The Use of Quipper To The Learning Abilities of The Grade 11 Students of Isaac Lopez PDF

ISAAC LOPEZ INTEGRATED SCHOOL 1
THE USE OF QUIPPER TO THE LEARNING ABILITIES OF THE

GRADE 11 STUDENTS OF ISAAC LOPEZ
INTEGRATED SCHOOL
An Undergraduate Research Presented to the

Faculty of the Senior High School of
Isaac Lopez integrated School
In Partial Fulfillment of the Requirements for the Subject

Practical Research I
By:
Lance Andrei Aquino
Jas Rille Arman
Renalyn Carbajal
Phince Klaire Enato
Anastasha Mae Luzong
March 2019
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Introduction
Change is the constant thing in this world. They tend to change things for
them to improve. Yet, little we know if the change we made are for the better or for
worse. Now are in the 21st century where technology is the new man's best friend.
The use of technology's benefits very much, use it in our everyday lives this
innovations are very useful especially in the field of education. Modern teachers is
now using technology in teaching, with this, the students are very engaged with the
lesson they are about to learn. Students are actively participating and the teacher
will not have a hard time in getting the student's learning experience. This app serves
as a tool to improve the student's learning abilities. With the use of this, there will not
have a hard time in teaching the students, for its own instructional video that contains
the lesson intended for the day and a ready-made quiz to measure their learnings
on that day.
Historical Background
Quipper was founded in 2010 by Masayuki Watanabe. Watanabe travelled
around the world that’s why he saw all the struggles and problems of country in
accessing the education. Watanabe said that he wanted to overcome the
educational gap in all countries for the people, then the smart phones arrived and
became a widespread around the world so Watanabe thinks that he can use smart
phones to overcome the education gap, so as that comes to his mind he established
Quipper in London on 2010, the Quipper team search for the best actions to offer
education and learning through smart phones and use the core technology to make
this possible, so that they succeed in finding way to connect education to
technology the established and invent the Quipper school and its goal is to connect
teachers and students through technology for them to become successful to do that
things they’ve become widespread in many other countries that’s why their
organization boom in the market they thinked that they needed to upgrade and
make more features of the Quipper school, so far, in London, there was a man too
founding Quipper and that is Famihiro Yamaguchi from Tokyo. Yamaguchi
experienced educational gap too that’s why he wanted to overcome it too like what
Watanabe did, but Yamaguchi changed his actions. Yamaguchi first started to build
Tyumen Sapuri where is they are recording video lessons and activities and share
it to other learners.
The Taken Sapuri was been in 2014, Yamaguchi and Watanabe met and
shared their visions and ideas and they developed Quipper together that’s why it
expands rapidly. So as the result Quipper expand overseas, it first expanded in
Indonesia in 2015 and followed by the Philippines in the year 2015. Lastly, it took
place in Mexico but Quipper organization is not stopping until they end educational
gap within around the world. As started as distributors of wisdom, Quipper is not
stopping until they didn’t gave the best education for all the students or learners to
every corner of the world.
Definition of Quipper
Quipper is a free online platform for teachers and students. Quipper consist
of two parts: link for teachers and learn for students. Quipper school link is where
teachers manage their classes online and check student's progress. Sent
assignments and practiced examination to the whole class. The Link was given by
the teachers to access student's weakness and strength. Quipper school learn is
where students study and work independent prescribed by the teachers. It has
gamified features that rewards students with redeemable coins that allows them to
customize their learning environment.
Importance of Quipper
Quipper has been in the forefront of advancing the learning level of
Filipino student through tool employing information and communications
technology. It has also helped teachers use instruction methods that inspire
students to learn even their most disliked subjects. Filipino in general are well
versed in English, making it easy for them to adapt the Quipper system of
learning. Quipper is a free e-learning platform that empower teachers to
streamline teaching method and class management, and enables students to
learn in a fun and effective way.

Reasons of the Using Quipper
The reasons were based on the point that are aiming for good and as
well as we wanted to know if this very useful for the upcoming Senior high
school students of Isaac Lopez Integrated School. In terms student’s academic
performance using Quipper. The researchers conduct this study to know if this
study about Quipper application will benefit or can improve the abilities of
students and wanted to uncover if this is helpful to one’s academic purposes.
Purpose of the Study
The purpose why conducting this study is to enhance one’s
knowledge about Quipper Learn app and how it will help to improve the learning
abilities of the students of Isaac Lopez Integrated School. To find out what
would be the impact of using Quipper as part of improving the learning abilities
of the students.
Statement of the Problem
This study intends to know the use of Quipper to the learning abilities
of the Grade 11 students of Isaac Lopez Integrated School. This study sought
to answer the following questions:
1. What is the demographic profile of respondents in terms of:
1.1 Name
1.2 Age
1.3 Grade Level
2. What are the impacts of using Quipper to the Senior High School
students in Isaac Lopez Integrated School?
3. How did Quipper improve the learning abilities of the Senior High
School students of Isaac Lopez Integrated School?
Significance of the Study
This research seeks to investigate the use of Quipper to the learning
abilities of Grade-11 students of Isaac Lopez Integrated School in the school
year 2018-2019. This study is significant of the following:
Students- Students will gain more knowledge on what are the uses
and on what will be the impact of the quipper, for them to interact and
participate more on learning on education through quipper and also for them
to enhance their learning abilities and especially to enhance their knowledge.
Teachers- After reading and analyzing this research they will gain
more knowledge in teaching so that they may able to improve their teaching
strategy for them to gain more participation from their students and also
teachers can use Quipper as an interactive tool of learning for fun and
challenging interactive way together with the student. And may change their
challenging strategy way of teaching and the environment of their students.

School Administrators and School Heads- Adaptation of ideas and
findings to come up with the interventions to integrate and improve the
standard of school in terms of improving the learning abilities of the student.
The Government- This study can help them and devise a platform
about this application and can promote projects for the benefits of the
students. This study will help the government to come an idea to anchor
technology and globalization to the learning and education of many Filipino
students.
Future Researcher- This study will serves as their guide and basis
for the future studies, and this will accelerate the minds of future researchers
about the use of Quipper and on how it will develop or help to broaden the
learning abilities of the students.
The Researcher- Can help the researcher to widen their knowledge
about the study. And gain more ideas on how does this study will help their
fellow students to promote their learning abilities by the help of this
application.
Scope and Delimitation

The scope of this study did take into account varied in perspective of
Grade 11 students in Isaac Lopez Integrated School who use Quipper while
focuses on how it affects to their learning abilities. This study included Grade
11 teachers to participate in this study through the Quipper.

Definition of Terms
For better understanding and interpretation of the study, the
following terms are defined operationally:
Academic Performance. refers to the level of schooling that has
been successfully completed and the ability to attain success in the studies.
Acquisition. It refers to gain something usually by the own effort
Android. refers to an open source operating system that is applied
to smart phones and tablets.
E-Learning. is a learning or education conducted through electronic
media typically on the internet.
Email. means the messages distributed by electronic means from
one computer, phone or tablet user to one or more recipients via network.
Facilitator. is someone who helps to bring an outcome such as
learning by providing indirect assistance.
Flagship Service. refers to a ship which is the largest, fastest,
newest, most heavily armed, most well-known, or the lead ship in a fleet.
Feasibility. is an analysis and evaluation of a proposed project to
determine if it is technically feasible.

Leveraging. is a borrowed capital for an investment, expecting the
profits made to be greater than the interest.
Local Curriculum. is the curriculum that focuses on the impacts of
community members, students, teachers, administrators and supervisors.
Messaging System. is a system that sends text messages from one
user to one or more other users.
Motivator. it is someone who gives reason for doing something.
Online. is an operation while someone is connected or order a
computer control.
Pisonet. is an arcade style computer unit used as an internet or
gaming vending machine.
Quipper School. refers to an online platform for teacher and
students for them to be connected in educational purposes or activities.
Softwares. are the programs and other operating information used
by an computer and other electronic devices.
Tablets. this refers to a small portable computer that accepts input
directly on to its screen rather than via computer, keyboard or mouse.

Wi-fi. refers to a facility allowing computers, smartphones, or other
electronic devices to connect to the internet or communicate with one another
wirelessly in a particular are.

CHAPTER II
REVIEW OF RELATED LITERATURE
Student’s Perception on Quipper
According to Kirana (2017), descriptive case study that tries to follow
the students learning process in using Quipper, an e-learning platform to
prepare them for the upcoming Computer-based National Examination.
During the length of the research, the student’s perception of Quipper as a
practice tool will be gathered and presented, along with the aspects that
need to be further developed in the future, and students‟ suggestions on
how to develop Quipper into an e-learning platform with better functionality.
Results of the study revealed that the students have positive perception
towards Quipper with several notes about the need to revisit the
functionalities and user interface according to what most students would be
comfortable with as users. Further, the study also revealed critiques from
the students for Quipper’s future developments. Finally, on the basis of the
critiques, some suggestions were also given by the students participated in
this study. The suggestions consisted of conducting more research on
another level of educations besides junior high school to get the overall idea
of what the users from all age range need and also the need to conduct
research on several other e-learning platforms.

As specified by Eliasanti Agustina and Bambang Yudi Cahyono
(2017), In Indonesia, the globalization era has directed the policy makers to
establish English as a compulsory subject in the secondary school
curriculum. However, the major issue in pursuing the goal of the teaching
of English as a foreign language (EFL) has been the imbalance between
the amount of teaching materials and the time to teach the materials. The
availability of the Internet has provided a concept that learning is not just a
one-time event to be conducted at schools, but learning is also a continuous
process that can be conducted beyond the school time. One of the learning
platforms in the Internet is Quipper School, and this platform has been used
by EFL teachers in Indonesia. This article reports the result of research on
the EFL teachers’ perceptions on the teaching of EFL and the reasons for
using Quipper School as a platform for the students’ EFL learning. Three
EFL teachers teaching in senior high school level and six students who have
used the platform with the three teachers were involved in this research.
The results of the study show that the Indonesian EFL teachers used the
platform not only for coping with the limited time available for EFL teaching,
but also due to the significant value of the platform to support the students’
EFL learning.
Using and Application of Quipper
According to Guillen (2018), his pre-experimental study aims to find
out the effectiveness of Quipper School in the enhancement of the reading
comprehension competencies in English 8 (3rd Quarter). The researcher
uses the research instrument, 50-item researcher-made entry and exit tests
to determine the reading performance level of the students. The researcher
conducts a 6-week Quipper School exposure in the implementation of the
study. Research revealed that Tisa National High School respondents’
reading performance exposed in Quipper School belongs to “Did not Meet
Expectation” scale based on the DepEd’s Grading Scale. However, it is
evidently shown that there is an increase in mean from the TNHS
respondents’ entry level reading performance to the exit level reading
performance. Thus, this study concludes that Quipper School enhances the
reading comprehension competencies of the students. Moreover, the
instructional guide proposed is necessary to guide teachers on what to do
during the Quipper School implementation.
As stated by Huda (2018), the main objective of this study is to find
the effectiveness between the use of quipper and the one without using
quipper to teach reading Comprehension on descriptive text. To explain find
the effectiveness of using quipper the researcher used

quantitaitive approach and the reseach design used experimental study. In
taking the sample, the writer used cluster random sampling techniques.
Class XI MIPA 2nd was chosen as a try out class, X MIPA 2nd as
experimental class and class X MIPA 1st as control class. The instruments
which are used to collect the data are tests and documentation. The
technique to analyze the data is t-test formula. The average of post-test in
experimental class is 70.8571, which is higher than the average score of
post-test in control group (63.5714). The t-test shows that tcount = 3.271is
higher than ttable = 1.98 It means that Ha is accepted and Hσ is rejected.
Since the tcount is higher than the ttable, there is a significant difference in
the achievement between students in class X MIPA 2nd who are taught
reading descriptive text using Quipper School and students in class X MIPA
1st who are taught reading descriptive text without using Quipper School. It
is hoped that the result of the study can be useful for teachers to determine
and select the suitable teaching method for their students so that they can
obtain an optimum result of reading achievement.
As stated by Husaefah and Mardhiah (2017), their paper aims to
describe the utilization of e-learning Quipper School. E-learning is an
innovation in education that has a very large contribution to the change of
learning process, where the learning process is not only limited to lecture
activities with media improvise but the delivery of learning materials can be
visualized in various formats and forms more dynamic and more interactive
so that students will more motivated. E-learning is an open source based
application such as Quipper School, E-Front, Edmodo, Moodle, and so
forth. Use of this application can be enjoyed in the field of education for free.
Quipper School was launched in January 2014 as a new breakthrough in
education. PAKEM is an approach that allows learners to work on diverse
activities to develop their skills, attitudes, and understanding with the
emphasis of learning while working. While teachers use various sources
and learning aids, including the use of the environment, so that learning is
more interesting, fun and effective.
According to Campos (2016), for the past two years, e-learning
service provider Quipper has been in the forefront of advancing the learning
level of Filipino students through tools employing information and
communications technology. It has also helped teachers use instruction
methods that inspire students to learn even their most disliked subjects.
Its entry into the education business in 2014 has been timely, helping
the Department of Education (DepEd) fill a void in implementing the Grades
11 and 12 curricula into the country’s new basic education system.
As of end 2015, more than 1 million Filipino students were registered
on the platform. Of these, almost 70 percent come from the National Capital
Region (NCR), where close to 75 percent are in high school.

Quipper Philippines Marketing Manager Selena Kate Male said, “As
of September 2015, our expanding user base across the country accounted
for about 1,400 schools in 165 divisions of the DepEd across the
archipelago currently benefiting from the services of Quipper. From these,
we have forged official partnerships with 310 schools in 31 divisions. On a
monthly basis, almost 200,000 students are actively enjoying their learning
through our platform.”
As the company’s flagship service, Quipper School operates as a
free e-learning platform for teachers in educating more than 2 million pupils
in the Philippines, Indonesia and Mexico. Through it, educators can manage
multiple classes through a customized dashboard; send and schedule their
assignments; and assess their students’ individual performances.
General Manager Yuki Naotori said the Philippines is a central
location for its Asian services. “Our Filipino employees whom we call
developers are highly skilled, intelligent, competent workers who have an
excellent command of the English language. They easily create applications
that enhance the learning level of Filipino students and help elevate the
already-high teaching competence of Filipino teachers”.
Naotori added it also helps that Filipinos in general are well versed
in English, making it easy for them to adopt the Quipper system of learning.
Quipper School is custom fitted for local students and teachers, using
the national language in a particular country as the medium of instruction
and adapting the teaching method and educational system in each country
as the base of learning.
Male said Quipper School was created by Filipino developers, and
“houses ready-made content sanctioned by DepEd School Division subject-
matter experts and aligned with the local curriculum and language, which
double as assignments and exams.”
She added that, “although many of our developers are Filipinos, we
also have developers in London and Japan. The developers here are
definitely contributing a lot to the development of the platform.”
“We have a team of customer-relations experts whom teachers can
call for assistance to maximize system application,” she said. “In relation,
students can study lessons and answer accompanying questions until they
master a topic. Upon answering each question, they are provided real-time
feedback, as well as a short explanation of the item. The platform also has
a messaging system, allowing teachers and students to communicate even
outside of class hours.”
The company will soon introduce online video lessons and
assessments through Quipper Video that facilitates learning virtually
anytime and anywhere, as well as Quipper Live, which makes interactive

classes available for teachers and students in real time. Quipper’s measure
of success so far has been evidenced by a pilot and NCR study, which
suggests that students with constant or intermittent exposure to Quipper
School classes are “more likely to foster higher mean score numbers and
higher passing rates in tests, as well as better attendance percentages.” A
school that has embraced Quipper’s learning solutions is Aguho Elementary
School in Pateros, Rizal, which saw its National Assessment Test (NAT)
ratings scale up to 18 percent.
Also, the 2014 trial use to the 2015 actual use of Quipper School
registered a 37-percent rise in the number of teachers who logged in; 120
percent more teachers who created assignments; and 316 percent more
students who actively engaged with the service.
Male said Quipper made its mark during the First National Principals’
Conference last year, which served as impetus for its partnership programs
with schools and divisions, and also mounted a Partners’ Conference as
avenues for teachers, principal and DepEd officials to learn how to best
maximize Quipper School. The company has also released its NAT content,
as well the Quipper Assessments, which aim to help schools determine their
students’ current level of mastery. Quipper is an education-technology
company that aims to help improve the quality of education by transforming
the teaching and learning experience of its users.

Its flagship product, Quipper School, is a free e-learning platform that
empowers teachers to streamline teaching methods and class
management, and enables students to learn in a fun and effective way.
Headquartered in London, the company has offices in Manila, Tokyo,
Jakarta and Mexico City, and is currently used by 150,000 teachers and 2
million students across the four countries.
Based on Mulyono (2016), his paper evaluates the affordability of
Quipper as an online platform for teaching and learning English as a foreign
language (EFL). It focuses on the extent to which features available in
Quipper may correspond to fundamental components of Computer-
Assisted Language Learning (CALL) pedagogy, as suggested by Chapelle
(2003), including L2-input exposure, interaction and linguistic production.
The evaluation results indicate that Quipper is affordable for use as an
online teaching and learning EFL platform. More importantly, it corresponds
to the three conditions of CALL pedagogy, thus making it a potential aid for
activities used in teaching and learning foreign language.
Quipper fits the three conditions for an online learning platform,
which makes Quipper affordable for EFL teaching and learning. More
importantly, Quipper addresses the three conditions of CALL pedagogy
suggested by Chapelle (2003), which are second language-input exposure,
interaction and linguistic production. Personally, I have attended virtual

English learning classrooms designed using Quipper for four months as a
teacher and found this online learning platform particularly useful for
promoting independent learning for the students, with support from teachers
as well as from their peers.
The greatest value I perceived regarding Quipper was that the
features were user-friendly, and it supported the school’s English
curriculum. I also found Quipper, as an online platform, to be a feasible
alternative for teachers to assign learning tasks to students outside the
classroom. This is because Quipper grants teachers access to monitoring
students’ engagement with the task and enables them to evaluate their
achievements, particularly in the areas of students’ learning to read, listen
and write English.
According to an article from inquirer.net by Leora Patricio Ferry
(February 25, 2014), the author with Quipper’s Takuya Homma and Saito
Kho, and some Grade 5 students of J. Zamora Elementary School. It was
supposed to be just a way to divert the class’ attention from Facebook to
something more “educational” and ensure that learning would continue
through Christmas vacation. This was how I (and my students) got hooked
on Quipper School. One reason Quipper School is a good choice for e
learning is … it’s free! With just a few clicks, you can access various online
learning sites. A teacher can get hold of students’ performances and

evaluations without marking a paper or lifting a pen. Quipper offers a simple
setup to allow the teacher to “get the hang of it” in just a matter of minutes.
He or she can even collaborate with other teachers and send messages to
parents about their kids’ progress. I started by introducing the idea that
pupils could chat with me about the project I was going to assign since
everything would be done online. Everything online, specific worries and
problems were immediately raised such as the lack of computers or Internet
connection at home, parents not allowing kids to go to Internet shops and
the fear of making mistakes in account setups. I suggested free Wi-Fi
zones, tablets and android phones, instead of personal computers, laptops
and netbooks, and the cheapest Internet access, the Pisonet. I also gave
my students a short tutorial on how to create an account with Quipper.
Suddenly, everyone was excited to get started. I kept my fingers
crossed throughout that Christmas break. New Year of 2014 delivered
assorted messages through Quipper chat. Some expressed satisfaction,
others only wanted to say hello and others had questions on how to proceed
with the project. I was very proud that 95 percent of my elementary students
were able to meet the project deadline, which I was able to access easily
through my Quipper account.
I showed them the results of their work and asked how they felt. One
said he was a little disappointed since his score was not what he wanted.
Many of the kids said that because they were working online, they felt they
were just “playing” or having fun, just like accessing their Facebook
accounts. After that Christmas “experiment,” my students are now more
eager to learn when I tell them a weekend assignment, based on the week’s
lesson, will be posted on Quipper. Teachers can post a topic and a quiz or
exercise on students’ accounts. They can even create “groups” so that
exercises are classified according to students’ abilities. My students also
eagerly await the results of their work when I open and show my account
on the board since the Quipper teacher can monitor everyone’s progress
through individual and class management. My classes and the school
principal were able to meet two executives from Quipper, who came to see
me personally to ask what we thought of the software and to find out from
children’s and teachers’ experiences how they could improve their services.
I was even featured on their website, Facebook accounts and promotional
video. The J. Zamora Elementary School teachers got a free demonstration
lesson-workshop from Joseph Ganderson, a London-based marketing
executive who dealt with all the excitement and uncertainties of the faculty
members. Deeply involved with the constant e-mails, text messages and
calls of Quipper executives here in Manila, I am now exploring how teachers
can truly benefit from Quipper and how we can use it on a larger
scale.Takuya Homma, Quipper marketing director, after meeting with
English supervisors and some English master teachers of Manila, promised

to help in retrieving class progress reports and consolidating them into
district and division levels to allow supervisors to access them immediately,
instead of waiting for encoded copies. This will greatly help identify much
more quickly the strengths and weaknesses of school children.
Effects of Quipper
On the report of Supawadee Bang, Kanokkarnkittichartchaowalit,
and Jirasak Saekhow (11th-12th, November 2016), the purposes of their
research were to develop Quipper School program based on local contents
in SuratThani province, to compare students’ English listening ability before
and after using Quipper School Program and to study the motivation of the
students on Quipper School Program. The participants were 30
Mathayomsuksa V students of Bangsawanwittayakom School in the first
semester of the academic year 2016. The instruments employed in the
experimental comprise of Quipper School Program with six units of local
contents in SuratThani province, a listening English test used as a pretest
and posttest and the questionnaire of motivation. The data were statistically
analyzed by percentage, mean, standard deviation and t-test for dependent.
The research findings indicated that the efficiency of Quipper School
Program based on local contents in SuratThani province was at 80.3/82.88.
The students’ achievement after learning by using Quipper School
Program based on local contents in SuratThani province was significantly

higher than before at a .05 level. The motivation of the students on Quipper
School Program based on local contents in SuratThani province was at a
high level.
According to Viray (2016), his 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.

Learning Abilities of the students
Educational planners who understand student differences in
cognitive characteristics and support school professionals in adopting
standards for inclusive schools are, by extension, helping to promote social
equity for inclusive societies.
It is important for educators and education planners at all levels to
understand students’ diverse cognitive abilities and challenges. Teachers
need to be competent in addressing particular types of learning challenges
while encouraging the growth of high ability learners. It is also important to
consider the learning impacts of mainstreaming and grouping students
based on abilities, and the implications that theories of learning have for
assessment.
Issues and Discussion
Multiple intelligences, learning styles, or range of abilities: Although
there is limited evidence to theories of multiple intelligences or learning
styles, there is a range of cognitive abilities that can result in students
excelling in one or more content areas relative to others. This includes
learners’ strengths to use words and language, logic and reasoning, spatial
relationships, sounds and rhythms, body movements and coordination,
naturalistic observation, and inter and intra-personal skills. Narrowly
matching teaching instruction with students’ preferred learning style may

not lead to improved academic outcomes, but students benefit when
schools and teachers understand and prepare for diverse capacities to learn
the curriculum, as well as differences in motivation to learn one content area
compared to another.
Understanding and addressing learning challenges: Learning
challenges involve any impairments in physical, cognitive, language, and
behavioral development that affect one’s ability to learn. Particular
challenges include intellectual disabilities, learning disabilities, visual
impairments, speech and hearing disorders, Cerebral Palsy, autistic
spectrum disorders, attention-deficit/hyperactivity disorder, and epilepsy
among others. The umbrella term “intellectual disability” implies generalized
difficulties with understanding, reasoning, and other features of general
intelligence. However, many other learning challenges may actually mask
an otherwise average or even above-average mental capacity. Educators
and family members who are unaware of the specific issues involved in
different learning challenges, may mistakenly assume that children and
youth who are affected by them are unable to learn—yet this is not the case.
Educational planners can include these learners by adopting a
universal design for learning with resources, services, and features of the
physical school environment that are usable by all students, to the greatest
extent possible, without the need for adaptation or specialized design.
Teachers can also teach students specific strategies for working
around their learning disabilities, and can address the needs of students
with behavioral challenges through the use of meta-cognitive strategies and
self-regulation activities.
High ability and twice-exceptional students: High ability learners, also
known as gifted students, demonstrate superior performance or talents in
any number of intelligences, whereas students who are twice-exceptional
demonstrate giftedness in one or more areas in addition to a diagnosed
learning challenge. In cases of twice-exceptionality, sometimes only the
learning challenge is noted, or neither the talents nor disabilities are
identified because they mask each other. It is therefore important that
students with learning challenges as well as high abilities be encouraged
through strength-based approaches that center around a student’s
creativity, problem-solving skills, and analytic abilities. Growth for gifted
students can be encouraged when the curriculum is individualized and
flexible to those subjects students excel in, and when the environment
allows for self-direction, collaboration and group discussions, problem
solving, self-evaluation, and inquiry-based activities.

Mainstreaming versus ability grouping: Educators must address the
question of whether learners with particular abilities or challenges should
be mainstreamed along with all other students, or whether they should be
grouped apart in order to provide specialized learning opportunities.
Students with learning challenges who are taught in the mainstream
classroom alongside same-aged peers without learning challenges do
better academically and socially than those students who spend most of
their instructional hours in separate or specialized classrooms. Teachers
can improve their approaches to teaching students with low abilities and
learning challenges through professional development training, actively
involving students’ families, focusing on students’ strengths no matter the
ability level, and making curriculum adaptations when necessary.
On the other hand, accelerated learning opportunities have many
academic benefits for gifted and twice-exceptional students. Such
opportunities may include being placed in advanced courses, being
mentored by content experts to extend on the student’s knowledge, having
access to out-of-school programs that support growth in their gifted areas,
and through ability grouping and grade skipping. Peer ability grouping has
significant academic benefits for gifted students; however, there is a
potential for negative social or emotional impacts, especially for twice-
exceptional students. Schools should not restrict the ability for students to
accelerate their learning, but students’ social and emotional development
should be assessed if they are to be grouped with older students.
Implications for assessment: While there is diversity in student learning
capabilities, there remains inadequate empirical support for assessments
of multiple intelligences and learning styles. Rather than individualizing
instruction and assessment for every single child which may be impractical
and costly for many schools, teachers should instead focus on diversified
teaching and assessment practices shown to be effective for students with
diverse learning abilities while providing individualized attention when
necessary. Effective strategies include formative assessment methods,
direct instruction, and feedback on performance, embedded instruction,
cooperative learning, and developing an educational framework that reflects
an inclusive school pedagogy.
Inclusiveness and Equity
Learning disability as a hidden disability: The total population of children
with learning disabilities is unknown largely due to the hidden nature of the
disability. Because more severe disabilities tend to take priority and children
with learning disabilities are not often part of the identification system, their
difficulties may go unacknowledged. Educational planners can emphasize
the need for government and school policies that include students with
learning challenges and disabilities as a target group for academic

intervention and support. Government policies can improve the
understanding and visibility of learning disabilities through explicit targeting
initiatives to identify, assess, and provide academic intervention and
support to populations with learning disabilities while offering pre-service
teachers specialized training in this issue as part of the certification process.
Assistive technology for low-income schools: Educational planners
should develop school guidelines for technology in schools that outline the
acquisition, integration, maintenance, and expansion of low-cost
technologies in schools for students with an array of learning abilities. Low-
cost assistive technology can be integrated into the school environment,
including providing carbon copies of notes for students with writing
difficulties, color overlays for students with reading and/or visual-perception
challenges, and communication boards or key chains with simple response
messages for students with speech/language challenges. Utensil grips and
slant boards not only benefit students with writing challenges but are also
beneficial for all students (24 May 2018).
As per Kelemen (2014), the present paper aims to underline the
importance of acquiring competence by students while learning. They, as
future teachers, must develop abilities, capacities and skills in order to be
better educators. So they must change the way they think about their future
profession, about their future pupils, and about their professional status.
The capacity to think critically, to identify many different ways of solving a
problem or a complicated situation can be acquired by applying critical
thinking tools. It is important that students think more rationally and
accurately and, first at all, have the courage to apply this in every day
practice. There are many ways to explore, to question, and to search for
answers and solutions needed to increase competence in our students. We
will attempt to underline some in this study.
Teaching student with different learning abilities
On the report of Amanda Johnson (August 2018), teaching students on
different learning levels can be difficult. However, learning to differentiate
learning abilities can help teachers present materials in a way that will engage
all students on all levels at the same time.
Teaching Students with Different Abilities
Teaching students with various learning abilities involves creativity,
time and a desire to understand how a student learns best. With the right
tools, teachers can reach each of their students no matter how different the
styles of learning may be. Here are some examples of how teachers can
teach a class of students made up of different learning abilities.

Methods of Approach
Student Assessments
One of the best places to start is by assessing students, both formally
and informally. A classroom may be filled with students of the same age,
but their learning abilities will most likely vary over a broad spectrum. For
instance, some students may be visual learners, while others are audio
learners. Some students may be able to read exceptionally well, while
others may not be able to read at all. Conducting assessments can help
teachers identify a student's individual academic skills, learning styles and
interests in mixed-ability classrooms.
Differentiated Teaching
Once teachers have a feel for the type of students in their
classrooms, they can plan curriculum and course activities accordingly. This
process is often referred to as differentiated instruction, which involves
teachers purposefully planning for students' different learning abilities. As
author and educator Carol Ann Tomlinson (Ed.D.) explains, teachers using
differentiated instruction vary their teaching methods 'in order to create the
best learning experience possible.
According to Dr. Tomlinson, we differentiated instruction is 'an
approach to teaching that advocates active planning for and attention to

student differences in classrooms, in the context of high quality curriculums.'
Although the term may be new to some, it's actually a concept teachers
have been using for quite some time. For instance, most teachers
automatically decipher which students learn which ways during the first few
weeks of class. The differentiation method just narrows that skill down to
the four basic classroom elements that Dr. Tomlinson defines as content,
process, products and learning environment.
Setting the Methods into Motion
With a plan of approach and a method to follow, teachers can put
their newfound knowledge of their students into practice. This can be done
through Dr. Tomlinson's four elements.
Content
Content is the actual material that students need to learn within the
curriculum. When looking at new material, teachers should ask themselves
how they can present the content in a way that will be accessible to all
students. Planning different ways to deliver the material can make this
happen.
For instance, teachers can present the material to the class as a
whole using a variety of delivery methods, including computer programs,
hands-on craft projects, video clips and even visual demonstrations, like
cutting a cake or pie to demonstrate fractions. Just make sure the delivery
methods used speak to each level of learning found in the classroom.
Process
Process involves the way in which students engage with and learn
content. This is key as it allows students to take the time to let newly
obtained knowledge sink in. Process also gives students the opportunity to
figure out what they may or may not understand. The process can also be
used as a way for teachers to monitor and assess a student's progress. For
instance, educational consultant John McCarthy recommends that teachers
design 'one or two processing experiences for every 30 minutes of
instruction'. These experiences give students a break and teachers time to
find out who needs additional instruction and who doesn't. Ways to
implement the process experience can include group time, where students
can talk with one another about the material learned. Journaling can also
be used as a way for students to process and digest material. Rewriting
what they've learned can help them retain the information as well discover
parts of the material they may not have understood.
Products
Products are the projects or assignments that encourage students to
apply content in situations inside and outside of the classroom. For
example, once content is presented and processing time has been given,
ask students to develop a project of their own that best exemplifies what
was learned. For instance, younger students may create a poster board with
pictures and labels, while older students develop a short skit or make
drawings. Teachers may want to give students a set of options to choose
from and even allow them to work in groups.
Learning Environment
The learning environment simply refers to the classroom
environment and how it works or feels to students. It's important that
teachers create a classroom that will serve all students, no matter their
learning abilities. For instance, if in-class assignments are given, develop a
general list of requirements, and then give students additional instructions
on an individual basis so that it addresses their learning abilities. Make sure
there are quiet places in the classroom where students can concentrate and
focus. Or give them the option to work with partners. Make sure the class
understands that the options are provided because each student works best
in a different setting. As Dr. Tomlinson points out, 'some learners need to
move around to learn, while others do better sitting quietly.
Learning Results
Differentiating the various learning abilities within a classroom can
take time and often involves extra preparation. However, once teachers
have a basic idea of the learning levels within their classrooms, they can
create curricula and settings specifically designed for their students.
Individually, students will flourish because of the teacher's ability to meet
each one on his or her own learning level. As a whole, the class will maintain
a sense of unity, as no particular student is singled out or left to catch up on
his or her own.

CHAPTER III
RESEARCH METHODOLOGY
The qualitative research design and convenience sampling were
used by the researchers in this study. The researchers’ respondent will be
the Senior High School student of Isaac Lopez Integrated School. Individual
interview will be conducted to get data from the respondents.
Research Design
The research design of the study is describing method. Descriptive
research only describes situations and does not make accurate predictions.
(Hale, M.S, 2014). Respondents will answer questions are asked in a
set/standardized order and the interviewer will not deviate from the interview
schedule or probe beyond the answers received. (Mcleod, 2014).
Data Gathering and Procedure
During the second semester of the school year 2018-2019, the
researchers asked permissions to head of Senior High School Department
of Isaac Lopez Integrated School.
Right after their approval, a survey questionnaire was distributed to
each of the respondents and let them answer it in order for the researchers
to know their frequency level, and after finishing the survey form, the test
questionnaire was then administrated the respondents during their free

time. The researcher explained first the direction to avoid confusion. The
respondents were given enough time to finish the test. The data obtained
through the questionnaire were organized and its interpretation and
analysis were followed.
Description of Respondents
This research will conduct an interview to the Grade 11 students of
Isaac Lopez Integrated School.
There were 20 respondents that will be selected by strata, consisting
of 10 males and 10 females whose age ranges from 16-19 years old. The
chosen respondents are those who uses Quipper and has enough
knowledge to answer our questions.
The information gathered from them will be supplemental in
formulating the results for this research.

Name: Strand:
Age: Sex:
Directions: Put a check mark (/) opposite to each statement that best
correspond your answer.
Statement Always Sometimes Rarely Never
1. I use Quipper
2. I use Quipper to study my

lesson
3. I review my lessons, with

the help of Quipper
4. I find Quipper very

interesting rather than the
traditional way.
5. Quipper helps me to
manage my time in studying
6. I view Quipper as a hobby
7. I use Quipper during my

free time or even if I’m
boring.
Questions:
1. Do you think Quipper is an essential tool to improve your learning
abilities?
2. What skills do you think Quipper enhanced in you?
3. What do you think are the positive effects of Quipper towards your
learning abilities?
Chapter IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the gathered data using the research instrument.
This chapter also shows the analysis of the data based on several procedure.
Table 1
The Profile of the Students
Profile Frequency Percentage

A. Age
15 below 1 5%
16 – 17 14 70%
18 above 5 25%
Total 20 100%
B. Gender
Male 10 50%
Female 10 50%
Total 20 100%
C. Section
HE-A 5 25%
HE-B 5 25%
GAS- A 5 25%
ICT 5 25%
Total 20 100%
Table A shows the overall data of the respondent’s age. In terms to
this profile of the respondents, majority of them ranges from 16-17 years old
with a total average of 14 or equivalent of 70% followed by 18 and above years
old which frequency is 5 or equals to 5%. However, the remaining 5% or total
of 1 respondent is in line with 18 years old and above.
On the other hand, the table B shows that the number of respondents
were divided equally in terms of gender. Half of it came from female which
consists of 10 or 50% and the same frequency with the males. The
researchers tend to divide the respondents equally to better generate the
picture of this problem.
While the table C, it can be gleaned from the table that the
distribution of respondents per section of Grade 11 of SY 2018-2019 were
equally divided as well. The researchers utilized stratified sampling technic
where the researchers gathered 5 respondents from ICT, GAS-A, HE-A, and
HE-B to answer the given instrument.

Table 2
Impacts of Quipper to the Senior High School Students
Statement Always Sometimes Rarely Never
1. I use Quipper 8 8 4 0
2. I use Quipper to study my 5 12 3 0

lesson
3. I review my lessons, with 7 10 2 1

the help of Quipper
4. I find Quipper very 6 11 1 2

interesting rather than the
traditional way.
5. Quipper helps me to 4 12 3 1
manage my time in studying
6. I view Quipper as a hobby 1 11 4 3
7. I use Quipper during my 7 9 3 1

free time or even if I’m
boring.
TOTAL 38 73 20 8
Based on the result of the frequency survey questionnaire given to
the respondents, it illustrates that majority of them answered “Sometimes”
for they don’t usually using Quipper app. This result have the total score of
73 followed by the total score of 38 which means that the some of the
respondents used Quipper “Always”. Next to this is closer than the
previous percentage with the total score of 20 or “Rarely”, on the other
hand, there are some respondents who answered “Never” for they don’t
used Quipper app as an entertainment tool or even education tool.
Table 3.1
Improvement to the Learning Abilities of the Students
Improvement Statement
“oo sa palagay ko, nakakatulong
ang quipper sa pagpapaunlad ng
mga kaalaman ng mga estudyante
lalo na satin kasi hmm.”
“Oo kasi… pagka nag-aano ka ng
quipper diba nakakadagdag din ng
knowledge natin yun kasi yung
ibang topic natin nandun na din sa
quipper, so pag nag open ka ng
quipper nadadagdagan din yung
kaalaman natin.”
Knowledge “Sakin ano oo kasi parang ano

naiimprove pa yung ano ko
kaalaman ko tapos nadadagdagan
pa ganun… yun lang.”
“The positive effect this uhhmm…
to enhance my knowledge and
abilities for to doing my answer.”
“… probably there’s memorization

there’s also the… ahhh… learning
more actually yes.”
“… matututunan ka kahit nasa
bahay ka, nasa bahay ka lang, para
siya ano quipper.”
“… na naadvance learning… ng
mga ay wait lang a nakaka…
improve sa studyante para sa
advance learning…”
Based on the table above, shows the Improvement of learning
abilities of the students through Quipper.
When it comes to knowledge majority of them observed that the
Quipper app helps them enhance their knowledge through memorization
and advance learning.
Papert (1980) studied on ‘Children, computer and powerful idea’. He
understood the importance of digital media and how it could be used to
enable children to learn better within a constructivist learning environment.
He believed that in order for children to assemble and modify their ideas,
the traditional tools such as pencils, copies and texts were inadequate. He
felt that computers were the appropriate tool to enable the learner to take
control of the learning process. He found that a complementary relationship
exists between technology and constructivism, the implementation of each
one benefiting the other. Recent attempts by educators to integrate
technology in the classroom have been within the context of a constructivist
framework.
Laird (1985) worked on ‘Approaches to training and development’.
He believed that effective learning occurs when the senses are stimulated.
Online instruction allows learners to use their sensory systems to register
the information in the form of sensations. He found that the vast majority of
knowledge held by adults (75%) is learned through seeing. Hearing is the
next most effective (about 13%) and the other senses - touch, smell and
taste account for 12% of what they know. He claims that the use of the
Internet for research or producing a website to publish their project results
can enhance students' organizational skills, connect them with a real
audience and foster a better understanding of the World Wide Web.
Davis (1993) in his study ‘Tools for learning’ believes that there is no
single magical formula for motivating students. Many factors affect a given
students' motivation to work and to learn: Interest in subject matter,
perception of its usefulness, general desire to achieve, self-confidence and
self-esteem, as well as patience and persistence. With colorful and
attractive graphics, interesting and illustrative animations, appropriate
sound effects, ICT provides multisensory stimulations and real-world
experiences. Teachers using ICT in teaching process can gain the learners'
attention, motivate students to spend more time on learning activities with
greater concentration, and engage them through production work. ICT can
extend the range of alternative teaching methods beyond the conventional

classroom (e.g. self-paced learning, collaborative team or group activities,
and distance learning).
Table 3.2
Improvement to the Learning Abilities of the Students
Improvement Statement
“To enhance my skills and abilities to
reading, in reading
comprehension…”
“Uhmm… para sakin yung reading
skill tsaka critical thinking.”
“Ah natutulungan niya yung… ano
yung skills ko sa pagbasa kasi ano
a… yung mga di ko pa a parang di ko
pa alam yung meaning nung
sentence na yun parang nagiging
Skills malinaw sakin yung ganun…”
“…Reading skills…To enhance my
skills my reading skills…”
“… Yung reading skills, analytical
thinking and analytical skills din.”
“… Ah yung positive effect nito is
habang nagsasagot ka ng ano lesson
ay ano parang meron siyang
activities na parang hindi siya bata
aral parang puro ano puro meron
parang fun activities ganun-ganun.”
“… Yes kasi ano na na iimprove niya
yung pag hindi mali ulit ano kasi ano
na iimprove niya yung ano mo
reading skills mo tsaka yung yun
lang.”
“As I said, it enhance my… and … my
ability to… ability to think critically
and … for … and brainstorming.”
“Yes to enhance my thinking skills.”

“You can learn easily and you can
memorize.”
“Quipper enhance my brainstorming
skills and my learning
comprehension.”
Based on the table above, shows the Improvement of Skills of the
students through Quipper. When it comes to skills they observed that their
analytical, reading, critical thinking and memorizations skills were improved.
Miller (2009) conducted a research to study the development of 21st
century communication, collaboration, and digital literacy skills of students
at the high school level through the use of online social network tools. The
importance of this study was based on evidence high school and college
students are not graduating with the requisite skills of communication,
collaboration, and digital literacy skills yet employers see these skills
important to the success of their employees. The challenge addressed
through this study was how high schools can integrate social network tools
into traditional learning environments to foster the development of these
21st century skills. A qualitative research study was completed through the
use of case study. One high school class in a suburban high performing
town in Connecticut was selected as the research site and the sample
population of eleven student participants engaged in two sets of interviews
and learned through the use social network tools for one semester of the
school year. The primary social network tools used were Facebook, Diigo,
Google Sites, Google Docs, and Twitter. The data collected and analyzed
partially supported the transfer of the theory of connectivism at the high
school level.
The students actively engaged in collaborative learning and
research. Key results indicated a heightened engagement in learning, the
development of collaborative learning and research skills, and a greater
understanding of how to use social network tools for effective public
communication. The use of social network tools with high school students
was a positive experience that led to an increased awareness of the
students as to the benefits social network tools have as a learning tool. The
data supported the continued use of social network tools to develop 21st
century communication, collaboration, and digital literacy skills. Future
research in this area may explore emerging social network tools as well as
the long term impact these tools have on the development of lifelong
learning skills and quantitative data linked to student learning.

CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presented the summary of findings from the gathered,
analyzed and interpreted data. The recommendations were based from the
findings and conclusion of the study.
Summary of Findings
The following are salient findings summarized from the results of the
gathered data.
1. Summary of the Respondents According to their Profile.
1.1 In terms of table A shows the overall data of the respondent’s
age. Majority of them ranges from 16-17 years old with a total average of 14
or equivalent of 70% followed by 18 and above years old which frequency is 5
or equals to 5%. However, the remaining 5% or total of 1 respondent is in line
with 18 years old and above.
In terms of table B shows that the researchers tend to divide the
respondents equally to better generate the picture of this problem.
While the table C, the researchers utilized stratified sampling technic
where the researchers gathered 5 respondents from ICT, GAS-A, HE-A, and
HE-B to answer the given instrument.

2. Impacts of Quipper to the Senior High School Students
2.1. Shows the tabulation of results gathered from the respondents’
answers. Majority of the respondents answered sometimes which consists of
73 responses followed by always which consists of 38 responses then rarely
which consists of 20 responses and lastly never which consists of 8 responses.
The following were extracted from the respondents’ answers when asked
about the Impacts of the Quipper app to their learning abilities as a senior high
school student
3. Improvement to the Learning Abilities of the Students.
3.1. Shows the Improvement of learning abilities of the students.
When it comes to knowledge majority of them observed that the
Quipper app helps them enhance their knowledge through memorization and
advance learning.
Conclusions
In line with the findings stated, the following conclusions were drawn:
1. Majority of the respondents were 16-17 years old, equally
divided into female and male, and from 11-ICT, Gas-A, HE-B,
HE-A.
2. The frequency level on the use of Quipper is Sometimes.

3. The areas where Quipper improved the most were knowledge
and skills.
Recommendations
Based on the findings and conclusions of the study, the following are
hereby recommended:
1. The students may continue/enjoying using Quipper for educational
purposes and entertainment, but they should not just rely on this material
in enriching their comprehension and knowledge. Instead find a material
that is more functional.
2. Teachers may devise and engage their students into different activities in
Quipper if possible to further assess their frequency level.
3. Further studies can be carried out through Experimental method to
further assess its affectivity through intervention, rest assured that future
respondents don’t have knowledge/intervention with this application to
have a sensible result for this study.
4. Curriculum planners may use Quipper as new instructional material for
assessing rest assured that all of the schools will have enough materials
for this tool.

5. Further studies can be done to other lower grade levels such as high school
or senior high school students to get a comprehensive picture of the
problem.
6. Future researches may be carried out to a larger population to generalize
the overall conclusion on the impact of Quipper to the academic
performance of the students.

Bibliography
Books
 Harvey, R. (2011). Quipper for better tool. Orlando, FL: Warmer Books.
 De Leon, D. (2002). The effectiveness of Quipper. Mandaluyong,
Philippines: Marfork Publishing Company.
 Capelin, AK. (2016). Importance of Quipper. Quezon City,

Philippines: Almarin Books.
Online Sources
 Valere, A. (2018 July). Quipper school and its effectiveness in the

academic performance of a student: Retrived form
https://www.scribd.com/document/372321293/Quipper-School-and-
Its-Effectiveness-in-the-Academic-Performance-of-Grade-8-
Students-in-English
 Wiltz, E. (2018 October). Quipper School: E-learning system to
enhanced education: Retrieved from:
https://www.google.com.ph/amp/philippines.quipperschool.com/pos
t/100636236032/quipper-school-inspires-student-innovation/amp
 Walker, C. (2017 September). Learning and teaching of Quipper:
Retrived from
https://www.researchgate.net/publication/317032467_Quipper_Sch
ool_and_Its_Effectiveness_in_the_Academic_Performance_of_Gra
de_8_Students_in_English?fbclid=IwAR1KW89PQh6BZ6cMooI1Q
ViRc8f4-MTz9BXNpPJONvgrpigsOgS-yyVW7xc
 Nacious, P. (2017 March). The Quipper Schools online program:
Retrieved from https://www.gadgetsandtech.net/tech-news/the-
quipper-schools-online-program/
 Dei, M. (2016 February). Quipper school based English teacher.
Retrieved from
http://www.academypublication.com/ojs/index.php/jltr/article/view/jlt
r0804794800
Magazine
 Cantel, A. (2018, February 14). Effects of quipper school program,

54-110.
 Quera, B. (2017 April). Advantages and Disadvantages of quipper.
APPENDICES
Transcription of Interview
R1
1. Hmmm.. oo sa palagay ko, nakakatulong ang quipper sa
pagpapaunlad ng mga kaalaman ng mga estudyante lalo na satin
kasi hmm. Lalo na diba gumagamit yung quipper ng video sa
pagtuturo… yun.
2. Sa palagay ko, hmm yung ahhh, hahaha wait lang, okay lang ano…
yung ano ko.. yung pagiintindi ko sa mga test, sa mga quizzes ganun
mas naiimprove siya kasi diba nga may quipper video
3. Ano mas nakakatulong siya sakin mas naiintindihan ko yung mga
lessons tas diba nagtuturo na yung mga teachers tas may quipper
video pa parang mas nadadagdagan pa yung kaalaman ng mga
estudyante at kaalaman ko pag may quipper
R2
1. Oo kasi… pagka nag-aano ka ng quipper diba nakakadagdag din ng
knowledge natin yun kasi yung ibang topic natin nandun na din sa
quipper so pag nag open ka ng quipper nadadagdagan din yung
kaalaman natin.
2. Uhmm anoo… pagiging…ano yun .. pagiging ano…naeenhance
yung skills ko dun sa pagiging active sa pagsagot dito sa school.

3. Hmmm… ano… ang positive effects neto ay yung, yun nga yung
parang nagiging ano ka sa nagiging active ka sa school kasi
kumbaga pag nagbukas ka ng quipper alam mo na yung sagot
kinabukasan kasi diba andun na yung mga tanong na iba.
R3
1. Sakin ano oo kasi parang ano naiimprove pa yung ano ko kaalaman
ko tapos nadadagdagan pa ganun… yun lang.
2. Ano yung pag ka ano ko… parang understanding skills ko kasi diba
may ano sa quipper parang mas ano mas madami pa tayong
nalalaman dun tapos may mga ano halimbawa mga hindi tayo
naintidihan sa mga discuss tapos dun sa quipper may mga study
guides dun pwedeng ano… edi mas maiintidihan na natin.
3. Yun nga ano mas naiimprove pa yung learning skills ko
R4
1. Yes…because… kasi ano… mas parang kasi english yung ano niya
eh yunggggg… anong tawag dun?... yung salita, English yung pag
prounounce ng ano ng salita tas… ayun nga tas… mas mapapadali
kami pag dun nalang yung kasi diba kadalasan dun nilalagay yung
mga assignment natin parang one click nalang tas tuloy tuloy na, tas
hindi na din tayo mahihirapan magsulat tas meron talagang guide
kung pano mo sasagutan.

2. Yun nga sa moral English tapos… yung pag pagaanalyze mo ng mga
salita tapos nadadagdagan yung kaalaman mo dun.
3. To enhance my skills and abilities to reading, in reading
comprehension. Okay na yun?
R5
1. Yes… because quipper is improving me to… to keep my learning, ay
hindi… para mapalawak yung kaalaman ko sa pagbaba- pagsagot.
2. I thinks…uhmm.. ano yung skills na ano.. hmm more, more than..
ahh oral.
3. The positive effect this uhhmm… to enhance my knowledge and
abilities for to doing my answer.
R6
1. Yes because it gives you access to both the study guides and allows
you allows you to train your brain to different questions
2. Uhmm… probably there’s memorization there’s also the… ahhh…
learning more actually yes
3. Hmmm. I guess my positive effect that quipper has it... ayy, it helped
me into learning some lessons that I didn’t really understand at that
time.
R7
1. Oo… mahalaga yung quipper kasi pwedeng mareview yung…
nakaraang lesson na tinuro ng teacher nila.
2. Uhmm… para sakin yung reading skill tsaka critical thinking.
3. Mas naiimprove pa yung… yun nga yung reading ability ng isang
estudyante.
R8
1. Oo dahil nakakatulong yung sa study guide sa quipper ay yung study
guide ng quipper para sa mga estudyante.
2. May matututunan ka kahit nasa bahay ka, nasa bahay ka lang, para
siya ano quipper.
3. Hmmmm. Ano yun.. adva… advance learning.
R9
1. Ano… na naadvance learning… ng mga ay wait lang a nakaka…
improve sa studyante para sa advance learning…yes
2. Reading… reading… reading comprehension
3. uhmm… positive… ano advance learning para sa mga lessons

R10
1. Ah yes ano um… natutulungan ako para maging um tumaas yung…
knowledge ko ko and ano ano a makapag-aral ako sa bahay
2. Ah natutulungan niya yung… ano yung skills ko sa pagbasa kasi ano
a… yung mga di ko pa a parang di ko pa alam yung meaning nung sentence
na yun parang nagiging malinaw sakin yung ganun.
3. Uhm ano um ano positibo kasi ano yung kunwari ano a wala yung
teacher parang nagiging positive sa akin kahit wala yung teacher may
natutunan ako.
R11
1. Yes kasi nakaktulong ito sa mga lessons
2. Reading skills
3. To enhance my skills my reading skills
R12
1. Yes because nakakatulong ito sa… reading pag sa skills ko reading
skills.
2. Yung reading skills, analytical thingking and analythical skills din.

3. Yung positive effects nito umm.. ano ba nakapag tawag diyan na
enhance yung ano ng mga bata yung mga pagbabasa nila yung naka naano
nila yung utak may na gegain na knowledge.
R13
1. Yes kasi ano siya a para sakin lang ano nakakatulong talaga tong
quipper kasi andami niyang ano andami niyang way para matuto ka sa
isang particular lesson.
2. Ano yung English comprehension ko yun.
3. Ah yung positive effect nito is habang nagsasagot ka ng ano lesson
ay ano parang meron siyang activities na parang hindi siya bata aral parang
puro ano puro meron parang fun activities ganun-ganun.
R14
1. Because quipper is a wait lang ulitin ko tagalog.. na lang ano kasi
yung quipper maganda siya kaso pag gumagamit ka ng computer di mo
maiiwasang malibang yung sarili mo sa pag pefacebook, youtube at online
games kaya minsan na isasantabi yung quipper.
2. Wala.
3. A nag a positive effects niya siguro yung ano ano yung ano positive
effects niya is kaya kong gumawa ng assignment na hindi na nagsusulat.

R15
1. Yes kasi ano na na iimprove niya yung pag hindi mali ulit ano kasi
ano na iimprove niya yung ano mo reading skills mo tsaka yung yun lang.
2. Yun yung reading skills.
3. A yung mas gumagaling yung bata tsaka mas mabilis na aano a yun
lang.
R16
1. Yes, because for me Quipper… Made me an… critical thinker in a
way that it gives me knowledge and it enable… it also enables me to…
mo.…to…answer the questions that I don’t know
2. As I said, it enhance my… and … my ability to… ability to think
critically and … for … and brainstorming
3. Because of Quipper I can manage my time, I can… do what I want…
I … easily… hehehe
R17
1. Yes because it is easy to understand and easy to manage
2. Uhmm … I … I can easily, ay, because we can easily memorize
3. It can help us manipulate our time so we can learn for other subject.
R18
1. Yes to enhance my thinking skills
2. Uy … woy… reading and … comprehensive. The positive effect is
we will learn quickly and it improves your… cri…ti… cal thinking
R19
1. Yes
2. You can learn easily and you can memorize.
3. Ano… you… can learn many things … with… quipper… thank you
R20
1. Yes, because it improves all of my skills and abilities … in my study
habits.
2. Quipper enhance my brainstorming skills and my learning
comprehension.
3. The positive effects of quipper towards my learning is that uhmm…
it eh… it enhance my my stu…dy… my… stu… dy… my… study my… study
techniques on how I am going to study

CURRICULUM
VITAE
AQUINO, LANCE ANDREI
556 F. Blumentritt St., Brgy.
Hulo,Mandaluyong City
aaquinoa8@gmail.com
EDUCATIONAL BACKGROUND
SENIOR HIGH SCHOOL: ISAAC LOPEZ INTEGRATED SCHOOL
Vergara, Mandaluyong City
2018-Present
JUNIOR HIGH SCHOOL: ISAAC LOPEZ INTEGRATED SCHOOL
2014-2018
ELEMENTARY ISAAC LOPEZ INTEGRATED SCHOOL
2008-2014
SEMINARS/TRAININGS ATTENDED
 Designing Tool For Qualitative Study
Isaac Lopez Integrated School
February 11-13 2018
Disaster and Risk Reduction Seminar
 Isaac Lopez Integrated School
January 2018
 Career Guidance Seminar
November 2018
ORGANIZATIONS
 Science Club Vice President.
2018-2019
 ILIS Junior Rescuer
2017-Present
 English Club President
2015-2016
ARMAN, JAS RILLE D.
940-2 C. Castaneda St., Brgy. Namayan,
Mandaluyong City
armanjasrille@gmail.com
2018-Present
2014-2018
2008-2014
February 11-13 2018
 Disaster and Risk Reduction Seminar
January 2018
November 2018
ORGANIZATIONS
 Science Club Vice President.
2018-2019
2017-Present
 English Club President
2015-2016
CARBAJAL RENALYN B.
282 Haig St., Brgy. Daang Bakal,
Mandaluyong City
carbajalrenalyn@gmail.com
2018-Present
2014-2018
2008-2014
February 11-13 2018
January 2018
November 2018
ORGANIZATIONS
 Science Club Representative
2017-2018
 MAPEH Club
2016-2015
ENATO, PHINCE KLAIRE D.
217 F. Blumentritt St., Brgy.
clairephince@gmail.com
2018-Present
2014-2018
ELEMENTARY: HIMAY-ANGAN ELEMENTARY
SCHOOL
Lilo-an, Southern Leyte
2008-2014
February 11-13 2018
January 2018
November 2018
ORGANIZATIONS
2017-2018
 YES-O Club Representative
2017-2018
LUZONG, ANASTASHA MAE Y.
557F. Blumentritt St., Brgy.
Maeluzong30@gmail.com
2018-Present
2014-2018
2008-2014
February 11-13 2018
 Disaster and Risk Reduction Seminar
January 2018
November 2018
ORGANIZATIONS
2017-2018
 MAPEH Club
2016-2015

The Use of Quipper To The Learning Abilities of The Grade 11 Students of Isaac Lopez PDF

Încărcat de

Informații document

Titlu original

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

The Use of Quipper To The Learning Abilities of The Grade 11 Students of Isaac Lopez PDF

Încărcat de

Drepturi de autor:

Formate disponibile

ISAAC LOPEZ INTEGRATED SCHOOL 1

THE USE OF QUIPPER TO THE LEARNING ABILITIES OF THE

An Undergraduate Research Presented to the

In Partial Fulfillment of the Requirements for the Subject

Lance Andrei Aquino

Jas Rille Arman

Phince Klaire Enato

Anastasha Mae Luzong

THE PROBLEM AND ITS BACKGROUND

Quipper was founded in 2010 by Masayuki Watanabe. Watanabe travelled

accessing the education. Watanabe said that he wanted to overcome the

this possible, so that they succeed in finding way to connect education to

founding Quipper and that is Famihiro Yamaguchi from Tokyo. Yamaguchi

expands rapidly. So as the result Quipper expand overseas, it first expanded in

every corner of the world.

customize their learning environment.

Quipper has been in the forefront of advancing the learning level of

Filipino student through tool employing information and communications

learning. Quipper is a free e-learning platform that empower teachers to

streamline teaching method and class management, and enables students to

learn in a fun and effective way.

Reasons of the Using Quipper

school students of Isaac Lopez Integrated School. In terms student’s academic

students and wanted to uncover if this is helpful to one’s academic purposes.

Purpose of the Study

The purpose why conducting this study is to enhance one’s

Statement of the Problem

to answer the following questions:

1. What is the demographic profile of respondents in terms of:

1.3 Grade Level

students in Isaac Lopez Integrated School?

School students of Isaac Lopez Integrated School?

Significance of the Study

This research seeks to investigate the use of Quipper to the learning

abilities of Grade-11 students of Isaac Lopez Integrated School in the school

year 2018-2019. This study is significant of the following:

to enhance their learning abilities and especially to enhance their knowledge.

challenging strategy way of teaching and the environment of their students.

School Administrators and School Heads- Adaptation of ideas and

findings to come up with the interventions to integrate and improve the

standard of school in terms of improving the learning abilities of the student.

technology and globalization to the learning and education of many Filipino

learning abilities of the students.

The Researcher- Can help the researcher to widen their knowledge

fellow students to promote their learning abilities by the help of this

Scope and Delimitation

11 teachers to participate in this study through the Quipper.

following terms are defined operationally:

Academic Performance. refers to the level of schooling that has

Acquisition. It refers to gain something usually by the own effort

Android. refers to an open source operating system that is applied

to smart phones and tablets.

E-Learning. is a learning or education conducted through electronic

media typically on the internet.

Email. means the messages distributed by electronic means from

Facilitator. is someone who helps to bring an outcome such as

learning by providing indirect assistance.

Flagship Service. refers to a ship which is the largest, fastest,

Feasibility. is an analysis and evaluation of a proposed project to

determine if it is technically feasible.

Leveraging. is a borrowed capital for an investment, expecting the

profits made to be greater than the interest.

Local Curriculum. is the curriculum that focuses on the impacts of