Learning Management System For It14 - Data Structures With File Organization of Davao Del Norte State College

LEARNING MANAGEMENT SYSTEM FOR IT14 – DATA STRUCTURES WITH
FILE ORGANIZATION OF DAVAO DEL NORTE STATE COLLEGE
A Capstone Project Presented to the Faculty of the

Institute of Information Technology
Davao del Norte State College
New Visayas, Panabo City
In partial fulfillment for the degree

Bachelor of Science in Information Technology
MARY GRACE D. ANTHONY
GINALYN A. BONJOC
JULIETTA S. GUTIERREZ
LEIZEL M. NOVICIO
MARK JHON C. OXILLO
April 2015
ACKNOWLEDGEMENT
The developers would like to extend their utmost gratitude to the following
persons for extending their assistance to the success and realization of the
project.
First and foremost, to the Almighty God for the wisdom, knowledge,
strength, courage and a positive mind-set He gave to the developers in facing
their daily challenges and obstacles during the making of this project.
To the family of the developers, a big thank you for the undying support
and unconditional love they gave to the developers spiritually, financially,
physically, and emotionally.
To Sir Samuel J. Ponsica, who served as the developers’ first adviser until
he transferred, To Sir Ian Val P. Delos Reyes who served as adviser in
replacement to Sir Ponsica, for the guidance, encouragement, inspiration and
support he gave to the developers.
To Ma’am Jezrelle M. Larubes, as the chairman of the panelist, Dr. Ariel O
Gamao and Sir Glenne B. Lagura, both as panel members of the project for the
support and assistance to turn this project into reality.
To Ma’am Precy A. Tagaro who served as the grammarian of the project’s
documentation which were carefully checked and edited.
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To the beloved friends, classmates and relatives of the developers for the
bonding and sleepless nights they have shared, encouragement, inspiration,
ideas and knowledge that served as motivating factor for the success of this
project. It has been a great help for the developers to do such things.
And lastly, to all the people who contributed their assistance, concerns,
efforts and even physical resources to the developers, thank you very much for
being with them to complete this project.
THE DEVELOPERS
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CONTENTS
Page
TITLE PAGE ………………………………………………………………………. i
APPROVAL SHEET ……………………………………………………………… ii
ACKNOWLEDGEMENT ………………………………………………………… iii
CONTENTS …………………………………………………………………….…. v
LIST OF FIGURES ……………………………………………………………… vii
LIST OF TABLES ………………………………………………………………... viii
ABSTRACT ……………………………………………………………………….. ix
CHAPTER 1 – INTRODUCTION
Background of the Project …………………………………………………1
General Objectives …………………………………………………………3
Specific Objectives ……………………………………………………….. 3
Significance of the Project …………………………………………......... 4
Scope and Limitation of the Project …………………………………….. 5
Operational Definition of Terms …………………………………………. 6
CHAPTER 2 – REVIEW OF RELATED LITERATURE AND WORKS
Related Literature …………………………………………………………. 8
Related Works ……………………………………………………………. 13
Synthesis of the Study …………………………………………………... 19
CHAPTER 3 – METHODOLOGY
Systems Planning ………………………………………………………… 20
Systems Analysis ………………………………………………………… 20
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Systems Design …………………………………………………………… 21
Coding and Testing ……………………………………………………….. 21
Systems Implementation …………………………………………………. 22
Systems Maintenance ……………………………………………………. 22
CHAPTER 4 – TECHNOLOGICAL BACKGROUND
Context Flow Diagram ……………………………………………………. 23
Data Flow Diagram …………………………………………………………25
Entity Relationship Diagram …………………………………………….... 27
Data Dictionary …………………………………………………………….. 28
Technologies Applied ………………………………………………………40
CHAPTER 5 – RESULTS AND DISCUSSIONS ………………………………..49
CHAPTER 6 – CONCLUSION AND RECOMMENDATIONS
Conclusion..…………………………………………………………………. 57
Recommendations …………………………………………………………..58
APPENDICES
Appendix A – Letters and Certifications
Appendix B – Evaluation Sheet Template
Appendix C - Errors Found
Appendix D – Quantitative Results of Evaluation
Appendix E - Screenshots
Appendix F – Sample Reports
Appendix G – References
CURRICULUM VITAE
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LIST OF FIGURES
Page
Figure 1. A Cognitive Theory of Multimedia Learning ………………………… 10
Figure 2. User Interface of Materials in Focus ………………………………… 14
Figure 3. Main View of Java Learning Machine (JLM) Platform ……………. 15
Figure 4. SMS Notification Feature of Edmodo ………………………………. 16
Figure 5. University of Alberta’s: CMPUT 102 – Structural
Programming and Data Structures …………………………………. 17
Figure 6. Context Flow Diagram ………………………………………………... 24
Figure 7. Data Flow Diagram …………………………………………………… 26
Figure 8. Entity Relationship Diagram …………………………………………. 27
Figure 9. Adobe Photoshop CS5 Environment ……………………………….. 40
Figure 10. Adobe Captivate 7 Environment……………………………………. 41
Figure 11. Moodle ………………………………………………………………… 43
Figure 12. Sublime Text 3.0 …………………………………………………….. 44
Figure 13. XAMPP v3.2.1 Control Panel ………………………………………. 45
Figure 14. Mozilla Firefox Environment ………………………………………… 46
Figure 15. Camtasia Studio 8 …………………………………………………… 47
Figure 16. Loquendo TTS Editor User Interface ……………………………… 48
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LIST OF TABLES
Page
Table 1.0 Summary of Related Works ……………….……………………….. 18
Table 2.0 Data Dictionary ……………….……………………………………… 28
Table 3.0 Rating Description ……………….………………………………….. 50
Table 4.0 Overall Mean of Quantitative Results of Assessment
of the Learning Management System for IT14 - Data
Structures with File Organization …….……………..………………51
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ABSTRACT
The Learning Management System for IT14 – Data Structures with File
Organization in Davao del Norte State College was created in response to the
problem regarding student’s interactivity and attentiveness during classes which
were drawn through series of observations and interviews.
The developers intended to help the instructor to have a supplemental tool
in teaching and encouraging students to be more interactive and comprehensive
in their class. In addition, the project provided interactive lessons and all original
video tutorials for students. The project also contained activities to assess
students’ comprehension such as drills, randomized time-bounded quizzes and
assignments. The project also offered forums, blogs, RSS feeds, Glossary and
SMS Notification. The project can also be deployed and accessed on stand-
alone devices such as computers, smartphones, tablets and compact discs.
The developers applied the Waterfall Life Cycle Model for the
development of the project. The project undergone system planning and
thorough analysis, then the design and actual coding of the system were next.
After series of error-checking, the developers finally implemented the project to
the subject instructor and to 107 2 nd year BSIT students enrolled in IT14-Data
Structures with File Organization for testing, 64 of which (randomly picked) were
asked to evaluate the functionality of the system.
Based on the result of the evaluation, it was proven that the project was
capable of helping the instructor in providing an additional aid for the learning
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needs of the students as proven by its overall mean of 4.5 with a descriptive
equivalence of Outstanding which implied that the project had accomplished both
the instructor’s and students’ satisfaction.
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Chapter 1
INTRODUCTION
Background of the Project
Computer technology had reached its popularity in all sectors of the
society. In the 21st century, computers were continuously evolving to a more
modernized and advanced one. With the advancement of modern technology in
the world, teaching scheme had also been innovative in order to develop
efficiency in the way that the students can learn. This method made classroom
teaching more effective.
Though this kind of teaching methodology has been utilized, students in
the present situation still wanted to get knowledge through spoon-feeding,
although there were some who can easily understand the subject but most of
them were much dependent on their teachers. According to a study, it showed
that individual differences are the major problems in education due to different
intelligence, abilities, interests and rate of learning (Vaishnav, 2005). With that,
there must be an effective method or technique in response to learning need. In
response to that, a learning management system has been utilized as a medium
of instruction by the Department of Computer Graphics of Purdue University at
the United States of America to help improve student understanding of spatially-
dependent engineering notions that provides a unique avenue for the
communication of engineering concepts. It was found that the technology really
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helped increase the spatial abilities of engineering students and their
understanding of the engineering concepts (Mohler, 2001).
In relation to this, schools and universities in the Philippines have been
adapting the same practice in enhancing the knowledge of the students. The
Department of Information Systems and Computer Science of the Ateneo de
Manila University and the Ateneo de Manila Grade School have developed
interactive learning management system for Araling Panlipunan (AP; civics or
social studies which includes Philippine history, culture, and heritage). The said
system was created in order to add available materials for teaching and learning
AP and to make innovative use of the school’s technology resources in helping
students and teachers reap some of the benefits associated with technology use
in teaching and learning (Rodrigo, 2004)
Locally, Davao del Norte State College (DNSC) was one of these Higher
Institutions which offered Bachelor of Science in Information Technology (BSIT)
program. Students enrolled in the said program undertake different IT related
subjects such as Data Structures with File Organization. Students find it hard to
understand the subject during class discussions since the subject involves
programming skills and techniques that might be the cause of their failure of the
subject.
In line with teaching the said subject, the following were the problems
encountered during the conduct of the study:
1. Time-consuming in preparing visual aids or PowerPoint presentations just to
present the lesson to the class.
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2. Students were inattentive when the lessons are discussed in a non-
multimedia style.
With the aforementioned problems, the urgency of creating a Learning
Management System (LMS) for the subject Data Structures with File
Organization has been realized for it would greatly affect student’s academic
performance and would certainly upgrade the teaching strategy of the faculty,
thus knowing the school in its production of highly competent, competitive and
well-educated professionals.
Objectives of the Project
General Objective:
The project aimed to develop a Computerized Learning Management
System (LMS) for the subject Data Structures with File Organization that would
assist students and teachers correspondingly.
Specific Objectives:
In order to attain the general objective, specific concerns have been
considered. Specifically, the project would:
1. Provide lessons in an interactive multimedia approach that would
encourage students to learn beyond their capabilities;
2. Provide video tutorials that would help enhance student’s learning
skills;
3. Allow uploading and downloading of handouts, syllabus and video
tutorials;
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4. Provide drills on lessons to test student’s comprehension of the topic;
5. Provide time-bounded, randomized quizzes every end of a module to
check students’ understanding of the discussed module;
6. Provide Forums, Blogs, RSS feeds and SMS Notifications;
7. Provide a gradebook that would serve as storage of the results for
quizzes and assignments;
8. Allow access and storing of the system’s package on stand-alone
devices such as personal computers, smartphones, and tablets and on
compact disks or CDs.
Significance of the Project
The Learning Management System (LMS) for Data Structures with File
Organization was in significant stage for it encompassed different aspects of
learning and innovations. Bringing this as part of the medium of instruction was
highly essential since the present era has been engaged with new technologies
and discoveries. Specifically, the project was significant for it would primarily
benefit the following:
Students. With the project, students could gain more knowledge about
Data Structures with File Organizations including its aspects. It also eliminated
student’s boredom while on the class because the project was accessible with
the help of the Internet, or by their own tablets, smartphones and even on CDs.
Students would rely not only with books or handouts from their teachers but with
the lessons from the system.
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Faculty. The project was also significant for the faculty involved because
it would not be time-consuming for them preparing instructional materials such as
visual aids or writing the lessons on the board just to present the topics in the
class. The project would also serve as the faculty’s pathway in giving quizzes
and assignments.
The School (DNSC). The project would greatly put an impact for the
school with their faculty engaging with the said project. In connection to this,
innovative and improved teaching skill was most likely developed.
Future Developers. The project would serve as future reference or guide
to the future developers who intended to develop a related system.
Scope and Limitation of the Project
The Learning Management System (LMS) for Data Structures with File
Organization was primarily developed for the faculty and students of Davao del
Norte State College that would surely benefited them.
Basically, the project covered the entire topics and lessons provided in the
IT14 Data Structures with File Organization course syllabus which was divided
into two terms; the Midterm and the Final Term.
The project permitted the user to create an account either a teacher
account or a student account which was needed for the user to gain an access
on the LMS depending on his/her user level. This account was then stored and
recorded in a database. The project provided lessons and video tutorials for
students to study; it allowed teachers to upload handouts for students to
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download as their reference. The project also provided forums, blogs, and RSS
feeds for user’s social interaction. Student evaluation included drills, quizzes and
assignments in an interactive approach.
An SMS Notification Technology was used to help teachers notify
students whenever an assignment, quiz or any course updates are posted. The
project also provided a gradebook where quiz and assignment results were
placed. Also, the project allowed deployment on stand-alone devices such as
personal computers, smartphones, and tablets and even on compact disks or
CDs for user’s convenience.
On the other hand, computation of students’ general grades was beyond
the capability of the LMS and was no longer involved in the project.
Operational Definition of Terms
Accounts. Refer to the type of user either a teacher or a student account
that is used to gain an access to the LMS.
Assignment Result. Refers to the ratings or grades given by the teacher
on an assignment passed by students.
Blog. A feature that contains an online personal journal with reflections,
comments, and often hyperlinks provided by the user.
Data Structures with File Organization. A subject offered in DNSC
usually undertaken by IT students, the subject involved programming skills and
techniques on how to structure and organize data and files.
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Forum. A feature that allows discussions or expression of a certain topic
with regards to the lessons tackled.
Gradebook. Served as the storage of the results for student’s quizzes and
assignments.
Interactive Multimedia. An approach in which a student can interact with
the system while learning the lessons provided by the system.
Learning Management System (LMS). Is the mean by which course
information was distributed to students through interactive approach and with the
utilization of computing technologies.
Log-in Detail. Includes the username and password of the user which
were both required to gain access in the LMS.
Module. Pertains to lessons presented in groups or lessons subdivided
into chapters in accordance to their consistency.
Quiz Result. Refers to the ratings or grades generated by the system
after a quiz has been taken by a student.
Registration Details. Include the complete name, course and other
related information of the user which were all required to gain access in the LMS.
RSS (Really Simple Syndication) Feeds. A feature that was used for
organizing headlines and notices for easy reading.
Students. Refer to all 2nd year students under the Bachelor of Science in
Information Technology (BSIT) program of Davao del Norte State College.
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Chapter 2
REVIEW OF RELATED LITERATURE AND WORKS
Related Literature
Technologies as link to new knowledge, resources and high order thinking
skills have entered classrooms and schools worldwide. Personal computers, CD-
ROMS, online services, the World Wide Web and other innovative technologies
have enriched curricula and altered the types of teaching available in the
classroom. Schools’ access to the technology was increasing steadily every day
and most of these newer technologies were now even used in the traditional
classrooms. With the diversity of learners, breakthroughs in technology and
multiple teacher perspectives, an innovative teaching was one of the answers to
the global demands for quality education.
Visual Material for Teaching. In a study, it was found that instructional
materials made the topic clearer and more lasting by making the abstract topics
concrete especially for teaching abstract concepts like in the science education
courses, it was very important to use visual materials for students to understand
the lesson better, and to improve positive attitudes and behaviors towards
science which has appeared as a results of observations of nature and natural
realities and teaching it effectively and consciously. This learning strategy were
now embedded on computer technologies which was one of the best and
effective ways in response to learning needs in order to keep in with technology
and to be in time with the today’s standards and innovations (Bilbao et. al, 2006).
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Multimedia Aids. The most common mode of instruction was verbal. In
explaining how a tire pump worked or how a car’s braking system worked, for
example, an instructor was most likely to rely on words — including printed or
spoken words. What was the effect of complementing a verbal explanation with a
visual one? That was, in explaining how a pump or car’s braking system worked,
did it help to add pictures — including static graphics or animation?
To help answer this question, we compared the learning outcomes of
students who listened to a narration describing how pumps or brakes work
(narration group) to those who listened to a narration and viewed a
corresponding animation (narration and animation group). In particular, we
measured student understanding by giving students a problem-solving transfer
test and tallying the number of correct answers they generated across a set of
four or five problems.
In three out of three separate tests, students learned more deeply from
narration and animation than from narration alone (Mayer & Anderson, 1991-
1992). This result is consistent with the cognitive theory of multimedia learning
summarized in Fig. 1.
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Figure 1. A Cognitive theory of Multimedia Learning
When only words are presented, the learner is likely to build a verbal
mental representation but is less likely to build a visual mental representation and
mentally connect it with a verbal one. When words and pictures are presented,
the learner is more likely to build verbal and visual representations and to make
connections between them. If meaningful learning was enhanced when learners
could build connections between corresponding visual and verbal
representations, then students should learn more deeply when animation is
added to narration. The research on multimedia aids demonstrated that
multimedia presentations could result in deeper understanding — as measured
by problem-solving transfer — than single medium presentations. In short, it
seems to show that multimedia works.
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Technology for Teaching. The use of technology in the classroom has
never been understood than now. However, survey data suggested that
technology remained poorly integrated into schools, despite massive acquisition
of hardware. Some observations indicated that the most frequent use of
computers if for drill-and-skill practice that supplement existing curricula and
instructional practices. Some thirsty years or more ago, the dominant model of
teaching was directed instruction or lecture in which student’s memorized facts.
Because of its limitations, educationist began exploring the use of technology
that support models of teaching that emphasize learning with understanding and
more active involvement. Thus a decision to use technology to go beyond facts-
based, memorization-oriented curricula to curricula in which learning with
understanding were emphasized and embraced.
Technology Programs for Teaching. There were various technology
programs that could be used to assist teachers to be innovative in teaching.
These would include a short list of programs you wish to try. Some programs
were available as “stand-alone” software, videodisc or CD ROM media; others
were available in the internet. There were others which you check from
procedures which were simulations and micro world types which range on topics
and issues like AIDS, substance abuse and many others. There were several
programs which were available on the internet from where the school can choose
a site. Among these were: Knowledge Integration Environment (KIE) which
taught students to think of web information as evidence and evaluate it critically
with regard to authorship, credibility and relevance. The GLOBE program which
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involved in gathering data about local environment and creating a database open
to the GLOBE community, other programs conduct ”electronic field trip”. This
communication technology allowed learners to travel and visit places for global
explorations. These resources took advantage of hypermedia, the ability to jump
in nonlinear fashion to related information, whether that information was text,
graphic, video or sound.
The Effectiveness of E-Learning. Learning enhanced by information
technologies was gaining momentum. This was partially in response to the
demand for reduction in time-to-competency in the knowledge-based economy,
spurred by intensive competition and globalization. Companies need to offer
effective training to employees and business partners to ensure that they acquire
new skills in a timely manner. In academia, education must be delivered to
remote students who do not have physical access to the campus. E-Learning has
recently become a promising alternative to the traditional classroom learning,
helping society move toward a vision of lifelong and on-demand learning. It has
become one of the fastest-moving trends and aims to provide a configurable
infrastructure that integrates learning material, tools, and services into a single
solution to create and deliver training or educational content quickly, effectively,
and economically. Thousands of online courses are now being offered. Not only
can instructional material be made available on the Internet but online
collaborative learning and discussions can also occur. Video was a rich and
powerful medium being used in eLearning. It could present information in an
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attractive and consistent manner. Prior studies have investigated the effect of
instructional video on learning outcomes.
However, the instructional video used in early studies was primarily either
broadcasted through TV program or stored on CD-ROMs. The linear nature of
such video instructions produced inconsistent results. Recent advances in
multimedia and communication technologies have resulted in powerful learning
systems with instructional video components. The emergence of non-linear,
interactive digital video technology allowed students to interact with instructional
video. This may enhance learner engagement, and so improve learning
effectiveness. Therefore, it is natural to expect that this learning style would
improve learning outcome (Dalton, 2005).
Related Works
The main objective of the developers was to develop a Learning
Management System (LMS) for the subject IT14 – Data Structures with File
Organization. In accordance to developing the project, features and
functionalities were the most significant things to be first considered, thus, a help
from the already developed systems or projects was needed. Related works
were gathered to help the developers in the realization of the said project. The
following were the descriptions and screenshots of the gathered related works:
Materials In Focus
It is an interactive multimedia project for engineering students and in an
effort to enhance the understanding of materials science concepts. It was created
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by the McGraw-Hill publishers with the help of the Department of Computer
Graphics at Purdue University. The project used a Virtual Reality (VR)
Technology to provide a complete and exact representation of the real world on
the computer which was also adequate for the communication of engineering
concepts and may readily provide a means for engaging students in active
learning situations (Materials In Focus, 2014). One feature of this project was: it
provides lessons and video tutorials on compound structures for engineering
students. This feature was also available in the proponents’ LMS for Data
Structures with File Organization.
Figure 2. User Interface of Materials In Focus
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The Java Learning Machine
The Java Learning Machine or JLM provides a full learning environment,
where the e-lessons are displayed, the source code is typed, and the execution
is depicted directly. This also allowed short interaction loops between the
students and their environment and simplifies the execution of the environment
by the students outside of the tutored sessions. It also provided drills and
exercises to check students’ comprehension especially on their programming
abilities (Java Learning Machine, 2014).The LMS for Data Structures with File
Organization also provided the said drills and exercises but in a different style.
Figure 3. Main View of Java Learning Machine (JLM) Platform
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Edmodo
Edmodo is a social learning platform for teachers and students. It has
been commonly thought of as the Facebook of schools, as called by pupils and
teachers alike. Features include posting assignments, embedding video clips,
create learning groups with blogs and forums, post a quiz for students to take,
and create a calendar of events. Students can also upload assignments for their
teachers to view and grade. Teachers can post the assignments directly in
Edmodo to provide instant feedback because one unique feature of Edmodo is
the SMS Notification that allows teachers to send SMS to their students
whenever they post an assignment or quiz (Edmodo, 2014). This unique feature
was also available in the proponents’ LMS for Data Structures with File
Organization.
Figure 4. SMS Notification Feature of Edmodo
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The University of Alberta
This was the university’s official learning management website that
allowed users or students to view announcements, news and updates in their
campus and lessons from their teachers. The university has an IT Department
that offers CMPUT 102 – Structural Programming and Data Structures as one of
their major subjects (The University of Alberta, 2014), below is the screenshot for
the subject which also provides lessons, exercises, activities, assignments and
quizzes on structural programming and data structures same with the
proponents’ LMS for Data Structures with File Organization:
Figure 5. University of Alberta: CMPUT 102 – Structural
Programming and Data Structures
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Table 1.0 Summary of Related Works
SYSTEMS / PROJECTS
The Java University of

FEATURES Materials LMS for
Learning Edmodo Alberta’s
In Focus IT14
Machine LMS
1. User Management (View / Create
  
/ Edit / Delete Accounts / Groups)
2. Lesson Management (View /
Download / Upload Handouts or   
Lessons or Video Tutorials)
3. File Management (View, Answer

    
Assignments / Quizzes / Exercises)
4. Communication Tools (Forums /

Blogs / SMS Notification / RSS   
Feeds)
5. Compatibility and Accessibility
on:
a. Internet (Web-based)   
b. Personal Computers / Compact

  
Discs (Stand-Alone)
c. Smartphones, Tablets 
d. Open-Source LMS (SCORM


Compliant Package)
6. Educational Activities (Provides
Exercises / Drills / Quizzes/     
Assignments)
7. Performance Management /
Gradebook   
(Quiz, Assignment Results)
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Synthesis of the Study
Learning Management System or LMS is a tool that elevates teaching and
learning methodology into a higher level. Such tool helped group of individuals
particularly the teachers and students with regards to teaching and learning
needs. An LMS encompassed the following features: user management, file
management, report management and performance management, which were all
essential to the said individuals. These features were very important as far as an
LMS and learning were concerned because today’s generation was rapidly
evolving to a more advanced and high-tech educational scheme.
Such features were present and available on the proponents’ LMS for
IT14 – Data Structures with File Organization which also provides dynamic and
interactive contents such as lessons, video tutorials, exercises, quizzes,
assignments and other related activities that would certainly encourage students
to learn beyond the school premises. Teachers would also be benefited by the
LMS because the system provides an ease in terms of giving quizzes and
assignments to the students and can monitor student’s performance and since
the LMS has dynamic contents, it would not be time-consuming for the teachers
to create PowerPoint presentations or visual-aids in presenting the topics
towards the students.
If an LMS has no such mentioned features, then it is not worth-creating for
it will just be a waste of efforts and resources. Thus, the need in having these
features is a must because it would serve as a key to a better learning
environment.
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Chapter 3
METHODOLOGY
This chapter discussed the methods and techniques that were used in the
development of the Learning Management System for the subject IT14 – Data
Structures with File Organization. The proponents applied the SDLC Model or the
Software Development Life Cycle Model such as:
System Planning
At this stage, the developers gathered the necessary data required in
accordance to developing the system through some sort of interviews with the
subject instructors. A copy of the course syllabus has also been asked by the
developers to determine the whole coverage or the overall contents of the topics
to be discussed in the subject which were collected via the Internet and books
from the school library. Quizzes and assignments were also created with the help
of the Internet and books.
System Analysis
After all information has been gathered, analyzing the data was the next
step the developers have made, the developers were able to classify and
recognized the problems and information needed to perform the task. The
problems encountered have also been analyzed to gain some ideas on how to
solve them. The developers have formulated logical design of the LMS and the
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processes and techniques needed for the development of the LMS for Data
Structures with File Organization. Ideas on how to publish the topics, quizzes,
assignment and other functionalities of the LMS were also brainstormed by the
developers. Initial analysis on the system’s design was also suggested by
proponents themselves.
System Design
After analyzing the functionalities mentioned above, the developers
discussed on how to design the system and what technologies to use for the said
design and how to establish a user-friendly interface design or the Graphical
User Interface (GUI) for a better user convenience. The Context Flow Diagram
(CFD), Data Flow Diagram (DFD), and Entity Relationship Diagram (ERD) were
also designed in this phase. Database and reports were also designed during the
conduct of this phase.
Coding and Testing
At this point, the actual coding of the system has been undertaken in
accordance with the logical design of the system, Context Flow Diagram (CFD),
Data Flow Diagram (DFD), and Entity Relationship Diagram (ERD) using the
technologies thoroughly discussed in Chapter 4. At this phase also, sort of trials
and errors were applied to test and check if the system has been properly
functioning.
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System Implementation
After several trials and error-checking, the system was now ready for
deployment. At this point, the system was tested and utilized by the users, the
second year BSIT students. At this time also, the developers conducted an
evaluation to assess the functionality of the system. Errors and problems were
found by the users such as server error and mostly, problems with regards to the
internet connection they were utilizing. These errors and problems were beyond
the developers concern since it was on the server side and in the user-end.
System Maintenance
At this stage, the system was maintained; it has been carefully monitored
for some possible system malfunctions. The developers keep an eye on the
comments, suggestions and errors or problems found by the users for further
corrections. Most of the errors found were on the user-end, specifically with the
speed of internet connection, thus the developers recommended them to have an
internet connection that can give them higher internet bandwidth for the better
performance of the system. Another one was the server error, students were
often unable to access the system due to the number of users accessing the
system, the developers then consulted the server side to inform them of what
happened and to determine what actions are appropriate to take. Then the server
side increased the accessing capacity of the system to accommodate the traffic
of users and fortunately, it worked. In general, students haven’t found other
errors or problems while utilizing the system, except those mentioned above.
22
Chapter 4
TECHNOLOGICAL BACKGROUND
This chapter discussed the technologies and tools used in the realization
and development of the Learning Management System for IT14 – Data
Structures with File Organization which include the Context Flow Diagram, Data
Flow Diagram, Entity Relationship Diagram, Data Dictionary and the
Technologies Applied as shown below:
Context Flow Diagram
The Context Flow Diagram illustrated the overview of the entire scope of
the Learning Management System for IT14 – Data Structures with File
Organization. It also showed the interaction of the external entities, the students
and the teacher, to the system itself.
This context flow diagram also illustrated the flow of data or information
from the end-user to the system (inputs) and from the system to the end-user
(outputs) as well. These inputs and outputs were clearly shown in the diagram.
With the help of the said diagram, the proponents themselves have a
better understanding of the flow of the system they were creating. This diagram
has been illustratively shown in Figure 6.
23
Figure 6. Context Flow Diagram
24
Data Flow Diagram
The Data Flow Diagram showed the detailed structure and data flow of the
system. Just like the context flow diagram, it also showed the interaction of both
teacher and students in the system and the inputs that they must provide to the
system for them to receive they expected to have.
It also depicted the main functions that the system allows and performs. In
this figure, it showed that a user must first register himself in order to gain access
to the system. Afterwards, a log-in form must be filled-up to further validate that
the user has really been registered on the system, if so then the user can now
view the lessons and video tutorials of his choice, he was also allowed to post,
comment, or view forums and blogs in the system.
The students were notified whenever the teacher posts an assignment or
quiz, with that, the students can then provide an answer to such post. The
system then generated a result and grade for the quiz and assignment which
were both recorded on a gradebook.
This data flow diagram also presented how each data or information was
saved on the database of the system. This diagram was illustratively shown in
Figure 7.
25
Figure 7. Data Flow Diagram
26
Entity Relationship Diagram
The diagram below shows the visual overview of the database and the
relations among the selected tables which were automatically generated during
the standard installation of the Learning Management System:
Figure 8. Entity Relationship Diagram

Data Dictionary
27
db_assign
Column Type Null Default Comments MIME

id bigint(10) No
course bigint(10) No 0
name varchar(255) No
intro longtext No
introformat smallint(4) No 0
alwaysshowdescription tinyint(2) No 0
nosubmissions tinyint(2) No 0
submissiondrafts tinyint(2) No 0
sendnotifications tinyint(2) No 0
sendlatenotifications tinyint(2) No 0
duedate bigint(10) No 0
allowsubmissionsfromdate bigint(10) No 0
grade bigint(10) No 0
timemodified bigint(10) No 0
requiresubmissionstatement tinyint(2) No 0
completionsubmit tinyint(2) No 0
cutoffdate bigint(10) No 0
teamsubmission tinyint(2) No 0
requireallteammemberssubmit tinyint(2) No 0
teamsubmissiongroupingid bigint(10) No 0
blindmarking tinyint(2) No 0
revealidentities tinyint(2) No 0
attemptreopenmethod varchar(10) No none
maxattempts mediumint(6) No -1
markingworkflow tinyint(2) No 0
markingallocation tinyint(2) No 0
db_assign_grades
Column Type Nul Default Comments MIME

l
id bigint(10) No
assignment bigint(10) No 0
userid bigint(10) No 0
timecreated bigint(10) No 0
grader bigint(10) No 0
grade decimal(10,5 Yes 0.00000
)
attemptnumbe bigint(10) No 0
r
db_assignment

l
id bigint(10) No
name varchar(255 No
)
intro longtext No
assignmenttyp varchar(50) No
28
e
resubmit tinyint(2) No 0
preventlate tinyint(2) No 0
emailteachers tinyint(2) No 0
var1 bigint(10) Yes 0
maxbytes bigint(10) No 100000
timedue bigint(10) No 0
timeavailable bigint(10) No 0
db_assignment_submissions

l
id bigint(10) No
assignment bigint(10) No 0
numfiles bigint(10) No 0
data1 longtext Yes NULL
data2 longtext Yes NULL
submissioncommen longtext No
t
format smallint(4) No 0
teacher bigint(10) No 0
timemarked bigint(10) No 0
mailed tinyint(1) No 0
db_backup_courses

l
id bigint(10) No
courseid bigint(10) No 0
laststarttime bigint(10) No 0
lastendtime bigint(10) No 0
laststatus varchar(1) No 5
nextstarttim bigint(10) No 0
e
db_backup_logs

l
id bigint(10) No
backupid varchar(32 No
)
loglevel smallint(4) No
message longtext No
timecreate bigint(10) No
29
d
db_chat

l
id bigint(10) No
name varchar(255 No
)
intro longtext No
keepdays bigint(11) No 0
studentlogs smallint(4) No 0
chattime bigint(10) No 0
schedule smallint(4) No 0
timemodifie bigint(10) No 0
d
db_comments

l
id bigint(10) No
contextid bigint(10) No
commentare varchar(255 No
a )
itemid bigint(10) No
content longtext No
format tinyint(2) No 0
userid bigint(10) No
timecreated bigint(10) No
db_course

l
id bigint(10) No
category bigint(10) No 0
sortorder bigint(10) No 0
fullname varchar(254 No
)
shortname varchar(255 No
)
idnumber varchar(100 No
)
summary longtext Yes NULL
summaryformat tinyint(2) No 0
format varchar(21) No topics
showgrades tinyint(2) No 1
newsitems mediumint(5 No 1
)
startdate bigint(10) No 0
marker bigint(10) No 0
legacyfiles smallint(4) No 0
showreports smallint(4) No 0
30
visible tinyint(1) No 1
visibleold tinyint(1) No 1
groupmode smallint(4) No 0
groupmodeforce smallint(4) No 0
defaultgroupingi bigint(10) No 0
d
lang varchar(30) No
calendartype varchar(30) No
theme varchar(50) No
requested tinyint(1) No 0
enablecompletio tinyint(1) No 0
n
completionnotify tinyint(1) No 0
cacherev bigint(10) No 0
db_data

id bigint(10) No
intro longtext No
comments smallint(4) No 0
timeavailablefrom bigint(10) No 0
timeavailableto bigint(10) No 0
timeviewfrom bigint(10) No 0
timeviewto bigint(10) No 0
requiredentries int(8) No 0
requiredentriestoview int(8) No 0
maxentries int(8) No 0
rssarticles smallint(4) No 0
singletemplate longtext Yes NULL
listtemplate longtext Yes NULL
listtemplateheader longtext Yes NULL
listtemplatefooter longtext Yes NULL
addtemplate longtext Yes NULL
rsstemplate longtext Yes NULL
rsstitletemplate longtext Yes NULL
csstemplate longtext Yes NULL
jstemplate longtext Yes NULL
asearchtemplate longtext Yes NULL
approval smallint(4) No 0
scale bigint(10) No 0
db_enrol

id bigint(10) No
enrol varchar(20) No
status bigint(10) No 0
courseid bigint(10) No
name varchar(255) Yes NULL
31
enrolperiod bigint(10) Yes 0
enrolstartdate bigint(10) Yes 0
enrolenddate bigint(10) Yes 0
expirynotify tinyint(1) Yes 0
expirythreshold bigint(10) Yes 0
notifyall tinyint(1) Yes 0
password varchar(50) Yes NULL
cost varchar(20) Yes NULL
currency varchar(3) Yes NULL
roleid bigint(10) Yes 0
customint1 bigint(10) Yes NULL
customchar1 varchar(255) Yes NULL
customdec1 decimal(12,7) Yes NULL
customdec2 decimal(12,7) Yes NULL
customtext1 longtext Yes NULL
db_files

l
id bigint(10) No
contenthash varchar(40) No
pathnamehas varchar(40) No
h
contextid bigint(10) No
component varchar(100 No
)
filearea varchar(50) No
filepath varchar(255 No
)
filename varchar(255 No
)
userid bigint(10) Yes NULL
filesize bigint(10) No
mimetype varchar(100 Yes NULL
)
source longtext Yes NULL
author varchar(255 Yes NULL
)
license varchar(255 Yes NULL
)
32
timemodified bigint(10) No
referencefileid bigint(10) Yes NULL
db_forum

l
id bigint(10) No
type varchar(20) No general
name varchar(255 No
)
intro longtext No
assessed bigint(10) No 0
assesstimestart bigint(10) No 0
assesstimefinish bigint(10) No 0
scale bigint(10) No 0
maxattachments bigint(10) No 1
forcesubscribe tinyint(1) No 0
trackingtype tinyint(2) No 1
rsstype tinyint(2) No 0
rssarticles tinyint(2) No 0
warnafter bigint(10) No 0
blockafter bigint(10) No 0
blockperiod bigint(10) No 0
completiondiscussion int(9) No 0
s
completionreplies int(9) No 0
completionposts int(9) No 0
displaywordcount tinyint(1) No 0
db_glossary

id bigint(10) No
intro longtext No
allowduplicatedentries tinyint(2) No 0
displayformat varchar(50) No dictionary
mainglossary tinyint(2) No 0
showspecial tinyint(2) No 1
showalphabet tinyint(2) No 1
showall tinyint(2) No 1
allowcomments tinyint(2) No 0
allowprintview tinyint(2) No 1
usedynalink tinyint(2) No 1
defaultapproval tinyint(2) No 1
approvaldisplayformat varchar(50) No default
globalglossary tinyint(2) No 0
33
completionentries int(9) No 0
db_grade_grades

id bigint(10) No
rawgrade decimal(10,5) Yes NULL
rawgrademax decimal(10,5) No 100.00000
rawgrademin decimal(10,5) No 0.00000
rawscaleid bigint(10) Yes NULL
usermodified bigint(10) Yes NULL
finalgrade decimal(10,5) Yes NULL
hidden bigint(10) No 0
locked bigint(10) No 0
locktime bigint(10) No 0
excluded bigint(10) No 0
feedback longtext Yes NULL
feedbackformat bigint(10) No 0
information longtext Yes NULL
informationformat bigint(10) No 0
timecreated bigint(10) Yes NULL
timemodified bigint(10) Yes NULL
db_groups

l
id bigint(10) No
courseid bigint(10) No
idnumber varchar(100 No
)
name varchar(254 No
)
description longtext Yes NULL
descriptionforma tinyint(2) No 0
t
enrolmentkey varchar(50) Yes NULL
picture bigint(10) No 0
hidepicture tinyint(1) No 0
db_groups_members

l
id bigint(10) No
groupid bigint(10) No 0
timeadded bigint(10) No 0
componen varchar(100 No
t )
itemid bigint(10) No 0
db_lesson
34
id bigint(10) No
practice smallint(3) No 0
modattempts smallint(3) No 0
usepassword smallint(3) No 0
password varchar(32) No
dependency bigint(10) No 0
conditions longtext No
grade smallint(3) No 0
custom smallint(3) No 0
ongoing smallint(3) No 0
usemaxgrade smallint(3) No 0
maxanswers smallint(3) No 4
maxattempts smallint(3) No 5
review smallint(3) No 0
nextpagedefault smallint(3) No 0
feedback smallint(3) No 1
minquestions smallint(3) No 0
maxpages smallint(3) No 0
timed smallint(3) No 0
bgcolor varchar(7) No #FFFFFF
displayleft smallint(3) No 0
displayleftif smallint(3) No 0
progressbar smallint(3) No 0
highscores smallint(3) No 0
maxhighscores bigint(10) No 0
available bigint(10) No 0
deadline bigint(10) No 0
db_message

l
id bigint(10) No
useridfrom bigint(10) No 0
useridto bigint(10) No 0
subject longtext Yes NULL
fullmessage longtext Yes NULL
fullmessageforma smallint(4) Yes 0
t
fullmessagehtml longtext Yes NULL
smallmessage longtext Yes NULL
notification tinyint(1) Yes 0
contexturl longtext Yes NULL
contexturlname longtext Yes NULL
db_modules
Colum Type Nul Default Comments MIME

n l
id bigint(10) No
name varchar(20) No
35
cron bigint(10) No 0
lastcron bigint(10) No 0
search varchar(255 No
)
visible tinyint(1) No 1
db_page

l
id bigint(10) No
name varchar(255 No
)
intro longtext Yes NULL
content longtext Yes NULL
contentformat smallint(4) No 0
legacyfiles smallint(4) No 0
legacyfileslas bigint(10) Yes NULL
t
display smallint(4) No 0
displayoption longtext Yes NULL
s
revision bigint(10) No 0
db_post

l
id bigint(10) No
module varchar(20) No
courseid bigint(10) No 0
groupid bigint(10) No 0
moduleid bigint(10) No 0
coursemodulei bigint(10) No 0
d
subject varchar(128 No
)
summary longtext Yes NULL
content longtext Yes NULL
uniquehash varchar(255 No
)
rating bigint(10) No 0
format bigint(10) No 0
summaryforma tinyint(2) No 0
t
attachment varchar(100 Yes NULL
)
publishstate varchar(20) No draft
lastmodified bigint(10) No 0
created bigint(10) No 0
usermodified bigint(10) Yes NULL
db_quiz
36
id bigint(10) No
intro longtext No
timeopen bigint(10) No 0
timeclose bigint(10) No 0
timelimit bigint(10) No 0
overduehandling varchar(16) No autoabandon
graceperiod bigint(10) No 0
preferredbehaviour varchar(32) No
attempts mediumint(6) No 0
attemptonlast smallint(4) No 0
grademethod smallint(4) No 1
decimalpoints smallint(4) No 2
questiondecimalpoints smallint(4) No -1
reviewattempt mediumint(6) No 0
reviewcorrectness mediumint(6) No 0
reviewmarks mediumint(6) No 0
reviewspecificfeedback mediumint(6) No 0
reviewgeneralfeedback mediumint(6) No 0
reviewrightanswer mediumint(6) No 0
reviewoverallfeedback mediumint(6) No 0
questionsperpage bigint(10) No 0
navmethod varchar(16) No free
shufflequestions smallint(4) No 0
shuffleanswers smallint(4) No 0
questions longtext No
sumgrades decimal(10,5) No 0.00000
grade decimal(10,5) No 0.00000
subnet varchar(255) No
showuserpicture smallint(4) No 0
showblocks smallint(4) No 0
db_quiz_attempts

l
id bigint(10) No
quiz bigint(10) No 0
attempt mediumint(6) No 0
uniqueid bigint(10) No 0
layout longtext No
currentpage bigint(10) No 0
preview smallint(3) No 0
state varchar(16) No inprogres
s
timestart bigint(10) No 0
timefinish bigint(10) No 0
37
timecheckstate bigint(10) Yes 0
sumgrades decimal(10,5 Yes NULL
)
needsupgradetonewq smallint(3) No 0
e
db_quiz_grades

l
id bigint(10) No
quiz bigint(10) No 0
grade decimal(10,5 No 0.00000
)
d
db_quiz_reports

l
id bigint(10) No
name varchar(255 Yes NULL
)
displayorde bigint(10) No
r
capability varchar(255 Yes NULL
)
db_role

l
id bigint(10) No
name varchar(255 No
)
shortnam varchar(100 No
e )
descriptio longtext No
n
archetype varchar(30) No
db_scorm

id bigint(10) No
scormtype varchar(50) No local
reference varchar(255) No
intro longtext No
version varchar(9) No
maxgrade double No 0
grademethod tinyint(2) No 0
whatgrade bigint(10) No 0
38
maxattempt bigint(10) No 1
forcecompleted tinyint(1) No 1
forcenewattempt tinyint(1) No 0
lastattemptlock tinyint(1) No 0
displayattemptstatus tinyint(1) No 1
displaycoursestructure tinyint(1) No 1
updatefreq tinyint(1) No 0
sha1hash varchar(40) Yes NULL
md5hash varchar(32) No
auto tinyint(1) No 0
popup tinyint(1) No 0
options varchar(255) No
width bigint(10) No 100
height bigint(10) No 600
timeopen bigint(10) No 0
timeclose bigint(10) No 0
completionstatusrequired tinyint(1) Yes NULL
completionscorerequired tinyint(2) Yes NULL
db_sessions

l
id bigint(10) No
state bigint(10) No 0
sid varchar(128 No
)
sessdata longtext Yes NULL
timemodifie bigint(10) No
d
firstip varchar(45) Yes NULL
lastip varchar(45) Yes NULL
db_tag

l
id bigint(10) No
name varchar(255 No
)
rawname varchar(255 No
)
tagtype varchar(255 Yes NULL
)
descriptionforma tinyint(2) No 0
t
flag smallint(4) Yes 0
timemodified bigint(10) Yes NULL
db_user
39
id bigint(10) No
auth varchar(20) No manual
confirmed tinyint(1) No 0
policyagreed tinyint(1) No 0
deleted tinyint(1) No 0
suspended tinyint(1) No 0
mnethostid bigint(10) No 0
username varchar(100) No
idnumber varchar(255) No
firstname varchar(100) No
lastname varchar(100) No
email varchar(100) No
emailstop tinyint(1) No 0
icq varchar(15) No
skype varchar(50) No
yahoo varchar(50) No
aim varchar(50) No
msn varchar(50) No
phone1 varchar(20) No
institution varchar(255) No
secret varchar(15) No
picture bigint(10) No 0
url varchar(255) No
descriptionformat tinyint(2) No 1
mailformat tinyint(1) No 1
maildigest tinyint(1) No 0
maildisplay tinyint(2) No 2
autosubscribe tinyint(1) No 1
trackforums tinyint(1) No 0
trustbitmask bigint(10) No 0
imagealt varchar(255) Yes NULL
lastnamephonetic varchar(255) Yes NULL
firstnamephonetic varchar(255) Yes NULL
middlename varchar(255) Yes NULL
alternatename varchar(255) Yes NULL
db_user_enrolments

id bigint(10) No
enrolid bigint(10) No
timestart bigint(10) No 0
timeend bigint(10) No 214748364
7
modifierid bigint(10) No 0
d
db_wiki
40
id bigint(10) No
name varchar(255 No Wiki
)
intro longtext Yes NULL
d
firstpagetitle varchar(255 No First Page
)
wikimode varchar(20) No collaborativ
e
defaultforma varchar(20) No creole
t
forceformat tinyint(1) No 1
editbegin bigint(10) No 0
editend bigint(10) Yes 0
Technologies Applied
Adobe Photoshop CS5
Adobe Photoshop CS5 is a graphics editing program developed and
published by Adobe Systems Incorporated. It was the current market leader for
commercial bitmap and image manipulation software and it has been the flagship
product of Adobe Systems Incorporated. Photoshop allowed all formats of
images such as GIF, JPG, PNG, PCX, BMP and many more images to be
imported and edited, customized or changed into almost anything imaginable
(Adobe Photoshop, 2014).
41
Figure 9. Adobe Photoshop CS5 Environment
Adobe Captivate 7
Adobe Captivate 7 is an authoring tool for rapid eLearning content
development program developed and published by Adobe Systems Incorporated.
It provided more effective collaboration, easy creation of interactive eLearning
experiences, rich multimedia to attract learners, easy quizzing, delivery virtually
anywhere, scoring, tracking, and reporting (Adobe Captivate, 2014).
42
Figure 10. Adobe Captivate 7 Environment
Moodle 2.7.2+
Moodle is a course management system for online learning. The acronym
MOODLE stands for Modular Object-Oriented Dynamic Learning Environment.
Among its many users, however, Moodle has already become a term of its own
synonymous with a software package designed to help educators create quality
online instruction. It was the brainchild of Martin Dougiamas, a former WebCT
administrator with postgraduate degrees in Computer Science and Education.
The design of Moodle is based on socio-constructivist pedagogy. This mean its
goal was to provide a set of tools that support an inquiry- and discovery-based
approach to online learning. Furthermore, it purported to create an environment
that allowed for collaborative interaction among students as a standalone or in
addition to conventional classroom instruction.
43
One of the advantages of Moodle was that it has been developed as an
Open Source software project. It has been entirely supported by a team of
programmers and by the user community. This also mean that Moodle was
available free of charge under the terms of the General Public License (GNU)
and has no licensing cost attached. As such, it was accessible to anybody in
contrast to commercial software such as Blackboard and WebCT whose
licensing fees have skyrocketed in recent years.
Moodle runs without modification on Unix, Linux, Windows, Mac OS X,
NetWare, and any other system that supports PHP (HTML-embedded scripting
language), including most Web host providers (Moodle, 2014).
Figure 11. Moodle
Sublime Text 3.0
44
Sublime Text 3.0 has definitely earned its place among all the popular
editors out there. It served as a middle ground between a bare-bones text editor
and a full-strength IDE product. This supported almost all programming
languages such as Java, PHP, HTML, C, C++, C#, CSS, Python, Perl and many
other programming languages. One unique feature of Sublime Text 3.0 was the
minimap where you can see your code 10,000 feet (Sublime Text, 2014).
Figure 12. Sublime Text 3.0
XAMPP v3.2.1
XAMPP is an integrated server package of Apache HTTP Server, MySQL
database, and interpreters for scripts written in PHP and Perl Programming
languages (the AMPP in XAMPP) that all run from a removable drive. Everything
has been pre-configured and ready to go just by unzipping or installing it.
45
XAMPP was intended as a development tool that allowed website
designers and programmers to test their work on their own personal computers
without any access to the Internet (XAMPP, 2014).
Figure 13. XAMPP v3.2.1 Control Panel
Mozilla Firefox
Mozilla Firefox is one of the globally-known web browsers which was
designed by the Mozilla Foundation, a global community working together to
keep the Web open, public and accessible to all. One of its biggest competitors
was the Google Chrome by the Google Company. It supported different scripting
languages such as PHP, CSS, HTML5, JavaScript and many others. It was used
by the proponents as a browser for the local host database of the installed
Moodle.
46
Figure 14. Mozilla Firefox Environment
Camtasia Studio 8
Camtasia Studio 8 is a software suite, created and published
by TechSmith, for creating video tutorials and presentations directly
via screencast, or via a direct recording plug-in to Microsoft PowerPoint. The
screen area to be recorded can be chosen freely, and audio or other multimedia
recordings may be recorded at the same time or added separately from any other
source and integrated in the Camtasia Studio component of the product. Both
versions of Camtasia started as enhanced screen capture programs and have
evolved to integrate screen capture and post processing tools targeted at the
educational and information multimedia development marketplace (Camtasia
Studio, 2014).
47
Figure 15. Camtasia Studio 8
Loquendo Text-to-Speech Editor
Loquendo Text-to-Speech (TTS) Editor gave the users the best available
TTS technology for IVR (banking, government…), live news, and accessing
business documents, e-learning, entertainment, automotive telematics, email
reading and any embedded application - there were no limits! Loquendo’s truly
lifelike TTS mean there's no need for costly, time-consuming pre-recording, and it
enabled the rapid deployment of vocal services that customers would love
using. Loquendo's voices were expressive, clear, natural and fluent: they have
been enriched with a repertoire of "expressive cues" that allow for highly
emotional pronunciation. Loquendo gave its customers expanded reach in
today's global marketplace. Loquendo TTS has been a rapidly growing family of
expressive voices and personas from around the world. Loquendo's research
48
and highly efficient methods of development enabled the rapid release of new,
high-quality voices and languages, as well as customized voices to suit your
corporate profile (Loquendo TTS Editor, 2014).
Figure 16. Loquendo TTS Editor User Interface
Chapter 5
RESULTS AND DISCUSSIONS
49
This chapter includes the significant and factual results and discussions of
the project’s evaluation and assessment which were based from the evaluation
sheets given to the project’s end-user after 6 weeks of implementation
(December 27, 2014 to February 3, 2015). Hereof includes the tabulated results
of the evaluation rated by students and instructor of the said subject. It does not
contain any personal opinion from the developers themselves.
The evaluation sheet contained assessment description that served as
questionnaire for 64 out of 107 BSIT 2 nd year students (which were attained
through random sampling and with the use of Slovin’s formula [n=N/(1+Ne 2 )]
with 8% margin of error) of the subject IT14-Data Structures with File
Organization of Davao del Norte State College and an instructor to rate. Table
3.0 showed the rating description as defined by its corresponding range and its
descriptive equivalence.
The tabulated results of the evaluation rated individually by the instructor
and students were attached in Appendix C. Table 3.0 showed the Rating
Description used in the evaluation while Table 4.0 showed the Overall Mean of
Quantitative Results which was calculated out from both instructor and students’
ratings.
50
Table 3.0 Rating Description
Range Descriptive
Software Description
Interval Equivalence
The performance of the software
meets all the requirements of the
4.5 – 5.0 Outstanding
system’s objectives and is very
efficient.
meets more than the average
3.5 – 4.4 Very Satisfactory
requirements of the system’s
objectives.
2.5 – 3.4 Satisfactory meets the minimum requirements of
the system’s objectives.
meets less than the minimum
1.5 – 2.4 Fair
requirements of the system’s
objectives.
1.0 – 1.4 Poor does not meet the requirements of
the system’s objectives.
.
51
Table 4.0 Overall Mean of Quantitative Results of Assessment of the
Learning Management System for IT14 - Data Structures with File
Organization
Average Weighted
Mean (AWM) Overall Descriptive
Assessment Description
Mean Equivalence
Instructor Student
1. Provide interactive lessons that will
Very
encourage students to learn beyond their 3 4.6 3.8
Satisfactory
capabilities
2. Provide video tutorials that will help Very
3 4.6 3.8
enhance student’s learning skills. Satisfactory
3. Allow the following functionalities:
a. Uploading of assignments 5 4.5 4.8 Outstanding
b. Downloading of handouts, video

5 4.5 4.8 Outstanding
tutorials and syllabus
4. Provide drills on lessons to test student’s Very
4 4.6 4.3
comprehension of the topic Satisfactory
5. Provide modular quizzes that were:
Very
a. Time-bounded 4 4.5 4.3
Satisfactory
b. Randomized 5 4.5 4.8 Outstanding
6. Provide the following:
a. Forums 5 4.4 4.7 Outstanding
b. Blogs 5 4.4 4.7 Outstanding
c. RSS Feeds 5 4.4 4.7 Outstanding

Very
d. SMS Notifications 4 4.5 4.3
Satisfactory
7. Provide a gradebook that will serve as
storage of the results for quizzes and 5 4.6 4.8 Outstanding
assignments
8. Allow access and storing of the system’s

5 4.5 4.8 Outstanding
package on stand-alone devices
Overall Mean 4.5 4.5 4.5 Outstanding
Based on the result of the evaluation sheet given to the both instructor and
students, it was found that the project had met its objectives as follows:
52
1. Provide lessons in an interactive multimedia approach that would
encourage students to learn beyond their capabilities
Table 4.0 shows that the project met its objective of providing
interactive lessons; the project was rated by the instructor with 3.0 with a
descriptive equivalence of Satisfactory. The instructor found the lessons
suitable for the subject matter and was helpful for the students. Moreover, the
project was rated by the students with 4.6 with a descriptive equivalence of
Outstanding. This means that the students found the lessons interactive and
was capable of encouraging them to learn more.
2. Provide video tutorials that would help enhance student’s learning skills
Table 4.0 shows that the project met its objective of providing video
tutorials; the project was rated by the instructor with 3.0 with a descriptive
equivalence of Satisfactory. This means that the instructor was satisfied with
the deployment of video tutorials as additional references for students. The
project was rated with 4.6 with a descriptive equivalence of Outstanding by
the students which mean that the students found the video tutorials relevant
and helpful to their studies.
a. Uploading of assignments
With reference to the results shown in Table 4.0, it was clearly found
that the project has successfully met its objective of allowing the capability of
uploading of assignments as rated by the instructor with 5.0 and 4.5 by the
students with a descriptive equivalence of Outstanding. This means that both
53
the instructor and students found the project very effective in allowing the
capability of uploading assignments.
b. Downloading of handouts, video tutorials and syllabus
Table 4.0 shows that the project had successfully met its objective of
allowing the capability of downloading of handouts, video tutorials and
syllabus with a rate of 5.0 from the instructor and 4.5 from the students with a
descriptive equivalence of Outstanding. This means that both of them found
the ease of downloading handouts, video tutorials and syllabus as provided
by the project.
4. Provide drills on lessons to test student’s comprehension of the topic
Table 4.0 shows that the project met its objective of providing drills on
lessons; the project was rated by the instructor with 4.0. This means that the
instructor was satisfied with the drills along with the lessons to test students’
comprehension about the subject matter. While from the students, the project
was rated with 4.6 with a descriptive equivalence of Outstanding. This means
that the students found the drills a good practice to check their
comprehension on a certain topic.
5. Provide quizzes that were:
a. Time-bounded
Table 4.0 shows that the project met its objective of providing time-
bounded quizzes; the project was rated by the instructor with 4.0 with a
descriptive equivalence of Very Satisfactory. This means that the instructor
found the relevance of time-bounded quizzes to captivate the student’s
54
attention on taking the quizzes. The students rated the project with 4.5 with a
descriptive equivalence of Outstanding. This means that the students were
challenged and driven to be more focused on taking quizzes.
b. Randomized
Table 4.0 shows that the project has successfully met its objective of
providing randomized quizzes with a rate of 5.0 from the instructor and 4.5
from the students with a descriptive equivalence of Outstanding. This means
that both of them had proven and tested that the project provided or can
provide quizzes that were randomized.
a. Forums
With reference to the results presented in Table 4.0, it was clearly
found that the project has successfully met its objective of providing forums
with a rate of 5.0 with a descriptive equivalence of Outstanding from the
instructor. This means that the instructor was able to add discussions for a
certain topic that her students can talk about or discussed with. While from
the students, the project was rated with 4.4 with a descriptive equivalence of
Very Satisfactory. This means that students found the forums as an
advantage or medium to discuss things related to their studies.
b. Blogs
found that the project has successfully met its objective of providing blogs
with a rate of 5.0 with a descriptive equivalence of Outstanding. This means
55
that the instructor found the significance of having blogs for users to publicly
express their ideas, information and others relevant to the subject. The
project received a rate of 4.4 with a descriptive equivalence of Very
Satisfactory from the students. This means that the students found the blog
as another way to express and share ideas with regards to a certain topic.
c. RSS Feeds
found that the project has successfully met its objective of providing RSS
Feeds with a rate of 5.0 with a descriptive equivalence of Outstanding from
the instructor. This means that the instructor have seen the purpose of
providing RSS Feeds that would serve as additional references for students.
A rate of 4.4 with a descriptive equivalence of Very Satisfactory was received
from students which mean that the students have recognized the placement
of RSS Feeds as an additional reference of topics related to the subject.
d. Provide SMS Notifications
Table 4.0 shows that the project has successfully met its objective of
providing SMS Notifications with a rate of 4.0 with a descriptive equivalence
of Very Satisfactory from the instructor. This means that the instructor was
able to send SMS notifications when an assignment or quiz is to be posted.
The project was rated by the students with 4.5 with a descriptive equivalence
of Outstanding. This means that the students have received SMS notifications
of quizzes, assignments and other updates from the system.
56
7. Provide a gradebook that will serve as storage of the results for quizzes
and assignments
Table 4.0 shows that the project successfully met its objective of
providing a gradebook, the instructor rated the project with 5.0 with a
descriptive equivalence of Outstanding which means that the instructor had
viewed and tracked the students’ individual performance. A rate of 4.6 with a
descriptive equivalence of Outstanding was received from the students. This
means that the students had viewed and tracked their own grades.
8. Allow access and storing of the system’s package on stand-alone
devices
Table 4.0 shows that the project successfully met its objective of
allowing access and storing of system’s package on stand-alone devices, the
project was rated with 5.0 from the instructor and 4.5 from the students with a
descriptive equivalence of Outstanding. This means that both of them have
found the essence of providing a stand-alone version of the project which can
be utilized with or without an internet connection.
To generalize the results presented above, when combining and analyzing
both students’ and teacher’s ratings, it was found that the project had almost
achieved all of its objectives with an overall mean of 4.5 with a descriptive
equivalence of Outstanding. This overall mean implied that the project had
achieved both the instructor’s and students’ satisfaction.
57
Chapter 6
CONCLUSION AND RECOMMENDATIONS
This chapter includes the conclusions which were drawn through the
analysis of the results gathered and discussed in the previous chapter. This also
contains some recommendations relative to the project.
Conclusion
After weeks of implementing the Learning Management System for IT14 –
Data Structures with File Organization, the students and the instructor were
asked to evaluate the functionalities of the project.
With the results gathered from the evaluation, the developers concluded
that the project had met all its objectives as proven by the results presented in
Chapter 5. The overall mean of 4.5 with a descriptive equivalence of Outstanding
further proved that the end-users were satisfied with the utilization of the project.
The developers also concluded that with the application and deployment
of the project, faster computation or checking of quizzes and assignments were
attained since the project was computerized.
Finally, the developers concluded that the project had served its purpose
of providing the instructor a supplemental tool for teaching and an additional aid
for the learning process of the students.
58
Recommendations
To achieve the utmost functionality and effectiveness of the system, the
following recommendations were drawn by the developers to address such
optimum use:
1. The Institute of Information Technology faculty must validate the
content of the project for a more reliable source.
2. The project must be integrated and utilized by the Institute of
Information Technology as a supplemental tool for teaching and
learning process of students.
3. Use a server with a higher specification specifically running Windows
2008 server or higher version with at least 32GB RAM and 100 mbps
constant internet connection to accommodate heavy network traffic;
and if possible, upgrade subscription to a more dedicated hosting.
4. Have an internet connection with a higher internet bandwidth of at
least 12 mbps to obtain better performance of the system.
5. Provide an optimum hardware requirements particularly the RAM
with at least 2 GB or higher to avoid lag while using the LMS.
6. Install recommended internet browsers (Google Chrome 33.0 or
higher versions and Mozilla Firefox 36.0 or higher versions) and other
necessary applications like Adobe Flash Player 10 or higher to avoid
erroneous graphical interfaces.
Furthermore, the students recommended that the developers must
consider the case-sensitivity of answers in the quizzes and assignments.
59
APPENDICES
APPENDIX A
LETTERS &
CERTIFICATIONS
APPENDIX B
Evaluation
Sheet Template
(Please refer to the soft-bounded evaluation sheets for
complete ratings of the respondents.)

APPENDIX C
Errors Found
APPENDIX D
Quantitative
Results of
Evaluation
Table 1.0 Quantitative Results of Assessment of the Learning Management System for IT14 - Data Structures with
File Organization by Instructor
Average
Instructor’ Descriptive
Assessment Description Weighted
s Rating Equivalence
Mean
1. Provide interactive lessons that will encourage students to learn beyond their
3 3 Satisfactory
capabilities
2. Provide video tutorials that will help enhance student’s learning skills. 3 3 Satisfactory
a. Uploading of assignments 5 5 Outstanding

b. Downloading of handouts, video tutorials and syllabus 5 5 Outstanding
4. Provide drills on lessons to test student’s comprehension of the topic 4 4 Very Satisfactory

a. Time-bounded 4 4 Very Satisfactory
b. Randomized 5 5 Outstanding
a. Forums 5 5 Outstanding
b. Blogs 5 5 Outstanding
c. RSS Feeds 5 5 Outstanding
d. SMS Notifications 4 4 Very Satisfactory
7. Provide a gradebook that will serve as storage of the results for quizzes and
5 5 Outstanding
assignments
8. Allow access and storing of the system’s package on stand-alone devices 5 5 Outstanding
Table 2.0 Quantitative Results of Assessment of the Learning Management System for IT14 - Data Structures with
File Organization by Students
Sub
Student Ratings
Assessment Description Total
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
1. Provide interactive lessons that will encourage

4 5 5 5 4 4 4 5 4 5 4 4 5 4 5 4 4 75
students to learn beyond their capabilities
2. Provide video tutorials that will help enhance

5 5 5 5 5 4 4 5 4 5 4 5 5 3 5 5 4 78
student’s learning skills.

a. Uploading of assignments 5 5 5 5 5 4 4 5 4 5 4 5 5 3 4 5 3 76
b. Downloading of handouts, video tutorials and
5 5 4 5 5 4 3 5 4 5 5 4 5 4 4 4 3 74
syllabus
4. Provide drills on lessons to test student’s
5 5 4 5 4 3 4 5 5 5 5 4 5 4 4 3 5 75
comprehension of the topic
a. Time-bounded 4 5 5 4 4 3 4 5 5 5 5 3 5 4 5 5 4 75
b. Randomized 4 5 4 4 4 4 4 5 5 5 4 4 5 3 4 5 5 74
a. Forums 4 5 4 4 4 4 4 5 4 5 4 3 5 3 4 4 4 70
b. Blogs 4 5 4 4 4 4 3 5 4 5 4 4 5 3 4 4 4 70
c. RSS Feeds 4 5 4 4 4 4 4 5 4 5 4 3 5 4 4 5 4 72
d. SMS Notifications 4 5 5 4 4 3 4 5 5 5 4 3 5 4 4 5 4 73
7. Provide a gradebook that will serve as storage of
4 5 5 5 5 4 4 5 5 5 5 4 5 3 4 5 4 77
the results for quizzes and assignments
8. Allow access and storing of the system’s package 4 5 5 5 5 3 5 5 3 5 5 4 5 3 4 5 3 74
on stand-alone devices
Sub
Student Ratings Tota
Assessment Description l
2 2 3
18 19 20 21 23 24 25 26 27 28 30 31 32 33
2 9 4
encourage students to learn beyond their 5 5 4 4 4 5 5 5 5 4 5 5 4 5 4 4 4 77
capabilities
2. Provide video tutorials that will help

5 5 4 4 4 5 5 5 4 4 5 5 4 5 4 5 5 78
enhance student’s learning skills.
5 4 4 5 4 5 5 5 4 5 5 5 4 4 4 5 5 78
4. Provide drills on lessons to test student’s
5 5 4 4 5 5 4 5 5 4 5 5 4 5 5 4 4 78
comprehension of the topic

a. Time-bounded 5 5 4 5 5 4 4 5 4 4 5 5 4 4 4 5 4 76
b. Randomized 5 4 4 5 5 4 4 5 3 4 5 5 4 5 4 5 5 76
a. Forums 5 4 4 5 4 4 5 5 4 4 5 5 4 5 5 4 4 76
b. Blogs 5 4 4 4 4 4 5 5 4 4 5 5 4 5 5 4 5 76
c. RSS Feeds 5 4 4 4 4 4 5 5 5 4 5 5 4 4 4 4 4 74
storage of the results for quizzes and 5 5 4 5 5 4 5 5 4 5 5 5 4 4 4 5 5 79
assignments
5 4 4 5 5 5 5 5 5 5 5 5 4 5 4 4 4 79
Sub
Student Ratings
Assessment Description Total
35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51
encourage students to learn beyond 5 5 5 5 5 4 5 5 5 5 4 4 4 4 5 5 4
79
their capabilities
2. Provide video tutorials that will help

5 5 5 5 5 4 4 5 5 5 5 5 5 4 4 5 5 81
enhance student’s learning skills.

5 4 5 5 4 5 5 4 5 5 5 4 5 4 4 4 4 77
4. Provide drills on lessons to test
5 4 5 5 5 5 4 5 5 4 5 5 5 5 5 5 5 82
student’s comprehension of the topic
a. Time-bounded 5 3 4 5 5 5 4 5 5 4 5 4 5 5 5 4 5 78
b. Randomized 5 4 5 5 5 4 5 4 5 5 5 5 5 5 4 4 5 80
a. Forums 5 4 5 5 4 5 4 5 5 5 4 4 4 5 5 5 5 79
b. Blogs 5 3 4 4 4 5 4 5 5 4 4 4 5 5 5 5 5 76
c. RSS Feeds 5 4 5 5 4 4 5 5 5 5 4 4 5 5 5 5 5 80
storage of the results for quizzes and 5 5 5 5 5 4 4 5 5 5 5 5 5 5 5 5 5 83
assignments
5 5 5 5 5 4 4 5 5 5 5 4 5 4 4 5 4 79
Sub
Assessment Description Student Ratings
Total
52 53 54 55 56 57 58 59 60 61 62 63 64
1. Provide interactive lessons that will encourage students to
5 5 5 5 5 4 4 5 5 5 5 4 5 62
learn beyond their capabilities
2. Provide video tutorials that will help enhance student’s
5 5 5 5 5 5 5 4 4 3 5 3 5 59
learning skills.

a. Uploading of assignments 5 4 5 5 5 5 4 4 4 4 5 3 4 57
b. Downloading of handouts, video tutorials and syllabus 5 4 5 5 5 5 4 5 4 5 5 4 4 60
4. Provide drills on lessons to test student’s comprehension of

5 5 5 5 5 5 5 5 3 4 5 3 5 60
the topic
a. Time-bounded 5 5 5 5 5 5 5 5 3 4 5 3 4 59
b. Randomized 5 5 5 5 5 5 5 4 4 4 5 4 4 60
a. Forums 5 4 5 5 5 5 4 4 3 3 5 4 5 57
b. Blogs 5 4 4 5 5 5 4 4 4 4 5 4 4 57
c. RSS Feeds 4 4 5 5 5 5 4 5 3 4 5 3 4 56
d. SMS Notifications 5 4 5 5 5 5 5 5 4 4 5 3 3 58
7. Provide a gradebook that will serve as storage of the

5 5 5 5 5 5 5 4 3 4 5 3 4 58
results for quizzes and assignments
8. Allow access and storing of the system’s package on stand-
4 5 3 5 5 5 5 5 4 5 5 4 3 58
alone devices
Student Average
Descriptive
Assessment Description s Total Weighted
Equivalence
Ratings Mean
1. Provide interactive lessons that will encourage students to learn beyond their
293 4.6 Outstanding
capabilities
2. Provide video tutorials that will help enhance student’s learning skills. 296 4.6 Outstanding

a. Uploading of assignments 286 4.5 Outstanding
b. Downloading of handouts, video tutorials and syllabus 289 4.5 Outstanding
4. Provide drills on lessons to test student’s comprehension of the topic 295 4.6 Outstanding

c. Time-bounded 288 4.5 Outstanding
d. Randomized 290 4.5 Outstanding
a. Forums 282 4.4 Very Satisfactory
b. Blogs 279 4.4 Very Satisfactory
c. RSS Feeds 282 4.4 Very Satisfactory
d. SMS Notifications 285 4.5 Outstanding
7. Provide a gradebook that will serve as storage of the results for quizzes and
297 4.6 Outstanding
assignments
8. Allow access and storing of the system’s package on stand-alone devices 290 4.5 Outstanding
APPENDIX E
SCREENSHOTS
A. ONLINE LMS
Figure A1. Landing Page
Figure A2. Log-in Page

Figure A3. Registration Page
Figure A4. Profile Page

Figure A5. My Home Page
Figure A6. Enrolment Key Page

Figure A7. Course Page
Figure A8. Lessons Page

Figure A9. Quiz Page
Figure A10. Quiz Result Page

Figure A11. Assignment Page
Figure A12. Videos Page

Figure A13. Downloadable Resources Page
Figure A14. Forums Page

Figure A15. Blogs Page
Figure A16. Groups Page

Figure A17. Glossary
Figure A18. SMS Notification

B. STAND-ALONE
LMS
Figure B1. Landing Page
Figure B2. Syllabus Page

Figure B3. System Menu
Figure B4. About Us Page

Figure B5. Lessons Page
Figure B6. Videos Page

Figure B7. Games Page
APPENDIX F
SAMPLE
REPORTS
Table 1.0 Quiz Information Report
Quiz name Quiz 1

IT14 - Data Structures with File
Course name
Organization
Open the quiz Sunday, 19 January 2014, 4:28 AM
Close the quiz Friday, 23 January 2015, 11:59 PM
Open for 1 year 4 days
Number of complete graded first
63
attempts
Total number of complete graded
63
attempts
Average grade of first attempts 83.33%
Average grade of all attempts 83.33%
Average grade of last attempts 83.33%
Average grade of highest graded
83.33%
attempts
Median grade (for highest graded
92.00%
attempt)
Standard deviation (for highest
18.16%
graded attempt)
Score distribution skewness (for
-1.2815
highest graded attempt)
Score distribution kurtosis (for
1.1707
highest graded attempt)
Coefficient of internal consistency
70.38%
(for highest graded attempt)
Error ratio (for highest graded
54.42%
attempt)
Standard error (for highest graded
9.88%
attempt)
Name Email address Attempt Started on Last accessed on Score
22 January 2015, 12:55

Monaliza Donaire monaliza.donaire@dnsc.edu.ph 1 22 January 2015, 1:14 AM 1
AM
20 January 2015, 10:25
Osias Dandoy osiasjr.dandoy@dnsc.edu.ph 1 20 January 2015, 11:20 PM 1
PM
21 January 2015, 10:46
Gladys Devilleres gladysdevilleres@gmail.com 1 21 January 2015, 10:47 PM 1
PM
22 January 2015, 2:35
jerald cayudong jerald_cayudong@yahoo.com 1 22 January 2015, 2:35 AM 0
AM
22 January 2015, 2:35
Francis Atog gotasicnarf@gmail.com 1 22 January 2015, 2:35 AM 0
AM
Catherine Nina Hope 22 January 2015, 4:09
kittymingming19@gmail.com 1 22 January 2015, 4:10 AM 1
Labanon AM
22 January 2015, 5:25
Adrelyn Lomosbog adrelyn.lomosbog@dnsc.edu.ph 1 22 January 2015, 5:54 AM 1
AM
22 January 2015, 5:35
Marinie Cua marinie.cua@dnsc.edu.ph 1 22 January 2015, 5:48 AM 1
AM
22 January 2015, 6:54
kristine raz razkristine8@gmail.com 1 22 January 2015, 6:56 AM 1
AM
22 January 2015, 8:12
Ronillo Aňana ronistar06@yahoo.com 1 22 January 2015, 8:12 PM 0
PM
23 January 2015, 1:59
jiezel manlangit manlangitjie9@gmail.com 1 23 January 2015, 2:01 AM 1
AM
23 January 2015, 1:59
Reylen Virtudazo reylen.virtudazo@dnsc.edu.ph 1 23 January 2015, 2:01 AM 1
AM
23 January 2015, 2:06
chila loque chila.loque@dnsc.edu.ph 1 23 January 2015, 2:06 AM 0
AM
Table 2.0 Lesson View Attempts Report
Random
Question Question Facility Standard Intended Effective Discrimination Discriminative
Q# Attempts Guess
Type Name Index Deviation Weight Weight Index Efficiency
Score
Multiple Multiple
1 63 82.54% 38.27% 25.00% 8.00% 9.91% 36.70% 45.18%
choice Choices
True or
2 True/False 63 80.95% 39.58% 50.00% 8.00% 10.66% 43.26% 51.98%
False
Matching
3 Matching 63 77.14% 34.80% 16.67% 16.00% 16.10% 53.71% 57.78%
Type
Short Short
4 63 87.30% 33.56% 0.00% 8.00% 10.28% 51.93% 66.91%
answer Answer
Drag-and-
5 Drop Selection 63 83.17% 27.64% 16.67% 20.00% 14.79% 38.27% 40.33%
Matching
Drag and
Drag and
6 drop into 63 90.48% 29.59% 20.00% 4.00% 6.48% 51.48% 69.44%
Drop
text
Multiple Multiple
7 63 79.05% 25.25% 20.00% 13.90% 38.09% 41.46%
choice Choice
True or
8 True/False 63 88.89% 31.68% 50.00% 4.00% 6.02% 39.54% 51.35%
False
Select Select the
9 missing missing 63 92.06% 27.25% 20.00% 4.00% 3.83% 15.50% 21.63%
words word
Short Fill in the
10 63 95.24% 21.47% 0.00% 8.00% 8.03% 52.77% 90.96%
answer Blank
Table 3.0 Quiz Structure Analysis Report
Table 4.0 Quiz Results

Quiz: Quiz: Quiz: Quiz:
Cours
First name Surname Email address Quiz Quiz Quiz Quiz
e total
1 2 3 4
Araque Abatas abatasaraque@gmail.com 6.8 - - - 27.2
anthony acojedo anthonyacojedo5@gmail.com 11.8 20 19.67 17 76.07
Administrat
Admin markjhonoxillo@yahoo.com - - - - 66.67
or
Luige Agrabio lordkind990@yahoo.com 23 20 21.33 20 93.7
arjay alviso arjayalviso@yahoo.com 23 20 21.33 14.67 87.91
Ronillo Aňana ronistar06@yahoo.com 20 20 21.33 20 89.38
antipuestokatryn25@gmail.co
Katryn Antipuesto - - - - -
m
Francis Atog gotasicnarf@gmail.com 23 20 23.33 20 94.87
Zeuscamillebacang@gmail.co
Camille Bacang 15.2 - - - 60.8
m
densimeh.balaba@dnsc.edu.p
Densimeh Balaba 8 - - - 32
h
JCarlef Balacuit jcarlef.balacuit@gmail.com 25 20 23.33 20 98.15
maryanne.basuel@dnsc.edu.p
Mary Anne Basuel 25 20 23.33 20 98.15
h
rayjen.bungabong@dnsc.edu.
Rayjen Bungabong 24 20 23.33 20 97.04
ph
Eugene Calvo eugene.calvo@dnsc.edu.ph 25 20 21.33 19 94.81
SylviaMarie Canete sylviamariecanete@gmail.com 21.8 18 19.67 18 86.07
Meriel Rose
Cantoja skylergarfield@gmail.com 19.8 17 - - 81.78
Carl
Ginalyn Castro castroginalyn96@gmail.com 23 18 19.67 18 87.41
catbaganalbert072096@gmail.
albert catbagan 19.8 - - - 79.2
com
jerald cayudong jerald_cayudong@yahoo.com 25 18 21.33 20 92.67
Sameliza Joy Cero csamelizajoy@gmail.com 25 18 19.67 18 89.63
Carmelito A. Cosmod Jr. jhunnex.amizola@gmail.com 20.4 17 14.67 15.67 75.26
Marinie Cua marinie.cua@dnsc.edu.ph 25 20 21.33 - 94.91
ledelyn.daguimol@dnsc.edu.p
ledelyn daguimol 23 20 21.33 15.67 88.89
h
Osias Dandoy osiasjr.dandoy@dnsc.edu.ph 25 20 20.33 20 94.87
Felix Delfuso delfusofelix@yahoo.com - - - - -
Gladys Devilleres gladysdevilleres@gmail.com 18.6 10 5.67 - 49.67
monaliza.donaire@dnsc.edu.p
Monaliza Donaire 17 18 21.33 19 82.97
h
kirbyshayne.dumanon@yahoo.
Kirby Shayne Dumanon 25 20 0 18 70
com
Iris Maureen Gesta maureen14gesta@gmail.com 23 20 23.33 18 93.7
Iris Maureen Gesta II juvia.zoldyck@gmail.com - - - - -
Glenn Gumatay glennofficial@gmail.com 20 20 19.67 - 85.24
Richard Jandayan richard.jandayan@dnsc.edu.ph 24 20 23.33 20 97.04
janica janica janicaalta@gmail.com 19.4 20 18.67 18 84.52
jhon Jimenez noturningback8@gmail.com 10.8 - - - 43.2
Catherine
Labanon kittymingming19@gmail.com 12.8 - - - 53.08
Nina Hope
Richelle Lacdaying richellelacdaying@gmail.com 24 20 23.33 20 97.04
Sophia Rose sophiarose.lamamigo@gmail.c
Lamamigo 21 18 18.33 15.33 80.74
B. om
MaryAnn Lanugon meann.cianne@gmail.com 18.8 8 15 11.67 58.75
liza laurente liza.laurente@dnsc.edu.ph 17.8 17 15.67 16 73.85
Angeli Lecera angelilecera@gmail.com 25 20 21.33 20 95.93
adrelyn.lomosbog@dnsc.edu.p
Adrelyn Lomosbog - 20 21.33 18 91.54
h
chila loque chila.loque@dnsc.edu.ph 23 20 19.33 20 90.48
mactard.madronero@dnsc.edu
mactard madronero 25 20 21.33 20 95.93
.ph
jiezel manlangit manlangitjie9@gmail.com 23 20 19.33 20 91.58
Hannah Meniano hennacraeg01@gmail.com 25 20 21.33 19 94.81
Grace
Rhonnajane.morala@dnsc.edu
Rhonna Jane Morala 16.4 20 17.67 20 82.3
.ph
Charity Mae Octaviano cute.cmo22@gmail.com 18 20 21.33 20 88.15
Kram Ollixo kramollixo@gmail.com 16.2 13 13.33 17 66.15
marian otong marian.otong@dnsc.edu.ph 25 18 21.33 20 93.7
Judy ann Palomar japalomar46@gmail.com 25 20 21.33 20 95.93
Felizardo Pandili Jr felpandili@gmail.com 17.2 14 17.67 19 75.41
Reynield Pantalita pantalitareynield@gmail.com 19.8 19 - - 86.22
Hazel Chin Quijada chinbabe1@gmail.com 24 20 21.67 18 92.96
Lirio Kate Ragadio liriokater07@gmail.com - - - - -
Sherlyn Raut-traut sherlynraut2@gmail.com 15.4 18 14.67 14 68.96
kristine raz razkristine8@gmail.com 16 20 21.33 20 86.23
Sandy Sepe sandycabrerasepe@gmail.com 21 20 18 18 85.56
Jimmy Serado jimmyserado@gmail.com - - - - -
jochelle siga jochelle.siga@yahoo.com 19.8 20 10.67 - 72.1
jochelle siga jochelle2796@gmail.com 25 - - - 100
Jayson Gray Sombrio jayson111@ymail.com 24 18 21.33 19.67 92.22
Sonnie Kirk Sombrio sonniewayan@yahoo.com 22 20 21.33 20 92.59
fatima sugandi fatsugandi30@gmail.com 21 9 21.33 15.67 74.44
Jamille Tinaco jamille_153@yahoo.com 23 20 21.33 20 93.7
ezrawinfrey.tomesa@dnsc.edu
Ezra Winfrey Tomesa 25 20 23.33 20 98.15
.ph
benjie tumon benjie.tumon@dnsc.edu.ph 23 20 23.33 20 95.93
Julie Jean Urot juliejean.urot@dnsc.edu.ph 25 20 21.33 20 95.93
Student User student@gmail.com - - - - 88.56
Herbert Verdida Hjverdida@gmail.com 23 20 21.33 18 91.48
Reylen Virtudazo reylen.virtudazo@dnsc.edu.ph 25 20 21.33 19 94.87
Figure 1. Statistics For Question Positions
APPENDIX G
REFERENCES
References
Adobe Captivate. (2014). Adobe Systems Incorporated. Retrieved from
http://www.adobe.com/product/ captivate /features.html on January 18,
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CURRICULUM
VITAE
MARY GRACE DUQUE ANTHONY
Prk. 4 District 4, Tanglaw, Braulio E. Dujali
Email Address: bloomgrace22@gmail.com
Contact No.: 0930-257-2090
PERSONAL INFORMATION
Age : 20 years old Weight : 45 kgs.
Gender : Female Height : 5’4”
Date of Birth : July 22, 1995 Civil Status : Single
Place of Birth : Agusan del Sur Religion: Roman Catholic
EDUCATIONAL BACKGROUND
Elementary : Tanglaw Elementary School

2001-2007
Tanglaw, Braulio E. Dujali
Secondary : Tanglaw National High School

2007-2011
Tanglaw, Braulio E. Dujali
Tertiary : Davao del Norte State College

2011-2015
AFFILIATIONS
Name of Organization Position Period of Attendance
PSITS-XI (Phil. Society of IT Students-XI) Member 2014-2015

SOSPI (Society of Scholars Perpetua Inc.) Member 2011-2015
ITS (Information Technology Society) Representative 2011-2015
INTERNSHIP
Municipal Budget Office - Municipality of Carmen - Carmen, Davao del Norte

GINALYN ALMENDRAS BONJOC
New Visayas, Panabo City, Davao del Norte, 8105
Email Address: bonjoc.ginalyn@gmail.com
Contact No.: 0930-694-8114
Date of Birth : October 1, 1991 Civil Status : Single
Place of Birth : New Visayas, Panabo City Religion: Roman Catholic
Elementary : New Visayas Elementary School

1998-2004
Maduao, Panabo City
Secondary : Panabo National High School

2004-2008
Panabo City

2011-2015
AFFILIATIONS

ITS (Information Technology Society) Member 2011-2015
INTERNSHIP
Bureau of Internal Revenue - J.P. Laurel, Panabo City

JULIETTA SENTINO GUTIERREZ
Prk 15 Panaghiusa, San Isidro, Tagum City
Email Address: juliettagutierrez14@gmail.com
Contact No.: 0916-926-0473
Date of Birth : April 14, 1994 Civil Status : Single
Place of Birth : Tagbilaran City, Bohol Religion: Roman Catholic
Elementary : Odell Elementary School

2001-2007
Madaum, Tagum City
Secondary : Jose Tuazon Memorial National High School

2007-2011
Madaum, Tagum City

2011-2015
AFFILIATIONS

INTERNSHIP
Municipal Accounting Office - Municipality of Carmen - Carmen, Davao del Norte

LEIZEL MONTEROYO NOVICIO
Prk. 5 Tagpore, Panabo City, Davao del Norte, 8105
Email Address: leizelnovicio@gmail.com
Contact No.: 0910-345-1609
Date of Birth : August 12, 1990 Civil Status : Single
Place of Birth : Bunawan, Davao City Religion: Roman Catholic
Elementary : Tagpore Elementary School

1996-2002
Tagpore, Panabo City
Secondary : A.L. Navarro National High School

2002-2006
Lasang, Davao City

2011-2015
AFFILIATIONS
PSITS-XI (Phil. Society of IT Students) Member 2014-2015

INTERNSHIP
Bureau of Internal Revenue - J.P. Laurel, Panabo City

MARK JHON CARDOZA OXILLO
Prk. 4, Maduao, Panabo City, Davao del Norte 8105
Email Address: markjhonoxillo@gmail.com
Contact No.: 0948-694-3562
Gender : Male Height : 5’6”
Date of Birth : October 16, 1994 Civil Status : Single
Place of Birth : Brgy. 23-C, Davao City Religion: Roman Catholic
Elementary : Narciso B. Galapin Elementary School

2001-2007
Maduao, Panabo City
Secondary : A.L. Navarro National High School

2007-2011
Lasang, Davao City

2011-2015
AFFILIATIONS
PSITS-XI (Phil. Society of IT Students) Member 2014-2015

SOSPI (Society of Scholars Perpetual Inc.) Member 2011-2015
INTERNSHIP
IIT Department - Davao del Norte State College - New Visayas, Panabo City

Learning Management System For It14 - Data Structures With File Organization of Davao Del Norte State College

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LEARNING MANAGEMENT SYSTEM FOR IT14 – DATA STRUCTURES WITH

FILE ORGANIZATION OF DAVAO DEL NORTE STATE COLLEGE

A Capstone Project Presented to the Faculty of the

In partial fulfillment for the degree

MARY GRACE D. ANTHONY

MARK JHON C. OXILLO

strength, courage and a positive mind-set He gave to the developers in facing

and unconditional love they gave to the developers spiritually, financially,

physically, and emotionally.

he transferred, To Sir Ian Val P. Delos Reyes who served as adviser in

replacement to Sir Ponsica, for the guidance, encouragement, inspiration and

support he gave to the developers.

To Ma’am Jezrelle M. Larubes, as the chairman of the panelist, Dr. Ariel O

support and assistance to turn this project into reality.

To Ma’am Precy A. Tagaro who served as the grammarian of the project’s

documentation which were carefully checked and edited.

bonding and sleepless nights they have shared, encouragement, inspiration,

being with them to complete this project.

TITLE PAGE ………………………………………………………………………. i

APPROVAL SHEET ……………………………………………………………… ii

ACKNOWLEDGEMENT ………………………………………………………… iii

LIST OF FIGURES ……………………………………………………………… vii

LIST OF TABLES ………………………………………………………………... viii

Background of the Project …………………………………………………1

General Objectives …………………………………………………………3

Specific Objectives ……………………………………………………….. 3

Significance of the Project …………………………………………......... 4

Scope and Limitation of the Project …………………………………….. 5

Operational Definition of Terms …………………………………………. 6

CHAPTER 2 – REVIEW OF RELATED LITERATURE AND WORKS

Related Literature …………………………………………………………. 8

Related Works ……………………………………………………………. 13

Synthesis of the Study …………………………………………………... 19

Systems Planning ………………………………………………………… 20

Systems Analysis ………………………………………………………… 20

Coding and Testing ……………………………………………………….. 21

Systems Implementation …………………………………………………. 22

Systems Maintenance ……………………………………………………. 22

CHAPTER 4 – TECHNOLOGICAL BACKGROUND

Context Flow Diagram ……………………………………………………. 23

Data Flow Diagram …………………………………………………………25

Entity Relationship Diagram …………………………………………….... 27

Data Dictionary …………………………………………………………….. 28

Technologies Applied ………………………………………………………40

CHAPTER 5 – RESULTS AND DISCUSSIONS ………………………………..49

CHAPTER 6 – CONCLUSION AND RECOMMENDATIONS

Appendix A – Letters and Certifications

Appendix B – Evaluation Sheet Template

Appendix C - Errors Found

Appendix D – Quantitative Results of Evaluation

Appendix F – Sample Reports

Figure 1. A Cognitive Theory of Multimedia Learning ………………………… 10

Figure 2. User Interface of Materials in Focus ………………………………… 14

Figure 3. Main View of Java Learning Machine (JLM) Platform ……………. 15

Figure 4. SMS Notification Feature of Edmodo ………………………………. 16

Figure 5. University of Alberta’s: CMPUT 102 – Structural

Programming and Data Structures …………………………………. 17

Figure 6. Context Flow Diagram ………………………………………………... 24

Figure 7. Data Flow Diagram …………………………………………………… 26

Figure 8. Entity Relationship Diagram …………………………………………. 27

Figure 9. Adobe Photoshop CS5 Environment ……………………………….. 40

Figure 10. Adobe Captivate 7 Environment……………………………………. 41

Figure 11. Moodle ………………………………………………………………… 43