ONLINE QUIPPER

SCHOOL: EFFECTS ON
THE ENHANCEMENT
OF GRAMMAR
COMPETENCE OF
GRADE 10 STUDENTS
 ◉Thank you, Lord
◉For your guidance and love.
◉Thank you for this opportunity to
present my study.

PRAYER
◉Thank you for these wonderful people,
the panelists, who never fail to impart their
knowledge and wisdom to help me
improve this thesis.
◉May this work be relevant and useful.
My hardwork and dedication to this
endeavor are for Your glory.
◉Amen.
 Grammar is
Quintessential
One who sets aside it, jeopardizes himself…
To push the students to speak
English Language without
teaching grammar is to push
them to the 10 feet deep
swimming pool without
training them how to swim.

-David Crystal

”
The K12 English
Curriculum
◉Experiential Learning
◉Learning English through speaking
activities
◉21st Century Learning is Recommended
 Big
concept
Bring the attention of your audience over a key concept using
icons or illustrations
ABSTRACT
• This study was done to measure the effects of using ONLINE
QUIPPER SCHOOL as an intervention tool in adding hours for
the teaching of grammar. This study aimed to answer the
following questions: (a) What are the pretest scores of the
control and experimental groups? (b) What are the posttest
scores of the two groups? (c) Is there any significant
difference between the pretest and posttest scores of the
control group, pretest and posttest scores of the experimental
group, the pretest scores of the two groups, and the posttest
scores of the two groups?
The tested hypothesis was there is no
significant difference between the pretest and
posttest scores of the control group, the pretest
and posttest scores of the experimental group
pretest scores of the two groups, and the
posttest scores of the two groups.
The study utilized a quasi-experimental research method
with 100 Grade 10 for SY 2015-2016 as respondents. A
teacher-made test of 50 items was used as research
instrument. The data were gathered through the
administration of a pretest and a posttest to a control and
an experimental group. The raw data from the pretests
and posttests were interpreted using mean, standard
deviation, and t-test for independent samples.
The pretest mean score of the control group of 50 students was 22.38,
which was below the possible passing score of 25 over 50. The
experimental group of 50 participants got mean score of 18.94, which
was lower than the score of the control group although both mean
scores were lower than the passing score.

Group N Mean

Control 50 22.38

Experimental 50 18.94
For the posttest, the experimental group had a total mean score of viii
39.90 while the control group had only 25.14. The posttest mean score
of the control group was 22.38, which was lower than its posttest
score of 25.14. The result, however, showed a slight improvement,
which means that the traditional way of teaching was still useful. The
results of the posttest (mean = 39.90) and the pretest ( mean = 18.94)
of the experimental group was very significant. It showed a remarkable
mean difference of 20.96.
Group N Mean

Control 50 25.14

Experimental 50 39.90
Besides the traditional classroom activities at school, the
experimental group participated in the Online Quipper School
where the previous lessons were reviewed the quizzes were
answered. The difference between the posttest mean scores of
the control and experimental groups was 14.76, which
remarkably showed that Online Quipper School was an
effective intervention tool for improving the grammatical
competence of the Grade 10 students.
Both groups failed in the pretest. The use of Online Quipper
School helped in the enhancement of the experimental group's
grammatical competence. The possibility that students could
still learn through the conventional way of teaching was
undeniable. There was a significant difference in the
performance of the two groups: the experimental group showed
more interest than the control group in doing the assigned
activities at home
Teachers shouldrecommend the use of the Online
Quipper School because it is for free, being a free
webshare and a free mobile application, that it is user-
friendly and for the practice of the grammar lessons
learned. Teachers should incorporate the use of new
technology into their teaching, so they must attend
seminars not only on the latest trends in teaching but
also on computer/internet literacy.
Additional researches on how the students can
continually practice the use of grammar learned is
strongly recommended. The students’ speaking and use
of the language must be monitored for grammatical
correctness. School administrators should add more
computers in the classroom to motivate students and to
engage them in the 21st century learning, which is both
research-based and inquiry-based.
Theoretical
Framework
ZONE OF PROXIMAL
The distance between the
actual developmental level
ZPD as "a tool through which
the internal course of
• This instruction does
more than increase a

DEVELOPMENT
as determined by development can be students' repertoire of
independent problem solving understood". skills and
and the level of potential understandings; it
development under the actually produces gains
guidance or in collaboration in students’
of the teacher. development.
This study tries to determine if
Quipper can be used to
scaffold the grammatical
learning of the students by
understanding their
weaknesses and what they
must learn.

The whole idea of ZPD and

scaffolding after determining
the weaknesses of the
learners and guide them to the
expected outcome.
Conceptual Framework

INPUT PROCESS OUTPUT

Online Quipper Analysis of Enhanced
School Pretest and Grammatical
Researcher-Made Posttest Results Competence
Tests in Grammar
•Pretest
•Posttest

FEEDBACK

Figure 4 Research Paradigm

Specifically, this paper sought to answer the following questions:

What are the pretest scores of control group; and experimental

group?

What are the posttest scores of the two groups?

Is there any significant difference between the scores of the

following:
pretest and posttest of the control group;
pretest and posttest of the experimental group;
pretests of the two groups; and
posttests of the two groups?
The following hypotheses were tested:
(1) There is no significant differences between the
pretest and the posttest of the control group.
(2) There is no significant difference between pretest
and posttest of the experimental group.
(3) There is no significant difference between the
pretests of the two groups. and
(4) There is no significant difference of the posttests
of the two groups.
Research Methodology
The study utilized a quasi-experimental research
method with 100 students from the Grade 10 class of SY
2015-2016 as respondents. A teacher-made test of 50
items was used as research instrument. The data were
gathered through the administration of a pretest and a
posttest to a control and an experimental group. The raw
data from the pretest and posttest were interpreted using
mean and t-test for independent samples.
 The data for the research
undertaking was obtained from the
researcher/teacher-made pretest and
posttest.
After the posttest, the scores
were compared to the pretest scores
and would identify if there was an
improvement after the intervention had
been done.
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 Group N Mean

Control 50 22.38

Experimental 50 18.94
 Group N Mean

Control 50 25.14

Experimental 50 39.90
 Test Mean T- Degree of P-
Mean Decision Interpretation
Category difference value Freedom Value

PRETEST 22.38
Reject
-2.76 -3.17 49 0.003 Significant
Ho
POSTTEST 25.14
 Test Mean T- Degree of P-
Mean Decision Interpretation
Category difference value Freedom Value

PRETEST 18.94
Reject
-20.96 -25.16 49 0.000 Very Significant
Ho
POSTTEST 39.90
 Group Mean T- Degree of P-
Mean Decision Interpretation
Category difference value Freedom Value

Control 22.38
Reject
3.44 3.84 49 0.000 Significant
Ho
Experimen 18.94
tal
 Group Mean T- Degree of P-
Mean Decision Interpretation
Category difference value Freedom Value

Control 25.14
Reject
-14.76 -19.61 49 0.000 Significant
Ho
Experimen 39.90
tal
 Conclusion
Both groups failed in the pretest because they did not get
an average passing score of 25 out of 50 items. The use of Online
Quipper School had helped a lot in the enhancement of the
experimental group's grammatical competence. The possibility that
the students can still learn through the conventional way of teaching
is undeniable. There is a significant difference in the performance of
the two groups: the experimental group had shown more interest
than the control group in doing the assigned activities at home.
Hence, the hypotheses are rejected. The use of the Online Quipper
School had contributed to the 21st century learners of experimental
groups.
 Recommendations
1. Students can use the Online
Quipper School because it is free, a free
webshare and a free mobile application, it is
user-friendly, and it is handy to practice the
grammar lesson learned.
Recommendations

2. Since the use of Online Quipper

School proved its significant effect in
enhancing the grammatical competence of the
grade 10 students, it must be recommended to
be used by the students and teachers must
add more topics.
 Recommendations

3. Teacher should incorporate the

use of the new technology, especially internet
for the latest data/information that can be
shared in the classroom.
Recommendations
4. Since the collaboration of the
traditional way of teaching and Quipper
contributed much in improving the grammatical
competence of the experimental group,
teachers are recommended to attend seminars
on latest trends in teaching language.
Recommendations

5. Additional researches regarding

how the students can continually practice the
use of the grammar learned is strongly
adhered by the proponent. Students speaking
the language without monitoring the
correctness of their uttered language is not
enough.
Recommendations
6. The school administrators
should add more computers in the classroom
to motivate the students and to engage them
in the 21st century learning where it is
research-based and inquiry-based.
Thanks!