DISTANCE LEARNING DEVELOPMENT OF GARDENING ORNAMENTAL

PLANTS FINDER

AN UNDERGRADUATE RESEARCH PROJECT

Presented to the Faculty of College of Arts, Science, and Technology

OCCIDENTAL MINDORO STATE COLLEGE
Mamburao Campus

In Partial Fulfilment of the requirements for the Degree

BACHELOR OF SCIENCE IN INFORMATION TECHNOLOGY

PETER PAUL S. ALFARO

ROSALIE D. MALAPOTE
JOINAS D. LEGASPI
JOHN ERICK QUILOAN
MARIA ERIKA ESTRILLA FRANCIS

June 2021
 CHAPTER I
BACKGROUND OF THE STUDY

Introduction

Learning technology is an umbrella term that describes communication,

information and technological tools used to enhance learning, teaching and assessment.

This may involve computer-based learning or multimedia materials used to supplement

in-class activities. Key categories of learning technology tools include tutorials,

simulations, productivity tools, communication tools; such as email and more. Tutorials

teach new concepts in a structured format where simulations model an experiment or

scenario (Asimwe, 2020). Learning delivery modality where learning takes place between

the teacher and the learners who are geographically remote from each other during

instruction. This modality has three types: Modular Distance Learning (MDL), Online

Distance Learning (ODL), and TV/Radio-Based Instruction.

Features the teacher as facilitator, engaging learners’ active participation using

various technologies accessed through the internet while they are geographically remote

from each other during instruction. The internet is used to facilitate learner-teacher and

peer-to-peer communication. Online learning allows live synchronous instruction. It

requires participants to have good and stable internet connection. It is more interactive

than the other types of distance learning. The responses are real-time. The learners may

download materials from the internet, complete and submit assignments online, attend

webinars and virtual classes. This is practiced effectively by using a Learning

Management System or related technologies like using some educational application

(DepEd, 2021). Due to pandemic, most students want to use some application that will
not require an internet connection, so they can easily access or able to learn and adapt

some knowledge on what they should learn. Distance learning modality is most viable for

independent learners, and learners supported by periodic supervision of parents or

guardian.

The researchers will create an offline application like gardening ornamental plants

application, which will be a big help for the teachers especially to the students who will

adapt more knowledge on some types of ornamental plants even without the internet

connection. Wherever the students and teachers are, they can easily access the application

that will add some information about different types of gardening ornamental plants.

Kelly (2014), stated to give some importance of plants in every aspect of our lives,

humans study plants to understand processes that are critical to their own survival and to

the health of the planet. It serves as a guide to better understand the evolution of plants

and its distinction.

Objectives

The study aims to develop an alternative way to give some information with

regards to gardening of ornamental plants using application. Specifically, the study aims:

1. To develop a mobile application with the following features:

a. Classifies the gardening ornamental plants with its characteristics, the disease

occurs and the solution that may be applied;

b. Serves as a dictionary of ornamental plants;

c. Gives additional information on how to care the ornamental plants;

2. To create an application using the following software:

a. Android Studio for coding and Android Emulator

 b. Adobe Photoshop CC for enhancing the design;

3. Test and improve the application.

4. To evaluate the performance of the mobile application based on ISO 25010 with the

following criteria: Functionality, Performance, Content, Compatibility, Usability, and

Security.

Significance of the Study

This study is significant to the following:

Academe. This application will help the students and the teachers to easily

classifies the ornamental plants in gardening and agriculture concepts as well as several

educational tool, including personal and social responsibility.

Consumers. This application may help the consumer to acquire additional

knowledge about gardening of ornamental plants.

Gardeners. This application may help the gardeners to know every plant, pest

detection, and to know the correct plantation of a tree or plant, this plant app can do

wonders in increasing their knowledge. You may also develop a gardening app that gives

tips and techniques about gardening along with plant identification.

Farmers. To know about the seeds, plants, trees, pests on leaves, different leaves

every small detail by such plant finder mobile app development.

Future Researchers. This application will help the future researcher to improve

their study. It will serve as a lead for their research.

Conceptual Framework of the Study

The input requirements, processes, and output will show in Figure 1. Knowledge,

software, and hardware requirements are the building blocks that will help the researchers

to better understand their study. The process includes data gathering, analysis, design,

coding, testing and improvement, finalization and maintenance. These processes will

serve as a guide of the proponents in developing the Gardening Ornamental Plant (O-

Plants) Identifier mobile application.

Input Output Process

I. Knowledge requirements Interactive Model: DISTANCE

a. Ornamental Plants LEARNING
b. Mobile System Design
DEVELOPMENT
Application Implementation OF GARDENING
c. Mobile ORNAMENTAL
Application Testing and Evaluation PLANTS FINDER
Development Finalization
d. Mobile
Application as an
Educational Tool
e. User Interface
f. ISO/IEC 25010

II. Software requirements

a. Android Studio
b. Adobe Photoshop

III. Hardware requirements

a. Laptop/Desktop
Computer
b. Android Mobile
Phone
Fig. 1. Research Paradigm of Gardening O-Plants Finder.

Scope and Limitations of the Study

 This study will focus on the design, implementation, testing and evaluation, and

finalization of the Gardening O-Plants Finder mobile application. The application

provides a brief description about gardening of O-Plants which will be used by the three

sections in Grade 4 students which composed of 20 students per section which sum up of

60 students and one E.P.P. teacher in Grade 4 level at Paluan Elementary School in

Paluan, Occidental Mindoro.

The application will show the different kinds of O-Plants, the scientific name of

it, as well as some tips on taking care of the O-Plants. It will test on any android mobile

phones as offline.

Operational Definition of Terms

For a better understanding, operational definition of terms defines the technical

terms according to how it is used in the study.

Ornamental Plants. This is the highlight of the study which they can find it with

this application. Ornamental plants which primarily grown for its beauty either for

screening, accent, specimen, color or aesthetic reasons.

Mobile Application Development. This is the software tool for smartphones and

digital assistants, most commonly for Android and iOS that can be use in searching for

ornamental plants.

Adobe Photoshop. It is software used in editing, cropping, modifying, and

resizing application images of the ornamental plants.

Laptop/Desktop Computer. It is one of the hardware requirements used for

developing the application.

 Android Phone. It is a portable device used to test the functionality of the

application.

System design. It is the process of creating the layout of the application and its

logical flow.

Coding. It is the actual process of developing the system by using the knowledge,

hardware and software requirements.

Testing and evaluation. It is the process of assessing the system’s performance

based on the given criteria.

Gardening Ornamental Plants Finder. It finds gardening ornamental plants. It

serves as dictionary related to plant. Each word contains with their description. Search

option is also available. It is user friendly kind of dictionary.

 CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and studies done locally or in other

countries that researchers found relevant in strengthening the topic they choose to

undertake. This literature and studies provide insights to the researchers to further

understand the background of the study. This chapter intends to review the available

literature in order to gain an understanding in using the mobile application as an

educational tool.

Mobile Learning Application

The learning and teaching environments of the twenty first century is changing

very fast due to unprecedented opportunities advancement of information and

communication technologies have created for education. After around half a century of

integrating computers into instruction, the rapid evolution of mobile devices is opening a

whole world of new learning experiences with technology. Mobile learning is a type of

learning that takes place with the help of mobile devices (Kukulska-Hulme & Shield,

2018) and simply means learning anywhere and at any time. While at the beginning,

mobile learning focused on the role of mobile technologies and devices in education, in

the recent years mobile learning is characterized with the mobility of the user and the

informal learning that happens out of the classroom (Sharples, 2016). In this case, any

portable and palmtop devices such as portable media player devices, tablets, and mobile

phones contribute to mobile learning. From among the portable technological tools,

mobile phones are the most commonly used devices for learning (Pęcherzewska & Knots,

2017) and due to their portability and accessibility many scholars now consider using
them in the educational settings for learning and teaching purposes (Tayebinik & Puteh,

2012).

Research shows that mobile phones can be used to leverage instruction

(Roschelle, 2012), empower place-based learning (Squire, Jan, & Mathews, 2007), and

amplify learning (Squire & Dikkers, 2012). Mobile learning has certain benefits for

language classes as well and allows language teachers to offer access to authentic

content, communicative language practice, and task completion (Chinnery, 2016). While

the effect of some mobile phone affordances such as Short Message Service (SMS),

voice-messaging, cameras, video-recording and Internet access have spawned studies

(Jee, 2011), “few studies have investigated students’ personal use of mobile apps for

learning and the learning benefits” (Steel, 2012). The purpose of the current study thus is

probing into the effect of using mobile dictionaries on lower-intermediate EFL learners’

language learning in contrast to using printed dictionaries.

Mobile learning can be defined as “any educational provision where the sole or

dominant technologies are handheld or palmtop devices” (Traxler, 2015). A mobile

device is “any device that is small, autonomous and unobtrusive enough to accompany us

in every moment” (Trifanova & Ronchetti, 2013). In accordance with the developmental

history of mobile learning (Sharples, 2016) three aspects can be specified for this type of

learning (El-Hussein & Cronje, 2010): mobility of technology, mobility of learning, and

mobility of learner.

Mobility of technology focuses on examining the possibility of using portable and

wireless devices such as mobile phones, laptops, and tablets for educational purposes.

The focus of mobility on learning is on the extensive use of mobile devices for learning
outside the classroom. The third aspect focuses on “the mobility of the learner, the design

or the appropriation of learning spaces and on informal learning and lifelong learning”

(Pachler, Bachmair, & Cook, 2010). From among the devices that can be used for mobile

learning, mobile phones have gained more attention due to their ubiquity among the

youth at schools and universities, and their applications in education.

Research on using mobile phones in education shows that students consider

mobile phones as useful learning tools; using mobile phones can amplify students’

personal and academic interest; and they help students learn school subjects better

(Squire & Dikkers, 2012).

Mobile Assisted Language Learning (MALL) is any type of language learning

that takes place with the help of portable devices. “MALL differs from computer-assisted

language learning in its use of personal, portable devices that enable new ways of

learning, emphasizing continuity or spontaneity of access and interaction across different

contexts of use” (Kukulska-Hulme & Shield, 2018).

Mobile devices are effective tools for language learning in general terms

(Pemberton, & Griffiths, 2017), have positive effect on the development of language

skills (Chang & Hsu, 2011), heighten learners’ language learning attitudes and

motivation (Lin, 2012), and support learner interaction, collaboration, and the co-

construction of knowledge (Joseph & Uther, 2011).

The impact of MALL on language learning can be argued from both theoretical

and research-based stands. Theoretically, it is suggested that MALL “addresses many of

the major challenges of Second Language Acquisition (SLA), such as comprehensible

input or “i+1” (Krashen, 2018), the interaction hypothesis (Long, 2016),

corrective/facilitative feedback (Inagaki, & Ortega, 2018), and learner autonomy

(Benson, 2011). Empirical studies also show that MALL influences language learners’

vocabulary learning (Ogata, Yin, El-Bishouty, & Yano, 2010), promotes learner-learner

interaction (Dias, 2012), increases students’ communicative competence and language

learning motivation (Cooney & Keogh, 2017), and promotes peer-assisted language

learning (Lan, Sung, & Chang, 2017).

Research on MALL has mainly focused on teacher-led mobile learning and

students’ own use of mobile apps and the role of mobile apps in their learning have been

taken for granted in the literature (Dheng, 2015). Language learners use these apps quite

frequently due to their “availability, convenience and low cost”. Mobile apps include a

variety of applications that help language learners to manage their time of studying more

efficiently. One mobile application that is extensively used by students is mobile

dictionaries. Advantages such as performing search; having a greater number of words,

phrases, collocations, idioms, synonyms and antonyms; playing pronunciation of words;

and showing images and videos related to the word’s meaning can make mobile

dictionaries a better choice instead of compact phrasebook or printed dictionaries among

language learners (Aslan, 2016). Despite the popularity of mobile dictionaries among

students, research on the effect of this app on language learning is still scarce.

However, the innovative finding of this study is related to using mobile

dictionaries in language classes and the learning that is extended to environments out of

the classroom, into everyday activities, and learning anywhere at any times (Burston,

2010) with the help of one mobile app. “Mobile apps offer a wide range of learning tools

to students that can be downloaded to their mobile devices and used productively at
opportune times in a variety of settings and on-the-go”. In case of language learning this

feature of mobile learning is a more practical help, as “extending language learning

outside of classroom time, especially where in-class language practice time is limited, is

essential to language acquisition” (Kennedy & Levy, 2019). Moreover, as foreign

language learning needs frequent informal practice, mobile phones provide ample

opportunities for learners to have continuous connection with the target language.

Among mobile apps, using dictionaries is highly regarded by students because

using mobile dictionaries is time efficient and help language learners acquire vocabulary.

The affordances that are included in mobile dictionaries such as visual media (images,

graphics), audio media (pronunciation), multimedia, and searching can also be the reason

of better learning when students use mobile dictionaries (Baecker, 2012).

Gardening Ornamental Plants Finder

Mobile applications contribute to project-based learning, problem-based learning,

and other integrated practical activities, to develop students' ability to communicate,

solve problems, innovation and innovation ability. Huang (2010), developed a Mobile

Plant Learning System (MPLS) based on the pad, which provides outdoor experience to

recognize plant and learn botany knowledge in the primary school curriculum. MPLS

belongs to the framework based expert system, in which stored many plant leaf

characteristics and detailed examples of information. Through the comparison between

pre-test and post-test in the experimental group, it was found that through MPLS

learning, students' ability of plant recognition was improved obviously, and the outdoor

learning method was more popular. Mobile applications based on interactive concept

maps are also applied in middle school biology learning. Research shows that instant
feedback of mobile application learning method is conducive to improve students' interest

in learning and outdoor biological science teaching effect (Shengyi, 2015). The practical

teaching system of campus plant scene teaching is designed (Xu, 2015), which includes

pre-class learning and outdoor experiential learning in class and teaching feedback

underclass. Compared with the traditional classroom knowledge teaching, outdoor

experiential learning is more helpful to improve students' interest in scientific knowledge

and knowledge of plant knowledge. The gardening ornamental plants finder can promote

the application of mobile plant identification, plant information help learners to quickly

complete plant identification, and learn more knowledge about plant characteristics.

With the popularity of smartphones and the development of mobile internet,

mobile learning has become a new field of expert system in educational application (Fu

and Li, 2010). Biology learning in middle school is the basic stage, and knowledge about

plant is one of its components. The plant finder is the key to biology learning, need more

information to carry out the application.

With the development of science, now the identification of plant can be roughly

divided into three categories (Chen et al., 2014), artificial identification method, assisted

artificial identification method and automatic identification method. Artificial

identification method refers to the plant characteristics of knowledge investigation form

of learning, such as flora and botany etc. Corresponding to the actual life, plant

identification is divided into a visual method, smell method, somatosensory method. The

method requires experts to master a wide variety of plant characteristics knowledge.

Experts in the field can quickly identify plants through this method, while middle school

students are not competent. Assisted artificial identification method id using the existing
data in physical or chemical methods to help people identify, such as simple tools,

microscopy, spectroscopy, thermal spectroscopy and other high-precision methods.

However, this method is not suitable for ordinary biology classroom or outdoor

experiential teaching. Automatic identification method is using automatic identification

system based on computer vision to observe leaf characteristics. Computer vision

technology can automatic complete plant leaf image processing and feature extraction

and classification of plants. While this method is time-consuming, cannot provide instant

feedback on mobile learning.

 CHAPTER III
METHODOLOGY
This chapter presents the project design, project development model, operational

and testing procedures, and the evaluation procedure of the study.

Project Design

The structure of the application is shown in Figure 2. Loading shows when the

user runs the application. The application contains of three (3) menus namely: Home,

Search and Setting. When you click the “Home” menu, it displays the different types of

ornamental plants. The “Search” contains a text field in which the inputted word/s will

fetch and show the results. The “Setting” includes the music to adjust the volume or to

turn it on/off.
 MAIN PAGE

PLANTS
CHALLENGE

LIST OF ORNAMENTAL
PLANTS EASY

TYPES OF PLANTS MEDIUM

DESCRIPTION

CHARACTERISTICS HARD

PESTS AND DISEASES

CONDITION REQUIREMENT

TOXIC TO HUMAN

PHOTO ALBUM

CARE GUIDE

USES

Fig. 2. Hierarchical diagram of Gardening O-Plants Finder.

Project Development

The study used Iterative model in its project development process. It consists of

the following steps: Initial planning, Planning, Requirement, design, and testing and

evaluation, deployment.
 Initial Planning. The development started from gathering necessary data to

identify the problems and come with the objectives.

Planning. In designing the system, the study used hierarchical diagram and

storyboard to visualize the flow of process. For interface of application, the researchers

used multimedia application to create storyboard.

Implementation. This phase executed the application to use by users.

Testing and Evaluation. This phase tested and rated the performance of the

system using the given criteria for judging system.

System maintenance. The performance of the application will be monitored to

know and apply the latest updates required to use the application.
Operational and Testing Procedures

The following are the operational and testing procedures used in the study:

Operational procedures:

1. Tap the icon of o-Plants in mobile phone. It will appear the main page of the

application. There are two (2) Options: Ornamental Plants and Challenges

2. When they click the Ornamental plants the list of plants will show.

3. Select one type of plant to see the description, characteristics, pests and

diseases, condition requirement, and toxic to human.

 4. There is another option in the application. It is the photo album of the plants.

5. Another option is the care guide where they can see some guide on how to

take care the plants.

6. Uses of plants also included in the application to give the user an information

about what, how, when, where to use the plants.

7. On the other side, there is also an option of challenges which considered as a

quiz, where the user will able to answer the following questions according to

its level of challenge: the easy, medium, and hard.

Testing procedures:

1. Test the functionality and flexibility using the different Android Version such as

Oreo, Pie, Android 10, and Android 11.

2. Test the system in various screen resolution of at least 1080x1920, 480x800,

720x1280.

3. Test the functionality with API level 26-30.

Evaluation procedure:

The following are the procedures used to evaluate the Mobile-Based Application

about o-Plants.

1. Preliminary Evaluation

a. A preliminary evaluation by the developer in the expected output has been

conducted.

2. Project demonstration

a. 35 randomly selected pupils, three (3) teachers in Paluan Elementary

School and three (3) IT experts.

 b. Presented the system.

c. Ask the respondents to operate the system and observe the performance

and behavior of the system.

3. Final Evaluation

a. The evaluation of 35 randomly selected pupils, three (3) teachers of

Paluan Elementary School and three (3) IT experts were formally invited

for the evaluation of the system.

b. Asked the 61 respondents to rate the system based on the criteria of the

evaluation instrument and asked them to provide comments, suggestions,

and recommendation using the five-point Likert Scale presented on Table

1.

4. Statistical Treatment

a. Collected the evaluation among the respondents.

b. Tabulated and computed for the mean for each criterion and for the overall

mean of all criteria. A five-point Likert Scale, where % is the highest and

1 is the lowest will be used. Table 1 will be used as basis to determine the

descriptive interpretation of the computer mean.

Table 1. Likert scale, description and range distribution

Scale Descriptive Rating Range Distribution
5 Excellent 4.51-5-30
4 Very Good 3.51-4.50
3 Good 2.51-3.50
2 Fair 1.51-2.50
1 Poor 0.50-1.50
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