Abstract
This study investigated the effectiveness of the Quipper application as a technology-based intervention in improving the competency mastery of Grade 10 learners in Science through e-QUIPPED Learning at Madrid National High School during the school year 2019–2020. It aimed to determine learners’ mastery level before and after the implementation of the Quipper-based intervention, identify factors affecting their performance, and propose an enhanced instructional strategy. The study employed a pre-experimental research design using a one-group pretest-posttest approach. Ten Grade 10 Gold learners with low mastery of Science competencies were purposively selected as participants. Data were gathered through competency-based assessments and a researcher-made survey questionnaire, while learner progress was monitored through Quipper activities, formative assessments, and performance tracking. Results revealed that all participants were initially classified under the Beginning level of mastery, with scores ranging from 8 to 16. Factors affecting their performance included lack of participation, boredom, and distractions from non-academic use of mobile devices. After the intervention, all learners improved to the Accomplished level, obtaining scores ranging from 33 to 40. The findings indicate that Quipper enhanced learning through accessible resources, interactive activities, continuous assessment, feedback, and remediation opportunities. The study concludes that integrating Quipper as a distributed learning platform can support competency development and address learning gaps among struggling learners. An enhanced Quipper-Based Science Learning Enhancement Program is proposed to sustain learner improvement through structured remediation and monitoring.