i

PHYLEARNING: PHYSICS E-LEARNING ANDROID APPLICATION

FOR GRADE 12 STUDENTS

A Project
Presented to the Faculty of the
College of Computer Studies
Pambayang Dalubhasaan ng Marilao

In Partial Fulfillment
of the Requirements for the Degree of
Bachelor of Science in Information Technology

by

JENNIFER R. ESTORIOSO
ROSELLE DANICA N. LUMACANG
JEFFRESON E. SALVADOR
LENAR A. SANTOS

APRIL 2020
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ACKNOWLEDGEMENT

The proponents would like to thank the almighty God for giving them wisdom,
good health, and strength in finishing their capstone project.
They would also like to express their sincere gratitude the following people:
To Ms. Jovylyn O. Cesar,their capstone project adviser, for sharing her
knowledge, her time, and effort in giving them ideas as well as her guidance, support,
and encouragement to the proponents to make the capstone project successful.;
To Ms. Niña S. Burce, their area expert panel, for her worthwhile suggestions
and pieces of advice;
To Mr. Lersan B. Del Mundo, heir panel chairman and Mr. Noel P. Rosales, IT
practitioner for sharing their thoughts and ideas, giving suggestions for the
betterment of their capstone project;
To the administrators of Mother Theresa Academy of Marilao and
Assemblywoman Felicita G. Bernardino Memorial Trade School, for allowing them
to conduct surveys, interviews, and testing in their school; and
To their family for extending patience, financial assistance, support, trust,
motivation, and encouragement serving as a big inspiration in their capstone journey.
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EXECUTIVE SUMMARY

The proponents aimed to develop an E-learning Android application that can be

used as an alternative tool in providing information on Physics subject which can
help the Grade 12 students.
The proponents developed an E-learning application entitled
“PHYLEARNING: Physics E-Learning Android Application for Grade 12
Students”, to help the students to enhance their knowledge in General Physics 1
subject through the lessons, video clips, and animations. This application can also
help the students to look for the definition of terms and formula easily.
The proponents conducted a pre-test and post-test to thirty 1st year Bachelor of
Science in Information Technology students of Pambayang Dalubhasaan ng Marilao.
The mean score of the pre-test was 17.63, and 22.43 for the post-test. The result of
the t-test was -7.74 and t-tabular was 2.045. Based on the results, the proponents
claimed that there is a sufficient evidence to say that there is significant difference
between the pre-test and post-test.
In this project the proponents used the Prototyping Model. Its phases are
requirements gathering and analysis, quick design, build prototype, user evaluation,
refining prototype, and engineering product. The proponents conducted beta and
alpha testing to identify the errors in the application wherein the grade 12 STEM
students of AFGBMTS were the beta testers. They used ISO 9126-1 to measure the
system’s functionality, reliability, usability, efficiency, maintainability and
portability.
The E-learning application was evaluated by ten IT experts and sixty end users.
Based on the evaluation of the End users, the application yielded an overall all mean
score of 4.38 while it is 4.66 by the IT experts. The result of the evaluation shows
that the application has provided information related to Physics 1 subject of grade 12
students that can be learned and understand by the end users. Evaluation results also
shows that the application is portable for Marshmallow up to Pie Android version.
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TABLE OF CONTENTS

PRELIMINARIES
Title Page i
Approval Sheet ii
Acknowledgment iii
Executive Summary iv
Table of Contents v
List of Table vii
List of Figures viii

CHAPTER 1 – INTRODUCTION
Project Context 1
Objectives of the Study 3
Purpose and Description 3
Scope and Delimitation of the Study 4

CHAPTER 2 – REVIEW OF RELATED LITERATURE AND STUDIES

Review of Related Literature and Studies 7
Conceptual Framework 13
Definition of Terms 14

CHAPTER 3 – METHODOLOGY AND TECHNICAL BACKGROUND

Project Methodology 16
Project Analysis 17
Project Design 19
Project Development 32
Project Testing 34
Evaluation Procedure 34
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CHAPTER 4 – RESULTS AND DISCUSSION

Project Description 36
Project Structure 37
Project Evaluation 38

CHAPTER 5 – SUMMARY OF FINDINGS, CONCLUSION AND

RECOMMENDATIONS
Summary of Findings 42
Conclusion 42
Recommendation 43

REFERENCES 44

APPENDICES
Testing Forms
Testing Results
Pre-Test and Post-Test Results
Software Evaluation Instrument
Evaluation Results
Evaluation Procedure Pictures
Gantt Chart
Development Cost
User’s Manual
Curriculum Vitae
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LIST OF TABLES

Table Title Page

1 Exercise 31
2 Score 31
3 User 31
4 Assessment 31
5 Rating Scale Criteria 35
6 Mean Score of End-User’s Acceptability 39
7 Mean Score of IT Experts Acceptability 41
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LIST OF FIGURES

Figure Title Page

1 Conceptual Framework of the Study 13

2 Activity Diagram 17
3 Activity Diagram (continuation) 18
4 Splash Screen 19
5 Main Menu 19
6 Main Lesson 20
7 Sub-Lesson 20
8 Topics 21
9 Sample Problem 21
10 Video clip 22
11 Exercises 22
12 Lesson Unlocked 23
13 Next Lesson Unlocked 23
14 Glossary 24
15 Definition of term 24
16 Formula 25
17 Modified true or false instruction 25
18 Modifies true of false 26
19 Fill in the blank instruction 26
20 Fill in the blank 27
21 Problem solving instruction 27
22 Problem solving 28
23 Achievements 28
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24 Scores 29
25 About 29
26 Entity Relationship Diagram 30
27 Prototyping Model 33
28 Visual Table of Contents 37
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1. INTRODUCTION
This chapter contains the project context, general and specific objectives of the
study, purpose and description, and scope and delimitation of the study.
1.1 Project Context
In 2011, the Department of Education has implemented shifting from the ten-
year basic education curriculum to the Kinder to 12 Program (K-12) that covers
kindergarten, six years of primary education, four years of junior high school and the
additional two years in senior high school. The added two-year senior high school
aims to provide knowledge and skill that specialized on a particular track. Senior
high school includes grades 11 to 12. The academic track for senior high school has
four strands, these are Accountancy and Business Management (ABM), Humanities
and Social Sciences (HUMSS), General Academic (GAS) and Science, Technology,
Engineering, and Mathematics (STEM).
STEM is a curriculum-based that centered on four particular disciplines- Science,
Technology, Engineering, and Mathematics. The Science part of STEM focuses on
Social Science which includes Sociology, Psychology, and Political Science. And
Natural Science includes Biology, Chemistry, and Physics.
The proponents conducted an interview with the 42 STEM students of
Assemblywoman Felicita G. Bernardino Memorial Trade School and 18 STEM
students of STEM in Mother Theresa Academy of Marilao. The proponents chose
the two schools to observe and determine the students’ learning capabilities and to
see the different learning situations of private and public schools.
A school year in these schools is divided into 2 semesters and each semester has
2 quarters. For STEM strand the 1st quarter of the semester covers the preliminary
and midterm. The specialized subjects in this quarter are Physical Education and
Health, Practical Research, General Chemistry 1 and General Physics 1. The 2nd
quarter covers the Final period of the 1st semester. For the 2nd semester, the STEM
strand specialized subjects are Research/Capstone Project, Empowerment,
Technologies, and Inquiries, Investigation and Immersion, General Chemistry 2 and
General Physics 2. Physics is taught in Grade 12 because it requires knowledge of
vector and basic trigonometry.
To know what topics in Physics the students find difficult, the proponents also
conducted a diagnostic test to 60 Grade 12 STEM students, of which 42 are from
Assemblywoman Felicita G. Bernardino Memorial Trade School and 18 are from
Mother Theresa Academy of Marilao. The diagnostic test consists of the first pre-
test conducted by the proponents. First, the proponents do some research on the
syllabus of the students in STEM Grade 12. Then, the proponents started to create
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the test. The diagnostic test includes 13 topics: vector, kinematics: motion along
straight line, kinematics: motion along 2D and 3D, newton's law of motion, work,
energy, and energy conservation, center of mass, momentum, impulse, and collision,
rotational equilibrium and rotational dynamics, gravity, periodic motion, mechanical
waves and sound, fluid mechanics, temperature and heat, and ideal gases and laws
of thermodynamic. These topics are based on the Department of Education
curriculum for Grade 12 STEM students.
There are three questions per topic in the diagnostic test conducted by the
proponents. The students may choose from the 4 multiple choices in each item. The
three highest mean scores are in the topic of Vector which has a mean score of 2.13,
Kinematics: Moving Along Straight Line has a mean score of 2.2 and Temperature
and Heat has a mean score of 1.68.
The proponents conducted the second pre-test to 30 first year students of
Bachelor of Science in Information Technology of Pambayang Dalubhasaan ng
Marilao. The BSIT students are fresh graduates from Senior High School for the
school year 2018-2019. The proponents chose the 1st-year students because they are
currently having a Physics subject. The pre-test also includes 13 topics that are based
on the Department of Education curriculum. The pre-test has 40 items, the total mean
score was 17.63.
Based on the interview conducted by the proponents, they have learned that there
are instances that students and teachers are having some difficulties in the traditional
kind of teaching. The actual demonstration of the lessons is not usually provided to
the students and based on the survey conducted by most of the students are visual
learners making it difficult for them to learn. The students also find Physics as a
difficult subject especially the problem-solving part
The three-question survey mentioned in the previous paragraph was done among
60 students. The answers the proponents gathered are the following: Most of the
students are using an android phone; Most of the students are having difficulty in
solving the problem and memorizing content, laws, and formulas; and Most of the
students are visual learners. These answers are the main reason why the proponents
developed the PhyLearning: Physics E-learning Android Application for Grade 12
Students.
E-learning includes such processes as computer-based learning and internet
learning but it does not necessarily require either a computer or internet but only the
use of electronics. The term is used to refer to learning using any other electronic
medium. E-learning is a way that uses the technological advancements of this
generation. Portability and flexibility are just two advantages of e-learning. It allows
users to carry information in just lightweight no matter how large the information
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you carry, unlike books and other learning materials. E-learning also helps to deliver
information to a large number of recipients at the same or different times.
The PhyLearning: Physics E-learning Android Application for Grade 12 Students
intends to make learning possible anytime and anywhere with no data or internet
connection required. It can also be a supplementary learning tool that can help in
learning General Physics 1 through the learning competencies that aim to increase
the learning outcomes of the Grade 12 students.
1.2 Objectives of the Study
1.2.1 General Objectives
The general objective of this study is to develop a Physics E-Learning Android
Application as a learning tool to improve their knowledge in General Physics 1.
1.2.2 Specific Objectives
1. To design an E-learning application that will help Grade 12 students to
learn General Physics 1 - through the use of lesson presentations, video clips and
animations;
2. To develop an E-learning application that can be used as a supplementary
tool to provide lessons in General Physics 1;
3. To create an easier way of noting formulas and definitions of terms that
are essential to General Physics 1 subject;
4. To conduct alpha and beta testing to validate system functionalities in
accordance to requirements;
5. To evaluate the system’s quality and acceptance using ISO 9126-1; and
6. To conduct pre-test and post-test among grade 12 students to know the
significance of E-learning application.

1.3 Purpose and Description

The proponents aim to develop an E-Learning Application for Grade 12 students
that will benefit the following:
1.3.1 Grade 12 Students
The study will help the grade 12 students to learn General Physics 1 subject and
lead them to perform better in problem-solving and improved learning outcomes.
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1.3.2 Proponents
The study will help the proponents to improve their programming skills,
logic, strategy, designing, and technique in developing an android application.
1.3.3 Future Researchers
The study will help future researchers to gain knowledge in developing a
system similar to this project.

1.4 Scope and Delimitation of the Study

This section defines the scope and delimitation of the study for the development
of PhyLearning: Physics E-Learning Android Application for Grade 12 Students.
Upon launching the application, it will display the five modules namely lesson,
formula, glossary, assessment and about. The achievement button and score button
will be displayed also.
Ten topics are included in the lesson module namely kinematics: motion along
2d and 3d, Newton's law of motion and application, work, energy, and energy
conservation, center of mass, momentum, impulse, and collision, rotational
equilibrium and rotational dynamics, gravity, periodic motion, mechanical waves
and sound, fluid mechanics, and ideal gases and laws of thermodynamics. These
topics are chosen based on the result of the diagnostic test conducted by the
proponents. The proponents did not include the three topics that have the highest
mean score in the conducted diagnostic test such as vectors, kinematics: motion
along with straight line and temperature and heat.
In the lesson module, only the first lesson is unlocked. The lessons include
sample problem solving with answers and explanations. It also has images and videos
for further explanation. Every lesson is divided into two sub-lessons and if the main
lesson is too long, there will be three sub-lessons. However, only the first sub-lesson
is unlocked, the other sub-lessons will remain locked unless the user is done viewing
the previous sub-lesson. After the last sub-lesson, there are five-item exercises that
are arranged randomly with multiple choices. In every item that the user will answer,
a check will appear if the user’s answer is correct. ‘Try Again’ will appear if the
user’s first answer is wrong and the user can answer the same question again. If the
user answered is again wrong, the correct answer will appear with a solution and
explanation. If the user got a score of three and above, the user can proceed to the
next lesson. If the user got a score of two and below, the user will be backed to the
lesson where he can read the lessons and watch the video tutorials. After the user has
unlocked and finished all the lessons, the user will receive a completion certificate.
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The formula module, is arranged according to the topic. The user can view the
formula along with the description. For the glossary module, it has the definition of
terms that is related to General Physics 1. It has also a search bar wherein the user
will be able to search to find the meaning of the word.
For the assessment module, it will first display the instructions and guidelines in
answering the questions. The questions have three sets, the first set is the modified
true or false which has ten items. For the modified true or false, there are two
statements and each has four choices - both statements are true, both statements are
false, only the first statement is true, and only the second statement is true. Every
correct answer is equivalent to one point. The next set of questions that will be
displayed is fill in the blank. Here, there are ten questions, to answer. A statement
will be displayed and the user will input his answer in the text box to complete the
statement given. Every correct answer is equivalent to two points. The last set of
questions is the problem-solving also composed of ten items. For the problem-
solving part, a specific problem will be displayed. There is a formula button where
the user can view the formula for the given problem. Every correct answer in this
lesson is equivalent to five points. Overall, the assessment is composed of 30 items.
After answering all the questions, the assessment result will be immediately
displayed. The assessment result is also divided into three sets, one set for each
questions and the score for that set. The total points in the assessment is eighty.
There is a try again button wherein the user can repeat the assessment.
The achievement button on the main menu is for the certificates of achievements
of the user. The certificates are bronze medal achiever certificate in a achieving the
sixty-nine and below score in the assessment, silver medal achiever certificate for
the seventy to seventy-nine score in the assessment and the gold medal achiever
certificate for the perfect score of eighty in the assessment. A certificate for
completing the ten lessons are also displayed inside this button. At first, all the
certificates are locked, it will be unlocked if the entire lesson are completed or the
required scores in the assessment are reached. There is a score button on the main
menu wherein the user can view the date and time where he or she takes the
assessment and his or her score.
The about module will display the information of the application and the name
of the developers.
Inside the lesson module, there is a reset button, for the user to reset the lessons
if he or she has finished it, lessons will be locked except for the first topic and scores
in the score button will be deleted. The questions in the exercise and assessment
cannot be skipped, the user needs to answer the recent question first before
proceeding to the next one. The mobile application works offline. The lessons,
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assessments, exercises, and other features of the mobile application cannot be

updated.
The proponents used Unity 2D for the process of the application, Adobe
Photoshop and Illustrator for the design of the application and SQLite for the
database. The application can be installed in Android OS, the android version will be
used is Marshmallow up to Pie only.
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2. REVIEW OF RELATED LITERATURE AND RELATED STUDIES

This chapter includes accumulated information, the conceptual framework

which supports the understanding of the study, and the definition of terms.

2.1 Review of Related Literature and Studies

According to the K to12 Basic Education Program, the K to 12 program is

designed to provide sufficient time for mastery of concepts and skills, develop
lifelong learners, and prepare graduates for higher education, development of
middle-level skills, employment and entrepreneurship. Senior High School is two
years of precise higher non-compulsory training; students can also pick out a
specialization dependent on fitness, interests, and capacity of the school. The choice
of career path defines the content of the subjects that a student will be taking in
Grades 11 and 12.SHS subjects fall under either the Core Curriculum or unique
Tracks. Each senior high school student can choose among the three tracks:
Academic; Technical-Vocational-Livelihood; and Sports and Arts. The academic
track for senior high school has four strands, these are Accountancy, Business, and
Management (ABM), Humanities and Social Sciences (HUMSS), General Academic
(GAS) and Science, Technology, Engineering, and Mathematics (STEM) [6].

According to the Department of Education, each academic track has specialized

subjects. STEM strand has Pre-Calculus, Basic Calculus, General Biology 1 and 2,
General Chemistry 1 and 2, General Physics 1 and 2, and Work Immersion or
Research or Career Advocacy or Culminating Activity [7].

The General Physics 1 has 13 topics, including vector, kinematics: motion along
straight line, kinematics: motion along 2D and 3D, newton's law of motion, work,
energy, and energy conservation, center of mass, momentum, impulse, and collision,
rotational equilibrium and rotational dynamics, gravity, periodic motion, mechanical
waves and sound, fluid mechanics, temperature and heat, and ideal gases and laws
of thermodynamic [8].

Based on the information from K to 12 curriculum, the proponents were able to

design the e-learning application which includes the different topics of General
Physics 1 subject for grade 12 STEM students.

According to Keeffee [3], Physics is one of the fundamental scientific

disciplines. It is the study of matter, energy, and the interaction between them.
Advancement in Physics often enables advancements in new technologies. Usage of
technology can be used as an advantage in learning Physics. Many other fields of
science make use of concepts from Physics and it has contributed a lot to the present
understanding of the universe.
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According to Corpuz [22], advancements in technology demonstrates the

importance of Physics. And technologies as simple as android devices can be used
in learning Physics. Even students have mobile devices that can help them to improve
their learning Physics. For example is the discovery of nuclear fission that leads to
the invention of nuclear power plants that are now providing electricity to our
households. Another one is the invention of X-rays that are perfected by physicists
and engineers is now widely used by the medical centers. These inventions can start
in simple students that are learning in class.

According to Bautista [20], the present-day world of education can be fiercely a

competitive one in which depending solely on classroom coaching may not be
enough. Mobile applications have already proven beneficial for helping students in
their projects, acquiring information from the internet, and many more. Hence, this
helps the students to learn more and suffice their learning inadequacies.

Because of these studies, technology like mobile devices is already available for
every individual including students of different schools. The proponents used this
advancement of technology to bring Physics closer to the students.

The technology was discovered because of the different breakthroughs in

Physics. And nowadays, physicists are frequently using high-tech machines and
processes that help them to discover new things. For example is the largest particle
accelerator in Switzerland-Large Hadron Collider. It was built solely for conducting
experiments in particle physics [3].

In Sobremisana [13], the poor performance in Physics is mainly affected by

shortage of science teachers, inadequate laboratory equipment and facilities, and
shortage of suitable Physics textbooks. It is also stated in the research that in some
private institutions, instructions are completely based on memorization and there is
almost no interaction between the study and the students. Some students deferred
studying because there is nothing to stimulate their attention in studying several
Physics principles.

Leading national science education organization suggests new strategies that

would help the teachers in delivering the concepts, stimulate the students' attention
and motivates the students to gain knowledge and skills in Physics. These new
strategies include adaptation of new tools and equipment and latest technology into
the classroom [13]. Because of shortage of teachers, facilities, and books, the
researchers came up with the idea that new strategies in learning Physics can be about
including adaptation of new technology. That is why the proponents decided to create
an e-learning application that can be used as a supplementary tool in learning Physics
that will provide lessons, tutorial videos, images, and animations.
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Learning made more engaging and interesting with the help of mobile apps.
From work, shopping, to banking and even in education mobile applications can
help. The entire number of app downloads in 2017 stands at 178 billion around the
world. Several educational institutes and mobile app development companies
develop e-learning apps. Mobile applications are used more than once during a day
that would make the usage of the mobile application for learning increase making it
a significant part of learning in the coming years [15].

Based on the research conducted by Statista Research Department, the wide

variety of cellphone users within the Philippines is expected to reach 30.4 million.
This would mean that around 32 percent of the population would use a smartphone.
This number is expected to rise to 40 percent by the year 2021 [10]. According to
Malhotra [10], the penetration of mobile phones in the Philippines is high, with 119
million subscriptions or about 117 percent of the population.

Because of the large number of smartphone users, the proponents decided to

create an application that can run through smartphones because this is commonly
used today by many individuals and the subject target users.

According to Allen [1], the value of e-learning was not about the technology, it
was about designing for the technology and making e-learning something different,
something powerful and something meaningful. It is critically important to
understand that the course to be designed and developed must be relevant to the
learner.

Because of this study, the proponents first gathered information on how to design
the e-learning application, and research the syllabus of Physics 1 for STEM students.
The lessons in the PhyLearning are aligned with the learning competencies that are
included in the syllabus of the subject.

According to the study of Harandi [16], E-learning contains different types of

educational tools in learning and educating. Technology, especially information and
communication technology are obstacles breaking in the existing social problems in
learning because their scope is widespread due to the existence of communication
out of the class through e-learning devices.

E-learning is an easy learning guide that can be used using smartphones. Using
this technology will support the performance and learning needs of the students. This
platform is an easy to use technology nowadays because smartphones are a common
electronic device that most individual have.
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The study highlighted the important relationship between e-learning and

motivation of the students, the latter are more likely to be more motivated when
applying e-learning. If they are more motivated to learn, then, in all likelihood they
are greater to be engaged; and if they are engaged and engaged successfully, they are
more in all likelihood to reap the mastering objectives [14].

The proponents have provided a certificate of achievement as a reward to

motivate the students to use the application. The certificates will be given when the
student finished the entire lesson depending on the score he or she got in the
assessment.

One of the Physics application that contributes to the development of

PhyLearning is the “Complete Physics which was developed by Alianda [11], the
application has a Physics quiz, dictionary, and tutorials that help in practicing the
students' knowledge. The application also allows students to learn on the go because
it also works offline.

Another application that contributed to the development of PhyLearning is the

“Physics of Formula 2019” developed by Chernykh Technology [12]. This
application prepares students for their examination and refreshes their knowledge by
providing lessons of over 200 Physics terms, and over 170 formulas according to the
main section of Physics.

With the help of these Physics applications, the proponents were able to develop
a Physics e-learning application that has the assessment module and exercises for the
students to apply the knowledge that they gain in reading the lesson module. The
lesson module includes images, animations, and videos to make learning more active
for the students. It has also formulas and definitions of terms that can help the
students in learning Physics.

Android is an open-source operating system for mobile that is based on the Linux
kernel and has helped the developers to write down and managed code. Android is
also applicable for application development because of its features like the use of 2D
and 3D graphic libraries, SQL engine for storage and advanced network capabilities
such as 3G, 4G, and WLAN [21].

The proponents used the features of Android to build an interactive and pleasing
user interface that is suitable for Grade 12 students who are taking the STEM strand.

The proponents also used SQLite for the storage of the scores of the user in
quizzes and exercises. SQLite database engine is small, fast, reliable, and does not
 11

need a server to work. Access to the database file will be synchronized to help
prevent database corruption [17].

SQLite is lightweight and flexible, because of that it has become a critical

component of many data modeling projects. SQLite runs on many operating systems.
With SQLite, one can work with a database where he/she can move around from one
platform to another and one development to another. The experimentation,
development, and prototyping can continue without committing to anything other
than the relational model and SQLite [2].

SQLite has developed into one of the world's most widely used database
management (DBMS) systems. Originally concentrated on the domain of embedded
devices, its standalone DBMS implementation with comprehensive support for SQL
made it a very popular storage engine for messaging applications and browsers most
prominently on mobile devices. The huge acceptance of SQLite has led to a scenario
where digital investigations typically require the forensic analysis of data stored in
SQLite databases [18]. DB Browser is also used by the proponents for designing a
database, it is an open-source tool made for creating, designing, and editing database
files that are compatible with SQLite. It is for users and developers who want to
make, search, design, and edit databases [24].

The proponents used Adobe Photoshop for the design of the user interface of the
e-learning application. Adobe Photoshop is a subset of the popular design software.
It became integral to many diverse industries, including publishing, web design,
medicine, advertising, engineering, and architecture [4]. Adobe Photoshop has
turned out to be the enterprise preferred for photo editing. This editing program will
enable one to learn basic editing tools and effects that will allow knowledge on how
to prepare images for print and the web and allow one to learn other editing features
[19].

The proponents also used Adobe Illustrator for the design of the buttons, logo,
and vector graphics in the application. One of Adobe Illustrator’s most vital features
is that the standard of artwork created using Illustrator is independent of the
resolution at which it is displayed. This implies that a picture created in the illustrator
are often enlarged or reduced without sacrificing image quality. This is often an
attribute of vector artwork, which uses mathematical relationships in describing
lines, arcs, and other parts of an illustrator [23].
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C# was used by the proponents in developing the application. C# is a

programming language that is launched and developed by Microsoft in 2001. C# is
a simple, modern, and object-oriented language that gives modern-day developers
flexibility and features to make software that may not only work today but are
applicable for years within the future [25]. The proponents used also Visual Studio.
It is an integrated development environment for Microsoft Windows which is also
known as Microsoft Visual Studio and VS. It is a tool for computer writing programs,
websites, web apps, and web services. It includes a code editor, debugger, GUI
design tool, and schema designer for databases, and supports most major revision
controls [9].

The proponents also used Unity for the development of PhyLearning to make it
more interactive because it has animations and can work offline. According to
Beltran [20], Unity was developed by Unity Technologies in Denmark. It is a
powerful, integrated rendering engine with a whole set of intuitive tools and fast
workflows to create an interactive 2D and 3D. It is a cross-platform game engine that
was used to develop virtual laboratories for PC, console, mobile devices, and
websites to study Physics. Since it is a platform that can be used for developments in
mobile devices, it opens opportunities to develop an app that can improve the way of
catching young people’s attention.

2.2 Conceptual Framework

PHYLEARNING: Physics E-Learning Android Application for Grade 12

Students followed the IPO process. Input-Process-Output model was used in system
analysis to describe the information of the system’s structure.
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Input Process Output

Knowledge Requirements
• E-learning
• K-12 STEM strand
• Physics Prototyping Model
• Dep Ed Curriculum
• Android OS 1. Requirements
gathering and
Software Requirements PhyLearning:
analysis Physics E-
• Adobe Photoshop CS5 2. Quick Design Learning
• Adobe Illustrator CS5
3. Build Android
• Unity 5.6
• SQLite 3.11.2 Prototype Application for
• DB Browser 3.11 4. User Grade 12
• Visual Studio 2017 Evaluation Students
• C# 7.0
5. Refining
• Windows 10 Home 64-
bit Prototype
6. Engineering
Hardware Requirements Product
• Laptop (Asus Vivobook)
• Intel Core i3 (7th
Gen)2.4GHz processor
• 2GB NVDIA GEFORCE
920mx Graphics Processor
• 8GB OF RAM 1TB HDD
• From Marshmallow up to
Pie version Android Smart
phone (at least 3GB ROM
space and 2GB RAM)

FEEDBACK

Figure 1: Conceptual Framework of the Study

Figure 1 shows the Conceptual Framework of the study which includes the
Input, Process, and Output. The Input includes the knowledge requirements,
software requirements, and hardware requirements, while the process includes the
software development model used by the proponents, and the knowledge
requirements include the facts that are needed to develop the application. These are
E-learning, K-12 STEM strand, Physics, and Android OS. The software
requirements are composed of Adobe Photoshop CS5, Adobe Illustrator CS, Unity
5.6, SQLite 3.11.2, DB Browser 3.11, Visual Studio 2017 C# 7.0 and Windows 10
Home 64-bit operating system. Adobe Photoshop and Illustrator was used to edit
pictures that were used in the design interface, buttons, and logo of the application.
The Unity, Visual Studio, and C# were used for the development of the application.
 14

SQLite and DB Browser were used for the database and the design of the database
of the application. The hardware used by the proponents is laptop, which is an Asus
Vivobook with an Intel Core i3 (7th Gen)2.4GHz processor, 2GB NVDIA GEFORCE
920mx Graphics Processor and 8GB OF RAM 1TB HDD. The proponents used from
Marshmallow up to Pie version Android Smart phone that has at least 3GB ROM space and
2GB RAM.

The process contains the methodology used by the proponents, which is the
Prototyping model. The model includes requirements gathering and analysis, quick
design, build prototype, user evaluation, refining prototype, engineering product. All
inputs were combined in the process by the proponents produced the output,
PhyLearning: Physics E-Learning Android Application for Grade 12 Students.
Feedback will be existent after the evaluation of the end-users. Comments and
suggestions from the users had helped to improve the application.

2.3 Definition of Terms

Android - It is an operating system for mobile that Google developed.

Application - It is a computer program that is designated to run for a specific

function or task.

E-learning - It is a kind of learning with the use of electronics.

K-12 - It is a basic education curriculum that covers Kindergarten to 12 years of

basic education.

Mobile applications - It is computer program designed to run on a mobile device.

Physics - It refers to a branch of science that studies matter, its motion and behavior
through space and time.

Smart phones - It is a kind of mobile phones of multi-purpose mobile computing

devices.

STEM - Science, Technology, Engineering, and Mathematics; an academic track

of K-12.

Topics - It refers to the lessons or discussions in the book or other learning

materials.
 15

WLAN - It means Wireless Local Area Network. It is defined as a type of network

that allows devices to connect wirelessly.
 16

3. METHODOLOGY AND TECHNICAL BACKGROUND

This chapter includes project methodology, project analysis, project design, and
project development.
3.1 Project Methodology
The project method used by the proponents is the descriptive method. Descriptive
method allows the proponents to assess the appropriateness of the project's methods,
reliability, and validity. The proponents used descriptive method that includes data
gathering and interpretation of the data gathered. The proponents conducted an
interview with the target end-users of the android application. The proponents
conducted a pretest to 30 first year BSIT students of Pambayang Dalubhasaan ng
Marilao who were then enrolled in Physics subject. The proponents also conducted a
survey among Grade 12 STEM students of Assemblywoman Felicita G. Bernardino
and Mother Theresa Academy of Marilao. The survey was to know the kinds of phones
the students were then currently using, and the result revealed that the majority of the
Grade 12 STEM students are Android users.
Developmental method is defined as the study of developing a product that needs
to meet specific criteria or standards. The developmental method includes the
processes of designing, developing, and evaluating the product.
Prototyping model is the developmental method used by the proponents. It was
used to identify easily the missing functionalities and errors of the application earlier.
Also, in using this the users can give their feedbacks quickly which helped the
proponents to improve the application. In this methodology, the proponents were able
to discuss the dissemination of tasks and plan the activities needed to produce the
project. The requirements planning stage is where the proponents review areas that
are related to the proposed system. In this stage, the proponents gathered data through
pretest given to 30 first year BSIT students of Pambayang Dalubhsaan ng Marilao and
interview conducted among 42 grade 12 STEM students of Assemblywoman Felicita
G. Bernardino Memorial Trade School and 18 Grade 12 STEM students of Mother
Teresa Academy of Marilao. The proponents also conducted interview with the
teachers of Physics in the said school. The gathered information from the pretest,
surveys, and interview were analyzed in this stage.
The analyzed information from the requirements planning stage was used in the
User Design stage. Activity diagram was made in this stage. The conceptualization of
the application and also the database were made. Once the design stage is done, the
Construction stage begins. The proponents started to code based on the
conceptualization that was made and built an initial application. There are instances
that the proponents have to improve the initial application built based on the
requirements that were analyzed from the requirements planning stage and user in the
user design stage.
 17

3.2 Project Analysis

3.2.1 Activity Diagram
The system analysis stage is the stage to understand more the E-Learning
application to ensure that it will support business requirements and build a solid
foundation for the system development.

Figure 2: Activity Diagram

 18

Figure 3: Activity Diagram (continuation)

Figure 2 and 3 show the activity diagram of PhyLearning: Physics E-learning
Android Application for Grade 12 Students. These show the activity flow of a system.
The activity diagram also describes the sequence from one activity to another. The
PhyLearning has five modules namely lesson, formula, glossary, assessment and
about. After every lesson in the lesson module, there are an exercise questions that
are needed to answer and passed by the user to unlock the next lesson. When the entire
lesson is unlocked, the user can get a certificate for completing the lesson given. The
formula module is where the user can view the formula and its description. In the
glossary module, the user can view the definition of terms and can search for a word
to find its meaning. In the assessment module, a certificate of achievement will be
given if the user scored 50 above. Inside the achievement button and score button is
the achievement and score of the user in the assessment.
 19

3.3 Project Design

This section shows the design of the study.
3.3.1 Screen Layouts
This section includes the screen layouts and functions of the PhyLearning
application.

Figure 4: Splash Screen

Figure 4 shows the splash screen of the PhyLearning application. This scene will
appear when the user launches the application.

Figure 5: Main Menu

Figure 5 shows the Main Menu of the application. It consists of Lesson, Formula,
Dictionary, Assessment, and About module. The achievement button and score button
are also displayed in the main menu. The user can view his or her score and
achievement inside this button.
 20

Figure 6: Main Lesson

Figure 6 shows the Main Lesson. This module appears when the user selects the
Lesson module. In this module, only the first lesson is unlocked, the user needs to have
a passing score in the exercises to unlock the next lesson.

Figure 7: Sub-Lessons
Figure 7 shows the sub-lessons of the lesson. In this scene, the user needed to open
the first sub-lesson and finish it up to the last slide to unlock the next sub-lesson.
 21

Figure 8: Topics
Figure 8 shows the explanation of the topics. It has two buttons the back and next.
The next button is to proceed to the next slide and the back button is to view the
previous slide.

Figure 9: Sample Problem

Figure 9 shows the sample problem in the topic explanations. This shows how to
solve certain problems. It has the formula, solution, and answer.
 22

Figure 10: Video Clip

Figure 10 shows the video clip. The video shows the sample problem, formula,
solution, and the answer. It has a sound voice; it discusses here how to solve a Physics
problem.

Figure 11: Exercises

Figure 11 shows the exercises. The exercise has five items; it has two buttons -
the show and formula button. The show button allows displaying of the
illustration/animation or image that is related to the question. The formula button is
for the viewing of the formula if the question is about problem-solving. The formula
button will be disabled if the question is not about problem-solving.
 23

Figure 12: Lesson Unlocked

Figure 12 shows the lesson unlocked. The user may unlock the next lesson if he
or she got a passing score in the exercise.

Figure 13: Next Lesson Unlock

Figure 13 shows that the second lesson is unlocked. There is also a message box
if the user selects the locked lesson.
 24

Figure 14: Glossary

Figure 14 shows the Glossary. The list of words that are related to Physics is
displayed on this scene. There is also a search bar where the user can search for the
meaning of the word.

Figure 15: Definition of the term

Figure 15 shows the definition of the term. It displays the word and its meaning.
It will appear when the user selects a word.
 25

Figure 16: Formula

Figure 16 shows the formula and the description of the formula.

Figure 17: Modified true or false instruction

Figure 17 shows the instruction for the modified true or false, this is the first set
of the assessment. It is mentioned in the instruction that that user has four choices and
the first set is equivalent to one point.
 26

Figure 18: Modified true or false

Figure 18 shows the modified true or false. It has two statements; the next
statement will be shown if the user selects the right arrow; it will return to the previous
statement when the user selects the left arrow. The user may view the instruction again
if he or she selects the instruction button.

Figure 19: Fill in the blank instruction

Figure 19 shows the instruction for the fill in the blank. It shows in the instruction
that the user needs to fill in the sentence with the missing word by writing his or her
answer in the box. The second set of questions is equivalent to two points.
 27

Figure 20: Fill in the blank

Figure 20 shows the fill in the blank. This scene shows the incomplete statement.
There is also a box where the user must type his or her answer to complete the
statement. The user may view the instruction again when he or she selects the
instruction button.

Figure 21: Problem-solving instruction

Figure 21 shows the last set of questions in assessment - the problem-solving. It
shows in the instruction that the user needs to choose the correct answer. The problem-
solving is equivalent to 5 points.
 28

Figure 22: Problem-solving

Figure 22 shows the problem-solving questions. It has the sample problem and the
choices. There is also a formula button wherein the user can view the formula. The
user may also view the instruction again when he or she selects the instruction button.

Figure 23: Achievements

Figure 23 shows the achievements. The achievements are bronze medal achiever,
silver medal achiever, gold medal achiever for completing the lesson. It is locked at
first until the user achieved the score needed in the assessment and had completed the
lesson.
 29

Figure 24: Scores

Figure 24 shows the date and time that the user has taken the assessment and the
score he/she got. This scene will be displayed if the user selects the button in the main
menu.

Figure 25: About

Figure 25 shows the about module. This is where the name of the project
developers and the references can be seen.
 30

3.3.2 Database Model

A database model shows the logical structure of a database such as the
relationships and constraints that determine how data are stored and accessed. An
entity-relationship diagram (ERD) is a graphical representation that depicts
relationships within an information technology (IT) system between people, objects,
places, concepts, or events. The proponents used ERD to provide a visual starting point
for database design. It illustrates how entities relate to each other within a system.

Figure 26: Entity Relationship Diagram

Figure 26 shows the entity-relationship diagram of PhyLearning: Physics E-
learning Android Application for Grade 12 Students. This shows that a user can have
many scores in the quizzes and exercises.

3.3.3 Data Dictionary

The Data Dictionary contains all the existing tables in the database of the
application. Each table has a field name, field type/length, required or not, key, and
domain.
 31

Table 1: Exercise

Field Field
Required Key Domain
Name Type/Length
This holds the unique
Exercise_ID INT (10) YES PK
exercise ID.
This contains the exercise
Exercise_Name VARCHAR (40) YES
name.
Exercise_ INT (10) YES This contains the
Equival equivalent of the exercise.
Table 2: Score

Field
Field Name Required Key Domain
Type/Length
This holds the unique
User_ID INT (10) YES PK
score ID.
This contains the score
User_Score INT (10) YES FK
of the user.
Table 3: User

Field Name Field Required Key Domain

Type/Length
Score_ID INT (10) YES PK This holds the unique score
ID.
User_Score INT (10) YES This contains the score of
the user.
Quiz_ID INT (10) YES FK This contains the quiz ID.
Exercise_ID INT (10) YES FK This contains the exercise
ID.
Table 4: Assessment

Field Name Field Required Key Domain

Type/Length
Assess_ID INT (10) YES This holds the unique
PK
assessment ID.
Assess_Name VARCHAR YES This contains the name of
(20) the assessment.
Assess_Equival INT (10) YES This contains the equivalent
of the assessment.
 32

3.4 Project Development

Prototyping model is the methodology used by the proponents in developing the
application. This model has six (6) processes: requirements gathering and analysis,
quick design, build prototype, user evaluation, refining prototype, and engineering
product.
3.4.1 Software Development Model

1. Requirements Gathering and Analysis - In this process, the proponents

gathered the information needed for the analysis through conducting
diagnostic test, interview, survey to 42 Grade 12 STEM students of
Assemblywoman Felicita G. Bernardino Memorial Trade School and 18
Grade12 STEM students of Mother Teresa Academy of Marilao, and
pre-test to 30 first year students of Bachelor of Science in Information
Technology of Pambayang Dalubhasaan ng Marilao. The proponents
also interviewed teachers of Physics in the said schools. The gathered
information from the diagnostic test, pre-test, surveys, and interview
were analyzed in this process.

2. Quick Design - After the analysis of the gathered information, the

proponents started to create activity diagram for the flow of the
application and the interface designs that are appropriate for the target
users who are Grade 12 students.

3. Build Prototype – The proponents started to code the initial application

based on the designs and the information gathered by the proponents.
The proponents tested the application after the prototype was built.
4. User Evaluation – The prototype build was tested, checked, and
evaluated by the users and adviser to know what are the changes that
were needed to improve in the application.

5. Refining Prototype – After the evaluation, the proponents started

refining the prototype based on the comments, recommendations, and
suggestions of the users and adviser.
 33

6. Engineering Product - After the the application was tested thoroughly,

the application became ready for deployment to the end-users.

3.4.2 Phases of Software Development Model

Figure 27. Prototyping Model

3.4.3 Software Requirements
The following are the software requirements of the developed system:

• Adobe Photoshop CS5

• Adobe Illustrator CS5

• Unity 5.6

• SQLite 3.11.2

• DB Browser 3.11
• Visual Studio 2017
• C# 7.0
• Windows 10 Home 64-bit

3.4.4 Hardware Requirements

The following are the software requirements of the developed system:

• Laptop (Asus Vivobook)

• Intel Core i3 (7th Gen)2.4GHz processor
• 2GB NVDIA GEFORCE 920mx Graphics Processor
 34

• 8GB OF RAM 1TB HDD

• From Marshmallow up to Pie version Android Smart phone (at least
3GB ROM space and 2GB RAM)

3.5 Project Testing

The Project testing was done to test if the quality of the application developed by
the proponents has met certain standards. The Alpha and Beta testing are the testings
conducted for the application.
Alpha testing was done in a controlled environment by the developers themselves.
The Alpha Testing they conducted is the testing of the overall functionalities of the
system. During the testing, the proponents used different versions of android from
Marshmallow up to Pie and different specifications of the phone to test if the
application was properly working. The proponents encountered some problems in
using the application. Most of the problems that were encountered are have something
to do with some buttons, videos, and sounds that are not working. The proponents used
working and not working remarks in the testing forms. They also gave suggestions
and comments to the team on what to improve in the system.
The Beta testing is an external pilot-testing before officially deploying the
application. It was conducted by the actual end-users in a real environment. The
proponents conducted Beta testing among Grade 12 STEM students of
Assemblywoman Felicita G. Bernardino Trade School and the Area Expert who is a
Physics Teacher. Before the testing, the proponents installed a copy of the application
in the end-users’ mobile phone to be explored and tested out and got their feedback
afterwards. The improvement of the user interface and sounds are some of their
feedbacks.
After conducting the testing, the proponents analyzed and considered all the ideas,
suggestions, and comments, and focused on improving and enhancing the e-learning
application.
3.6 Evaluation Procedure
The application was evaluated by the IT experts and the end-users. The
evaluators were 60 grade 12 STEM students of Assemblywoman Felicita G.
Bernardino Memorial Trade School and Mother Theresa Academy of Marilao. In the
evaluation instrument, the proponents used the ISO 9126-1 to measure the software
quality. With the use of this evaluation instrument, the proponents were able to check
the functionality, reliability, usability, efficiency, maintainability, and portability. The
functionality includes suitability and accuracy. Reliability includes fault-tolerance and
recoverability. Usability includes understandability and learnability. Efficiency
 35

includes time behavior and resource behavior. Maintainability includes analyzability,

and stability.

Table 5. Rating Scale Criteria

Mean Value Criteria
4.50-5.00 Strongly Agree
3.50-4.49 Agree
2.50-3.49 Partially Agree
1.50-2.49 Disagree
1.0-1.49 Strongly Disagree

A rating scale was used for the interpretation of evaluation results of the evaluators
with the given set of criteria. For the end-users, the instrument was revised according
to the ability to ensure comprehension.
The application was evaluated by sixty (60) end-users, these are 42 STEM
students of Assemblywoman Felicita G. Bernardino Memorial Trade School and 18
STEM students of Mother Theresa of Marilao.
It is also required to invite ten IT experts to evaluate the application. Four of the
IT expert-evaluators are from Pambayang Dalubhasaan ng Marilao which are the IT
Staff and IT instructors. Then, four of the IT expert-evaluators are from Municipality
of Marilao which are the IT Staff, Information System Analyst, Data Machine
Operator, and Administrative Aide of the Municipal Information Technology Section.
Then two of the IT expert-evaluators are from Deep Data one is a Quality Assurance
Analyst and the other one is a Software Engineer. The ten IT experts and sixty end-
users evaluated the application to enhance and improve the e-learning application.
The evaluation procedure started upon the distribution of the evaluation
instrument to the evaluators. The proponents explained and demonstrated the
application's process from the lessons to answering the exercises, unlocking the
lessons, answering the assessment, searching words in the glossary and displaying the
formula. The proponents also explained the instructions and other mechanics in
answering the exercises and assessments.
 36

4. RESULTS AND DISCUSSION

This chapter contains the project description, project structure and the project
evaluation which includes the results of the test and evaluation that were conducted
with the end-users and IT experts.
4.1 Project Description
PhyLearning: Physics E-learning Android Application for Grade 12 Students is
an e-learning application that covers ten topics namely kinematics: motion along 2d
and 3d, Newton's law of motion and application, work, energy and energy
conservation, center of mass, momentum, impulse, and collision, rotational
equilibrium and rotational dynamics, gravity, periodic motion, mechanical waves and
sound, fluid mechanics, and ideal gases and laws of thermodynamics.
The application was designed and created for Grade 12 students to be a
supplementary learning tool for them to learn lessons in Physics 1 anytime and
anywhere because it works offline. The application can reinforce what the students
have learned in their Physics class through the exercises and can also give them
advance learning. It can be challenging for them because they need to pass the exercise
to unlock the next lesson.
Most of the students are visual learners, this is the reason why the proponents
designed the application with animations, videos, and pictures that can help the users
to visualize the lessons and exercises. To know if the students had learned from the
entire lesson, there are assessment tests with variety of questions, and as a reward, the
students will get a certificate depending on the score they got.
The video tutorials include a sample problem with discussion of the solution and
answer to help the students if they are having difficulty in solving Physics problems.
The application can also help the students to easily look for the meaning of a word and
even the formula because of the glossary and formula module. The glossary module
contains the list of Physics 1 related words with their meaning, while the formula
module contains the list for formula with description.
PhyLearning: Physics E-learning Android Application for Grade 12 Students
contains lessons and more. It can be entertaining because of the videos, animations,
images and sounds that will encourage them to learn.
 37

4.2 Project Structure

Figure 28. Visual Table of Contents

 38

The visual table of contents (VTOC) of Phylearning: Physics E-learning Android

Application for Grade 12 Students has five major modules namely lessons, formula,
glossary, assessment and about. The lesson module contains the ten lessons namely
kinematics: motion along 2D and 3D, Newton's law of motion and application, work,
energy and energy conservation, center of mass, momentum, impulse, and collision,
rotational equilibrium and rotational dynamics, gravity, periodic motion, mechanical
waves and sound, fluid mechanics, and ideal gases and laws of thermodynamics.
The user must read all the sub-lessons and watch the video that is in each major
lesson before unlocking the next lesson. The formula module displays the formula
related to Physics1. Followed by the glossary module, where the user can view the
definition of terms that are related to Physics1. The next module is the assessment
module, where the users will answer three classifications of questions: Fill in the
blanks, modified true or false and problem-solving. The about module contains the
name of the developers.

4.3 Project Evaluation

The application was tested and evaluated based on the ISO 9126-1 set criteria:
Functionality, Reliability, Usability, Efficiency, Maintainability, and Portability to
determine if the end-users and IT experts accept the developed application. Before the
evaluation started the proponents conducted a demonstration with the evaluators for
them to understand the functionalities and to explain how to use the application.
Table 6 shows the interpretation of results on the end-user’s evaluation. The 60
end-users evaluated the application and the functionality, reliability, usability,
efficiency, maintainability, and portability yielded an average mean of 4.37. It means
that the given criteria are all agreeable to the end users. The functionality, on the other
hand bore a score of 4.54 which means that the end users strongly agree that the system
functions well because the lessons are suitable for the users. The accuracy yielded 4.30
because during the evaluation, the end-users encounter some incorrect scoring in the
exercise. Under the reliability, the fault tolerance was scored 4.43 and 4.27 for the
recoverability which both mean agreeable to the evaluators because the application
shows appropriate display of message when invalid inputs or error occurs and the
application can recover from its last state when the home button and turn off button
are accidentally pressed. Moreover, under the usability, the understandability yielded
4.50 which is interpreted as strongly agree because the application provides a clear
instruction on how it works while 4.44 for the learnability interpreted as agree because
the buttons and icons might be confusing to the end-users but they easily learn how to
use the application. Under the efficiency, the end-users rated the application 4.28 in
the time behavior and 4.34 in the resource behavior both with agree interpretation,
some of their android phone has a slow specification that results to the slow
 39

performance of the application. For its maintainability, it yielded 4.62 that means the
end users strongly agree in analyzability because the application provides exercises
after every lesson and assessment after all the lessons, to add, stability bore 4.22
because the application can return to its last state when android phone received a call.
Under the portability, the adaptability, was scored 4.58 interpreted as strongly agree
because the application adjusted to the size of the of the user’s android phone and 4.14
for the installability, because the application can easily be installed in an android phone
with Marshmallow up to Pie version.
Table 6. Mean Score of End-User’s Acceptability

SOFTWARE CRITERIA MEAN INTERPRETATION

A. Functionality
1. Suitability 4.54 Strongly Agree
2. Accuracy 4.30 Agree
4.42 Agree
B. Reliability
1. Fault Tolerance 4.34 Agree
2. Recoverability 4.27 Agree
4.30 Agree
C. Usability
1. Understandability 4.50 Strongly Agree
2. Learnability 4.44 Agree
4.45 Strongly Agree
D. Efficiency
1. Time Behavior 4.28 Agree
2. Resource Behavior 4.34 Agree
4.31 Agree
E. Maintainability
1. Analyzability 4.62 Strongly Agree
2. Stability 4.22 Agree
4.42 Agree
F. Portability
1. Adaptability 4.58 Strongly Agree
2. Installability 4.14 Agree
4.36 Agree
Overall 4.37 AGREE

Table 7 shows the interpretation of the results of the IT Experts’ evaluation. The
ten IT Experts, evaluated the application and functionality, reliability, usability,
efficiency, maintainability, and portability yielded an average mean of 4.66 which
means the IT experts strongly agree that the system can deliver its functions well. The
functionality bore 4.80 because the lessons of the application are suitable for the grade
 40

12 students and 4.70 for the accuracy because the system provides accurate score,
users can get certificates in achievement, lessons are unlocked correctly and scores in
assessment are saved. Under the reliability, fault tolerance yielded 4.80 interpreted as
strongly agree because it shows the appropriate message when inputting invalid
characters and 4.30 interpreted agree for the recoverability because the application can
recover from its last state the score and achievements during exercise and assessment
if the home button and power button are accidentally pressed. Under the usability,
understandability was scored 4.70 by the IT experts with an interpretation of strongly
agree because it provides understandable and clear instruction on how exercises and
assessment works and for the learnability, the IT experts scored it 4.40 with an
interpretation of agree because the application can easily learned by the user through
the help of properly sized fonts, beautiful design and good melody and sounds. Under
the efficiency, time behavior was scored 4.80 and resource behavior bore 4.52 which
both have strongly agree interpretation because the application run smoothly, it does
not lag and it provides fast and appropriate response for the Marshmallow up to Pie
version android phone. Under the maintainability, analyzability yielded 4.60 and 4.80
for the stability which both interpreted as strongly agree, the application provides
appropriate instructional message when the locked lesson is selected in the lesson
module, and it recovers to its last state when a call is received while using the
application. Under the portability, adaptability scored 4.80 and installability scored
4.70 which are both interpreted as strongly agree because the application can adapt
and be installed to any android devices such as Marshmallow up to Pie version.
 41

Table 7. Mean Score of IT Experts Acceptability

SOFTWARE CRITERIA MEAN INTERPRETATION

A. Functionality
1. Suitability 4.80 Strongly Agree
2. Accuracy 4.70 Strongly Agree
4.75 Strongly Agree
B. Reliability
1. Fault Tolerance 4.80 Strongly Agree
2. Recoverability 4.30 Agree
4.55 Strongly Agree
C. Usability
1. Understandability 4.70 Strongly Agree
2. Learnability 4.40 Agree
4.55 Strongly Agree
D. Efficiency
1. Time Behavior 4.80 Strongly Agree
2. Resource Behavior 4.52 Strongly Agree
4.66 Strongly Agree
E. Maintainability
1. Analyzability 4.60 Strongly Agree
2. Stability 4.80 Strongly Agree
4.70 Strongly Agree
F. Portability
1. Adaptability 4.80 Strongly Agree
2. Installability 4.70 Strongly Agree
4.75 Strongly Agree
Overall 4.66 STRONGLY AGREE

The proponents conducted a pre-test and post-test to 30 first year Bachelor of

Science in Information Technology students of Pambayang Dalubhasaan ng Marilao.
The mean score of the pre-test was 17.63, and post-test was 22.43. The result of the
t-test was -7.74 and t-tabular was 2.045. Based on the results, the proponents claimed
that there is sufficient evidence that there is a significant difference between the pre-
test and the post-test.
 42

5. SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATION

5.1 Summary of Findings
The summary of findings was gathered based on the results of evaluations for each
ISO 9126 criteria.
1. Functionality- The IT experts strongly agreed and the end users agreed that the e-
learning application provides suitable activities for Physics 1 subject for grade 12
students. The e-learning application provides suitable contents and video clips for
grade 12 students.
2. Reliability- The IT experts strongly agreed and the end-users agreed that the
application is reliable to go back to the state when the home button, lock button or
back button are accidentally pressed while using the application.
3. Usability- Both the IT experts and the end-users strongly agreed that the
application is easy to understand, learned, and operated because of the user
interface. It invites the user to use the application and answer the exercises of the
application.
4. Efficiency- The IT experts strongly agreed and the end-users agreed that the
application controls responds well as it used and runs appropriately in an android
device. It does not encounter a freeze and lag behavior in Marshmallow up to Pie
android phone.
5. Maintainability- The IT experts strongly agreed and the end-users agreed that the
application provides instructional material for the user and can return to the last
state when the android phone received a call
6. Portability- The IT experts strongly agreed and the end-users agreed that the
application is easy to install and responsive in an android device with a version
from Marshmallow up to later versions of android.
5.2 Conclusions
Based on the summarized findings, the proponents concluded the following
1. The proponents designed an E-learning application that can help the Grade 12
students in learning General Physics 1 through the use of lesson presentations,
video clips, and animations.
2. The proponents developed an application that serves as a supplementary tool
that can provide information about General Physics 1 lessons.
3. The proponents developed an application that provides an easy way on
reviewing and noting the formulas and definition of terms essential to General
Physics 1 subject.
 43

4. The proponents conducted alpha and beta testing that validates the system's
functionalities in accordance to requirements. The alpha testing is tested by the
developers, and the beta testing is tested by the end-users.
5. The proponents used ISO 9126-1 to evaluate the system’s quality and
acceptance.
6. The proponents concluded that the E-Learning application had significance to
the end-users based on the pre-test and post-test results after using the
developed application.

5.3 Recommendations
The following recommendations of the proponents were suggested for future
researchers:
1. To create an online version of the application for the updates of the topics and
improvement of the videos;
2. To add zooming of texts, on and off of background music and change of color
of the background of the application;
3. To add more topics, animations, video tutorials, and other types of questions
that are based on K-12 curriculum that can also help the students to learn
General Physics 1; and
4. To make the application available different mobile platform OS such as IOS,
and etc.
 44

REFERENCES

Books:
[1] M. Allen. Michael Allen’s Guide to e-Learning, Second Edition. John Wiley
and Sons, New Jersey, 2016.
[2] J. Feiler. Introducing SQLite for Mobile Developers. Apress Media LLC,
New York, 2015.
[3] J. Keeffe. Importance of studying Physics. 2016.

Theses:
[4] J. Abadesa, M. E. Esguera, K. Morta, and R. Paclibar. “Development of E-
Learning Application for Pre-school Mathematics Using Android Devices”,
Undergraduate thesis. Pambayang Dalubhasaan ng Marilao, (2015).
[5] E. Bautista, C. D. Casas, C. Peralta, and C. Tabinas. “BioChemPhy Mania”,
Undergraduate thesis. STI College, Meycauayan, (2017).

Electronic References:
[6] “What is K to 12 Program?”, Official Gazette of the Republic of the
Philippines. (Retrieved from https://www.officialgazette.gov.ph/k-12#section-1 on
July, 2019)
[7] “STEM Stand Scheduling of Subjects”, Department of Education.
(Retrieved from https://www.deped.gov.ph/wp-content/uploads/2019/01/Science-
Technology-Engineering-and-Mathematics-STEM-Strand.pdf on January, 2019)

[8] “General Physics 1 Topics”, Department of Education. (Retrieved from

https://www.deped.gov.ph/wp-content/uploads/2019/01/General-Physics-1-1.pdf on
August, 2016)

[9] “Visual Studio”, Computer Hope (Retrieved from

https://www.computerhope.com/jargon/v/visual-studio.htm on June, 2019)

[10] “Number of smartphone users in the Philippines from 2015 to 2022”. Statista
Research Department. (Retrieved from
https://www.statista.com/statistics/467186/forecast-of-smartphone-users-in-the-
philippines/ on February, 2019)
 45

[11] “Complete Physics”. Alianda. (Retrieved from

https://play.google.com/store/apps/details?id=completephysics.mobi.com.completep
hysics&hl=en_US on September, 2019)
[12] “Physics of Formula 2019”. Chernykh Technology. (Retrieved from
https://play.google.com/store/apps/details?id=august.fizika&hl=en_US on October,
2019)
[13] V. S. Sobremisina. “Use of Physics Innovative Device for Improving
Students’ Motivation and Performance in Learning Selected Concepts in Physics”.
Rizal Technological University. (Retrieved from http://www.apjmr.com/wp-
content/uploads/2017/12/APJMR-2017.5.4.2.01.pdf on November, 2017)
[14] D. Malhotra. “Transforming the future of mobile broadband in the
Philippines”. (Retrieved from https://blogs.cisco.com/sp/transforming-the-future-of-
mobile-broadband-in-the-philippines on April, 2019)
[15] M. Rajput. “How Big Is The eLearning Market And The Role Of Mobile
Apps?” (Retrieved from https://elearningindustry.com/big-elearning-market-role-
mobile-apps on December, 2018)
[16] S. R. Harandi. “Effects of E-Learning on E-Learning on Students’
Motivation”. Allameh Tabatabai University, Tehran, Iran. (Retrieved from
https://www.sciencedirect.com/science/article/pii/S1877042815031985 on May,
2015)
[17] F. Freiling, S. Nemetz and S. Schmitt (2017). A Standardized Corpus for
SQLite Database Forensics. (Retrieved from
https://www.sciencedirect.com/science/article/pii/S1742287618300471 on March,
2017)
[18] S. Choi. “SSD as SQL Engine”. SungKyunKwan University, Republic of
Korea. (Retrieved from https://dl.acm.org/doi/pdf/10.1145/3183713.3183720 on June,
2018)
[19] J. Blair. “Photoshop Basics”. (Retrieved from
https://libguides.library.cpp.edu/photoshopworkshop on January 09, 2019)
[20] J.R. Beltran, J. Dela Hozl, J.H. Escobarl, J.D. Gonzales and H. Sanchez
(2017). 2D and 3D Virtual Interactive Laboratories of Physics on Unity Platform.
(Retrieved from https://iopscience.iop.org/article/10.1088/1742-
6596/935/1/012069/pdf on December, 2017)
[21] T. M. Gronli, G. Ghinea, J. Hansen and M. Younas. (2014). Mobile
Application Platform Heterogeneity: Android vs Windows Phone vs IOS vs Firefox
 46

OS. (Retrieved from

https://www.researchgate.net/profile/Gheorghita_Ghinea/publication/269301609_M
obile_Application_Platform_Heterogeneity_Android_vs_Windows_Phone_vs_iOS_
vs_Firefox_OS/links/56b9ea7008ae3b658a8a34c7/Mobile-Application-Platform-
Heterogeneity-Android-vs-Windows-Phone-vs-iOS-vs-Firefox-OS.pdf on May,
2014)
[22] A. Corpuz. “Difficulties Encountered, Learning Strategies and Academic
Performance in Physics of Psychology Students”. University of Perpetual Help System
Laguna, Philippines. (Retrieved from
http://centreofexcellence.net/J/JSS/PDFs/jss.2017.6.2.365.374.pdf on April, 2017)

[23] J. Smith. “What is Adobe Illustrator”. (Retrieved from

https://www.agitraining.com/adobe/illustrator/classes/what-is-adobe-illustrator on
November, 2019)

[24] S. Nayan. “What is SQLite browser and how to use it?” (Retrieved from
https://www.edureka.co/blog/sqlite-browser/ on October, 2019)

[25] M. Chand. “What is C#?”. (Retrieved from https://www.c-

sharpcorner.com/article/what-is-c-sharp/ on March, 2020)
 APPENDIX A
TESTING FORMS
Alpha Testing Form
PhyLearning: Physics E-Learning Android Application for Grade 12 Students
Tester Name: _________________________ Date: ____________
Device Used: __________________________ Operating System (OS): ________

NO. MODULE WORKING NOT REMARKS

WORKING
DESCRIPTION
Application Launch
1 Splash Screen

Menu
2 Achievements
3 View Score Button
4 Lesson Button
5 Formula Button
6 Glossary Button
7 Assessment Button
8 About Button
9 Sound
Lesson
10 Topic
11 Sub Topic
12 Lessons
13 Videos
14 Fullscreen Button
15 Exercise Button
16 Draggable Answer
17 Correct Answer
Display
18 Try Again Display
19 Back Button
20 Menu Button
21 Lesson Certificate
22 Sound
Formula
23 Topic
24 Back Button
25 Sound
Glossary
26 Search Button
27 Topic
28 Sound
29 Back
Assessment
30 Instruction
31 True or False
32 Clickable Answer
33 Score
34 Attempt
35 Fill in the Blanks
36 Input Answer
37 Score
38 Attempt
39 Problem Solving
40 Clickable Answer
41 Score
42 Attempt
43 Menu Button
44 Try Again Button
45 Exit Button
46 Assessment Certificate
47 Continue Button
48 View Score Button

Credits
49 Credits Display
50 Back Button
51 Sound
 Beta Testing Form
PhyLearning: Physics E-Learning Android Application for Grade 12 Students
Name: _______________________________ Date: _______________
Time: ________________________ Operating System (OS): _________
Instruction: Put a check (/) mark under the corresponding rating if the application is
passed or failed.

System’s Criteria YES NO

1. Does the application respond fast and does not make

the user wait?
2. Can the android application be installed and work
properly in the android device?

3. Can the application work properly to the resolution of

the android device?

4. Does the application provide accurate scores and

points in the Exercise and Assessment module?

5. Are the designs, sounds, and videos working

properly?

6. Does the application work properly?

Comments/Suggestions:
_______________________________________________________________
___________________________________________________________________
___________________________________________________________________
 APPENDIX B
TESTING RESULTS

ALPHA TESTING RESULTS

Launch
Module 1 2 3 4
Splash
Working Working Working Working
Screen

Menu
Module 1 2 3 4
Achievements Working Not Working Not Working Working
View Score
Working Working Working Working
Button
Lesson Button Working Working Working Working
Formula Button Working Working Working Working
Glossary Button Working Working Working Working
Assessment
Working Working Working Working
Button
About Button Working Working Working Working

Lesson
Module 1 2 3 4
Topic Working Working Working Working
Sub Topic Working Working Working Working
Lessons Working Working Working Working
Not
Videos Not Working Not Working Not Working
Working
 Not
Fullscreen Button Not Working Not Working Not Working
Working
Exercise Button Working Working Working Working
Draggable Not
Not Working Working Working
Answer Working
Correct Answer
Working Working Working Working
Display
Try Again
Working Working Working Working
Display
Back Button Working Working Working Working
Menu Button Working Working Working Working
Lesson
Working Working Working Working
Certificate
Not
Sound Not Working Not Working Not Working
Working

Formula
Module 1 2 3 4
Topic Working Working Working Working
Back Button Working Working Working Working
Sound Working Working Working Working
Topic Working Working Working Working

Glossary
Module 1 2 3 4
Search Button Not Working Not Working Not Working Not Working
Topic Working Working Working Working
Sound Working Working Working Working
Back Working Working Working Working
Credits
Module 1 2 3 4
Credits
Working Working Working Working
Display
Back Button Working Working Working Working
Sound Working Working Working Working

Assessment
Module 1 2 3 4
Instruction Working Working Working Working
True or False Working Working Working Working
Clickable Working Working Working Working
Answer
Score Working Working Working Working
Attempt Working Working Not Working Working
Fill in the Working Working Working Working
Blanks
Input Answer Working Working Working Working
Score Working Working Working Working
Attempt Working Working Working Working
Problem Working Working Not Working Working
Solving
Clickable Working Working Not Working Working
Answer
Score Working Working Working Working
Attempt Working Working Working Working
Menu Button Working Working Working Working
Try Again Working Working Working Working
Button
 Exit Button Working Working Working Working
Assessment Working Working Working Working
Certificate
Continue Working Working Not Working Working
Button
View Score Working Working Working Working
Button

BETA TESTING RESULTS

System’s Criteria YES NO

1. Does the application respond fast and does not make 3 7

the user wait?

2. Can the android application be installed and work 7 3

properly in the android device?

3. Can the application work properly to the resolution 9 1

of the android device?

4. Does the application provide accurate scores and 9 1

points in the Exercise and Assessment module?

5. Are the designs, sounds and videos working properly? 7 3

6. Does the application work properly? 7 3

 APPENDIX C
PRE-TEST AND POST-TEST RESULTS

Pre-Test Post-Test

29

24 25 24
22 22 22 22 21 23
19 20 20 19 20
18
16 16 15
13

1 2 3 4 5 6 7 8 9 10
Student

Pre-Test Post-Test

25 25
24 24
23
22 22
21 21 21 21
19 19
18
16 16
15
14
11 11

11 12 13 14 15 16 17 18 19 20
Student
 Pre-Test Post-Test
31

25
23 22 22 23
21 20 21 21
18 18 19 19 20 19
16 17
14 15

21 22 23 24 25 26 27 28 29 30
Student
 Statistical Treatment

Variable 1 Variable 2
Mean 17.63333333 22.43333333
Variance 11.41264368 8.116091954
Observations 30 30
Pearson Correlation 0.414781065
Hypothesized Mean Difference 0
df 29
t Stat -7.737633213
P(T<=t) one-tail 7.81514E-09
t Critical one-tail 1.699127027
P(T<=t) two-tail 1.56303E-08
t Critical two-tail 2.045229642

Based on the T-test, the following shows significant difference between pre-
test and post-test results in General Physics 1 is -7.74. This is based on the p-values
which are all less 0.05.
• Ho: There is no significant difference between the Pre-Test and Post-Test
• Ha: There is a significant difference between the Pre-Test and Post-Test
ttab = ±2.045
tcomp < ttab = Accept Ho
tcomp > ttab = Do not accept Ho, reject Ho, accept Ha

Decision: Reject Ho

Conclusion: There is a sufficient evidence to claim that there is a significant

difference between the Pre-test and the Post-test.
 APPENDIX D
SOFTWARE EVALUATION INSTRUMENT
PhyLearning: Physics E-Learning Android Application for Grade 12 Students
EVALUATION INSTRUMENTS FOR END-USERS
Name : ___________________________________________
Grade and Section : ___________________________________________
Age : ___________________________________________
School : ___________________________________________

Instruction: Please evaluate the system’s acceptability through the given scale
below by placing a check mark under the corresponding rating.
Numerical Rating Equivalent
5 Strongly Agree
4 Agree
3 Partially Agree
2 Disagree
1 Strongly Disagree

SOFTWARE CRITERIA 5 4 3 2 1
A. Functionality
1. Suitability Are the lessons, list of formula, and
glossary of the application appropriate
and fitted to the Physics 1 subject of the
user?
(Ang mga aralin ba sa application,
talaan ng formula, at talahuluganan
ay wasto at angkop sa paksang
Physics 1?)
2. Accuracy Does the application show the correct
points received in each of the exercise
and assessment?
 (Tama ba ang ipinapakita ng
application sa nakukuhang puntos
sa bawat pagsasanay at pagsusulit?)
B. Reliability
1. Fault Tolerance Does the application show appropriate
display or message when you did
invalid inputs or error occur?

(Nagpapakita ba ang application ng

naaangkop na screen display o
mensahe kung mali ang input?)

2. Recoverability Can the application recover its last state

if the home button and turn off button
are accidentally pressed?

(Kaya ba ng application ang ma-

recover ang huling estado kung
sakaling mapindot ng hindi
sinasadya ang patayan at home
button?)
C. Usability
1. Understandability Do you easily understand the
instruction of the application?

(Madali mo bang nauunawaan ang

tagubilin ng application?)
2. Learnability Do you easily learn how to use the
application?

(Madali mo bang nalaman kung

pano gamitin ang application?)

D. Efficiency
1. Time Behavior The application did not make you wait
too long.
 (Ang application ay hindi ka
pinaghihintay ng sobrang tagal.)
2. Resource The application can use properly the
Behavior functions of the device such as touch
function and sounds.

(Nagagamit ng maayos ang function

ng device tulad ng touch function at
mga tunog.)
E. Maintainability
1. Analyzability The application provides exercise in
every lesson and assessment after all
the lessons.

(Ang application ay nagbibigay ng

pagsasanay sa bawat lesson at
pagsusulit pagkatapos ng lesson)
2. Stability Can the application return to the last
state before when android phone
received a call?

(Kaya ba ng application na
makabalik sa huling estado bago ang
phone ay makatanggap ng tawag?)

F. Portability
1. Adaptability Do the image, icons, and buttons adjust
to the screen size of your device?

(Nababagay ba ang imahe, mga icon,

at mga pindutan sa laki ng screen ng
iyong cellphone?)
 2. Installability Can the application be easily installed
in an android phone in android version
marshmallow up to the latest version?

(Ang application ba ay madaling

mainstall sa android phone na may
version na marshmallow hanggang
sa pinakabagong version?)

Comments:
___________________________________________________________________
____________________________________________________________________
____________________________________________________________________
_________________________________________________________________
 SOFTWARE EVALUATION INSTRUMENT
PhyLearning: Physics E-Learning Android Application for Grade 12 Students
EVALUATION INSTRUMENTS FOR IT EXPERTS
Name :_____________________________________________
Grade and Section :_____________________________________________
Age :_____________________________________________
Signature :_____________________________________________

Instruction: Please evaluate the system’s acceptability through the given scale
below by placing a check mark under the corresponding rating.
Numerical Rating Equivalent
5 Strongly Agree
4 Agree
3 Partially Agree
2 Disagree
1 Strongly Disagree

SOFTWARE CRITERIA 5 4 3 2 1
A. Functionality
1. Suitability The lessons in Physics 1 are suitable
for Grade 12 Students to learn such
as Kinematics ,Motion along 2D and
3D, Newton’s Law of Motion and
Applications, Work, Energy and
Energy Conservation, Center of
Mass, Momentum, Impulse and
Collision, Rotational Equilibrium
and Rotational Dynamics, Gravity,
Periodic Motion, Mechanical Waves
and Sounds , Fluid Mechanics and
Ideal Gases and Laws of
Thermodynamics.
2. Accuracy The application provides correct and
accurate score in exercises, provides
certificates in achievements, lessons
unlocked correctly, and saved score
in Assessment.
G. Reliability
1. Fault Tolerance The application shows appropriate
message on invalid inputs or error.

2. Recoverability The application can recover its last

state, score, and achievements
during exercise and assessment if
the home button and power button
are accidentally pressed.
3. Usability
1. Understandability The application provides instruction
that the user can understand how the
exercise and assessment work.
2. Learnability This is the capability of the
application to be learned easily by
the user through the help of the
properly sized fonts, beautiful
designs, and good melody and
sounds.

3. Efficiecy
1. Time Behavior This is the capability of the
application to provide a fast and
appropriate response while using its
function in Marshmallow up to Pie
Android versions.

2. Resource The application can run smoothly

Behavior the touch function and does not
encounter freeze and lag behavior.

3. Maintainability
 1. Analyzability The application provides
appropriate instructional messages
that can help the user what to do
when topic is clicked in lesson
module.
2. Stability The application can return to its
previous state after the android
phone received a call.

3. Portability
1. Adaptability The application can adapt to
different Android devices from
Marshmallow to latest versions of
Android.

2. Installability The application can be easily

installed in any android devices that
has at least a minimum version of
Marshmallow 6.0

Comments:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
 APPENDIX E
EVALUATION RESULTS
Evaluation Results on the Acceptance of the System by the End Users
Evaluators Functionality Reliability Usability Efficiency Maintainability Portability
1 2 1 2 1 2 1 2 1 2 1 2
1 3 3 4 4 4 5 4 3 5 4 3 5
2 5 5 5 5 4 5 5 4 5 4 5 3
3 5 4 5 3 5 5 3 3 4 3 4 4
4 5 5 5 5 5 5 5 5 5 5 5 5
5 5 5 4 5 4 2 5 5 5 5 5 5
6 4 3 4 3 4 5 4 3 2 3 4 5
7 5 5 5 4 5 5 5 4 5 5 4 5
8 5 4 5 4 4 5 4 3 3 4 4 3
9 5 5 5 5 5 5 5 5 4 4 4 4
10 5 5 5 5 5 5 5 5 5 4 5 4
11 4 4 5 5 5 5 4 4 4 4 4 4
12 4 4 4 4 5 5 5 5 4 4 4 5
13 4 4 4 4 4 4 4 5 5 4 5 4
14 5 5 5 5 5 5 5 5 5 5 4 5
15 4 5 4 4 4 4 4 3 5 4 4 5
16 3 4 4 4 4 3 3 3 4 3 4 3
17 4 3 3 4 4 3 4 3 4 2 5 3
18 5 4 4 4 5 4 5 4 4 4 5 4
19 4 3 4 4 5 4 5 4 4 4 5 4
20 5 4 5 5 5 5 5 5 5 4 5 5
21 4 5 5 4 4 5 3 4 4 3 4 4
Evaluators Functionality Reliability Usability Efficiency Maintainability Portability
22 4 4 4 3 4 4 3 4 4 3 4 4
23 4 4 4 4 5 3 4 5 5 4 5 4
24 5 3 3 4 5 5 4 5 5 4 4 4
25 5 5 4 3 5 4 3 5 5 4 4 1
26 4 4 5 5 5 4 4 5 5 4 4 4
27 5 4 3 5 5 5 5 4 5 4 5 5
28 5 5 5 5 5 5 5 5 5 4 5 5
29 5 5 5 4 5 5 5 5 5 5 5 5
30 5 5 5 5 4 4 5 4 5 4 4 5
31 5 5 5 5 5 5 4 4 5 5 5 4
32 4 5 5 4 5 5 3 4 4 4 4 4
33 4 4 4 4 4 4 3 4 4 3 4 4
34 4 4 2 5 4 4 5 4 5 4 4 3
35 5 4 5 5 4 4 4 5 5 4 5 3
36 5 5 4 4 5 5 4 4 5 5 5 4
37 4 4 5 5 4 4 4 5 4 4 4 4
38 4 4 3 4 4 5 3 4 5 4 5 4
39 5 5 5 5 5 5 4 5 5 4 5 1
40 4 5 4 3 5 5 4 4 4 5 5 2
41 4 4 4 4 4 3 4 3 4 4 4 4
42 4 4 4 5 5 4 4 5 5 4 5 4
43 5 5 4 4 4 5 4 4 4 4 5 5
44 4 4 3 5 4 4 4 4 4 4 4 5
45 4 3 2 3 4 4 4 5 3 5 4 4
46 4 3 4 4 5 4 4 4 4 3 4 5
Evaluators Functionality Reliability Usability Efficiency Maintainability Portability
47 5 4 4 4 4 3 4 4 5 4 4 4
48 5 5 4 4 4 4 4 5 5 3 5 4
49 5 5 5 3 4 4 4 5 5 3 5 4
50 5 5 4 5 5 5 4 3 4 4 5 4
51 5 4 3 4 5 5 3 5 4 4 5 4
52 4 3 3 3 4 4 4 4 5 5 4 4
53 5 5 5 5 4 5 4 4 5 4 4 4
54 5 4 5 4 5 5 4 4 5 4 5 2
55 4 5 4 3 5 3 3 3 5 4 5 4
56 5 5 5 4 4 4 3 3 4 4 5 3
57 4 4 4 4 5 4 4 4 5 4 4 4
58 5 4 5 4 5 4 4 4 5 4 5 4
59 4 4 4 4 5 3 4 4 5 4 5 4
60 5 5 5 4 4 5 4 4 5 4 5 3
 Evaluation Results on the Acceptance of the System by the IT Experts
Evaluator Functionality Reliability Usability Efficiency Maintainability Portability
1 2 1 2 1 2 1 2 1 2 1 2
1 4 4 4 4 3 3 4 4 4 4 4 4
2 4 5 5 5 5 5 5 5 4 5 5 4
3 5 5 5 5 5 5 5 5 5 5 4 4
4 5 5 5 4 5 5 5 5 5 5 5 5
5 5 4 5 5 5 5 4 5 4 5 5 5
6 5 4 4 5 4 4 5 4 4 4 5 5
7 5 5 5 5 5 4 5 4 5 5 5 5
8 5 5 5 3 5 4 5 4 5 5 5 5
9 5 5 5 3 5 4 5 4 5 5 5 5
10 5 5 5 4 5 5 5 5 5 5 5 5
 APPENDIX F
EVALUATION PROCEDURE PICTURES

Mr. Noriel M. Quintos checking the evaluation form for IT Experts.

Mr. Aldrin Cruz evaluating the application’s functionality, reliability, usability,

efficiency, maintainability, and portability.
Mr. Mark Anthony Calilong after evaluating the PhyLearning application.

Mr. Glenn Pangilinan after evaluating the PhyLearning application.

 Ms. Jennifer Estorioso explaining the evaluation form to the Grade 12 STEM
students of Assemblywoman Felicita G. Bernardino Memorial Trade School

Ms. Roselle Danica N. Lumacang explaining the application to some students of

Assemblywoman Felicita G. Bernardino Memorial Trade School
 These are Grade 12 STEM Students of Mother Theresa Academy of Marilao while
evaluating the application.

Ms. Jennifer Estorioso is guiding the Grade 12 STEM students of Mother Theresa
Academy of Marilao in evaluating the application.
 First year Bachelor of Science in Information Technology students of Pambayang
Dalubhasaan ng Marilao are taking the pre-test.

Mr. Jeffreson Salvador transferring the PhyLearning Application to the students.

 First year Bachelor of Science in Information Technology students of Pambayang
Dalubhasaan ng Marilao are taking the pre-test

First year Bachelor of Science in Information Technology students of Pambayang

Dalubhasaan ng Marilao are taking the post-test.
 APPENDIX G

GANTT CHART

Jennifer R. Estorioso
Roselle Danica N. Lumacang
Jeffreson E. Salvador
Lenar A. Santos
All
 APPENDIX H
DEVELOPMENT COST

LABOR COST
Number Monthly 9 Months
Mobile Application Developers 2 ₱ 42,18.00 ₱ 379,638.00
Graphic Designer 1 ₱ 21,029.00 ₱ 189,261.00
Technical Writer 1 ₱ 27,200.00 ₱ 244,800.00

TOTAL LABOR COST ₱ 813,699.00

HARDWARE COST

Items Quantity Cost Per Unit Total Cost

Laptop (Asus) 1 ₱ 26,776.53.00 ₱ 26,776.53.00
Desktop Computer 2 ₱ 19,999.00 ₱ 39,998.00
Canon iP2770 inkjet printer 2 ₱ 2,499.00 ₱ 4,998.00

TOTAL HARDWARE COST ₱ 71,772.53.00

SOFTWARE COST
Items Quantity Cost Per Unit Total Cost

TOTAL SOFTWARE COST ₱ 0.00

ELECTRICITY COST
Appliances No. of Units Wattage Per Appliance Cost Total Wattage Total Cost
Unit Per Month Per Month

Printer @ 175 watts 1 175 1,181.37.00 175 1,181.37

Laptop @ 40 watts 1 40 270.14.00 40 270.14
Desktop computer @ 175 watts 2 175 1,181.37.00 175 2,362.74
Total Monthly Power Consumption 390

Total Monthly Electricity Consumption ₱ 3814.25.00

TOTAL 11 MONTH ELECTRICITY COST ₱ 41,956.75

OFFICE SUPPLIES
Items Cost Per Unit Quantity Monthly Expenses 11 Months Expenses
Ballpen 7 4 28.00 308.00
Folder 10 10 100.00 1100.00
Short Bondpaper (ream) 110 2 220.00 2420.00
Fastener 2 5 10.00 110.00
Paper Binder 5 5 25.00 2475.00
Ink 50 4 100.00 1100.00
TOTAL 11 MONTHS EXPENSES ₱ 6,523.00

HARDWARE ACQUISITION COST

Items Quantity Cost Per Unit Total Cost
Android Device (Cellphone-Vivo Y81) 1 9,990.00 9,990.00
Android Device (Cellphone- Huawei Nova 3i) 1 11,990.00 11,990.00
Android Device (Cellphone- Asus Zenfone Selfie) 1 9,990.00 9,990.00
Android Device (Cellphone- Xiami Redmi) 1 9,299.00 9,299.00
TOTAL HARDWARE ACQUISITION COST ₱ 41,269.00

SUMMARY OF DEVELOPMENT COST

LABOR COST ₱ 813,699.00
SOFTWARE COST
HARDWARE COST ₱ 71,772.53
ELECTRICITY COST ₱ 41,956.75
OFFICE SUPPLIES COST ₱ 4,347.00
HARDWARE ACQUISITION COST ₱ 41,269.00
TOTAL DEVELOPMENTAL COST ₱ 937,044.28
 APPENDIX I
SOFTWARE USER’S MANUAL

PhyLearning: Physics E-Learning Android Application for Grade 12 Students

 Table of Contents

Introduction J-1
System Requirements for Android Mobile Phone J-1
System Requirements for PC J-1
Steps in downloading the PhyLearning J-1
Steps in installing BlueStacks emulator J-2
Steps in importing the PhyLearning J-5
Steps in installing the application to mobile device J-8
Steps in how to operate the application J-10
Introduction
PhyLearning is an E-Learning Android application for Grade 12 students about
General Physics 1 subject. It is an offline application and has a single user. It has ten lessons
which are based on the K-12 Curriculum of DepEd. It contains lessons, animations, tutorial
videos, definition of terms, formula, and assessment.
System Requirements for Android Mobile Phones
The E-Learning application can be installed in any Android phone. To install and run
the application, the device should be at least a Marshmallow 6.0.1 up to the latest version
of Android with at least 3 GB ROM storage and 2 GB RAM for better experience.
System Requirements for PC
PhyLearning can be installed on computers using BlueStacks emulator. Bluestacks can
be installed on computers with at least 2Gb of RAM and 5GB storage.
How to download the application?
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1. Go to https://www.mediafire.com/file/kv98okjltx9uisd/PhyLearning.apk/file
2. Click the download button to download the APK file.
 3. The APK file is now downloading.

How to install BlueStacks emulator?

1. Open the installer on CD or go to https://www.bluestacks.com/download.html to

download BlueStacks.
2. Select the installer that is fit to the specs of your computer (32/64-bit versions of
Android and Windows).
3. Click install now to start the installation.

4. Just wait for a few minutes to install.

5. The installation is done, click complete.

6. After that, you need to set up your google account.

How to import the PhyLearning application?

1. Go to More Apps

2. Go to Media Manager and click the Import From Windows.

3. Select the APK file of PhyLearning.

4. Click install to start the installation.

5. When the installation is done, click open.

6. You can now explore the application.

How to install the application in mobile?

1. Click the APK file to install.

2. Click the install button and wait until the installation is done.
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3. When the installation is done, click the open button to explore the app.
How to operate the application?
Step 1: Upon opening the application, the splash screen will be displayed.

Step 2: The main menu will appear.

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 1. Achievements- Certificates of achievements acquired by the user
2. Scores- Scores of the user in the assessment
3. Lessons- Lessons in Physics
4. Formula- Formula that are related to Physics1
5. Glossary- Definition of terms that are related to Physics1
6. Assessment- Questions that can be answered by the users after unlocking all
the lessons
7. About- Shows the developers of the application
Step 3: When the user presses the Lesson Button, the main lessons will be displayed

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1. Topics- This button will show the main lessons of the application.
2. Unlocked Topics- This will only be unlocked if the user passed the exercises.
3. Back Button
4. Reset Button- After all the lessons are unlocked, this button will reset and the
topics, except for the first one will be locked again.
Step 4: When the user presses the main lesson button, sub topics will be shown.

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1. Sub Topics- Divided portion of the main lessons.

2. Back Button
3. Start Exercise Button- This button will only be unlocked if the user reached
the last slide of the last sub topic.
Step 5: When the user pressed the sub topic, the lesson will start.

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 1. Video Button- This will play the video in the lesson.
2. Back Button- This will show the previous page of the lesson.
3. Next Button- This will show the next page of the lesson.

Step 6: When the user click the Start Exercise, this scene will be displayed.

1. X button- This will exit from the instruction and go to the exercise.
Step 7: After clicking the X button, the exercise will start.

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 1.Show Button- This shows the animation for the questions.
2. Menu Button- This button will lead you to go back to the main menu.
3. Score- Shows how many correct answers the user got
4. Questions- Shows the questions that need to be answered by the user
5. Formula Button- Only shows if the question needs the formula
6. Choices- These are the choices the user can choose from
7. Next Button- This will make the user proceed to the next question.
Step 8: If the user got two wrong answers, the right answer will be shown.

1. Back Button
Step 9: If the user passed, this scene will be shown and the next lesson is already
unlocked.
Step 10: If all of the lessons are unlocked, this scene will be shown.

Step 11: Assessment Button is now unlocked and this is the instruction.
Step 12: Assessment questions are now ready to be answered.

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1. Attempts- This will show the number of attempts of the user.

2. Score- This will show the score of the user.
3. Instruction- This will show the instruction again.
4. Question- This is where the questions appear.
5. Back Arrow- This will make the user go back a page.
6. Next Arrow- This will make the user proceed a page.
7. Choices- These are the choices where the user can press.
8. Menu Button- This will make the user go to the main menu.
9. Next Button- This will make the user proceed to the next question.
Step 13: After the assessment is over, a summary result will be shown.

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1. Summary result- This is where the scores are displayed.
2. Try Again Button- This will let the user answer the assessment again.
3. Exit Button- This button will let the user go to the main menu.
Jennifer R. Estorioso
[email protected]

SKILLS

• Computer Literate
• Good Communication Skills
• Knowledgeable in Microsoft Office, Adobe Photoshop, Adobe Illustrator, Adobe
Flash, and Blender
• Basic skills in HTML, CSS, Javascript and PHP

WORK EXPERIENCES

April 2016 - March 2017 Service Crew

McDonald’s
Lolomboy, Bocaue, Bulacan

EDUCATIONAL BACKGROUND
Tertiary Bachelor of Science in Information Technology
Pambayang Dalubhasaan ng Marilao
Abanga Norte, Marilao, Bulacan
2016 - 2020

Secondary Corinthian School

Lolomboy, Bocaue, Bulacan
2010 - 2014
TRAININGS/ SEMINARS ATTENDED

February 13, 2019 Internet of Things

Pambayang Dalubhasaan ng Marilao

February 13, 2019 Development of Mobile Application

Pambayang Dalubhasaan ng Marilao

February 15, 2019 Game Development

Pambayang Dalubhasaan ng Marilao

July 15, 2019 From zero to hero: Web Freelancer

Pambayang Dalubhasaan ng Marilao

July 22, 2019 Special Scrum Agile

Pambayang Dalubhasaan ng Marilao

July 24, 2019 Advertising: Digital Media

Pambayang Dalubhasaan ng Marilao

July 29, 2019 Vulnerability Management

Pambayang Dalubhasaan ng Marilao

September 5, 2019 Artificial Intelligence

Pambayang Dalubhasaan ng Marilao
September 12, 2019 Blockchain Technology
Pambayang Dalubhasaan ng Marilao

September 13, 2019 Human Computer Interaction

Pambayang Dalubhasaan ng Marilao

October 7, 2019 Automation and System Engineering

Pambayang Dalubhasaan ng Marilao

October 14, 2019 Building your Business with Google

Pambayang Dalubhasaan ng Marilao
Jeffreson E. Salvador
[email protected]

SKILLS

• Able to work independently or as part of a team

• Capable of facing complicated problems and solving it in a fast yet efficient manner
• Strong analytical and problem-solving skills, with clear attention to detail
• Knowledgeable in different kinds of programming languages such as C#, JAVA, PHP,
JAVASCRIPT
• Knowledgeable in relational database such as, MYSQL
• Knowledgeable in Internet of things (IOT) Technology
• Knowledgeable in Object Oriented Programming (OOP)
• Knowledgeable in different kind of graphic design tool such as Photoshop, Illustrator,
Flash

EDUCATIONAL BACKGROUND

Tertiary Bachelor of Science in Information Technology

Pambayang Dalubhasaan ng Marilao
Abanga Norte, Marilao, Bulacan
2016 - 2020

Secondary Meycauayan National High School

Bancal, Meycauayan, Bulacan
2004-2008
TRAININGS/ SEMINARS ATTENDED

February 13, 2019 Internet of Things

Pambayang Dalubhasaan ng Marilao

February 13, 2019 Development of Mobile Application

Pambayang Dalubhasaan ng Marilao

February 15, 2019 Game Development

Pambayang Dalubhasaan ng Marilao

July 15, 2019 From zero to hero: Web Freelancer

Pambayang Dalubhasaan ng Marilao

July 22, 2019 Special Scrum Agile

Pambayang Dalubhasaan ng Marilao

July 24, 2019 Advertising: Digital Media

Pambayang Dalubhasaan ng Marilao

July 29, 2019 Vulnerability Management

Pambayang Dalubhasaan ng Marilao

September 5, 2019 Artificial Intelligence

Pambayang Dalubhasaan ng Marilao
September 12, 2019 Blockchain Technology
Pambayang Dalubhasaan ng Marilao

September 13, 2019 Human Computer Interaction

Pambayang Dalubhasaan ng Marilao

October 7, 2019 Automation and System Engineering

Pambayang Dalubhasaan ng Marilao

October 14, 2019 Building your Business with Google

Pambayang Dalubhasaan ng Marilao
Lenar A. Santos
[email protected]

SKILLS

• Computer Literate
• Knowledgeable in relational and no scripting database such as MySQL and FIREBASE.
• Knowledgeable in Microsoft Office, Adobe Photoshop, Adobe Illustrator and Blender.
• Knowledgeable in different kinds of programming languages such as C#, Java,
Javascripts and PHP

WORK EXPERIENCES

February 2016 - Present Salesman

People’s Market Meycuayan
Meycauyan, Bulacan

EDUCATIONAL BACKGROUND
Tertiary Bachelor of Science in Information Technology
Pambayang Dalubhasaan ng Marilao
Abanga Norte, Marilao, Bulacan
2016 - 2020

Secondary Prenza National High School

Prenza I, Marilao Bulacan

2010 - 2014
TRAININGS/ SEMINARS ATTENDED

February 13, 2019 Internet of Things

Pambayang Dalubhasaan ng Marilao

February 13, 2019 Development of Mobile Application

Pambayang Dalubhasaan ng Marilao

February 15, 2019 Game Development

Pambayang Dalubhasaan ng Marilao

July 15, 2019 From zero to hero: Web Freelancer

Pambayang Dalubhasaan ng Marilao

July 22, 2019 Special Scrum Agile

Pambayang Dalubhasaan ng Marilao

July 24, 2019 Advertising: Digital Media

Pambayang Dalubhasaan ng Marilao

July 29, 2019 Vulnerability Management

Pambayang Dalubhasaan ng Marilao

September 5, 2019 Artificial Intelligence

Pambayang Dalubhasaan ng Marilao
September 12, 2019 Blockchain Technology
Pambayang Dalubhasaan ng Marilao

September 13, 2019 Human Computer Interaction

Pambayang Dalubhasaan ng Marilao

October 7, 2019 Automation and System Engineering

Pambayang Dalubhasaan ng Marilao

October 14, 2019 Building your Business with Google

Pambayang Dalubhasaan ng Marilao
Roselle Danica N. Lumacang
[email protected]

SKILLS

• Computer Literate
• English Literate
• Good Communication Skills
• Knowledgeable in Microsoft Office, Adobe Photoshop and Adobe Illustrator
• Basic skills in HTML, CSS, Javascript and PHP

EDUCATIONAL BACKGROUND

Tertiary Bachelor of Science in Information Technology

Pambayang Dalubhasaan ng Marilao
Abangan Norte, Marilao, Bulacan
2016 - 2020

Secondary Assemblywoman Felicita G. Bernardino Memorial Trade School

Lias, Marilao, Bulacan
2010 - 2014
TRAININGS/ SEMINARS ATTENDED

February 13, 2019 Internet of things

Pambayang Dalubhasaan ng Marilao

February 13, 2019 Development of Mobile Application

Pambayang Dalubhasaan ng Marilao

February 15, 2019 Game Development

Pambayang Dalubhasaan ng Marilao

July 15, 2019 From zero to hero: Web Freelancer

Pambayang Dalubhasaan ng Marilao

July 22, 2019 Special Scrum Agile

Pambayang Dalubhasaan ng Marilao

July 24, 2019 Advertising: Digital Media

Pambayang Dalubhasaan ng Marilao

July 29, 2019 Vulnerability Management

Pambayang Dalubhasaan ng Marilao

September 5, 2019 Artificial Intelligence

Pambayang Dalubhasaan ng Marilao
September 12, 2019 Blockchain Technology
Pambayang Dalubhasaan ng Marilao

October 7, 2019 Automation and System Engineering

Pambayang Dalubhasaan ng Marilao

October 14, 2019 Building your Business with Google

Pambayang Dalubhasaan ng Marilao