Chapter 1 To 5

AMA COMPUTER COLLEGE – MANILA
STA. MESA, MANILA

COLLEGE OF COMPUTER STUDIES
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
This chapter includes the introduction, theoretical framework, statement of
the problem, scope and limitation, conceptual framework, significance of the
study and the definition of terms used.
Introduction
Technologies now a days are really emerging fast especially on gadgets
wherein almost every year known brands are releasing new smartphones,
tablets, and laptops. Most of this gadgets were used for entertainment such as
downloading and playing online games, watching videos, listening to music and
meet new friends using different social networking sites through the use of
internet.
Systems that are made for smartphones are mainly games and
applications that can educate and help users to be familiar to something and for
entertainment. The proponent will propose an application the “E-learning Tool :
An interactive Android Application for nursery students active involvement and
participation.
Most Android application these days provides entertainment, guidelines
and for educating users. The proponent study is focused on developing an
android application that will provide an innovative way of learning the alphabet,
the different kinds of animals, different nursery rhymes and fables of children. In
1
STA. MESA, MANILA
making this project, the children will enjoy learning more and at the same time it
is more entertaining which will make them more focus on listening to thier
teacher or parents.
The said study allow teachers and parents to use gadgets in teaching
children using smartphone or tablets rather than using it for entertainment. It
helps the children to learn informations such as alphabets, animal names and
how they sound, different fables in story telling and different nursery rhymes that
is basically being taught in a daycare center through the use of smartphones and
tablets.
The proponent will incorporate sounds, colorful images and information in
the said application. This is for the benefit of the children, for them to be
entertained and get educated at the same time. This will remind smartphone and
tablet users that this gadgets are not only for entertainment it can also be used in
learning which is a much better way of teaching especially for the children of this
generation.
Background of the Study
Learning is not so easy for a child at his or her early age. It would be
difficult for parents and teachers to teach them because their focus is not on
studying but on playing. Since technologies are present now a days, teachers
and parents can use those gadgets to teach thier children. With the use of
smartphones and tablets, children will enjoy learning more.
2
STA. MESA, MANILA
In the early days it received a bad press, as many people thought bringing
computers into the classroom would remove that human element that some
learners need, but as time has progressed technology has developed. Now we
embrace smartphones and tablets in the classroom and office, as well as using a
wealth of interactive designs that makes distance learning not only engaging for
the users, but valuable as a lesson delivery medium.
E-learning tools are an inclusive term that describes an advance
educational technology tool that electronically or technologically supports
learning and teaching.
Statement of the Problem
 Mostly, nursery students easily get out of focus on learning through the
use of textbooks.
 Nursery students need to bring heavy textbooks everytime they go to
school.
 Using modern technologies such as smartphones and tablets as an
alternative way of teaching are still not introduce to nursery students.
3
STA. MESA, MANILA
Objectives of the study
General Objective
To provide an additional tool for nursery students to use in learning
through the use of modern technology.
Specific Objectives
The said study wants to achieve the following:
1. To provide an additional tool through the use of smartphones and tablets
to teach nursery students in learning that they will surely enjoy and boost
their interest in studying.
2. To develop an android application with story telling, alphabet and animals
familiarization, nursery rhyme and sound features to lessen the use of
texbooks.
3. To maximize the use of modern technology mainly gadgets such as
smartphones and tablets by developing an application intended for
nursery students learning.
4. To introduce a new way of teaching nursery students using smartphones
and tablets that runs in an android operating system.
4
STA. MESA, MANILA
Significance of the study
The Study of E-learning Tool: An Interactive Android Application for
Nursery Students Active Involvement & Participation, intended to benefit the
following:
Users : This study will help teachers and parents in teaching their children using
today’s gadgets in the field of learning.
Application Developers : This study will help the developers in learning and
expanding their knowledge in software development.
Future Researchers : This study will help future researchers wherein they can
use this study as their basis for making a better application.
Scope and Limitation of the study
The study entitled “E-learning Tool : An Android Application focusing on
some basic information nursery students must learn” which use Corona SDK
platform using Lua Programming Language. The study intended to help teachers
of nursery students and at the same time the parents of the nursery students
wherein they may use this project to teach young minds using gadgets.
The content of the application are the alphabet, animals, storytelling,
nursery rhymes and about module. In alphabet module, the user can choose
Filipino or English as the language to be used wherein if you click each letters
there is a corresponding images that begins in that letter and when you press
those images it produces sounds that correspond to the image. Same as
5
STA. MESA, MANILA
alphabet module, the animal’s module lets you choose Filipino or English
language, after choosing the language, it will display twelve different animals.
Upon clicking each animals, it will state the name of the animal being clicked and
display the bigger image of the animal and below the image of the animal is it’s
name. There is a mic button on the lower side of the image that once you click, it
will produce the sound of that animal. In the story telling module, same with the
two modules, the user can choose Filipino or English language. After choosing,
the user may now choose 8 stories in each languages. In every part of the
storytelling module there are different images that are related or corresponds to
the text. The user can read some part of the story and there is a voice over for
every text present in each part of the story. In nursery rhyme module the user
can also choose on five Filipino or five English nursery rhymes. After choosing
the language, the user may now choose the nursery rhyme that he or she wants
to play. While the nursery rhyme is playing, there is a background picture that
corresponds to the title of the song or about the song and the lyrics of the song
will also be shown. Lastly the module which contains the developer of the said
application and the credits wherein it shows the references of the application.
This Application can be run on Android Operating System. The user can
use this application using Smartphones and tablets that runs on Android
operating system. This application contains most of the informations that nursery
students must learn at their young age except counting numbers and shapes.
6
STA. MESA, MANILA
Limitations
The limitations of the study is that it only runs on android operating
system, numbers and shapes modules is not present in the application and
functions of the smartphone use such as the back button is not working or not
link yet.
Importance of the Study
This application promotes innovation in the field of learning that is to
maximizing the use of today’s gadgets and this devices are not only for
entertainment. The application tends to help the beneficiaries and the
researchers themselves. In making this application, beneficiaries will benefit
more because the teacher of the children will now have an alternative way of
teaching that his or her little students will surely like. Researchers will also benefit
in this application because they may learn something new in the field of software
development and also to manage their time responsibly in making this
application.
The project is all about promoting new way of learning through the use of
gadgets and when this project is implemented, children will more like to learn in
more advance and entertaining way.
7
STA. MESA, MANILA
Conceptual Framework
Input Process Output
Information
Related Literature E-learning
 Uses of technology In Rapid Application Tool
teaching Development An Interactive
 Uses of modern 1. Analyzing and Android
Technology in Learning Quick Design Application
for Nursery
Related Studies Students
 Kids ABC
 Animal Sound
Active
 50 Top Nursery Rhyme Involvement
 Learning Colors for kids 2. Prototyping Cycles and
 Kids Learn Shapes Participation
 Maddie and Matt
Values App
 Maddie and Matt
Filipino
 Maddie and Matt’s
Happy Earth 3. Testing
 TiBook: Tagalog Story
Teller
 Filipino Alphabet
Hardware Requirements
 Android Phone or
Tablet
 Smartphone 4. Implementation
 Laptop
Software Requirements
 Corona SDK
 Notepad ++
Feedback
Figure 1.1 Conceptual Framework of the Study
8
STA. MESA, MANILA
The conceptual framework shown in figure 1 includes the input, process
and output development of the study. The diagram will serve as the guide in
making the project. The main purpose of the study is to develop an android
application that will serve as an additional form of teaching nursery students in
their studies in a more interactive way.
The input phase is composed of the related studies that will support the
proponent study. Base from the listed related studies the proponent came up with
the idea to develop a multipurpose android application for nursery students. In
the hardware and software requirements, which is composed of an Android
phone or a tablet that runs on android IOS, a smartphone and laptop for
hardware and the Corona SDK and Notepad ++ for software which the proponent
will use to make the said project.
In the process phase, the proponent will use the Rapid Development
Process(RAD) in making the project. It is a development lifecycle that is designed
to provide faster development of the study and gives a better result towards
software development and higher-quality results that is achieved with the
traditional lifecycle. RAD composes of Analyzing and Quick Design for building
the concept of the study and gives a quick design management, Prototyping
Cycles which composes of three stages which are the demonstrate, improve and
develop, this stages are essential in building the interface of the study. Next is
the Testing for checking the game functionality. Last is the Implementation that
will be implemented mainly for the nursery students.
9
STA. MESA, MANILA
In the output phase, it is the result of the study which will be evaluated or
be judged by the users if this project will be effective. And it is where the
developers will see to it if the application contains all the scopes that is being
mentioned.
Definition of terms:
Android –the operating system that the proponent will run their application,
either in a smartphone or tablet.
Application–the proponent is making a program designed to perform a specific
function directly for the user or, in some cases, for another application program.
Corona SDK –the framework the proponent will use in developing the android
application.
E- learning Tool – the name of the study the proponent will make, An Interactive
Android Application for Nursery Students Active Involvement & Participation.
Smartphones - is one of the hardware that has an android operating system
that the proponent will use to run the application.
Tablet –another hardware that the proponent will use to run their android
application that runs in a android operating system.
Notepad ++ - it is the IDE that the proponent will use in making the android
application.
10
STA. MESA, MANILA
E-learning - is the use of electronic media, educational technology and
information and communication technologies (ICT) in education.
Lua Programming Language –the programming language that Corona SDK is
using.
Rapid Application Development(RAD) - it is the research design that the
proponent will use in developing the application, which is focused more in
developing the software than of data gathering.
IOS - is a mobile operating system developed by Apple Inc. and distributed
exclusively for Apple hardware. It is the operating system that powers many of
the company's iDevices.
Software Development Kit(SDK) - is typically a set of software development
tools that allows the creation of applications for a certain software package,
software framework, hardware platform, computer system, video game console,
operating system, or similar development platform.
Prototyping -Creating a demo of a new system. Prototyping is essential for
clarifying information requirements. The design of a system (functional specs)
must be finalized before the system is built. While analytically-oriented people
may have a clear picture of requirements, others may not.
Platform - a plan or design that the proponent will use in developing the
software.
Adobe Photoshop CS6 – the multimedia software the proponent will use in
editing images that will be present in the application.
11
STA. MESA, MANILA
CHAPTER 2
RELATED LITERATURE AND STUDIES
This chapter presents the writing of different researches and ideas
presented by developers during their research days, containing appropriate to
the developers study. The said chapter involves some of the information that the
developers found in some books and articles which the proponent use as an
origin for identifying problems that may be encountered by the study. It also
includes quotation of the author to acknowledge the author and give respect.
Uses of technology in Teaching
According to the part of the article of Mrs. Kelly Tenkely: Using technology
to differentiate instruction(2014): One of the major benefits of using technology in
the classroom is the ability to differentiate instruction to meet the needs of every
student in every lesson. Just as every student grows and develops at different
rates, they learn in different ways and at different speeds. Technology makes it
possible to pace lessons appropriately for each student’s learning level and can
be used to promote learning in the multiple intelligences.
In the article, using technologies in teaching will help students to learn things
easily and creatively even if they have different learning levels.
12
STA. MESA, MANILA
In the article of James M. Lang – Learning on the edge: Creative Learning
to promote deep learning(2014) In his first paragraph, the explosion of
educational technologies in the past decade led everyone to wonder whether the
landscape of higher education teaching and learning will be razed and
reconstructed in some new formation. But whatever changes might occur to the
learning environments we construct for our students, the fundamental principles
according to which human beings learn complex new skills and information will
not likely undergo a massive transformation anytime soon. Fortunately, we seem
to be in the advent of new research and ideas for learning sciences that can help
ensure whatever type of approach we take to the classroom—from traditional
lecture to flipped classes—can help maximize student learning in our courses. In
this part of the article emerging technologies can really change the way of
learning of students but in a better way and for them to learn and obtain
information.
According to the article of Tyler J. Griffin, Learning that last: Helping
Students Remember and Use What You Teach(2014) in his first to paragraph,
Granted, not all classes cover interesting material all the time. While we can’t
always change what needs to be taught, we can change how we deliver it. If we
make the right adjustments to our course design and teaching methodologies, we
will hear less complains in our classes. So, what can we do to achieve higher
13
STA. MESA, MANILA
levels of student satisfaction and long-term learning that lasts far beyond the end
of our class?
Begin by realizing that you don’t usually need a complete course re-design
to teach more students at higher levels of engagement and retention. You can
start making simple yet strategic plans to teach your students. Through the use
of gadgets as a tool in teaching, students will be more entertaining and
interesting.
Another article by Brandon Juarez – Using the Remind App in the Online
Classroom(2014) in his first two paragraphs : As of January 2014, 9 out of 10
Americans are using cell phone, with almost half using a smartphone (Pew
Research, 2014). Given the ubiquity of mobile devices, it makes sense for
instructors to leverage this technology to improve communication with students.
Remind (formerly Remind 101) is a free one-directional text message
application that instructors can use to communicate with their students in real
time. Although it has been used in traditional college classes and the K-12
community for some time, it seems that it has fewer online faculty adopting the
technology in their courses. However, like face-to-face students, online learners
could benefit from receiving regular updates, reminders, and announcements.
14
STA. MESA, MANILA
In this article, it really shows that using applications are useful for students
wherein they were able to use it in learning and have reminders on what they
need to do in school.
In the part of the article of Samantha Cleaver : Technology in the
Classroom: Helpful or Harmful?(2014) where she mentioned:
Technology and Teaching
“Incorporating technology into the classroom requires a double innovation,” says
Shelley Pasnik, director of the Center for Education and Technology, Educators
who receive new technology must first learn how to use the equipment and then
decide whether or not it supports the class objectives and curriculum.
In this article, it says that it’s in the educators decision if today’s
technologies can be helpful in learning and educators have the option to use only
certain technology if and only if it will improve the quality of teaching students.
According to the Article of (John Macasaet,2013): Uplifting Education in
the Philippines Through Technology, From the very bulky computers of the
1960s to the very compact gadgets of the presenttime, technology had been
continuously developing in the past decades, and had played great roles in many
people’s daily tasks.Starting with the conception of the personal computer,
people’s work became faster, and communication with other people became
much easier. Furthermore, in the recent years, the use of computers and related
15
STA. MESA, MANILA
technology in education has been proven beneficial to teachers and students,
and effective both cost-wise and education-wise. The use of technology in
education has significantly aided students in performing their school-related
tasks.
Clegg and Bailey (2008) assert that with the utilization of mobile devices
such as laptops and tablet computers, the learning process for the students
become more fun and conducive due to the user-interactivity and appealing
visuals present in these learning tools. Additionally, a vast collection of learning
games and applications exist for these mobile devices, and as a matter of fact,
there are about 96,000 educational applications available (App StoreMetrics,
2013). The data collected by Apps in Education (2012) confirmed that the subject
areas covered by these applications includes Mathematics, Sciences, Grammar
and Spelling and Artsand Humanities. In the Philippines, President Benigno
Aquino announced during the launch of the country’s K -12 curriculum that the
government want to use tablet computers in public schools in lieu of traditional
textbooks (Enterprise Innovation, 2012). Furthermore, their exist various
programs by the government, non-government organizations and private
corporations in the Philippines aims to provide one laptop computer per child.
With the presence of laptops in the classrooms, students become more
engaged and involved in school-related activities(Oquias, 2011). In addition to
mobile devices, the internet also plays a very vital role in helping the students in
16
STA. MESA, MANILA
their education. According to a study conducted by Project Tomorrow (2011),
having access to the internet, students would be able to research information and
access online textbooks, which in turn can help the students perform better
inside the classroom. Furthermore, through the use of the internet, stuents would
be able to communicate and collaborate with classmates for school work.
Kajrekar (2008) asserts that “the most significant aspect of the web for
education at all levels is that it dissolves the artificial wall between the classroom
and the real world. Students and teachers can establish interactive
communication with anybody or any source, making learning more relevant to
their lives’ interests and concerns.”
Additionally, with the use of the internet, teachers are able to
communicate with their students more easily, and allows them to distribute
learning materials such as assignments, exercises, and tests to their pupils, as
suggested by Clegg and Bailey (2008). Likewise, through the use of the internet,
instructors would have access to a vast amount of resources such as pictures for
illustrations, various texts for class readings and so forth. Consequently, the
Department of Education had employed a project in which all public schools in
the country will be connected to the internet (Calleja, 2011). DepEd Secretary
ArminLuistro maintains that “it’s not enough that we merely continue building
classrooms and toilets… The real revolution in education which has long-term
effects can only be done through information technology.”
17
STA. MESA, MANILA
As of 2012, 95 percent of public high schools have computer labs, butonly
57 percent have access to the internet, says the Department of Education
(2012). For public elementary schools, however, only 4 percent are equipped
with e-Classroom packages, the DepEd adds. Students benefit from utilizing
computers in their education by making school work easier; likewise, the
instructors benefit from the usage of technology in teaching. Gone are the days
when instructors need to write out the topics on the chalkboard, prepare a Manila
paper to display a text or show flash cards for Math drills. Now, presenting topics
to students is as easy as a click on the keyboard, as the text or illustration
immediately unfolds on screen in a slideshow presentation (Labro, 2008). This
not only makes preparing visual aids for class more efficient and less time-
consuming, but it also helps keep the flow of discussion inside the classroom
more interesting and more engaging to the students. The modern classroom now
requires the use of computers, the internet and mobile devices practically in
every school activity. With this idea in mind, the Department of Education has
planned to modernize the Philippine classrooms in line with its K to 12 program.
Today, education at all levels are gearing towards a computer-centric learning
environment. Through the implementation of technology inside the classroom,
teachers and students can yield positive results within the learning environment
and true-to-life situations.
18
STA. MESA, MANILA
Uses of Modern Technology In Learning
According to the Article of Lynda Haas(March ,2014) : Four reasons going
all digital can improve the quality of higher education where she cited four
advantages of using digital tools in teaching:
1. Digital tools can enhance the face-to-face classroom experience. Since I
teach composition, the time we spend in a classroom is always structured as a
writing workshop. I tell students to imagine they are on a team and when they
come to class, it’s like our team practice. For example, while working on a
specific writing assignment, I’ll ask for volunteers who want to get some feedback
on a draft; I’ll then post the volunteer’s writing sample on the screen for all to see,
and we’ll go through a guided peer review session. Incorporating technology in
the classroom doesn’t render the role of the instructor obsolete—it’s just the
opposite: technology can extend the teacher’s role as a facilitator to keep
students engaged. Going digital allows greater opportunity for students to
collaborate, and for instructors to provide feedback in an effective and
instantaneous fashion.
2. New technologies such as adaptive learning can help English language
learners get up to speed. Students come to my classes with an array of
preparation when it comes to English language abilities. Approximately 74
percent of our students at UCI speak a second language, even though most of
them were born in the U.S. With varying experiences with writing instruction in
19
STA. MESA, MANILA
high school, many come to college with high GPAs, but a limited ability to write
complex and sophisticated English sentences. The wide variety of language
preparation of our students is the reason I first adopted McGraw-Hill Education’s
LearnSmart Achieve—an adaptive and interactive tool that diagnoses what a
student knows and doesn’t know and then creates an interactive assignment that
is individualized to that student. Because the information covered is tailored to
students’ abilities, they gain confidence about what they know and more fully
understand what material needs more time and attention. This personalization
has been highly successful for both the students and for me, as I can now see
where my students are in their learning as a class and individually.
3. Using a digital platform insures that students are interacting with
assigned material. Going digital has given me confidence that all of my students
will be actively engaged in my class for two reasons. First, I know that students
have actually purchased the textbook. As the price of print books increased, I
noticed that more and more students did not purchase a required textbook—
they’d try to share with a roommate, or they’d purchase a used copy from
someplace and it would be the wrong version. But with a digital platform,
students have to purchase access because much of their graded work will be
turned in there.
The other reason that going digital gives me confidence is that the digital content
itself is interactive and multimodal; instead of assigning pages from a book and
hoping that students will read them (or having to quiz them to insure that they
20
STA. MESA, MANILA
did), they now interact with the material I assign, which means they may be
reading a page or watching a video or listening to aural comments—in each
case, they will interact by clicking on response buttons or inserting information
into text boxes.
4. Going digital means a wealth of data about what students are
learning. One of the most important reasons I believe digital is the future is that it
simplifies the process of identifying and assessing learning outcomes. Today, I
think there is a much greater push for assessment than we’ve ever had in higher
education, and not only for accreditation. Several programs are conducting
assessment projects for their own curricular goals.
Using online platforms makes available a wealth of data, which in turn
enables instructors to be more effective. For example, I am able to analyze
student performance using a number of different data cuts, which helps me tailor
my instruction to better meet the needs of the students in a particular class. One
section may need more help in one area than another section—having the
detailed reports gives me knowledge about my students I’ve never had before.
According to the article How Does Technology Facilitate Learning By D.
Jonassen|J. Howland|R.M. Marra|D. Crismond(July 20, 2010) where they tracked
down where technology first used in teaching and cited advantages of using it.
21
STA. MESA, MANILA
Learning From Technology
Some of the first educational technologies were illustrations in 17th-
century books and slate chalkboards in 18th-century classrooms. Educational
technologies in the 20th century include lantern-slide and opaque projectors,
later radio, and then motion pictures. During the 1950s, programmed instruction
emerged as the first true educational technology, that is, the first technology
developed specifically to meet educational needs. With every other technology,
including computers, educators recognized its importance and debated how to
apply each nascent commercial technology for educational purposes.
Unfortunately, educators have almost always tried to use technologies to teach
students in the same ways that teachers had always taught. So information was
recorded in the technology (e.g., the content presented by films and television
programs), and the technology presented that information to the students. The
students’ role was to learn the information presented by the technology, just as
they learned information presented by the teacher. The role of the technology
was to deliver lessons to students, just as trucks deliver groceries to
supermarkets (Clark, 1983). If you deliver groceries, people will eat. If you deliver
instruction, students will learn. Not necessarily! We will tell you why later.
The introduction of modern computer technologies in classrooms has
followed the same pattern of use. Before the advent of microcomputers in the
1980s, mainframe computers were used to deliver drill and practice and simple
22
STA. MESA, MANILA
tutorials for teaching students lessons. When microcomputers began populating
classrooms, the natural inclination was to use them in the same way. A 1983
national survey of computer uses showed that drill and practice was the most
common use of microcomputers (Becker, 1985).
Later in the 1980s, educators began to perceive the importance of
computers as productivity tools. The growing popularity of word processing,
databases, spreadsheets, graphics programs, and desktop publishing was
enabling businesses to become more productive. So students in classroom
began word processing and using graphics packages and desktop publishing
programs to write with. This tool conception pervaded computer use according to
a 1993 study by Hadley and Sheingold that showed that well-informed teachers
were extensively using text processing tools (word processors), analytic and
information tools (especially databases and some spreadsheet use), and
graphics tools (paint programs and desktop publishing) along with instructional
software (including problem-solving programs along with drill and practice and
tutorials).
The development of inexpensive multimedia computers and the eruption
of the Internet in the mid-1990s quickly changed the nature of educational
computing. Communications tools (e.g., e-mail and computer conferences) and
multimedia, little used according to Hadley and Sheingold, have dominated the
role of technologies in the classroom ever since. But what are the students
23
STA. MESA, MANILA
producing? Too often, they are using the technology to reproduce what the
teacher or textbook told them or what they copy from the Internet.
Our conception of educational computing and technology use, described
next, does not conceive of technologies as teachers or repositories of
information. Rather, we believe that, in order to learn, students should teach the
computer or use the technology to represent what they know rather than
memorizing what teachers and textbooks tell them. Technologies provide rich
and flexible media for representing what students know and what they are
learning. A great deal of research on computers and other technologies has
shown that they are no more effective at teaching students than teachers, but if
we begin to think about technologies as learning tools that students learn with,
not from, then the nature of student learning will change.
Learning With Technology
If schools are to foster meaningful learning, then the ways that we use
technologies in schools must change from technology-as-teacher to technology-
as-partner in the learning process. Before, we argued that students do not learn
from technology but that technologies can support productive thinking and
meaning making by students. That will happen when students learn with the
technology. But how do students learn with technologies? How can technologies
become intellectual partners with students? We assume the following:
24
STA. MESA, MANILA
 Technology is more than hardware. Technology consists also of the designs
and the environments that engage learners. Technology can also consist of
any reliable technique or method for engaging learning, such as cognitive
learning strategies and critical thinking skills.
 Learning technologies can be any environment or definable set of activities
that engage learners in active, constructive, intentional, authentic, and
cooperative learning.
 Technologies are not conveyors or communicators of meaning. Nor should
they prescribe and control all of the learner interactions.
 Technologies support meaningful learning when they fulfill a learning need—
when interactions with technologies are learner initiated and learner
controlled and when interactions with the technologies are conceptually and
intellectually engaging.
 Technologies should function as intellectual tool kits that enable learners to
build more meaningful personal interpretations and representations of the
world. These tool kits must support the intellectual functions that are required
by a course of study.
 Learners and technologies should be intellectual partners, where the
cognitive responsibility for performance is distributed by the part of the
partnership that performs it better.
25
STA. MESA, MANILA
How Technologies Foster Learning
If technologies are used to foster meaningful learning, then they will not be
used as delivery vehicles. Rather, technologies should be used as engagers and
facilitators of thinking. Based on our conception of meaningful learning, we
suggest the following roles for technologies in supporting meaningful learning:
 Technology as tools to support knowledge construction:
 for representing learners’ ideas, understandings, and beliefs
 for producing organized, multimedia knowledge bases by learners
 Technology as information vehicle for exploring knowledge to support
learning by constructing:
 for accessing needed information
 for comparing perspectives, beliefs, and worldviews
 Technology as authentic context to support learning by doing:
 for representing and simulating meaningful real-world problems,
situations, and contexts
 for representing beliefs, perspectives, arguments, and stories of others
 for defining a safe, controllable problem space for student thinking
 Technology as social medium to support learning by conversing:
 for collaborating with others
26
STA. MESA, MANILA
 for discussing, arguing, and building consensus among members of a
community
 for supporting discourse among knowledge-building communities
 Technology as intellectual partner (Jonassen, 2000) to support learning by
reflecting:
 for helping learners to articulate and represent what they know
 for reflecting on what they have learned and how they came to know it
 for supporting learners’ internal negotiations and meaning making
 for constructing personal representations of meaning
 for supporting mindful thinking
How Technologies Foster Thinking
Why do these uses of technology foster meaningful learning? It is because
they require that students think and reason. In this book, we argue that students
do not learn from teachers or from technologies. Rather, students learn from
thinking—thinking about what they are doing or what they did, thinking about
what they believe, thinking about what others have done and believe, thinking
about the thinking processes they use—just thinking and reasoning. Thinking
mediates learning. Learning results from thinking. What kinds of thinking are
fostered when learning with technologies?
27
STA. MESA, MANILA
Causal
Causal reasoning is one of the most basic and important cognitive
processes that underpin all higher-order activities, such as problem solving.
Hume called causality the “cement of the universe” (Hume, 1739/2000).
Reasoning from a description of a condition or set of conditions or states of an
event to the possible effect(s) that may result from those states is called
prediction. A baseball pitcher predicts where the ball will go by the forces that he
or she applies when pitching the ball. When an outcome or state exists for which
the causal agent is unknown, then an inference is required. That is, reasoning
backward from effect to cause requires the process of inference. A primary
function of inferences is diagnosis. For example, based on symptoms, historical
factors, and test results of patients who are thought to be abnormal, a physician
attempts to infer the cause(s) of that illness state. Thinking causally is also
required for making explanations. Explaining how things work requires learner to
identify all the causal connections among the things being explained.
Causal thinking is really more complex than learners understand. In order
to be able to understand and apply causal relationships, learners must be able to
quantify attributes of causal relationships (direction, strength, probability, and
duration) as well as be able to explain the underlying mechanisms describing the
relationship (Jonassen & Ionas, 2007). Why does a force applied to a ball cause
it to move in certain direction?
28
STA. MESA, MANILA
Analogical
If you distill cognitive psychology into a single principle, it would be to use
analogies to convey and understand new ideas. That is, understanding a new
idea is best accomplished by comparing and contrasting it to an idea that is
already understood. In an analogy, the properties or attributes of one idea (the
analogue) are mapped or transferred to another (the source or target). Single
analogies are also known as synonyms or metaphors. One word conveys
attributes to the other, often using the word “like” or “as” as a connector.
Following Hurricane Katrina in 2005, New Orleans was said to be inundated with
a “toxic gumbo.” Gumbo is a complex New Orleans–style soup that contains a
variety of ingredients. The waters that surrounded New Orleans contained a
complex variety of toxic substances—thus metaphor as analogy.
People most commonly think of syllogism as analogies. A syllogism is a
four-part analogy. For example, love is to hate as peace is to ———. The
analogy makes sense only if the structural characteristics of the first analogy can
be applied to the second.
In using technologies to represent their understanding, students
consistently are required to engage in the comparison–contrast reasoning
required to structurally map the attributes of one or more idea to others, that is, to
draw an analogy.
29
STA. MESA, MANILA
Expressive
Using technologies as tools to learn with entails learners representing
what they know, that is, teaching the computer. To do so, learners must express
what they know. Using different tools requires learners to express what they
know in different ways. Technologies can be used to help learners express
themselves in writing. Learners can express themselves using a variety of tools,
such as databases, spreadsheets, and expert systems, each tool requiring
different forms of expression. Technologies can support verbal expression, while
chapter 9 focuses on visual expressions. Contrast these varieties of expressions
to those required by state-mandated tests, where students’ only form of
expressions is the selection of answer a, b, c, or d.
Experiential
Experiences result in the most meaningful and resistant memories. We
can recall with clarity experiences that we have had many years before. The
primary medium for expressing experiences is the story. Stories are the oldest
and most natural form of sense making. Stories are the “means [by] which
human beings give meaning to their experience of temporality and personal
actions” (Polkinghorne, 1988, p. 11). Cultures have maintained their existence
through different types of stories, including myths, fairy tales, and histories.
Humans appear to have an innate ability and predisposition to organize and
represent their experiences in the form of stories. Learning with technologies

30
STA. MESA, MANILA
engages stories in a couple ways. First, the experiences that students have while
using technologies to represent their understanding are meaningful and
memorable. Second, students may seek out stories and use technologies to
convey them.
Problem Solving
Using technologies to express and convey learner knowledge all entail
different kinds of problems solving. Learning with technologies requires that
students make myriad decisions while constructing their representations.
Deciding what information to include and exclude, how to structure the
information, and what form it should take are all complex decision-making
processes. Students also engage in a lot of design problem solving while
constructing their interpretations. They also must solve rule-using problems in
how to use software. When learners are solving problems, they are thinking
deeply and are engaged in meaningful learning. What they learn while doing so
will be so much better understood and remembered than continuously preparing
to answer multiple-choice test questions.
Modern technologies these days really help people in many aspects, in
transportation, communication, and many other way. Innovation really takes
place when this modern technologies were developed.
31
STA. MESA, MANILA
The researchers have identified that using modern technologies in
learning will be more effective specially for nursery students wherein they will be
amaze and be entertain while learning.
“Incorporating technology into the classroom requires a double
innovation,” says Shelley Pasnik, director of the Center for Education and
Technology, Educators who receive new technology must first learn how to use
the equipment and then decide whether or not it supports the class objectives
and curriculum.
Despite the challenges, incorporating technology into education still has
proven benefits, especially when it comes to personalized learning. From math
games that adjust the level of difficulty as players progress to electronic books
that talk and respond to the tap of a finger, products that personalize the learning
experience for students often benefit their understanding. An interactive game is
more engaging than a book, so technology often promotes more practice and
review in areas requiring memorization, such as spelling, math and geography.
This frees up time in the classroom so educators can focus on skills like problem
solving, character development and critical thinking.
Technology also makes it easier to spend more overall time on learning.
“After school and weekend time can become effective learning time with the right
technology,” says David Vinca, founder and executive director of eSpark
32
STA. MESA, MANILA
Learning, an education company that focuses on bringing iPads and iPods into
the classroom. Much like how smart phones extend the workday by allowing
professionals to send emails anytime, educational technology extends the school
day for kids who will happily play multiplication games or review grammar on
computer programs.
Educators also find it easier to track and assess student progress with the
help of technology. At the end of each lesson cycle in eSpark’s app, students
record a video summarizing what they’ve learned, and email it to their teacher. If
a student consistently misspells words of a certain pattern, the teacher will know
immediately and reintroduce that specific skill. This kind of data-driven
information is invaluable for teachers who want to revise and review.
The success of any tool depends on how it’s used. As how a gadget or
program furthers higher thinking, basic skills, or the child’s ability to evaluate,
analyze, and synthesize ideas. This way, you’ll ensure that it’s being used for
more than its novelty.
Technology may be changing the experience of education, but the role of
teachers and parents grow increasingly important as they become the experts
and guides for new learning resources. Teachers remain the constant in an ever-
changing classroom environment, which will continue to shift with the
33
STA. MESA, MANILA
technological tides. Vinca agrees. “However technology is used in class, it has
the opportunity to be a game changer.”
According to the article in PINOYGURO: Using Technology to improve
learning(2012) in their first paragraph:
With the advent of technology, it is now used as a tool in teaching. Several
research and studies showed that technology helps improve the teaching and
learning process.
In this short part of the article, incorporating or using technology as a tool
in teaching gives improvement in the field of learning.
Another part of article from PINOYGURO: Developing Instructional Media
in the first paragraph and the summary states that:
Multimedia is interesting! Compelling! People like using it! Students learn
from it! It works! Anyone can develop a package; just point and click! Media is a
Latin word and is used to describe ways to convey messages and information.
Summary
The field of computer-aided instruction and multimedia is new. Using it
effectively requires deliberate thought and attention to detail. In its new life, we
34
STA. MESA, MANILA
are just beginning to learn what effective use is for this technology. We think it
has the potential of addressing many educational issues. By using it to its best
potential, we hope to find solutions to some of today’s instructional challenges.
In the article Developing Instructional Media it states that using multimedia in
teaching will be more interesting and more entertaining. It is educational and at
the same time offers encouragement to the students to learn with enjoyment and
get more focus in studying.
In the article in this website:
http://www.pinoytechnoguide.com/2012/12/technology-in-education.html :
Technology in Education(2012) in the first three paragraph states that:
Integrating technology in your lesson can be a hard task. I started with the
basic use of Powerpoint in my lectures and I failed many times.
The huge improvement in technology today requires us to think creatively
of ways to integrate technology in our classroom and our lessons. Banning
cellphones, iPads and PDAs in schools is no longer the solution.
However, one of the problem that we, teachers , face is the guide on how
to integrate these new and sprouting technology in our lesson.
35
STA. MESA, MANILA
In this article, using technology as an alternative way of teaching students
is really being creative but students must be guided by their teachers
appropriately. Teachers need to provide the right applications for their students
while they were still in school so that they can maximize the use of today’s
modern technologies. It is not only for entertainment but also for learning.
Foriegn RelatedStudies
Kids ABC Letters Special
This Android gaming Application is focusing on letters, from A to Z. This
application has four main scopes which are; naming letters, forming of letters,
recognizing letters and identifying letters in context.
First is the naming letters application. It displays a character in upper and lower
case then, it will tell the name of the letter. Second, the forming of letters wherein
the user will form a letter in small pieces. Third, is recognizing letters wherein the
user has a fishing tool that he or she can use to get the letter from the bottom
part of the game and it has to be similar to the letter displayed. Lastly, it is the
identifying letters in context wherein the user will tap on the letter and then the
application will pronounce the given letter.
36
STA. MESA, MANILA
Animal Sound and Picture
This is an application for animal watchers and animal lovers. It has one
main scope which displays different kinds of animals. This includes the Baboon,
Bear, Bison, Buffalo, Camel, Cat, Cheetah, Chimpanzee, Cougar, Cow, Coyote,
Deer, Dog, Donkey, elephant, fox, Goat Bleat, Gorilla, Grizzly, Hippo, Horse,
Jaguar, Kitten, Lamb, Leopard, Lion, Monkey, Mouse, Panda, Panther, Pig, Polar
Bear, Puppy, Rabbit, Rat, Sheep, Tiger, White Cat, Wolf and Zebra. It will also let
you hear how they sound like.
50 Top Nursery Rhymes
50 Top Nursery Rhymes is a nursery rhyme centered Android Application
that lets the user to display and hear 50 mostly known nursery rhymes. It
displays the lyrics of the song and how to sing the song. If the user wants to
change or hear other nursery rhymes in the application, he or she can just swipe
it to the other songs.
Learning Colors For Kids
An Android Application developed by Stork Studio Limited is a simple and
learning game for the youngest children. It introduce amazing colors of the world
with the educational process of being funny and excessively interesting. The
37
STA. MESA, MANILA
game will easily teach children to recognize nine various colors which are: red,
pink, gray, brown, purple, blue, green, yellow and orange. Each color comes
along with three bright funny pictures matching the shade.
Kids Learn Shapes
An android application developed by Intellijoy, is a hands on and a real life
way for kids to learn shapes. In this application the children will learn to
recognize shapes in their real-life context. The shapes currently included are
circle, rectangle, triangle, square, rhombus and oval.
Local Related Studies
Maddie and Matt Values App
The Maddie and Matt Values App is developed by AppLabs Digital
Studios. This Android Application has three main features. First, the user can
choose in 26 scenarios. These scenarios are alphabetically arranged and each of
it contains a question. The question being ask is about what good behavior might
get to that specific scenario. Second is the coloring time. The user can color the
characters in the application Maddie and Matt. Lastly, the main feature of the
game is the Picture Time wherein the user can take pictures of their selves and
share it to their friends in social networking sites.
38
STA. MESA, MANILA
Maddie and Matt Filipino
This is an android application developed by AppLabs Digital Studios. This
is a tagalog version of the maddie and matt values which uses Filipino language
to execute same features of the English version.
Maddie and Matt’s Happy Earth
This is another Android Application developed by AppLabs Digital Studios.
This is called Maddie and Matt’s Happy Earth. It showcases various scenario that
can help children to learn the importance of taking good care of the environment.
TiBook: Tagalog Story Teller
Tagalog Story Tellet is an android application developed by Dayanara
Nacion. It gives fun and knowledge to the parents and children at the same time.
It also supports Filipino culture. This application allow the users to learn Filipino
literature while they are entertained by the interactive images in the story. Tibook
is an application made up of Alamat, Pabula, and Kwentong bayana books.
Filipino Alphabet
This is an android application developed by Sky Panda Studio. This
application permits the user to learn Filipino alphabet with Filipino words. In every
letter being displayed their is a corresponding word begins in that letter.
39
STA. MESA, MANILA
The related studies are Kids ABC Letters Special, Animal Sound and
Picture, Maddie and Matt Values App, Maddie and Matt's Happy Earth, the 50
Top Nursery Rhymes, Learning Colors For Kids, Kids learn shapes, Maddie and
Matt Filipino, TiBook: Tagalog Story Teller, and the Filipino Alphabet. All of the
said Android applications are focusing on some content which are; letter for Kids
ABC Letters Special, the sounds of different animals and their picture in Animal
Sound and Picture, nursery rhymes for the 50 Top Nursery Rhymes, learning
different colors in learning colors for kids, learning different shapes in kids learn
shapes, different filipino stories in TiBook and learning filipino alphabet in Filipino
alphabet.
Through this related studies, the proponent of the research came up with
the idea to combine some of the said android application above and put the
content of some of the related studies in one android application. Every content
or features of the application can be displayed in English or Filipino language.
The content of the android application that the proponent will make is composed
of Filipino and English alphabet. The animals have their English and Filipino
names in the story telling. There will be English and Filipino short stories that
have moral lessons. Also, nursery rhymes will be having it’s version in English
and Filipino. Most of the related studies mentioned are not present in what the
proponent will make but updating the application wherein adding other content
will be necessary.
40
STA. MESA, MANILA
Synthesis of Review
In summary, we all know that lecturing is not the most effective manner of
teaching, any more than cramming is an effective form of learning. This method
can help nursery students to improve their learning strategies. As an added
bonus, these methods fit well in the flipped learning environment that many
instructors are using now a days.
Having an alternative way to teach students specially for nursery students is
really needed because at their young age, it is where they still in the stage of
having fun through playing. They really need a type of learning wherein they will
be entertain and get focus. The said developers proposed an Android Application
covers almost all of the basic things that a nursery student needs to learn. This
application will serve as an alternative tool which can help the teachers to
present his or her lessons in different way with the use of modern technologies.
He or she can use cellphone or tablet to provide enjoyment while teaching. Also,
the parents of the nursery students can use this application to teach their children
at home. It may allow them to see what their children learn in school.
Using this application will also remind users that there are more useful
ways in using modern gadgets rather than for entertainment. It can be use in
learning purposes specially for teaching childrens. The children can be more
attached and attracted to the lesson because of these gadgets. This modern
technologies can be counted as effective tool in teaching.
41
STA. MESA, MANILA
Chapter 3
Materials and Methodologies
This chapter contains the proposed research design, research locale,
respondents, the research evaluation instrument that the proponent will use,
development tools, the proposed system architecture and the proposed main
screen design.
Proposed Research Design
The proponents of the study used the descriptive research in gathering
data since the research is already based on previous researches that are related
in their study. Among the six methods of descriptive research the proponent used
the document analysis to came up with the idea of developing their system.
While the previous study use gathering data on their contents and features.
Through those ideas the proponent came up with the idea to combine the content
of some previously made systems in one research or system.
Research Locale
The study will be conducted in Barangay San Roque Daycare Center, this
place is selected for the main intend users of the study and they are the nursery
students, teachers and parents. The proponents plan is to introduce an additional
way of teaching the students through the use of gadgets specifically
smartphones and tablets.
42
STA. MESA, MANILA
Respondents
The repondents of the study are the application developers, nursery
student teachers and parents of the nursery students.
Application Developers
The researchers choose application developers as one of the respondents
of the study. They will be the one to check if the quality of the game is good and
they will provide an evaluation of the application
Nursery Students, Teachers and Parents
The researchers choose the teachers and parents of the nursery students
as respondents of the study, since they will be the one to use the application for
their children. They will also evaluate if the application is useful and helpful to the
study of 25 nursery students.
To find out the evaluation of the respondents, the weighted mean of each
item was taken from interpretation. These interpretations were arbitrarily
assigned for the purpose of interpreting the findings.
43
STA. MESA, MANILA
Research Evaluation Instrument
AMA COMPUTER COLLEGE
MANILA BRANCH
Name of the Proponents: Jose Harold Bordallo
Edmon Malaki
Jonathan Javinar
Title of the Thesis: E-learning Tool
Name(Optional):_________________________
Age:_____________
Gender: Male Female
Instruction: Read carefully the questions and encircle the number, answer it
based on this following rating scale:
5 (Strongly Agree)
4 (Agree)
3 (Neither Agree nor Disagree)
2 (Disagree)
1 (Strongly Disagree)
44
STA. MESA, MANILA
Research Questionnaire
Reliability:
1. The application provides useful information for nursery
Students 5 4 3 2 1
2. The application can be used as a substitute for teaching
Nursery students 5 4 3 2 1
3. Will you allow nursery students to use this application for
learning? 5 4 3 2 1
User Friendliness:
1. The application is convenient to use by nursery students.5 4 3 2
2. The application contains images that nursery students
will surely like 5 4 3 2 1
3. The application is easy to use on navigating each part
of it. 5 4 3 2 1
45
STA. MESA, MANILA
Maintainability:
1. Upon navigating the application, is it error free? 5 4 3 2 1
2. The functions of the software is working well such
as buttons and sounds? 5 4 3 2 1
3. The application is open for updates for some additional
contents. 5 4 3 2 1
Efficiency:
1. The application provides enough useful information 5 4 3 2 1
to help nursery students in learning.
2. The application contains an efficient and 5 4 3 2 1
precise information.
3. The application contains most of the things 5 4 3 2 1
a nursery student must learn.
Graphics:
1. The texts present in the application are
all readable. 5 4 3 2 1
2. The images used in the application are all clear and
not blurred. 5 4 3 2 1
46
STA. MESA, MANILA
3. The background images used in the application
matches with the buttons and images. 5 4 3 2 1
Signature:
Rating Scale
The rating scale used for the evaluation of the survey is Likert Scale,
invented by Rensis Likerta psychologist, it is a psychometric rating scale
commonly used in research that utilizes questionnaires.
The respondents are asked to rate the questions using a 5 – point
scale:
5 for Strongly Agree, 4 for Agree, 3 for Neither Agree nor Disagree, 2 for
Disagree, 1 for Strongly Disagree.
The proponent’s research evaluation form uses the mean rating scale
in evaluating and interpreting the range of acceptance of the developed
human resources and accounting integrated software based on its usability,
content and technical aspects. If the computed mean falls between 4.0 to 5.0
the corresponding characteristics will be rated Excellent; next if the computed
mean falls between 3.0 to 3.9 the corresponding characteristics will be rated
47
STA. MESA, MANILA
Outstanding; then if the computed mean falls between 2.0 to 2.9 the
corresponding characteristics will be rated Fair; lastly if the computed mean
falls between 1.0 to 1.9 the corresponding characteristics will be rated Needs
Improvement.
Rating Scale Interpretation
4.0 to 5.0 Excellent
3.0 to 3.9 Outstanding
2.0 to 2.9 Fair
1.0 to 1.9 Needs Improvement

Table 3.1 Mean Rating Scale
Proposed Research Procedure
In developing the android application, the proponent of the study choose a
process that will serve as a guide in the developing the said software.
Demonstrate
Prototype
Analysis And Testing Implementation
Cycles
Quick Design
Build Refine
Figure 3.1 Rapid Application Development Methodology
48
STA. MESA, MANILA
In the figure 3 which is the Rapid Application Development(RAD) shows a
developmental cycle created by James Martin and it is formalized by publishing
the book in the year 1991. In general, RAD approaches to software development
put less emphasis on planning tasks and more emphasis on development. It is a
methodology that is much suited in software development.
The Rapid Application Development has four main stages, the Analysis and
Quick Design, Prototype Cycles, Testing and the Deployment or Implementation.
How this stages will help the proponent to develop the Application?
Analysis and Quick Design
In this stage, it is where the proponent will gather the software requirements and
perform rapid design creation. This will include the IDE and framework which the
proponent will use in developing the application.
Prototyping Cycles
During this stage, the proponent will develop the application in iterative cycles of
development, testing, requirements refining and development again until the
development is completed. The proponent will convert the data model into a
functional application. In this stage, it is vital to deliver each iteration on time,
while additional functionality may be scheduled for development after the initial
release.
Once the prototype has been developed, the proponent will test the initial
prototype using test scripts from the Quick Design stage. Review will be
49
STA. MESA, MANILA
conducted on the initial prototype that includes testing the application. The next
iteration requirements determination will be conducted after the review.
Refining requirements happens repeatedly during this stage. Identifying the core
and secondary requirements shall be performed for all iterations. The proponent
will update the requirements, datamodels, test scripts and project plan as during
the Design Stage.
Testing
In this stage, it is where the proponent will test the application and see to it if all
the said content of the application is present and also check if there are errors or
functions that are not working in the system. After seeing some errors debugging
the application will be conducted in the application.
Deployment or Implementation
In this stage of RAD the proponent will implement the application to the users
especially to the beneficiaries of the application to see to it if all the objectives of
the study is being accomplished.
Statistical Tool to be Used
The researchers used Microsoft Excel 2007 to employ a qualitative
evaluation by the respondents. The researcher uses descriptive statistics since
descriptive statistics purpose is to summarize a sample or items of the survey to
interpret the evaluation of the respondents to the proposed software. The mean
50
STA. MESA, MANILA
and the standard deviation for each item were computed to determine the
acceptability of the proposed software entitled “Global Venture Human
Resources and Paymaster System” and also to identify the strengths and
weaknesses in certain area of concern such as Accuracy, Reliability, Efficiency,
Security and User Friendliness.
To find out the evaluation of the respondents, the weighted mean of each
item was taken from interpretation. These interpretations were arbitrarily
assigned for the purpose of interpreting the findings.
Proposed Development Tools and Techniques to be used
In the developing the software the researchers will use Corona SDK as
their framework and the Notepad ++ for their IDE. The proponent choose Corona
SDK as their framework because it is one of the leading mobile development
framework for building high quality applications and games for IOS, Android,
Kindle fire and Nook in record time. And using the Notepad ++ as their IDE for it
supports several programming languages including the lua programming
language which is used in Corona SDK.
51
STA. MESA, MANILA
Proposed System Architecture
System Architecture
User Action
Application Interface
Tablet/Smartphone User
Interface
Application Frameworks
Design
Button Function Design Corona SDK
Lua Programming
Application Phases Language
Alphabet Phase
Animals Phase
Story Telling
Phase
Library
Nursery Rhyme
Phase Composer API
Settings Phase
Figure 3.2 System Architecture
52
STA. MESA, MANILA
In figure 3.1, it demonstrates how a user can access the application which
is pointing in a smartphone or a tablet, while the hardware, the user needs to
access it. After running the application in the smartphone or tablet, the user will
now be directed to the application interface of the game. In the game, the user
can perform different actions and then the first screen of the application will
appear. The phases or content of the application is located at the button function
design. In the application phase, it contains the different feature of application
which includes the alphabet phase, animals phase, story telling phase, nursery
rhyme phase and the settings phase.
In the application frameworks, it shows the framework and programming
language that will be use in developing the application. Corona SDK is the
framework that the researchers will use in developing the software which uses
the lua programming language. Since it produces high quality android
application, the proponents decided to use it as their framework.
In the library section which is the composer API, the proponents used it on
screen transitions or in changing scenes.
53
STA. MESA, MANILA
Proposed Main Screen Design
Figure 3.3 Main Screen Design
54
STA. MESA, MANILA
Chapter 4
Results and Discussion
In this chapter, the proponents of the system distributed a survey
questionnaire for 30 respondents to evaluate the proposed system, E-learning
Tool on its five different factors. Below are the result of the evaluation.
The table below shows the result of the survey with graph on the
Reliability of the proposed system:
Reliability: Verbal
5 4 3 2 1 Mean
Question 1 Interpretation
Provide
useful 13 17 4.43 Excellent
information
Table 4.1 Reliability Question 1
18
16
14
12
10
0
5 4 3 2 1
Figure 4.1 Reliability Question 1
55
STA. MESA, MANILA
In table 4.1, it shows the evaluation of the respondents on reliability
question number 1, which is if the application provide useful information for
nursery students. By having a mean of 4.43, the system is Excellent in this
criteria.
Reliability: Verbal
5 4 3 2 1 Mean
Used as
substitute
14 16 1 4.53 Excellent
for
Teaching
16
15.5
15
14.5
14
13.5
13
5 4 3 2 1

In table 4.2, the reliability question 2, which is if the application can be
used as substitute for teaching nursery students. By having a mean of 4.53, the
application is Excellent in this criteria.
56
STA. MESA, MANILA
Reliability: Verbal
5 4 3 2 1 Mean
Allow
nursery
students to 15 15 4.50 Excellent
use the
application
16
14
12
10
0
5 4 3 2 1

In table 4.3, the reliability question 3, which is if you will allow nursery
students to use the application for learning. By having a mean of 4.50, the
Verbal
Factor Mean
Interpretation
Reliability 4.63 Excellent
Table 4.4 Reliability Evaluation
57
STA. MESA, MANILA
Mean
0
1
Figure 4.4 Reliability Evaluation

In table 4.4, it shows the overall evaluation factor in terms of the reliability
of the application. The application is interpreted as Excellent for having a 4.63
mean.
The table below shows the result of the survey with graph on the User
Friendliness of the proposed system:
User
Verbal
Friendliness: 5 4 3 2 1 Mean
Interpretation
Question 1
Is the
application 13 17 4.40 Excellent
convenient
Table 4.5 User Friendliness Question 1
58
STA. MESA, MANILA
18
16
14
12
10
4
2
0
5 4 3 2 1
Figure 4.5 User Friendliness Question 1

In table 4.5, the user friendliness question 1, which is if the application
convenient to use by nursery students. By having a mean of 4.40, the application
is Excellent in this criteria.
User
Verbal
Interpretation
Question 2
Contains
images that
nursery 18 12 4.60 Excellent
students will
like
59
STA. MESA, MANILA
18
16
14
12
10
4
2
0
5 4 3 2 1
In table 4.6, the user friendliness question 2, which is if the application
contains images that nursery student will surely like. By having a mean of 4.60,
the application is Excellent in this criteria.
User
Verbal
Interpretation
Question 3
Is the
application 11 18 1 4.33 Excellent
convenient
60
STA. MESA, MANILA
18
16
14
12
10
4
2
0
5 4 3 2 1
In table 4.7, the user friendliness question 3, which is if the application is
easy to navigate in each part. By having a mean of 4.33, the application is
Excellent in this criteria.
Verbal
Factor Mean
Interpretation
User Friendliness 4.44 Excellent
Table 4.8 User Friendliness Evaluation
61
STA. MESA, MANILA
Mean
0
1
Figure 4.8 User Friendliness Evaluation

In table 4.8, it shows the overall evaluation factor in terms of the user
friendliness of the application. The application is interpreted as Excellent for
having a 4.44 mean.
Maintainability of the proposed system:
Maintainability Verbal
5 4 3 2 1 Mean
Error free
application
Table 4.9 Maintainability Question 1
62
STA. MESA, MANILA
16
14
12
10
0
5 4 3 2 1
Figure 4.9 Maintainability Question 1

In Table 4.9, maintainability question 1, which is if the application is error
free upon using it. By having a mean of 4.37, the application is Excellent in this
criteria.
5 4 3 2 1 Mean
Functions of
the application 13 14 3 4.33 Excellent
working well
63
STA. MESA, MANILA
14
12
10
0
5 4 3 2 1

In Table 4.10, maintainability question 2, which is if the application’s
functions are working well. By having a mean of 4.33, the application is Excellent
in this criteria.
5 4 3 2 1 Mean
Open for
17 13 4.57 Excellent
updates
64
STA. MESA, MANILA
18
16
14
12
10
4
2
0
5 4 3 2 1

In Table 4.11, maintainability question 3, which is if the application is
open for update for additional content. By having a mean of 4.57, the application
is Excellent in this criteria.
Verbal
Factor Mean
Interpretation
Maintainability 4.42 Excellent
Table 4.12 Maintainability Evaluation
65
STA. MESA, MANILA
Mean
0
1
Figure 4.12 Maintainability Evaluation

In table 4.12, it shows the overall evaluation factor in terms of the
maintainability of the application. The application is interpreted as Excellent for
having a 4.42 mean.
Efficiency of the proposed system:
Efficiency Verbal
5 4 3 2 1 Mean
Provide
Enough Useful 11 17 2 4.30 Excellent
Information
Table 4.13 Efficiency Question 1
66
STA. MESA, MANILA
18
16
14
12
10
4
2
0
5 4 3 2 1
Figure 4.13 Efficiency Question 1
In Table 4.13, efficiency question 1, which is if the application provide
enough useful information. By having a mean of 4.30, the application is Excellent
in this criteria.
Efficiency Verbal
5 4 3 2 1 Mean
Efficient and
precise 12 17 1 4.37 Excellent
Information
Table 4.14 Efficiency Question 2
67
STA. MESA, MANILA
18
16
14
12
10
4
2
0
5 4 3 2 1
In Table 4.14, efficiency question 2, which is if the application contains an
efficient and precise information. By having a mean of 4.37, the application is
Excellent in this criteria.
Efficiency Verbal
5 4 3 2 1 Mean
Contain most
of the 9 20 1 4.27 Excellent
information
68
STA. MESA, MANILA
20
18
16
14
12
10
8
6
4
2
0
5 4 3 2 1

In Table 4.15, efficiency question 3, which is if the application contains
most of the things a nursery students must learn. By having a mean of 4.27, the
Verbal
Factor Mean
Interpretation
Efficiency 4.31 Excellent
Table 4.16 Efficiency Evaluation
69
STA. MESA, MANILA
Mean
0
1
Figure 4.16 Efficiency Evaluation
efficiency of the application. The application is interpreted as Excellent for having
a 4.31 mean.
Graphical Interface of the proposed system:
Graphical
Verbal
Interface 5 4 3 2 1 Mean
Interpretation
Question 1
Readable texts 4 17 9 3.83 Outstanding
Table 4.17 Graphical Interface Question 1
70
STA. MESA, MANILA
18
16
14
12
10
4
2
0
5 4 3 2 1
Figure 4.17 Graphical Interface Question 1
In Table 4.17, efficiency question 1, which is if the text that are present
in the application are readable. By having a mean of 3.83, the application is
Outstanding in this criteria.
Graphical
Verbal
Interpretation
Question 2
Images do not
3 20 7 3.87 Outstanding
pixelate
71
STA. MESA, MANILA
20
18
16
14
12
10
8
6
4
2
0
5 4 3 2 1

In Table 4.18, efficiency question 2, which is if the images present in the
application do not pixelate. By having a mean of 3.87, the application is
Outstanding in this criteria.
Graphical
Verbal
Interpretation
Question 3
Background
Images
72
STA. MESA, MANILA
18
16
14
12
10
4
2
0
5 4 3 2 1
In Table 4.19, efficiency question 3, which is if the background images
blends with the buttons and other images. By having a mean of 4.03, the
Verbal
Factor Mean
Interpretation
Graphical
3.91 Excellent
Interface
Table 4.20 Graphical Interface Evaluation
73
STA. MESA, MANILA
Mean
0
1
Figure 4.20 Graphical Interface Evaluation
Graphical Interface of the application. The application is interpreted as
Outstanding for having a 3.91 mean.
Factor Mean Verbal Interpretation

Reliability 4.49 Excellent
User Friendliness 4.44 Excellent
Maintainability 4.42 Excellent
Efficiency 4.31 Excellent
Graphical
3.91 Outstanding
Interface
Table 4.21 Overall Category Evaluation
In Table 4.21, the overall category evaluation of the system by 30
respondents with the following factor: Reliability, User Friendliness,
Maintainability, Efficiency and Graphical Interface. The system is interpreted as
Excellent for having a mean of 4.31.
74
STA. MESA, MANILA
Chapter 5
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION
In this chapter, it contains the summary, conclusion and recommendation
of the proposed system “E-learning Tool”. The following scores collected are
from the survey conducted by the proponents of the mobile application.
Summary
The usage of mobile smartphones and tablets today is emerging fast,
because through these gadgets we are able to communicate with each other,
using it for socialization, for entertainment and also can be used for learning. But
mostly, these gadgets were not used for learning purposes since the usage of
smartphones and tablets are not maximized.
Using smartphones and tablets for learning especially for nursery students
will totally give them a benefit. They may appreciate and experience a more
advance way of learning by using the “E-learning Tool”. This tool can also be
used as an alternative way of teaching the nursery students wherein they may
learn and be entertained at the same time. Using this application was proven
effective based on the results of the survey conducted by the proponent of the
software.
The results of the survey from 30 respondents of the 5 different factors are
the following:
75
STA. MESA, MANILA
1. Reliability – with an overall score of 4.49 that translates as Excellent the
“E-learning Tool” is a reliable application to use in providing information for
nursery student.
2. User Friendliness – with an overall score of 4.44 that translates as
Excellent the “E-learning Tool” is a user friendly application for it is
convenient to use and contains colorful images that a nursery student will
surely like.
3. Maintainability – with an overall score of 4.42 that translates as Excellent
the “E-learning Tool” is a maintainable application for it has no errors in
the application and it is open for new updates for additional content.
4. Efficiency – with an overall score of 4.31 that translates as Excellent the
“E-learning Tool” is efficient in terms of the content of the application and
provides precise information and contains most of the basic information a
nursery student must learn.
5. Graphical Interface – with an overall score of 3.91 that translates as
Outstanding the “E-learning Tool” contains quality graphics and the texts
present in the application are all readable.
Conclusion
Based on the result gathered, the “E-learning Tool” concludes that using
this application as an alternative tool in teaching nursery students is reliable in
terms of providing information. They will experience using new gadgets as a
tool that provides colorful images and also for entertainment.
76
STA. MESA, MANILA
Recommendation
The “E-learning Tool” is a mobile application that runs only on android
operating system that can be used as alternative way of teaching nursery
students. The content of the application will be updated which includes
numbers, shapes and colors module and the functions of the smartphone will
be linked in the application.
Based on the findings and conclusions the following recommendations are
made:
For the nursery student’s teacher having “E-learning Tool” as an alternative
tool to use in teaching nursery student will give a higher chance that they will
listen on the class discussion.
For the Parents of the nursery students having “E-learning Tool” can
surely help them teach their children for most of the basic things they must
learn.
For Nursery Students having “E-learning Tool” will let them learn in their
own since they can navigate the application on their own.
77

Chapter 1 To 5

Transféré par

Informations du document

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Chapter 1 To 5

Transféré par

Droits d'auteur :

Formats disponibles

AMA COMPUTER COLLEGE – MANILA

STA. MESA, MANILA

THE PROBLEM AND ITS BACKGROUND

This chapter includes the introduction, theoretical framework, statement of

the problem, scope and limitation, conceptual framework, significance of the

study and the definition of terms used.

Technologies now a days are really emerging fast especially on gadgets

entertainment. The proponent will propose an application the “E-learning Tool :

An interactive Android Application for nursery students active involvement and

Most Android application these days provides entertainment, guidelines

and for educating users. The proponent study is focused on developing an

children using smartphone or tablets rather than using it for entertainment. It

The proponent will incorporate sounds, colorful images and information in

Background of the Study

smartphones and tablets, children will enjoy learning more.

the users, but valuable as a lesson delivery medium.

E-learning tools are an inclusive term that describes an advance

educational technology tool that electronically or technologically supports

learning and teaching.

Statement of the Problem

 Nursery students need to bring heavy textbooks everytime they go to

 Using modern technologies such as smartphones and tablets as an

alternative way of teaching are still not introduce to nursery students.

Objectives of the study

To provide an additional tool for nursery students to use in learning

through the use of modern technology.

The said study wants to achieve the following:

1. To provide an additional tool through the use of smartphones and tablets

their interest in studying.

2. To develop an android application with story telling, alphabet and animals

familiarization, nursery rhyme and sound features to lessen the use of

3. To maximize the use of modern technology mainly gadgets such as

smartphones and tablets by developing an application intended for

nursery students learning.

4. To introduce a new way of teaching nursery students using smartphones

and tablets that runs in an android operating system.

Significance of the study

The Study of E-learning Tool: An Interactive Android Application for

Nursery Students Active Involvement & Participation, intended to benefit the

today’s gadgets in the field of learning.

expanding their knowledge in software development.

use this study as their basis for making a better application.

Scope and Limitation of the study

The study entitled “E-learning Tool : An Android Application focusing on

The content of the application are the alphabet, animals, storytelling,

those images it produces sounds that correspond to the image. Same as

The limitations of the study is that it only runs on android operating

Importance of the Study

This application promotes innovation in the field of learning that is to

entertainment. The application tends to help the beneficiaries and the

researchers themselves. In making this application, beneficiaries will benefit

development and also to manage their time responsibly in making this

more advance and entertaining way.

Figure 1.1 Conceptual Framework of the Study

The conceptual framework shown in figure 1 includes the input, process

application that will serve as an additional form of teaching nursery students in

their studies in a more interactive way.

the idea to develop a multipurpose android application for nursery students. In

the hardware and software requirements, which is composed of an Android

will use to make the said project.

Process(RAD) in making the project. It is a development lifecycle that is designed

software development and higher-quality results that is achieved with the

will be implemented mainly for the nursery students.