Senior High School Department

The Effectiveness of Quizmos in the Academic Performance of Grade 12

STEM Computing Students at University of Cabuyao in the

Academic Year 2023-2024

A Senior High School Thesis Presented to the Faculty at

Pamantasan ng Cabuyao – Senior High School

Department

In Partial Fulfillment of the Requirements for the

STEM COMPUTING

By:

Meneses, Samantha Venice D.

Reyes, Sam Lawrence G.

Tolentino, Renzo G.

Vergara, Rani Lance P.

Vitusis, Jazel A.

MAY 2024
 Senior High School Department Page 1

Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

The nature of education has changed and resulted in a revolution in assessments.

Assessment, refers to a method of evaluating learning development (Spivey and McMillan,

2014). Assessment in the online context means the use of technology to evaluate, in

design, to make feedback, and to keep results (Bahar and Asil, 2018). According to

Clariana and Wallace (2002), online assessment has recently become popular in higher

education. Due to the current COVID-19 pandemic, it has compelled higher education to

implement online teaching, learning, and ways to give assessments to allow continuous

learning (Kawaguchi-Suzuki et al., 2020). In addition, learning is the knowledge or skill

achieved through study, which is reflected in how students respond to environmental,

social, emotional, and physical factors, as well as how they comprehend new information.

On the other hand, academic performance is defined as a complex student's behavior that

inspires a variety of talents such as memory, prior knowledge, or skills, as well as cognitive

factors. The academic performance of most university students is now an important topic

for researchers. Educators, trainers, as well as researchers have focused on identifying

variables that have a major impact on learner performance. Moreover, academic

performance is an evaluation of a student's ability in multiple fields of study.

 Senior High School Department Page 2

The technology advantages are consistent with learning environments; from the

collection of data and information to the sharing of instant access and interaction with

faculty and peers, it appears probable that students may be using various technologies to

facilitate and improve their learning experiences and effectively meet their educational

needs. However, opinions differ from one another: on one end of the range, there are

those who believe that digital technology improves and has already ‘transformed’ teaching

and learning in higher education (Beetham & Sharpe, 2013); on the other, there are those

who see these technologies as ‘harmful’ and ‘abused’, which makes them an issue for

schools to deal with. According to Losh (2014), “not all modes of digital engagement are

suited to education.” However, common and ever-changing digital technology has

penetrated the higher education ecosystem and has appropriately established the

attention of researchers focusing on a variety of related issues, particularly the

effectiveness and efficacy of technology in relation to educational settings and outcomes.

According to Drain, Grier, and Sun (2012), they concluded from the results of their

study on high school students that “intelligent use” of electronic devices improves

academic performance as measured by grade point average and standardized examination

scores; specifically, students who reported spending more time using their electronic

devices for academic purposes performed better in school than those who stated they

used technology for other purposes. Technology may foster engagement and self-directed

learning by providing an appealing source of interactive tools for academic purposes such
 Senior High School Department Page 3

as taking notes, engaging with discussions, having access to supplementary materials,

software, and applications, and allowing student-student and student-faculty interactions

(Fried, 2008; Hyden, 2005; Juniu, 2006; Rust et al., 2005; Weaver and Nilson, 2005;

White and Robertson, 2015; Williams et al., 2011). Students who use information

technology for educational purposes, according to Nelson Laird and Kuh (2005), are more

likely to participate in active and intellectual collaboration with other students. Promoting

a deeper connection between students, educators, and course content, such collaboration

establishes that as engagement with technology improves, so does engagement with

academics (Mehdinezhad, 2011). Students are able to participate in a community of

learners due to the technology’s endless opportunities for collaboration, resulting in

increased fulfillment of learning outcomes, such as analytical thinking and individual

student growth and development, as they become more engaged with the subject matter

(Carini et al., 2006; Kuh, 1993; Kuh, 2009; Kuh et al., 2008; Pike et al., 2011).

All forms of gaming—including console, smartphone, and massively multiplayer

online—share the potential to hold students’ attention for extended periods of time. Since

gaming has embedded itself in everyday life, some have questioned whether it may be

used for motivation in a variety of contexts (Hamari & Koivisto, 2014). The goal of

education is to motivate students to learn. The idea behind gamification is to convey

elements of games into the classroom to stimulate and engage students (Cheong,

Seaborn, & Fels, 2015; Cheong, Filippou, & Cheong, 2014). According to Hanus & Fox

(2015), there are several ways to use gamification; however, the most popular and well-
 Senior High School Department Page 4

known are points, medals, and leaderboards. When technology arrives, educators have

access to a variety of platforms where students may complete assignments, examinations,

and quizzes and get instant feedback (Faiella & Ricciardi, 2015). But technology serves as

a tool for gamification; however, gamification is more than just the application of a tool;

it’s an educational approach (Dichev & Dicheva, 2017). Gamification experts concur that

appropriate use of technology and design features are necessary for gamification to be

effective (Faiella & Ricciardi, 2015).

Therefore, this study aims to address the problem regarding the impact of online

assessments through gamification on students’ academic performance. The researchers

chose to conduct this study to understand, as students themselves, the extent of the

effects of online assessments by using gamified learnng approach. Consequently, we aim

to broaden our study by introducing innovation in creating a website for our capstone

project. Our educational website contains a compilation of learning materials for Grade 12

STEM computing, but aside from this, it has an online assessment wherein students can

try and make it a review tool for their learning. This will allow us to apply our knowledge

related to our academic strand, benefiting not only the target respondents but also

ourselves as researchers. Therefore, our research centers on tackling the challenges

associated with an interactive online assessment, which will be administered via an

educational website, and evaluating its impact on the academic performance of Grade 12

STEM computing students at the University of Cabuyao.

 Senior High School Department Page 5

Background of the Study

In classroom activities, Philippine schools currently use a modular and online approach

to their curriculum. They can be utilized as supplemental materials or materials for

enrichment during lessons to help students acquire new concepts and skills, or they may

be employed to offer assistance with learning for slow learners and advance instruction

for quick, highly motivated students. New solutions are needed in today’s education

systems for educators to raise and keep the interest of young people (Bencsik et al.,

2021).

Gamification is one of the strategies they employ to keep adolescents informed.

Quizmos, our educational website, is one of the gamified learning approaches used in

educating and analyzing students’ learning scope. The method of converting common

academic aspects into gaming themes is referred to as gamification in learning.

Gamification tries to convert learning into a game by thematizing each component of the

learning environment as a game and changing it into an enormous first-person simulation.

There are research studies indicating that gamification may successfully increase student

engagement, whereas various studies indicate that gamification can contribute to student

distraction. Moreover, the problem is that there aren’t enough research studies to measure

the effectiveness of using gamification in improving the academic performance of

students. It is more likely to focus on the gamification features. To address these issues,
 Senior High School Department Page 6

gamification must be appropriately developed to fit the needs of learners (Borges et al.

2019).

It is necessary to research the problem of gamification to enhance not only the features

but also the accuracy and effect it has on students’ academic performance. Studies that

are related to this subject emphasize how gamification affects students’ attitudes,

behaviors, and motivations due to the features it provides. Many researchers have

investigated the impact of gamification in an educational setting, motivated by the positive

effects that game elements can have. These studies have produced positive outcomes,

including an increase in user retention, cooperation, knowledge, and engagement

(Hakulinen and Auvinen 2014; Tvarozek and Brza 2014). There are mixed results about

how gamification affects learning environments, which raises questions about the benefits

of using it in a classroom. Furthermore, a wide objective is to do research on how

gamification features affect students’ learning, involvement, and other outcomes. The goal

should be limited to what game components work well for a specific kind of student

participating in an activity (Dichev and Dicheva 2017).

The process of identifying which elements or collections of these elements is efficient

to promote engagement and learning for a group or type of user performing a specific

action is hampered by the different layouts of game elements that are used to add

gamification to diverse activities (Dichev and Dicheva 2017). The purpose of this study is

to quantify the evaluation performance of each learning tool. The efficiency of the
 Senior High School Department Page 7

suggested learning resources is measured by the student-administered pretest and post-

test. Thus, the effect of Quizmos on the academic performance of STEM computing

students at the University of Cabuyao were the focus of this study.

Theoretical Framework

This study was primarily based on Elger’s Theory of Academic Performance, Siemens

and Downes’s Connectivism Theory, Winfrey’s Assessment Theory, and Astin’s Student

Involvement Theory.

Theory of Academic Performance

Elger (2007) created the theory of academic performance. To create a framework that

can be utilized to both explain results and make improvements, the theory places a focus

on six basic concepts. To perform is to provide positive results. An individual or a group

of people working together might be considered a performer. A performance’s level

indicates where it is on the path to improving performance. The six elements that make

up the current level of performance are as follows: personal factors, fixed factors, identity,

knowledge, skills, and context. Three effective performance enhancement concepts are

suggested. These include the mindset of the performer, being immersed in a dynamic

context, and getting involved in reflective tasks.

 Senior High School Department Page 8

The theory of academic performance presents a challenge to educators: by raising our

own application, we enable ourselves to support the growth and learning of others.

According to Wiske (1998), learning for understanding and performance are strongly

related. This is supported by Harvard’s Project Zero. People are enabled to produce

outcomes that have an impact when they continue to learn and develop. Throughout

history, one of the main objectives of higher education has been to enable people to work

and study together in ways that improve society as a whole. According to Romerhausen

(2017), academic performance holds immense potential as it contributes to the

improvement of educational quality, ultimately leading to the development of the country.

Moreover, the primary objective of assessment is to enhance the academic performance

of students, thereby nurturing their academic skills. Through evaluating and measuring

their progress, assessments provide valuable insights and opportunities for growth,

ensuring that students reach their full potential in academics.

Academic success is considered an indicator of intellectual ability. The reasons why

some children seem to be underachievers while others flourish academically are a subject

of debate. Because of this, numerous psychologists have made a persistent effort to

determine the key indicators of each student’s academic success. Exam performance is

the outcome of interactions between several factors, including learning. Students’ lives

are significantly impacted by learning (Mangal & Mangal, 2009). It refers to behavior

adjustment that is assessed using academic achievement as an example (Dutt, 2007).

Individuals differ in their learning styles, which are mirrored in their academic ability,
 Senior High School Department Page 9

competencies, interests, and weaknesses. Academic performance is frequently said to be

primarily described by elements like excellence, responsibility, and dedication (Timothy &

Kammeyer-Mueller, 2007).

The Theory of Academic Performance, which pertains to academic performance, is

related to our study of the effectiveness of quizmos on the academic performance of

selected Grade 12 STEM computing students. Our research study aims to uncover several

elements that may be impacted by the educational website that we, the researchers, have

established and that influence students’ academic achievement. Our goal is to assist

students in improving their academic performance. Consequently, our study and this

theory are interconnected to assess the effectiveness of quizmos on the academic

performance of Grade 12 STEM computing students at the University of Cabuyao.

Connectivism Theory

The usage of technology these days has increased. People have been using different

ways and methods to learn, find answers, and gather information, and it’s due to

technology. Many people, like students, teachers, and other people, use the ability of

technology when it comes to studying and learning because it provides instant answers

and information, and the theory of connectivism serves as the solution for gaps in

traditional ideas, which creates better teaching strategies for teachers.

 Senior High School Department Page 10

The Connectivism Learning Theory forms the basis of this study. George Siemens and

Stephen Downes, two theorists, first presented connectivism theory in 2005. In 2004,

Siemens published an online article titled “Connectivism: Learning as a Network Creation.”

The next year saw the publication of Downes’ article, An Introduction to Connective

Knowledge. A learning theory called connectivism places a strong emphasis on the role

that networks and connections play in the process of learning. It emphasizes how

technology aids in learning and acknowledges the rapid growth of information and

technology. It is recommended that learners build their networked learning abilities,

including finding appropriate knowledge, assessing sources, and working with others.

Additionally, in response to the shifting informational environment, connectivism further

emphasizes how important it is for learners to modify and advance their learning

strategies.

According to connectivism learning theory, there are additional approaches to

implementing connectivism in the classroom, such as gamification. Gamification is the

process of turning tasks and assignments into competitive games in order to make

learning more interactive. Educators possess an array of educational applications and

technological tools, including the ability to integrate gamification into the classroom

experience. This is one of the online learning resources that uses engaging, game-like

lessons to support students’ learning and skill development. As students progress through

the lessons, they can earn points that teachers can use to track their progress.
 Senior High School Department Page 11
The Connectivism Theory, which pertains to the use of technology in the learning of

students, is related to our study of the effectiveness of quizmos on the academic

performance of selected Grade 12 STEM computing students. Our research study aims to

provide an alternative way of learning by making an educational website to learn about

the learning progress of the students on our website. With this, our objective is to help

students develop another way of studying that will help them in their academic

performance. Therefore, our study and this theory are interconnected to assess the

effectiveness of our online website with the use of technology, the quizmos, on the

academic performance of Grade 12 STEM computing students at the University of

Cabuyao.

Assessment Theory and Student Involvement Theory

This theory aims to provide additional approaches to enhance the academic skills of

STEM computing students. The implementation of Quizmos is intended to offer valuable

insights into our academic strengths and areas for improvement. The assessment

comprises four levels, each offering informative feedback. Within each level, students gain

knowledge and are able to measure their progress within the program. By incorporating

this comprehensive assessment, we can effectively measure the success of the academic

skills enhancement program.

 Senior High School Department Page 12

The Assessment Theory was proposed by Winfrey (1999). It holds the potential to

enhance the learners’ academic skills by expanding their knowledge. The underlying

concept of this theory suggests that by engaging with the assessment, learners can

acquire a sufficient level of proficiency in their academic pursuits. The various levels of

the assessment aim to measure the extent of learners’ knowledge and understanding. In

line with this theory, it delves into how our thinking can be further developed, placing

emphasis on the importance of nurturing our minds to improve performance in answering

the assessment. This approach elucidates the significance of continuous cognitive growth,

as it directly impacts the efficacy and outcomes of the evaluation process.

The second theory that supports this study is the Student Involvement Theory proposed

by Alexander Astin. According to Astin’s Student Involvement Theory (1984), to reach or

meet the student’s maximum level of learning, they need to be engaged or involved on

their campus. The quality and quantity of a student’s involvement on their campus have

a big impact on the amount of learning and personal development that the student

experiences. There are three main concepts that are proposed by this theory: firstly, the

student’s “inputs,” such as their demographics, background, and any previous

experiences. Second is the students “environment”, which are the experiences they have

during college. Lastly, the third one is the “outcomes,” which cover the student’s

characteristics, knowledge, attitudes, beliefs, and values that exist after a student

graduates college. According to Astin (1999), student involvement on their campus has a
 Senior High School Department Page 13
holistic impact on their lives throughout their career. Involvement can be generalized,

such as the entire student experience, or it can be developing oneself.

The Assessment Theory and Student Involvement theory will support the purpose of

the study, which focuses on the effects of online assessments on the academic

performance of Grade 12 STEM computing students at the University of Cabuyao. The

supporting theories state that giving assessments to students will have a big impact on

their academic performance, and when students are involved, they can develop their own

skills and can test their own ability. With that, students are able to identify the areas

where the student needs to improve.

Conceptual Framework

The figure 1 presents the conceptual paradigm of the study indicating the variables of

input, process, and output of the study. On the left hand side of the framework includes

the input of the study, namely the pretest and post-test of computing students, and the

quizmos which is the intervention of this study. On the middle side of the framework

includes the process of the study, namely the pretest and post-test results. On the right

hand, the output of the study is the effects of Quizmos on the Academic Performance of

Grade 12 STEM computing students at University of Cabuyao.

 Senior High School Department Page 14

INPUT PROCESS OUTPUT

Pretest and Post-test Academic

performance of
a.Experimental Collecting data through experimental group
Group pretest and post-test and control group of
results and analysis of
b.Control Group STEM computing
the data sections in selected
topics of web
development through
Quizmos
post-test, pretest,
and intervention

Feedback

Figure 1. The Schematic Diagram of Input, Process, and Output of the

Study
 Senior High School Department Page 15

The figure above illustrates the input, process, and output variables of the study. In

the input, the pretest or initial assessment of selected computing sections is included, as

well as the post-test. Additionally, it encompasses the experimental group and the control

group, where the experimental group receives intervention through our educational

website, Quizmos. The control group, on the other hand, does not experience our

educational website. Quizmos contains learning materials and online assessments for

students’ study. The next box is the process, involving data collection through pretests

and post-tests results of the two groups of respondents. These data undergo analysis

using various formulas to obtain results sought by the researchers. The final box is the

output, containing the desired results and conclusions about the study’s effectiveness. It

includes the interpretation of pretests and post-tests results for both control and

experimental groups. Ultimately, this will help assess the effectiveness of Quizmos in the

academic performance of selected grade 12 STEM computing students at the University

of Cabuyao.

Statement of the Problem

This study aims to determine the effectiveness of Quizmos on the academic

performance of senior high school STEM computing students at the University of Cabuyao

during the Academic Year 2023-2024. Specifically, it address to answer the following

questions:
 Senior High School Department Page 16

1. How did the experimental group of respondents perform in the selected web

development topics in terms of:

1.1 Initial assessment (Pretest)

1.2 Follow-up assessment (Post-test)

2. What were the results for the control group’s performance in the selected web

development topics regarding:

2.1 Initial assessment (Pretest)

2.2 Follow-up assessment (Post-test)

3. Is there a significant difference between the performance of the two groups of

respondents in the selected topics in web development in terms of their post-test?

Hypothesis

The null and alternative hypothesis was tested on the study:

Ho:

There is no significant difference between the performance of the two groups of

respondents in the selected topics in web development.

Ha:

There is a significant difference between performance of the two groups of respondents

in the selected topics in web development.

 Senior High School Department Page 17

Scope and Delimitations

In general, the focus of this study is on the academic performance of Grade 12 stem

computing senior high school students at the University of Cabuyao on our educational

website. The scope of this study is grade 12 stem students in the computing strand

because they have knowledge about the use of learning in making a website, which is the

focus of the computing strand. In gathering data, we will be conducting a pretest and

post-test for our target respondents. This will be done by selecting two sections in stem

computing sections to know their different way of studying that affects their academic

performance. With that, as researchers, we can evaluate the effectiveness of our study,

which will benefit them if the outcome of the study is become very well and reflects their

learning experiences. It will also take a month to collect and evaluate the results of

the survey. Furthermore, the research locale is located at the University of Cabuyao at

Banay-banay, Katapatan Homes in Cabuyao Laguna.

For the delimitations of the study, this study is limited to other senior high school

strands, levels, and other schools. As a matter of fact, we, the researchers, do not have

enough time to go to different schools just to collect their data and information. Moreover,

we are not surely assured that there’s a computing strand in other schools, so, we chose

University of Cabuyao. We, the researchers, perceived that there’s a computing strand in

this school, and as computing students, it will be easier for us to gather data and make

an educational website that will be improved or developed by some of the computing

 Senior High School Department Page 18

students at the University of Cabuyao. Furthermore, the study is limited to other senior

high school strands, as we all know that different strands have their own specialized

subjects and fields that they focus on. Given that our website primarily covers web

development content, a specialized subject exclusive to computing students, our focus is

directed towards STEM computing sections as our target respondents. Moreover, we, the

researchers, chose only the level of grade 12, since there’s no senior high school student

in year 11 at the University of Cabuyao.

The researchers will be better able to collect the correct and most exact data for the

study, and as a result, it will be easier to identify the effectiveness of our educational

website. In addition, the researchers believe that Grade 12 stem computing students are

enough to apply their knowledge in web development subject through the use of our

educational website based on their learning experiences and the content that website

provided.

Significance of the Study

Studying the effectiveness of Quizmos in academic performance of selected Grade 12

STEM computing senior high school students at University of Cabuyao based on their

experiences and perceptions about on our educational website, and it would be a great

help to the following:

 Senior High School Department Page 19

University of Cabuyao. This study will benefit the school, especially the University of

Cabuyao, as its purpose is to provide different learning approaches to the students. In

addition, the use of quizmos or the educational website for other study references that

the school can share with the students.

Teachers. This study will benefit the teachers from the University of Cabuyao, as it will

be very helpful to the teachers or educators in terms of having additional alternatives for

teaching. Moreover, it will also be used to assess their students’ level of learning in the

specific subject or field that they focus on.

Students. This study will benefit the students, especially those from the University of

Cabuyao, as it offers insights into how Quizmos engage their interest and cultivate a

strong work ethic. Moreover, it provides valuable information on the effectiveness of

Quizmos in enhancing students' learning outcomes, particularly in boosting their

academic performance.

Researchers. This study will benefit researchers, as they can use it as a reference for

their study if they are going to conduct a study aligned with this topic. Furthermore, this

research study will help them to easily identify some of the research gaps that they will

filter out and improve the quizmos itself.

 Senior High School Department Page 20

Definition of Terms

The key terms in the study are given the following operational definitions.

Connectivism. This term refers to a new learning theory that suggests students should

combine thoughts, theories, and general information in a useful manner. This term is used

as a theory wherein technology in education combines and emphasizes the role networks

and connections play in the process of learning.

Enormous first-person simulation. This term refers to something very large in size,

quantity, or extent of imitation or enactment, as of something anticipated or in testing.

This term is used for gamification that changes into an enormous first simulation; it

includes assessment that can serve as a testing method for students’ academic

performance on the website provided.

Features. This term refers to a prominent or conspicuous part or characteristic and

something offered as a special attraction. This term is used to describe the unique

elements that the quizzes have, and it shows how these features affect the academic

performance of the students.

Gamification. This term refers to the process of adding games or game-like elements

to something (such as a task) to encourage participation. This term is used to refer term
 Senior High School Department Page 21

that adding game elements to our educational website, the quizzes, to get the interest of

the students in terms of the educational setting.

Gaming. This term refers to playing an electronic video game, which is often done on a

dedicated gaming console, PC, or smartphone. This term is used as a gaming technology

that can be used in the educational environment; it involves changing the elements from

non-game into game elements.

Leader boards. This term refers to a large board for displaying the ranking of the leaders

in a competitive event. This term is used as one of the features of the quizzes; it shows

the rank of students who answered based on their scores in the online assessment or test

provided.

Level of Proficiency. This term refers to what individuals can do with language in terms

of speaking, writing, listening, and reading in real-world situations in a spontaneous and

non-rehearsed context. This term is used as a level of assessment to measure the extent

of learners’ knowledge and understanding.

Quizmos. This term refers to educational websites that provide learning materials and

online assessment for students. This term is used for a website that uses a gamified

learning approach and has game elements, features, and wholesome content.
 Senior High School Department Page
Page23
22

CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

In this chapter, researchers used relevant literature and studies to support the

importance of the study. Furthermore, it presents a synthesis of the relevant literature

and studies, aiming to enhance understanding of the research for better comprehension

of the study.

The Impact of Online Assessment Challenges on Assessment Principles During

COVID-19 in Oman

Higher education institutions (HEIs) began to favor online learning as a substitute for

traditional classroom instruction during the COVID-19 epidemic. When practices were

evaluated, the positive aspects frequently took the place of the unfavorable ones. Online

assessments act as a reflection of students’ progress using web-based tools. These

assessments can occur synchronously or asynchronously, mirroring the flexibility of online

learning. Synchronous assessments may involve auto-scoring, feedback, lectures,

simulations, or examinations. On the other hand, asynchronous online assessments can

manifest as assignments, projects, reflections, or e-portfolios (Khan & Jawaid, 2020).

Therefore, online assessments measure students’ abilities or skill development with

information technology or any other web-based evaluation instrument. In our current

learning modality, we have both asynchronous and synchronous methods. Online

 Senior High School Department Page 23

assessment plays a crucial role in gauging students’ prior knowledge or understanding of

a topic. This study investigated the impact of various assessment methods, such as

quizzes, on students' motivation to learn, their attitudes toward learning, and their ability

to self-regulate their learning process. Platforms like Quizmos, with their online

assessment feature, reveal students’ scores and responses, reflecting what they have

learned or retained on the assessed topic. These scores provide insights into students’

abilities to comprehend questions and recall lessons taught.

The success of transitioning to online learning relies significantly on students, but certain

challenges related to learners could impede this process. To address assessment needs in

this new context, students must possess adequate IT and time-management skills.

Proficiency in IT is crucial for managing online learning effectively, yet recent studies

(Adedoyin & Soykan, 2020; Tuah & Naing, 2021) reveal a deficiency in many students’ IT

competencies. This shortfall may slow down assessments and create a digital divide

between experienced and new IT users. Our study focuses on computing students who

already possess IT skills, aligning with the notion that students need these skills to

navigate online learning. This proficiency enables them to enhance Quizmos features and

content, ensuring proper handling of the platform.

The importance of online assessment in educational settings is undeniable. Hence, the

study proposes the implementation of diverse alternative assessment strategies

integrated into online course activities to enhance the overall assessment process’s
 Senior High School Department Page 24

validity and reliability. It is recommended that educators create and adapt assessment

tools that prompt students to showcase skill and knowledge acquisition. When designing

resources and activities for online courses, instructional designers should take into account

the IT infrastructure status and potential weaknesses in internet connections. In alignment

with these recommendations, our study focused on an alternative assessment tool,

Quizmos, within an online course. Additionally, the development of IT skills by computing

students is essential for designing the necessary features. Moreover, Quizmos serves as

a tool for educators to employ alternative teaching approaches and analyze students’

academic performance. The pandemic has compelled educators and experts to creatively

transform online assessment from its previously negatively perceived state.

Teacher Development in Computational Thinking: Design and Learning

Outcomes of Programming Concepts, Practices and Pedagogy

Emphasizing the need for a comprehensive program, Kong, S. C., Lai, M., & Sun, D.

(2020) advocated for an extended period of classroom practice and reflection on teaching

methodologies for teachers. This immersive learning experience not only enhances

educators' abilities but also enables students to effectively integrate computational

thinking (CT) into programming tasks, thereby advancing their programming skills.
 Senior High School Department Page 25

This article is in line with our study as it presents various teaching approaches that can

influence students' programming skills. Therefore, the academic performance of students

may experience an increase, decrease, or remain unchanged once these approaches are

introduced in schools.

Improving programming skills: the use of learning style theory and the instant

response supplement tool

In the context of a programming course, students frequently rely on tutors for support

in completing learning activities, as they often lack the necessary background knowledge

to accomplish tasks independently.

According to Lai, C. F., Jeng, Y. L., & Huang, S. B. (2020), using the instant response

learning supplement tool (IRLST) has significantly improved students' academic

performance, especially among those with lower scores. They stressed the importance of

teachers expanding their focus beyond syntax improvement to also enhancing students'

background knowledge and debugging skills. The study demonstrated a substantial

enhancement in academic performance, particularly among initially low-scoring students.

This article is consistent with our study as it demonstrates how the utilization of a

supplemental tool in students' learning can contribute to the enhancement of their

 Senior High School Department Page 26

academic performance. Consequently, the supplemental tool can now be prioritized as a

method to improve a specific aspect of students' programming skills.

An Analysis of Students’ Perception of Online Assessments and its Relation to

Motivation Towards Mathematics Learning

Technology-enhanced learning has been explored and widely practiced in educational

institutions across all class levels in many nations. According to Baneres et al. (2019), one

of the great contributions of technology in education is the evolution of assessments into

e-assessments. Assessment is an essential and indispensable component of the teaching-

learning process, which comes in the form of formative and summative types (Adanir et

al., 2020). Additionally, Adanir et al. (2020) mentioned that learners' perceptions of online

exams have not been widely studied, despite their potential to contribute to more effective

use of online exams, particularly in developing countries.

This article is aligned with our study as it states gaps about the effectiveness of online

assessment on students' academic performance. In this article, the perception of students

was directed only towards their perception of online assessments within the context of

their mathematics class. Therefore, this study did not investigate the effectiveness of the

online assessment on improving the motivation of students to engage more in their

mathematics classes but focused on their correlation only. Considering the current

situation in most countries, the use of online assessments in evaluating students and
 Senior High School Department Page 27

enhancing the learning process is now a requirement. Academic institutions in the

Philippines must double their efforts in setting up infrastructure and learning management

systems, formulating policies, training teachers in the use of ICT, and designing online

materials, including online assessments. As a result, the focus of our study will be on

efficient and precise online assessment methods. Our study examines the best methods

for delivering online assessments to optimize their usefulness and advantages. With the

use of Quizmos, our website, students can better understand how it affects their academic

performance and develop structural models that show what other elements influence the

acceptability of online assessments by both teachers and students.

Effects of a Gamified Learning Environment on Students’ Achievement,

Motivations, and Satisfaction

Gamification is an innovative approach that employs amusement mechanics and planning

components in non-gaming situations to energize and lock in understudies. According to

Zainuddin et al. (2020), the use of a modern kind of learning methodology known as

“gamification” is becoming more common in instruction since it can improve students’

motivation and increase their academic achievement. By combining components such as

leader boards, challenges, points, badges, and instant feedback with immersive

narratives, gamification offers engaging and entertaining involvement. In our study,

 Senior High School Department Page 28

quizmos provide features that can boost the motivation of students and influence their

academic performance. With those features, we can assess if the gamified website

quizmos influences students' academic performance.

As stated by Baydas and Cicek (2019), the purpose of the gamified learning application

is to improve students’ academic performance. This is done by making learning more

appealing and inspiring students to apply their knowledge to improve educational

outcomes and higher academic achievement by using the quiz features while having fun.

Therefore, gamification helps students stay focused and motivated, which improves

academic performance by making learning more interactive and pleasurable. Furthermore,

this popular educational tool utilizes technology to improve learning and make it engaging

and dynamic. This feature mimics real-life situations where time management skills are

essential and improves the integrity of the learning process. In our study, quizmos

functions will help students be engaged in an online learning environment and will not

only enhance their academic performance but also their opportunity to improve online

learning by having a gamified approach to education.

In a previous study, the researchers investigated whether gamification could reinforce

students’ learning outcomes, such as achievement, motivation, and satisfaction. The study

confirmed that the gamification strategy has a positive effect on students’ motivation and

satisfaction, which is an important and desirable outcome because of the strong influence

of these two elements on students’ learning. However, the results of this study did not
 Senior High School Department Page 29

have any effect on students’ achievement. Therefore, our study and this article are

relevant to each other as they are both assessing the effects of gamification on students'

academic performance, which can be based on their pre- and post-test results. So, as per

the results of the previous study, for our study, we will filter out gaps wherein we assess

if gamification has effects on student academic performance based on the interpretation

of the results of the pretest and post-test.

Can Gamification Influence the Academic Performance of Students?

Gamification has been promoted as a potential tool to improve academic performance

among students. According to Arufe Giráldez, et al. (2020), gamification in the educational

sphere can be understood as a learning technique by incorporating game elements into

the traditional learning process. One of the key benefits of gamification in education is not

only its ability to enhance the academic performance of students but also its ability to

enhance student motivation and engagement. As stated by Arufe Giráldez, et al. (2020),

the main objective of gamification is to improve the behavioral skills of students by

allowing personalized and interactive learning experiences. Moreover, according to Hong,

et al. (2021), this study aims to create an interactive learning process. Additionally, the

interactive nature of gamified learning encourages students to experiment, explore, and

develop academic skills, which are crucial for academic success across various disciplines.

In this article it is clearly states that gamification elements can increase students'
 Senior High School Department Page 30

engagement and motivation as well as their academic performance, therefore, we

conducted a study about the application of gamification is assessments for students'

interest and new approach of learning.

A particular preference for tasks implying the use of social networks and for ongoing

training through conferences and courses was noted in the examination of the tasks that

students completed the most to earn points. Analyzing the reasons behind the students’

selection of certain options over others to get points might be a good idea for future

research. Their inclination to choose two activities that entailed using social networks to

acquire health points may be due to our doubts that using social networks increases their

motivation. Utilizing a virtual world can be motivational in and of itself. Given that many

of the courses and congresses the students attended were conducted virtually, it was clear

that they were seeking the same kind of incentive when it came to the duties related to

points of experience. Thus, we proposed carrying out a study to examine how students’

academic performance is affected by online assessments connected to social media and

virtual worlds using gamification on the Quizmos website.

 Senior High School Department Page 31

Students’ Academic Performance A Literature Review of Academic

Performance, an Insight into Factors and their Influences on Academic Outcomes
of Students at Senior High Schools

Academic performance refers to how well students perform in their studies and

educational activities. Academic performance in secondary school is particularly important

as it serves as the foundation for higher education (Brew, E.A. et al., 2021). The good

academic performance of students in senior high school is of paramount importance in

every educational system. The impact of academic performance on students is significant

and wide-ranging. Furthermore, the academic performance of students is a measure of

their educational success and is influenced by various factors, including parental education

levels, teacher knowledge, libraries, textbook availability, practical laboratory, meal

provision, and truancy. In our study, we will determine if quizzes affect students' academic

performance and if the content and features, they have will address some of the factors

influencing students' educational success, such as whether the teacher can use quizmos

as a teaching approach that provides resources and materials available to everyone.

One factor that affects academic performance is the quality of teaching. Teachers who

have a strong knowledge of the subject matter and effective teaching methods can greatly

impact students’ learning outcomes. As stated by O’Leary, E.S. et al. (2020), libraries also

play a crucial role in education and knowledge acquisition as they provide students with

access to textbooks, periodicals, and other printed materials that are relevant to their

studies. Students who receive positive exposure to these factors tend to perform better
 Senior High School Department Page 32

than those who are less exposed. As the library functions in our study, our quizzes have

the same function: they will provide learning materials that will be accessible for students

and educators.

Indeed, the article aligns well with our study, both emphasizing alternative learning

approaches to enhance students’ academic performance. Our introduction of the

educational website, Quizmos, as an intervention and unique review tool offers a

departure from traditional learning methods. This innovative approach has the potential

to cater to students’ educational needs and provide a distinct way of learning. By

incorporating Quizmos into our study, we introduce a practical application of these

alternative strategies, aiming to assess and support students in achieving better academic

outcomes.

Academic Performance among Minority Students in Dingalan National High

School

This research centered on the academic achievements of Dingalan National High

School’s minority students. The main objective was to assess factors influencing their

academic performance from an ethnic minority standpoint. Specifically, it aimed to identify

and analyze the age, gender, and grade distribution of participants, as well as the

connections between academic success and age, gender, and educational environment.

According to Capinding A (2021), it is stated that minority students face school failure due
 Senior High School Department Page 33

to multiple intricate factors. These factors include insufficient support from teachers, a

lack of motivation, challenges posed by demographic, socioeconomic, and cultural aspects,

and a potentially inaccurate assessment of their academic performance. The academic

performance of students can have a significant impact on their overall educational

experience and future success. For minority students, the challenges they face can be

more complex due to various factors such as socioeconomic status, motivation, family

support, gender roles, racial discrimination, and access to resources. However, we

proposed a study that can help students overcome barriers and achieve academic success

while also fostering their personal and social development.

This article supported our research since it suggests that educators can employ a range

of strategies to motivate their students to raise their academic performance. By putting

innovative, student-centered ideas into practice, teachers can innovate and improve their

academic performance. Teachers should also focus on the needs of their students. As a

result, we carried out research and developed a teaching and assessing strategy, the

Quizmos, that will assist students in raising their academic achievement. Our research has

yielded strategies that educators can apply to motivate their students to attain higher

levels of academic success. Additionally, by putting new ideas into practice that will satisfy

the needs of students’ academic achievement, teachers can innovate and improve their

teaching skills.
 Senior High School Department Page 34

Synthesis

The cited articles collectively demonstrate that exploring alternative teaching methods

has an impact on students' academic performance. While some studies have not delved

into the influence of gamification on academic performance, the creation and adaptation

of assessment tools in online assessments can stimulate students to demonstrate their

skills and knowledge acquisition. Additionally, computing students' proficiency in IT skills

is crucial for designing essential features in online assessments. When implementing

gamification, features such as motivation and satisfaction can affect students'

engagement. However, some studies suggest that gamification may not significantly

influence academic performance. Furthermore, it is recommended to employ diverse

learning approaches to enhance students' educational outcomes. To consolidate the

findings from these articles, our study aims to investigate the effects of our website,

particularly through the integration of gamification in online assessments and learning

materials. We intend to evaluate its impact on students' academic performance, which

may be influenced by the content provided in the quizmos.

 Senior High School Department Page 35

Chapter 3

Research Methodology

The methodology of the study is presented in this section, which also serves as a

comprehensive guide for the research process. It covers topics such as research design

and location, population and sampling methods, study participants, research tools,

methods for collecting quantitative data, instrument validation, ethical considerations, and

statistical analysis of data.

Research Design

The study seeks to identify the impact of gamification or quizmos on the academic

performance of a selected group of University of Cabuyao Grade 12 STEM computing

students. It uses a quantitative-experimental research design as a result, concentrating

on pretest and post-test research studies.

To identify patterns, compute averages, assess correlations, and produce broad

insights, quantitative research entails the collection and analysis of numerical data. Page 43
Numerical data is processed and interpreted using statistical approaches in quantitative

data analysis. To optimize precision and derive conclusions about a hypothesis statement,

research must be conducted objectively and under control. This is known as experimental

design. (Bell, 2009).

 Senior High School Department Page 36

In evaluations of participants’ views or opinions regarding a matter, or to assess the

ease of using the knowledge provided during a class or when introducing new concepts,

pretest and post-test designs are also employed. It stands to reason that improved

understanding or perception of a strategy implemented following the pretest would be

implied by a gain in knowledge or favorable mindset that is demonstrated by higher post-

test scores than pretest scores.

Utilizing purposeful sampling within a pretest and post-test framework facilitates the

examination of specific individuals in a chosen group. For instance, assessing the impact

of an experimental activity on STEM computing students’ academic performance involves

employing a simulation game with a pretest and post-test. However, it’s essential to

recognize that the conclusions drawn are confined to the tested group or strands and do

not generalize to other strands within the senior high school context.

As a result, the researchers opted for this particular research design within the

quantitative framework, specifically incorporating it into an experimental study utilizing

pretest and post-test research methodologies. The study seeks to determine the potential

impact on students’ academic performance attributed to gamification or our educational

website, encompassing learning materials and assessments. Employing the pretest and

post-test sequence, evaluations will be conducted both before and after students engage

with our educational platform, aiming to gauge its effects on written assignments, practical

tests, or overall academic performance of students.

 Senior High School Department Page 37

Population and Sampling Techniques

The study’s population consists of University of Cabuyao grade 12 STEM (science,

technology, engineering, and math) computing students for the academic year 2023–

2024. As they had already completed three semesters as senior high school students and

therefore had a specialized subject in what the website contains, grade 12 stem computing

students were chosen as the study’s target sample.

The research will also make use of relational purposive sampling. To find and choose

cases that will make the most use of the limited research resources, purposeful sampling

is “used to select respondents that are most likely to yield appropriate and useful

information” (Palinkas et al., 2015). There are eight sections at the University of Cabuyao’s

Science, Technology, Engineering, and Mathematics Computing strand for 12th grade with

a total of 361 populations. We will select 2 sections of stem computing strand to test their

knowledge about web development. Therefore, 12 ESTEM Computing-Section 1 and 12

ESTEM Computing-Section 3 are the sections we chose as our sample. It will help us to

make sure a smooth collection of information and that the outcomes or findings would be

beneficial to those whom the researchers are examining.

 Senior High School Department Page 38

Figure 2: Total and Sample Population

Sections Total Population Total Sample

ESTEM C1 45 45

ESTEM C2 47 0

ESTEM C3 45 47

ESTEM C4 45 0

ESTEM C5 44 0

ESTEM C6 44 0

ESTEM C7 45 0

ESTEM C8 44 0

361 92

Thus, 92 respondents are needed in total for the sample size for a population size of

361. The sample population required for each section of the 12th grade of STEM computing

at University of Cabuyao is also shown in the table. The respondents of the study will

answer a pretest and post-test that the researchers have prepared.

Research Instrument

Addressing particular research problems requires an online communication with

respondents and the use of tests/assessments instruments. In order to help students

understand how gamification and online assessments affect academic performance,

 Senior High School Department Page 39

pretests and post-tests were created. Additionally, questions that included in the pretest

and post-test are connected to the content of the website, Quizmos.

To ensure validity and reliability, the questionnaire intended for filling in the gaps in

research has been validated by one (1) evaluator, the field expertise of the study. The

key ideas of validity (truthfulness of findings) and reliability (stability of findings) should

be concisely addressed in the study approach section, according to Altheide and Johnson

(1994). In order to meet the specific demands of the study’s target group, it is essential

to emphasize quality and effectiveness. The validator is: 1.) Mr. Benjamin Delos Santos.

Participants will go through online tests. First, the pretest will be answered by the two

groups based on the specific schedule that the researchers stated. With their permission,

participants will be asked for personal information, such as name and strand, that is also

being collected for profiling. After completing the pretest of the two groups, the

experimental group will start to use the website we created. It will last 14 days of trial or

2 weeks. While the control group will receive the normal kind of teaching that the teacher

does, therefore, after two weeks of intervention, the two groups are going to answer the

post-test that the researchers provided.

In order to be qualified to participate in the survey, Grade 12 STEM students with a

focus on computing have to be enrolled entirely in the computing strand as per the
 Senior High School Department Page 40

specifications of their selected course; students are not compelled to take the computing

strand. In order to help researchers do a more thorough study and discussion of the

findings, this criterion attempts to categorize academic achievements and the students’

interest in a particular subject.

Figure 3: Academic Performance Rating Scale

An Academic Performance Rating Scale are valuable tools for assessing students’

academic achievements and behaviors. These scales help researchers and educators

understand various aspects of student performance.

SCORES INTERPRETATION/PERFORMANCE

41-50 EXCELLENT

31-40 ABOVE AVERAGE

21-30 AVERAGE

11-20 BELOW AVERAGE

1-10 POOR

The figure above illustrates respondents’ levels of performance with the researchers’

tests.
 Senior High School Department Page 41

With regard to the questionnaires that the researchers provided, sections one and two

will inquire about some topics of web development. The participants’ answers will based

on their sufficient knowledge in pretest, and in post-test will based on their usage of

website and normal way of teaching that the teacher does. The researchers’ pretests and

post-tests results will be evaluated using the 5-point rating scale in Figure 3. The 5-Point

Rating Scale is an academic performance approach that uses five descriptions to measure

the performance of the students.

Quantitative Data Collection Methods

Purposive sampling is used in the data collection process to choose participants from

the University of Cabuyao’s grade 12 STEM computing students. In this study, purposeful

sampling is used to select the most eligible study participants that are motivated

computing students. The researchers plan to collect the desired data by conducting a

pretest and post-test about one of the specialized subject of the respondents.

Before conducting a pretest and post-test, the researchers would initially approach

their research professor or any other authorized school official for permission to conduct

a pretest and post-test for the University of Cabuyao’s grade 12 STEM computing students.

Ahead of the tests/assessments method, the participants will receive a consent message

from the researchers validating their involvement in the study and asking consent to
 Senior High School Department Page 42

submit personal information in response to the pretest and post-test. The agenda that the

researchers intend to accomplish while carrying out their study will be covered in full in

the consent letter.

Respondents involvement with this study is limited; the researchers aim to identify

students who may have an impact, particularly regarding the study’s results. After being

briefed about the study’s details, the respondents will feel free to ask the researchers any

questions they may have. Data about those who participated would be kept private and

secure, with a guarantee of protection. After then, the test will begin with a set of inquiries

about their personal details, such as their strands and names, which are required to be

filled out. The questions that followed are focused on some topic in one of their specialized

subjects. In general, protecting the privacy of people who engage in tests or assessments

is usually the top priority when collecting data.

Statistical Data Analysis

The statistical analysis refers to the process of collecting, interpreting, and analyzing

the data obtained from the information gathered by the researchers in the questionnaire

to discuss discern patterns and trends and to measure the relationships between the

quantitative data eliminating unnecessary information to create transparent results. In

this study, Mean, Frequency, Percentage, and Independent T-Test will be used to

measure, organize, and summarize the data using descriptive statistics. Accordingly,
 Senior High School Department Page 43

inferential statistics will be used to assess the hypothesis and make conclusions of the

general findings.

Mean

The mean, which is also known as average, is a sum of a set of data divided by the

total amount of data. It is also great help in comparing different sets of data. Studies

calculate the population means from the sample mean of the population. In addition, it

will be used to measure the average from SOP 1 and 2 which are the results of the pretest

and post-test of the two groups of respondents.

Percentage

Percentages are utilized for analyzing large datasets, providing precise

representations of values. They facilitate comparisons and assessments of results and

advancements, serving as vital tools for comparing and contrasting different subjects. In

SOP 1 and 2, percentages will be derived from frequency data. The calculation involves
 Senior High School Department Page 44

dividing the frequency in each category by the total number of participants and multiplying

by 100%.

Independent T-test

The independent samples t-test is used to compare two sample means from unrelated

groups. This means that there are different people providing scores for each group. The

purpose of this test is to determine if the samples are different from each other. The t-

test compares the means of two groups, such as a control group and a treatment group,

to determine if the difference between the groups’ means is statistically significant or due

to random chance. Therefore, in SOP 3, independent sample t-test was used to determine

if there is a significant difference between the performance of control group and the

experimental group in assessing their academic performance by the post-test results.

Senior High School Department Page 45
 Senior High School Department Page 46

Chapter 4 Page 46
Presentation of Data, Analysis, and Interpretation

Presented in this chapter is the presentation of data, analysis, and interpretation on

“The Effectiveness of Quizmos in the Academic Performance of Grade 12 STEM

Computing Students at University of Cabuyao in the Academic Year 2023-2024”.

This study is geared towards achieving these specific aims: (a) to determine the

academic performance of an experimental group of respondents in selected topics of web

development in terms of their pretest and post-test; (b) to determine the academic

performance of a control group of respondents in selected topics of web development in

terms of their pretest and post-test; and (c) to identify if there is a significant difference

between the academic performance of the experimental group and the control group of

respondents in terms of their post-test.

 Senior High School Department Page 47

1. How did the experimental group of respondents perform in the selected web

development topics in terms of:

1.1 Initial assessment (Pre-test)

TABLE 1.1

The Pretest Scores of the Experimental Group of Respondents in Selected Web

Development Topics

SCORES FREQUENCY PERCENTAGE INTERPRETATION

41-50 10 22.2% Excellent

31-40 19 42.2% Above Average

21-30 14 31.1% Average

11-20 2 4.4% Below Average

1-10 0 0% Poor

n 45 100%

TOTAL 1508
SCORES
MEAN 33.51 or 34 Above Average

Scores Range Scale; 41-50 = Excellent; 31-40 = Above Average; 21-30 =

Average; 11-20 = Below Average; 1-10 = Poor

 Senior High School Department Page 48

Table 1.1 presents the pretest scores of the experimental group of respondents on the

selected topics of web development. In the pretest of the experimental group, there is a

total sample size of 45 students in one section or group.

As shown in Table 1.1, 19 or 42.2% of students from the experimental group obtained

scores in the pretest ranging from 31 to 40, interpreted as above average. There were 14

students, or 31.1%, from the experimental group who obtained scores in the pretest

ranging from 21 to 30, interpreted as average. Moreover, 10 or 22.2% of students from

the experimental group obtained scores in the pretest ranging from 41 to 50, which were

interpreted as excellent. And there were 2 students, or 4.4% of students in the

experimental group, who obtained 11 to 20 scores in the pretest, interpreted as below

average. There are no students from the experimental group who obtained scores in the

pretest ranging from 0 to 10, interpreted as poor. The total score of the experimental

group of respondents is 1,508. That leads to the computation of the mean, or average, of

the results on the performance of the experimental group of respondents in the selected

topics of web development in pretest, which is 33.51, or 34. Therefore, the pretest scores

or results of the experimental group of respondents on the selected topic of web

development in the pretest are interpreted as above average. The experimental group of

respondents performance in the subject of web development in the pretest was above

average.
 Senior High School Department Page 49

When online learning were start to practice, the positive aspects frequently took the

place of the unfavorable ones. Online assessments act as a reflection of students’ progress

using web-based tools. Therefore, online assessments measure students’ abilities or skill

development with information technology or any other web-based evaluation instrument

(Khan and Jawaid 2020). Online assessment plays a crucial role in gauging students’ prior

knowledge or understanding of a topic. Based on the initial assessments of the

experimental group, their utilization of prior knowledge in web development led to above-

average academic performance before undergoing any study interventions.

 Senior High School Department Page 50

1.2 Follow-up assessment (Post-test)

TABLE 1.2

The Post-test Scores of the Experimental Group of Respondents in Selected

Web Development Topics

SCORES FREQUENCY PERCENTAGE INTERPRETATION

41-50 29 64.4% Excellent

31-40 10 22.2% Above Average

21-30 5 11.1% Average

11-20 1 2.2% Below Average

1-10 0 0% Poor

n 45

TOTAL 1823
SCORES
MEAN 40.51 or 41 Excellent

Scores Range Scale; 41-50 = Excellent; 31-40 = Above Average; 21-30 =

Average; 11-20 = Below Average; 1-10 = Poor

 Senior High School Department Page 51

Table 1.2 presents the post-test scores of the experimental group of respondents

on the selected topics of web development. In the post-test of the experimental group,

there is a total sample size of 45 students in one section or group.

As shown in Table 1.2, 29 or 64.4% of students from the experimental group

obtained scores in the post-test ranging from 41 to 50, interpreted as excellent. There

were 10 students, or 22.2%, from the experimental group who obtained scores in the

post-test ranging from 31 to 40, interpreted as above average. Moreover, there were 5 or

11.1% of students from the experimental group who obtained scores in the post-test

ranging from 21 to 30, interpreted as average. And, there were 1 student, or 2.2% of

students in the experimental group, who obtained 11 to 20 scores in the post-test,

interpreted as below average. There are no students from the experimental group who

obtained scores in the post-test ranging from 0 to 10, interpreted as poor. The total scores

of the experimental group of respondents in the post-test are 1,823. That leads to the

computation of the mean, or average, of the results on the performance of the

experimental group of respondents in the selected topics of web development in the post-

test, which is 40.51 or 41. Therefore, the post-test scores or results of the experimental

group of respondents on the selected topic of web development are interpreted as

excellent after the intervention that the group received. The experimental group of

respondents performance in the subject of web development in the post-test is excellent.

 Senior High School Department Page 52

The intervention that has been received by the experimental group of respondents

is a type of gamification. Hong et al. (2021) state that gamification aims to create an

interactive learning process. The interactive nature of gamified learning encourages

students to experiment, explore, and develop academic skills, which are crucial for

academic success across various disciplines. Moreover, according to Baydas and Cicek

(2019), the purpose of the gamified learning application is to improve students’ academic

performance. This is done by making learning more appealing and inspiring students to

apply their knowledge to improve educational outcomes and higher academic achievement

by using the quiz features while having fun. Therefore, gamification helps students stay

focused and motivated, which improves academic performance by making learning more

interactive and pleasurable. In our study, quizmos functions will help students be engaged

in an online learning environment and will not only enhance their academic performance

but also their opportunity to improve online learning by having a gamified approach to

education. Furthermore, it clearly states that gamification elements can increase students'

engagement and motivation as well as their academic performance, which shows in the

results of the post-test of the experimental group of respondents that Quizmos has been

an effective intervention in students' academic performance. The experimental group of

respondents got an excellent result after answering the post-test about selected topics of

web development.
 Senior High School Department Page 53

2. What were the results for the control group’s performance in the selected web

development topics regarding:

2.1 Initial assessment (Pre-test)

TABLE 2.1

The Pretest Scores of the Control Group of Respondents in Selected Web

Development Topics

SCORES FREQUENCY PERCENTAGE INTERPRETATION

41-50 10 22.2% Excellent

31-40 18 40% Above Average

21-30 16 35.6% Average

11-20 3 6.7% Below Average

1-10 0 0% Poor

n 47

TOTAL 1559
SCORES
MEAN 33.17 Above Average

Scores Range Scale; 41-50 = Excellent; 31-40 = Above Average; 21-30 =

Average; 11-20 = Below Average; 1-10 = Poor

 Senior High School Department Page 54

Table 2.1 presents the pretest scores of the control group of respondents on the

selected topics of web development. In the pretest of the control group, there is a total

sample size of 47 students in one section or group.

As shown in Table 2.2, 18 or 40% of students from the control group obtained

scores in the pretest ranging from 31 to 40, interpreted as above average. There were 16

students, or 35.6%, from the control group who obtained scores in the pretest ranging

from 21 to 30, interpreted as average. Moreover, 10 or 22.2% of students from the control

group obtained scores in the pretest ranging from 41 to 50, which were interpreted as

excellent. And there were 3 students, or 6.7% of students in the control group, who

obtained 11 to 20 scores in the pretest, which were interpreted as below average. There

are no students from the control group who obtained scores in the pretest ranging from 0

to 10, interpreted as poor. The total scores of the control group of respondents in the

pretest were 1,559. That leads to the computation of the mean, or average, of the results

on the performance of the control group of respondents in the selected topics of web

development in the pretest, which is 33.17. Therefore, the pretest scores or results of the

control group of respondents in the selected topic of web development are interpreted as

above average. The control group's performance in the subject of web development in the

pretest was above average.

 Senior High School Department Page 55

Emphasizing the need for a comprehensive program, Kong, S. C., Lai, M., & Sun,

D. (2020) advocated for an extended period of classroom practice and reflection on

teaching methodologies for teachers. This immersive learning experience not only

enhances educators' abilities but also enables students to effectively integrate

computational thinking (CT) into programming tasks, thereby advancing their

programming skills. According to the findings in Table 2.1, control group participants with

above-average academic performance in the pretest require opportunities to refine their

programming competencies through the skilled instructional techniques employed by

teachers.
 Senior High School Department Page 56

2.2 Follow-up assessment (Post-test)

TABLE 2.2

The Post-test Scores of the Control Group of Respondents in Selected Web

Development Topics

SCORES FREQUENCY PERCENTAGE INTERPRETATION

41-50 16 35.6% Excellent

31-40 21 46.7% Above Average

21-30 7 15.6% Average

11-20 3 6.7% Below Average

1-10 0 0% Poor

n 47

TOTAL 1707
SCORES
MEAN 36.32 Above Average

Scores Range Scale; 41-50 = Excellent; 31-40 = Above Average; 21-30 =

Average; 11-20 = Below Average; 1-10 = Poor

 Senior High School Department Page 57

Table 2.2 presents the post-test scores of the control group of respondents on the

selected topics of web development. In the post-test of the control group, there is a total

sample size of 47 students in one section or group.

As shown in Table 2.2, 21 or 46.7% of students from the control group obtained

post-test scores ranging from 31 to 40, interpreted as above average. There were 16

students, or 35.6%, from the control group who obtained scores in the post-test ranging

from 41 to 50, which were interpreted as excellent. Moreover, there were 7 or 15.6% of

students from the control group who obtained scores in the post-test ranging from 21 to

30, interpreted as average. And there were 3 students, or 6.7% of students in the control

group, who obtained 11 to 20 scores in the post-test, which were interpreted as below

average. There are no students from the control group who obtained scores in the post-

test ranging from 0 to 10, interpreted as poor. The total scores of the control group of

respondents in the post-test are 1,707. That leads to the computation of the mean, or

average, of the results on the performance of the control group of respondents in the

selected topics of web development in the post-test, which is 36.32. Therefore, the post-

test scores or results of the control group of respondents in the selected topic of web

development are interpreted as above average after taking the normal way of teaching

from their teachers. The control group's performance on the subject of web development

in the post-test is above average.

 Senior High School Department Page 58

According to Lai, C. F., Jeng, Y. L., & Huang, S. B. (2020), using the instant

response learning supplement tool (IRLST) has significantly improved students' academic

performance, especially among those with lower scores. They stressed the importance of

teachers expanding their focus beyond syntax improvement to also enhancing students'

background knowledge and debugging skills. The study demonstrated a substantial

enhancement in academic performance, particularly among initially low-scoring students.

Results from Table 2.2 further indicate that some students, based on their pretest scores,

were able to improve their programming skills in web development but still remained

above-average learners, as shown by post-test results matching their pretest scores.

 Senior High School Department Page 59

3.Is there a significant difference between the performance of the two groups of

respondents in the selected topics in web development in terms of their post-test?

TABLE 3

The Difference Between Post-test Scores of Experimental Group and Control

Group in Selected Web Development Topics

POST-TEST OF EXPERIMENTAL POST-TEST OF CONTROL

GROUP GROUP
n 45 47

TOTAL 1823 1707

MEAN 40.51 36.32

DF 90 90

SUM OF 77267 65363

SQUARES

COMPUTED DEGREE OF T-CRITICAL

T-TEST FREEDOM VALUE AT DECISION INTERPRETATION
VALUE ALPHA 0.05
With Significant
2.3155 or 90 1.987 Reject Ho Difference
2.32

If the computed t-value < t-critical value at (df = n1 + n2 - 2) and level of

significance; Accept Ho

If the computed t-value > t-critical value at (df = n1 + n2 -2) and level of

significance; Reject Ho
 Senior High School Department Page 60

Table 3 presents the difference between the post-test scores of the control group and

the experimental group of respondents in the selected topics of web development.

As shown in Table 3, we have a sample size of 45 total respondents from the

experimental group and 47 total respondents from the control group. In the post-test, the

total scores of the experimental group were 1823, while those of the control group were

1707. The mean or average results in the post-test of the experimental group are 40.51

or 41, while the control group is 36.32. The calculated degree of freedom for both groups

is 90, and we used it to see the value of the t-critical on the table. The total sum of squares

from the post-test scores of the experimental group is 77267, while the control group is

6536. Through the totals, means, sum of squares, and sample size, we calculate the t-

value, which is equal to 2.3155 or 2.32. With 90 degrees of freedom and a 0.05 alpha, we

found that the t-critical value is equal to 1.987. Therefore, the t-value, 2.32, is greater

than the t-critical, 1.987. The decision will be Reject Ho, and the interpretation will have

a significant difference. Therefore, the difference between the post-test results of the

experimental group of respondents that took the intervention is significant compared to

the control group of respondents that only took the normal teaching of teachers.
 Senior High School Department Page 61

According to Zainuddin et al. (2020), the use of a modern kind of learning

methodology known as “gamification” is becoming more common in instruction since it

can improve students’ motivation and increase their academic achievement. By combining

components such as leader boards, challenges, points, badges, and instant feedback with

immersive narratives, gamification offers engaging and entertaining involvement. In our

study, quizmos provide features that can boost the motivation of students and influence

their academic performance. Moreover, gamification has been promoted as a potential

tool to improve academic performance among students. With the features and content of

the website or the intervention, we can assess if the gamified website quizmos influence

students' academic performance based on the results of the post-test of the experimental

group. The result of the post-test between the experimental group and the control group

of respondents shows a significant difference. Therefore, the intervention taken by the

experimental group of respondents, which is a type of gamification, has an effect on the

students' academic performance in the web development subject.

 Senior High School Department Page 62

Chapter 5

Summary of Findings, Conclusions and Recommendations

This chapter outlines the findings and conclusions drawn from the research, which

aimed to investigate the effectiveness of Quizmos as a review tool among selected Grade

12 STEM computing students at the University of Cabuyao. Additionally, it offers

recommendations for programming teachers and researchers.

The study took place at the University of Cabuyao, with participants drawn from

Grade 12 STEM computing students in sections C1 and C3. Purposive sampling was

employed to select participants, and the research utilized quantitative methods,

specifically employing an experimental approach. Data collection involved pretest and

post-test assessments, with statistical analysis conducted using measures such as mean,

frequency, percentage, and independent t-test.

SUMMARY OF FINDINGS

The findings of the study were summarized according to the statement of the problem

stated in Chapter 1.
 Senior High School Department Page 63

1. How did the experimental group of respondents perform in the selected web

development topics in terms of:

1.1 Initial assessment (Pretest)

The experimental group of respondents, consisting of 45 students, scored a total of

1508 and a mean of 33.52 in their pretest on selected topics in web development. This

mean was interpreted as above-average. Consequently, the academic performance level

of the experimental group of respondents was above average, with 42.2% of this group

scoring above average before undergoing any study interventions.

1.2 Follow-up Assessment (Post-test)

The experimental group of respondents, also comprising 45 students, scored a total of

1823 and a mean of 40.51 or 41 in their post-test on selected topics in web development

after undergoing the intervention. This mean was interpreted as excellent. Therefore, the

academic performance level of the experimental group of respondents was excellent, with

64.4% of this group achieving an excellent level of scores.

2. What were the results for the control group's performance in the selected

web development topics regarding:

2.1 Initial Assessment (Pretest)

The control group of respondents, consisting of 47 students, scored a total of 1559

and a mean of 33.17 in their pretest on selected topics in web development. This mean
 Senior High School Department Page 64

was interpreted as above-average. Consequently, the academic performance level of the

control group of respondents was above average, with 40% of this group scoring above

average before receiving a lesson from teachers.

2.2 Follow-up Assessment (Post-test)

The control group of respondents, also comprising 47 students, scored a total of 1707

and a mean of 36.32 in their post-test on selected topics in web development after

receiving the normal way of teaching from their teacher. This mean was interpreted as

above-average. Therefore, the academic performance level of the control group of

respondents was above average, with 46.7% of this group achieving an above-average

level of scores.

3. Is there a significant difference between the performance of the two groups

of respondents in the selected topics in web development in terms of their post-

test?

The control group and experimental group both received post-tests on selected topics

in web development. The experimental group of respondents scored a total of 1823 in the

post-test, while the control group of respondents scored a total of 1707. The mean

obtained by the experimental group of respondents from their total scores was 41, and

the control group scored 36.32. In the computed t-test, the value was 2.32, and the t-

critical had a value of 1.987, or 2.00. The t-test value was higher than the t critical value,

so the null hypothesis was rejected, indicating a significant difference in the post-test
 Senior High School Department Page 65

scores between the experimental group and the control group, which was influenced by

the intervention received by the experimental group of respondents and the normal way

of teaching received by the control group of respondents.

CONCLUSIONS

Based on the indicated findings, the following conclusions were drawn

1. The experimental group of respondents is obtaining above-average scores in their

pretest. They are utilizing their sufficient knowledge about the subject of web development

and yet haven’t received any study interventions.

2. Additionally, the experimental group is achieving excellent scores in their post-test,

suggesting a notable increase in their academic performance attributable to the

intervention they received. This improvement underscores the effectiveness of the

intervention, as evidenced by the noticeable difference between their pretest and post-

test scores, indicating substantial knowledge acquisition facilitated by the Quizmos

website or the intervention.

3. The control group of respondents is also obtaining above-average scores in their

pretest, which is almost similar to what the experimental group achieved in their pretest.
 Senior High School Department Page 66
The control group is merely using their sufficient knowledge of web development to answer

the pretest and yet haven’t received a lessons from their teachers.

4. Despite a slight increase compared to the control group pretest results, the control

group of respondents continues to achieve above-average scores in their post-test. This

suggests that they already possess knowledge about the subject, likely acquired through

their teachers' instruction. This outcome reflects their comprehension of the material

taught by their teachers. The marginal improvement in scores from pretest to post-test

indicates progress in the learning of the students in the control group, while they

consistently maintain an above-average level of academic performance.

5. The control group and experimental group achieve different levels of academic

performance in the results of their post-test. The control group is above average, while

the experimental group is excellent. The difference in the results of the two groups shows

the effect of their different ways of learning. The experimental group used quizmos as

their intervention, while the control group relied on their teacher's instruction. Both groups

are affected by their performance through the difference between their pretest and post-

test, as well as their different ways of learning in terms of answering and the results of

the post-test. The intervention received by the experimental group has an effect on their

post-test compared to the control group. While the control group also had an effect on

their way of learning in their post-test from their own pretest results.
 Senior High School Department Page 67

The researcher's conclusion was that Grade 12 STEM computing students significantly

improved their academic performance in the subject of web development through the use

of Quizmos as a review tool. During this intervention, the STEM computing students were

provided with interactive quizzes and modules to grasp the concepts of web development.

This approach fostered a learning atmosphere that was more engaging and motivating for

the students compared to traditional supplementary materials. Those Grade 12 STEM

Computing students who participated in Quizmos demonstrated enhanced learning and

improved performance in web development.

RECOMMENDATIONS

This study revealed the effectiveness of Quizmos as a review tool in web development.

Thus, the following recommendations are hereby presented:

1. Given the proven effectiveness of Quizmos in the experimental group of respondents in

both pretest and post-test assessments, educators must integrate interactive quizzes and

materials into their classroom activities. This approach not only sustains quality education

but also fosters a comprehensive understanding of web development and related

programming topics among students.

 Senior High School Department Page 68

2. For control groups, the conventional method of teaching must continue, and the

adoption of gamification tools like Quizmos may be advocated by administrators. By

comparing their pretest and post-test results, if the control groups receive the combination

of conventional teaching and gamification tools similar to the experimental group, they

can also achieve the performance level of the experimental group respondents.

Furthermore, this approach may assist students in accessing innovative learning methods

that can contribute to the ongoing improvement of public education.

3. The variance in pretest and post-test outcomes between the control and experimental

groups suggests that teachers should introduce interactive quizzes and learning materials

to enhance student engagement in programming studies. This research proposes the

initial integration of gamification tools into students' learning experiences.

4. For future researchers, it is advisable to conduct a broader study involving a larger

scope of subjects exposed to interactive quizzes and materials. Similarly, a study

encompassing a more extensive student population should be undertaken to ascertain if

similar results are obtained. Moreover, researchers should refine certain aspects of the

website, particularly its responsiveness and the color scheme of various elements, to

enhance the user experience and facilitate clear identification of its purposes.
 Senior High School Department Page 69

APPENDIX A

References

Astin, A. W. (1984). Student involvement?: A developmental theory for higher education.

Journal of College Student Development, 25(4), 297–

308. https://www.scirp.org/(S(lz5mqp453edsnp55rrgjct55))/reference/referencespap

ers.aspx?referenceid=2686703

Borges, S.S., Mizoguchi, R., Durelli, V.H.S., Bittencourt, I.I., Isotani, S. (2016). A Link

between Worlds: Towards a Conceptual Framework for Bridging Player and Learner

Roles in Gamified Collaborative Learning Contexts. https://doi.org/10.1007/978-3-

319-52039-1_2

Caleb Or. (2022) Development and validation of an instrument to measure online

assessment acceptance in higher education. British Journal of Educational

Technology 53(2)https://www.researchgate.net/publication/357727496_Developmen

t_and_validation_of_an_instrument_to_measure_online_assessment_acceptance_in_

higher_education

Elger, D. (2007). Theory of performance. Faculty guidebook: A comprehensive

tool for improving faculty Performance, 1, 19-22

https://www.webpages.uidaho.edu/ele/scholars/results/workshops/facilitators_institut

e/theory%20of%20Performance.pdf
 Senior High School Department Page 70

Fulton, J. (2019) Theory of Gamification. 1-2.

https://files.eric.ed.gov/fulltext/ED607091.pdf

Narad A. (2016). Academic Performance of Senior Secondary School Students: Influence

of Parental Encouragement and School Environment. Rupkatha Journal on

Interdisciplinary Studies in humanities 8(2):12

https://www.researchgate.net/publication/304989961_Academic_Performance_of_Sen

ior_Secondary_School_Students_Influence_of_Parental_Encouragement_and_School_

Environment

Robyn, B., Charlotte, B. (2010) Online Learning and Assessment in Higher

Education.https://www.sciencedirect.com/topics/computer-science/online

assessment

Siemens, G., Downes S., (2005) Connectivism Learning Theory.

https://www.wgu.edu/blog/connectivism-learning-theory2105.html

Smiderle, R., Rigo, S.J., Marques, L.B. et al. (2020) The impact of gamification on

students’ learning, engagement and behavior based on their personality traits. Smart

learn. Environ. 7, 3. https://doi.org/10.1186/s40561-019-0098-x

 Senior High School Department Page 71

Tabassum, R., Hanan, M.A. (2016) Technology use, self-directed learning, student

engagement and academic performance: Examining the interrelations. Volume 63,

pages604612. https://www.sciencedirect.com/science/article/abs/pii/S074756321630

4204

Winfrey, E.C. (1999). Kirkpatrick’s Four Levels of Evaluation. In B. Hoffman (Ed.),

Encyclopedia of Educational Technology.

https://schnauber.com/Free%20Stuff/training-effectiveness-Kirkpatrick-levels.doc

Related Articles

Online Assessment and Teaching Methods

Adanır, G., İsmailova, R., Omuraliev, A. and Muhametjanova, G., (2020). Learners’

perceptions of online exams: a comparative study in Turkey and Kyrgyzstan.

International Review of Research in Open and Distributed

Learning http://www.irrodl.org/index.php/irrodl/article/view/4679/5331.

Adedoyin, O. B., & Soykan, E. (2020). COVID-19 pandemic and online learning: The

challenges and opportunities. Interactive Learning Environments, 1-13.

https://doi.org/10.1080/10494820.2020.1813180
 Senior High School Department Page 72

Al-Maqbali, A. H., & Raja Hussain, R. (2022). The impact of online assessment challenges

on assessment principles during COVID-19 in Oman. Journal of University Teaching &

Learning Practice, 19(2), 73-92. https://doi.org/10.53761/1.19.2.6

Baneres, D., Whitelock, D., Ras, E., Karadeniz, A., Guerrero-Roldan, E., and Rodriguez,

M., (2019). Technology enhanced learning or learning driven by technology.

International Journal of Educational Technology in Higher

Education.https://educationaltechnologyjournal.springeropen.com/articles/collections

/telleteditorial.

Khan, R. A., & Jawaid, M. (2020). Technology-enhanced assessment (TEA) in COVID 19

pandemic. Pakistan Journal of Medical Sciences, 36(COVID19-S4), S108.

https://doi.org/10.12669/pjms.36.COVID19-s4.2795

Kong, S.-C., Lai, M., & Sun, D. (2020). Teacher development in computational thinking:

Design and learning outcomes of programming concepts, practices and pedagogy.

Computers & Education, 151. Retrieved from

https://doi.org/10.1016/j.compedu.2020.103872
 Senior High School Department Page 73

Lai, C. F., Jeng, Y. L., & Huang, S. B. (2020). Improving programming skills: the use of

learning style theory and the instant response supplement tool. Library Hi Tech, 41(4),

1084–1098. https://doi.org/10.1108/lht-03-2020-0059

Robinowitz A. (2010), From principles to practice: An embedded assessment system.

Applied Measurement in Education.,13(2):181–208.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9468254/

Valdez, M. T. C. C., and Maderal, L. D., (2021). An Analysis of Students’ Perception of

Online Assessments and its Relation to Motivation Towards Mathematics Learning. The

Electronic Journal of e-Learning, 19(5), pp. 416-431. https://academic-

publishing.org/index.php/ejel
 Senior High School Department Page 74

Gamification

Alsadoon, E., Alkhawajah, A. & Suhaim, A. (2022). Effects of a gamified learning

environment on students’ achievement, motivations, and satisfaction. Volume 8.

https://doi.org/10.1016/j.heliyon.2022.e10249

Arufe Giráldez, V.; Sanmiguel-Rodríguez, A.; Ramos Álvarez, O.; Navarro-Patón, R.

(2022) Can Gamification Influence the Academic Performance of Students? 14, 5115.

https://doi.org/10.3390/su14095115

Baydas, O., Cicek, M. (2019) The examination of the gamification process in

undergraduate education: a scale development study, Technology, Pedagogy and

Education, 28:3, 269-285. https://doi.org/10.1080/1475939X.2019.1580609

Hong, J.; Hwang, M.; Liu, Y.; Tai, K. (2021) Effects of gamifying questions on english

grammar learning mediated by epistemic curiosity and language anxiety. Comput.

Assist. Lang. Learn, 1–25.

https://www.tandfonline.com/doi/full/10.1080/09588221.2020.1803361

Zainuddin et al. (2020) The impact of gamification on learning and instruction: a

systematic review of empirical evidence. Educ. Res. Rev. 30 ()100326.

https://doi.org/10.1016/j.edurev.2020.100326
 Senior High School Department Page 75

Students’ Academic Performance

Baskerville, D.J. (2020) Mattering; Changing the Narrative in Secondary Schools for

Youth Who Truant. Journal of Youth Studies, 23, 1-16.

https://doi.org/10.1080/13676261.2020.1772962

Brew, E.A., Nketiah, B. and Koranteng, R. (2021) “A Literature Review of Academic

Performance, an Insight into Factors and their Influences on Academic Outcomes of

Students at Senior High Schools.” Open Access Library Journal,8,1-14.

https://www.scirp.org/journal/paperinformation?paperid=109636

Capinding, A. (2021). Academic Performance among Minority Students in Dingalan

National High School. Volume 11 Issue No.

02 https://files.eric.ed.gov/fulltext/ED611431.pdf

O’Leary, E.S., Shapiro, C., Toma, S., Sayson, H.W., Levis-Fitzgerald, M. and Johnson, T.

(2020) Creating Inclusive Classrooms by Engaging STEM Faculty in Culturally

Responsive Teaching Workshops. International Journal of STEM Education, 7, Article

No. 32. https://doi.org/10.1186/s40594-020-00230-7

 Senior High School Department

APPENDIX D

Questionnaire

NAME SCORES

SECTION

WEB DEVELOPMENT 4TH GRADING

I. Multiple Choice

Directions: Read the following questions carefully, select one letter for your answer,
and write your answer in the blank provided.

___ 1. Inside which HTML element do we put the JavaScript?

A. <script> C. <js>

B. <scripting> D. <javascript>

Correct answer: A.<script>

___ 2. What is the correct JavaScript syntax to change the content of the HTML element
below?
<p id="demo">This is a demonstration.</p>

A. #demo.innerHTML = “Hello World!”;

B. document.getElementByName(“p”).innerHTML = ‘’Hello World!’’;

C. document.getElementById(“demo”).innerHTML = “Hello World!”;

D. document.getElementByName(“p”).innerHTML = ‘’Hello World!’’;

Correct answer: C. document.getElementById(“demo”).innerHTML = “Hello World!”;

 Senior High School Department

___ 3. Where is the correct place to insert a JavaScript?

A. The <head> section C. Both the <head> and the <body> section

B. The <body> section D. None of the above

Correct answer: C. Both the <head> and the <body> section

___ 4. What is the correct syntax for referring to an external script called "xxx.js"?

A. <script src=’’xxx.js’’> C. <script name=’’xxx.js’’>

B. <script href=’’xxx.js’’> D. <script ext=”xxx.js”>

Correct answer: A.<script src=’’xxx.js’’>

___ 5. How do you write "Hello World" in an alert box?

A. msg(“Hello World”); C. msgBox(“Hello World”);

B. alert(“Hello World”); D. alertBox(“Hello World”);

Correct answer: B. alert(“Hello World”);

___ 6. How do you create a function in JavaScript?

A. function myFunction() C. function = myFunction()

B. function: myFunction() D. function; myFunction()

Correct answer: A. function myFunction()

___ 7. How do you call a function named "myFunction"?

A. call myFunction() C. myFunction()

B. call function myFunction() D. myFunction() function

 Senior High School Department

Correct answer: C. myFunction()

___ 8. How to write an IF statement in JavaScript?

A. if i == 5 then C. if (i==5)

B. if i = 5 D. if i = 5 then

Correct answer: C. if (i==5)

___ 9. How to write an IF statement for executing some code if "i" is NOT equal to 5?

A. if i <> 5 C. if (i != 5)

B. if (i<>5) D. if i!=5 then

Correct answer: C. if (i != 5)

___ 10. How does a WHILE loop start?

A. while (i<=10) C. while (i<=10;i++)

B. while i = 1 to 10 D. while i=1<10

Correct answer: A. while (i<=10)

___ 11. How does a FOR loop start?

A. for (i<=5;i++) C. for (i=0;i<=5)

B. for (i=0; i<=5;i++) D. for i = 1 to 5

Correct answer: B. for (i=0; i<=5;i++)

___ 12. How can you add a comment in a JavaScript?

A. <!--This is a comment --> C. ‘This is a comment

 Senior High School Department

B. //This is a comment D. /This is a comment

Correct answer: B. //This is a comment

___ 13. How to insert a comment that has more than one line?

A. /*This comment has more than one line*/

B. //This comment has more than one line//

C. <!--This comment has more than one line -->

D. ///This comment has more than one line///

Correct answer: A. /*This comment has more than one line*/

___ 14. What is the correct way to write a JavaScript array?

A. var colors = “red”, “green”, ‘blue”

B. var colors = (1:“red”, 2:“green”, 3:”blue”)

C. var colors = 1 =(“red”), 2 = (“green”), 3 = (“blue”)

D. var colors = [“red”, “green”, ‘blue”]

Correct answer: D. var colors = [“red”, “green”, ‘blue”]

___ 15. How do you round the number 7.25, to the nearest integer?

A. round(7.25) C. rnd(7.25)

B. Math.rnd(7.25) D. Math.round(7.25)

Correct answer: D. Math.round(7.25)

___ 16. How do you find the number with the highest value of x and y?

A. Math.max(x,y) C. Math.ceil(x,y)
 Senior High School Department

B. top(x,y) D. ceil(x,y)

Correct answer: A. Math.max(x,y)

___ 17. What is the correct JavaScript syntax for opening a new window called "w2" ?

A. w2 = window.new(“http://www.w3schools.com’’);

B. w2 = window.open(“http://www.w3schools.com’’);

C. w2 = window.open(http://www.w3schools.com);

D. w2 = window.new(http://www.w3schools.com);

Correct answer: B. w2 = window.open(“http://www.w3schools.com’’);

___ 18. How can you detect the client's browser name?

A. navigator.appName C. client.navName

B. browser.name D. nav.appName

Correct answer: A. navigator.appName

___ 19. Which event occurs when the user clicks on an HTML element?

A. onmouseclick C. onchange

B. onmouseover D. onclick

Correct answer: D. onclick

___ 20. How do you declare a JavaScript variable?

A. variable carName; C. var carName;

B. v carName; D. variable var car Name;

Correct answer: C. var carName;

 Senior High School Department

___ 21. Which operator is used to assign a value to a variable?

A. x C. *

B. – D. =

Correct answer: D. =

___ 22. What does PHP stand for?

A. Personal Hypertext Processor

B. Private Home Page

C. PHP: Hypertext Preprocessor

D. Public Hypertext Preprocessor

Correct answer: C. PHP: Hypertext Preprocessor

___ 23. PHP server scripts are surrounded by delimiters, which?

A. <?php…?> C. <&>…</&>

B. <?php>…</?> D. <script>…</script>

Correct answer: A. <?php…?>

___ 24. How do you write "Hello World" in PHP

A. echo “Hello World”; C. Document.Write(“Hello World”);

B. “Hello World”; D. document.write(“Hello World”);

Correct answer: A. echo “Hello World”;

___ 25. All variables in PHP start with which symbol?

 Senior High School Department

A. & C. $

B. ! D. #

Correct answer: C. $

___ 26. What is the correct way to end a PHP statement?

A. . C. </php>

B. New line D. ;

Correct answer: D. ;

___ 27. The PHP syntax is most similar to:

A. VBScript C. Perl and C

B. JavaScript D. None of the above

Correct answer: C. Perl and C

___ 28. How do you get information from a form that is submitted using the "get"
method?

A. $_GET[]; C. Request.Form;

B. Request.QueryString; D. None of the above

Correct answer: A. $_GET[];

___ 29. What is the correct way to include the file "time.inc" ?

A. <!--include file =”time.inc”-->

B. <?php include:”time.inc”; ?>

C. <?php include file:”time.inc”; ?>

D. <?php include ”time.inc”; ?>

 Senior High School Department

Correct answer: D. <?php include ”time.inc”; ?>

___ 30. What is the correct way to create a function in PHP?

A. create myFunction()

B. new_function myFunction()

C. function myFunction()

D. create_new myFunction()

Correct answer: C. function myFunction()

___ 31. What is the correct way to open the file "time.txt" as readable?

A. open(“time.txt”,”read”); C. fopen(“time.txt”,”r”);

B. fopen(“time.txt”,”r+”); D. open(“time.txt”);

Correct answer: C. fopen(“time.txt”,”r”);

___ 32. Which superglobal variable holds information about headers, paths, and script
locations?

A. $_SERVER C. $_GET

B. $GLOBALS D. $_SESSION

Correct answer: A. $_SERVER

___ 33. What is the correct way to add 1 to the $count variable?

A. $count++; C. ++count

B. $count=+1 D. count++;

Correct answer: A. $count++;

 Senior High School Department

___ 34. What is a correct way to add a comment in PHP?

A. /*…*/ C. <comment>…</comment>

B. *\...\* D. <!--…-->

Correct answer: A. /*…*/

___ 35. Which one of these variables has an illegal name?

A. $my-Var C. $my_Var

B. $myVar D. None of the above

Correct answer: A. $my-Var

___ 36. How do you create a cookie in PHP?

A. setcookie() C. makecookie()

B. createcookie() D. s.cookie()

Correct answer: A. setcookie()

___ 37. How do you create an array in PHP?

A. $cars =”Volvo”, “BMW”, “Toyota”;

B. $cars = array(”Volvo”, “BMW”, “Toyota”);

C. $cars = array[”Volvo”, “BMW”, “Toyota”];

D. $cars = array[Volvo, BMW, Toyota];

Correct answer: B. $cars = array(”Volvo”, “BMW”, “Toyota”);

___ 38. Which operator is used to check if two values are equal and of same data type?

A. == C. !=
 Senior High School Department

B. = D. ===

Correct answer: D. ===

II. TRUE OR FALSE

Directions: Write TRUE if the statement is correct, and FALSE if not.

_____ 1. The external JavaScript file must contain the <script> tag.

Correct answer: FALSE

_____ 2. JavaScript is the same as Java.

Correct answer: FALSE

_____ 3. What will the following code return: Boolean(10 > 9)

Correct answer: TRUE

_____ 4. JavaScript is a case-sensitive.

Correct answer: TRUE

_____ 5. When using the POST method, variables are displayed in the URL:

Correct answer: FALSE

_____ 6. In PHP you can use both single quotes ( ' ' ) and double quotes ( " " ) for
strings:

Correct answer: TRUE

 Senior High School Department

_____ 7. Include files must have the file extension ".inc"

Correct answer: FALSE

_____ 8. PHP allows you to send emails directly from a script

Correct answer: TRUE

_____ 9. PHP can be run on Microsoft Windows IIS(Internet Information Server):

Correct answer: TRUE

_____ 10. The die() and exit() functions do the exact same thing.

Correct answer: TRUE

_____ 11. In PHP, the only way to output text is with echo.

Correct answer: FALSE

_____ 12. The if statement is used to execute some code only if a specified condition is
true.

Correct answer: TRUE