E-Learning Management System for K-12 Science Instruction Using Quipper
DOI:
https://doi.org/10.67903/ijroms0267Keywords:
E-Learning Management System, K–12 Science Education, Quipper School, Student Learning Outcomes, Technology IntegrationAbstract
This study examined the effectiveness of Quipper School as an e-learning management system for K–12 Science instruction in selected public secondary schools in the Madrid and Cantilan Districts of Surigao del Sur, Philippines. Specifically, it assessed users’ awareness and perceptions of Quipper, determined changes in students’ learning performance following its application, identified implementation challenges, and examined the relationship between awareness and perceptions. A descriptive-quantitative research design was employed, with purposive sampling used to select Grade 10 students and Science teachers with experience using Quipper. Data were collected through a researcher-developed questionnaire, pretest and posttest assessments, and analysis of users’ experiences with the platform. The findings indicated high levels of awareness among both students and teachers, with grand mean scores of 4.47 and 4.90, respectively. Respondents also expressed strongly positive perceptions of Quipper’s instructional advantages, including improved access to learning materials, flexible learning, communication, assignment management, and instructional efficiency. However, reliable internet connectivity and technological resources emerged as major barriers to effective implementation. Correlational analysis showed no significant relationship between awareness and perceptions of Quipper (r = .196, p = .201), suggesting that familiarity alone does not determine users’ evaluations of the platform. In contrast, pretest and posttest results revealed a statistically significant difference (t = −9.333, p < .001), indicating improved student performance following Quipper-based instruction. The study concludes that Quipper can support Science learning when accompanied by reliable connectivity, adequate digital resources, teacher training, and sustained institutional support to promote equitable, effective, and sustainable technology integration in Philippine schools.
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