagree 7 10.9 10.9 17.2

Agree 20 31.3 31.3 48.4

Strongly Agree 33 51.6 51.6 100.0

Total 64 100.0 100.0

23
 Accessibility and Adaptability 3

Frequency Percent Valid Percent Cumulative Percent

Valid Strongly Disagree 4 6.3 6.3 6.3

Disagree 14 21.9 21.9 28.1

Agree 15 23.4 23.4 51.6

Strongly Agree 31 48.4 48.4 100.0

Total 64 100.0 100.0

Accessibility and Adaptability 4

Frequency Percent Valid Percent Cumulative Percent

Valid Strongly Disagree 3 4.7 4.7 4.7

Disagree 13 20.3 20.3 25.0

Agree 20 31.3 31.3 56.3

Strongly Agree 28 43.8 43.8 100.0

Total 64 100.0 100.0

Accessibility and Adaptability 5

Frequency Percent Valid Percent Cumulative Percent

Valid Strongly Disagree 3 4.7 4.7 4.7

Disagree 6 9.4 9.4 14.1

Agree 20 31.3 31.3 45.3

Strongly Agree 35 54.7 54.7 100.0

Total 64 100.0 100.0

Accessibility and Adaptability 6

Frequency Percent Valid Percent Cumulative Percent

Valid Strongly Disagree 1 1.6 1.6 1.6

Disagree 13 20.3 20.3 21.9

Agree 15 23.4 23.4 45.3

Strongly Agree 35 54.7 54.7 100.0

Total 64 100.0 100.0

(Based on Second Question in the SOP)

2. Is there a significant relationship between the perceived level of effectiveness of using

24
 Quipper as to:

A. LEARNING ENHANCEMENT
B. QUALITY OF EDUCATIONAL CONTENT
C. ACCESSIBILITY AND ADAPTABILITY

Significant relationship in the perceived level of effectiveness in using Quipper

Table 3. Spearman rank correlation results between perceived level of effectiveness in using
Quipper

Variables r-value p-value Interpretation

Learning Quality of
Positively moderate
Enhancement of Educational Content 0.516 < 0.01**
association
Quipper of Quipper
Learning Accessibility and
Positively moderate
Enhancement of Adaptability of 0.400 < 0.01**
association
Quipper Quipper
Accessibility and
Quality of Educational Positively moderate
Adaptability of 0.648 < 0.01**
Content of Quipper association
Quipper
Interpretation: ns – not significant p-value > 0.05; * 0.05 ≥ p-value > 0.01; ** p-value ≤ 0.01

The results of the Spearman rank correlation coefficient that there is a statistically significant

association between the Learning Enhancement of Quipper, Quality of Educational Content of Quipper,

and Accessibility and Adaptability of Quipper (p < 0.01). That is, as the learning engagement of using

Quipper increases, the quality of educational content also increases with (r = 0.516, p-value < 0.01).

That is on average, as the perceived level of learning enhancement effectiveness are positive, the

quality of educational content is also perceived as positive, however in a moderate manner. Similarly, as

the learning enhancement increases, the accessibility and adaptability in using Quipper also increases (r

= 0.400, p-value < 0.01). Lastly, as the quality of educational content is perceived as positive, the

accessibility and adaptability in using Quipper also increases (r = 0.648, p-value < 0.01).

SPSS results – For Appendices

Correlations

25
 Quality of Accessibility
Learning Educational and
Enhancement Content of Adaptability of
of Quipper Quipper Quipper
**
Spearman's rho Learning Enhancement Correlation Coefficient 1.000 .516 .400**
of Quipper Sig. (2-tailed) . .000 .001

N 64 64 64

Quality of Educational Correlation Coefficient .516** 1.000 .648**

Content of Quipper Sig. (2-tailed) .000 . .000

N 64 64 64
** **
Accessibility and Correlation Coefficient .400 .648 1.000
Adaptability of Quipper Sig. (2-tailed) .001 .000 .

N 64 64 64

**. Correlation is significant at the 0.01 level (2-tailed).

Mean and Standard Deviation

Report

Learning Accessibility and

Effectiveness of Using Enhancement of Quality of Educational Adaptability of
Quipper Quipper Content of Quipper Quipper

Mean 3.3253 3.4453 3.2786 3.2526

N 64 64 64 64
Std. Deviation .43794 .43548 .52205 .57811
Median 3.4400 3.5000 3.3333 3.3333

26
 Qua Qua Qua Qua Qua Qua
lity lity lity lity lity lity
of of of of of of Acc Acc Acc Acc Acc Acce
Edu Edu Edu Edu Edu Edu essi essi essi essi essi ssibil
Learn Lear Lear Lear Lear Lear cati cati cati cati cati cati bility bility bility bility bility ity
ing ning ning ning ning ning onal onal onal onal onal onal and and and and and and
Enha Enha Enha Enha Enha Enha Con Con Con Con Con Con Ada Ada Ada Ada Ada Ada
ncem ncem ncem ncem ncem ncem tent tent tent tent tent tent ptabi ptabi ptabi ptabi ptabi ptabi
ent 1 ent 2 ent 3 ent 4 ent 5 ent 6 1 2 3 4 5 6 lity 1 lity 2 lity 3 lity 4 lity 5 lity 6

NVa
64 64 64 64 64 64 64 64 64 64 64 64 64 64 64 64 64 64
lid

Mi
ssi 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
ng
Me
3.66 3.50 3.44 3.42 3.31 3.34 3.27 3.19 3.28 3.23 3.20 3.50 3.28 3.28 3.14 3.14 3.36 3.31
an
Me
4.00 4.00 4.00 4.00 3.00 4.00 3.50 3.00 4.00 3.00 3.50 4.00 3.00 4.00 3.00 3.00 4.00 4.00
dian

Re-conceptualized Framework
27
 INDEPENDENT VARIABLE DEPENDENT VARIABLE

Quipper Engagement Level

Learning Outcomes

Educational Content Perception

Enhanced
Accessibility/Adaptability
Usability and Accessibility
Perception

In this study, the independent variables include the Quipper Engagement

Level, representing the degree of interaction and involvement of students and

educators with the Quipper platform; Educational Content Perception, capturing

users' perceptions of the quality and relevance of educational content on Quipper;

and Usability and Accessibility Ratings, reflecting the perceived ease of use and

accessibility evaluated by both educators and students. These variables are

considered independent as they are expected to influence or impact the dependent

variables.

On the other hand, the dependent variables encompass Learning Outcomes

Improvement, focusing on the extent to which educational achievements and

outcomes have improved due to Quipper usage, and Enhanced

Accessibility/Adaptability, measuring the improvement in accessibility and

adaptability based on users' experiences and perceptions. These dependent

variables are anticipated to be influenced by the independent variables, emphasizing

the interconnected relationship between engagement, content perception, and

usability/accessibility in determining the effectiveness of the Quipper platform in an

educational context. The results of the study reveal a notable correlation between

28
heightened engagement with Quipper, positive perceptions of educational content,

and higher usability and accessibility ratings. These interconnected factors play a

crucial role in enhancing learning outcomes and the overall accessibility/adaptability

of the Quipper platform. The findings highlight the collective impact of engagement,

content perception, and usability on the effectiveness of online learning platforms,

emphasizing their significance in educational settings.

Chapter 5
CONCLUSIONS AND RECOMMENDATIONS
29
 Conclusions

In conclusion, the Spearman rank correlation coefficient analysis reveals

significant associations among crucial variables in the context of Quipper, an online

learning platform. The study indicates that as students' learning engagement with

Quipper increases, there is a simultaneous improvement in their perception of the

platform's educational content. This positive correlation highlights the importance of

learning engagement in influencing the perceived quality of educational materials.

Additionally, the research finds a positive correlation between learning

engagement and the accessibility/adaptability of Quipper. This suggests that higher

levels of engagement are linked to an increased sense of accessibility and adaptability

when using the platform. Moreover, a notable correlation is identified between the

positive perception of educational content and the enhanced accessibility/adaptability

of Quipper. This emphasizes the interconnected nature of content quality and the

platform's usability, indicating that a positive perception of content is associated with

improved accessibility and adaptability.

These findings provide valuable insights for educators, administrators, and

developers, underscoring the need to consider and enhance learning engagement,

educational content quality, and platform accessibility when evaluating and improving

the effectiveness of online learning platforms like Quipper in educational settings.

Recommendations

30
1. The researcher suggests that the school should establish a system for regular

monitoring and evaluation of Quipper usage to gauge its effectiveness in meeting

educational goals.

2. The researchers recommend that school should offer guidance and support to

students who may encounter technical difficulties using Quipper. To ensure that

they have the necessary resources to navigate the platform effectively.

3. Given that not all Grade 7 students have access to gadgets, the researchers suggest

that school should implement plans to ensure equitable access to Quipper,

considering economic differences among Junior High School students.

4. On Quipper, they should implement more strategies to enhance student

engagement. This may include incorporating more interactive elements,

multimedia resources, and collaborative assignments.

5. The researchers recommend promoting communication between teachers and

parents regarding the use of Quipper. Keeping parents informed about how the

platform is used in the classroom and encourage their support at home.

6. Teachers must instruct students to regularly check updates and announcement on

Quipper. This ensures that they will stay informed about new assignment,

resources, or changes in the platform.

7. Emphasize the importance of active participation in Quipper discussion, quizzes,

and collaborative activities. Engagement contributes to a richer learning

experience.

8. Promote balanced approach to technology use. While Quipper is a valuable tool,

encourage students to supplement their learning with offline activities such as

reading, research, and hands-on projects.

31
 9. The researcher suggest to the future researcher who would like to conduct the

same research that it is too important to know the students preferences as an

online learning platform.

10. Educational institutions should prioritize increasing students' access to reliable

internet services for academic purposes.

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