PIQC’S CURRENT NETWORK INFRASTRUCTURE: ITS EFFECT ON

CLASSROOM LEARNING OF HIGH SCHOOL STUDENTS

A Quantitative Research Undertaken and Presented to Dr. Alicia L. Padua

In Partial Fulfillment of the Requirements in Practical Research 2

Submitted By:

Borito, Kyle R.

Caisip, Euan Veniz B.

Lam, Sophie Janniza D.

November 29, 2023

 ACKNOWLEDGEMENT

This research is the product of the support and guidance of several

individuals and groups who have contributed to its success in various ways. First

and foremost, we are grateful to Dr. Alicia L. Padua, our research supervisor, who

provided us with valuable feedback and suggestions throughout the process and

oriented us in the proper process of research. She was always available for

consultation and guidance, and she encouraged us to pursue our research goals

with rigor and enthusiasm. Second, we appreciate the participation of the fifty-

four students and seven teachers who answered the questionnaires honestly and

openly, sharing their opinions and experiences that were critical for generating

valuable insights and data for this study. They were generous with their time and

cooperation, and they gave us a glimpse of the realities and challenges of using

Wi-Fi in the school setting. Third, we thank Mr. Jeffrey C. Layva, the Assistant

Principal for Administrative Affairs and Services, for facilitating the connection

between us and the IT Department. He was supportive of our research objectives

and helped us secure the necessary permissions and access to conduct our data

collection. Fourth, we acknowledge Mr. William Astor II, the representative of the

IT Department of the school, who gave us insights on the condition of the Wi-Fi

infrastructure during the interview. He was candid and informative, and he

explained to us the technical aspects and limitations of the Wi-Fi system in the

school. Fifth, we are thankful to Ms. Ghia R. Relucio, the Math Subject

Coordinator, who oriented and advised us on what statistical tool was the most

appropriate for our research. She was knowledgeable and helpful, and she
taught us how to use Microsoft Excel to analyze our data. Sixth, we extend our

gratitude to Mr. Ferdinand D. Caisip and Happy Work Enterprise, Mr. Caisip’s

father and his CCTV/network solutions company, who suggested ideas for our

Review of Related Literature. Their insights helped us develop the chapter 2 of

this paper, where we discussed the related literature and studies on Wi-Fi

technology and its impact on education. Seventh, we thank the readers who have

shown interest in this research and its findings, whose attention and engagement

are essential for disseminating the results of this study and promoting its

implications for future research and practice. We hope that this research will

inspire more studies on Wi-Fi technology and its potential benefits for students

and teachers in the Philippines. Lastly, we give our utmost gratitude to God, who

gave us the strength, wisdom, and guidance to complete this study successfully,

who protected and blessed us throughout the research process. We dedicate this

research to Him, who is the source of all knowledge and truth.

ii
 ABSTRACT

Wi-Fi is a vital tool for accessing online information in the modern world,

especially in academic settings where students and teachers need to conduct

research and collaborate. This research delved into the Wi-Fi utilization at PIQC

and analyzed its impact on the academic activities of students and teachers.

Through the data gathered from student and teacher responses, as well as

insights from the IT Staff, this study explored the range of activities that were

dependent on internet access. It scrutinized the school's Wi-Fi infrastructure,

detailing upgrades made post-lockdown, challenges faced, and its perceived

significance in classroom performance. A comparative analysis highlighted

varying perspectives between the students and teachers. The research

concluded with a correlation study, that revealed a moderate relationship

between the Wi-Fi infrastructure and the high school students' academic

performance. Insights garnered from this study highlight areas for potential

improvements in the school's network and helped recognize the need for a

holistic approach to enhance the digital learning environment.

Keywords: Wi-Fi, network infrastructure, classroom performance, internet,

online
 TABLE OF CONTENTS

ACKNOWLEDGEMENT.........................................................................................i

ABSTRACT...........................................................................................................iii

TABLE OF CONTENTS........................................................................................iv

CHAPTER PAGE

1 PROBLEM AND ITS BACKGROUND

INTRODUCTION.........................................................................1

STATEMENT OF THE PROBLEM...............................................3

THEORETICAL FRAMEWORK...................................................4

CONCEPTUAL FRAMEWORK....................................................8

SCOPE AND DELIMITATIONS....................................................9

SIGNIFICANCE OF THE STUDY..............................................10

DEFINITION OF TERMS...........................................................11

2 REVIEW OF RELATED LITERATURE

CURRENT WI-FI TECHNOLOGIES..........................................12

USE OF WI-FI IN HYFLEX CLASSROOMS..............................15

THE DEPENDENCE OF SCHOOLS ON WI-FI.........................17

SYNTHESIS...............................................................................20

3 METHODOLOGY

RESEARCH DESIGN................................................................23
 POPULATION AND SAMPLE....................................................23

RESEARCH INSTRUMENT.......................................................24

DATA COLLECTION PROCEDURE..........................................24

STATISTICAL TREATMENT OF DATA......................................25

4 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

THE USE OF SCHOOL WI-FI IN PIQC.....................................26

THE INORMATION TECHNOLOGY STAFF’S INSIGHTS ON

THE SCHOOL WI-FI..................................................................28

THE SCHOOL’S WIFI AND ITS EFFECT ON CLASSROOM

PERFORMANCE.......................................................................30

FREQUENCY OF WI-FI SCENARIOS IN SCHOOL..................39

5 SUMMARY OF FINDINGS, CONCLUSION, AND

RECOMMENDATIONS

SUMMARY OF FINDINGS.........................................................43

CONCLUSION...........................................................................48

RECOMMENDATIONS..............................................................49

LIST OF TABLES

TABLE 1: THE USE OF WI-FI IN THE CLASSROOM, ACCORDING TO

STUDENTS............................................................................................ 26
TABLE 2: THE USE OF WI-FI IN THE CLASSROOM, ACCORDING TO

TEACHERS............................................................................................27

TABLE 3: ARBITRARY SCALE ON LEVEL OF AGREEMENT...............30

TABLE 4: THE AGREEMENT ON THE STATE OF THE SCHOOL’S WI-

FI, ACCORDING TO STUDENTS...........................................................31

TABLE 5: THE AGREEMENT ON THE STATE OF THE SCHOOL’S WI-

FI, ACCORDING TO TEACHERS..........................................................32

TABLE 6: SCHOOL’S WI-FI AND ITS EFFECT ON CLASSROOM

LEARNING, ACCORDING TO STUDENTS...........................................33

TABLE 7: SCHOOL’S WI-FI AND ITS EFFECT ON CLASSROOM

LEARNING, ACCORDING TO TEACHERS...........................................34

TABLE 8: GRADING STANDARD FOR SPEARMAN RHO

CORRELATION......................................................................................35

TABLE 9: THE CORRELATION OF THE CONDITION OF THE

SCHOOL’S WI-FI INFRASTRUCTURE AND ITS EFFECT ON

CLASSROOM LEARNING, ACCORDING TO STUDENTS....................36

TABLE 10: ARBITRARY SCALE OF LEVEL OF FREQUENCY.............39

TABLE 11: FREQUENCY OF OCCURRENCE OF SITUATIONS

RELATED TO THE SCHOOL’S WI-FI, ACCORDING TO STUDENTS...40

TABLE 12: FREQUENCY OF OCCURRENCE OF SITUATIONS

RELATED TO THE SCHOOL’S WI-FI, ACCORDING TO TEACHERS...41

LIST OF FIGURES

FIGURE 1: THE COMMUNITY OF INQUIRY FRAMEWORK, AS

PROPOSED BY GARRISON ET AL. (2000)............................................5

FIGURE 2: THE COMPLEX ADAPTIVE BLENDED LEARNING

SYSTEM, AS PROPOSED BY WANG ET AL. (2015) .............................7

FIGURE 3: UTILIZATION OF THE INTERNET FOR CLASSROOM USE 8

FIGURE 4: THE LATENCY IMPACT OF OFDMA IN CLASSROOMS....15

REFERENCES....................................................................................................50

APPENDICES

APPENDIX 1: STUDENT QUESTIONNAIRE.........................................60

APPENDIX 2: TEACHER QUESTIONNAIRE.........................................63

APPENDIX 3: INTERVIEW QUESTIONS FOR IT STAFF......................66

APPENDIX 4: LETTER TO MR. JEFFREY LAYVA.................................67

 Chapter 1

PROBLEM AND ITS BACKGROUND

Introduction

Education is adapting and growing in tandem with the ever-changing world

people live in. Classrooms are now connected, educators are collaborating like

never before, and administrators are more informed than ever through

technology and the internet; information is attainable at the simple tap of our

fingertips whenever we need it (Reid, n.d.). With this, students can learn from

anywhere on any device, while teachers and researchers innovate rapidly.

The COVID-19 pandemic has had a profound impact on the education

sector in the world, as well as the Philippines. As stated by Ignacio (2021), the

pandemic forced the whole country to adopt a distanced learning method,

utilizing technology such as the internet. It was not long until schools started

implementing a half-in-person, half-online learning method called the Hybrid-

Flexible (HyFlex) Learning method (Hilario, 2023). HyFlex learning helped

teachers to cater to different types of students and meet their needs in education,

thus making the modality a step to the right direction of the evolution of education

(Hilario, 2023).

The Philippine Institute of Quezon City (PIQC) has developed providing

quality education over the years, implementing Information and Communication

Technology (ICT) into the lives of students and teachers in the classroom setting.

Prior to the pandemic, the school had already been utilizing iPads in the high
 2

school department for education purposes since 2014, as stated by Relucio

(2017). Along with the internet, it is used for the benefit of both students and

teachers in school. With this, when it came to designing a learning model for the

HyFlex modality, implementing it was not a significant challenge due to the prior

knowledge and usage of iPads and the internet.

The dependence of schools on technologies that require a wireless

connection is huge. While this is neither a good nor a bad thing, the less

fortunate suffer due to this new way of education. Philippine Institute of Quezon

City (PIQC), while a private school, harbors some less fortunate students amidst

the more fortunate student population. So while the shift to eBooks and online

distance learning (ODL) is a good change, the lack of option to change to their

preferred way of learning, physical books, or eBooks, can be restricting.

Despite all this, there appears to be a dearth of research on the impact of

a school's network infrastructure on the academic performance of its students.

Nevertheless, there is research mentioning the use of technology and how the

internet is required to use such technology. One research conducted by a PIQC

teacher suggests that the school's Wi-Fi network is not up to par and may hinder

the student's ability to learn using technology (Relucio, 2017). The research

further advocated for the improvement of the school's Wi-Fi infrastructure to

enable it to handle heavy network traffic within classrooms.

Based on observations made by PIQC students and teachers throughout

the past few school years, it has come to the researchers' attention that there are
 3

certain issues about the school Wi-Fi. Regrettably, such observations have been

overlooked and disregarded. It has also been brought to the attention of the

researchers that there have been issues with the school Wi-Fi that have been

overlooked in the past. This study was conducted to investigate the current

condition of the school's internet infrastructure and how it may be affecting the

academic performance of students. The primary goal was to uncover any

underlying issues and provide recommendations for improvement.

Statement of the Problem

This study aimed to determine how the Philippine Institute of Quezon

City’s (PIQC) current Wi-Fi network affects the classroom learning of the

students.

Specifically, it sought to answer the following questions:

1. What is the current state of the school’s Wi-Fi?

2. How is the school Wi-Fi utilized in the classrooms of high school

students?

3. How does the current state of the school’s network affect the

classes and academic performance of high school students?

4. Is there a significant relationship between the current condition of

the school’s network and the classroom performance of students

at 0.5 level of significance?

 4

H0: There is no significant relationship between the current condition of the

school’s network and the classroom performance of students at 0.5 level of

significance.

Theoretical Framework

To effectively implement Hybrid-Flexible Learning (HyFlex), educators must base

their implementations on a framework. This study underscored the theories of

Constructivism and Collaborative Learning and brought importance to the

Community of Inquiry (CoI) Framework and the Complex Adaptive Blended

Learning System (CABLS) Framework.

According to articles from Western Governors University and Mcleod,

constructivism is a learning theory that emphasizes the active role of learners in

building their own understanding based on the idea that people actively construct

or make their own knowledge, and that reality is determined by your experiences

as a learner (2020, 2023). As people experience the world and reflect on those

experiences, they create their own understanding and add new information to

existing knowledge (University at Buffalo, 2023). Actively engaging in their own

learning and constructing their own understanding lets students retain

information and perform better academically (Savery & Duffy, 1995).

Building on the idea of constructivism, social constructivism places a heavy

emphasis on the "importance of culture and social context for cognitive

development" and focuses more on a collaborative nature of learning (Vygotsky,

1980, as stated by Gogus, 2012, Western Governors University, 2020). Students

 5

depend on their peers to contribute to the formation of their foundational

knowledge, and learning from others assists them in constructing their own

understanding of reality (Western Governors University, 2020). From the findings

of DeCiccio, social constructivism can be connected or likened to the approach of

collaborative learning (1988). According to Andreev (2023), active engagement is

a key feature of collaborative learning, where learners work together on projects

to process and synthesize information and concepts; by collaborating as a group,

learners are able to defend their positions, listen to other viewpoints, and

articulate their points, leading to a more complete understanding than they could

achieve alone.

These two theories are closely related to two frameworks that are crucial to

HyFlex learning: the CoI framework and the CABLS framework.

 6

Figure 1. The Community of Inquiry Framework, as proposed by Garrison et al. (2000)

As Swan (2019) explains, the CoI framework is all about social constructivism,

which means that learning is a collaborative process that takes place in both

online and blended learning environments. It assumes that learning is a social

activity, and our understanding of the world is constructed through

communication and collaboration with others. The model views learning in such

settings as supported by three interacting presences: cognitive presence, social

presence, and teaching presence (Swan, 2019). According to Garrison et al.

(2005, 2007), social presence involves building personal connections with

community members, cognitive presence involves constructing meaning through

collaborative inquiry, and teaching presence helps structure the educational

 7

process in a constructive and collaborative manner. Moreover, Langston (2021)

observed that the CoI framework is useful for creating courses that encourage

students to develop skills in adaptability, digital competence, problem solving,

and virtual community building in a HyFlex environment.

Figure 2. The Complex Adaptive Blended Learning System, as proposed by Wang et al.
(2015)

Another model that is used to implement the HyFlex learning mode is the CABLS

framework. The Complex Adaptive Blended Learning System, according to the

Commonwealth of Learning (n.d.), is a theoretical model that describes blended

learning as a comprehensive system involving multiple agents, including

learners, instructors, and technology, which interact with each other to create a

complex adaptive system. The CABLS framework recognizes the importance of

technology in blended learning (i.e., the internet), as it allows learners to avail

themselves of various resources and participate in group activities with other

 8

individuals (Wang et al., 2015). This shows that the internet plays a crucial role in

the CABLS framework as it provides a platform for learners, instructors, and

technology to interact and collaborate with each other.

Conceptual Framework

Figure 3. Utilization of the Internet for Classroom Use

The framework shows the role of the internet when it comes to learning in

a HyFlex classroom setting. According to an article by Lohmann et al. (2021):

the teacher must provide simultaneous, engaging instruction for both the

online and in-person learner, and always has to have a contingency plan

for technology glitches.

 9

Based on social constructivism, collaborative learning, the CoI framework, and

the CABLS framework, the researchers were able to conceptualize how the

internet is utilized in HyFlex classrooms and was able to connect the content,

technology, and learning support aspects from the CABLS framework. Both the

CoI and CABLS frameworks infer that learning involves the collaboration and

communication of students in order to complete project-based tasks. Moreover,

the use of technology in a HyFlex setting is also mentioned in the framework,

where both students and teachers use the internet to gain access to classroom

materials and host tasks and exams. As for the learning support element of the

framework, the researchers focused on the non-academic part of the part, which

involves the school's IT department and how they handle the school's technology

to become operational in the school setting. These three aspects will be utilized

by the researchers to determine the use of the internet in a school setting, and

whether its condition will affect classroom performance.

Scope and Delimitations

This research was conducted to study the impact of the current condition

of the school's network infrastructure on the classroom performance of students

of PIQC. The study will solely examine high school students' in-class

performance as they have priority access to internet-enabled devices and a

greater need for it compared to other grade levels. They will be interviewed about

their current standpoint on the school’s internet framework and how it affects their

classroom performance.
 10

Furthermore, this study was conducted to investigate the current internet

framework of the school to measure how capable it is of running such arduous

tasks. The PIQC IT Admins will be interviewed on questions regarding the current

framework the school currently has implemented.

Significance of the Study

This study is significant to the following:

Students. Students are the ones mainly affected by the Wi-Fi network

problems. Online Distance Learning(ODL) students are left out of

discussions and Hybrid-flexible (HyFlex) students cannot surf the internet

for research in certain subjects without bringing pocket data. The findings

of this study will help the students be reassured that they will have a more

stable internet connection and that time would not be wasted via waiting

for websites and apps to slowly load in.

Teachers. Without the internet, teachers are unable to start a call for ODL

students and , in some cases, display necessary videos for the class. This

also hinders them from work as they have to do their research at home, or

they have to bring pocket data. This research will especially help teachers

who have other things (e.g. children, chores) to take care of at home, and

ensure that none of the teachers are required to work overtime by having

to bring their work home.

IT staff. The IT staff have a lot of stress because they are responsible for

solving the technological problems in the school. They also need to

 11

communicate and follow up with the internet service provider and the

teachers who need internet access for their classes. The findings of this

study will help in lessening the pressure put on the school IT staff to solve

the issue immediately.

Definition of Terms

Wi-Fi: Also known in a non-user-friendly way as IEEE 802.11, Wi-Fi is a

technology that enables wireless Internet access for devices such as computers,

mobile devices, printers, and cameras (Cisco, 2023, Verizon, 2023).

Network Infrastructure: According to Rouse (2023), the network infrastructure

is the hardware and software resources of a network that enable network

connectivity, communication, and management within the network. It provides the

path and services between its users, processes, applications, services, and the

internet.

Classroom Performance: According to Law Insider (n.d.), classroom

performance is defined as the ability to meet the criteria for planning and

evaluating instruction, engaging with students and creating a positive learning

environment.
 Chapter 2

REVIEW OF RELATED LITERATURE

This chapter includes a review of related literature, studies, and data from

different sources. These sources will cover the current Wi-Fi technologies, the

use of Wi-Fi in Hybrid-Flexible classrooms, and the dependency of Wi-Fi in the

Classroom setting.

Current Wi-Fi Technologies

One of the most important aspects of modern technology is wireless

connectivity. Wireless networks enable devices to communicate with each other

and access the internet without being physically connected by wires (Moozakis et

al., n.d.). Institute of Electrical and Electronic Engineers protocol (IEEE) 802.11,

most commonly known as Wi-Fi, is a form of wireless connectivity that helps us

connect to the internet, and it is evolving faster than before. Since its introduction

in 1997, IEEE 802.11 Wi-Fi standards have evolved to offer faster data

transmission, farther connection ranges, and safer wireless connectivity

according to IEEE Standards Association (2023). Two generations of Wi-Fi are

currently being used: Wi-Fi 5 and Wi-Fi 6.

According to a wireless technology group, Qualcomm (n.d.), Wi-Fi 5, or

IEEE 802.11ac, is the fifth generation of cellular network technology that aims to

provide faster, more reliable, and more efficient wireless services. Introduced in

2014, it has brought several improvements over the previous generation of Wi-Fi,

including support for data rates that exceed one gigabit (Shukla, 2022).
 13

Wi-Fi 5 is the second generation to use dual-band frequencies, namely

2.4GHz and 5GHz. Both frequencies have advantages, with 2.4GHz having a

wider range and easily penetrating walls, while 5GHz has better speeds and

avoids signal interferences from other wireless routers (Hoffman, 2020; Keenetic,

2022; Aguirre, 2023). In Hoffman's article on 5GHz Wi-Fi (2020), a modern router

can support dual-band frequencies. These two frequencies make Wi-Fi 5 routers

capable of running up to 3.5Gbps, according to Klein et al. (2022).

Moreover, Wi-Fi 5 introduces the multi-user, multiple input, multiple output

wireless technology called Multiple-User Multiple-In Multiple-Out (MU-MIMO)

technology. Irei (2020) mentions in her Network Infrastructure Article on MU-

MIMO that the technology allows a single Access Point (AP) to split its available

bandwidth into multiple spatial streams, which enables it to simultaneously

communicate with several nodes. This way, an AP can perform multiple tasks at

once using MU-MIMO technology. Additionally, an article by Cisco (2022)

suggests that:

MU-MIMO allows APs and their many antennas to transmit to multiple

client devices at one time. That helps increase airtime efficiency so every client—

regardless of what version of 802.11 it is running—gets the amount of airtime it's

supposed to get based on the technology supported. A lower-speed client no

longer slows the overall downlink throughput for others on the network.

This improves performance and efficiency when APs are transmitting to

client devices that support Wi-Fi 5 or Wi-Fi 6 (Cisco, 2022).

 14

Wi-Fi 6, on the other hand, is currently the latest standard of wireless local

area network (WLAN) technology that is based on the IEEE 802.11ax protocol

introduced in 2019. It is officially marketed by the Wi-Fi Alliance as Wi-Fi 6 (2.4

GHz and 5 GHz) and Wi-Fi 6E (6 GHz). According to Cisco (n.d.), Wi-Fi 6 "builds

on the strengths of earlier Wi-Fi standards while improving efficiency, flexibility,

and scalability." Wi-Fi 6 is said to run at a theoretical maximum speed of

9.6Gbps, which is thrice the maximum speed of Wi-Fi 5 (Kastrenakes, 2019).

A technology presented alongside Wi-Fi 6 is Orthogonal Frequency-

Division Multiple Access (OFDMA), which can improve wireless network

performance by independently modulating subcarriers within frequencies (Cisco,

2021). Luciano (n.d.) states that OFDMA lets an AP use a channel for one or

multiple users at once. It is good for low-bandwidth applications and improves

frequency reuse, latency, and efficiency. The OFDMA technology can be used for

several scenarios such as home, office, and classroom scenarios. To support

this, a research study conducted by Qualcomm (n.d.) showed that a single AP

network is ineffective for a 20-person classroom without OFDMA. Their analysis

considered 19 students, one professor, and background traffic from other

networks.
 15

Figure 4. The Latency Impact of OFDMA in Classrooms

The graph shows the latency of download and upload speeds in a

classroom with and without OFDMA. Downlink latencies decrease by 93%, and

uplink latencies by 99% (compared to SU mode) (Huang & De Vegt, 2021). Thus,

proving that OFDMA reduces latency for classroom scenarios.

Use Of Wi-Fi in HyFlex Classrooms

Education has been transformed and changed into new learning

modalities (i.e., HyFlex Learning Modality) in response to different factors. One of

the emerging trends in education is the use of Wi-Fi in HyFlex classrooms, which

are learning spaces that allow students to choose between attending in-person,

online, or a combination of both modes (Steary, 2021). Connection to the internet

is essential for providing quality online education to every student. With it,

students and teachers can meet classes from any location and have access to
 16

educational resources. Thus, it is important to examine the uses and benefits of

Wi-Fi connection in HyFlex class in the present.

Wi-Fi connections or internet connections play a vital role in education.

Wi-Fi allows remote students to seamlessly join the class meetings via video

conferencing, screen sharing, and other interactive tools according to Shure

USA ( 2021). Without Wi-Fi connection, students and educators could not access

the HyFlex class learning platforms (e.g., Microsoft Teams). Therefore, a better

Wi-Fi connection is needed to have a quality HyFlex education. It is an easier

way to get in touch for students to interact and communicate with teachers and

classmates.

Wi-Fi is also a proficient and effective tool in learning. Wi-Fi connection

allows the educators to use it as a learning tool and teaching tool where they can

post their teaching materials such as notes and lessons on school websites or

forums that are used in HyFlex class. It also allows in-person students to access

online resources and collaborate with their peers using their own devices

according to York University (n.d.). The students will not struggle in finding or

collecting some ideas and information because they can use the technology to

gather information anytime.

However, Wi-Fi also poses some challenges and limitations for HyFlex

classrooms. One of the main challenges is ensuring the quality and reliability of

the Wi-Fi signal and bandwidth, especially when there are multiple devices and

applications running simultaneously according to California State Polytechnic

 17

University (n.d.). Wi-Fi issues can disrupt the learning experience and cause

frustration for both students and instructors. The same article says another

challenge is ensuring the security and privacy of the Wi-Fi network and the data

transmitted through it, especially when dealing with sensitive or confidential

information.

In conclusion, Wi-Fi is a key element of HyFlex classrooms that can offer

many advantages for students and instructors, but also requires careful planning

and management to overcome its challenges. As Pendro (2022) argues, the

pandemic has revealed the essential role of the internet for modern learning. The

internet has been a vital part of education for some time, but its importance

seems to increase continuously. Wi-Fi can enable a flexible and engaging

learning environment that can accommodate different preferences and needs of

learners.

The Dependence of Schools on Wi-Fi

According to 21K School (2023), the internet has become a vital tool in the

world of education by 2023, transforming the way students obtain information,

connect with peers and teachers, and even interact with their parents and school

administrators. This shift has been especially significant in the twenty-first

century, providing students with unprecedented chances for learning and growth.

From the other studies examined by Brouwer (2022), it is shown that the internet

has a wide range of advantages, including higher academic achievement, less

behavioral problems, access to current knowledge, private and remote

communication with professors, and many more.

 18

One of the most remarkable aspects of the internet's impact on education

is the way it has reshaped communication channels. No longer constrained by

physical boundaries or limited to face-to-face interactions, students can now

interact with their teachers and peers through various online platforms. Social

media, messaging apps, and chat forums have become integral to

communication beyond the classroom, enabling students to discuss

assignments, seek clarification, or collaborate on projects. This newfound

accessibility to teachers outside of school hours allows for more personalized

support and immediate assistance, breaking down the barriers of traditional

communication methods like emails or waiting until the next school day.

The internet has ushered in an era of unrestricted access to information. A

staggering statistic reveals that 90% of the information on the internet was

created within the last year, highlighting the constantly evolving nature of the

digital world (Brouwer, 2022). This dynamism means that students can keep up

with knowledge that may never make it into textbooks or could become outdated

before traditional educational materials are updated. This access empowers

students to take control of their own learning and explore topics beyond the

confines of the curriculum, fostering curiosity and intellectual independence.

Research highlights how having access to the internet improves academic

performance. Due to the abundance of online materials at their disposal,

students who use internet-capable gadgets typically score better on exams.

These technological tools not only help them understand the material better, but

they also make learning more interesting and interactive. Studies, like the ones
 19

that Brouwer (2022) conducted, highlight the potential of technology to teach

discipline and focus on the educational setting by showing that students who

have access to technology for academic support tend to display less behavior

problems.

However, it is crucial to note that the digital divide remains a critical issue,

particularly for low-income pupils. While the internet provides tremendous

opportunity for personal and educational development, not all students have

equal access to this valuable asset. Students from lower-income families face a

tremendous problem in crossing the digital divide, which can have a substantial

influence on their social mobility and capacity to overcome poverty. For these

kids, access to the internet can be a lifeline, providing them with a road to a

better quality of life through education and the development of necessary

knowledge and skills.

In a Question and Answer interview conducted by Tomlin (2019), Mike

Allen and Gareth Tomlin emphasize the pivotal role of wireless networks,

especially Wi-Fi, in education. They argue that wireless networks enable flexible

learning and mobility, essential to keeping education aligned with ever-evolving

technology trends. Additionally, the integration of educational apps on devices

like iPads, Android Tablets, and Chromebooks places even greater importance

on Wi-Fi connectivity. Moreover, Bring Your Own Device (BYOD) policies demand

secure wireless networks to support the personal devices of both students and

teachers, fostering collaboration and delivering high-quality learning

opportunities. In summary, both Allen and Tomlin concur that Wi-Fi is an essential
 20

priority for educational institutions striving to adapt to the demands of the digital

age (Tomlin, 2019).

Synthesis

Wireless connectivity is a key feature of modern technology. It allows

devices to communicate and access the internet without wires (Moozakis et al.,

n.d.). Wi-Fi is a type of wireless connectivity that is constantly improving. Since

1997, Wi-Fi standards have increased speed, range, and security based on IEEE

Standards Association (2023). There are two generations of Wi-Fi currently being

used today: Wi-Fi 5 and 6.

Wi-Fi 5 is the fifth generation of cellular network technology that offers

faster and more efficient wireless services according to Qualcomm (n.d.). It

supports data rates over one gigabit (Shukla, 2022) and uses dual-band

frequencies of 2.4GHz and 5GHz, which have different advantages in range,

speed, and interference (Hoffman, 2020; Keenetic, 2022; Aguirre, 2023). Wi-Fi 5

also introduces MU-MIMO, a technology that allows a single AP to communicate

with multiple nodes at once, increasing airtime efficiency and performance (Irei,

2020; Cisco, 2022).

Wi-Fi 6 is the latest WLAN technology based on IEEE 802.11ax. Cisco

(n.d.) says it improves efficiency, flexibility, and scalability. It can run at 9.6Gbps,

three times faster than Wi-Fi 5 (Kastrenakes, 2019). Alongside the release of Wi-

Fi 6 is OFDMA, which is a technology that enhances Wi-Fi 6 performance by

modulating subcarriers within frequencies (Cisco, 2021). It is suitable for low-

 21

bandwidth applications and reduces frequency reuse, latency, and inefficiency. A

study by Qualcomm showed that OFDMA reduces latency by 93% for downlink

and 99% for uplink in a 20-person classroom (Huang & De Vegt, 2021), which is

suitable for schools like PIQC.

One of the emerging trends in education is the use of Wi-Fi in HyFlex

classrooms, which are learning spaces that allow students to choose between

attending in-person, online, or a combination of both modes (Steary, 2021). Wi-Fi

connection enables remote students to join class meetings, access online

resources, and collaborate with their peers. It also allows educators to use it as a

learning and teaching tool to post their materials and interact with students.

Quality, reliability, security, and privacy are the main concerns, as Wi-Fi can affect

learning outcomes and data protection (Cal Poly Pomona, n.d.).

The internet has revolutionized education in the twenty-first century,

offering students various benefits and opportunities for learning (21K School,

2023). It has also changed how students communicate with their teachers and

peers, using online platforms that allow for more accessibility, collaboration, and

personalization, providing students with unlimited and up-to-date information, and

enhancing their learning and curiosity (Brouwer, B. 2022). Internet access also

improves academic performance and behavior, as online materials help students

comprehend, engage, and focus better.

Nevertheless, the digital divide is a serious problem for low-income

students who need internet access. The Internet offers many benefits for
 22

education and personal growth, but not all students can enjoy them. Wi-Fi is vital

for flexible and mobile learning, as well as for using educational apps and

personal devices. Allen and Tomlin (2019) agree that Wi-Fi is a key priority for

schools in the digital age. Schools rely heavily on wireless technologies, but this

can disadvantage some students.

 Chapter 3

METHODOLOGY

This chapter focused on the methodologies used to conduct this research,

including the design, population and sample, sampling techniques, data

gathering tools, and data analysis tools.

Research Design

For this study, the researchers have chosen a correlational research

design, which is a type of non-experimental research that examines the statistical

relationship between two or more variables without manipulating them (Bhandari,

2023). A correlation reflects the strength and/or direction of the relationship

between two variables. This research design was chosen due to the study being

focused on the school's network infrastructure and its relation to how the

students are affected by it in the classroom. With this research design, the

researchers will be able to determine if these two factors have a positive,

negative, or zero correlation.

Population and Sample

The respondents are the High School students currently studying at PIQC,

The High School teachers that currently work for PIQC, and the IT Staff of PIQC.

These three groups are the ones who utilize the network infrastructure of the

school; therefore, they were chosen. To selectively pick the student and teacher

respondents, the researchers chose the stratified random sampling technique,

which is a method of selecting a sample from a population that has different

 24

groups, or strata, based on some common traits. According to QuestionPro

(2023), by stratifying the population, the sample can represent each group

proportionally and allow for more accurate analysis of the subgroups. With this,

the study sample consisted of 30% of high school students from each grade and

the teachers.

Research Instrument

Two modes of collecting data, a survey and an interview were done.

Surveys were given in a form of a questionnaire to gather data on the students'

opinions of the school's current network infrastructure and its significant

relationship to their performance in class. Questions that pertain to aspects such

as waiting time for accessing materials (i.e., PowerPoints, videos, pdf files, etc.),

conducting online class sessions, the handing out of quizzes and tasks online

and the alike were formulated. A survey questionnaire was also given to the

selected teachers to gather data on opinions of the school's current network

infrastructure and how it affects their teaching performance. Interview questions

were formulated and found appropriate for asking the IT staff how the current

network infrastructure works, what the school's Internet Service Provider (ISP) is,

and how updated the infrastructure is.

Data Collection Procedure

The researchers conducted the survey by using an online survey method

to easily manage and facilitate data. The survey questionnaires will be created

on Microsoft Forms since this is part of the Microsoft Teams app, which is the

primary learning app of the school. Separate surveys for teachers and students
 25

were conducted as they were asked different questions pertaining to their

teaching and learning performance. Moreover, the interview with the IT staff took

place in a face-to-face setting. This was used to gather data and information from

the interviewee with ease. All of the data and results were then collected,

analyzed, and interpreted.

Statistical Treatment of Data

The data collected were analyzed via the use of the following statistical tools:

1. Weighted Mean. This was used to determine the average response of

the respondents when it came to their opinion of the school’s Wi-Fi

condition and how it affected their academic performance.

2. Frequency Table. This was used to determine the different activities

the students and teachers do with the school Wi-Fi.

3. Spearman's rank correlation coefficient. This was used to

determine the strength and direction of the condition of the internet

infrastructure and the classroom performance of the students' linear

relationship.
 Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter includes data and analysis from the answers of the

respondents and interviewees. The themes analyzed include: (a) how school Wi-

Fi is used in PIQC, (b) what the condition of the Wi-Fi of the school is according

to the IT Staff interview, (c) how students and teachers perceive the condition of

the school Wi-Fi and how it affects classroom learning, and (d) how frequent

some scenarios regarding Wi-Fi occur in the school.

The Use of School Wi-Fi in PIQC

Table 1: The Use of Wi-Fi in the Classroom, According to Students

Activities Wi-Fi Is Used In: Frequency Percent Rank

PowerPoint Presentations 45 83% 2

Quizzes 34 63% 4

Research 48 89% 1

Digital Whiteboard 21 39% 6

Mentimeter 29 54% 5

Digital Works (Drawings, 36 67% 3

Posters, etc.)

Other 7 13% 7
 27

Table 2: The Use of Wi-Fi in the Classroom, According to Teachers

Activities Wi-Fi Is Used In: Frequency Percent Rank

PowerPoint Presentations 6 86% 3.5

Quizzes 6 86% 3.5

Research 7 100% 1

Digital Whiteboard 5 71% 6.5

Mentimeter 4 57% 8

Digital Works (Drawings, 6 86% 3.5

Posters, etc.)

Lesson Planning 5 71% 6.5

Grading Students 6 86% 3.5

The researchers accumulated a total of sixty-one (61) respondents: fifty-

four (54) of which are high school students, while seven (7) are high school

teachers. The first two tables show what activities the respondents think require

the internet. On the topic on what school activities require the internet, many

students and teachers noted that “research” is one of those school activities,

with eighty-nine percent (89%) of students and one hundred percent (100%) of

teachers agreeing to the statement. Recalling an article by Brouwer (2022), 90%

of the information on the internet was created within the last year, making the

internet instrumental for research. Additionally, a research that took place in

PIQC stated that students prefer to use the internet when doing things that are

easily done online (Carag, N., Choi, K., Flores, L.H.G.G., 2016). Eighty-three
 28

percent (83%) of the students and eighty-six percent (86%) of the teachers

perceived that the internet is used for presenting PowerPoint presentations in

the classroom. For doing digital works such as posters, drawings, and alike,

sixty-seven percent (67%) of students and eighty-six percent (86%) of teachers

believed that it required the internet to complete such tasks in the classroom.

Moreover, sixty-three percent (63%) of students and eighty-six percent (86%) of

teachers answered that quizzes require the internet. There were other classroom

activities that rank lower, such as digital whiteboards and Mentimeter; digital

whiteboards were given credit by thirty-nine percent (39%) of students and

seventy-one percent (71%) of teachers while Mentimeter was given credit by

fifty-four percent (54%) of students and fifty-seven percent (57%) of teachers. For

teachers, eighty-six percent (86%) listed that the internet is used for grading

students and seventy-one percent (71%) listed that they use the internet for

lesson planning.

The Information Technology Staff’s Insights on the School Wi-Fi

One of the IT Staff members, Mr. William Astor II, was interviewed by a

researcher, Mr. Euan Veniz Caisip, on October 19 with regards to their insights

into the school Wi-Fi infrastructure. The interview was conducted in Taglish for

the interviewee and interviewer to understand each other easier. The first

question asked talked about what brand of Wi-Fi peripherals the school used, in

which Mr. Astor answered with Ubiquiti’s UniFi as the brand of the Wi-Fi

peripherals. These include the Access Points (AP) for the infrastructure. Mr. Astor

described what AP was being used in the first and current years of HyFlex. The
 29

old APs were only able to support 40 devices and could only carry a maximum

speed of 100mbps. It was sufficient for the first year, as the first year of the

HyFlex implementation separated the elementary and high school schedule on

when they will come to school, therefore limiting the traffic. Mr. Astor added that

the new APs support 200 students and can support up to 200 devices, which can

fit the current population of the student body and school. The interviewee was

then asked on what is the current Internet Service Provider (ISP) and the current

bandwidth of the Wi-Fi plan, to which he replied “PLDT Internet Service Provider

with 300mbps Wi-Fi speed.” Following the question, the interviewer asked if

students and teachers have specific bandwidths. Mr. Astor said that both

teachers and students receive the same Wi-Fi bandwidth speed; however,

teachers have unlimited access to the internet compared to students, which are

scheduled by the teacher requesting access for the class.

In addition, when asked about the current generation of Wi-Fi the school is

using, Mr. Astor mentioned that the school currently uses Wi-Fi 6, which is the

latest standard wireless local area network, according to Kastrenakes (2021). He

added that the school previously used Wi-Fi 4 and 5 APs in the school, which

only support slower internet speeds.

On the question of the usage of APs in school, the interviewer asked if

there were any dead spots located in the school. Even with the current

capabilities of the Unifi AP, there were still small areas in the school that have

weak Wi-Fi signal, as stated by Mr. Astor. Though this was the case, those areas

could still have access to the Wi-Fi, but only in a very low signal. The interviewer
 30

then asked if there were any issues with the Wi-Fi when being implemented into

the HyFlex Modality. Mr. Astor stated that there were issues with the Wi-Fi back

then, recalling that there were issues with the ISP and its system where it does

not match the school’s ports, rendering the Wi-Fi useless in the morning of

school days. Eventually, it was said to be fixed.

Mr. Caisip asked Mr. Astor about the importance of Wi-Fi in the classroom

performance of a student, to which he agreed that Wi-Fi was important and that it

should not be interrupted. He also mentioned that they had installed several APs

on the third floor to ensure a constant connection without lag. They explained

that before, only one AP was available near the elevator in the middle, which left

the grade 7 and grade 10 students without Wi-Fi; to fix the problem, they had

added APs at the ends of the corridor, so that all students could access Wi-Fi.

Lastly, Mr. Caisip asked Mr. Astor on what could be improved in the network

infrastructure, to which he replied:

Magdagdag ng extra access point sa mga dead spots para wala nang

problema.

The School’s Wi-Fi and Its Effect on Classroom Performance

Table 3: Arbitrary Scale on Level of Agreement

Range Verbal Implementation

4.5-5.0 Strongly Agree

3.5-4.49 Slightly Agree

2.5-3.49 Neutral
 31

1.5-2.49 Slightly Disagree

1.0-1.49 Strongly Disagree

Table 4: The Agreement on The State of the School's Wi-Fi, According to Students

Prompt Weighted Verbal

Mean Interpretation

1. The Wi-Fi connection in the school 2.37 Slightly Disagree

is fast and reliable.

2. The Wi-Fi connection in the school 2.69 Neutral

covers the area of the whole school.

3. The Wi-Fi connection in the school 2.41 Slightly Disagree

is always available when needed.

4. The Wi-Fi connection in the school 2.28 Slightly Disagree

is consistent and does not drop out.

5. The Wi-Fi connection in the school 2.52 Neutral

is satisfactory and meets my

expectations.

Average Mean 2.45 Slightly Disagree

Table 5: The Agreement on The State of the School's Wi-Fi, According to Teachers

Prompt Weighted Verbal

Mean Interpretation

1. The Wi-Fi connection in the school 4.14 Slightly Agree

 32

is fast and reliable.

2. The Wi-Fi connection in the school 4.00 Slightly Agree

covers the area of the whole school.

3. The Wi-Fi connection in the school 3.86 Slightly Agree

is always available when needed.

4. The Wi-Fi connection in the school 3.00 Neutral

is consistent and does not drop out.

5. The Wi-Fi connection in the school 3.86 Slightly Agree

is satisfactory and meets my

expectations.

Average Mean 3.77 Slightly Agree

When comparing the two demographics in their perception of the state of

the school’s Wi-Fi infrastructure, weighted mean was used and was interpreted

through an arbitrary scale for level of agreement. It has shown that students have

a more negative judgement against the network than the teachers, where the

average mean of students was 2.45, and the average mean of the teachers was

3.77. In one of the prompts, namely “The Wi-Fi connection in the school is

always available when needed.”, the students gave a weighted mean of 2.41,

slightly disagreeing with the statement. This may be because students are only

granted access to the internet whenever a teacher requests access from the IT

Staff, as mentioned in the interview with Mr. Astor.

 33

Table 6: School's Wi-Fi and Its Effect on Classroom Learning, According to Students

Prompt Weighted Verbal

Mean Interpretation

1. The Wi-Fi connection in the school 3.33 Neutral

supports my online learning activities.

2. The Wi-Fi connection in the school 3.44 Neutral

allows me to access various

educational resources and platforms.

3. The Wi-Fi connection in the school 3.24 Neutral

enhances my engagement and

interaction with teachers and peers in

the classroom.

4. The Wi-Fi infrastructure in the 3.61 Slightly Agree

school helps students and teachers to

become technologically skilled and

adaptive to the real world.

5. The Wi-Fi connection in the school 3.22 Neutral

improves my classroom performance

and outcomes.

Average Mean 3.37 Neutral

Table 7: School's Wi-Fi and Its Effect on Classroom Learning, According to Teachers

Prompt Weighted Verbal

 34

Mean Interpretation

1. The Wi-Fi connection in the school 4.57 Strongly Agree

supports my online learning activities.

2. The Wi-Fi connection in the school 4.57 Strongly Agree

allows me to access various

educational resources and platforms.

3. The Wi-Fi connection in the school 4.71 Strongly Agree

enhances my engagement and

interaction with teachers and peers in

the classroom.

4. The Wi-Fi infrastructure in the 4.57 Strongly Agree

school helps students and teachers to

become technologically skilled and

adaptive to the real world.

5. The Wi-Fi infrastructure in the 4.71 Strongly Agree

school improves the quality and

outcomes of teaching and learning.

Average Mean 4.63 Strongly Agree

When it comes to how important Wi-Fi is to academic learning, it is seen

that students slightly agree that internet benefits their learning with a weighted

mean of 3.37. On the other hand, the teachers strongly agree that the internet

benefits their learning with a weighted mean of 4.63. In statements 3 and 4,

 35

where the researchers ask on whether the respondents agree that the use of

internet helps students and teachers communicate better and become

technologically skilled, the students and teachers have a slight agreement to the

statements. Busari and Kagiso et al.’s (2001, 2017) articles suggest that the use

of Wi-Fi in academic institutions improves the interaction and communication

between students and teachers during school hours.

Table 8: Grading Standard For Spearman Rho Correlation

Grading Standards Correlation Degree

1.00 Monotonic Correlation

0.80≤ρ≤1.00 Very Strong

0.60≤ρ≤0.79 Strong

0.40≤ρ≤0.59 Moderate

0.20≤ρ≤0.39 Weak

0.00≤ρ≤0.19 Very Weak

0.00 No Correlation

Table 9: The Correlation of the Condition of the School's Wi-Fi Infrastructure and Its
Effect on Classroom learning, According to Students

Respondent Variable 1 Variable 2 Rank x Rank y d d2

(x) (y)

1 50 70 46 51 -5 25

2 60 80 32 40 -8 64
 36

3 50 75 46 46 0 0

4 90 100 9 20 -11 121

5 60 100 32 20 12 144

6 60 45 32 58 -26 676

7 35 90 58 28.5 29.5 870.25

8 85 90 12.5 28.5 -16 256

9 100 100 4.5 20 -15.5 240.25

10 45 25 53 61 -8 64

11 40 60 56 54.5 1.5 2.25

12 80 100 16 20 -4 16

13 85 100 12.5 20 -7.5 56.25

14 55 30 38 60 -22 484

15 55 80 38 40 -2 4

16 80 75 16 46 -30 900

17 45 65 53 53 0 0

18 50 85 46 34 12 144

19 85 100 12.5 20 -7.5 56.25

20 50 100 46 20 26 676

21 45 85 53 34 19 361

22 35 80 58 40 18 324

23 90 85 9 34 -25 625

24 65 100 27 20 7 49

25 50 55 46 56 -10 100
 37

26 75 100 19 20 -1 1

27 70 120 22.5 7 15.5 240.25

28 65 110 27 11 16 256

29 95 100 6.5 20 -13.5 182.25

30 55 75 38 46 -8 64

31 55 70 38 51 -13 169

32 25 60 61 54.5 6.5 42.25

33 65 85 27 34 -7 49

34 70 75 22.5 46 -23.5 552.25

35 45 70 53 51 2 4

36 55 75 38 46 -8 64

37 50 50 46 57 -11 121

38 50 85 46 34 12 144

39 50 105 46 13.5 32.5 1056.3

40 65 80 27 40 -13 169

41 80 75 16 46 -30 900

42 30 80 60 40 20 400

43 55 110 38 11 27 729

44 50 105 46 13.5 32.5 1056.3

45 75 90 19 28.5 -9.5 90.25

46 60 85 32 34 -2 4

47 35 40 58 59 -1 1

48 105 125 3 3 0 0
 38

49 70 75 22.5 46 -23.5 552.25

50 45 120 53 7 46 2116

51 60 85 32 34 -2 4

52 65 120 27 7 20 400

53 55 90 38 28.5 9.5 90.25

54 90 115 9 9 0 0

55 125 125 1 3 -2 4

56 110 125 2 3 -1 1

57 100 125 4.5 3 1.5 2.25

58 70 125 22.5 3 19.5 380.25

59 85 110 12.5 11 1.5 2.25

60 95 100 6.5 20 -13.5 182.25

61 75 95 19 26 -7 49

Summation of d2 16337

6 ( 16337 )
Spearman Rank Correlation Formula: ρ=1− ≈ 0.57
61 ( 3720 )

As shown in Table 9, a spearman rank correlation was used to determine

the correlation between the Wi-Fi infrastructure of PIQC and how it affects the

classroom performance of students. For the “x” variable, the numerical value

from Tables 4 and 5 were used, being the agreement of the state of the network

infrastructure of the school. Likewise, the “y” variable comes from the combined
 39

values from Tables 6 and 7, which are the agreement of the respondents on how

Wi-Fi affects the students’ learning experience. Using the spearman’s rank

formula, the yield is equal to 0.57. This shows that there is a moderate

relationship between the network infrastructure of PIQC and the classroom

learning of its high school students. The result is very similar to a paper by

Ogedebe (2012), in which they have discovered a positive moderate correlation

(0.57) between the usage of the Internet and academic performance of students.

Frequency of Wi-Fi Scenarios in School

Table 10: Arbitrary Scale of Level of Frequency

Range Verbal Implementation

4.5-5.0 Always

3.5-4.49 Often

2.5-3.49 Sometimes

1.5-2.49 Rarely

1.0-1.49 Never

Table 11: Frequency of Occurrence of Situations Related to the School’s Wi-Fi,

According to Students

Prompt Weighted Mean Verbal

Interpretation

1. I use the school's Wi-Fi network for 3.69 Often

academic purposes.

2. I access online resources or 3.07 Sometimes

 40

platforms that require high bandwidth

using the school's Wi-Fi network.

3. I encounter technical difficulties or 3.96 Often

errors when using the school's Wi-Fi

network.

4. I use my own mobile data or 4.30 Often

hotspot instead of the school's Wi-Fi

network when I encounter errors

regarding the school’s Wi-Fi.

5. I miss important information or 3.31 Sometimes

deadlines due to the Wi-Fi issues at

school.

Average 3.67 Often

Mean

Table 11 represents the weighted mean of scenarios experienced by

students with PIQC’s network infrastructure and is verbally interpreted using an

arbitrary scale from Table 10. According to the survey, the average high school

student often utilizes the school’s Wi-Fi for academic purposes (3.69), and

sometimes access online resources that require high bandwidth of the school’s

network (3.07). A survey study by Moate et al. (2017) supports this, as their

survey showed that most of the students sometimes use their campus Wi-Fi for
 41

academic purposes, with seventy-four percent (74%) answering that they use it

sometimes. Another related research by Carag et al. (2016) supports this result

that PIQC high school students use the Wi-Fi for doing school tasks and other

academic purposes with a weighted mean of 3.94. When it comes to having

difficulties, students often experience Wi-Fi issues (weighted mean of 3.96),

which makes them often use their pocket Wi-Fi or mobile data (weighted mean

4.30) to do academic activities instead. Lastly, they sometimes miss deadlines

due to the said technical difficulties (weighted mean of 3.31).

Table 12: Frequency of Occurrence of Situations Related to the School’s Wi-Fi,

According to Teachers

Prompt Weighted Mean Verbal

Interpretation

1. I use the school's Wi-Fi network for 4.71 Always

academic purposes.

2. I access online resources or 4.71 Always

platforms that require high bandwidth

using the school's Wi-Fi network.

3. I do my office work with the school’s 4.71 Always

Wi-Fi network.

4. I encounter technical difficulties or 3.71 Often

errors when using the school's Wi-Fi

network.
 42

5. I use my own mobile data or hotspot 2.86 Sometimes

instead of the school's Wi-Fi network

when doing school-related tasks.

6. I bring my work at home when the 3.29 Sometimes

school’s Wi-Fi does not work.

7. I miss important information or 2.86 Sometimes

deadlines due to the Wi-Fi issues at

school.

Average Mean 3.84 Often

As for the teachers, they have a slightly different experience with the Wi-Fi

in comparison to the students. From the first to third prompts, the weighted mean

is computed as 4.71, showing that the teachers always use the school Wi-Fi for

academic and workplace purposes. They do not experience internet issues as

often as students do, with a weighted mean of 3.71. Moreover, they only

sometimes use mobile data in case there were technical difficulties within the

school’s network infrastructure (weighted mean of 2.86). The teachers

sometimes bring their work home when the network does not work at a weighted

mean of 3.29. Lastly, they only sometimes miss important deadlines when the

Wi-Fi network experiences technical difficulties at school ((weighted mean of

2.86). Comparing the two demographics, the teachers experience less problems

than the students, and can utilize the Wi-Fi more. This can be due to how the IT
 43

Staff controls the students’ Wi-Fi access, only turning it on when students need

the internet in class.

 Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

In a rapidly developing world, information can now be instantly accessible

through the internet, which requires the use of Wi-Fi in academic institutions.

This study was conducted to determine the quality of the Wi-Fi infrastructure of

the Philippine Institute of Quezon City and how it affects the classroom learning

experience of students. This study used a survey and an interview to collect data.

A total of 54 students and 7 teachers were surveyed; 1 IT staff was interviewed.

The survey consisted of 1 multiple choice question and 2 Likert scale questions.

Microsoft Teams and Messenger were used to distribute the survey forms to the

students and teachers; On the other hand, the interview was conducted face-to-

face. The data collected from the survey were analyzed and interpreted using

frequency, weighted mean, and Spearman’s rank correlation coefficient.

Summary of Findings

After the analysis of the respondent’s answers, the results yielded the following

findings:

1. The order of frequency of use of Wi-Fi within the classroom are:

1.1. According to students:

1.1.1. Research (89%)

1.1.2. PowerPoint (83%)

1.1.3. Digital Works (Drawings, Posters, etc.) (67%)

1.1.4. Quizzes (63%)

 45

1.1.5. Mentimeter (54%)

1.1.6. Digital Whiteboard (39%)

1.2. According to the teachers:

1.2.1. Research (100%)

1.2.2. PowerPoint Presentations (86%)

1.2.3. Quizzes (86%)

1.2.4. Digital Works (Drawings, Posters, etc.) (86%)

1.2.5. Grading Students (86%)

1.2.6. Digital Whiteboard (71%)

1.2.7. Lesson Planning (71%)

1.2.8. Mentimeter (57%)

2. The interview with Mr. William Astor II addressed:

2.1. The Wi-Fi infrastructure of the school

2.1.1. The school employs Ubiquiti's UniFi as Wi-Fi peripherals,

including Access Points (AP) for infrastructure.

2.1.2. Transitioned to Wi-Fi 6 for improved performance from

previous Wi-Fi 4 and 5 APs.

2.1.3. Old APs supported 40 devices at 100mbps, while new APs

support 200 students and devices.

2.2. Internet Service Provider and Bandwidth

2.2.1. School uses PLDT as the Internet Service Provider with a

Wi-Fi speed of 300mbps.

 46

2.2.2. Both students and teachers share the same bandwidth,

but teachers have unlimited access compared to scheduled

student access.

2.3. Dead Spots and HyFlex Implementation

2.3.1. Despite advancements, there are still small areas with

weak Wi-Fi signals.

2.3.2. Issues during HyFlex implementation were experienced,

related to ISP and system mismatches, but were eventually

resolved.

2.4. Importance of Wi-Fi in Classroom Performance

2.4.1. Wi-Fi is deemed crucial for classroom performance by Mr.

Astor.

2.4.2. Additional APs installed on the third floor to ensure a

constant connection without lag.

2.4.3. Acknowledgment of past issues where grade 7 and 10

students lacked Wi-Fi access, leading to strategic AP

placements.

2.5. Improvement Recommendations

2.5.1. Mr. Astor suggests adding extra access points to address

dead spots and enhance overall network infrastructure.

3. The students slightly disagree with the state of the schools Wi-Fi (2.45) while

the teachers slightly agree with it (3.77).

 47

4. The schools Wi-Fi and its effect on classroom learning

4.1. The students take on a neutral stance, leaning towards slightly

agreeing that the school Wi-Fi affect their classroom learning (3.37).

4.2. The teachers strongly agree that the school Wi-Fi affects the

classroom learning and teaching (4.63).

5. Spearman rank correlation was employed to assess the relationship between

PIQC's Wi-Fi infrastructure and its impact on high school students' classroom

performance.

5.1. "x" variable represents the agreement on the state of the network

infrastructure (Tables 4 and 5). "y" variable is derived from the combined

values indicating respondents' agreement on how Wi-Fi affects students'

learning experience (Tables 6 and 7).

5.2. The correlation result (0.57) shows a positive moderate correlation

between the two variables.

6. The frequency of occurrence of situations related to the school’s Wi-Fi,

according to students, are:

6.1. Often for academic purposes (3.69).

6.2. Sometimes accesses online resources that demand high

bandwidth (3.07).

6.3. Often encounter Wi-Fi issues (3.96).

 48

6.4. Frequently resort to using personal resources like pocket Wi-Fi or

mobile data (4.30).

6.5. Technical difficulties related to Wi-Fi sometimes lead to missed

deadlines (3.31).

7. The frequency of occurrence of situations related to the school’s Wi-Fi,

according to teachers, are:

7.1. Teachers consistently utilizes the school's Wi-Fi for both academic

and workplace purposes (4.71).

7.2. Teachers do not encounter internet issues as frequently as students

(3.71).

7.2.1. This suggests a relatively stable and reliable Wi-Fi

experience for teachers at PIQC.

7.3. Teachers only sometimes resort to using mobile data (2.86).

7.4. Teachers occasionally bring their work home when the school's

network is non-functional (3.29).

7.5. Teachers sometimes miss important deadlines when Wi-Fi network

issues arise (2.86).

8. Teachers experience fewer Wi-Fi problems compared to students, potentially

influenced by the IT Staff's control over students' Wi-Fi access.

 49

Conclusion

Based on the findings of the study, the following conclusions were given:

1. The current state of school WIFI is Good. This means that:

1.1. The Philippine Institute of Quezon City currently uses Wi-Fi 6, which

is the latest standard wireless local area network.

1.2. The network’s access points can support up to 200 devices that can

fit the current population of the student body and school.

1.3. The school Wi-Fi infrastructure is constantly getting updated in order

to become suitable for futureproofing.

2. The school Wi-Fi is primarily used for academic purposes. Students and

teachers utilize the Wi-Fi by accessing important information and class materials

over the internet.

3. Despite the teachers having a good experience with the school’s Wi-Fi

connection, students stated the opposite due to their scheduled and restricted

access to the internet. This distinction may arise from the control mechanisms

implemented by the IT Staff, ensuring that teachers have consistent access for

their professional activities.

4. The quality of the Philippine Institute of Quezon City’s Wi-Fi infrastructure has

a positive moderate correlation with the classroom performance of students. This

shows that a good Wi-Fi connection can positively affect the performance of

students in their classes.

 50

Recommendations

Based on the summary of findings and conclusion, it is recommended that:

1. Students should utilize the school’s Wi-Fi as to not waste their own

personal data. As observed in the survey, students resort to using their

data to access the internet, which would cost money for students. This can

help reduce the students’ everyday costs by not needing to pay for data.

2. Teachers must inform students on when Wi-Fi access is permitted. This

may help the students understand how the Wi-Fi can only be accessed

once granted by the IT Staff.

3. IT Staff should further improve the network infrastructure by consulting

networking solutions companies. This will be useful for the IT Department

by getting insights on how the infrastructure should be improved. Other

than the ceiling access points, they could improve the infrastructure by

increasing the overall bandwidth in case of future networking requirement

increase. This in return, will benefit not only the staff, but also the

students, teachers, and people in the facility to have access to quality

internet and have better access to materials in a high traffic environment.

 51

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 60

APPENDICES

Appendix 1: Student Questionnaire

Good day! We are a group of Grade 12 researchers studying about the Network
Infrastructure of PIQC and its Effect on the Student’s Class Performances. We
would like to request you to answer a short questionnaire, which would be of
great help to our research. Rest assured that your responses will be confidential
and be only used for this research. Thank you!

Borito, Kyle
Caisip, Euan
Lam, Sophie

Check Grade Level

o Grade 7
o Grade 8
o Grade 9
o Grade 10
o Grade 11
o Grade 12
Check mode of learning
o ODL
o HyFlex

Part 1: School Activities that Require the Internet.

Direction: Check which of your school activities require the Internet. You may
choose one or more.

o Powerpoint Presentations
o Quizzes
o Research
o Digital Whiteboard
o Mentimeter
o Digital Works (Drawings, Posters, etc.)
o Others: Please Specify
 61

Part 2: The State of the School’s Wi-Fi

Direction: Check the box corresponding to your agreement on the school’s Wi-Fi
condition. Use the rating scale below.

5: Strongly Agree
4: Slightly Agree
3: Neutral
2: Slightly Disagree
1: Strongly Disagree

Questions 5 4 3 2 1
1.The Wi-Fi connection in the school is fast and reliable.
2.The Wi-Fi connection in the school covers the area of the
whole school.
3.The Wi-Fi connection in the school is always available when
needed.
4.The Wi-Fi connection in the school is consistent and does not
drop out.
5.The Wi-Fi connection in the school is satisfactory and meets
my expectations.

Part 3: School’s Wi-Fi and Its Effect on Classroom Learning

Direction: Check the box corresponding to your agreement on how the school’s
Wi-Fi affects your classroom performance. Use the rating scale below.

5: Strongly Agree
4: Slightly Agree
3: Neutral
2: Slightly Disagree
1: Strongly Disagree

Questions 5 4 3 2 1
1.The Wi-Fi connection in the school supports my online
learning activities.
2.The Wi-Fi connection in the school allows me to access
various educational resources and platforms.
3.The Wi-Fi connection in the school enhances my engagement
and interaction with teachers and peers in the classroom.
4.The Wi-Fi infrastructure in the school helps students and
teachers to become technologically skilled and adaptive to the
real world.
5.The Wi-Fi connection in the school improves my classroom
 62

performance and outcomes.

Part 4: Frequency of Situations Regarding the School’s Wi-Fi

Direction: Check the box corresponding to the frequency of the situations you
have encountered with the school’s Wi-Fi. Use the rating scale below.

5: Always
4: Often
3: Sometimes
2: Rarely
1: Never

Questions 5 4 3 2 1
1.I use the school's Wi-Fi network for academic purposes.
2.I access online resources or platforms that require high
bandwidth using the school's Wi-Fi network.
3.I encounter technical difficulties or errors when using the
school's Wi-Fi network.
4.I use my own mobile data or hotspot instead of the school's
Wi-Fi network when I encounter errors regarding the school’s
Wi-Fi.
5.I miss important information or deadlines due to the Wi-Fi
issues at school.
 63

Appendix 2: Teacher Questionnaire

Good day! We are a group of Grade 12 researchers studying about the Network
Infrastructure of PIQC and its Effect on the Student’s Class Performances. We
would like to request you to answer a short questionnaire, which would be of
great help to our research. Rest assured that your responses will be confidential
and be only used for this research. Thank you!

Borito, Kyle
Caisip, Euan
Lam, Sophie

Part 1: School Activities that Require the Internet.

Direction: Check which of your school activities require the Internet. You may
choose one or more.
o Powerpoint Presentations
o Quizzes
o Research
o Digital Whiteboard
o Mentimeter
o Digital Works (Drawings, Posters, etc.)
o Lesson Planning
o Grading Students
o Others: Please Specify

Part 2: The State of the School’s Wi-Fi

Direction: Check the box corresponding to your agreement on the school’s Wi-Fi
condition. Use the rating scale below.

5: Strongly Agree
4: Slightly Agree
3: Neutral
2: Slightly Disagree
1: Strongly Disagree

Questions 5 4 3 2 1
1.The Wi-Fi connection in the school is fast and reliable.
2.The Wi-Fi connection in the school covers the area of the
whole school.
3.The Wi-Fi connection in the school is always available when
needed.
 64

4.The Wi-Fi connection in the school is consistent and does not

drop out.
5.The Wi-Fi connection in the school is satisfactory and meets
my expectations.

Part 3: School’s Wi-Fi and Its Effect on Classroom Learning

Check the box corresponding to your agreement on the school’s Wi-Fi and its
effect on the classroom performance of students. Use the rating scale below.

5: Strongly Agree
4: Slightly Agree
3: Neutral
2: Slightly Disagree
1: Strongly Disagree

5 4 3 2 1
1.The Wi-Fi infrastructure in the school supports the use of
online learning platforms and resources.
2.The Wi-Fi infrastructure in the school enhances the
engagement and motivation of students in classrooms.
3.The Wi-Fi infrastructure in the school allows for effective
communication and collaboration among teachers and
students.
4.The Wi-Fi infrastructure in the school helps students and
teachers to become technologically skilled and adaptive to
the real world.
5.The Wi-Fi infrastructure in the school improves the
quality and outcomes of teaching and learning.

Part 4: Frequency of Situations Regarding the School’s Wi-Fi

Direction: Check the box corresponding to the frequency of the situations you
have encountered with the school’s Wi-Fi. Use the rating scale below.

5: Always
4: Often
3: Sometimes
2: Rarely
1: Never

Questions 5 4 3 2 1
 65

1.I use the school's Wi-Fi network for academic purposes.

2.I access online resources or platforms that require high
bandwidth using the school's Wi-Fi network.
I do my office work with the school’s Wi-Fi network.
3.I encounter technical difficulties or errors when using the
school's Wi-Fi network.
4.I use my own mobile data or hotspot instead of the
school's Wi-Fi network when doing school-related tasks.
5.I bring my work at home when the school’s Wi-Fi does
not work.
6.I miss important information or deadlines due to the Wi-Fi
issues at school.
 66

Appendix 3: Interview Questions for IT Staff

Part I. Current State of the School’s Wi-Fi and Network Infrastructure

1. What brand is being used for the infrastructure? Is there a pre-made plan
for the school’s Wi-Fi?
2. What is the current bandwidth of the network? Will it be affected by high
volume usage?
3. Does the network allow for separate access for students, teachers, and
staff? How does the infrastructure provide the Internet to the students?
4. Do you use access points in order to extend the Wi-Fi? Are there still any
dead spots within the school?

Part II. Performance of Wi-Fi in Classrooms

1. Were there any issues that the school experienced when it comes to the
Internet? How frequent were they happening? Did you find any solution to
the problem?
2. Do you think that the use of Wi-Fi can affect the classroom performance of
a student? Why do you think so?
3. In what way do you think the infrastructure can be improved upon?
 67

Appendix 4: Letter to Mr. Jeffrey C. Layva

Mr. Euan Veniz B. Caisip

71 Cordillera St.,
Brgy. Dona Josefa, Quezon City, 1113
October 8, 2023
[email protected]

Mr. Jeffrey C. Layva

Assistant Principal in Administrative Affairs and Services
62 Kitanlad St.,
Brgy. Dona Josefa, Quezon City, 1113

Dear Sir Layva,

Greetings! We are a group of Grade 12 student researchers studying the

Network Infrastructure of PIQC and its Effect on the Student’s Class
Performances. We are writing this letter as an invitation for Mr. William Astor II to
participate in an interview for our research study.

With enthusiasm, our group chose to study on the Wi-Fi infrastructure of this
school since we believe this is a crucial component of building the HyFlex
environment. Of course, we wish to interview you to your convenient time as
possible. Your department is responsible for maintaining the network, making you
the appropriate person to ask questions from. This interview is designed to last
less than one hour and will focus on the current state of the school’s Wi-Fi and its
performance in classrooms.

Moreover, we would like to perform a schoolwide Internet connection test using

PingTools to measure the connectivity of the Wi-Fi. The results from the ocular
would contribute to our research greatly.

We would like to conduct the interview and the ocular on Saturday, October 14,
2023, 8:00AM to 11:00AM. We hope that you will approve for Mr. Astor’s
participation in our research study for him to share his valuable insights with us.
Your cooperation and contribution will greatly benefit our academic endeavor and
the improvement of the school's network infrastructure.

If you have any questions or concerns, please do not hesitate to contact us. We
look forward to hearing from you soon.
 68

Sincerely,
Euan Veniz B. Caisip