Capstone Research Final

THE USE OF QR CODE IN GIVING SUPPLEMENTARY INFORMATION TO
THE MODULES OF BIOLOGY IN GARCIA COLLEGE OF TECHNOLOGY
A Research Study Presented to
High School Department- Senior High School Program
Of Garcia College of Technology
In Partial Fulfillment
Of the Requirements for the Subject
Research/Capstone Project and Inquiries, Investigation, and

Immersion
Presented by:
Benedict R. Iguban
Ma. Lizarie R. Domingo
Chrisha Seph Allana G. Maravilla
Lorie Mae M. Ruiz
Mark Jason T. Ureta
2nd Semester, School Year 2020-2021

APPROVAL SHEET
This Quantitative Research Study entitled: “Solar

Powered Panel as Advance Equipment for Alternative Engines”
Second Semester, School Year 2020-2021 presented and
submitted by: Benedict R. Iguban, Chrisha Seph Allana G.
Maravilla, Mark Jason T. Ureta, Ma. Lizarie R. Domigo, and
Lorie Mae M. Ruiz in partial fulfillment of the requirements
for the subjects Research/ Capstone Project and Inquiries,
Investigation and Immersion has been reviewed and is
recommended for approval.
Mr. Rommel M. Nejar and Mrs. Ma. Ellen Grace D. Tan
Instructors
Approved and accepted in partial fulfillment of the

requirements for the subjects Research/ Capstone Project and
Inquiries, Investigation and Immersion.
MARIA RUELLA P. LACHICA, LPT, MAEd
Principal
ii
ABSTRACT
Learning has always been a process. Since before,

students and many aspiring learners depends on the books and
lectures that was given by their professors and teachers.
These books, lectures, and modules are made to help and aid
the students in learning. Now that we’re on the era of
technology, students nowadays are more on dependent on the
internet in gaining understanding for certain lectures. The
use of modules nowadays quite lessened as the sources of the
information on the internet is vaster compared to what is
written on a single book or module. The implementation of QR
codes gives the students and many learners an interactive
activity to engage with while studying.
The internet has many sources and many users. Thus, not
all users can be trusted and be relied upon. Also, not all
users of the internet of capable of surfing the net all
throughout the day. Some people only use loaded data that
are consumable. By delaying and spending unnecessary stops
on the web, they wouldn’t have enough data to last after
finding the needed information they want to acquire for
their lesson’s understanding. The purpose of applying QR
codes is to help the student and the users of the module in
finding a reliable source without spending a lot of time on
the internet, delaying the flow of momentum of the sense of
energy or enticement in learning.
iii
ACKNOWLEDGMENT
First of all, we would like to thank our Lord God

Almighty for giving us the strengths to finish this this
research in our Capstone/Research Project. We thank Him for
providing us with the things we need during this study
period. Thank you for the gift of Knowledge and friendship
that made this study beneficial for us to strengthen our
mind and teamwork.
Next, we would also like to express our gratitude to

Mr. Rommel M. Nejar and Mrs. Ma. Ellen Grace D. Tan, in
guiding us during this study. We thank them for their
support as we fulfill and finish this research paper.
We would also like to thank our families who have been

supporting us during this study. We thank them for providing
us financial support in completing this study.
Lastly, we would also like to express our deepest

gratitude to the respondents of the study. We thank them for
their cooperation and time in answering our survey as part
of our study.
The Researchers
B.R.I.
M.J.T.U.
C.S.A.G.M.
L.M.M.R.
M.L.R.D.
iv
TABLE OF CONTENTS
Chapter Title Page
1 INTRODUCTION
Project Context 1
Significance of the Study 3
Purpose and Description 4
Scope and Delimitation of the Study 5
Definition of Terms 5
Theoretical Framework 7
Conceptual Framework 11
2 REVIEW OF RELATED LITERATURE/ SYSTEM
Foreign Studies 12
Local Studies 17
3 RESEARCH DESIGN AND METHODOLOGY

Requirement Specifications 21
Requirement Analysis 25
Requirement Documentation 25
4 RESULTS AND DISCUSSION

Technical Background 27
System Prototype 29
5 SUMMARY, FINDINGS, CONCLUSIONS, and

RECOMMENDATIONS
v
Summary of Findings 42
Conclusions 44
Recommendations 46
BIBLIOGRAPHY 49
APPENDICES 50
CURRICULUM VITAE 58
vi
LIST OF FIGURES
Figure Title Page

1 Conceptual Framework of 11
the Relationship of the Input,
the Process, and the Output
2 Data Flow Diagram of How the 29
Project was Developed

3 Khan Academy – app 31
4 Video Discussion on Khan Academy 32
5 Video Discussion about DNA in 33
Khan Academy
6 The QR Code Reader and Scanner – 34
Qr Scanner App
7 The QR Code Reader and Scanner – 35
Qr Scanner App’s- Scan button
Interface
8 The QR Code Generated from the Khan 36
Academy
9 Renaming the File to save the image 37
10 Confirmation in Saving to Gallery 38
11 Description before applying the QR 39
Code
12 Inserting the image; QR Code 40
13 Settling the QR Code 41
vii
CHAPTER 1
Introduction
Our generation now greatly maximizes the use of

technology to aid people in facing daily activities
in our humble lives. Nowadays, as we face the
upbringing of advancing technology, it is common
for us to use the internet as a way garner
information through various sources. In studying,
when students feel like they need more information
to further understand what’s written in their
textbooks, they look it up on the internet. Aligned
with this, as we search the internet, there are
many sources that we can use but we lack the
affirmation that they are credible. With the Use of
QR Codes, this problem can be solved. The
publishers or the editor of the modules can look
through the internet for the most credible source
of information that can aid their students in
understanding the lessons and discussions better.
The study was conducted at the Garcia College

of Technology wherein the students showcase and
enhance their talents for they were given a good
quality of education. Mainly, this school has the
greatest number of Senior High School students;
having six (6) sections for STEM, three (3) for
1
ABM, and two (2) for HUMSS in Grade 11 and five (5)
sections for STEM, three (3) for ABM, and one (1)
for HUMSS in Grade 12 . Also, this school has a
great quality of education compared to other
schools in Aklan. Providing a good quality of
education means having a good reputation.
According to Crompton, LaFrance, and Hooft

(2012), QR Codes are versatile tools to extend
learning inside and outside the classroom.
Educators can use them to give students quick
access to additional content, from the practical-
such as link to websites and assignments- to
engaging activities such as audio and video clips
or clues for games.
(Accessed on April 1, 2021 at 9:00 pm from

https://eric.ed.gov/?
q=QR+Code+in+Education&id=EJ982842)
According to Uϛak (2019), the use of QR codes

increases efficiency in learning environments
because they prevent students from wasting time on
search engines and being exposed to irrelevant
information. With the QR codes on printed
materials, educators, can enable students to access
more resources related to the subject.
2
(Accessed on April 1, 2021 at 9:39 pm from
q=QR+Code+in+Education&id=EJ1224231)
The general objective of this study focuses on

the concept and the Usage of QR Code in Giving
Supplementary Information to the Modules of Biology
in Garcia College of Technology
The following statement is the specific

objective of this study:
1.To provide a QR Code to the Modules of

Biology in Garcia College of Technology that
allows the users to access the supplementary
information they need.
Significance of the Study
The results of the following would be greatly

beneficial to the following:
1. Teachers- This study will serve as a resource

for the teacher to have relevant websites that
are trustworthy when it comes to content,
allowing students to have accurate information
on a specific subject. You won’t have to spend
unnecessary class time as all of your students
3
will be focused and accessing the right website
in seconds.
2. Students- This research is of great

significance in the students because it helps
to facilitate student engagement and ensure
that they have access to the content that is
relevant. This study are very timely for the
use among youths who are heavily influenced by
new technologies.
3. Future Researchers- This study could aid

future researchers in coping, or it could be
repeated with additional variables in a
different location or environment, or with
different respondents. The outcomes will serve
as a potential research literature for their
own research. For them to be able to reinforce
the findings of this report, enrichment is
suggested. This study’s results may also serve
as a conceptual basis for their own research.
Purpose and Description
This study aims to explore the importance and

the usage of putting QR Codes to the modules of
4
biology in Garcia College of Technology with the
aim of providing supplementary information to the
students.
As the usage of internet is broad, different

information was shown and thus forestalling the
students in finding the information they need ahead
of time. The application of QR codes raises the
effectiveness of student’s engagement in studying.
Scope and Delimitation of the Study
The researchers randomly selected the

officially enrolled students in the 12th grade of
Garcia College of Technology for the School Year
2020-2021.
The study is limited only to the students among

the 12th grade students and the researchers did not
select the departments of college, the 11 th grade of
Senior High School, and the Junior High School.
The study is limited only to the modules of

biology and does not include other subjects.
Definition of Terms
5
In order for this study to be further
understood, the researchers operationally defined
the following terms:
Age. It refers to the currently total number of

years of existence of a respondent.
Sex. It refers to the biological characteristic of

being a male or female of a respondent.
Grade Level. It refers to which grade level, be it

Grade 11 or Grade 12, a respondent belonged during
the study.
Garcia College of Technology. It refers to the

locale where the respondents are enrolled and the
setting in which the study is conducted.
QR Code. It refers to a type of matrix barcode

designed to decode data quickly.
6
Module of Biology. It refers to the printed
materials in the subject of biology that aids the
students understand their classes much better.
Supplementary Information. It refers to the

information presented in addition to the existing
information.
Theoretical Framework
It could be stated that studies on use of QR

Codes in education were generally conducted in the
field of mobile learning. Review of the related
literature revealed that mobile devices were used
while using QR Codes. According to So (2008), the
most important aspect of mobile learning is the
triology of ‘location independence’, ‘time
independence’ and ‘meaningful content’. These three
basic features are among characteristics of mobile
learning, and they differ from e-learning and web-
based learning due to these features (Law & So,
2010).
(Accessed on April 8, 2021 at 10:35am at

https://files.eric.ed.gov/fulltext/EJ1097236.pdf)
7
In an experimental study conducted on the use of QR
codes in education (Rikala & Kankaanranta, 2012),
the views of 76 learners and of their teachers from
four different-level schools were determined. The
results of the study revealed that the learners
were eager and motivated to use the QR codes. As
for the their teachers, they approached cautiously
to the use of QR codes in education and mentioned
the likelihood of various difficulties to be
experienced in relation to the preparation of
lesson units and time. In addition, in the study,
it was found that QR codes could motivate learners
and draw their attention to class since these codes
support learning and provide opportunities both for
independent learning and for cooperative learning.

In another study carried out by McCabe and Tedesco

(2012), QR codes were used via smart phones for
direct connection with the subjects within the
scope of the course of mathematics. In the study
conducted with 14 learners, all the learners
reported positive views about the QR codes prepared
for the course of mathematics. In such a course
process, 83% of the learners stated that they
8
prepared for the following lesson better and did
their homework more productively, and 67% of them
stated that there was an increase in their course
marks and that they found it easy to use QR codes.
In addition, as revealed by the most important
finding obtained in the study, 83% of the learner
experienced less stress when they studied for the
lessons with the help of QR codes. According to the
learners, the reason was that it was instantly
possible to access the necessary information via QR
codes without having to ask their peers or
teachers.
(Accessed on April 8, 2021 at 11:07 am at

The study of QR codes in education can be placed in

the context of mobile learning. At best, mobile
technologies, such as QR codes, facilitate learning
outside of classroom and learning materials are no
longer limited to textbooks (Shih et al., 2011).
There is a variety of ways to use QR codes in
educational context (Rikala & Kankaanranta, 2012).
In this study, teachers were cooperating in
developing new ways to embed QR codes in learning.
(Accessed on April 8, 2021 at 12:19pm at

https://files.eric.ed.gov/fulltext/ED557210.pdf)
9
The feasibility of the QR code implementations was
evaluated through a theoretical framework, which
includes the core aspects of mobile learning. The
study advanced the two most recent and extensive
frameworks introduced by Koole (2009) and Kearney
et al. (2012) as a basis of the theoretical
framework. The characteristics discovered in the QR
code case studies could be used to develop the
framework further.
(Accessed on April 8, 2021 at 12:20pm at

10
Conceptual Framework
The figure below shows the Input Process Output

(IPO) Chart of creating the QR Codes that gives
Supplementary Information to the Modules of Biology
in Garcia College of Technology.
Input Process Output
The Use of QR  Distribution

Codes in Giving of work among
Supplementary members
Information to  Selecting of
the Modules of data and
The Actual Use
Biology in contents
of Qr Code in
Garcia College  Gathering
Giving
of Technology Information
that need for Supplementary
the help in Information to
 Human
the research the Modules of
resources
 Testing the Biology in
 Electronic Garcia College
QR Code if
devices of Technology
compatible in
 Internet giving
 Knowledge information
 Application  11
Analysis and
 Information interpretatio
n of data
 Formulation
Figure 1. Conceptual Framework of the Relationship of the
Input, the Process, and the Output
Chapter 2
Review of Related Literature/System
Foreign Studies
QR Codes in Education and Communication
The perspective of 76 learners and their teachers from

four different-level schools were determined in an
experimental study on the use of QR codes in education
(Rikala & Kankaanranta, 2012). The study’s findings showed
that students were willing and excited to use QR codes.
Their teachers, on the other hand, approached the use of QR
codes in education with caution, citing the possibility of
various difficulties in relation to the preparation of
lesson units and time. Furthermore, it was discovered in the
study that QR codes could inspire students and attract their
attention to class because they promote learning and provide
opportunities for both independent and cooperative learning.
12
Teaching Materials Developed Using QR Code Technology in

Science Classes
Since QR codes prevent students from wasting time on

search engines and being exposed to irrelevant content, they
improve productivity in learning environments. Educators may
use QR codes on printed materials to give students access to
more resources on the subject. This allows students access
more services while also reducing paper waste. QR codes help
to promote mobile learning and enrich the experience (Aktas
and Cayci, 2013).
In regards to the research of Uçak (2019), QR codes

have become commonplace in a variety of settings, especially
with the use of mobile technology. Furthermore, the use of
QR codes in the educational and learning process is gaining
popularity (Ramsden and Jordan, 2009). QR codes could be
used in educational activities in two ways, according to
Cataloglu and Ateskan (2014). First, QR codes enable
students to access online applications, and second, after
scanning QR codes, students can obtain the requested
information without the need for an Internet connection.
In science education, QR codes can be used for a

variety of purposes. In science education, for example,
videos of experiments and periodic table podcasts
(descriptions of the elements) embedded in QR codes can be
used instead of conventional periodic tables (Bonifacio,
2012). Similarly, QR codes can pique students’ interest in
topics that they are unfamiliar with or about which they
13
have misconceptions (Yilmaz and Canbazoglu Bilici, 2017).
Students may also add QR codes to their lab papers and show
them as posters (Canbazoglu Bilici, Tekin, and Karahan,
2016).

Blending Classroom Teaching and Learning With QR Codes
According to findings of Rikala and Kankaanranta

(2014), it is impossible to overestimate the importance of
interaction in learning. Social constructivism, for example,
sees learning as a collective process that emphasizes social
interaction (Koole, 2009). QR codes may also improve the
social element of learning. Students used cell phones and QR
codes to submit questions, remarks, and suggestions to the
teacher during the lecture in studies by Susono and
Shimomura (2006), Chaisatien and Akahori (2007), and Al-
Khalifa (2008). According to Al-Khalifa (2008), a QR-code-
based system allows students to ask questions and make
remarks without feeling embarrassed. This method, at its
finest, aids communication and knowledge transmission. QR
codes can also help in the introduction of interactive
learning paradigms and other schemes (De Pietro et al.,
2012). For example, trail activities can be organized as a
collaboration or a competition among students (Law and So,
2010).
14
QR codes can be used to address the needs of students
in a variety of ways. For starters, paper-based materials
can be enhanced to support a variety of learners (Chen et
al., 2010). QR codes in paper-based activities, for example,
may include links to multimedia tools such as audio or video
clips. Law and So (2010) discovered that using codes in
paper-based tasks allows students to access resources in a
more effective and versatile manner. Second, learners can
use QR codes to direct them through the self-assessment
process. For example, Law and So (2010) used the codes to
direct students through the self-assessment process. The QR
code on the worksheet led to a web page that included the
correct answers and directed the students through the
individual exercises. Rikala and Kankaanranta found a
similar form of self-evaluation method in their research
(2012). Teachers may also provide students with instructions
and information about how to complete their assignments. QR
codes may be mounted on various pieces of art equipment,
such as different types of brushes, or on various electronic
equipment in an engineering workshop to instruct students in
their use.
Rikala and Kankaanranta witnessed a situation in which

QR codes were used to instruct students about how to use gym
equipment. Third, QR codes allow you to share materials in a
variety of ways. Learners should find pictures of famous
figures and create a code for them, according to Robertson
and Green (2012). Learners may also use the internet to
create and exchange reports and other content. Students in
Rikala and Kankaanranta exchanged their findings with others
to help them with their self-evaluation. When the emphasis
is on the students, the use of the codes promotes learner-
15
centered learning and increases their encouragement and
enthusiasm. Students were curious about the new strategy,
according to Rikala and Kankaanranta, and QR codes were
inspiring to them.

q=QR+Code+in+Education&ft=on&id=ED557237)
QR Codes in Education
Law and So (2010) listed some references in regards to

the uses of QR codes in their research “QR Codes in
Education”. The list are as follows:
- Huang et. Al. (2008) integrated Pocket PCs and QR

codes to provide a ubiquitous Learning environment
for primary students to explore life science
subjects such as Trees, plants, and etc. The authors
conducted a pre-test and post-test study with two
groups of students (i.e., control and experiment
groups) to find out the Effectiveness for the
described ubiquitous Learning environment.
- A similar approach of realizing the Ubiquitous STS

collaborative learning Environment with QR codes was
reported by Chao (2007).
- Chiang et. Al. (2007) developed an Information
platform to provide students and staff the channels
to share the learning resources and information.
Windows Mobile device emulations were shown in the
paper by Chiang.
16
- Liu, Tan and Chu (2007) constructed a QR code and
handheld augmented Reality supported learning system
to Improve students’ English level
- Chen et. Al. (2008) reported that they Integrated QR

codes with the Opensource Opencourseware Prototype
System (OOPS) in Taiwan. MIT OpenCourse-Ware (OCW)
has formally partnered with this organization to
translate MIT OCW Courses into Traditional Chinese.
- A mobile phone application system with QR codes for

classroom management, Communication and evaluation
was reported by Chaisatien and Akahori (2006).
- A formative class assessment using Questionnaires

and shuttle card called “Daifuku-cho” with mobile
phones and QR codes in Japan (Susono & Shimomura,
2006).

https://aquila.usm.edu/cgi/viewcontent.cgi?
article=1011&context=jetde)
Local Studies
QR Codes as Mobile Learning Tools for Labor Room Nurses at

the San Pablo Colleges Medical Center
Labor Room (LR) nurses at the San Pablo Colleges

Medical Center need immediate access to medical information
at point of care to supplement their understanding of the
17
pregnant patient’s medical condition and improve health care
delivery. The study explores the use of QR codes as mobile
learning tools, and examines factors that impact on their
usefulness, acceptability and feasibility in assisting the
nurses’ learning. Study participants consisted of 14
regular, full-time, board-certified LR nurses. Over a two-
week period, participants used specially generated QR codes
to access a mobile website, connect to physicians’ telephone
numbers, and access alphanumeric text information. Research
data in the form of observations and insights on their
experience in using the QR codes were collected from
participants through individual, face-to-face, semi-
structured interviews. Findings revealed that QR codes
encoded with text information, telephone numbers, and URL
links to the mobile website all demonstrated a high level of
functionality, usability and usefulness. The majority of the
participants liked the experience of using the QR codes,
citing ease of use of the QR codes; a high level of
satisfaction in the kind and amount of supplementary medical
information accessed; and the favorable effect the QR codes
had on their personal learning. These findings support the
acceptability and feasibility of using QR codes as mobile
learning tools in the labor room, and their potential for
use in a workplace environment in the context of just-in-
time learning and continuing nursing education. Context and
rationale Labor Room (LR) nurses at the San Pablo Colleges
Medical Center (SPCMC) are registered nurses who provide
care to pregnant women during different stages of pregnancy
and childbirth. They cross-train and work in all areas of
the Operating Room-Delivery Room (OR-DR) Complex related to
labor, delivery and post-partum care. Because of their
responsibilities, the nurses need immediate access to
18
medical information at point of care to supplement their
understanding of the pregnant patient’s medical condition,
as well as improve health care delivery. The challenge lies
in how to achieve this within the limitations of the LR
setting. This study addresses the LR nurses’ need for
immediate access to medical information at point of care
using their mobile phones within an internet-capable work
environment. It explores the use of QR codes as a tool for
mobile learning in the LR; assesses the extent to which the
affordance of immediate access to relevant medical
information is realized in this context; and examines
factors that impact on the usefulness, acceptability and
feasibility of QR codes in assisting the nurses’ learning.
(Raymundo, 2017)

https://www.researchgate.net/publication/328214670_QR_codes_
as_mobile_learning_tools_for_labor_room_nurses_at_the_San_Pa
blo_Colleges_Medical_Center_Pre_print)
The Features of QR Code as Attendance Monitoring System: Its

Acceptability and Implication to Classroom
The aim of the research was to determine the features

and acceptability of the revolutionary Quick Response (QR)
Code platform as an attendance monitoring system. During the
first quarter of the academic year 2018-2019, the study used
purposive sampling to include 20 teachers who adapted the QR
code and 36 students who were exposed to the attendance
monitoring system. The thesis used descriptive data analysis
with an adapted structured survey questionnaire for testing
database interfaces. The digital app was available for free
19
on Android smartphones and could be exported to Microsoft
Excel. It didn’t require an internet connection and was
ideal for a large class. The data revealed that QR Code as
an attendance monitoring system was generally very highly
acceptable in terms of reliability, performance, precision,
and usability, as well as highly acceptable in terms of
security and confidentiality, based on the combined
assessments of the teachers-users and students. According to
the opinions of the participants, QR codes as an attendance
checker are eco-friendly, cost-effective, user-friendly,
creative, very quick, and readable codes. As a result, this
research is oriented toward evidence-based practice
utilizing this form of innovation, which will serve as a
preference for quality improvement and effective adaptation
of the QR code, which is critical in modifying and
simplifying the testing of students’ attendance in the
classroom. (Maleriado, 2019)

20
Chapter 3
Research Methodology
Requirement Specifications
1.0 Introduction
This section introduces the requirement specification

document on the use of QR code in giving supplementary
information to the modules of biology in Garcia College of
Technology. It provides the purpose and scope of the system.
Any definitions and references are listed in this section as
well as an overview of the remaining requirements
specification document.
1.1 Purpose
21
This requirement specification document describes the
functions and requirement specified for the application of
QR code in the modules of biology. The application of QR
code in the modules of biology would help the students or
the users of the module to access the supplementary
information needed in understanding their lessons better. It
is time-efficient and also forms an interactive connection
within the teachers/professors and the students.
1.2 Scope
To test the effectiveness of this project, the

researchers decided to only apply the implementation of QR
code to the modules of biology in Garcia College of
Technology.
The scope of this study are the students of Grade 12 in

Garcia College of Technology.
1.3 Definitions, Acronyms, and Abbreviations
QR code – Quick Response code; a matrix type of barcode.
Supplementary Information - refers to the information

presented in addition to the existing information.
Modules of Biology - refers to the printed materials in the

subject of biology that aids the students understand their
classes much better.
Garcia College of Technology - refers to the locale where

the respondents are enrolled and the setting in which the
study is conducted.
22
1.4 References
eric.ed.gov
researchportal.bath.ac.uk
anatomypubs.onlinelibrary.wiley.com
papers.iafor.org
researchgate.net
2.0 General Description
This section is used to provide a description to the

system, as well as the identity the users involved and help
explain their roles.
2.1 System Functions
The QR code used in this project serves as a medium for

directing students to the supplementary information that
they require in order to better understand their lessons.
The purpose and usage of the entire project were completed
instantly after a single scan by the student’s or the user’s
QR code scanner.
2.2 User Characteristics
23
Although the project/system only has one user, the
project was completed by two parties. The creators of the
modules come first. They must look for reliable source that
corresponds to the lessons in the modules. They must also
explain to the students the presence and use of QR codes in
the modules in order to increase the QR code usage. This can
be accomplished by writing descriptions on the QR code’s
area.
The second is the project’s sole user, the students.

They are the students of Garcia College of Technology who
uses the modules of biology.
3.0 General Constraints
Software Limitations
- The site which the QR Code would redirect to should

be free without any other registration or other
limitations similar to that.
Hardware Limitations
- The users should have enough internet connection or

data connection to support the usage of the website
that the QR code would redirect to.
- The users should have a smartphone or laptop or any
device that have a QR code scanner to use the QR
code.
24
4.0 Assumptions and Dependencies
The creators assume that the users have enough

knowledge on the use of QR code and also enough
understanding since the area within the QR code would have
the description on how to use it.
The supplementary information provided by the QR code

is expected to be beneficial and helpful to the students of
Garcia College of Technology and also to the similar users.
Requirement Analysis
The concept of using QR codes was a simple and easy.

The project only needed a QR code scanner of any type to
scan the QR code imbedded to the modules to accomplish the
desired outcome. The possibility of being misled after
scanning a QR code was low unless the image or the QR code
composition was damaged or covered while scanning. The
researchers made sure that the websites and videos that were
directed by the QR code was accessible by any viewers as
long as they have internet connection. The codes were
generally usable by smart phones as smart phones were being
widely used all-throughout the world. With this
accessibility, the convenience of the students or any user
of the module was ensured by only scanning the QR code.
25
Requirement Documentation
The researchers began by gathering data from various

websites and sources that were necessary for the completion
of the project/product. We’ve analysed the data and got
insights from them to conduct or project. The information
weve gathered was about the acceptance of the system that we
are proposing. We are aiming to use QR codes as a medium to
give the students additional information that can aid them
in their studies. The first needed requirement is to know
the main lesson or lecture that the students need to study.
We then acquired a video and some website that contains
explanations regarding the lesson from a reliable source.
This acquired data was then converted into a QR code by the
use of a QR code generator. The QR code in the form of image
is pasted on the module that the student can use. After that
process, we tested the outcome by scanning the QR code by a
QR code scanner app and a QR code scanner that was included
in a smartphone’s system. When all that was finished, the
researchers conducted a survey in a form of questionnaires
was distributed to the respondents to know their insights
and expectations about the project. The information provided
by the respondents was kept private and was analysed to
produce a logical interpretation.
26
Chapter 4
Technical Background
In this chapter, we will discuss about the technology

that we will be using and the process of constructing the
proposed system.
The Use of QR Codes in Giving Supplementary Information to

the Modules of Biology in Garcia College of Technology
This is study is conducted to give the school and the

future researchers an insight to the usefulness of providing
27
QR codes as a medium to give supplementary information to
the students.
On this research, the researchers aims to apply the

links of some reliable media through QR codes in the
modules.
Khan Academy is an American non-profit educational

organization created in 2006 by Sal Khan, with the goal of
creating a set of online tools that help educate students.
The organization produces short lessons in the form of
videos. Its website also includes supplementary practice
exercises and materials for educators. They tackle math,
science, computing, history, art history, economics, and
more, including K-14 and test preparation contents.
The Khan Academy’s produces lessons would be the

reliable supplementary information that we will use in this
research.
QR Code. Created by the Japanese automotive company Denso

Wave in 1994, it is a type of barcode that can be read
easily by a digital device and which stores information as a
series of pixels in a square-shaped grid. They are
frequently used to track information about products in a
supply chain and –because many smartphones have built in QR
readers- they are often used in marketing and advertising
campaigns.
28
We plan to find an appropriate video discussion or
website on the Khan Academy that corresponds to the lectures
on the modules and then use its link to generate the QR Code
that we will put to the modules.
QR Code Generator. Is a software app or website that can be

used create your own QR code. You just have to provide the
necessary information to translate or convert to a QR code –
in this case, the link of the video discussion or website of
Khan Academy.
In this research, we used the QR Code Reader and

Scanner – Qr Scanner app that was downloaded on Google Play.
In any instances that you may not be able to find the app on
Google Play, you can use any QR code generator as the QR
Code that they will produce would just be the same.
You can save the image on your device after creating

the QR code (which will be in the form of an image) and then
place it into the modules before printing.
System Prototype
29
Data Gathering
Finding Reliable Source/s
Link Translation to QR Code
Saving the QR Code
Implementaion of QR code
Figure 2. Data Flow Diagram of How the Project was Developed
The researchers plan to apply the QR codes to the

modules of biology by following the process of the Figure 2.
This process will help the researchers sort out their
objectives and also to have a better target that can lead to
the faster accomplishment of the project.
We first gathered information and also determine the

researches or other literature that is quite related to our
project. This gave us some ideas and insights as to where
should we focus and where should we put importance on. After
that, we seek the internet for some reliable source where we
can depend on and also really helpful to us in understanding
the lectures in the modules. We then copied the link of the
lessons that we need and pasted the link to the QR code
generator to produce our QR code. We save the image of the
30
QR code and then put the image to the module before
printing.
31
Figure 3. Khan Academy – app
This is the app of the Khan Academy that is

downloadable on Google Play for free. The researchers
decided to use this as their reliable source in obtaining
videos that they’ll provide to the modules of biology.
32
Figure 4. Video Discussion on Khan Academy
This is the example of a supplementary information that

can aid the students in understanding their lessons in their
modules of biology.
33
Figure 5. Video Discussion about DNA in Khan Academy.
We decided to use the video discussion of Khan Academy

regarding DNA as our supplementary information that can help
students understand their lesson about DNA Structures and
Replication.
34
Figure 6. The QR Code Reader and Scanner – Qr Scanner
App
This is the QR code generator that the researchers used

to create their QR code. This app is downloadable on Google
Play for free. In actuality, you can use any QR code
generator that is available to you; can be websites or any
app that you’ve downloaded.
35
Figure 7. The QR Code Reader and Scanner – Qr Scanner
App’s- Scan button Interface
This is the interface of the QR code generator that the

researchers used. It has four buttons at the bottom; scan,
create, history, settings. The scan button can help you scan
a QR code from your camera or an image from your gallery,
the create can help you generate a QR code, the history can
help you track your actions of scanning and creating QR
codes, and lastly, the settings button can lead you to the
settings of the app.
36
Figure 8. The QR Code Generated from the Khan Academy
This is the QR code that was generated sharing the

video from academy to the QR Code Reader and Scanner – Qr
Scanner App.
37
Figure 9. Renaming the File to save the image
The renaming of the file was not that necessary but the
researchers want the file to be recognizable from the file
manager.
38
Figure 10. Confirmation in Saving to Gallery
The small green oval shape that popped up was the

confirmation that the QR code image was saved to your
device.
39
Figure 11. Description before applying the QR Code
The researchers decide to put some descriptions to

guide and let the students know about the use of those QR
codes in their modules.
40
Figure 12. Inserting the image; QR Code
This is the application of the QR code to the module.
41
Figure 13. Settling the QR Code
Adjust the size and the position of the QR code for it

not to take too much space and also to establish orderliness
in creating the modules of biology.
42
Chapter 5
Findings, Conclusion, and Recommendation
Summary of Findings
1. Profile of Respondents
Age. Most (75.3%) of the respondents are in the age

of the 18; 16.1% in 17; 7.5% in 19; and 0.6% in 20.
Sex. Many (65.5%) of the respondents are females

while the remaining (35.5%) are males.
Strands. More than half (58.4%) of the respondents

are from the STEM strand; 28.6% from ABM; while only 13% of
the respondents are from HUMSS.
2. Use of QR Code in Giving Supplementary Information to

the Modules of Biology in Garcia College of Technology
Knowing QR codes. Almost all (97.63%) of the
respondents say that they know what QR code is while the
remaining respondents (3.0%) says otherwise.
Encountered QR codes. Majority (91.8%) of the
respondents said that they’ve encountered QR codes before
while the 8.2% of the respondents said that they haven’t
encountered QR codes before.
43
Knowing how to use QR codes. Majority (91.8%) of the
respondents said that they know how to use QR codes while
the 8.2% of the respondents said that they don’t know how
to use QR codes.
Tried scanning QR codes. Majority (86.6%) of the
respondents stated that they’ve tried scanning QR codes
before while the remaining 13.4% respondents stated that
they haven’t tried scanning QR codes before.
Browsing the internet when having a hard time
understanding lectures. Majority (93.6%) of the
respondents say that they are browsing the internet when
they are having hard time understanding the lectures on
their modules while the remaining respondents (6.4%) says
otherwise.
Hard time finding a reliable source on the internet.
Majority (81.4%) of the respondents say that they are
having hard time finding a reliable source on the
internet to aid them in their studies while the remaining
respondents (18.6%) says otherwise.
Adding QR codes in modules of biology. Majority
(84.8%) of the respondents say that adding QR codes will
aid them in understanding their modules better while the
remaining respondents (15.2%) says otherwise.
44
Times they browse the internet. 36.4% of the
respondents said that they browse the internet every day;
32% said every other day; 14.3% said thrice a week; 12.1
said twice a week; 5% said once a week; and 0.2% said
that they don’t browse the internet.
Expectation when scanning QR codes. Most (75.3) of
the respondents stated that they expect a website when
they scan a QR code; 17.7 said pictures; 3.9 said videos;
0.43 said payment; 0.43 said plain text; 0.43 said
downloadable; 0.43 said text; 0.43 said files; 0.43 said
receipt; and 0.43 said all of the above.
Problem when scanning QR code. 40% of the
respondents said that slow internet connection is
greatest problem when scanning QR codes; 36.5% said
technical difficulties; 23% said faulty camera; and 0.5%
said all of the above.
Conclusions
1. Almost all of the respondents know what QR code is
because they commonly see it on the internet or on
the places that commonly uses QR codes.
45
2. Majority of the respondents have already encountered
QR codes because they can be commonly seen on some
convenience stores or some shops around their areas.
3. Majority of the respondents knew how to use QR codes
because they have tried scanning the QR codes
available on their area, or they browsed the
internet out of curiosity.
4. Majority of the respondents have already tried
scanning QR codes before because they’ve encountered
QR codes around the stores and shops on the area
around their homes or some places that they’ve
visited.
5. Nearly all the respondents are the respondents
browse the internet when they’re having a hard time
understanding their modules because internet has
many available sources.
6. Majority of the respondents are having a hard time
finding a reliable source on the internet because
internet has many users and not all the users of the
internet can be trusted.
7. Majority of the respondents think that adding QR
codes in modules can aid them in understanding their
lectures better because QR can possibly give them
46
additional information that they need to understand
their lessons better.
8. With the deficit of some amounts almost the same
amount of respondents, they said that they browse
the internet everyday or every other day because
some respondents have different schedule of classes.
9. Most of the respondents expect that websites will be
the redirection of the QR code because on some
stores and shops that uses QR codes, the redirection
of the QR codes are websites.
10. Many of the respondents believe that the greatest
problem when scanning QR codes is the slow internet
connection because QR codes also needs internet
connection to work properly.
Recommendation
1. Schools should also include QR codes in their
lessons as to prepare students about the
modernization.
2. On the premise of recognizing QR codes, people
should also put descriptions to let the masses know
that what they are seeing are QR codes.
47
3. People who uses QR codes as the medium of their
system should put some instructions how to use QR
codes.
4. People should always have their respective QR code
scanner on their devices because the world nowadays
re adjusting to modernization and one of the agendas
of modernization is the use of QR codes.
5. People should always check credentials and the
reliability of the sources of information on the
internet,
6. Although browsing on the internet is beneficial, we
should also remember that our own understanding
about the lessons should always be the priority.
7. Schools should consider adding QR codes as a medium
of providing additional information on the modules
as it can really help some students who are
struggling in understanding their lessons despite
the provided information on their respective
modules.
8. The internet is a really good place to learn about
some things when you’re struggling but we also need
to check if the source that we’ve found are really
reliable and can be trusted.
48
9. Assuming that it is used for academic purposes, the
general redirection of QR codes should be videos
because generally, students prefer videos more than
websites because they can understand things better
when the topic they want to learn about is discussed
to them.
10. People who want to or uses QR codes should
consider the internet connection that they have
because it can really hinder them in using QR codes
adeptly.
49
BIBLIOGRAPHY
https://eric.ed.gov/?q=QR+Code+in+Education&id=EJ982842)
https://eric.ed.gov/?q=QR+Code+in+Education&id=EJ1224231)
https://files.eric.ed.gov/fulltext/EJ1097236
.pdf)
q=QR+Code+in+Education&ft=on&id=ED557237)
https://aquila.usm.edu/cgi/viewcontent.cgi?
article=1011&context=jetde)
50
APPENDICES
Appendix A
Garcia College of Technology, Inc.

High School Department
Osmeña Avenue, Estancia, Kalibo, Aklan
March 29, 2021
MRS. MARIA RUELLA P. LACHICA, LPT, MAEd

Principal
Dear Mrs. Lachica:
Greetings!
We, the Grade 12- STEM Da Vinci students are presently

gathering data for our research entitled “The Use of QR code
in Giving Supplementary Information to the Modules of
Biology in Garcia College of Technology” as partial
fulfillment of the requirements for the subjects Inquiries,
51
Investigation and Immersion and Research/Capstone Project.
In connection to this, we would like to request for your
permission to administer our questionnaires to Grade 12
students.
We assure you that the students’ responses in the

questionnaire will be kept confidential and will be utilized
for research purpose only. We are hoping for a positive
response to our request.
Respectfully yours,
Domingo, Ma. Lizarie R.

Iguban, Benedict R.
Maravilla, Chrisha Seph Allana G.
Ruiz, Lorie Mae M.
Ureta, Mark Jason T.
Noted:
MRS. MA. ELLEN GRACE D, TAN

Immersion Instructor
MR. ROMMEL M. NEJAR

Capstone Instructor
Approved
52
Mrs. Maria Ruella P. Lachica, LPT, MAEd
Principal
Appendix B
Garcia College of Technology, Inc.

High School Department
Osmeña Avenue, Estancia, Kalibo, Aklan
March 29, 2021
MISS ANNE LORRAINE D. QUINDOR, MBA

Registrar
Dear Miss Quindor:
Greetings!
We, the Grade 12- STEM Da Vinci students are presently

gathering data for our research entitled “The Use of QR code
in Giving Supplementary Information to the Modules of
Biology in Garcia College of Technology” as partial
fulfillment of the requirements for the subjects Inquiries,
Investigation and Immersion and Research/Capstone Project.
53
In connection to this, we would like to request for the list
of students in Grade 12 enrolled for the Second Semester of
the School Year 2020-2021.
We are hoping for a positive response to our request.
Respectfully yours,
Domingo, Ma. Lizarie R.

Iguban, Benedict R.
Maravilla, Chrisha Seph Allana G.
Ruiz, Lorie Mae M.
Ureta, Mark Jason T.
Noted:
MRS. MA. ELLEN GRACE D, TAN

Immersion Instructor
MR. ROMMEL M. NEJAR

Capstone Instructor
Approved
Mrs. Maria Ruella P. Lachica, LPT, MAEd

Principal
54
Appendix C
Questionnaire
THE USE OF QR CODE IN GIVING SUPPLEMENTARY INFORMATION TO

THE MODULES of BIOLOGY IN GARCIA COLLEGE OF TECHNOLOGY
SURVEY QUESTIONNAIRE
General Instructions. Put a check in the line before each

choices to indicate your answer. Choose only one answer in
every item unless stated.
PART I.
Name:____________________________ Age:____________
55
Sex:
___ Female
___ Male
Strands:
___ Accountancy, Business and Management (ABM)
___ Science, Technology, Engineering, and Mathematics

(STEM)
___ Humanities and Social Sciences (HUMSS)
PART II.
1. Do you know what is QR code?
___ Yes
___ No
2. Have you encountered QR codes before?
___ Yes
___ No
3. Do you know how to use QR codes?
___ Yes
56
___ No
4. Have you tried scanning QR codes before?
___ Yes
___ No
5. Are you having a hard time finding a reliable source on

the internet to aid you in your studies?
___ Yes
___ No
6. When you’re having a hard time understanding lectures in

your module, do you browse the internet to help you help
understand those lectures better?
___ Yes
___ No
7. Do you think adding QR codes in modules of biology can

aid you in understanding your lectures better?
___ Yes
___ No
8. How often do you use the benches around the campus?
___ Everyday
57
___ Every other day
___ Thrice a week
___ Twice a week
___ Once a week
___ I don’t browse the internet
9. How long do you use the benches?
___ Pictures
___ Videos
___ Websites
___ Others:_________________________________________
10. What do you think is the problem when scanning QR codes?
___ Technical Difficulties
___ Faulty Camera
___ Slow Internet Connection
___ Others:_________________________________________
58
THANK YOU FOR YOUR COOPERATION!!!
Curriculum Vitae
Ma. Lizarie R. Domingo
279 Rizal Street, Poblacion, Banga, Aklan
Personal Data
Birth Date : January 31, 2003
Birth Place : Kalibo, Aklan
Age : 18
Sex : Female
Height : 5’3
59
Civil Status : Single
Citizenship : Filipino
Religion : Catholic
Skills : Cosplay and Modelling
Father’s Name : Rolando M. Domingo
Mother’s Name : Rosene R. Domingo
Educational Background
Senior High School : Garcia College of Technology, Inc.
Junior High School : Aklan Catholic College
Elementary : Banga Elementary School
ACADEMIC AWARD AND ACHIEVEMENTS:
Top 1, Grade 7, Aklan Catholic College, 2016
Third Place in Modern Dance Competition (Hip Jazz),

Aklan Catholic College, 2017
Participant, Modern Dance Competition (Hip Jazz), Aklan

Catholic College, 2018
Participant, English Month (Miss Singapore), Aklan

Champion, Sine Hub during the Music, Araling Panlipunan

and English Festival (M.A.E. FEST), Aklan Catholic
College, 2019
60
Participant, Vocal Solo, Aklan Catholic College, 2019
Second Place and Most Unique Group, Zumba Competition,

Garcia College of Technology, Inc., 2019
With Honor, First Semester, Grade 12, Garcia College of

Technology, Inc., 2021
AFFILIATIONS IN HIGH SCHOOL ORGANIZATION:
Board Member, Supreme Student Government (SSG), Aklan

Catholic College, 2018-2019
61
Curriculum Vitae
Benedict R. Iguban
127 Purok 2, Tinigaw, Kalibo, Aklan
Personal Data
Birth Date : November 21, 2003
Birth Place : Lakandula St., Tondo, Manila
Age : 17
Sex : Male
Height : 5’10
Religion : Catholic
62
Skills : Communication and Singing
Father’s Name : Jurlie D. Iguban
Mother’s Name : Melbeth R. Iguban
Junior High School : Woodridge College, Inc.
Elementary : West Manila Christian School




College, 2019
63


64
Curriculum Vitae
Chrisha Seph Allana G. Maravilla
Archangel, Balete, Aklan
Personal Data
Birth Date : April 4, 2002
Birth Place : Kalibo, Aklan
Age : 19
Sex : Female
Height : 5’2
Religion : Catholic
Skills : Singing and Dancing
65
Father’s Name : Christopher B. Maravilla
Mother’s Name : Roselyn G. Maravilla
Junior High School : Aklan Catholic College
Elementary : Balete Integrated School




College, 2019

66

Curriculum Vitae
67
Lorie Mae M. Ruiz
Estancia, Kalibo, Aklan
Personal Data
Birth Date : May 10, 2003
Birth Place : Estancia, Aklan
Age : 18
Sex : Female
Height : 5’5
Religion : Catholic
Skills : Singing, Basketball andVolleyball
Father’s Name : Luciano B. Ruiz
Mother’s Name : Marlene M. Ruiz
68
Senior High School : Garcia College of Technology,
Inc.
Junior High School : Bacan National School
Elementary : Banga Elementary School
ACADEMIC AWARDS AND ACHIEVEMENTS
With Honors, Grade 10, Bacan National School, 2019
With Honors, Grade 8, Central Panay College of Science

and Technology Inc, 2017
Third Place, Science Quiz Bee, Grade 8, Central Panay

College of Science and Technology Inc, 2017
2nd Place, Jingle Writing, Grade 8, Central Panay

College of Science and Technology Inc, 2017
With Honors, Grade 7, Central Panay College of Science

and Technology Inc, 2016
AFFLIATIONS IN SCHOOL ORGANIZATIONS:
Businessman, Homeroom Officer, Grade 10, Bacan National

School, 2019
Peace Officer, Homeroom Officer, Grade 9, Bacan

National Highschool, 2018
Vice President, Homeroom Officer, Grade 8, Central

Panay College of Science and Technology Inc, 2017
69
Grade 8 Representative, Yes-O club, Grade 8, Central
Panay college of Science and Technology Inc., 2017
Treasurer, Homeroom Officer, Grade 7, Central Panay

College of Science and Technology Inc., 2016
Curriculum Vitae
70
Appendix E
Mark Jason T. Ureta
Cayangwan, Makato, Aklan
Personal Data
Birth Date : October 16, 2002
Birth Place : Makato, Aklan
Age : 18
Sex : Male
Height : 5’8
Religion : Catholic
Skills : Badminton, Volleyball, and Dancing
Father’s Name : Ramonito I. Ureta
71
Mother’s Name : Liza T. Ureta
Junior High School : Anselmo B. Legaspi National High
School
Elementary : Cayangwan Elementary School




College, 2019
72


73

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THE USE OF QR CODE IN GIVING SUPPLEMENTARY INFORMATION TO

THE MODULES OF BIOLOGY IN GARCIA COLLEGE OF TECHNOLOGY

A Research Study Presented to

High School Department- Senior High School Program

Of Garcia College of Technology

Of the Requirements for the Subject

Research/Capstone Project and Inquiries, Investigation, and

Ma. Lizarie R. Domingo

Chrisha Seph Allana G. Maravilla

Lorie Mae M. Ruiz

Mark Jason T. Ureta

2nd Semester, School Year 2020-2021

This Quantitative Research Study entitled: “Solar

Mr. Rommel M. Nejar and Mrs. Ma. Ellen Grace D. Tan

Approved and accepted in partial fulfillment of the

MARIA RUELLA P. LACHICA, LPT, MAEd

Learning has always been a process. Since before,

First of all, we would like to thank our Lord God

Next, we would also like to express our gratitude to

We would also like to thank our families who have been

Lastly, we would also like to express our deepest

Chapter Title Page

Purpose and Description 4

Scope and Delimitation of the Study 5

2 REVIEW OF RELATED LITERATURE/ SYSTEM

3 RESEARCH DESIGN AND METHODOLOGY

4 RESULTS AND DISCUSSION

5 SUMMARY, FINDINGS, CONCLUSIONS, and

Figure Title Page

Project was Developed

Our generation now greatly maximizes the use of

The study was conducted at the Garcia College

According to Crompton, LaFrance, and Hooft

(Accessed on April 1, 2021 at 9:00 pm from

According to Uϛak (2019), the use of QR codes

The general objective of this study focuses on

The following statement is the specific

1.To provide a QR Code to the Modules of

Significance of the Study

The results of the following would be greatly

1. Teachers- This study will serve as a resource

2. Students- This research is of great

3. Future Researchers- This study could aid

Purpose and Description

This study aims to explore the importance and

As the usage of internet is broad, different

Scope and Delimitation of the Study

The researchers randomly selected the

The study is limited only to the students among

The study is limited only to the modules of

Age. It refers to the currently total number of

Sex. It refers to the biological characteristic of

Grade Level. It refers to which grade level, be it

Garcia College of Technology. It refers to the

QR Code. It refers to a type of matrix barcode

Supplementary Information. It refers to the

It could be stated that studies on use of QR

(Accessed on April 8, 2021 at 10:35am at

(Accessed on April 8, 2021 at 10:55am at

In another study carried out by McCabe and Tedesco

(Accessed on April 8, 2021 at 11:07 am at

The study of QR codes in education can be placed in

(Accessed on April 8, 2021 at 12:19pm at