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Chapter V

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary of findings, conclusions and

recommendations of the study.

Restatement of the Problem and Methodology

This study determined the effectiveness of Quipper School, a web-based

application, to the English proficiency of Grade 7 students of Salunayan High

School, during the School Year 2017-2018.

Specifically, it answered the following research questions:

1. What is the English language proficiency level of the students as

reflected in their pretest scores?

2. What is the English language proficiency level of the students as

reflected in their posttest scores?

3. Is there a significant difference between the English language

proficiency levels of the students before and after they were exposed

to Quipper School?

4. What experiences did the students encounter in learning English

using the platform?


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This study utilized a combination of Qualitative and Quasi-Experimental

Research Designs. This study was conducted at Salunayan High School,

Salunayan, Midsayap, Cotabato. Respondents to the quasi-experimental design

were twenty (20) randomly selected Grade 7 students. Furthermore, six (6) out

of the twenty respondents were purposively selected to participate in the focus

group discussion.

Research instruments used in this study were: a) a forty (40) item

multiple choice test culled out from English language proficiency standardized

testing websites (TransparentEnglish.org™, IELTS and TOEFL); b) a focus

group discussion guide questions; and c) the core online platform all throughout

in this study - Quipper school.

The data gathering process commenced upon the approval of the school

principal to conduct the study. After taking the pretest for English Proficiency,

student respondents had undergone 10 sessions using the online platform. ICL

- Individual or Cooperative Learning Class Schedules of the respondent class

were utilized for the months of February and March (appendix C). The sessions

covered two topics for every macro skill (Reading, Writing, Vocabulary

Development, Grammar and Speaking) all aligned to the competencies in the

curriculum guide set by the Department of Education for the fourth quarter. A

posttest was given to the respondents after the completing all the sessions.

Descriptive statistics specifically frequency counts, weighted mean and

percentage was used by the researcher to provide answers the research

problems 1 and 2. In addition, to answer the research problem 3, t-test for


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dependent samples was utilized. The test of hypothesis was tested at 0.05 level

of significance.

Summary of Findings

Based on the data gathered and analyzed, the following are the summary

of findings:

1. Results show that the pretest scores of the students has a mean of 2o.6

and is interpreted as Average proficiency level.

2. The findings reveal that the posttest scores of the students has a mean

of 28.45 which is translated as High Proficiency.

3. Results show that there is a significant difference in the English

language proficiency levels of the students before and after they were exposed

to Quipper School as revealed in the computed -t value of 13.33.

4. Based on the responses of the students in the focus group discussion,

the following summary are laid out: Experiences that the students like the most

in using Quipper school are the platform’s features that helps boost their

confidence, develops independent learning, motivates them and develops

collaboration among themselves; Difficulties encountered by the students in

using Quipper school include hindered learning due to lack of technical skills

and restrictions of the platform to uncontrollable factors and reduced human

interaction; and Four of the six participants prefer learning with Quipper school

more while two participants chose traditional classroom setting.


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Conclusion

Based on the findings of this study, the researcher concluded that the

web-based application (Quipper school) is effective and has contributed to a

significant increase in the English Proficiency Levels of the students.

Recommendations

The following recommendations are presented based on the findings of

the study and as a result of the focus-group discussion:

1. Online platforms and other technology-mediated instruction should be

institutionalized in schools because of its timeliness and relevance to cater the

needs of the 21st century learners.

2. Quipper school supports and encompasses other core subject areas

(Mathematics, Science) under the K-12 curriculum. Further studies may be

conducted to measure the effectiveness of the platform in those subjects as well.

3. Teachers should be adept in choosing platforms and the kind of

technology to be integrated and to be used in the classroom. At all times,

activities should be engaging enough in order to maximize students’ learning

instead of developing students’ anxiety towards the unfamiliarity of the

technology used.

4. While the use of technology becomes increasingly a demand in the

current educational system, it is more important for teachers to capitalize on

providing activities and learning opportunities where students could interact

and collaborate with and among their peers than just completely staring at LCD
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monitors and computer screens. Still, students learn the most when they are

engaged in real-life scenarios.

5. School administrators should provide capability trainings to teachers

in using and selecting appropriate technology inside the classrooms.

6. Other researchers may conduct similar studies to other respondents

and settings to further validate the findings of this study.