Escolar Documentos
Profissional Documentos
Cultura Documentos
This chapter presents the findings of the study in illustrative tables and
analysis as well as the interpretation based from the treatment of the data.
Levels of the respondents based on their pretest scores are presented in Table
1.
Table 1
Proficiency Levels of the Students Based 0n the Pretest
The Table above shows the proficiency level of the 20 Grade 7 students.
Very High Proficiency; only two (2) students or only ten percent (10%) of the
respondents got a score within the range of 25-32 or high proficiency; eighteen
(18) or ninety percent (90%) of the students got scores between 17-24 which is
denotes that nobody among the respondents has a Low and Very Low
The result implies that the students, based on their proficiency levels,
are able to express only simple and original messages. Also, they may be able
by some reluctance. Students with this level of proficiency may also hesitate
according to Bailey, et al., (2013), students in this level can convey briefly
alarming and should catch the teachers’ attention since English is not only a
language used in the global market but more importantly, it is the medium of
instruction used for other subjects like Math, Science, MAPEH (Music, Arts,
31
Education).
This result moreover confirms the recent report about the current
from the Philippines is lower than the target English proficiency of High
(http://www.gmanetwork.com/news/news/nation/644114/engl
ish-proficiency-of-pinoy-students-teachers-lagging-
Council, key stakeholders from the government, academe, private, and non-
advantage it still is for the country were raised. The stakeholders agreed that
the country needs to step up its efforts in improving the teaching and learning
(https://www.britishcouncil.ph/teach/state-english-philippines-should-we-
be-concerned-2).
32
the students especially in the secondary level (D. Fakeye and Y. Ogunsiji,
2009; Aina, et. al., 2013; Racca and Lasaten, 2016). Therefore, improving the
The core issue then is either the use or the integration of technology
such as computer soft wares, programs and platforms could help in improving
valuable communicative interaction in the target language than what was ever
However, there are also certain studies showing that the use of
technology in the classroom could cause anxiety to the students. Times Higher
technology use in the classroom. While the technology has changed over the
last two decades, some of the issues Hudiburg noted in his study cause anxiety
computer expertise, need to learn new software, and lack of help with a
inclusion and participation in the classroom, they also do not want to leave out
33
certain sets of students whose anxiety can leave them out of the discussion
(Cherney, 2016).
The study of Fu (2013) on the other hand showed that the use and
involvement and class participation. The study also claimed that using CALL
saves the teachers’ time and effort while teaching delivering instruction
setting.
34
Levels of the respondents based on their posttest scores are presented in Table
2.
Table 2
Proficiency Levels of the Students After Exposure to Quipper School
intervention or the Quipper school was given. One (1) student or ninety-five
percent (95%) got a score belonging to the Very High Proficiency Level.
one got a score which was equivalent to average proficiency and below. Also,
the respondents’ score in the post test has a mean of 28.45 which is translated
as High Proficiency.
activities. They can identify the main ideas and relevant details of discussions
and identify the main ideas and relevant details of extended discussion or
meaning, drawing conclusions, and summarizing ideas. All these boil down to
are reading. They are not developing proficiency in the language. They have
battle cry. House Bill 5091 in the Philippine congress (submitted April of 2017)
(https://news.mb.com.ph/2017/04/21/enhancing-our-students-proficiency-
the Quipper School, it is filling up the void in implementing the curricula into
conducted showing its positive impact to the English proficiency levels of the
students.
Table 3
(20.4). Furthermore, their respective standard deviations show that the scores
of the respondents during the posttest are more homogenous than their scores
in the pretest. At .05 level of significance, the difference in the scores of the
The result of this study leads to the rejection of the null hypothesis
proficiency levels of the students before and after they were exposed to
Quipper School.
38
positively toward the learning process and they prefer this approach to the
traditional class.
students, and young people a wide variety of activities and experiences that
learning.
technology could enhance the students’ English proficiency levels and is not
just a trend in education. As educators are encouraged to stay abreast with the
class.
39
and facilitated by the researcher upon the completion of all the topics. The six
represent the totality of the respondents. Three (3) of them were identified to
have the highest increase in the pre-test and post-test scores while the other
A thematic analysis of the data gathered was used following the steps
provided in http://www.focusgrouptips.com/focus-group-results.html.
Table 4
The first question in the focus group discussion seeks to find out the
experiences that the participants like the most with their experience in using
Quipper School. Four themes emerged from the participants’ responses coded
as 100, 101, 102, and 103. All the participants have agreed that they like
learning with Quipper school. Moreover, two of the six participants said that
that he became more confident (code 100) in answering the quizzes because of
the privacy of the scores. Also, two participants affirmed that learning with
Quipper School is motivating and fun (code 102) because of the fresh learning
environment they are exposed to. The opportunity to extend help to other
classmates who do not know much about in using computers (code 103) has
and causes positive emotions during the learning process and joy of
success/failure are often self-directed and engaged (Williams, 2000; Koch &
Sanders, 2011).
affirms the studies cited in the work of Riasati, Allahyar and Tan (2012) who
1998; Warchauser & Healey, 1998; Dunken, 1990; Lee, 2000; DEECD, 2010);
become better aware of the quality of their work and accepting feedback more
willingly (DEECD, 2010); and it has the potential to reduce anxiety among
Table 5
platform were elicited from the participants through the second question.
Three themes have been culled out of the responses of the participants. These
were coded as 200, 201, and 2010. The dominant reply was code 200 which is
accessing the platform. The participants were amenable that their lack of
experience and computer skills has somewhat hindered them from maximizing
all the features of Quipper School. Although one student acknowledged that he
emotions that affect body and mind; therefore, they can either stimulate or
overcome learning barriers: anxiety, fear, threat of humiliation and low self-
esteem. Bagdonas (2003), reinforced that feeling insecurity, anxiety and threat
to learn.
Since, the role of the facilitator in any learning event is the key, the stance that
45
they take and the way in which they take up either the new technology, or any
response of the participants. As Price & Oliver (2007), underpin the role of the
unfeasible to use.
the platform has somehow minimized human interaction (code 202). The
participant responded and said “Sometimes, I think there are topics where
group activities are better than just staring at the computer screen”. This
calls for the teachers’ creativity in choosing the materials and activities that
would cater all types of learners and their respective instructional needs. This
depending on the topic. This is especially that 21 st century learners prefer more
engaging activities where they can move around a lot and interact with their
peers.
46
Table 6
independent
learning.
The students were also probed whether strategy they would prefer
the online platform Quipper School. Two themes were used to summarize the
respondents’ responses in this question and were coded as 300 and 301.
(Moore, 2007).
The use of technology has not just become prevalent in schools. It has
become an integral part of instruction and has been shown to facilitate student
(2008) and Edwards (2007), using any technology with students who are
who use technology were (a) spending more time involved in collaborative
work; (b) participating in and communicating more during the instruction; (c)
producing writing of higher quality and greater length; (d) gaining increased
access to information; (e) improving research analysis skills; and (f) spending
and computers become omnipresent in and out of the classroom, teachers are