DESIGN AND IMPLEMENTATION OF COMPUTER

ANIMATION FOR A NURSERY SCHOOL

(A CASE STUDY OF COMMUNITY NURSERY/PRIMARY

SCHOOL ORLU, IMO STATE )

WRITTEN BY

CHINASI PEACE AMARACHI

FPOCSHA20160

TO

THE SCHOOL OF APPLIED SCIENCE AND TECHNOLOGY

DEPARTMENT OF COMPUTER SCIENCE
FEDERAL POLYTECHNIC OKO, ATANI CAMPUS.

IN PARTIAL FULFILMENT OF THE REQUIREMENT FOR THE

AWARD OF HIGHER NATIONAL DIPLOMA (HND) IN
COMPUTER SCIENCE

MAY, 2023

CERTIFICATION

This is to certify that this Research work titled Design and Implementation of

Computer Animation For A Nursery School is an original research work carried out
by Chinasi Peace Amarachi with Registration number FPOCSHA20160in partial

fulfillment of the requirement for the award of Higher National Diploma in Computer

Science, School of Applied Science and Technology, Federal Polytechnic Oko. The

research has not been presented anywhere for the award of any certificate whatsoever.

______________________ ________________________
Chinasi Peace Date
 APPROVAL PAGE

Design and Implementation of Computer Animation For A Nursery School. This

report has been approved for the department of Computer Science, Federal
Polytechnic Oko, in partial fulfilment of the requirement for the award of Higher
National Diploma (HND) in Computer Science.

______________________ ______________________
Mrs. Ohaneme L.C. Date
(Project Supervisor)

______________________ ______________________
Dr. Nwosu N. Date
(Project Coordinator)

______________________ ______________________
Dr. Ezeasomba Irene Date
(HOD Computer Science)

DEDICATION
This project work is dedicated to God Almighty the giver of wisdom, knowledge and
understanding and in whose divine strength and inspiration this project was written.
And also in appreciation for granting us the privilege to be in school today, and at the
same time graduating in the expected year.

ACKNOWLEDGEMENT

I greatly appreciate my Beloved parents MR. & MRS. ERNEST AKANNO who has
always been there to support, pray, encourage, motivate and care for me throughout
my stay in the school, you are my backbone and it has been my utmost prayer that the
Lord will be your strength and keep you to reap the fruit of your labour.
In a special way I appreciate my project Supervisor for her motherly care and her
time, she has always been there to correct, guide and oversee that this project was
built to the required standard. May God bless and reward her abundantly.

Of course I can forget to appreciate my Project coordinator DR. NWOSU for his
tireless effort to ensure that I don’t only did the project but to also understand what I
actually did.

Finally, I want to say a bigger thank you to all my lecturers for the knowledge and
information they impacted on me through the process of lecturing; I pray that God
reward you all and enlarge your coast in Jesus name Amen.

ABSTRACT

The inability of pupils to properly understand what is taught by the class

teacher, lack of concentration of pupils while learning, the stress and
time delay experienced by the class teacher while teaching has motivated
the design and implementation of computer animation for nursery school,
which when implemented would help pupils to be fully concentrated in
class while learning because of the animation effect, teachers will
experience ease of teaching. The methods of data collection used were
fact finding, interview and observation. Object Oriented Analysis design
Methodology (OOADM) which gave clearer and direct pattern of solving
existing problems and implementing the result were used as the software
engineering methodology while Hypertext Markup Languages (HTML)
and Hypertext Preprocessor (php) was used as the programming
language for coding of the modules of the design. Program Flowchart,
System Flowchart and Data Flow Diagram were the design tools. The
design was able to secure information and financial transaction of
customers while making purchases online.

TABLE OF CONTENTS

Tile pages i
Certification page ii
Approval page iii
Dedication iv
Acknowledgement v
Abstract vi
Table of Figures vii
Table of contents vii

CHAPTER ONE
Introduction 1
1.1 Background Of Study 1
1.2 Statement Of Problems 2
1.3 Aim And Objectives 2
1.4 Significance Of The Study 2
1.5 Scope Of Study 3
1.6 Limitations Of The Study 3
1.7 Definition Of Terms 3
CHAPTER TWO
LTERATURE REVIWE 5
CHAPTER THREE
METHODOLOGY AND SYSTERM ANALYSIS 12
3.1 Methodologies 12
 3.1.1 Structured System Analysis And Design Methodology 13
3.1.2 Prototyping 15
3.1.3 Expert System Methodology (ESM) 15
3.1.4 Object Oriented Design Methodology (OODM) 16
3.2 System Analysis 17
3.3 Data Collection 17
3.4 Organization And Her Environment 17
3.5 Modus Operandi Of The Present System 18
3.5.1 Input Analysis 19
3.5.2 Process Analysis 19
3.5.3 Output Analysis 20
3.5.4 Data Flow Diagram Of The Present System 20
3.6 Problem Of The Present System 22
3.7 The Proposed System 22
3.8 High Level Model Of The Proposed System 24
CHAPTER FOUR
SYSTERM ANALYSIS 25
4.1 Objectives Of The Design 25
4.2 Data Flow Diagram Of The New System 26
4.2.1 Expanded Data Flow Diagram Of The New System 27
4.3 Database Specification 27
4.4 Program module specifications 31
4.5 Input And Output Specification 32
4.5.1 Output Specification 32
4.5.2 Input Specification 34
4.6 Algorithm 35
4.7 System Flowchart 37
4.8 Program Flowchart 38
4.9 Data Dictionary 39
4.10 Choice Of Programming Language 40
CHAPTER FIVE
SYSTERM DOCUMENTATION AND IMPLEMENTATION 41
5.1 System implementation 41
5.2 Hardware Requirement 41
5.3 Software Requirement 41
5.4 Installation Arrangement 41
5.5 Testing 42
5.5.1 Unit Testing 42
5.5.2 Test Data 43
5.5.3 Test Result 44
5.6 Training Arrangement 45
5.7 Conversion Arrangement 46
5.8 System Documentation 47
CHAPTER SIX
SUMMARY CONCLUSION AND RECOMMENDATION 48
6.1 Summary 48
6.1.2 Achievements 48
6.1.3 Contribution to ICT body of knowledge 49
6.2 Conclusion 50
6.3 Recommendation 50
REFERNCES 52

CHAPTER ONE

INTRODUCTION
1.1 Background to the Study
Long before the development of cinematography, humans have attempted to depict
motion as far back as the Paleolithic period. Shadow play and the magic
lantern offered popular shows with projected images on a screen moving as the result
of manipulation by hand and/or some minor mechanics. In 1833, the stroboscopic
principle used in modern animation was introduced by the Phenakistiscope and which
would also provide the basis for cinematography.
The presence of several examples of untimely sequential images that may seem
related to set of animation drawings. Although, it is not likely that these images were
directed to be seen as animation but most of these instance of images would only
allow a very low frame rate when animated, giving rise to an unpolished animations
that are not very lifelike.
The possibility of imaging a technology that could have been deployed in the periods
of their creation, but no definite evidence in artifacts or descriptions have been found.
It is often debated that these untimely or early sequential images are translated as pre-
cinema too easily by minds accustomed to film, comic books and other modern
sequential images, while it is uncertain that the creators of these images envisioned
anything like it. The notion of instances smaller than a second that are necessary to
break down an action into sufficient phases for fluent animation would not really
develop before the 19th century.
Early examples of attempts to capture the phenomenon of motion into a still drawing
can be found in Paleolithic cave paintings, where animals are often depicted with
multiple legs in superimposed positions. It has been claimed that these superimposed
figures were intended for a form of animation with the flickering light of the flames of
a fire or a passing torch illuminating different parts of the painted rock wall, revealing
different parts of the motion.
Education in the general sense is any act or experience that has a formative
effect on the mind, character, or physical ability of an individual. In its technical
sense, education is the process by which society deliberately transmits its accumulated
knowledge, skills, and values from one generation to another. Education can also be
defined as the process of becoming an educated person.
Childhood has changed rapidly over the past few years and the methods that
teachers or educators use for children and young people should reflect these changes.
Children learn best and most when they enjoy what they are doing. Using animation
as a tool to encourage and develop children’s learning is not only fun but effective. By
using animation, children develop skills competencies in storytelling, visual
communication, cognition, emotional, ethic and aesthetic aspects, observation and
sensory aspects, concentration and problem-solving and innovative aspects.
1.2 Statement of Problems
These problems includes
i) Pupils find it difficult to concentrate in class while teaching them
ii) Pupils doesn’t store information for better remembering
iii) There’s no better understanding of what is being taught to them(the pupils).
1.3 Aim and Objectives of the Study
The aim of this research is to develop a computer animation for nursery pupils.
The objectives of this research are as follows:
i. To introduce graphics to the pupils as a good educational instructional
material to enhance learning.
ii. Developing an animation of the existing method so as to prepare children to
welcome and face the future with smile and confidence.
iii. Explore design consideration involved in the development of effective
animated materials for learning
iv. To demonstrate the use of C# programming language as a good educational
technology in enhancing learning.
v. Illustrate the cognitive effects of animated learning materials used in a
classroom.
1.4 Significance of the Study
The significance and benefit of this research work is to put an end to the above stated
problem. The new system will allow you to communicate ideas quickly and sharply,
it will educate and engages the audience through entertainment. It will help develop
different skills such as problem solving, creativity, analytical and critical thinking,
and verbal skills .
1.5 Scope of the Study
Design and implementation of computer animation for nursery and primary school ( A
Case study of Community Nursery and Primary school, Orlu Imo State) This project
introduce graphics to the pupils as a good educational instructional material to
enhance learning.
1.6 Limitation of the Study
Financial constraint: Insufficient fund tends to impede my efficiency in sourcing for
the relevant materials, literature, or information and in the process of data collection
through the internet, interview.
Time constraint: Isimultaneously engaged during this study with other academic
work. This consequently cut down on the time devoted for the research work.

1.7 Definition of Terms

LABEL: A Label object is a component for placing text in a container.
SCENE: A scene is used to organize a document in an ordered manner.
STAGE: The Stage is where animation and images appear. It represents the visible
area of the project that is been worked on.
ANIMATION: Animation is the process of creating moving images with the use of
computers.
THREAD: A thread is a program's path of execution. In this project it is used to
control the time in playing the sound for each scene.
SYMBOLS AND INSTANCES: A symbol is a reusable object that serves as a
master from which copies of the same object can be created. An instance is a copy of
the original symbol. An object’s instance color, size, shape, and position can be
altered without it affecting the original symbol.
FRAME: A frame is a structure that holds the parts of an object in position and gives
them support.
 CHAPTER TWO

LITERATURE REVIEW

2.1. Review of Computer Animation for Nursery School Pupils

Computer graphics is the art of using digital computer for the generation of image
from mathematical description of the image’s geometry and topology (David &
William, 2018).
The branches of computer graphics are imaging, modeling, rendering and animation.
Imaging involves warping, metamorphosis and non-photorealistic rendering. It is used
in graphics arts for the description of an image to produce the image on canvas.
Modeling has to do with creating an abstraction of real life situation using computer
graphics.
Rendering is the process of generating an image from a model by means of computer
programs. It could be polygonal rendering, global rendering and textual mapping.
Animation has to do with creation of graphical objects that will be in motion (not
static). In this research;animation, which is a branch of computer graphics, is used.
Barnett and Jason, (2018) and Pascopella, (2014) described Early Care Childhood
Education as consisting of activities and/or experiences that are intended to effect
developmental changes in children prior to their entry into elementary school. They
further described it as programs which may include any type of educational program
that serves children in the preschool years and is designed to improve later school
performance. Henniger, (2010) defines Early Care Childhood Education (ECCE) as a
branch of education theory which relates to the teaching of young children (formally
and informally) up until the age of about eight. Infant/toddler education, a subset of
early childhood education, denotes the education of children from birth to age two.

Early childhood education is a broad term used to describe any type of educational
program that serves children in their preschool years, before they are of legal age to
enter kindergarten. Early childhood education may consist of any number of activities
and experiences designed to aid in the cognitive and social development of
preschoolers before they enter elementary school
(http://www.preschoolteacher.org/what-is-early-childhood-education/ (2016). Early
care childhood education is made up of two major elements; these are ‘care’ and
‘education’. Over the years there have been much debate on what type of program
qualifies as simply care and what type of program qualifies as education. Relatively,
concern of today’s early childhood education programs is ensuring that they are of
high quality.

In http://www.preschoolteacher.org/ (2016) stated that The National Education

Association recognizes that a high-quality early childhood program includes five,
critical components:

• Provides a well-rounded curriculum that supports all areas of development

• Addresses child health, nutrition, and family needs as part of a comprehensive
service network
• Assesses children to enhance student learning and identify concerns
• Employs well-educated, adequately paid teachers
• Provides small class sizes and low teacher-child ratios

These listed components require a more achievable platform to bring into reality.
Technology had always played a key role in transformation leading to great
achievement in all facets with education inclusive. This article is a close look at
animation technology as a tool capable of improving and closing up in assisting the
teacher’s goal in education especially early childhood kind.

Desai, (2016) made a statement as quoted “We are always looking for new and better
ways to educate the young. Research Suggests when children are having fun, they
tend to learn better. It’s even scientifically proven that retention of information is
higher when it is communicated using both visual and verbal communication. I feel
animation as a training medium offers exciting possibilities for meeting the needs of
21st century learners. The use of animation instruction can significantly enhance
student learning if properly designed and implemented.”

In concert with the statement, animations seem to fulfill a cognitive function in a

child. Here, animations are intended to support child’s cognitive processes that
ultimately result in understanding the subject matter. The scholar Desai agrees that
animation can be used to make very exciting and fun tech-tools with which education
and training can easily be incorporated. It is believed that teachers can also use
animation to demonstrate things and concepts visually exactly how they want to since
they have control of every aspect of the animation. On the other hand, animation is an
affective learning tool that attracts attention, engages the learner, and sustains
motivation. Such affective animation training is not focused on facilitating
comprehension of any academic subject matter itself but often portrays activities that
are interactive, creative, fun and motivational.

The writers agree that children are fascinated by animation and animated stories and
they enjoy the opportunity to create their own. The creative potential of animation is
enormous, and integrating animation activities into the school curriculum offers the
possibility of tapping this potential to meet a range of educational objectives.

Weitz (2000) classified animation as a Learning Strategy in a Classical Control

Theory. Classical Control Theory (CCT) is one of the general education courses for
many university engineering curricula. Course contents usually have deep theoretical
definitions, high level of abstraction, computationally intensive procedures and
demand students with a solid mathematical background. Scholars especially
educationists have rightly related animation as type of multimedia control. Here
Zoabi, Sabag, and Gero (2012) described cognitive theory of multimedia learning as
one of the most comprehensive theories dealing with multimedia based learning in
general and instructional animations in particular. The basic assumption of this theory
is the dual coding hypothesis. It assumes that information is processed through two
separate but interconnected channels: a channel processing verbal information and
another channel processing visual information. When knowledge is encoded in both
verbal and non-verbal modes, learners are allowed to build dual representations in
their brains and to make referential connections between those representations
O’Donnell, (2006). As a result, transfer of knowledge occurs in an efficient and
robust way compared with any other technique that does not involve dual coding.

According to O’Donnell, (2016) another learning theory related with animation is

epistemic fidelity. It focuses attention on the fidelity of an external display with
respect to an expert's mental model. The theory assumes that transfer of knowledge
can be improved when the external representation describes the expert mental model
as closely as possible. If the external representation portrays the expert's mental
model with high fidelity and clarity, and with less ambiguity, the viewer of the
visualization decodes and internalizes knowledge in a robust and efficient way.

Convincingly, other studies Tversky, Morrison and Betrancourt, (2022) have shown
that graphics, and particularly animations, can facilitate comprehension and learning
only if they are appropriate and carefully designed.

2.1 The Teacher and Teaching Strategies in ECCE

Provision of education for early child is quite a sensitive activity in that quality
cannot be compromised. In achieving high quality output in ECCE, strategies in
teaching forms the cardinal point. Therefore, Preschool teachers may use a number of
strategies for teaching the above skills while they nurture their students’ natural
curiosity and their zest for learning. Morgan, (2014) and
http://www.preschoolteacher.org/(2016), highlighted that the Preschool teachers can
accomplish their teaching goals by:

• Building children’s background knowledge and thinking skills

• Checking children’s progress
• Communicating with parents and caregivers
• Creating a learning environment for young children
• Helping children develop listening and speaking skills
• Reading aloud to children
• Teaching children about books
• Teaching children about letters
• Teaching children about numbers and counting
• Teaching children about print
• Teaching children about the sounds of spoken language

These listed goals remain a must to every early child or preschool teacher. Therefore,
the need to employ every means possible to achieve these goals lies with the teacher.
Also the strategies needed are very paramount in the heart of the teacher. It is so
obvious that the teacher will largely relay on teaching aids of various kinds and select
the best appropriate ones for a particular activity. The use of teaching aids here
remains the suggestive idea of a teacher in relation to the kind of children,
environment, and possibly the classroom activity for the day.

In developing these teaching materials, the writers saw it fit to introduce the use of
technology as a useful measure. But the most important questions are, is it a tested
and approved opportunity? Is this technology in use? Is it a new teaching method or
an improvement on the existing one? This article worked curiously in line with these
questions.

2.1.2 Technology in Teaching ECCE

Computer animation, popularly called Computer Generated Imagery (CGI)

animation, is the process used for generating animated images by using computer
graphics. The more general term computer-generated imagery encompasses both
static scenes and dynamic images while computer animation only refers to moving
images.Roos, (2013) technically puts it that to animate means "to give life to". An
animator's job is to take a static image or object and literally bring it to life by giving
it movement and personality. In computer animation, animators use software to draw,
model and animate objects and characters in vast digital landscapes.

Modern computer animation usually uses 3D (3 Dimensional) computer graphics,

although 2D (2 Dimensional) computer graphics are still used for stylistic, low
bandwidth, and faster real-time renderings. Sometimes, the target of the animation is
the computer itself, but sometimes the target is another medium, such as film.
Computer animation is essentially a digital successor to the stop motion techniques
used in traditional animation with 3D models and frame-by-frame animation of 2D
illustrations. Computer-generated animations are more controllable than other more
physically based processes, such as constructing miniatures for effects shots or hiring
extras for crowd scenes, and because it allows the creation of images that would not
be feasible using any other technology. It can also allow a single graphic artist to
produce such content without the use of actors, expensive set pieces, or props
Wikipedia, (2015).
In teaching, especially early children, there are very good reasons for teaching with
animation. In http://www.animwork.dk/twa/ (2014), the article outline reasons why
using animation to teach children is very good. Some reasons outlined are;
• Animation is a simple but powerful way of teaching different subjects, which may
appeal to learners with different backgrounds and abilities. It is a tool for teaching
and learning that can easily be acquired by anybody who is willing to learn the
basic techniques.

• It is a tool for offering the learner a media-based way of learning which can
motivate and engage the learners in producing their own animations based on
their ideas and imaginations, which can be used across subjects and curriculum.

• Some children cannot easily use the written or spoken words to communicate
their thoughts and feelings due to learning difficulties or dyslexia. In nearly every
class there are children who are not successful readers, who lags behind and are
hard to motivate, but may have other types of abilities.

• Learners with special needs who are dyslexic tend to think in images rather than
in words – some of these learners may find it very helpful and motivating to be
able to express themselves visually through animations rather than verbally.
Animation can provide these children with an opportunity to be included and
valued by the group and to share their perceptions. Thus animation is considered
to be Inclusion whereby children who have different abilities and backgrounds
can work together.

• It does not matter whether the animation is made as a film, a video tape, or is on a
computer file, because the available medium is not that important. What matters
is that the final production motivates children to work together, to recognize each
other¹s varied strengths, to plan their work, and to observe and understand their
world and the subject of their film.

• Working with Animation can be a magical process, and when the magicians are
children in a classroom it becomes an enjoyable but purposeful teaching aid for
 many subjects. Therefore, it can be classified as fascinating, working, magical,
fun - while having fun, it is motivating

• The concentrated group effort required to produce animation not only encourages
imaginative teamwork, it requires an understanding of the subject matter before a
coherent animation can be planned. Deciding which point the teacher is trying to
clarify about the subject and letting the children explore ways of communicating
this point clearly will help them understand it more thoroughly.

• The final animation can possess a visual novelty which helps to make a subject
more appealing, but it also has the power to distil the concepts being taught
because animation is itself a symbolic distillation of reality.

• The final animation can further increase the children’s self-esteem by being
shown on the internet or in festivals or even by being used as a direct teaching aid
in other classrooms or schools. These greatly assist in developing multimodal
literacy, meaning learning by doing and sharing expression.

• Learner-Centered Education: The learning starts within the projects which the
learners create and find important Self-directed processes where the teacher is
coach.

• Imaginative Learning: Involving exploration of imaginative spaces.

• Developing Creativity: Developing innovation, new attitudes and ways of

expression: The students often make a big effort and put extra time into the
project therefore, it motivates the students to be responsible for their own
projects.

• Animation helps one understand behavior as animation techniques integrates

multiple subjects because to animate an object one have to understand how it
behaves.
Animation is a form of film making and is part of our world’s visual culture. A study
of the history of its development and application can be used to reveal aspects of
science and social history. A study of its compositional and editorial form can be
related to other aspects of visual culture, like live action film making, political
cartoons, and fine arts. As stories, processes, and the histories of living forms,
cultures, and individuals unfold, they have one thing in common with the technique of
animation; change over time.

Now because of the production process it embraces varied skills including writing,
drawing, sculpting, music, audio-visual design, and computer literacy, it can also
provide the teachers with an opportunity to explore their individual strengths and
interests.

2.1.3 Preparing Teaching Animations Using Computer

Sillat, (2015) stated that majority of the use of technology in a classroom depends on
the teachers as it is evitable that the educators themselves are digitally literate and can
use technology to enhance the learning process. The ability and confidence to use
technology tools offers new opportunities as well as it can generate interest in
children and excitement towards learning activities. Using animation as a form of
studying can only be sufficient if the teacher is fluent in using technology tools as
implementing subject based tasks into digital storytelling might be difficult enough.
(Kollom, 2014).

The article has articulate ways in which a teacher can develop good animations as a
preparation for classroom activity. As earlier stated by Sillat, the basic step is for the
teacher to be computer literate. After being literate in the use of computer, the teacher
is expected to have the following as a smooth guide to his or her ability in building
good animations fit for teaching;

i. Computer System: The teacher must know how to select a good system that will
be able to run animation software. At least Pentium IV and above are quite
appropriate and recommended.
Software: The software is the most important thing the teacher is require to have and
know. It could be an application which is an already designed package or a
programming language which the teacher will need to first generate a source codes
before use. Using an application is much easier and does not require mush
technicalities like the use of a programming language. But some teachers who are
basically computer science inclined may prefer to develop their own applications
using a language of their choice. Some already made applications are very much
available for download even for free. Examples of some applications developed for
animation design are Anasazi, Monkey Jam, Animator DV, ABC Video roll, Movie
Maker etc

2.2 Applications Of Computer Graphics

Computer graphics is applied in these various areas:
1. Computer Art
2. Graphics Arts
3. Entertainment
4. Computer Aided Design (CAD)
5. Computer Aided Manufacture (CAM)
6. Film Industries (Animation, Cartoons, Video & Sound Effects)
7. E-Commerce etc.

2.3 History Of Computer Animation

As early as the 1940s and 50s, experiments in computer graphics were beginning,
most notably by John Whitney but it was only by the early 1960s when digital
computers had become widely established, that new avenues for innovative computer
graphics blossomed (Beckerman & Howard, 2003). Initially, uses were mainly for
scientific, engineering and other research purposes, but artistic experimentation began
to make its appearance by mid-1960s. By the mid-1970s, many such efforts were
beginning to enter into public media. Much computer graphics at this time involved 2-
dimensional imagery, though increasingly, as computer power improved, efforts to
achieve 3-dimensional realism became the emphasis. By the late 1980s, photo-
realistic 3-D was beginning to appear in cinema movies, and by mid-1990s, it had
developed to the point where 3-D animation could be used for entire feature film
production. Persistence of vision was discovered in the 1800s. This led to devices
such as the zoetrope, or "wheel of life." The zoetrope was a device popularized in the
Victorian era for entertainment. The zoetrope has a short, fat cylinder, which rotated
on its axis of symmetry. Around the inside of the cylinder was a sequence of
drawings, each one slightly different from the one next to it. The cylinder had long
slits cut into its side in between each of the images so that when the cylinder was spun
a slit would allow the eye to see the image on the opposite wall of the cylinder. As the
cylinder was spun on its axis, the sequence of slits passing in front of the eye would
present a sequence of images to the eye, creating the illusion of motion.
The kinetoscope was another traditional technique of animation invented by Thomas
Edison, who also invented the light bulb and the phonograph. The kinetoscope
machine could be loaded with a sheet of perforated film which when moved over a
light, gave the impression of moving images. This was the forerunner of modern film
projection, such as the type, which is used in cinemas today, although this is being
overtaken now by digital film.
Another low-tech animation piece of equipment was the flipbook. A flick book (also
known as a flipbook) is a very simple type of animation. Several pieces of paper are
used, usually long and narrow. At the end of each page, a drawing is made, starting
from the back, as when it is viewed the images are seen from back to front. On each
page moving forward through the book, the drawing is slightly different. Once
completed, the book can be flicked through and because the images are moving past
the eyes at speed, the drawings give the illusion of movement. This was also popular
in the 1800s. However, these devices were little more than parlor curiosities used for
light entertainment.
Celluloid is film, which is made up of a line of cells. Each cell is clear and the rest of
the film is black. For cell animation, each picture is drawn onto a cell. When the film
is run at speed over a light, the images are projected and give the illusion of
movement. The simplest method is to paint the whole image onto the cell. A different
method is where several layers are used for each part of the picture (e.g. background,
characters) and they are laid on top of each other. This means that the background
layer can stay the same over several cells and only the characters have to be moved
when painted on to each cell. Each picture in a cell can be drawn with a great level of
detail, but this method is incredibly time-consuming. This was the main method used
for both television cartoons and animated movies until computer animation became
popular.

Fig 2.1: A piece of celluloid film made up of cell

The first major technical developments in the animation process can be traced to the
work and patents of John Bray starting in 1910. His work laid the groundwork for the
use of translucent cells (short for celluloid) in compositing multiple layers of
drawings into a final image as well as the use of grey scale (as opposed to black and
white) drawings.
Rot scoping is where live actors are filmed and the animation is then created using
them as a template. In traditional animation production, the filmed images are traced
by hand onto a separate roll of celluloid film. This technique makes the movement of
characters more realistic and was used in Walt Disney’s Snow White and the Seven
Dwarfs. This technique is also known as performance capture and was used in The
Polar Express and Avatar.
During this time, animation as an art form was still struggling. The first animated
character with an identifiable personality is “Felix the Cat” by Otto Messmer which
appeared in the early 1920s in Pat Sullivan productions. In the late 1920s however,
new forces had to be reckoned with Disney.

As digital technology has improved both for creating animations and for watching
them, it has become increasingly popular for use in animation. Toy Story in 1995 was
the first major animated movie to be made entirely using computer animation, and the
trend has continued to develop from that point. Animations, which are made for the
Internet and computer games, are also created using digital programs. There is a wide
range of software on the market for creating digital animations. Adobe® Flash® is a
relatively simple and cheap 2D, cartoon style animation program. For 3D animations,
Blender is effective but still straightforward to use and is free. More complex,
powerful software includes 3ds Max and Autodesk® Maya®.

2.4 The Use Of Instructional Materials For Meaningful Learning

Aguokogbuo (2020) states that “instructional material helps learners to come face to
face with the real things or object”. He is of the view that” A teacher who uses
teaching aid to deliver his/her lesson will convey more fact to the students at short
intervals than one who uses only oral speeches for lesson delivery”. The importance
of instructional materials to him are the teacher saves effort, the learner is active,
learner’s interest is captured, clarification of concept, retention of learned material
and time is saved.
With the increasing sophistication of computer technologies and decreasing
production costs, multimedia documents offering highly animated and interactive
graphics are becoming ubiquitous in instructional materials. An instructional
multimedia document can be defined as

a “presentation involving words and pictures that is intended to foster learning.” More
generally, words refer not only to verbal information in natural language, but also to
symbolic information that can accompany graphics, such as formulae in mathematics
or chemistry.

2.5 Instructional Uses Of Educational Animation

It is generally believed that animation is effective for conveying dynamic information,
and consequently should improve learners’ understanding of concepts involving
change over time. Animation is used extensively in multimedia instructional materials
where it may also be designed to allow interaction. One of the main concerns for
practitioners is how animation can be put to best educational use. Some of these
possible uses are Betancourt (n.d):
 i. Supporting the visualization: animation can be used to visualize dynamic
phenomena that are not easily perceptible (space and time scale), impossible
to realize in practice (too dangerous or too expensive), or not inherently
visual (representation of abstract concepts such as forces).
ii. Inducing a ‘cognitive conflict: Animation can be used to visualize
phenomena that are not spontaneously conceived in the correct fashion.
Research has revealed that in physics, naïve conceptions often dominate over
the scientific conceptions even amongst advanced students. In such cases,
using correct and incorrect animations of the phenomenon could help learners
to make their conceptions explicit.
iii. Enabling learners to explore a phenomenon: Animation can be used to
provide a suitable interactive learning experience that encourages learners to
generate hypotheses and test them by manipulating the depiction’s
parameters. In this case, the animation becomes a simulation that is used in a
discovery-learning approach.
iv. Younger children also produced more elaborations with the visual
presentation than with the audio alone and remembered dialogue better.
v. Well-designed animations help students learn faster and easier. They are also
excellent aid to teachers when it comes to explaining difficult subjects. The
difficulty of subjects may arise due to the involvement of mathematics or
imagination. For instance, the flow of electric current is invisible. The
operation of electric circuits is difficult for students to understand at the
beginning. With the aid of computer animations, learning and teaching might
become easier, faster and amusing.

2.6 The History Of Instructional Materials

The use of instructional material in the field of education can be traced back to the
three stages of development in the history of educational technology namely; Stone
Age, paper age, machine age. (Instructional Materials in teaching English language,
2013).
Stone Age dates back to the period when basic educational instructional material
consisted of the use of stone and rock. During this stage, sticks, shells, seeds and
cowries noticeable among others formed the counters.
The Paper Age started before the first century A.D by this period hand act, wooden
Block were in Asia as a printing process, the first printed book was produced in 800
AD.
The Machine Age was the period of development in science and technology. This
period can be called communication period because of the development in
information-generated retriever and transition that transmitted at lightning speed.
Types Of Animation And Their Uses
According to Betancourt (n.d), Some of the possible types of animation include
i. Music videos
ii. Advertising animation
iii. Television programmes
iv. Mobile phones
v. Internet

MUSIC VIDEOS: Music videos animation is used in many music videos, often in
combination with live action. Examples of this animation is End Love by OK Go
(2010).
ADVERTISING ANIMATION: Advertising Animation used in adverts can range
from the whole thing being entirely animated to just a small part being given a feeling
of fantasy or ‘the impossible’ from seamless CGI (computer generated imagery).
Examples are Citroën C4 (2004) and Cadbury’s Crunchie (2010).
TELEVISION PROGRAMMES: Children’s cartoons are a staple of television
programming. Cartoons for adults have also become popular, including South Park
and Family Guy. Examples include Ben 10 from Cartoon Network.
Computer games Animation is crucial to computer games, as it provides the visual
elements of the games. As technology has developed, the graphics and animation have
improved to the point where they are incredibly realistic and detailed. For example,
Ghostbusters: The Video Game (2009).
MOBILE PHONES: The capabilities of mobile phone technology have developed
rapidly in the last few years to include full-color, high-resolution screens, especially
on smart phones such as the Apple iPhone. Not only are the interfaces animated, but
also applications are being made purely as pieces of animation for entertainment. For
example, talking Carl – app for iPhone (2010).
INTERNET: The Internet provides a vast forum for animators to show their work,
including pieces of art, adverts and animations that have been embedded seamlessly
into websites. This opens up a huge audience worldwide and allows animators to
communicate with each other and share ideas. Although most animations are available
to view for free, the Internet has allowed some professional animators, such as
Monkeehub, to become well known and successful. The Internet also provides space
for amateur animators to create animations purely for the love of doing it and to tell a
story.
The advent of Adobe® Flash® has given a visual voice to those who may have never
considered animation before. Music video for ‘Creep’ (Radiohead) by Monkeehub
(2007). Some online cartoon animation include: The Wise Mother(2009), kid and the
Pig(2012), Obey the Elders(2010), Dan and his Cap(2013),Pet in a jet(2013), Pip the
Pup(2012). etc.

CHAPTER THREE
METHODOLOGIES AND SYSTEM ANALYSIS

3.1 Methodologies
The design methodology used to design the system is object oriented
analysis and design methodology (OOADM), OOADM applies object
orientation in the analysis and design as a software engineering objects.
In the early days of object-oriented technology, there were many different
competing technologies for software development and object-oriented
modeling, often tied to computer aided software engineering tool
vendors. The research methodology used helps to ensure that a thorough
study of the present system is effectively carried out, thus helping the
project research team to completely understand the modus operandi of the
present existing system so as to know how the new system should be
structured and the functionalities needed in it to address the seemingly,
existing problems discovered. This helps to know if there should b e a
total over hailing of the existing system or if only improvements should
be made. Hence, after duly considering the above reasons, out of the
whole software engineering standard for transforming ideas into a
inference Engine which includes prototyping, experts system
methodology and usability engineering methodology.

3.1.1 Structured System Analysis and Design Methodology

This is a systematic approach to the Analysis and Design of an
information system. SSADM divides an application development project
into modules, stages, steps and task and it provides a framework for
describing project in a fashion suited to managing the project. This work
will exploit the step of structured system analysis and design
methodology (SSADM). SSADM is a methodology used in the analysis
of design stages of system development.
The step includes:
i. Problem identification
ii. Feasible Study
iii. Analysis
iv. System Design
v. Implementation
vi. Maintenance
Benefits of SSADM
Amongst the benefits of using SSADM are:
i. Timelines: Theoretically, SSADM allows one to plan, manage and
control a project well. These points are essential to deliver the product on
time.
ii. Usability: Within SSADM special emphasis is put on the analysis of
user needs simultaneously, the system model i9s developed and a
comprehensive demand analysis is carried out. Both are tried to see if
they are well suited to each other.
iii. Respond to change in the business environment: As in SSADM
documentation of the project’s progress is taken very seriously, issues
like business objectives and business needs are considered while the
project is being developed. This offers the possibility to tailor the
planning of the project to the actual requirements of the business.
iv. Effective use of skills: SSADM does not require very special skills
and can easily be taught to staff. Normally, common modeling and
diagramming tools are used. Commercial case tools are also offered in
order to be able to set up SSADM easily.
v. Better quality: SSADM reduces the error rate of IS by defining a
certain quality level in the beginning and constantly checking the system.

Disadvantage of SSADM
SSADM puts special emphasis on the analysis of the system and its
documentation. This causes the danger of over-analyzing, which can be
very time and cost consuming. Due to various types of description
methods, checks of consistence cannot be carried out. Especially with
large systems, the outline diagram can become very unclear, because all
relevant data flows have to be included.
3.1.2 Object Oriented Analysis and Design Methodology (OOADM)
This is a popular technical approach to analysis, designing of an
application, system or business by applying the object oriented paradigm
and usual modeling throughout the development life cycle to Foster better
stake holder’s communication and product quality.
According to the popular good unified process, OOAD in modern
software engineering is. Best conducted in a literature and incremental
way iteration by iteration, the output of OOAD activities design model
for OOD / object oriented design and analysis model for OOA (object
oriented Analysis, respectively, we'll be funded and evolve continuously
driven by key factor like risk and business value.
Object-oriented Analysis (OOA): it deals with the design requirement
and overall architecture of a system and is focused on describing what the
system should do in term of the object in the problem domain.
The primary task in object-oriented analysis (OOA)
i. Fine the object
ii. Organize the object
iii. Describe how the object interact
iv. Define the behavior of the objects
v. Define the internal of the objects
Object oriented Design (OOD): This translate system architecture into
programming constructs such as interface classes and method
descriptions. Object Oriented Programming (OOP) These implements the
programming constructs Over view The software life cycle typically
divided up into stage going from Abstract descriptions of the problem to
design then to the code and testing and finally to deployment. This
analysis phase is also often call requirements.

Figure 3.1: Water Fall

3.1.3 Expert system
Is a computer program that uses ratified intelligent to solve problem
within a specialized domain that ordinarily requires human expertise.
Artificial intelligence (AI) a code variety of method can be used to
stimulate the performance of the expert in order to accomplish feats of
apparent intelligence an expert system rules on two components.
3.1.4 Prototyping
This is the development q parted implementation of the system to give
the user a full form of what the developer have in his mind. The users the
give feedback on what they thinks of the prototypes what work change
more easily and efficiently. The three major types of
i. Throw away
ii. Evolutionary
iii. Incremental
The Benefit of prototyping
i. Encourage active participation by users and procedures
ii. It provides proof of concept to attract funding
iii. It deliver product quality easily
iv. Development cost is reduced.

Demerits of prototyping
i. Possibility of causing system to be left unfinished
ii. It implements system before they are ready
iii. It might prove to be in adequate for overall organization needs

3.1.5 Rapid Application Development (RAD): This is a software

development methodology that uses minimal planning in favor of rapid
Prototyping. The lack of extensive pre-planning generally allows
software to be written faster and also modification easy. It involves
method like iterative development and software prototyping The
development process starts with the development of preliminary data
model and business process models using structure technique. These are
tour phase involve in RAD application.
i. Requirement planning phase: combines the element system planning
and analysis of system development life cycle (SDLG). Users, manages
and its staff members discuss and degree on business needs, project
scope, constraints and system requirement.
ii. Users Design Phase: This phase user interacts with system analyst and
develops Models and prototypes they represent all system processes,
input and outputs. It's a Continuous interactive process that allow user to
understand modify and eventually Approve a working of the system that
meets their needs.
iii. Construction Phase: It focuses on program and application
development. However user continues to participate and can still Suggest
change or improvement on the system being develop.
iv. Cut over Phase: It is the last phase which include data conversion
testing, change over, user training
3.1.6 Methodology Used
Base on the above explanations of some system development
methodology. The most suited methodology for the system under study is
the SSADM. This method gives the project development team the
opportunity to interact with the system users in order to find out their
mode of operations, the problem they encounter which will lead to the
team decision of designing a new system or modifying the existing one.
3.1.7 Methods of Data Collection
The data used for the development of the research was gotten from the
internet, textbooks and articles and through observation of the existing
system as well as with intense interview with the personnel and
management of some selected organizations. The contributions of other
researchers on the subject were examined so as to gather relevant
information. The data collection process provided useful information for
the development of the system. The above methodology was augmented
using interviews, Observation, and Review of problem manuals.
A) Interview: This is said to be face-to-face interpersonal role situations
in which questions are raised and answers are supplied. Personal
interview seems to be the most powerful and useful tool in the method of
obtaining information. It is most common, continuous process and
through it a better understanding of the system problem was achieved.
Similarly, basic flows associated with the manual system were made
known. It also gave an insight as to certain operational activities that
cannot be mere observation.
B) Observation Method: Due to the importance attached to the
collection of accurate information from the right, authentic and reliable
source. It is embarked on observing the mode of carrying out activities
and project implementation.

3.2 System Analysis

System analysis focuses on understanding the strength and drawbacks of

the existing system with the intention to improve upon it for effective
operations. Systems analysis is a problem solving technique that
decomposes a system into its component pieces for the purpose of the
studying how well those component parts work and interact to
accomplish their purpose.

System analysis extends form examining an existing to design and

implementation of new system entirely. The analysis stage describes the
process of collecting and analyzing facts in respect to the existing
operations, procedures and systems in order to obtain a full picture of the
situation prevailing so that efficient and effective computerized system
may be designed and implemented if proved feasible.

3.3 Data Collection

The research data used for the creating the new system was acquired from
the internet, textbooks, and articles, journals and through observation of
the existing system as well as with intense interview tech professionals.
The contributions of other researchers on the subject were examined so as
to gather relevant information.

3.4 Organization and its Environment

PROPRIETOR

PRINCIPAL

TEACHERS DRIVER SECURITY

PUPILS

Figure 3.2: Organizational Structure of the School

3.5 Modus Operandi of the Present System
Modus operandi is a method of procedure, especially a distinct pattern or
method of operation that indicates the work of a system or an application.
This gives a general discussion of how the existing system functions and
operates.
3.5.1 Input Analysis

ENTER ALPHABETS AND WORDS

TEXT:

SPEAK

Figure 3.3: Input Analysis

3.5.2 Process Analysis

ENTER ALPHABET AND WORDS

TEXT: ABCDEFGHIJKLMNO
Figure 3.4: Process Analysis
PQRSTUVWX ZY
3.5.3 Output Analysis

SPEAK
Figure 3.5: Output Analysis

3.5.4 Data Flow Diagram of the Present System (Draw the diagram)

MAIN MENU

ALPHABET WORD FLOW RECORDS QUIT

ALPHABET VIEW RECORDS

SPEAK
Figure 3.6: Data Flow Diagram
SAVE
3.6 Problems of the Present System

The problem in the current system is the use of static materials. Static materials

involve concrete objects or images that don’t appear to change position. This

problem of these static images to children is that they do not improve the

creativity of the children and thereby making learning not quite interesting and

boring to a child.
3.7 The Proposed System

In the propose system, pupils will be able to know how animation works
and learn how to pronounce and read simple English sentences after it has
been read by the system. That is, the system will read it out through audio
means while the pupils will learn from the system.

3.8 High Level Model of the Proposed System

LOGIN

ALPHABET

WORD USER
ADMIN PRONUNCIATION

Figure 3.6: Data Flow Diagram

RECORD

EXIT
 CHAPTER FOUR
SYSTEM DESIGN

According to Veronis, (2013), System design is the application of

creative abilities coupled with logical reasoning, judgment, skills and
knowledge by an analyst or designer in order to draw out a set of detailed
documents of the new system. It is also the act developing or investing a
partially or completely new scheme for a system. Systems analysts begin
an assignment by discussing the systems problem with managers and
users to determine its exact nature. However, it includes using the report
generated from analysis of the system to design the proposed system.
Hence the activity of what is required to be accomplished is transformed
into plan for implementation.

4.1 Objectives of the Design

The following are the objectives of the design:
vi. To introduce graphics to the pupils as a good educational instructional

material to enhance learning.

vii. Developing an animation of the existing method so as to prepare

children to welcome and face the future with smile and confidence.

viii. Explore design consideration involved in the development of effective

animated materials for learning

4.2 Data Flow Diagram of the New System

MAIN MENU

ALPHABET WORD FLOW RECORDS QUIT

Figure 4.1: Data Flow Diagram
4.2.1 Expanded DFDs to show all the Processes and Data Stores

Presentation Tier Middle Tier Data Tier

.Net Frame work VB Code Access Database

Figure 4.2: Data Storage Diagram

4.3 Database Specification

This involves specifying the nature and the structure of

the database, the data being stored in the database and
the data security measures enforced. It also specifies the
data type and size. The system is dynamic when you can
be able to change the system. These are known as
scalable systems. A scalable system is one whose design
can handle a large database or number of users. Scalable
systems are desirable because they can be implemented
at one level, and then expanded to keep up with growth or
changes. Any alteration can be stored in the system’s
database. The system has an up datable database.
The database design employed in the process of
developing the new system is the Mysql Wamp server.
Table 3.1: Database Layout

Field Data Type Field Size Null Description Action

Sentence Text 250 No Sentence No

4.4 Program Module Specification

Alphabet: This menu specifically is used by the teacher to tutor the

pupil/student on how to pronounce English alphabets effectively.
Word Flow: This menu is used to read out sentences effectively,
observing the necessary punctuations as well.
Records: This module is used to view the general record of all the
sentences been entered into the system.
Quit: This ends or terminates the program from execution.

4.5 Input and Output Specification

System specification refers to the detailed, clear and defined statement of
what is needed in the system. In order to design a new system, there must
be specification by the users. The Database “project database” is created
with Microsoft Access Database or MYSQL and it consist of several
tables holding different data items. Every program has input as well as
output data. They are used mainly to achieve the specific objectives of
verifying the processing operation being performed. This subsection
contains the input and output specification.

ENTER ALPHABET AND WORDS

TEXT: ABCDEFGHIJKLMNO
PQRSTUVWX ZY
Figure 4.3: Output Specification

4.5.2 Input Specification

ENTER TEXT TO MAKE A SENTENCE

TEXT:

Figure. 4.4: Registration

SPEAKForm

4.6 Algorithms

Step 1: Start
Step 2: Enter Password
Step 3: Is Password Valid? If Yes Goto 4 Else Goto 2
Step 4: Select Menu Option
Step 5: Is Option Alphabet Goto 6 Else Goto 8
Step 6: Select Alphabet
Step 7: Pronounce Then Goto 4
Step 8: Is Option Word pronunciation Goto 9 Else Goto 10
Step 9: Enter Sentence, Then Goto 4
Step 10: Is Menu Record Goto 11 Else Goto 12
Step 11: Display/view Saved Records
Step 12: Is Option Exit?
Step 13: If No Goto 4 Else Goto 14
Step 14: Stop

4.7 System Flowchart

MAIN MENU

ALPHABET WORD FLOW RECORDS QUIT

ALPHABET VIEW RECORDS

SPEAK

Figure 4.5: System Flowchart SAVE

4.8 Program Flowchart

START

TYPE PASSWORD

IS PASSWORD NO INVALID PASSWORD

VALID?

YES

SELECT MENU OPTION

 X

IS OPTION WORD YES

Q
PRON?

NO

IS OPTION YES
D
RECORDS?

NO

IS OPTION EXIT? NO
M

YES

STOP
Fig. 4.6: Main Menu Form
 N

CLICK ALPHABET

SPEAK

Fig. 4.7: Alphabet Flowchart M

ENTER SENTENCE

READ SENTENCES

SAVE

M
Fig. 4.8: Pronunciation Form

DISPLAY RECORD

VIEW/ACCESS RECORDS

Fig. 4.9: Record FlowchartM

4.9 Data Dictionary

Data dictionary is a traditional and a separate entity understood to contain

the description of items in the file or database. Data dictionary contains

the list of all files in the database, the number of records in each file and

the names and types each field contains. In this new system, the data

dictionary for each type of data record stored includes:

Table 4.2 Data Dictionary

VARIABLE NAMES MEANING

 StaffIdTxt Textbox for holding Alphabets amd words

4.10 Choice of Programming Language Platform

The programming language used for implementing this research work is

Hypertext Markup Language and .NET Framework. It helps to develop
programs that run on all platforms with a user friendly interface.

CHAPTER FIVE
SYSTEM IMPLEMENTATION AND DOCUMENTATION

5.1 System Implementation

Now that new system has been design and programs are written, the next
stage is the implementation stage. Implementation can be defined as a
changing over from old system to new system. It is also known as
conversion. Before this stage can be successful, some activities need to be
undertaken, and the software and hardware requirement of the system has
 to be adopted. There are basically three transitory tools for file
conversion. This includes:
i. Direct File Conversion: This entails the use if a new system from an
old system on a certain date. It can also be called abrupt cut-over. Its
advantage is that it is too risky.
ii. Parallel File Conversion: It involves the running of the old system in
union with the new system, allowing any error to be fixed without
disrupting the original system. Its disadvantage is that it is too expensive
iii. File Conversion: It entails the testing of the system in a specific
section and if proven to be reliable, it then set into use on the tested area.
This method was adopted for this work because it proves to be the best
for the transfer from old system to the new system, in that it tests the
system initially for errors while running and also it is less expensive to
handle.
The system is been implemented using is the Windows Operating
System. Also several compatible hardware and software resources were
used in accomplishing this research work which is specifically
categorized below:

5.2 Hardware Requirements

The hardware requirements include:
i. At least 500 Gigabyte of hard disk
ii. At least 2GB of RAM
iii. Processor speed of at least 700 Mega Hertz.
iv. A functional keyboard and
v. UPS.

5.3 Software Requirements

i. Hypertext Markup Language (HTML)
ii. Visual Basic Net 2008
iii. Windows 7, 8, or 10
iv. An effective antivirus

5.4 Installation Arrangements

The new system will need to be compiled so as to make installation and

hosting possible on the server or host system.
It is very essential that any system or program is properly described and
documented, users may need an explanation on how the program works,
what it does or how to use it. Changes to the programs or the procedure
may be necessary in some near future. This may be due to upgrading
(which is done to improve performance of the packages) obsolescence
change is required.
Below explained how to install and used my program on a computer
system:
i. Switch on the computer system by turning on the monitor and the
system unit.
ii. As soon as the system is ready for use, you slot in the disk that
contains the program
in the disk drive.
iii. Browse the executable file
iv. Click open
v. Click next
As soon as you finish, open the program and it will start running.

5.5 Testing
This involves experimental trials with the new system to see actually
whether it is equal to the task it has been design to tackle.
During or after installation, it is normal to test or run the program to see if
there is need for debugging or not. It involves not only testing of all data
processing procedures, copies of reports and other outputs that should be
retrieved by the users of the propose system for possible errors.
Program can be tested in the following ways:
i. Program Testing: The effect of each program is considered to be
tested to prove whether they are workable as desired.
ii. Logical Testing: these involve the programmer usually to determine
where the logic of the system modules is tested.
iii. System Testing: The overall testing of the complete system as well as
the hardware and software relatively, the supporting manual activities and
proper documentation.

5.5.1 Unit testing

Unit testing is performed by the developer. The objective of the unit
testing involves testing of business transformation rules, error conditions,
mapping fields at staging and core levels.
Unit testing involves:
i. Testing each component separately.
ii. Testing each module i.e. Procedure, program etc.
The new system was tested independently, and it was free of bugs or
errors.

5.5.2 Test Data

This is the creation of the software platform on which the system is going
to be run. Here the system's processes are implemented in an instructional
set that can be executed by a computer system. The codes are developed,
tested and then executed.
i. For the development personnel to satisfy himself that the system is
complete and ready for the operators.
ii. For acceptance by the user organization to establish that the system
meets user requirements.
iii. To ensure efficient operations and program maintenance.
5.5.3 Test Result

There will be a test to ensure the functionality of the system, the test will
judge of the links between screens are logical, command buttons works
such as printing and saving etc. There is the needs for the researcher to
spend much of the time working on the computer in order to conduct this
system test for this strictly data inputs, whose result were already certify,
accurate and correction were used to test and run the programs, findings
were these data produced better and more accurate outputs. System was
therefore declared accurate, reliable and efficient.

5.6 Training arrangements

A training plans should be drawn up, enough time should be allocated

and conducive environment that ensures concern rating on the new
system should be created. It should not be expected that learning to use
the new system in midst of the hubbub of ongoing office activities would
make for ease of understanding of the new system possible and quick
enough. Though not all can be trained at once, those who will learn
quickly and teach others should be selected first. It will be equally a good
idea to train more than one person, so that there could be some backup in
case of sickness or vacation.
5.7 Conversion arrangements

Now that the new system has been designed and the program written, the
next stage is implementation stage, which is defined as changing over
from the old system to a new system. For this to be achieved, some
activities need to be undertaken such as:
i. Deciding hardware; that is computing machine and data processing
peripheral equipment to be used.
ii. Preparing the existing data files for conversion to the new systems.
iii. Testing the new equipment software and operating procedures
iv. Preparing the final document of the new system.
The problem now arises as to how the changeover is to be affected such
that there are mini interruption in the normal running of the organization
in which employed to change over from the existing system to a new
system include:
i. Dual System Method: This method requires that the existing system
will gradually change over as the new system is gradually phased on.
ii. Inventory Method: Requires a complete one time change over from
the existing system to a new system.
iii. Parallel System Method: This requires the simultaneous operation of
the both new system and old system until such time that the new system
is adjusted to work effectively.
iv. The Flout System Method: This requires that a small portion of the
new system is implemented and evaluated (by parallel, dual or even
inventory) while the major portions of the work load continue to
processed via the existing system. If the implementation of this small
portion succeeds, then the entire system can be converted.
5.8 System Documentation
System Documentation is written information on how system works not
has to do with all that needs to be satisfied before running the program on
a particular System while System implementation is the changing/moving
from old system to new system. In other words, it is a written material
that describes specifications and operating instructions of a system. It is a
written material that system and how to use it (make it more
understandable, rather than to contribute in some way to the actual
operation of the system). It is a vital part of the system design and
development in a computer-based system as it provides the computer
installation with information needed to operate and maintain the software
program and the system.
v. Documentation is frequently classified according to purpose; this for a
given system there may be requirements, development documentation
and control documentation. Development documentation specifies how a
computer-based system is to operate and provide the background
information upon which the system design was found. On the other hand,
control documentation serves administrative function which means it
records the resources used in developing and implementing the system
such as System plan, schedules, resource allocation details and progress
report.
vi. Thus, this involves the process of keeping record throughout the
system development. Included in the document is the program author and
purpose, the amount, kind of, and sources of inputs and corresponding
outputs. The new system is documented for reference, maintenance, and
review purpose. The researcher would be writing also on the User's
Manual. The User Manual is how one is going to operate the system to
the steps for one to follow to achieve his/her work.
 CHAPTER SIX

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

6.1 SUMMARY

The summary of the research is that there is a need for an increase in the

quality of education in the country. In this present century dynamic

instructional materials are used in the classroom to enhance the learning

capacity of a child thereby the traditional material/method is already obsolete.

The dynamic instructional materials were made possible via animation a branch

of computer graphics.

6.2 CONCLUSION

In conclusion, Instructional material increases the rate at which a child

understands the topic being taught by his instructor or teacher. But in a

situation where creativity is required these static way of learning cannot be

useful. However, a dynamic instructional material using animation can be used

to increase the learning capacity and creativity of a child.

6.3 RECOMMENDATIONS

I recommend this research work to be used in teaching pupils in crèche and

nursery schools. And also, parents should get this package for their children at

home to enhance their learning capacity. Other areas can be developed in this

form if the need arises.

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April 12, 2018

Animation as a Learning tool, (n.d). Retrieved from http://www/viauc.com/ on

April 20, 2018

Bétrancourt, M. (n.d). The animation, interactivity principles in R.E. Mayer.

Handbook of Multimedia, Cambridge University Press, (2001). A brief

history of multimedia. Retrieved from http://cnet.com/webbuilding/0-

3883-8-4874826-1.html on March 30, 2018

Jimoh R.G (2013). Introduction to Computer Graphics. Department of

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