E-LEARNING EFFICIENCY AND SATISFACTION: A COMPARATIVE STUDY ON

USING QUIPPER SCHOOL AT PRE AND POST- PANDEMIC

IN PARTIAL FULFILLMENT IN RESEARCH REPORT

DOLLENTE, MARYROSE

LARIOS, ANGEL FAITH

PAMPOSA, CINDY

SITCHON, SARAH

TAMON, JOHN EDMAR

KHEN REY JUNGCO

JUNE 2023
 CHAPTER I

1.1 Background of the Study

The attack of the pandemic has affected the education system across the globe,

with all the lockdowns and health protocols; schools has shut down. Since traditional

learning approaches were not appropriate, COVID-19 pandemic has affected 90% of

the world’s learners. With this result, online learning has been introduced as the

salvation for learning. Online learning is the delivery of learning materials through

internet for student-student and student-teacher interaction. Although parents and

students were not ready for the transition from classroom learning to online, the

situation led to forced adaption of virtual learning methods.

The shift from traditional to online setting has imposed challenges for the

students, parents, and teachers. Due to lack of technical skills and knowledge,

educators and students were not very well engaged with the process of online learning.

The slow internet connection and lack of devices for online learning were the primary

hurdles of most students. However, while challenging and difficult for some learners,

virtual learning also allowed students to engage in learning at their own pace, and

where feasible in their own time. Through Learning Management System (LMS) learning

is organized and managed (Anderson, 2008; Paulsen, 2003). One of the established

LMS and leading EdTech platforms present in the Philippines, Japan, and Indonesia is

the Quipper School.

 Quipper School is a web-based online learning website and application originally

developed by Quipper Ltd. in London. Through Quipper, educators can take advantage

of more than 4,000 downloadable ready-made teaching and study guides, editable

presentation slides, and 1000+ video lessons that could cater all learners. Globally,

research shows that Quipper has been proven to be effective in Indonesia as a learning

tool for ICT and English. Nationally, a study proved the effectiveness of blended

learning with Quipper in Pangasinan, and in the National Capital Region (NCR), this

research aimed to explore the effects of using Quipper School specifically exploring its

association with test scores, attendance rate, assignment submissions, and satisfaction

of students, teachers, and administrators in utilizing it as a learning management

system.

Currently, there has been no studies done for Quipper School in the region and it

became significant to evaluate the efficiency and satisfaction of using Quipper School at

pre-pandemic and post-pandemic. Thus, this research points out the efficiency of using

Quipper School at pre-pandemic and post-pandemic, and its similarities and contrast.

Respondents for this study are the grade 10 students of St. Vincent’s High School, Inc.

Additionally, the research aims to determine which academic standing, whether pre-

pandemic or post-pandemic, is effective. Lastly, the study wants to identify the

difficulties that prohibit learners for effective learning process.

1.2 Theoretical Framework

The theoretical framework was based from a set of principles created based on

Cognitive Load Theory (Sweller, Van Merrienboer & Paas, 2019). According to David
 (2015), Cognitive Load Theory is the “amount of mental effort involved in working

memory” (n.p.) during a task and can be categorized into germane, intrinsic, and

extraneous effort. If the learners are presented with too much information, brain will

suffer from overload and results to inefficient learning. Which is why these types of

cognitive load, along with design principles and technology, comprise e-learning theory.

E-learning theory belongs to the grand theory of Connectivism because it emphasizes

how technologies can be used and designed to create new learning opportunities and to

promote effective learning.

1.3 Conceptual Framework

The framework shows the overall outline of the study to determine which period,

whether pre-pandemic or post-pandemic, is more efficient on using Quipper School.

In this study, the independent variables refer to the sex, internet connectivity, and

study habits of the respondents.

On the other hand, the dependent variables refer to the learning ability of the

respondents which focuses on Quipper School’s efficiency.

Based on the findings of the study, the researcher came up with a proposed seminar

for teachers to improve efficient learning using Quipper School

Students and Quipper Efficiency of Quipper School

during pre-pandemic and Planned program:
School:
post-pandemic: Seminars for teachers in
 Sex
relation to Quipper
 Internet  Advanced learning
School to make learning
connectivity process
more efficient for
 Study habits  Convenient learning
students
 Learning styles  Fast learning process
 Class type  Efficient learning
1.4 Statement of the Problem

This study aims to determine the level of efficiency and satisfaction of grade 10

students enrolled in S.Y. 2022-2023 of St. Vincent’s High School on using Quipper

School and to compare their academic performance during the pre and post –

pandemic.

Specifically, the study seeks to answer the following questions:

1. What is the level of efficiency of grade 10 students enrolled in S.Y. 2022-2023 of

St. Vincent’s High School on using Quipper when they are taken as a whole and

as a group according to learning style, sex, and class type?

2. What is/ are the strengths and weaknesses of using Quipper School during the

Pre and Post- Pandemic?

3. Which set-up of learning instruction and learning process applied by Quipper

School is preferred by grade 10 students enrolled in S.Y. 2022-2023 of St.

Vincent’s High School most, Pre or Post Pandemic educational set-up?

1.5 Hypotheses

Based on the previous statement of the problem, the following hypotheses were

formulated.
 a. The strength of Pre-pandemic educational set-up increases their independent

learning and computer literacy while their weaknesses can be seen in the validity

of their performance and time management. On the other hand, post-pandemic

educational set-up increases team teaching while their weaknesses appear to be

low in promptness in submissions of school works and projects.

b. The post-pandemic educational set-up appears to be more efficient on using

Quipper than pre-pandemic educational set-up.

1.6 Significance of the Study

The researchers believe that this study will not only yield data that will be helpful to

them, more so to the following groups of people:

School Administration. This study may be useful and relevant to the administrator

of the school in a way that they can be provided with ideas or information that can help

in the improvement of the students’ efficient learning through Quipper School.

Teachers. The result of this study will offer teachers, particularly high school

teachers with a range of techniques, strategies, and processes to be given to the

students for more efficient learning. Additionally, equip teachers with the necessary

competency in such skills required in aiding learners who have low academic

performance and slow learning process.

Parents. This research will aid parents in learning more about the current state of

the level of efficiency of their children using Quipper School and in following up their

children at home to help them develop healthy study habits and time management.
 Students. In particular, the high school students will be equipped with efficient

learning and be able to improve academic performance and experience convenient

learning process.

Researchers. This research will answer the questions of researchers that they ought

to answer.

Future Researchers. This study would provide information to future researchers

who wish to conduct a similar study.

1.7 Scope and Limitations

The research focuses on comparing the efficiency between pre-pandemic and post-

pandemic on using Quipper School. The data collection will be from the grade 10

students of St. Vincent’s High School. This study will not cover other problems that are

not relevant to the existing research. The study would be done through the utilization of

questionnaire for the grade 10 students. Appropriate statistical tools (frequency

distribution, average, mean score and etc.) will be used to analyze and interpret data.

By their strategies, the researchers will be able to know the answers that they ought to

answer. Another limitation involves the methodological aspect of the study since there

are no sufficient studies that support our research.

1.8 Definition of Terms

The following terms used in the study are defined conceptually and operationally:
 Efficiency. Operationally, the term refers to the ability of the students to answer and

finish their Quipper quizzes and study guide activities well and on time.

Pre-pandemic. Operationally, the term refers to the period when Vincentians first

used Quipper School for S.Y. 2021-2022. Pre-pandemic defines the set-up during the

pandemic.

Post-pandemic. Operationally, the term refers to the period when Vincentians

continue to use Quipper School for S. Y. 2022-2023. Post-pandemic defines the flipped

classroom/blended learning set-up.

Sex. Operationally, the term refers to a male or a female respondent.

Internet connectivity. Operationally, the term refers to the respondents’ access to

internet for Quipper School usage.

Study habits. Operationally, this refers to the student’s part of a school routine, with

outlined plans and to-do list, and involves a specific time or schedule for answering

Quipper School quizzes and assignments.

Flipped classroom. Operationally, this term refers to the Vincentians’ post-

pandemic learning set-up where study guides and quizzes are sent via Quipper School

ahead of time before the teacher discusses and follows it up in class.

Learning Style. Operationally, this term refers to how the Grade 10 students of St.

Vincent’s High School answer and finish their study guides and quizzes of their Quipper

School.
Class Type. Operationally, this term refers to the section where the respondents

belong to, either in the first; second; or third section.

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter deals with a critical review of related literature on the variables under

study. The literature falls under the efficiency of Quipper School during the Pre-

pandemic and Post-pandemic educational set-up.

2.1 Quipper School During Pre-pandemic Set-up

Based on the study of Suryo et al. (2020), Quipper School learning application is a

free online-based application that can be used by history teachers in the learning

process during the COVID-19 outbreak due to policies of social distancing and work

from home. Quipper School is the right solution to be used by history teachers because

it is an effective and interactive learning media. The learning goals are reached

optimally because it assists students to comprehend the history materials. Quipper

School becomes one of the solutions for passive learning in order to increase student

motivation. Quipper School is useful in providing appreciation and inspiration in order to

increase student and teacher comprehension which can be done from home.

The results of their study showed that Quipper School application has a positive

impact when it is used in the process of history learning at home for students who are

at senior high school level. The Quipper School application offers an innovative way of

learning where the teacher can manage assignments and homework more effectively so
that the teacher can also recognize the strengths and weaknesses of students in

capturing a given learning topic. Based on the findings of the literature review, it can be

concluded that the use of Quipper School application in history learning at home is

effective to help students comprehend the learning materials

On the other hand, according to Wildana et al. (2020), the online learning models

used during the COVID-19 pandemic equipped students with knowledge in a similar

way to face-to-face learning and the regulations enforced by the head of an educational

institution are most important when delivering online learning. The availability of the

internet and the cost of internet packages determine the continuity of online learning.

However, in practice, their study found that students experienced limited internet

access because of their geographical location, or as a result of limited finances with

which to purchase internet packages. Students’ level of literacy, and their ability to

access online learning, is also crucial to the effectiveness of online learning.

Meanwhile, Hazwani et al. (2020) found that internet connection was the most

significant factor to influence the effectiveness of e-learning. Hazwani et al. (2020)

contend that management personnel need to improve dormitory areas to provide all

students with access to the internet. Internet connection must be moderate or good in

order to suffice.

Moreover, according to Basar et al. (2021), COVID-19 has impacted the pedagogical

methods of academic institutions around the world. Schools, colleges, and universities

are forced to conduct lectures and classes online, as an alternative method by which to

continue students’ learning. While online learning has been proven to support the
health of students during the pandemic, it is not as effective as conventional learning.

Additionally, the lack of a robust online infrastructure may impede the effectiveness of

online learning. Teachers must improve students’ experience of online learning by

utilizing effective pedagogical methods. Concurrently, the government must take

responsibility and improve the existing online infrastructure and facilities. Nevertheless,

support within school communities, and among parents and school administrators, is

vital to ensure the success of online learning.

2.2 Quipper School During Post-Pandemic Set-up

According to Robinson (2016), schoolchildren born between 1995-2015 are digital

natives and members of the internet generation. They rely heavily on their devices that

even prohibiting them from using their devices in the classroom is impossible. Which in

relation to the aforementioned phenomena, English teachers incorporate technology

into teaching and learning process so that students can make most of their devices in

class support their learning. Supporting this idea, Cook (2015) suggested that teachers

use technology and stay connected all the time when teaching Generation Z.

On the same hand, Ahmad (2012) conducted a study that found that incorporating

media and technology into the classroom can increase student participation, foster a

student-centered environment, foster a positive atmosphere, etc. Then, Leakey and

Ranchoux (2006) found that students preferred the blended CALL (Computer-Assissted

Language Learning) approach to the traditional classroom because it resulted in a more

positive attitude toward the learning process.

 Additionally, in the study of Awaluddin, Kisman Salija, and Maemuna Muhayyang;

their research aimed at boosting students’ different harmonious passion through

Quipper School in English learning via online at www.quipper.com. The researcher

applied a descriptive qualitative method. The data collection was done using

observation and semi-structured interview by taking 28 students of SMP Negeri 1 Kahu

as the participants of this study. The result of the analysis showed that to boost the

students’ different harmonious passion for their success in English language learning

covered four aspects, namely 1) students’ interest, 2) students’ social interaction, 3)

students’ psychology factors, and 4) students’ access to the English material.

The findings revealed that (1) the use of QS features with easy access could boost

the students' interest in learning as it can be done from anywhere and anytime placing

them in learning enjoyment in available signal area, a transparent scoring system grew

up their desire to compete, so they need to study and become active in the classroom,

system repetition of materials and quizzes strengthened their understanding; (2) An

attractive material supply system, complete with tasks and discussion providing

personal notes for students made the needs of student learning material fulfilled; (3)

The system of providing rewards for all activities carried out by students in QS, and the

scoring system that can be seen by all students, grew up the students' motivation to be

the best, and (4) the use of this QS stimulated students' social interaction through

many activities done collaboratively to find some answers for the questions provided.

Moreover, the capability of Quipper School in providing liable materials eases the

teachers and students in coping with limited time. Score analysis, deadline setting,
trustworthy materials, and feedback provision are believed to be some of the benefits

that can be earned from Quipper School. Moreover, this platform can also be used by

all English teachers and learners who need additional learning materials and exercises.

The students were motivated to learn English through Quipper School especially for

practicing listening skill since the limitation of time made them unable to practice

listening in the classroom (Agustina & Cahyono, 2017).

Kusumawardani & Faizah (2017) conducted a study “Teachers and Students Voices

Toward the Use of Quipper School on English Subject in SMP N 40 Semarang” focuses

on the investigation of how Quipper School has been used. Furthermore, it also focuses

on teachers’ and students’ perception toward the implementation. The result of the

study shows that Quipper School makes teaching-learning process more fun for the

students. Students view this learning more effective and very helpful compared with the

previous way of learning. Quipper School elevates both teachers’ and students’

motivation in teaching learning process of English. This platform motivates the students

to learn English more actively compared with the conventional one. They may practice

the materials everywhere and anytime.

2.3 Students’ Perspective on Online Learning

Behaviour is strongly influenced by an individual's attitudes. Positive attitudes result

in positive behaviour and negative attitudes always cause negative behaviour (Hazwani
et al., 2020). This observation corresponds with the nature of students’ engagement

with e-learning (online learning).

Based on the work of Mailizar et al. (2020), the student’s voice is a significant

consideration in this context. Therefore, further research is necessary to identify the

challenges that restrict students’ abilities to achieve their goals. Hazwani et al. (2017)

have concluded that students’ attitudes influence the effectiveness of e-learning.

Accordingly, students that are optimistic and enthusiastic will not experience e-learning

as an obstacle to their academic success. Meanwhile, Adnan (2020) found that students

felt that conventional learning differed greatly from online learning.

Furthermore, students felt that face-to-face learning is crucial for effective learning,

and that group assignments are difficult to complete online. According to Hazwani et al.

(2020), not all students and organizations enjoy e-learning. To ensure that e-learning

can be used extensively, independently, and to the greatest effect, it is important to

identify which factors affect its use.

E-learning also demands that users be more self-motivated to learn. The findings of

the previous study are supported by Surjono et al. (2015), who state that e-learning

can produce a flexible and distributed learning system. Students will be able to choose

the time and location in which they study because they are not required to attend a

certain place at a specific time. Distributed learning describes a process whereby

instructors, students, and learning materials are located in different areas so that

students can learn the level of time and place limitations.

SYNTHESIS

Quipper School during the pre-pandemic set-up and Quipper School during the post-

pandemic set-up bring several strengths and weaknesses in terms of measuring their

efficiency. According to Suryo et al. (2020), Quipper School application during the pre-

pandemic set-up offers an innovative way of learning where the teacher can manage

assignments and homework more effectively so that the teacher can also recognize the

strengths and weaknesses of students in capturing a given learning topic. Based on the

findings of the literature review, it can be concluded that the use of Quipper School

application in history learning at home is effective to help students comprehend the

learning materials. Similarly, Agustina & Cahyono (2017) discusses in their work that

the capability of Quipper School in providing liable materials eases the teachers and

students in coping with limited time. Score analysis, deadline setting, trustworthy

materials, and feedback provision are believed to be some of the benefits that can be

earned from Quipper School. Moreover, this platform can also be used by all English

teachers and learners who need additional learning materials and exercises. The

students were motivated to learn English through Quipper School especially for

practicing listening skill since the limitation of time made them unable to practice

listening in the classroom.

 However, Wildana et al. (2020) presents a different perspective. According to Wildana

et al. (2020), the online learning models used during the COVID-19 pandemic equipped

students with knowledge in a similar way to face-to-face learning and the regulations

enforced by the head of an educational institution are most important when delivering

online learning. The availability of the internet and the cost of internet packages

determine the continuity of online learning. However, in practice, their study found that

students experienced limited internet access because of their geographical location, or

as a result of limited finances with which to purchase internet packages. Students’ level

of literacy, and their ability to access online learning, is also crucial to the effectiveness

of online learning. In agreement to this, Basar et al. (2021) presented that while online

learning has been proven to support the health of students during the pandemic, it is

not as effective as conventional learning. Additionally, the lack of a robust online

infrastructure may impede the effectiveness of online learning. Teachers must improve

students’ experience of online learning by utilizing effective pedagogical methods.

Sadly, there is still very little research on how Quipper School is used efficiently

during pre-pandemic and post-pandemic. As a result, the aim of this study is to fill the

void by providing information on how teachers and students use Quipper School as a

supplementary learning. Its goal is to find out what teachers and students think about

the idea of using Quipper School as an online platform for more in-depth learning. This

study is important because it tries to find a way to fill the time gap between teaching

and learning in secondary schools.

 CHAPTER III

RESEARCH METHODOLOGY

3.1 INTRODUCTION

This chapter presents the research design used in the study, the population and

sample of the study, the data-gathering procedure, the research instrument used, the

locale of the study, the instrument made to gather data, the procedure for accessing

data, the process of establishing validity and reliability, conduct of the study, data-

processing procedures, and its validity and reliability result.

3.2 RESEARCH APPROACH AND DESIGN

The study uses quantitative approach which defined as a formal, objective,

systematic process to describe and test relationships and examine cause and effect

interactions among variables (Burn and Groove, 2010). This study employs a

descriptive-comparative research design to compare the level of efficiency and

satisfaction of Quipper School during the pre-pandemic and post-pandemic educational

set-up to the grade 10 students in St. Vincent’s High School Inc.

A descriptive-comparative design is appropriate for existing intact units for

comparison and does not involve manipulating an independent variable (Cantrell,

2011). It is mostly used when the purpose of the investigation is to describe the

characteristics of the individual or events and compare variables describing the research

sample as they naturally exist (Siedlecki, 2020).

Moreover, the study wants to describe the attitude of grade 10 towards their

academic performance using Quipper as their tool for learning during pre-pandemic and

post-pandemic. In addition, the study wants to highlight which period is preferred by

grade 10 when using Quipper as their tool for learning.

3.3 THE STUDY POPULATION AND SAMPLE

According to Burns and Grove (1993:779), a population is defined as all elements

(individuals, objects and events) that meet the sample criteria for inclusion in a study.

The study population consisted of all grade 10 students of St. Vincent’s High School, Inc

who are presently enrolled this school year 2022-2023. Since there are 4 sections of

grade 10 consisting of a total of 130 students, the respondents are selected through

random sampling. The goal is to survey 20 respondents in each section.

3.4 DATA COLLECTION

3.4.1 Data Collection Instrument

A questionnaire was chosen as data collection instrument. A questionnaire is a

printed self-report form designed to elicit information that can be obtained through the

written responses of the subjects. The information obtained through a questionnaire is

similar to that obtained by an interview, but the questions tend to have less depth
(Burns & Grove 1993:368). Data was collected with the aid of questionnaires to

evaluate the students’ perception on the satisfaction and efficiency of using Quipper

School during pre-pandemic and post-pandemic.

Questionnaires were decided upon because of the following:

 They ensured a high response rate as the questionnaires were distributed to

respondents to complete and were collected personally by the researcher.

 They required less time and energy to administer.

 They offered the possibility of anonymity because subjects’ names were not

required on the completed questionnaires.

 There was less opportunity for bias as they were presented in a consistent

manner.

 Most of the items in the questionnaires were closed, which made it easier to

compare the responses to each item.

Apart from the advantages that have been listed above, questionnaires have their

weaknesses; for example, there is the question of validity and accuracy (Burns & Grove

1993:368). The subjects might not reflect their true opinions but might answer what

they think will please the researcher, and valuable information may be lost as answers

are usually brief.

The questionnaire consisted of closed-ended questions because they are easier to

administer and to analyze. They are also more efficient in the sense that a respondent
is able to complete more closed-ended items than open-ended items in a given period

of time (Polit & Hungler 1993:203).

The questionnaires consisted of sections A, B, and C. Section A aimed at

determining the attitude of the respondents towards using the Quipper School. Section

B aimed at determining the facilitation & appropriation of the Quipper School to the

respondents.

Questions assessing knowledge about importance of using Quipper School were

included. Instruction guidelines were attached to the questionnaires to guide the

subjects as to whether to circle or tick the chosen response. Lastly, section C aimed at

determining the satisfaction of the students while using Quipper School during pre-

pandemic and post-pandemic.

3.4.2 Data Collection Procedure

For the completion of this study, the following procedures were done by the

researchers.

First, the researchers came up with a survey questionnaire which contains three

sections: Attitude, Facilitation and Appropriation, and Satisfaction. The questions aim to

answer the specific problems of this study. Other pertinent information to represent the

variables of study was also asked to be supplied by the respondents, such as their age,

sex, section, number of courses or subjects taken last school year 2021-2022 and of

present school year 2022-2023, internet accessibility and sources. Even the two parts of

the questionnaire were adopted from other research; it was reviewed by the adviser
and validated by 3 teachers for securing that it was applicable to the study. In addition

to, the questionnaire has undergone pilot testing coming from the grade 9 students for

securing its reliability. As soon as the appropriate changes were made and the

questionnaire was approved, the researchers reached out to the selected grade 10, the

respondents.

Second, the researchers sent the survey questionnaire to the selected

respondents. The respondents were not required to fill out their names so as to

maintain confidentiality and privacy of data. The researchers then expressed their

gratitude to the respondents for their participation. Third, the respondents were

grouped as a whole, according to age, sex, section, internet accessibility and sources

based on their responses. Lastly, the data were tallied, analyzed, and interpreted by the

researchers.

3.6 RELIABILITY AND VALIDITY

3.6.1 Reliability

According to Ardales (2008), reliability is the degree of consistency, accuracy,

stability, and predictability of the instruments or procedure used. To establish the

reliability of the instrument, the researcher administered the instrument to thirty

respondents coming from grade 9 students who are enrolled in St. Vincent’s High

School, Inc. for school year 2022-2023. Their responses will be tallied and processed

with the use of Cronbach’s Alpha. The result will determine if the instrument is reliable.

According to Cron Bachs Alpha interpretation, the questionnaire to reach below – 0.50
is “unacceptable”; 0.50-0.59 is “poor”; 0.60-0.69 is “questionable”, 0.60-0.79 is

“acceptable”; 0.80-0.89 is “good”; and 0.90- above is “excellent”.

The first part of the questionnaire “Attitude” has a mean score of 0.87 which

interpreted as “good”. This implies that all the test item is accepted and appropriate for

the study to describe the drive of the students to study which affect their academic

performance.

The second part of the questionnaire “Facilitation ang Appropriation” has a mean

score of 0.90 which interpreted as “excellent”. This implies that all the test item is

accepted and appropriate for the study to describe the efficiency in using the Quipper

as their learning tool.

The third part of the questionnaire “Satisfaction” has a mean score of 0.83 which

interpreted as “good”. This implies that all the test item is accepted and appropriate for

the study to measure and describe their overall satisfactory rate during pre and post-

pandemic in using the Quipper application.

3.6.2 Validity

According to David (2002), validity refers to the extent to which a measurement

does what it is supposed to do, which is to measure what it intends to measure. This is

supported by Calmorin (2016), who referred to this as the quality of research

instrument or design that enables it to measure or produce what it is supposed to

measure or produce and arrive at the data that are true and accurate.

Since the researcher will make use of an adopted instrument and done a little

change, it will be subjected to validity testing. The instrument’s validity will be

determined using the viewpoint of the 3 jurors or experts. This panel is consisted of

content experts, content experts are professionals who have research experience or

work in the field. Using the subjects of the target group as expert ensures that the

population for whom the instrument is being developed is being represented. The

researchers will show the questionnaire to the experts who will assess its face and

content validity and scored it using Good and Scales Validity Rating Scale and Ratio. In

the validity rating scale and ratio, the questionnaire has reached the mean score of 4.69

which interpreted as “very high validity”. This implies that the juries have passed the

questionnaire and can be used for the study effectively.

3.7 PRETESTING THE QUESTIONNAIRE

A pretest refers to a trial administration of an instrument to identify flaws. When

a questionnaire is used as a data gathering instrument, it is necessary to determine

whether questions and directions are clear to subjects and whether they understand

what is required from them. This is referred to as the pretesting of a questionnaire

(Polit & Hungler 1995:38, 711). The researcher pretested the questionnaire on 30

respondents meeting the set criteria. All of them answered the questions and no single

question was changed following the pretest because the scores of each part of the

questionnaire are “acceptable”.

3.8 DATA ANALYSIS

 After the data was collected it was organised and analysed. The first part of the

questionnaire is concerned to examine the attitude of grade 10 towards Quipper as

their tool for learning. The second part of the questionnaire is concerned to examine

the facilitation and appropriation of teachers or mentors to guide the grade 10 students

in troubleshooting the problems they faced when navigating the Quipper. Lastly, the

third part of the questionnaire wants to describe the satisfaction rate of grade 10 when

using the Quipper application. The responses for each part of the questionnaire are

interpreted as follows:

Numerical Verbal Description Verbal Interpretation

Value

7 Strongly Agree Respondent is ‘strongly agree’ of

knowledge about this descriptor

5-6 (Somewhat Agree) Respondent is ‘somewhat agree’

of knowledge about this

descriptor

4 Neutral Respondent is neutral of

knowledge about this descriptor

2-3 (Somewhat Disagree) Respondent is ‘somewhat

disagree’ of knowledge about

this descriptor

1 Strongly Disagree Respondent is ‘strongly disagree’

 of knowledge about this

descriptor

3.10 CONCLUSION

The researcher used a quantitative, descriptive-comparative survey design. A

questionnaire was administered by the research to collect the data from a convenient

sample of 80 subjects. Questionnaires were distributed to subjects to ensure validity.

Reliability and validity were further increased by pretesting the questionnaire. This

chapter described the research methodology, including the population, sample, data

collection instruments as well as strategies used to ensure the reliability and validity of

the study.