SBSPT Report

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STEP BY STEP PHP TUTOR

CASE STUDY: Second Year Students 2010 2011 of the Faculty of Computing and
Information Technology, St. Lawrence University

By
BABAJIDE SAMSON ADEGBENRO

Registration No.
BACS/08/D/003

A Graduation Project Report Submitted to the Faculty of Computing and Information
Technology
In Partial Fulfillment of the requirements for the award of the Degree of
Bachelor of Computer Science
Of
St. Lawrence University, Kampala, Uganda

March, 2011
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DECLARATION

I do hereby declare to the best of my knowledge
that this graduation project proposal is my original work and that it has never been submitted to
any University or any other institution.
The literature and citations from other peoples work have been duly referenced and
acknowledged in the text and bibliography.

Signed: ..
Babajide Samson Adegbenro
STUDENT

Date:

Signed: ....
Mr. Lubega John Bosco
SUPERVISOR

Date:

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DEDICATION
This Project is dedicated firstly to the Almighty God, for his mercies and guidance. Secondly, I
dedicate this project to my lovely Parents, Mr. and Mrs. Rasheed Adegbenro for their constant
support and love towards me and my siblings, Adeola and Ayodele Adegbenro. I love you All.

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ACKNOWLEDGEMENT

With thanks to my parents, for being ever-supportive so far, thanks also due to my supervisor
Mr. Lubega John Bosco for his support and Mr. Alex Mbazira, and to my friends Tony Uwaya,
Mohamed Hussein, Meron Twinemasiko, and all the teaching staff of the Faculty of Computing
and Information Technology, St. Lawrence University. Without a doubt you have all been the
friendliest and most helpful people in my life.

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Tabl of Contnts

Declaration .................................................................................................................................................... ll
Dedication .................................................................................................................................................... lll
Acknowledgement ....................................................................................................................................... lv
Table of Contents .......................................................................................................................................... v
Table of Figures ......................................................................................................................................... vlll
Abbreviations and Acronyms ...................................................................................................................... lx
Abstract ......................................................................................................................................................... x
Chapter 1
1.0.
Introduction.1
1.1. Background.1
1.2. Statement of the Problem.1
1.3. General Objectives......2
1.3.1. Specific Objectives..2
1.4. General Research Question.2
1.4.1. Specific Research Question2
1.5. Significance of the Study...2
1.6. Scope of the Study.3
1.6.1. Geographical Scope3
1.6.2. Content Scope3
1.7. Limitation of the Study..3
Chapter 2
2.0. Introduction ...5
2.1. Why do we need e-learning........5
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2.2. What does the ideal learning environment look like...6
2.3. Behaviorism.8
2.4. Cognitivism..9
2.5. Constructivism....10
2.6. Learning and Tutoring Support Management.13
2.7. Impact of Computer Applications...15
2.8. Kuliks Meta-Analysis Study..15
2.9. Sivin-Kachalas Review of the Research16
2.10. Accessing the Impact of Technology on Teaching and Learning:
Student Perspectives..16
2.11. Learning Approaches ...22
2.12. Technologies available and their Educational Application..23
Chapter 3
3.0. Introduction....25
3.1. System Development Life Cycle (SDLC)..25
3.2. Research Design.....26
3.3. Area and Population of the Study..26
3.4. Collecting data using questionnaire...26
3.5. Sample and Data collection procedures.27
3.5.1. Questionnaires.27
3.5.2. Observational Study...29
3.5.3. Discussion...30
3.6. Application Methodology..32
3.7. Development Tools.33

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Chapter 4
4.0. Introduction......35
4.1. Questionnaire .....35
4.2. Data and Report from the Respondents........35
4.3. Observational Study.....37
4.4. Discussion.....38
4.5. Software information/requirements.......41
4.6. User Requirements....41
4.7. System Implementation....42
4.8. Graphical User Interface Snapshots..64
Chapter 5
5.0. Introduction......72
5.1. Discussions....72
5.2. Recommendation for further Study..74
5.3. Conclusion 74
Bibliography.75
Appendix..78

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TABLE OF FIGURES
Figure 1: Behavioristic Model of Learning
Figure 2: Cognitivism Model of Learning
Figure 3: Constructivistic Model of Learning
Figure 4: System Development Lifecycle (SDLC)
Figure 5: System Development Methodology (Rapid Prototyping Phases)
Figure 6: Students response to how well they know PHP
Figure 7: Student Response on the Use of Interactive Tools
Figure 8: Step by Step PHP Tutor Data Flow Diagram
Figure 9: Use Case Diagram for the Step by Step PHP Tutor
Figure 10: Activity Diagram for the Step by Step PHP Tutor
Figure 11: Start Page for the Step by Step PHP Tutor and thereafter the associated code
Figure 12: Lecture 1 for the Step by Step PHP Tutor
Figure 18: Text Tutorials Selection Page for the Step by Step PHP Tutor
Figure 19: Videos Tutorials Selection Page for the Step by Step PHP Tutor
Figure 20: Open Source PsPad Editor for the Step by Step PHP Tutor
Figure 21: Sample Video Tutorial for the Step by Step PHP Tutor
Figure 22: Pie Chart showing users response to the completion of tasks using SBSPT
Figure 23: Pie Chart showing users response to how well menu items were organized and easy to find

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ABBREVIATIONS AND ACRONYMS

BACS Bachelor of Computer Science
CAI Computer-Assisted Instruction
CBI Computer-Based Instruction
DES Discrete Educational Software
E.G. - Example
ET AL and Others
ETC. and so on; and so forth
GUI Graphical User Interface
HTML Hypertext Markup Language
ILS Integrated Learning Systems
PHP - Hypertext Pre-Processor
SLAU St. Lawrence University
SPSS - Statistical Package for Social Scientists
WWW World Wide Web
SDLC System Development Life Cycle
RAD Rapid Application Development
SBSPT Step by Step PHP Tutor

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ABSTRACT

The rapid growth of the World Wide Web has seen the number of published web pages
drastically increase. This increase in content and expectation of what should be delivered by a
website has amplified the need for webmasters and publishers to make use of web scripting
languages. There are many server-side scripting languages available, with PHP being the most
popular. For many users looking to produce powerful web pages, PHP is the language of choice.
New programmers have a wealth of materials to help them learn a new language including
books, websites and courses. However, the requirement of a thorough and easy means to learn
PHP can often hinder beginners learning progress. Therefore the need for a computer based
interactive tools to aid the learning of PHP is required.

Furthermore, there are few software tools available that specifically target new users and aim to
facilitate their learning of the language. This research not only aim to support the learning of
PHP but also assist the process of writing PHP based websites by designing and implementing a
software tool to assist in the study of PHP.

Based on the findings from this study it has been notified that there is a lack of understanding of
the web scripting language when it is taught in the traditional method of learning, whereas the
case is different as compared to the use of Interactive Computer based tools for learning.

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CHAPTER I

1.0. INTRODUCTION
PHP is a widely used language in interactive web development. Its popularity has meant it is a
language often taught in computing classes at academic institutions, as well as a popular topic for
computing books targeting hobbyists, there is a need for Interactive tutors, which help the
beginner to learn a new language in a safe and controlled environment. In order to improve the
learning curve associated with understanding PHP we proposed my project, an Interactive
Computer Application for Learning PHP called Step by Step PHP tutor designed for beginners.
This will provide an interim step for the beginners as they learn PHP. I aim to include a small
number of useful features so that the user interface is not cluttered and the user can find
everything that they could want to use when first learning the language. The rest of this
document will detail the implementation of this project. The basic structure of the program is an
interactive application. These features have been explained in this document, along with
reflection on their implementation and possible future improvements.

1.1. BACKGROUND
Due to the wealth of available Interactive Computer Learning Applications, tutorials and
materials, there are many possible applications to look at in terms of background research for the
project. We looked at many development tools and applications for learning. This helped to gain
an understanding of the typical features that established applications offer their users.
Additionally, from this background research we were able to identify a distinct lack of tools
targeted at people learning PHP. This validated the decision to create an Interactive application
aimed at individuals willing to learn PHP.

1.2. STATEMENT OF THE PROBLEM
In higher institutions of learning today, many students offering computer science and
information technology courses are faced with the problem of having to learn how to program in
many different programming languages and in this particular case PHP web scripting language.
But due to the difficulty faced by many students willing to learn this programming language
there is need for solutions to such problems in order to create flexibility and eventually have
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them solved. After extensive brainstorming the need to come up with this application which will
successfully alleviate major problems faced by students who are learning the programming
language.

1.3. GENERAL OBJECTIVE
The general objective of this research is to come up with an Interactive Software that will be able
to teach students how to program in PHP web scripting language and thereby encouraging them
in using alternative sources for information both from written materials and experts

1.3.1. SPECIFIC OBJECTIVES
To create a simple structuring and authoring tool to summarize gained knowledge and present it
to others.
To focus on the impact of the learning PHP Web scripting language on each individual student.
To provide a demo platform for the hands on practicing.

1.4. GENERAL RESEARCH QUESTION
How can Students easily learn PHP Web Scripting Language?

1.4.1. SPECIFIC RESEARCH QUESTIONS
How to evaluate student problems learning PHP based on data collection?
How to provide a solution for achieving easy teaching and learning of PHP?
What is the impact of Step by Step PHP Tutor in the effective learning process
experienced by students?

1.5. SIGNIFICANCE OF THE STUDY
The Study will be of great help to students and teachers at St. Lawrence University and
other institutions in that the trends of learning PHP will be simplified thereby creating an
environment for easy learning and teaching.
It will also represent a blueprint to any other researcher in St. Lawrence University or
elsewhere who intends to carry out a similar study.
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Creates a firm ground for new programmers using PHP web scripting language.
To clearly define the basic principles of PHP Coding
It will be one of the requirements to graduate in a bachelors degree in Computer Science

1.6. SCOPE OF THE STUDY
The scope of the study is divided into geographical scope, content scope.

1.6.1. GEOGRAPHICAL SCOPE
The study is carried out in St. Lawrence University, Rubaga Kampala

1.6.2. CONTENT SCOPE
The study concentrated and came up with the system that is in a position to train, assist and guide
users. The system has a curriculum divided into lessons to give users the opportunity to break
down the learning process of PHP into stages.

1.7. LIMITATION OF THE STUDY
The study was time consuming in term of movements to and from place of case study.
The use of Visual basic Programming language for the application was another major limitation
has it involved a thorough learning process to understand how to use the programming language.

Delays as far as responding to information from questionnaire is concerned, that is, some
respondents would spent more than three weeks before attending to the question. This really
demoralizes the researcher.

Another Limitation was with the questionnaire circulation. The questionnaire was handed to
people on the concourse for them to fill out. This meant that the researcher got an instant
response, and that the researcher got the exact number needed. The problem that could be
pointed out is whether the questionnaire would have been more successful being sent out via
email. This would have saved lots of paper, personal time and data entry time.

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Another limitation of this research was that there were only two people. A higher number of
participants would have helped the discussion. The discussion was good though, as the
participants had different personalities and had different feelings about the use of interactive
tools to study, but more people could have unearthed more conclusions and a more thorough
analysis would have been carried out.

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CHAPTER 2

LITERATURE REVIEW
2.0. INTRODUCTION
This chapter initially reviews the current literature on the impact of Computer Applications in
Education in order to provide a unified definition of this concept. The works of other scholars are
clearly referenced. The product of this review leads to a consideration of establishing a means
by which PHP web scripting language can be taught to students in an easy and convenient
manner.
The use of instructional technology in higher education has increased substantially over the past
several years. "Computer technology provides students and teachers with unprecedented
opportunities to transform the teaching and learning process, from the most common and simple
uses to the most sophisticated." (Sulla, 1999) Educators are readily embracing the challenges of
integrating that technology into their teaching. However, authors and educators still question
whether its use positively impacts the learning process. Research is beginning to focus more on
the evaluation of the use of technology, but results remain inconclusive. (Sulla, 1999)

2.1. WHY DO WE NEED E-LEARNING?
Web Based Training and its newer and more general synonymous term e-Learning are two of
todays buzz-words in the academic and business worlds. Decision-makers associate with them
new ways of learning that are more cost efficient than traditional learning strategies and which
allow students to better control the process of learning because they can decide when, where and
how fast to learn. However two questions immediately arise:
1. What exactly does e-Learning mean?
2. Is it really the best way to acquire new knowledge?
The first question can only be answered partly and vaguely because it is still under heavy
discussion what exactly e-Learning should look like and different opinions even exist about what
components it consists of.
Definition: e-Learning consists of
At least one or more e-Learning students who try to achieve a special learning goal
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E-Learning content which represents or at least describes the learning subject, the
learning objectives and guidelines on how to achieve them. E-Learning content can be
multimedia and interactive.
An e-Learning environment which works as an interface between the students and their
learning objectives and provides different means to achieve the learning goal. Usually the
e-Learning environment can be accessed using a Web browser over the Internet or
Intranet and supports several learning strategies and different ways of interaction,
communication and collaboration. Additionally e-Learning environments often include
administration and management utilities and interfaces to other systems to support the
organizational part of learning as well. Other terms for e-Learning environments, which
are often used as synonyms or with slight variations in its feature-set are e.g. (among
many others):
Computer Managed Instruction System (CMI-System)
Learning Content Management System (LCMS)
Learning Management Platform (LMP)
Learning Management System (LMS)
Virtual Learning Environment (VLE)
Web Based Training System (WBT-System)

2.2. WHAT DOES THE IDEAL LEARNING ENVIRONMENT LOOK LIKE?
To answer this question we do not have to deal with a lot of technology. We just need to look at
the roots of learning and teaching as it was probably already practiced in e.g. ancient Greece.
In this ideal learning situation we have a very qualified teacher who trains and guides one or just
a few students whom he knows quite well (their personal background, their strengths and
weaknesses, their personalities, how fast they can understand etc.). If there is more than one
student then all students should have about the same level of knowledge and agreeable personal
profiles, know each other quite well and love working together and helping each other. Direct
face to face communication between teacher and students (and among students) allows to
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immediately reacting to requirements of students (questions, speed of teaching etc.). Thus the
teacher can individually respond to each of the students and motivate them. Also all necessary
illustration material is available that the students can use to understand the teaching subject more
quickly and there are plenty of possibilities to practice and test the already learnt and use
knowledge gained to solve problems with it.
This ideal situation will most probably lead to a very efficient learning process, no matter
whether the learning goal is just storing some facts, carrying out processes, or whether they are
as complex as finding new solutions for difficult problems of a certain category (the learning
subject).
However, although it might be the ideal learning environment in reality it is not usable most of
the times for at least one or more of the following reasons:
It is limited to a very small number of similar students (say 1-3)
Usually the teacher and the students do not know each other well enough
It is time and place dependent
It is very expensive because of the one to one or one to few relations between teacher and
students and the enormous investment in time.
Especially the fact that this scenario and all similar traditional learning strategies can not deliver
new knowledge to a large number of students fast enough is the strongest argument which
displaces instructor led training in the way described above. Additionally new requirements such
as life long learning and just-in-time learning arise out of short development and deployment
cycles and continuously changing working profile. That is the reason why we and our economy
need a new way of learning to continue to be successful.
Psychologists such as Ivan Petrovich Pavlov (1849-1936), Edward Lee Thorndike (1874-1949),
John B. Watson (1878-1958), Burrhus Frederic (BF) Skinner (1904-1990), Lev Vygotsky (1896-
1934), Jean Piaget (1896-1980), John Dewey (1859-1952), and Jerome Bruner (1915- ) tried and
are still trying to find out what the basic principles behind our way of learning are and found the
learning concepts of Behaviorism, Cognitivism and Constructivism.
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2.3. BEHAVIORISM
Behaviorism concerns itself solely with measurable and observable data and excludes explicit
ideas, emotions, and the consideration of inner mental experiences and activities and is not
interested in conscious (cognitive) control processes. The brain is understood as a black box
which gets certain input (stimuli) and reacts in a deterministic way. In behaviorist thinking, the
focal point of learning is in shaping the responses of the learner. The theoretical and didactical
problem is to research the appropriate stimuli and to enforce the correct behaviour with adequate
feedback.
Thorndike states in The law of exercises that the bonds between stimuli and responses are
strengthened through being exercised frequently. In behavioristic learning terminology that
means whether a connection is stamped-in depends on how often it is exercised. Later on this
was superseded by Thorndikes Law of effects which states simply that responses that are
made just prior to a pleasant event are more likely to be repeated and thus learnt, while
responses that are made just prior to unpleasant events are more likely to diminish.
The graphic below shows the behavioristic model of learning:
o S
in
(t) means the signal input
o F(t) is the external feedback
o S
out
(t) means the signal output
o z(t) are not directly observed events, so called variables
s
out
(t)
Brain
(black box)
z(t)
f(t)
s
in
(t)
Figure 1: Behaviorustic Model of Learning
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2.4. COGNITIVISM
In general, the term Cognition refers to mental processes that can be described as an experience
of knowing as opposed to an experience of feeling or of willing. Cognition includes all processes
of consciousness by which knowledge is built up, including topics like conception, perception,
recognition and reasoning.
Cognitivism stresses the internal processes within the human brain and tries to distinguish
research and put into relation each of the functions. For a cognitivist the human brain is not a
black box, where only input and output are relevant. Here the goal is to develop a model which
describes the intervening processes. Here the brains own processing and transforming capacity
is acknowledged. Individual differences in carrying out some functions are less important than in
Behaviorism.

In Cognitivism problem solving is the main way of learning: Not one answer or reaction to a
certain question or stimulus needs to be practiced but more generally the right method(s) and
procedure(s) have to be learned and understood and which of them leads to one or more of the
right solutions. It is quite possible that not only one way leads to the optimum result but that
several procedures can do this; however all of them will be trained explicitly.
Cognitive theories emphasize making knowledge meaningful and helping learners organize and
relate new information to existing knowledge in memory. Instructions must be based on a
students existing mental structures, or schema, to be effective. Teachers should organize
s
out
(t)
Brain
(internal
processes)
s
in
(t)
z(t)
f(t)
Figure 2: Cognitivism Model of Learning
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information in such a way that learners are able to connect new information with existing
knowledge in some meaningful way. Analogies and metaphors are examples of this type of
cognitive strategy. Such cognitive emphases imply that major tasks of the teacher/author include:
understanding that individuals bring different learning experiences to the learning
situation which can impact learning outcomes;
determining the most effective manner in which to organize and structure new
information to tap the learners previously acquired knowledge, abilities, and
experiences; and
arranging practice with feedback so that the new information is effectively and efficiently
assimilated and/or accommodated within the learners cognitive structure.
2.5. CONSTRUCTIVISM
Constructivism is a theory which is based on results of Piaget's research. It differs from the
traditional view that knowledge exists independently of individuals, the view that the mind is a
tabula rasa, a blank tablet upon which a picture can be painted.

Figure 3: Constructivistic Model of Learning
Piaget postulated that there are mental structures that determine how data and new information
are perceived. If the new data make sense to the existing mental structure, then the new
s
in
(t)
s
out
(t)
Learner
z(t)
f(t)
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information is incorporated into the structure. Rather than simply absorbing ideas through
endless, repeated rote practice, constructivism posits that students actually invent their ideas.
Learning is considered as a reconstruction rather than a transmission of knowledge. Learners
assimilate new information to simple, pre-existing notions, and modify their understanding in
light of new data. They will reformulate their existing structures only if new information or
experiences are connected to knowledge already in memory. Inferences, elaborations and
relationships between old perceptions and new ideas must be personally drawn by the students in
order for the new idea to become an integrated, useful part of their memory.
If the data are very different from the existing mental structure, it does not make any sense to
incorporate them into the structure. The new information is either rejected or the information is
assimilated or transformed so that it will fit into the structure. In short, the learners must actively
construct new information onto their existing mental framework for meaningful learning to
occur. However one logical disadvantage of the constructivist learning theory is that it is not well
suited to approach a topic which is totally new for the students.
The different theories about the learning process also mean a different view about teaching and
the way knowledge and skills should be imparted. In Behaviourism it is a matter of producing
suitable input to cause the correct reaction. Appropriate feedback, which has been created
outside, has to support this process. From this concludes an authoritarian teacher model: The
teacher knows what is wrong and what is right and has to find ways and means to get it across to
the students, which have to remember the correct factual knowledge to produce correct answers
for predefined questions.
In Congitivism this evens out a little bit: Learners have to solve offered problems relatively
independently (procedural knowledge: know how). However, the tasks are already didactically
cleaned, meaning that all irrelevant facts have been removed; the situation has been simplified
and has been presented as a concrete problem. The tutors coach the learning process, supervise
and if necessary also help the learners.
In Constructivim the learners own personal experience is given priority. Learners have to cope
with complex situations and at the same time have to create the actual problems and tasks which
they have to solve (social practice: knowing-in-action). Teachers play the role of coaches or
moderators. They lose parts of their apparent infallibility because they are, together with the
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learners, exposed to the criticism of the actual situation. Their teaching role arises solely from
their bigger experience (of life) and from their ability to support other people to cope with
complex situations.
In real life there is not a single theory that fits well for all situations. Which of the learning
theories are best suited to a certain situation depends on the background knowledge, the learning
content, subject and goal of the learner.
According to Baumgartner (Baumgartner 2001) we can distinguish five levels of knowledge
which correlate to recommended learning theories.
Level 1 Novice Know that: Novices are not familiar with the learning topic yet and
have not made any related experiences so far. First they need to learn basic facts and rules
which they can not question and which they can only apply to real situations with
guidance from outside because they can not decide on their own what the best rule to fit
is. In most cases the Behaviouristic model would fit the needs of novices quite well.
Level 2 (advanced) Beginner Know how: Beginners start to perceive different cases
and situations and to apply rules according to their contexts. Skills are executed in more
variations but beginners still can not act on their own without close guidance and
controlling. Beginners achieve good results with a combination of the Behaviouristic and
the Cognitivistic learning model.
Level 3 Competence Rational understanding: Competent persons know all relevant
facts and rules and can distinguish between a wide spectrum of different cases and which
solutions apply to them. Thus they can act independently within their areas and solve
occurring problems.
Competency also means responsibility, taking a view and self-critical reflection. However
decision making is still cumbersome and difficult, competent persons are far away from
sudden intuitions real experts can have.
Competent learners can be brought to the next step by a combination of the Cognitivistic
and Constructivistic learning model.
Level 4 Proficiency Implicit understanding: At this stage the learners move from
analytical realizations with subsequent applications of solution procedures to holistic
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perceptions of given situations. The learners seem to see the presented tasks together with
their possible solutions.
In most cases only the Constructivistic learning model can bring proficient learners to the
expert level.
Level 5 Expert Intuitive action: Experts perfect the holistic perceptions because
various difficult tasks look familiar to them. This works because of an improvement of
their ability to perceive and construct family likeness between different appearances. The
art of this ability manifests itself in constructing cases, out of amorphous, unclear
situations, which already contain their own solutions.
Experts complement their knowledge best by constructing new one.

2.6. LEARNING AND TUTORING SUPPORT MANAGEMENT
Due to its importance we would like to mention a system component which is usually integrated
in parts in either LMS or LCMS: Learning and tutoring support management (LTSM). It supports
the learning process through tutoring, peer support, communication and collaboration between
learners and / or trainers, ranging from simple e-mail, to forum and virtual classroom.
Important functions of learning and tutoring support management are:
Communication functions. Communication functions are classified in synchronous
(place-independent, but time-dependent) and asynchronous (place- and time-independent)
communication:
Asynchronous communication features are e.g.:
Mail
Mailing lists
Discussion forum
Question/answer dialogs
News ticker (one way, for information distribution)
Synchronous communication
Instant messaging
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Text chat
Voice chat
Video conferencing
Shared whiteboard
Application sharing
Virtual community with avatars
Group browsing/follow me mode
Hand raising and/or voting functions

A full set of synchronous communication functions are often summarized under the term Virtual
Classroom here the trainer teaches a class of students completely synchronously like in
instructor-based training, just virtually.
Group work/collaboration
Shared/private annotation support for any document within the system
Shared/private book marking
Team forming
Participant list
Shared workspace
General workflow services
Recommender system functions: collaborative rating/voting of articles or documents
Calendar
Task list
Cognitive tool like mind mapping
Submission, reviewing and marking of assessments and exercises
Personal and team home pages which can be customized and modified by their owners.
At least a virtual business card should be provided to tear down the wall between users that can
only meet virtually, increase the personal touch of the environment and therefore encourage
communication.
All of the three mentioned systems should of course support all relevant (e-Learning) standards
to ensure optimum integration with each others, because each one is a very important part and
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can not be left out of a complete e-learning environment.
According to Ravet [Ravet 2001] a modern e-learning environment is a combination or
unification of even more different systems. In addition to the mentioned three parts it should also
contain a knowledge management system for capturing, organizing and disseminating
knowledge, including the knowledge produced during the learning process.
Beyond this e-learning systems are part of a global information system and should therefore
interact with enterprise resources planning (ERP); customer relationship management (CRM);
payroll and billing systems.

2.7. IMPACT OF COMPUTER APPLICATIONS IN EDUCATION
The impact of the introduction of computing and computer aided learning technologies in
education to improve students performance with mixed results. Some studies show improved
student performance as a result of computer aided learning (Howkins and Allen (1967),
McKeown (1976), Friedman (1981), Groomer (1981), while others show no difference.
Although research on the impact of technology on learning is in its infancy but we are beginning
to see solid work emerge. In this review i will look at some large scale studies that provide for
visions for new uses of technology in learning and instruction.

2.8. KULIK'S META-ANALYSIS STUDY
James Kulik (1994) used a research technique called meta-analysis to aggregate the findings
from more than 500 individual research studies to computer-based instruction. Computer-based
instruction individualizes the educational process to accommodate the needs, interests,
proclivities, current knowledge, and learning styles of the student. Computer-based instruction
software consists of tutorial, drill and practice, and more recently integrated Learning Systems.
Kulik drew several conclusions from his 1994 work.

Positive Findings
On average, students who used computer-based instruction scored at the 64th percentile
on tests of achievement compared to students in the control without computers who
scored at the 50th percentile.
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Students learn more in less time when they receive computer-based instruction
Students like their classes more and developed attitudes when their classes include
computer-based instruction.
Negative Findings
Computers did not have positive effects in every area in which they were studied.

2.9. SIVIN-KACHALA'S REVIEW OF THE RESEARCH
Jay Sivin-Kachala (1998) reviewed 219 research studies from 1990 to 1997 to access the effects
on achievement across all learning domains and all ages of learners. From his analysis of these
individual studies he reported the following consistent patterns:
Positive Findings
Students in technology rich environments experienced positive effects on achievement in
all major subject areas.
Students in technology rich environments showed increased achievement in preschool
through higher education for both regular and special needs children.
Students' attitudes towards and their own self-concept improved consistent when
computers were used for instruction.

Inconclusive Findings
The level of effectiveness of education technology is influenced by the specific student
population, the software design, the educator's role, and the level of student access to the
technology.
2.10. ASSESSING THE IMPACT OF TECHNOLOGY ON TEACHING AND
LEARNING: STUDENT PERSPECTIVES
The use of instructional technology in higher education has increased substantially over the past
several years. "Computer technology provides students and teachers with unprecedented
opportunities to transform the teaching and learning process, from the most common and simple
uses to the most sophisticated." (Sulla, 1999) Educators are readily embracing the challenges of
integrating that technology into their teaching. However, authors and educators still question
whether its use positively impacts the learning process. Research is beginning to focus more on
17

the evaluation of the use of technology, but results remain inconclusive. (Sulla, 1999) This study
on the effectiveness of instructional technology at Middle Tennessee State University (MTSU)
from the student's perspective adds to this area of research. Results from the study provide
valuable information that helps to determine measures for improving technology resources for
MTSU faculty and students.
MTSU is a regional university that services approximately 18,000 undergraduate and graduate
students. Through five colleges and thirty-five departments and schools, MTSU offers
instruction toward degrees in the basic and applied sciences, business, education, liberal arts, and
mass communication. Efforts have been made over the last several years to provide educators
and students with the resources necessary for the integration of technology. From early computer
laboratories utilized by a small percentage of faculty and students to the recent opening of a new
academic building equipped with forty-seven technology-based classrooms and an
approximately 200-station computer laboratory, the administration has demonstrated its
commitment to instructional technology as an integral component of the higher education
experience. MTSU offers a campus-wide network, approximately 70 technology-equipped
classrooms, and over sixty computer labs for technology-enhanced learning activities.
A 1998 study of MTSU faculty assessed the impact of technology on teaching and learning. The
study evaluated the effectiveness of instructional technology by measuring its impact on the
depth and breadth of content covered, student performance, and good teaching practices that
were widely acknowledged as catalysts for improved learning. Results showed that the
overwhelming majority of MTSU faculties believe that instructional technology is essential and
is being widely used across campus with different technologies accommodating different
teaching practices. This study of MTSU students extends the 1998 study by measuring student
perceptions about instructional technology and the impact that it has on learning.

METHOD
A four-part questionnaire was used to collect data in the study. Approximately 1900
questionnaires were sent to faculty teaching in master classrooms (technology-equipped
classrooms) across campus. Faculties were asked to distribute the questionnaires to students. The
18

questionnaire was pilot tested by a group of students and deemed a viable test instrument taking
an average of ten to fifteen minutes to complete. Eight percent of all undergraduate students
completed and returned the questionnaire.
The questionnaire begins with a statement providing the purpose of the study and statements
assuring anonymity and confidentiality. Questions give students an opportunity to express some
general feelings and beliefs regarding learning styles and instructional technology at MTSU. The
first section summarizes the wide variety of instructional technology applications and resources
available at MTSU and encourages students to respond based on their general impression or
feeling. In this section, students rate how much they agree with a variety of statements that
measure their perceptions about various types of instructional technologies and their value in the
classroom. Other questions ask students to rate their levels of skills using various types of
technologies.
The second part of the survey measures the frequency of use of various instructional technology
applications by MTSU students and instructors. These applications include computer
applications to present lecture outlines or demonstrate specific concepts; using audio/visual
equipment to display materials; communicating electronically with instructors and other
students; and supplementary use or development of materials such as web pages, computer-
assisted instruction modules, and computer-based applications. In this section, students evaluate
the effect of these applications on the depth and breadth of content covered, student performance,
and good teaching practices including interaction with students, student collaboration, student
participation and feedback, and expectations of student performance.
The third segment of the questionnaire gathers information about the projected future use of
instructional technology by MTSU students. Students rate the likelihood of a series of statements
that regard their anticipated use/interaction with various types of instructional technologies
within the remaining courses at MTSU.
The final portion of the questionnaire gathers basic demographic information such as academic
standing, department, and discipline. An open-ended statement allows students to discuss why
they feel instructional technology is or is not important. Students are provided with the
opportunity to make additional comments.
19

SURVEY RESULTS AND MAJOR FINDINGS
The survey results lead to several major findings. These findings give MTSU faculty and
administrators a better understanding of the impact that technology can have in the teaching and
learning process as well as assist with future planning.
1. The Use of Instructional Technology Positively Affects Student Learning
Ninety-five percent of responding students agree with the statement, "I believe that the
use of technology in the classroom can enhance student learning." The study results show
a strong correlation between the number of courses students had in a master classroom (a
technology-enhanced classroom) and the positive effects of instructional technology on
their learning. Students recognize better organization of course materials as one by-
product of the use of technology in the classroom. They write that it makes class notes
more legible, accurate, and accessible. Comments include: "Organization is better. Note
taking is easier. You can listen to the instructor more while taking notes." "Instructional
technology helps organize presentations and notes while widening discussion outside the
lecture."
Students also acknowledge instructional technology's appeal to different learning styles.
Reasons vary from ones such as "it helps students visualize things that can't be drawn on
a chalkboard" and " it better illustrates concepts" to others such as these:

"It facilitates teaching to students of all learning styles and makes it easier for instructors
to supplement teaching with enrichment and extra activities."

"It provides a visual learning source that can help you remember lecture materials."
2. The Use of Instructional Technology Increases Student Interest and Satisfaction
Some students find that instructional technology when used effectively can make learning
more stimulating, interesting, or just plain fun. Students write that increased interactivity,
20

added visual components and variety in instructional delivery methods help to increase
their satisfaction. Their comments include:
"It allows diversity in teaching techniques and keeps material interesting."
"It gets students more involved and interested in learning as it provides them with a more
visual way to learn."
3. The Role of Faculty and Their Ability to Use Instructional Technology are Major Factors
While the responding students predominantly agree that technology provides valuable
teaching tools, they often comment that "it is no substitute for a good teacher or for
instruction." Numerous students note the impact that the use of technology can have on
faculty/student interaction. Students write:
"Technology can be a powerful tool but classroom success still depends on the quality of
student/teacher interaction."
"The use of email as a communication tool is essential. It is another way to initiate
student/instructor interaction."
The majority of the responding students feel they have the skills and knowledge to
effectively use technology. The ability of faculty to use technology as an effective
teaching tool is an issue for some students. Students express concerns about faculty who
lack the proper skills to use the technology and faculty who misuse the technology.
Comments from them include:
"Some teachers use technology very effectively and others do not. Its effectiveness
depends on the teacher's ability to use the technology."
"Technology can be negative when a teacher loses creativity and energy just because he
or she has become dependent on PowerPoint or videos."
"I feel that instructional technology's impact on learning depends on how well the teacher
uses it."
21

4. Certain Instructional Technology Techniques Better Facilitate Certain Learning Activities
The primary purpose of this study was to see what role, if any, technology plays in
facilitating learning. Survey results indicate that technology does indeed have an
important role in improving conditions for good learning in MTSU classrooms. Students
find that certain technologies better promote certain learning activities.
Ninety-five percent of the respondents indicate that the organization of content covered is
best facilitated by the instructor's use of computer applications to present lecture outlines
and to demonstrate specific concepts. Most of the respondents recognize the instructor's
use of computer applications as well as his or her use of audio/visual technology as
having a positive effect on their understanding of the course materials. One student
writes:
"Technology helps present information better. For example, we watch videos about ads
that we would otherwise just have to imagine."
The majority of the responding students identify electronic mail as the technology that
best facilitates their interaction with the instructor, collaboration with other students, and
feedback from the instructor. However, only fifty-percent of them have communicated
electronically with an instructor or classmates about class projects. A student comments:
"The use of email as a communication tool is essential. It is another way to initiate
student/instructor interaction that is beneficial."
Eighty-five percent of the respondents select the instructor's use of computer applications
to demonstrate specific concepts and use of audio/visual equipment as the technology
techniques that most positively increased satisfaction with course outcome.
5. Instructional Technology is an Integral Part of Today's Learning Environment
Many of the responding students concede that technology is here to stay and that they
must be able to use it effectively as they enter the real world. They acknowledge the role
of instructional technology in helping prepare them for the future with comments such as:
22

"Technology is everywhere. Its use in the classroom makes me feel good about my
education and also teaches me things I will need to know when I enter the workforce."
"It is undeniably the future. To ignore it would be disastrous to anyone's career. Learning
interactively now prepares us for our future."
The results of this study concur with results from the earlier faculty study. Faculty demonstrate
their acceptance and adoption of instructional technology as a "good teaching" practice, while
students agree that it significantly enhances their learning. As one student summarizes:

"Instructional technology, not only enhances learning through organization and clarity, but adds
to the professionalism and atmosphere of the university, which helps motivate students to learn
and participate."
2.11. LEARNING APPROACHES
The adoption of technology in education may help bring an improved learning experience and
learning outcomes when introduced coherently in a broader teaching framework that considers
the educational aspects involved. In particular, better learning outcomes can be achieved when
assignments are supported by the use of technology in a manner that fundamentally requires
students to adopt deep learning approaches (Ramsden, 1992; Biggs, 1996).
The education literature documents that a students approach to learning is a critical factor in
determining the quality of the learning outcome. Several studies have examined the impact of
learning approaches in accounting studies (e.g. Byrne, Flood and Willis (2002), Jackling (2005).
Byrne et al (2002) document that deep and strategic approaches are positively associated with
high academic performance and instrumental approach is associated with poor performance in
management accounting unit. Jackling (2005) examines the learning approaches of accounting
students over three years of an undergraduate course in an Australian university to identify the
possible impact of different contexts of learning and identify whether changes in approaches are
related to perceptions of the teaching/learning environment. She finds that students studying
accounting increased their use of aspects of deep approaches to learning as they progressed
through their undergraduate course. She argues that it is important to encourage students to learn
23

independently and urges academics to change the focus of their teaching so that students are
more actively engaged in the learning process. She urges academics to analyze students
perception in areas where they readily have the opportunity to change the environment
determining clear goals and objectives, appropriate assessment requirements and workload as a
means of promoting deep approaches to learning.

2.12. TECHNOLOGIES AVAILABLE AND THEIR EDUCATIONAL APPLICATION
Many different types of technology can be used to support and enhance learning. Everything
from video content and digital moviemaking to laptop computing and handheld technologies
(Marshall, 2002) has been used in classrooms, and new uses of technology such as podcasting
are constantly emerging. Various technologies deliver different kinds of content and serve
different purposes in the classroom. For example, word processing and e-mail promote
communication skills; database and spreadsheet programs promote organizational skills; and
modeling software promotes the understanding of science and math concepts. It is important to
consider how these electronic technologies differ and what characteristics make them important
as vehicles for education (Becker, H. J., Ravitz, J. L., & Wong, Y. 1999).
Technologies available in classrooms today range from simple tool-based applications (such as
word processors to online repositories of scientific data and primary historical documents, to
handheld computers, closed-circuit television channels, and two-way distance learning
classrooms). Even the cell phones that many students now carry with them can be used to learn
(Prensky, 2005). Each technology is likely to play a different role in students' learning. Rather
than trying to describe the impact of all technologies as if they were the same. Two general
distinctions can be made. Students can learn "from" computerswhere technology used
essentially as tutors and serves to increase students basic skills and knowledge; and can learn
"with" computerswhere technology is used as a tool that can be applied to a variety of goals in
the learning process and can serve as a resource to help develop higher order thinking, creativity
and research skills (Reeves, 1998; Ringstaff & Kelley, 2002).
The primary form of student learning "from" computers is what Murphy, Penuel, Means, Korbak
and Whaley (2001) describe as discrete educational software (DES) programs, such as integrated
learning systems (ILS), computer-assisted instruction (CAI), and computer-based instruction
(CBI). These software applications are also among the most widely available applications of
24

educational technology in schools today, along with word-processing software, and have existed
in classrooms for more than 20 years (Becker, Ravitz, & Wong, 1999).

23

CHAPTER 3

RESEARCH METHODOLOGY

3.0. INTRODUCTION
This is the set of method used to achieve the specified objectives of the research. This chapter
presents the various the techniques for data collection, analysis of data and presentation and
development tool.
The approach we will adopted in this research is the widely used methodology for system
development i.e., Systems Development Life Cycle (SDLC). This methodology is summarized
below;

Figure 4: System Development Lifecycle (SDLC)
3.1. SYSTEM DEVELOPMENT LIFE CYCLE (SDLC)
SDLC is defined as a structure sequence of operations necessary to conceive, develop, and
make operational a new information system where required(Valacich,1999). The term cycle
indicates that a newly designed system will not operate fully indefinitely; it may need
replacement, and the development cycle starts again. The cycle may begin in response to a
problem information system that is not performing well or in response to a new opportunity for
which no information system currently exist.
SDLC METHODOLOGY
LITERATURE
RESEARCH
ANALYSIS DESIGN
IMPLEMENTATION
PROTOTYPE
Books,
Journal,
Magazine,
Internet,
Lecture notes
Observation,
Questionnaire,
Discussion
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26

3.2. RESEARCH DESIGN
The research is gender focused; information will be got from both male and female. The
researcher will use a close selection study design which will investigate opinions and attitudes on
students of the institution in question concerning their learning process of PHP. It will be both
quantitative and qualitative; this is because a lot of wording (qualitative approach) and figures
(quantitative approach) will be used throughout the study.
3.3. AREA AND POPULATION OF THE STUDY
Once the objectives and aims of the project had been put in place, the methodologies for creating
the various tests were devised. There were two main tests that were devised. One was
quantitative and the other was qualitative. The quantitative test was devised in the form of a
questionnaire. The qualitative testing was in the form of an observational study done on the
learning patterns of students studying PHP. The purpose of the questionnaire is to gage responses
from students to achieve the aims of the project. The proposed methodology was applied to the
Second year students of the Faculty of Computing and Information Technology, St. Lawrence
University Kampala, Uganda (SLAU).
The proposed application methodology is based on the adoption of common software platform
for addressing all computer-aided learning needs.

3.4. COLLECTING DATA USING QUESTIONNAIRE
The questionnaire is based around the aim and objectives of this project. To make it easier to
analyze and complete the questionnaires, the question response parts had selection boxes for the
user. When analyzing the results of this data it means that results were put into groups,
depending on which selection box the user will tick. 50 questionnaires were produced to give the
tester, enough results to perform statistics, and enough time to carry out the research. Students at
the University filled out the questionnaires. Once the various results have been collected, they
were compiled into an Excel spreadsheet to hold all the results. Using this spreadsheet the data
was uploaded into SPSS, a Statistical Package for Social Scientists. This program helped to
develop graphs and charts to help analyze results.

27

3.5. SAMPLE AND DATA COLLECTION PROCEDURES

3.5.1. QUESTIONNAIRE
A questionnaire is a series of questions asked to individuals to obtain statistically useful
information about a given topic. When properly constructed and responsibly administered,
questionnaires become a vital instrument by which statements can be made about specific groups
of people or entire population.
Questionnaires are frequently used to collect a wide range of information from a large number of
individuals, often referred to as respondents.
The procedure of the questionnaire will include both open and close-ended questions.
For close-ended questionnaires, respondent answers were limited to a fixed set of responses.
For open ended questionnaire, no option or preferred categories were suggested. The respondents
supplied their own answers without being constrained by a fixed set of responses.
Questionnaire as an instrument for data collection concentrated on second year students it
focused on how St. Lawrence University Second year students learn PHP web scripting
language.
SOME OF THE ADVANTAGES OF QUESTIONNAIRES INCLUDE:
Questionnaires cover a large number of respondents or a large area in relatively a short
period.
They generate relatively reliable information from the different respondent's.
The respondent's are not affected by the questions of the researcher hence they respond
on their natural mode without any influence.
Using questionnaires, respondents are in a position to give independent opinions without
prejudice since the respondent names are not necessary of any great importance.
Questionnaires are less intrusive than telephone or face-to-face surveys. When a
respondent receives a questionnaire in the mail, he is free to complete the questionnaire
on his/her own time.
28

They permit respondents time to consider their responses carefully without interference
from, for example, an interviewer.
Cost. It is possible to provide questionnaires to large numbers of people simultaneously.
Uniformity. Each respondent receives the identical set of questions. With closed-form
questions, responses are standardized, which can assist in interpreting from large
numbers of respondents.
Can address a large number of issues and questions of concern in a relatively efficient
way, with the possibility of a high response rate.
Often, questionnaires are designed so that answers to questions are scored and scores
summed to obtain an overall measure of the attitudes and opinions of the respondent.
SOME OF THE DISADVANTAGES OF QUESTIONNAIRES INCLUDE:
Some respondents may not be willing to answer the question, they may not wish to reveal
information or they may think they would not benefit from responding.
Nearly eighty percent (80%) of the communication in questionnaires are visual. Gestures
are not available with written questionnaires.
It may be difficult to obtain a good response rate. Often there is no strong motivation for
respondents to respond.
They are an unsuitable method of evaluation if probing is required there is usually no
real possibility for follow-up on answers.
Quality of data is probably not as high as with alternative methods of data collection,
such as personal interviewing.
They can be misused.
QUESTIONNAIRES BIASES
Bias refers to a predisposition or a preconceived opinion that prevents a person from impartially
evaluating facts that have been presented for determination; a prejudice."
29

THE RESEARCHER WROTE QUESTIONS THAT WERE CLEAR, PRECISE, AND
RELATIVELY SHORT
Because every question is measuring something, it is important for each to be clear and precise.
Your goal is for each respondent to interpret the meaning of each survey question in exactly the
same way. If your respondents are not clear on what is being asked in a question, their responses
may result in data that cannot or should not be applied to your survey goals?
HOWEVER, THE RESEARCHER AVOIDED THE USE OF LOADED OR
LEADING QUESTIONS
A loaded or leading question biases the response given by the participant. A loaded question is
one that contains loaded words. For example, politicians often avoid the loaded word
environmentalist because it creates a negative reaction in some people regardless of the
content of the statement.
A leading question is phrased in such a way that suggests to the respondent that the researcher
expects a certain answer:
3.5.2. OBSERVATIONAL STUDY
This method of information gathering also enabled an opportunity to evaluate students
understanding and feelings on the application more clearly by asking them a few questions. Two
users were selected randomly as there is a difference in individual opinion, and the differences it
will have on the effect on the users use of the program. During these tasks questions were
directed to the users to say exactly what they are thinking or doing to help in the evaluation of
their actions. At the end of the exercise users were allowed to give their feelings on the program
and their opinion, in general. The result for this test was carried out by writing a short report on
each of the users. Viewing the results, an understanding on how the program is used and how
successful it is for the users was generated.

In statistics, an observational study draws inferences about the possible effect of a treatment on
subjects, where the assignment of subjects into a treated group versus a control group is outside
the control of the investigator. This is in contrast with controlled experiments, such as
30

randomized controlled trials, where each subject is randomly assigned to a treated group or a
control group before the start of the treatment.

SOME OF THE ADVANTAGES OF OBSERVATIONAL STUDY INCLUDE:
* Account for the complexity of group behaviors
* Reveal interrelationships among multifaceted dimensions of group interactions
* Provide context for behaviors
* Reveal qualities of group experience in a way that other forms of research cannot
* Help determine questions and types of follow-up research
* Reveal descriptions of behaviors in context by stepping outside the group
* Allow qualitative researchers to identify recurring patterns of behavior that participants may
be unable to recognize

DISADVANTAGES OF OBSERVATIONAL STUDY INCLUDE:
* Researcher bias can bias the design of a study.
* Researcher bias can enter into data collection.
* Sources or subjects may not all be equally credible.
* Some subjects may be previously influenced and affect the outcome of the study.
* Background information may be missing.
* Study group may not be representative of the larger population.
* Analysis of observations can be biased.
* Any group that is studied is altered to some degree by the very presence of the researcher.
Therefore, any data collected is somewhat skewed.
* It takes time to build trust with participants that facilitates full and honest self-
representation. Short term observational studies are at a particular disadvantage where trust
building is concerned.

3.5.3. DISCUSSION
In educational research, experimentation is a way to gain insight into methods of instruction.
Although teaching is context specific, results can provide a starting point for further study.
Often, a teacher/researcher will have a "gut" feeling about an issue which can be explored
31

through experimentation and looking at causal relationships. Through research intuition can
shape practice.
ADVANTAGES AND DISADVANTAGES OF DISCUSSION
A preconception exists that information obtained through scientific method is free of human
inconsistencies. But, since scientific method is a matter of human construction, it is subject to
human error. The researcher's Personal bias may intrude upon the experiment, as well. For
example, certain preconceptions may dictate the course of the research and affect the behavior of
the subjects. The issue may be compounded when, although many researchers are aware of the
affect that their personal bias exerts on their own research, they are pressured to produce research
that is accepted in their field of study as "legitimate" experimental research.

The researcher does bring bias to experimentation, but bias does not limit an ability to be
reflective. An ethical researcher thinks critically about results and reports those results after
careful reflection. Concerns over bias can be leveled against any research method.
Often, the sample may not be representative of a population, because the researcher does not
have an opportunity to ensure a representative sample. For example, subjects could be limited to
one location, limited in number, studied under constrained conditions and for too short a time.
Despite such inconsistencies in educational research, the researcher has control over the
variables, increasing the possibility of more precisely determining individual effects of each
variable. Also, determining interaction between variables is more possible.
Even so, artificial results may result. It can be argued that variables are manipulated so the
experiment measures what researchers want to examine; therefore, the results are merely
contrived products and have no bearing in material reality. Artificial results are difficult to apply
in practical situations, making generalizing from the results of a controlled study questionable.
Experimental research essentially first decontextualizes a single question from a "real world"
scenario, studies it under controlled conditions, and then tries to recontextualize the results back
on the "real world" scenario. Results may be difficult to replicate.
32

When a human population is involved, experimental research becomes concerned if behavior can
be predicted or studied with validity. Human response can be difficult to measure. Human
behavior is dependent on individual responses. Rationalizing behavior through experimentation
does not account for the process of thought, making outcomes of that process fallible.
Nevertheless, we perform experiments daily anyway. When we brush our teeth every morning,
we are experimenting to see if this behavior will result in fewer cavities. We are relying on
previous experimentation and we are transferring the experimentation to our daily lives.
Moreover, experimentation can be combined with other research methods to ensure rigor. Other
qualitative methods such as case study, ethnography, observational research and interviews can
function as preconditions for experimentation or conducted simultaneously to add validity to a
study.
On final disadvantage: frequently, political pressure drives experimentation and forces
unreliable results. Specific funding and support may drive the outcomes of experimentation and
cause the results to be skewed. The reader of these results may not be aware of these biases and
should approach experimentation with a critical eye.

3.6. APPLICATION METHODOLOGY
RAPID PROTOTYPING
This Project Methodology involved five (5) phases of Requirements Elicitation and specification
(Systems Analysis), Quick Design (Logical and Physical), Build Prototype, and Evaluate and
Refine requirements (Integration) then finally testing and implementing the first prototype of the
project (Implementation of SBSPT). The alteration technique allowed refining of previous result
to suite changing specifications and upgrades which were looped through several times to ensure
that the system met the functionality of the implementation environment. The figure below
illustrates the work of art of the phases that were used in the system development process.

33

SOFTWARE DEVELOPMENT METHODOLOGY (RAPID PROTOTYPING)

Figure 5: System Development Methodology (Rapid Prototyping Phases)
3.7. DEVELOPMENT TOOLS

SOFTWARE TOOLS
The software design tools below were used in the development for the system because of the
suitable working environment they provide while running on Microsoft Windows.

MICROSOFT VISUAL BASIC 6
Visual Basic (VB) is the third-generation event-driven programming language and integrated
development environment (IDE) from Microsoft for its COM programming model. Visual Basic
is relatively easy to learn and use.
Visual Basic was derived from BASIC and enables the rapid application development (RAD) of
graphical user interface (GUI) applications, access to databases using Data Access Objects,
Remote Data Objects, or ActiveX Data Objects, and creation of ActiveX controls and objects.
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34

Scripting languages such as VBA and VBScript are syntactically similar to Visual Basic, but
perform differently.
A programmer can put together an application using the components provided with Visual Basic
itself. Programs written in Visual Basic can also use the Windows API, but doing so requires
external function declarations. The final release was version 6 in 1998. Microsoft's extended
support ended in March 2008 and the designated successor was Visual Basic .NET (now known
simply as Visual Basic).

WONDERSHARE DEMOCREATOR
Wondershare DemoCreator enables users to record screen activity and make powerful, rich and
interactive video tutorials. This software can be used by people spanning a multitude of
professions including but not limited to sales, marketing, software, education, IT, etc. The
potential users list of Demo Creator can span the entire spectrum of all known industries.
Record everything happened on computer screen
Ideal for web-based product demonstrations and presentations
Create software getting-started and online help videos
Build simulations for the software provider/developer
Make training courses with AICC/SCORM compliance for LMS(Learning Management
System)
Wondershare DemoCreator has been OFFICIALLY tested by ADL-Lab and is listed as a
SCORM Adopter. Users can use DemoCreator to create training content with AICC and
SCORM1.2/2004 compliance for hosting under a third party LMS (Learning Management
System) or standalone delivery on CD-ROM.
And also LMS helps trainers to mange learners process and optimize the training courses.

INSTALLSHIELD PREMIER EDITION 2009
InstallShield is a software tool for creating installers or software packages. It is primarily used
for installing software for Microsoft Windows desktop and server platforms, but it can also be
used to manage software applications and packages on a variety of handheld and mobile devices.
InstallShield supports Windows 7, Windows Server 2008 R2, MSI 5, and is the only installer to
support Microsoft App-V, which is a widely deployed application virtualization format.
33

CHAPTER 4

SYSTEM ANALYSIS AND DESIGN
4.0. INTRODUCTION
In this part of the research, we are covering the Data and Systems Analysis and the steps which
were followed while developing the system.
4.1. QUESTIONNAIRE
Once the questionnaire had been completed the results were put into a spreadsheet in Excel, each
answer had been assigned a number to make data entry much faster. From here I used a program
called SPSS (Statistical Package for social Scientists) to analyze the results; the program could
change the numbers to their true values and perform statistics on the data (See Appendix 1) for
sample questionnaire used.

4.2. DATA REPORT FROM THE RESPONDENTS
From question 7 (See Figure 6) I wanted to get an idea how well students know PHP web
scripting language. 10 percent of the respondents know PHP very well, while 30 percent fairly
know PHP and 70 percent poorly know PHP.
From question 10 to 13 (Figure 7) I wanted to get students perspectives based on how effective
the use of an interactive tool to assist teachers in impacting knowledge to students. Results show
that 80 percent agree strongly to the use of interactive tools to aid in learning PHP web scripting
language.

36

Figure 6: Students response to how well they know PHP

Figure 7: Student Response on the Use of Interactive Tools

37

4.3. OBSERVATIONAL STUDY
Below is the analysis of the two users A and B and their effective use of the Step by Step PHP
Tutor.

USER A
Task 1 User A had an experience with a tutor software such as the typing tutor software but
the Step by Step PHP tutor is the program that was to be tested. After the user had successfully
installed and launched the program the user found that the design was clear, had style and was
laid out well. The first thing the User did was to click on the clearly labeled button Quick Start.
From here the User selected the level option beginner and went straight to the Lecture One
page. The user seemed pleased and browsed through the tabs. This took around 3 minutes. The
user had accomplished the task and was pleased with the outcome.

Task 2 In the next task the user performed the same actions though got other results in Lecture
Two where the option to watch a tutorial video was given, the user clicked on the button Play
Installation Video and watch the video. The user said that was a bit more of an enlightening
experience, and seemed pleased with the result.
USER B
Task 1 User B had never used any tutorial program before and didnt know what to expect
when they loaded the program. At first the user was confused by the Start Page and instruction
was needed to try to complete the first task. After some deliberation and hovering over various
Menu Options as if they were reading them, the user then quickly skimmed through the file menu
at the top of the program. This was quickly abandoned as they said they didnt think they should
look there. User B clicked on the Tutorials Menu option and seemed pleased to find Text and
Videos, then User B clicked on the Videos option. The video form opened with different buttons
specifying the video that can be played and the User pressed the Step by Step PHP Tutor button.
The User unknowingly, had completed the task.

Task 2 User B who was becoming a little more comfortable sat in front of this program set
away going through the videos and text tutorials. Upon completion of the videos and text tutorials
38

the user then selected the editor button on Lecture two page and discovered the launch of another
program, confused by its functions the user closed the editor program and exited the step by step
PHP tutor.

4.4. DISCUSSION
The discussion took place with the two users sat round in a circle including myself. I, first, wanted
to ascertain what they each thought of the program. User A found that SBSPT looked good and
thought that it was easy to use. They thought that the program was good for learning PHP. User A
was upset that the program was not as interactive as expected. User B found that the videos
associated with the program would have been better with audio. Overall they thought it was a
good tool for learning PHP. They did say that it was quite clear what they had to do after the
understanding of basic functions.

The next part of the discussion moved on to whether they thought the use of an interactive tool
was a good way to learning. User A and B seemed quite convinced and said that it was great to
integrate such programs into teaching. User A also said that it was great for them as they have
personal computers where the program can be installed and referred to when needed.

I then asked if they had visions of the future, and they each agreed that the use of interactive tools
in education mostly in Africa would be fully functional in the future. They both thought some
impressive standard would be set in place and the Education sector will be transformed.

39

DATAFLOW DIAGRAM FOR STEP BY STEP PHP TUTOR

Fig 8: Step by Step PHP Tutor Data Flow Diagram

40

USE CASE DIAGRAM FOR STEP BY STEP PHP TUTOR

Figure 9: Use Case Diagram for the Step by Step PHP Tutor

41

ACTIVITY DIAGRAM FOR STEP BY STEP PHP TUTOR

Figure 10: Activity Diagram for the Step by Step PHP Tutor

4.5. SOFTWARE INFORMATION/REQUIREMENTS

Processor Memory Disk Space
A Pentium 3 processor 2.1 GHz 128 MB of RAM 10GB Hard Disk Space
Operating System
Windows 2000, XP, Vista and 7

4.6. USER CHARACTERISTICS
Every User:
Should be comfortable working with computer.
Should have knowledge in Computing and Information Technology field.
Should also have basic knowledge of English.
42

CONSTRAINTS
GUI (Graphical User Interface) is only in English.

4.7 SYSTEM IMPLEMENTATION
Program code for the Start Page
Option Explicit
Private Declare Function ShellExecute Lib "shell32.dll" _
Alias "ShellExecuteA" (ByVal hwnd As Long, _
ByVal lpOperation As String, _
ByVal lpFile As String, ByVal lpParameters As String, _
ByVal lpDirectory As String, ByVal nShowCmd As Long) _
As Long
Const SW_SHOWNORMAL = 1

Private Sub About_Click()
frmAbout.Show
End Sub

Private Sub Calculator_Click()
Shell "explorer.exe C:\Program Files\SBSPT\freescripts\Simple Calculator", vbMaximizedFocus
End Sub

Private Sub Command1_Click()
frmlevel.Show
End Sub

Dim ysno As Integer
ysno = MsgBox("Do You Wish To Exit Step by Step PHP Tutor?", vbYesNo, "Step by Step
PHP Tutor")
If ysno = vbNo Then frmmain.Show
43

If ysno = vbYes Then End
End Sub

Private Sub Contents_Click()
ShellExecute Me.hwnd, vbNullString, "C:\Program Files\SBSPT\help.html", _
vbNullString, App.Path, SW_SHOWNORMAL
End Sub

Private Sub Lecture1_Click()
frmcurr1.Show
Unload Me
End Sub

curr2.Show
Unload Me
End Sub

curr3.Show
Unload Me
End Sub

Private Sub lecture4_Click()
curr4.Show
Unload Me
End Sub

curr5.Show
Unload Me
44

End Sub

curr6.Show
Unload Me
End Sub

Private Sub Login_Click()
Shell "explorer.exe C:\Program Files\SBSPT\freescripts\Login System v.2.0",
vbMaximizedFocus
End Sub

Private Sub Poll_Click()
Shell "explorer.exe C:\Program Files\SBSPT\freescripts\DRBPoll", vbMaximizedFocus
End Sub

Private Sub Print_Click()
frmmain.Visible = True
frmmain.PrintForm
End Sub
Private Sub PsPad_Click()
Dim RetVal
RetVal = Shell("C:\Program Files\SBSPT\pspad\PsPad.exe", 1) ' Run PSPAD.
End Sub

Private Sub Quit_Click()
Dim ysno As Integer
ysno = MsgBox("Do You Wish To Exit Step by Step PHP Tutor?", vbYesNo, "Step by Step
PHP Tutor")
If ysno = vbNo Then frmmain.Show
43

End Sub

Private Sub Text_Click()
frmtext.Show
Unload Me
End Sub

Private Sub Videos_Click()
frmvideo.Show
Unload Me
End Sub

Private Sub Voting_Click()
Shell "explorer.exe C:\Program Files\SBSPT\freescripts\voting_script_1.9.1",
vbMaximizedFocus
End Sub

Private Sub Webpage_Click()
ShellExecute Me.hwnd, vbNullString, "http://www.interactivesolutions.t35.com", _
End Sub

Code for the choose PHP level
If frmlevel.Option1 = True Then
frmcurr1.Show
frmmain.Hide
Unload Me
ElseIf frmlevel.Option2 = True Then
curr3.Show
frmmain.Hide
46

Unload Me
Else
curr5.Show
frmmain.Hide
Unload Me
End If
End Sub

Code for the Lecture One Page
frmmain.Show
Unload Me
End Sub

curr2.Show
Unload Me
End Sub

Dim ysno As Integer
ysno = MsgBox("Do You Wish To Exit Step by Step PHP Tutor?", vbYesNo, "Step by
Step PHP Tutor")
If ysno = vbNo Then frmcurr1.Show

End Sub

Code for the Lecture Two Page
Option Explicit
47

As Long

Dim ysno As Integer
Step PHP Tutor")
If ysno = vbNo Then curr2.Show

End Sub

curr3.Show
Unload Me
End Sub

frmcurr1.Show
Unload Me
End Sub

frmmain.Show
Unload Me
End Sub
48

installvideo.Show
End Sub

Private Sub Editor_Click()
ShellExecute Me.hwnd, vbNullString, "C:\Program Files\Interactive
Solutions\SBSPT\pspad\PSPad.exe", _
End Sub

Code for the Lecture Three
Option Explicit
As Long
Dim ysno As Integer
Step PHP Tutor")

End Sub

frmmain.Show
Unload Me
End Sub
49

curr2.Show
Unload Me
End Sub

curr4.Show
Unload Me
End Sub

End Sub

Code for the lecture four
Option Explicit
As Long

Dim ysno As Integer
Step PHP Tutor")
30

End Sub

curr5.Show
Unload Me
End Sub

curr3.Show
Unload Me
End Sub

frmmain.Show
Unload Me
End Sub

End Sub

Code for the Lecture Five
Option Explicit
31

As Long

Dim ysno As Integer
Step PHP Tutor")

End Sub

curr6.Show
Unload Me
End Sub

curr4.Show
Unload Me
End Sub

frmmain.Show
Unload Me
End Sub

32

End Sub

Code for Lecture Six
Option Explicit
As Long

Dim ysno As Integer
Step PHP Tutor")

End Sub

curr5.Show
Unload Me
End Sub

frmmain.Show
Unload Me
33

End Sub

End Sub

Code for the About Form
Option Explicit
' Reg Key Security Options...
Const READ_CONTROL = &H20000
Const KEY_QUERY_VALUE = &H1
Const KEY_SET_VALUE = &H2
Const KEY_CREATE_SUB_KEY = &H4
Const KEY_ENUMERATE_SUB_KEYS = &H8
Const KEY_NOTIFY = &H10
Const KEY_CREATE_LINK = &H20
Const KEY_ALL_ACCESS = KEY_QUERY_VALUE + KEY_SET_VALUE + _
KEY_CREATE_SUB_KEY + KEY_ENUMERATE_SUB_KEYS + _
KEY_NOTIFY + KEY_CREATE_LINK + READ_CONTROL

' Reg Key ROOT Types...
Const HKEY_LOCAL_MACHINE = &H80000002
Const ERROR_SUCCESS = 0
Const REG_SZ = 1 ' Unicode nul terminated string
Const REG_DWORD = 4 ' 32-bit number

Const gREGKEYSYSINFOLOC = "SOFTWARE\Microsoft\Shared Tools Location"
Const gREGVALSYSINFOLOC = "MSINFO"
Const gREGKEYSYSINFO = "SOFTWARE\Microsoft\Shared Tools\MSINFO"
34

Const gREGVALSYSINFO = "PATH"

Private Declare Function RegOpenKeyEx Lib "advapi32" Alias "RegOpenKeyExA"
(ByVal hKey As Long, ByVal lpSubKey As String, ByVal ulOptions As Long, ByVal
samDesired As Long, ByRef phkResult As Long) As Long
Private Declare Function RegQueryValueEx Lib "advapi32" Alias "RegQueryValueExA"
(ByVal hKey As Long, ByVal lpValueName As String, ByVal lpReserved As Long,
ByRef lpType As Long, ByVal lpData As String, ByRef lpcbData As Long) As Long
Private Declare Function RegCloseKey Lib "advapi32" (ByVal hKey As Long) As Long

Private Sub cmdSysInfo_Click()
Call StartSysInfo
End Sub

Private Sub cmdOK_Click()
Unload Me
End Sub

Public Sub StartSysInfo()
On Error GoTo SysInfoErr
Dim rc As Long
Dim SysInfoPath As String

' Try To Get System Info Program Path\Name From Registry...
If GetKeyValue(HKEY_LOCAL_MACHINE, gREGKEYSYSINFO,
gREGVALSYSINFO, SysInfoPath) Then
' Try To Get System Info Program Path Only From Registry...
ElseIf GetKeyValue(HKEY_LOCAL_MACHINE, gREGKEYSYSINFOLOC,
gREGVALSYSINFOLOC, SysInfoPath) Then
' Validate Existance Of Known 32 Bit File Version
If (Dir(SysInfoPath & "\MSINFO32.EXE") <> "") Then
33

SysInfoPath = SysInfoPath & "\MSINFO32.EXE"

' Error - File Can Not Be Found...
Else
GoTo SysInfoErr
End If
' Error - Registry Entry Can Not Be Found...
Else
GoTo SysInfoErr
End If

Call Shell(SysInfoPath, vbNormalFocus)

Exit Sub
SysInfoErr:
MsgBox "System Information Is Unavailable At This Time", vbOKOnly
End Sub

Public Function GetKeyValue(KeyRoot As Long, KeyName As String, SubKeyRef As
String, ByRef KeyVal As String) As Boolean
Dim i As Long ' Loop Counter
Dim rc As Long ' Return Code
Dim hKey As Long ' Handle To An Open Registry Key
Dim hDepth As Long '
Dim KeyValType As Long ' Data Type Of A Registry Key
Dim tmpVal As String ' Tempory Storage For A Registry Key
Value
Dim KeyValSize As Long ' Size Of Registry Key Variable
'------------------------------------------------------------
' Open RegKey Under KeyRoot {HKEY_LOCAL_MACHINE...}
'------------------------------------------------------------
36

rc = RegOpenKeyEx(KeyRoot, KeyName, 0, KEY_ALL_ACCESS, hKey) ' Open
Registry Key

If (rc <> ERROR_SUCCESS) Then GoTo GetKeyError ' Handle Error...

tmpVal = String$(1024, 0) ' Allocate Variable Space
KeyValSize = 1024 ' Mark Variable Size

'------------------------------------------------------------
' Retrieve Registry Key Value...
'------------------------------------------------------------
rc = RegQueryValueEx(hKey, SubKeyRef, 0, _
KeyValType, tmpVal, KeyValSize) ' Get/Create Key Value

If (rc <> ERROR_SUCCESS) Then GoTo GetKeyError ' Handle Errors

If (Asc(Mid(tmpVal, KeyValSize, 1)) = 0) Then ' Win95 Adds Null Terminated
String...
tmpVal = Left(tmpVal, KeyValSize - 1) ' Null Found, Extract From String
Else ' WinNT Does NOT Null Terminate String...
tmpVal = Left(tmpVal, KeyValSize) ' Null Not Found, Extract String
Only
End If
'------------------------------------------------------------
' Determine Key Value Type For Conversion...
'------------------------------------------------------------
Select Case KeyValType ' Search Data Types...
Case REG_SZ ' String Registry Key Data Type
KeyVal = tmpVal ' Copy String Value
Case REG_DWORD ' Double Word Registry Key Data Type
For i = Len(tmpVal) To 1 Step -1 ' Convert Each Bit
37

KeyVal = KeyVal + Hex(Asc(Mid(tmpVal, i, 1))) ' Build Value Char. By Char.
Next
KeyVal = Format$("&h" + KeyVal) ' Convert Double Word To String
End Select

GetKeyValue = True ' Return Success
rc = RegCloseKey(hKey) ' Close Registry Key
Exit Function ' Exit

GetKeyError: ' Cleanup After An Error Has Occured...
KeyVal = "" ' Set Return Val To Empty String
GetKeyValue = False ' Return Failure
rc = RegCloseKey(hKey) ' Close Registry Key
End Function

Code for the Text Tutorials Page
Option Explicit
As Long
Dim ysno As Integer
Step PHP Tutor")
If ysno = vbNo Then frmtext.Show

38

End Sub

Dim RetVal
End Sub

frmvideo.Show
Unload Me
End Sub

frmmain.Show
Unload Me
End Sub

Private Sub Label1_Click()
database.Visible = True
Login.Visible = False
retrieve.Visible = True
insert.Visible = False
update.Visible = False
delete.Visible = False
dated.Visible = False
End Sub
Login.Visible = True
database.Visible = False
retrieve.Visible = False
39

End Sub
Private Sub Form_MouseMove(Button As Integer, Shift As Integer, X As Single, Y As
Single)

' turn off the underline for the "hyperlink" label
Label1.FontUnderline = False
End Sub

Private Sub Label1_MouseMove(Button As Integer, Shift As Integer, X As Single, Y As
Single)

' turn on the underline for the "hyperlink" label
Label1.FontUnderline = True
End Sub

Single)

End Sub
60

Single)

End Sub
Single)

End Sub
Single)

End Sub
Single)

End Sub
Single)

End Sub
61

retrieve.Visible = True
End Sub

insert.Visible = True
End Sub

update.Visible = True
End Sub

delete.Visible = True
62

End Sub

dated.Visible = True
End Sub

Code for the Video Tutorial Selection Page
Option Explicit
As Long

database.Show
End Sub
63

phpmyadmin.Show
End Sub

pspad.Show
End Sub

script.Show
End Sub

sbsptvideo.Show
End Sub

Dim ysno As Integer
Step PHP Tutor")
If ysno = vbNo Then frmvideo.Show

End Sub

frmmain.Show
Unload Me
End Sub

64

Dim RetVal
End Sub

4.8. GRAPHICAL USER INTERFACE SNAPSHOTS

Fig 11: Start Page for the Step by Step PHP Tutor and thereafter the associated code

63

Fig 12: Lecture 1 for the Step by Step PHP Tutor

66


67


68


Fig 18: Text Tutorials Selection Page for the Step by Step PHP Tutor

69

Fig 19: Videos Tutorials Selection Page for the Step by Step PHP Tutor

70

Fig 20: Open Source PsPad Editor for the Step by Step PHP Tutor

71

Fig 21: Sample Video Tutorial for the Step by Step PHP Tutor

72

CHAPTER V

DISCUSSION, RECOMMENDATION AND CONCLUSION
5.0. INTRODUCTION
This chapter discussed the summary of the entire previous chapter and came about with an
interpretation of the problems and objectives of the study. A conclusion then was formulated.
5.1. DISCUSSION
Despite the limitations, the researcher felt that the sample group was able to give a relatively
good overview of the current status of the use of Interactive Tutoring Tools. This is because the
research study had been able to involve young people from all targeted ages (18 to 25 years old).

With 80% of respondents, the usage of Computer Aided Programs in learning is definitely
preferred over the traditional methods of learning
.
Like the literatures reviewed, the use of computer aided learning applications is indeed the future
of learning. Its low cost is one of the main attributes which makes this function so receptive. To
summarize, the researcher believes one of the main advantages computer aided programs is that
it allows for hassle free synchronous and asynchronous communication. Most importantly, it is
portable and people are getting more reliant on this technology. As such, one might feel a bit
lost without it.

With ICT, leaning is mostly asynchronous that both allow either a more honest exchange or one
which has been thought-out beforehand.

The aims and objectives of this study were achieved using a combination of techniques. A
critical review of the existing literature was carried out and critical issues needed in the design of
an Interactive tool for teaching PHP web scripting language were identified. Mechanisms for
information gathering and dissemination within the Step by Step PHP Tutor were identified
using questionnaires, observational study and a prototype of the Step by Step PHP Tutor was
designed.
73

The literature highlighted the problems facing the learning patterns. It also looked at what other
researchers have identified as critical issues needed in the effective learning process and the use
of interactive tools. With the implementation of a new system, the researcher found out that, if
the Step by Step PHP Tutor is effectively used, it could have a positive impact on the quality of
user performance.

CHARTS SHOWING SOME OF THE RESULTS OF THE USABILITY TESTING
Do you feel that you successfully completed all the tasks?

Figure 22: Pie Chart showing users response to the completion of tasks using SBSPT

The menu items were well organized and functions were easy to find.

Figure 23: Pie Chart showing users response to how well menu items were organized and easy to
find.

74

5.2. RECOMMENDATION FOR FURTHER STUDY
The researcher recommends that extending the functionality of the application that enable other
features to include audio, real time conversations between the application and the user, quizzes
should be added.
The researcher also recommends that lecturers should not only focus on the traditional methods
for teaching but should also consider combining the use of interactive tools to aid in the better
understanding of lessons taught to students.
5.1. CONCLUSIONS
Basing on the findings and analysis, Computer based learning tools are obviously the future of
learning. Once taken seriously and embraced, there are a lot of benefits that can be realized.
For example
Students will mostly not need the physical presence of a teacher before they can gain
knowledge based on a particular topic of study.
Teachers alike can comfortably gather materials and lessons electronically for easy
dissemination to students.
The problem of distance and cost will be drastically reduced, because students and
teachers do not necessarily need to be physically present in other to pass knowledge
across.

73

BIBLIOGRAPHY

[Baumgartner 2001] Baumgartner P.: Web-based learning environments - new approaches to
policy learning, "publication of" traditional and new media in political education "of the series
of the Federal Agency for Civic Education (http://www.bpb.de)
http://iol1.uibk.ac.at/php/documents/pdf/VLEs-lang1.pdf [visited 2011/02/30]

Becker, H. J., Ravitz, J. L., & Wong, Y. (1999). Teacher and teacher-directed student use of
computers and software. Center for Research on Information Technology and Organizations,
University of California, Irvine, and University of Minnesota.

Biggs, J. (1996). "Enhancing teaching through constructive alignment." Higher Education 32:
347-364.

Byrne, M., B. Flood and P. Willis (2002). "The relationship between learning approaches and
learning outcomes: a study of Irish accounting students." Accounting Education 11(1): 27-42.

Dickens, T. L. and R. M. Harper (1986). "The use of microcomputers in intermediate
accounting: Effects on student achievement and attitudes." Journal of Accounting Education
4(1): 127-146.

E.L.Baker, and H.F. O'Neil, Jr. (Eds.). Technology assessment in education and training.
Hillside, NJ: Lawrence Edition

Friedman, M. E. (1981). "The effect on achievement of using the computer as a problem solving
tool in the intermediate accounting course." The Accounting Review LVI (1): 137-143.

Groomer, S. M. (1981). "Experiment in computer-assisted instruction for introductory
accounting." The Accounting Review LVI (4): 934-941.

76

Howkins, D. and B. Allen (1967). "Computer Assisted Case Analyses." Accounting Review
42(4): 788.

Jackling, B. (2005). "Analysis of the learning context, perceptions of the learning environment
and approaches to learning accounting: a longitudinal study." Accounting and Finance 45(45):
597-612.

Kulik, J.A. (1994). Meta-analytic studies of findings on computer-based instruction. In E.L.
Baker, and H.F. ONeil, Jr. (Eds). Technology assessment in education and training. Hillsdale,
New Jersey: Lawrence Eribaum.

Lane, A. and M. Porch (2002). "Computer Aided Learning (CAL) and its impact on the
performance of non-specialist accounting undergraduates." Accounting Education 11(3): 217 -
233

Marshall, J.M. (2002). Learning with technology: Evidence that technology can, and does,
support learning. San Diego, CA: Cable in the Classroom.

McInnes, W. M., D. Pyper, R. Van Der Meer and R. A. Wilson (1995). "Computer aided
learning in accounting: educational and managerial perspectives." Accounting Education 4(4):
319-334.

McKeown, J. C. (1976). "Computer-Assisted Instruction for Elementary Accounting."
Accounting Review 51(1): 123.
Murphy, R., Penuel, W., Means, B., Korbak, C., Whaley, A. (2001). E-DESK: A Review of
Recent Evidence on the Effectiveness of Discrete Educational Software. Menlo Park, CA: SRI
International.
Prensky, M. (2005). What can you learn from a cell phone? Almost anything! Innovate: Journal
of Online Education, 1(5).
77

[Ravet 2001] Ravet S.: Raising the standard of e-Learning, Prometeus Newsletter 5, March
2001, http://www.prometeus.org/news/PROMETEUS_Newsletter5.pdf [visited 2011/02/30]
Ramsden, P. (1992). Learning to teach in Higher Education. London, Routledge.
Reeves, T. C. (1998). The impact of media and technology in schools: A research report
prepared for The Bertelsmann Foundation.
Ringstaff, C., Kelley, L. (2002). The learning return on our educational technology investment.
San Francisco: WestEd. Available: http://www.wested.org/cs/we/view/rs/619
Sivin-Kachala, J. (1998). Report on the effectiveness of technology in schools, 1990-1997.
Software Publisher's Association

Sulla, N. Technology: To Use or Infuse. The Technology Source: Commentary, February
1999. http://horizon.unc.edu/TS/commentary/1999-02.asp [visited 2011/02/30]

78

APPENDIX I: RESEARCH QUESTIONNAIRE
This is a dissertation questionnaire for second year students and their learning of PHP web
scripting language; for the use of in St. Lawrence University.
Questionnaire Guide
Step by Step PHP Tutor
A Case Study: Second Year Students, St. Lawrence University

Introduction
I am Babajide Samson Adegbenro, a student of St. Lawrence University conducting a research as
one of the requirements for a bachelor degree of computer science. The title of the research is
"Trends of Learning PHP Web Scripting Language" case study second year students, St.
Lawrence University.
The aim is to discover the trends of studying PHP Web Scripting language in St. Lawrence
University. You have been chosen as the rightful source of information in this research. You are
assured of confidentiality on the information you are going to give me (research). Thank you
very much for agreeing to co-operate in this research.

Kindly answer all the Questions by ticking the appropriate box

QUESTIONS

1. What is your Name?

..............................................................................................

2. What is your Age?

18-25 26-35 36-45 45 and above

79

3. What department do you belong to?

Computer Science
Information Technology

4. What is your computer skill level?

Very good
Fairly good
Poor

5. Do you know any programming language?

Yes
No

6. If Yes in question 5, which programming language?

....................................................................................

7. How well do you know PHP web scripting language?

Very well
Fairly well
Poorly well

8. Do you have problems understanding PHP web scripting language?
Yes
No

80

9. If Yes in question 6, List some problems

..........................................................................................

..........................................................................................

..........................................................................................

..........................................................................................

..........................................................................................

10. Are you satisfied with the current mode of teaching?

Yes
No

11. Does the lecturer teach PHP web scripting language with an Interactive Software?

Yes
No

12. Do you think the lecturer should use interactive software to teach PHP Web Scripting
Language?

Yes
No

13. Do you think the use of interactive software will have an impact on your learning process?
81

Yes
No

14. If Yes in question 10, Kindly list How?

......................................................................................................

......................................................................................................

......................................................................................................

......................................................................................................

Thank You for Your Cooperation.

APPENDIX II: USABILITY TEST QUESTIONNAIRE
Step by Step PHP Tutor Application Usability Test Questionnaire
After using this software, please fill out this questionnaire. The Developer would like to thank
you for generously volunteering your time to participate in this usability testing. Your input will
be invaluable in the development of the Step by Step PHP Tutor Application. We hope that you
found it to be an interesting and enjoyable experience!

Kindly answer all the Questions by ticking the appropriate box

1. Do you feel that you successfully completed all the tasks? Yes or no

Yes No

82

2. In relation to other software I have used, I found the Step by Step PHP Tutor Application
prototype to be

Very difficult to use

Not too difficult to use

Very easy to use

3. In relation to the Viewer, I found the Step by Step PHP Tutor prototype to be:

Very difficult to use

Not too difficult to use

Very easy to use

4. The menu items were well organized and functions were easy to find.

Strongly disagree

Fairly disagree

Strongly agree

5. I immediately understood the function of each menu item

Strongly disagree

Fairly disagree

83

Strongly agree

6. All of the function I expected to find in the menus were present
Strongly disagree
Fairly disagree
Strongly agree
7. The buttons were well organized and easy to find
Strongly disagree
Fairly disagree
Strongly agree
8. I immediately understood the function of each button

Strongly disagree

Fairly disagree

Strongly agree

9. All of the functions I expected to find on the button bar were present.

Strongly disagree

Fairly disagree

Strongly agree

84

10. I found navigating around the Step by step php tutor screen to be easy:

Strongly disagree

Fairly disagree

Strongly disagree

11. My overall impression of the step by step php tutor prototype is very good:
Strongly disagree
Fairly disagree
Strongly disagree
12. Would you be interested in participating in another Usability test for the developer?
Yes
No

Name: ..
Email: ..
Date: ...
Comments: .

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STEP BY STEP PHP TUTOR

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