The Use of Quexbook Pre-Calculus in Teaching Systems of Non-Linear Equation To Grade 11 Stem

EXEQUIEL R.
LINA NATIONAL HIGH SCHOOL 1

SENIOR HIGH SCHOOL
PoblacionNorte, Licab, Nueva Ecija
CHAPTER 1
The Problem and Its Settings
Introduction
Seymour Papert once said, “You can’t teach people
everything they need to know. The best you can do is
position them where they can find what they need to know
it.”
Mobile devices have been a part of everyone’s
daily routines such as learning, entertainment, and
communication. Today, mobile devices like smart phones,
tablets, and laptops are equipped with Wi-Fi connection and
mobile data functions. These functions can provide
substantial information needed in basic education and
multimedia learning content such as lectures and photos.
Along with the current mobile and technological
advancement, teachers are developing and implementing
mobile learning or m-learning as part of their teaching
strategies found in mobile learning applications.
According to the official QuexBook site, "QuexBook is
a mobile learning application that on the Department of
Education’s K-12 Curriculum Guide. Learning is achieved in
a Quasi-Experimental Learning approach. Questions are used
to trigger the brain to seek learning, mak

EXEQUIEL R. LINA NATIONAL HIGH SCHOOL 2
SENIOR HIGH SCHOOL
ing the learner very engaged at the state of welcoming
inputs; the module takes advantages of this state by giving
information about the subject matter.”
The main advantages of using mobile computers for
learning as cited by Uden, L. (2007) are that they assist
students’ motivation, encourage a sense of responsibility,
help organisational skills, help both independent and
collaborative learning, act as reference tools, help track
students’ progress and assessment (Savill-Smith and Kent,
2003).
This research aims to determine the impact of
implementing QuexBook Pre-Calculus in teaching Systems of
Non-Linear Equations to the respondents’ mathematical
competency.
Theoretical Framework
The theory of Liane Wardlow, Ph.D. (2016) suggests
that Digital learning resources are becoming increasingly
common in classrooms. They bring huge potential for
increasing learning in part because they can be constantly
updated to meet students’ needs. Digital resources allow
for faster updates than textbooks and offer a wider variety
of sources to all students, including those with
disabilities. The benefits of the increased access to more

SENIOR HIGH SCHOOL
resources is not only good for students, but is also
supported by formal theories and philosophies of learning.
One theory that supports increased access to quality
digital learning resources is the Behaviorist philosophy of
learning. According to this philosophy, teaching should
emphasize ways to increase desired behaviors, which can
occur through connectionism or operant conditioning.
Connectionism stresses that learners form associations
between sensory experiences and neural impulses often
through trial and error practices. One key component of
this theory is that learning should involve practice and
rewards that increase desired behaviors, which is what many
educational technology applications are built around. Many
apps serve to increase drill practice such as learning a
foreign language, doing math drills or spelling practice,
which all help a student’s overall learning. Operant
conditioning, the other component of behaviorism, refers to
training voluntary responses by the consequences they
induce. Apps and other ed tech that provide incentives for
desired behaviors, like earning coins or tokens for correct
answers, are a couple of examples of operant conditioning.
Another theory that supports increased access to digital
learning resources is Social Cognitive theory, which is a
formal theory of learning that asserts people learn from

SENIOR HIGH SCHOOL
observing others in their social environments. This theory
has three key themes: modeling, self–efficacy, and tutoring
and mentoring. Modeling, which refers to learners observing
others perform actions in context, is central to learning,
so teachers often incorporate it into their own teaching
practice. Before technology, students’ access to models
were limited, but now it can increase educators’ abilities
to provide models and increase students’ access to models
by providing opportunities for all students to observe
teachers explain and demonstrate concepts and skills.
Students are no longer bound to just classroom walls,
either. They can easily reach out through computers,
tablets, and apps to see instructors around the globe model
different skills and problems. Self–efficacy, or the belief
in one’s own ability to complete tasks and reach goals, is
increased when students are able to watch a model of a
skill and then practice it themselves. One example of how
technology is increasing access to this type of learning
opportunity is software programs with already downloaded
avatars or recorded teachers that model a desired skill or
behavior, after which the student is provided an
opportunity to practice and perform. Many other types of
educational technology can increase students’ access to
opportunities to increase their self-efficacy. The last

SENIOR HIGH SCHOOL
component that the Social Cognitive theory stresses is the
importance of tutoring and mentoring for learning.
Technology provides access to tutors or mentors that many
students may not have otherwise. Students are no longer
bound to receiving help solely through their school
community, and can communicate with tutors and mentors from
all over the world whom they would not otherwise be able to
reach with technology, increasing their learning potential.
Another influential formal learning theory is Information
Processing theory, which focuses on students’ abilities in
the areas of attention, perception, encoding of skills and
information, storage of knowledge in short and long-term
memory, and retrieval of knowledge. This theory stresses
that individual students have different information
processing capacities, meaning students differ in how much
information they can attend to, encode, retrieve, and
retain in their short and long-term memory. According to
Information Processing theory, students must be able
automate some function, like a simple math function, in
order to free up cognitive resources to learn effectively.
Apps that provide students with drills and practice follow
this theory and can provide students with increasingly
changing and innovative ways to automate essential skills.
Explore more resources to guide you through online and

SENIOR HIGH SCHOOL
blended learning models. According to the learning theories
above, increased access will continue to improve teaching
and increase learning.
Statement of the Problem
The pursuit of finding an effective teaching strategy
fitting the modern technology has instigated the conduction
of this research. In order to accomplish this, the
researchers attempted to answer the following questions:
1. How may the Pre-test Scores of the Control and
Experimental Group be described?
2. How may the Post-test scores of the two groups be
described?
3. Is there a significant difference between Post-test
scores of Control and Experimental Group?
Hypothesis
There is no significant difference between the post-
test scores of control group and experimental group.

SENIOR HIGH SCHOOL
Fig 1
Control Group
Traditiona
Group l Teaching
Pre-Test
Method Post-Test
System
of Non-
Linear Experimental Group
Equation
Quexbook
Pre-Test Teaching Post-Test
Method
Research Paradigm
Figure 1 shows the research paradigm of the study
where the class will be divided into the control and the
experimental group to be treated in the Traditional
Teaching Method and QuexBook Teaching Method respectively.
Both the control and the experimental group will be given
pre-test and post-test to determine the effectiveness of
each method.
Scope and Delimitation
This study aims to identify the effectiveness of
implementing QuexBook Pre-Calculus in teaching System of
Non-Linear Equation to Grade 11 STEM Students in Exequiel
R. Lina National High School, S.Y. 2019-2020.

SENIOR HIGH SCHOOL
This research is delimited to the topic System of Non-
linear Equations using QuexBook Pre-Calculus Application as
medium of teaching and not other QuexBook applications.
Significance of the Study
The results of the study will benefit those referred in
this study as students, teachers, and others that may be
concerned.
Learners. Using QuexBook, learners can better learn and
understand the topic using graphs or drawings and
concept notes of their topic with minimal effort.
Teachers. Implementing QuexBook enables them to elaborate
the lesson well with no effort in writing in the board
because graphs and definitions are already provided in
the application.
Researchers. This research will serve as reference for
other researchers studying in the same field.
Definition of Terms
Quasi-Experimental- are subjects to concerns regarding
the internal validity, because the treatment and
control groups may not be comparable at baseline. It is
an empirical study used to estimate the causal impact
of an intervention on its target population.

SENIOR HIGH SCHOOL
Collaborative- is an approach to teaching and learning
that involves groups of students working together to
solve a problem.
Competency- is the ability to handle a particular aspect
of general mathematical competence.
QuexBook – is a mobile learning module patterned on the
Department of Education’s K12 Curriculum Guide (DepEd
K to 12 CG)
System of Non-linear Equation – is a system of two or
more equations into two or more variables containing
at least one equation that is not linear.

SENIOR HIGH SCHOOL
CHAPTER 2
Review of Related Literature
Computers are often segregated from other learning
activities in the classroom. Mobile technologies offer new
opportunities for students’ educational activities in that
they can be used across different locations and times. From
a pedagogical perspective, there are many benefits to be
gained by making the learning process interactive and
collaborative. Mobile technologies offer us the flexibility
of fitting learning into work process as a means of
ensuring learning in practice (working). Learners have to
continually strive to become an integral part of the
community. Mobile technology also opens up the potential
for children’s group collaboration (Danesh et al., 2001).
Group work with students and the research on psychology in
education has demonstrated clear benefits of collaborative
learning for young children (Rogoff, 1990; Topping, 1992;
Wood and O’Malley, 1996). However, collaborative learning
occurs only if the technology is designed to fit with the
context of use for which it is intended. The use of mobile
technology is growing (Mandryk et al., 2001). Despite the
rapid growth of mobile technology use by children, there is
still little understanding of the ways mobile technologies
can be designed to best support mobile collaborative

SENIOR HIGH SCHOOL
learning. Mobile technology opens up potentials for
students to work collaboratively rather than working with
allocated partners at a desktop. Students can move around
and interact with other students in different environments.
Although there are potentials of mobile technology for
students’ learning, a key restriction aspect of current
handheld devices is the limited size of the screen. The
design of usable mobile applications is not trivial. The
environmental constraints of mobile devices, such as
limited processing power and memory, affect not only the
functional aspects of these devices but also the user
interface. Mobile applications must be carefully designed
to account for the limitations of their size, lower
processing power and low bandwidth. Designing of successful
mobile interfaces requires that context be taken into
account. Mobile devices are especially well suited to
context-aware applications because they are available in
different contexts so that it is possible for us to draw on
those contexts to enhance the learning activity (Naismith
et al., 2005). It is generally accepted that a key feature
of mobile devices and technology is context-awareness,
whereby context and functionality are adapted to the user’s
situation. However, the design of context-aware mobile
devices provides us with major challenges in terms of both

SENIOR HIGH SCHOOL
defining use context as well as developing appropriate
concepts relevant to the design of contextual information
on mobile interfaces. Context plays a crucial role in the
understanding and development of mobile learning
applications. This means that user actions cannot be
isolated from the environment in which they take place,
that is, actions cannot be understood without a context.
The user is an actor within an environment and the actor
possesses certain ‘throwness’ in a situation (Winograd and
Flores, 1986). Mobile devices and applications are
susceptible to the contextual change and the user
interaction with that context. It is the author’s belief
that the complexity of the relationships involved can be
analysed using activity theory.

SENIOR HIGH SCHOOL
CHAPTER 3
Research Method and Procedure
This chapter presents the method used in gathering
data. This includes the respondents and the total
enumeration. The data gathering instrument and the
statistical treatment used to analyze and interpret the
results of the study.
Research Method
This study utilized the Quasi-experimental
Quantitative Research Design. Quasi-Experimental is a
method of research in the social sciences in which a
controlled experimental factor is subject to special
treatment for purpose
Respondents of the Study
The respondents of the study were Grade 11 STEM
students enrolled during the School Year 2019 – 2020 in
Exequiel R. Lina National High School.
They were chosen as respondents so that the results of
the study may be utilized in forming a teaching strategy
that greatly catches the interest of students in systems of
non-linear equations considering that the 11th grade in

SENIOR HIGH SCHOOL
senior high school is the grade level where the subject Pre
– Calculus is taught.
Out of the 25 enrolled Grade 11 students, 11 were
taken to complete the slots for experimental and 11 for the
control group. They were taken upon the result of the pre –
test based on their performance on the particular topic,
considering that the most suitable procedure to be used was
Total Enumeration.
Description of the Instrument Used
A 20 – item test served as the data gathering
instrument. The test was consisted of illustrating systems
of nonlinear equations, determining solutions to nonlinear
equations using techniques, and solving situational
problems involving systems of nonlinear equations.
The test items which were parallel to the pre-test
were made based on the learning competencies of the Grade
11 Pre - Calculus.
Construction and Validation of the Instrument
The set of tests in this study underwent refinement
and revision before it was finalized and administered.
To arrive with the test, the researchers prepared a 20
– items based from the Quexbook test. The researchers then

SENIOR HIGH SCHOOL
sought approval of their research adviser regarding the
test after it was checked and review to ensure validity and
reliability.
Administration of Tests
The researchers sought permission of the school
Principal of the subject school and teachers to conduct the
data gathering.
The researchers administered the test questionnaire
after 5 sessions of treatment, and retrieved the learners’
responses on the same day they were given.
Statistical Treatment of Data
After the data had been collected from the
respondents, their responses were analysed through t – test
comparing the respondent’s pre-test and post-test scores.

SENIOR HIGH SCHOOL
CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the findings of the study. It
contains the presentation, analysis and interpretation of
the data collected.
1. Mean Scores of Experimental Group and Control Group in

Pre –Test
Table 1
Mean Scores of Experimental Group and Control Group in Pre

– Test
Group N Mean SD
Experimental 11 11.27 3.0361459 or 3

Control 11 11.27 2.6866674 or 3
It is shown in the table that the mean of pre – test
scores of experimental and control group were similar with
11.27 values in 11 respondents and has standard deviation
of 3.
It can be observed in Table 1 that the pre-test
results of both groups were the same. It was intended to
match the mean scores of both groups to indicate equality
on initial performance.
SENIOR HIGH SCHOOL
2. Mean Scores of Experimental Group and Control Group in

Post– Test
Table 2
Mean Scores of Experimental Group and Control Group in
Post – Test
Group N Mean SD
Experimental 11 17.81 1.0787198
Control 11 16.91 1.0444659
Table 2 presents the mean scores of experimental group
and control group in post - test. It is shown that the mean
of post – test scores of experimental group was 17.81 while
the control group was 16.81.
It can be observed that the mean scores and the
standard deviations of experimental group and control group
differ with 0.0342539 difference value having the
experimental group score higher than the control group.
3. Difference between the Post-Test of Experimental Group

and Control Group
Table 3
Computation of Values Based on Post – test Scores of the
Experimental Group and the Control Group
Interpretation
Groups N Mean sd t stat Decision
/ significance
17.8 1.078 There is a
Experimental 11 significant
1 7198 Reject the
difference
1.044 2.00805 null
between the
16.9 hypothesis
Control 11 means of the
1 4659
post – test
SENIOR HIGH SCHOOL
Since the computed t - test value of the post-test
means of experimental and control group having the t-value
as 2.00805 and the p-value is .029169, the result is
significant based on the critical value at p < .05. The
null hypothesis was therefore rejected. This means that
there is a significant difference between the post – test
of experimental group and control group.
With the mean score of post – test of the two groups,
the experimental group scored higher than the control
group. Thus, learners in experimental group who were taught
using Quexbook Pre-calculus performed better in post-test
than learners in control group who were taught using
traditional teaching.
SENIOR HIGH SCHOOL
Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of the findings, the
conclusions and the recommendations presented based on the
findings.
Summary of Findings
The following are the findings of the study:
1. Pre-Test Results of Experimental Group and Control
Group. The mean scores of pre – test result of experimental
and control group were same with a mean score of 11.27 and
a standard deviation of 3.
2. Post-Test Result of Experimental Group and Control
Group. The post-test result of experimental group had a
mean score of 17.81 and a standard deviation of 1.0787198,
while the control had a mean score of 16.91 and a standard
deviation of 1.0444659.
3. Significant Difference between the post – test scores of
experimental group and control group. There is a
significant difference between the post – test scores of
experimental group and control group. Therefore, the
implementation of Quexbook Pre-Calculus is effective.

SENIOR HIGH SCHOOL
Conclusion
Based on the significant findings of this study, the
following conclusions were drawn:
1. The pre – test results of experimental group and
control group were the same.
2. The post – test results of experimental group and
control group varied as the experimental group scored
higher than the control group.
3. There is a significant difference between the post-
test of experimental group and control group but
having the experimental group perform slightly better.
4. Technologically integrated teaching is effective in
teaching Grade 11 students on systems on nonlinear
equation.
Recommendations
Base on the findings and conclusions found in this study,
the following are recommended:
1. The students are recommended to use Quexbook Pre-
Calculus in order to increase the rate of knowledge
intake.
SENIOR HIGH SCHOOL
2. The teachers must consider the use of technologically
implemented teaching methods for it is proven to be
effective in teaching.
3. Researchers in education should conduct more
researches that involve implementing modern teaching
methods to ensure the reliability and validity of the
findings found.
4. Future Researchers should conduct more studies
regarding the effectiveness of using other Quexbook
Applications to improve the quality of teaching.

SENIOR HIGH SCHOOL
REFERENCES
Danesh, A., Inkpen, K., Lau, F., Shu, K., and Booth, K.
(2001) GencyTM designing a collaborative activity for
the palm handheld computer: Paper presented at the
human factors in computing system. Conference, 31
March-1 April 2001, Seattle, USA
K to 12 basic education curriculum senior high school –

science, technology, engineering and mathematics
(stem) specialized subject: Pre-Calculus Curriculum
Guidde.https://www.deped.gov.ph/wp-
content/uploads/2019/01/Pre-Calculus.pdf
Liane Wardlow PhD (2016). 3 theories why digital learning

access is good for students. Retrieved from
https://pearsoned.com
Mandryk, R.L., Inkpen, K.M., Bilezikjian, M., Klemmer, S.R.

and Landay, J.A. (2001) ‘Supporting children’s
collaboration across handheld computers’, Paper
presented at the Extended Abstracts of CHI, Conference
on Human Factors in Computing Systems. Seattle, USA,
Available at:
http://geney.juxta.com/chi2001_handheld.pdf, 3 June
2003. In proceedings.
Merriam-Webster.com. Retrieved from http://.www.merriam-

webster.com/dictionary
Naismith, L., Lonsdale, P., Vavoula, G. and Sharples, M.

(2005) ‘Report 11: literature review in mobile
technologies and learning’, Nesta Futures Lab,
Available at:
http://www.nestafutureslab.org/research/reviews_11_and
12/11_02.htm
Official Quexbook App. Quexbook‫׀‬Quexbook Learning App

http://128.199.218.96/wp-quexbook/
SENIOR HIGH SCHOOL
Papert, S., Wheeler, S. (2015):University of Plymouth

http://www.media.mit.edu/people/papert/publications/
Rogoff, B., Topping, K., Baker-Sennett, J., Lacasa, P.:

Social development volume II, issue 2.
Savill-Smith, C. and Kent, P. (2003) The use of palmtop

computrs of learning: A review of literature. London:
Learning and Skills and Development Agency
Uden, L. (2007) ‘Activity theory for designing mobile

learning’, Int J. Mobile Learning and organization,
Vol. 1, no. 1.
Winograd, T. and Flores, F. (1986) Understanding Computers

and Cognition. Reading, MA: Publishing Company Inc.
SENIOR HIGH SCHOOL
APPENDIX A
Sample Letter of Request for the School Principal to
conduct the Study
SENIOR HIGH SCHOOL
MATRIX
SENIOR HIGH SCHOOL
APPENDIX B
Sample Letter of Request for the teacher to conduct the
Study
SENIOR HIGH SCHOOL
APPENDIX C
Sample Pre – Test Questionnaire
SENIOR HIGH SCHOOL
SENIOR HIGH SCHOOL
SENIOR HIGH SCHOOL
APPENDIX D
Sample Post – Test Questionnaire
SENIOR HIGH SCHOOL
SENIOR HIGH SCHOOL
SENIOR HIGH SCHOOL
APPENDIX E
Test Scores of Control and Experimental Groups
Pre – Test
Student Experimental Control
Student 1 15 15
Student 2 14 14
Student 3 14 14
Student 4 13 13
Student 5 13 12
Student 6 12 11
Student 7 11 11
Student 8 10 10
Student 9 9 9
Student 10 8 9
Student 11 5 6
SENIOR HIGH SCHOOL
Test Scores of Control and Experimental Groups
Post – Test
Student Experimental Control
Student 1 20 17
Student 2 18 15
Student 3 18 16
Student 4 18 18
Student 5 17 18
Student 6 19 18
Student 7 18 18
Student 8 18 17
Student 9 17 17
Student 10 17 16
Student 11 16 16
SENIOR HIGH SCHOOL
Curriculum Vitae
JOHN MARK M. NOVENO

San Cristobal, Licab, Nueva Ecija
0915 069 2030
johnmark.noveno@gmail.com
I. Personal Information
Age: 17
Birth Date: August 26, 2002
Place of Birth: Good Samaritan, Cabanatuan City
Religion: Roman Catholic (Christianity)
Father: John D. Noveno
Mother: Edna M. Noveno
Sibling/s: Janine Q. Noveno
Joanna M. Noveno
John Ednard M. Noveno
II. Educational Background

Elementary: San Cristobal Elementary School
Licab, Nueva Ecija.
S. Y. 2013-2014
Secondary: Exequiel R. Lina National High School

Licab, Nueva Ecija
S. Y. 2017-20
SENIOR HIGH SCHOOL
Curriculum Vitae
MICHAEL R. GERONIMO
San Juan River Side, Licab, Nueva
Ecija
0916 948 6591
michaelgeronimo906@gmail.com
Age: 17
Birth Date: October 28, 2001
Place of Birth: Licab, Nueva Ecija
Father: Jimmy S. Geronimo
Mother: Chitnel R. Geronimo
Sibling/s: Michelle R. Geronimo
John Mark R. Geronimo
Kathlyn R. Geronimmo

Elementary: Licab Central School
Licab, Nueva Ecija.
S. Y. 2013-2014

Licab, Nueva Ecija
S. Y. 2017-2018
SENIOR HIGH SCHOOL
Curriculum Vitae
TRISHA P. GASPAR
Villarosa, Licab, Nueva Ecija
09974012108
gaspartrisha14@gmail.com
Age: 17
Birth Date: February 19, 2002
Place of Birth: Bitas, Cabanatuan City
Father: Elicerio Bermudez Gaspar
Mother: HerminiaPaezGaspar
Sibling/s: GlaizaPaez Gaspar
GlydelPaez Gaspar
JeckRyamPaez Gaspar
Neil Francis Paez Gaspar

Elementary: Villarosa Elementary School
Licab, Nueva Ecija.
S. Y. 2013-2014

Licab, Nueva Ecija
S. Y. 2017-2018

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EXEQUIEL R.

LINA NATIONAL HIGH SCHOOL 1

The Problem and Its Settings

Seymour Papert once said, “You can’t teach people

everything they need to know. The best you can do is

Mobile devices have been a part of everyone’s

daily routines such as learning, entertainment, and

communication. Today, mobile devices like smart phones,

tablets, and laptops are equipped with Wi-Fi connection and

mobile data functions. These functions can provide

substantial information needed in basic education and

multimedia learning content such as lectures and photos.

Along with the current mobile and technological

advancement, teachers are developing and implementing

mobile learning or m-learning as part of their teaching

strategies found in mobile learning applications.

According to the official QuexBook site, "QuexBook is

a mobile learning application that on the Department of

Education’s K-12 Curriculum Guide. Learning is achieved in

a Quasi-Experimental Learning approach. Questions are used

to trigger the brain to seek learning, mak

ing the learner very engaged at the state of welcoming

inputs; the module takes advantages of this state by giving

information about the subject matter.”

The main advantages of using mobile computers for

learning as cited by Uden, L. (2007) are that they assist

students’ motivation, encourage a sense of responsibility,

help organisational skills, help both independent and

collaborative learning, act as reference tools, help track

students’ progress and assessment (Savill-Smith and Kent,

This research aims to determine the impact of

implementing QuexBook Pre-Calculus in teaching Systems of

Non-Linear Equations to the respondents’ mathematical

The theory of Liane Wardlow, Ph.D. (2016) suggests

that Digital learning resources are becoming increasingly

common in classrooms. They bring huge potential for

increasing learning in part because they can be constantly

updated to meet students’ needs. Digital resources allow

for faster updates than textbooks and offer a wider variety

of sources to all students, including those with

disabilities. The benefits of the increased access to more

resources is not only good for students, but is also

supported by formal theories and philosophies of learning.

One theory that supports increased access to quality

digital learning resources is the Behaviorist philosophy of

learning. According to this philosophy, teaching should

emphasize ways to increase desired behaviors, which can

occur through connectionism or operant conditioning.

Connectionism stresses that learners form associations

between sensory experiences and neural impulses often

through trial and error practices. One key component of

this theory is that learning should involve practice and

rewards that increase desired behaviors, which is what many

educational technology applications are built around. Many

apps serve to increase drill practice such as learning a

foreign language, doing math drills or spelling practice,

which all help a student’s overall learning. Operant

conditioning, the other component of behaviorism, refers to

training voluntary responses by the consequences they

induce. Apps and other ed tech that provide incentives for

desired behaviors, like earning coins or tokens for correct

answers, are a couple of examples of operant conditioning.

Another theory that supports increased access to digital