1

ROMBLON STATE UNIVERSITY

Cajidiocan Campus
Cajidiocan, Romblon

DESIGN, DEVELOPMENT AND IMPLEMENTATION OF COMPUTER AIDED

INSTRUCTION IN NETWORK DESIGN AND MANAGEMENT

A Capstone Project
Presented to the Faculty of
ROMBLON STATE UNIVERSITY
Cajidiocan Campus
Cajidiocan, Romblon

In Partial Fulfillment
of the Requirements for the Course
BACHELOR OF SCIENCE IN INFORMATION TECHNOLOGY

By:

MICHELE CLUB
VALERIE R. MINGO
SHIELA JOYCE RACHO
JOHN WILLIAM RAFAL

June 2023
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APPROVAL SHEET
The thesis attached here to entitled “DESIGN, DEVELOPMENT AND
IMPLEMENTATION OF COMPUTER AIDED INSTRUCTION IN NETWORK DESIGN
AND MANAGEMENT”, prepared and submitted by MICHELE CLUB,
VALERIE R. MINGO, SHIELA JOYCE RACHO, JOHN WILLIAM RAFAL in fulfillment
of the requirements for degree of BACHELOR OF SCIENCE IN INFORMATION
TECHNOLOGY is hereby accepted and approved for Oral Examination.
___________________________________________________

PANEL OF EXAMINERS
Approved by the committee on FINAL DEFENSE with a grade of _____ on January
2023.

ROSEMIN F. RABIDA, MAEd CARMELINDA M. JUAZO, Ph.D.

Panel Member Chairman
________________________ __________________________
Date Signed Date Signed

ELEZEAR R. REPIL RODEL D. BACUNA

Adviser Panel Member
__________________ __________________
Date Signed Date Signed

Accepted and approved as Partial Fulfillment of the requirement for the degree of
Bachelor of Science Technology in Information Technology.

CLARA JEAN M. JUANZO, MAEd CARMELINDA M. JUAZO, Ph.D.

Research Coordinator Campus Director
___________________________ ___________________________
Date Signed Date Signed
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ACKNOWLEDGEMENT

The author wish to express their sincerest thanks and profound gratitude to

those who is one way or another, have extended their helping hand in the conduct and

completion of this study, and to those who have given their assistance, inspiration,

moral and spiritual support.

Dr. Carmelinda M. Juanzo, Ph.D, Campus Director, for her very valuable

advice and suggestions;

To Ms. Clara Jean M. Juanzo, the research coordinator of this university, for

providing them idea, and checking the grammar of the whole manuscript;

To Mr. Raymund Ipedro, the researchers for statistician giving an

encouragement and ideas in the statistical tools used in this research;

To Mr. Elezear R. Repil, for his advice and suggestions and to give ideas

and encouragement.

To Mr. Rodel D. Bacuna, for his recommendation, service and piece of

advice.

To their respondents, the BSIT students and faculty members, that would their

presence in research would have not been accomplished and organized;

To all 4th year BSIT Students for the joys and laughter, their friendly manners;
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To the researchers parents, brothers, sisters, and friends who served as

inspiration and source of encouragement throughout the whole duration of this study;

Above all, to the Almighty God, for sustaining them with courage, strength and

wisdom for without these blessings it would have been impossible for them to

accomplish this task.

Valerie R. Mingo
Michelle R. Club
Shiela Joyce Racho
John William Rafal
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DEDICATION

This work is lovingly dedicated to;

Their everlasting supportive parents, Mr. Confesor Mingo and Mrs. Rose Marie Mingo;

Their friends, classmates, and schoolmates;

Their research adviser Mr.Elezear R. Repil;

To the members of the faculty and staff of RSU Cajidiocan Campus

To their love ones and above all;

To the God in heaven, the source of wisdom and knowledge.

Valerie R. Mingo
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DEDICATION

This work is lovingly dedicated to;

Their everlasting supportive parents, Mr. Felicisimo Club and Mrs. Juana Club;

Their friends, classmates, and schoolmates;

Their research adviser Mr.Elezear R. Repil;

To the members of the faculty and staff of RSU Cajidiocan Campus

To their love ones and above all;

To the God in heaven, the source of wisdom and knowledge.

Michelle R. Club
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DEDICATION

This work is lovingly dedicated to;

Their everlasting supportive parents, Mr. Miguel Racho and Mrs. Lucy Racho;

Their friends, classmates, and schoolmates;

Their research adviser Mr.Elezear R. Repil;

To the members of the faculty and staff of RSU Cajidiocan Campus

To their love ones and above all;

To the God in heaven, the source of wisdom and knowledge.

Shiela Joyce Racho

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DEDICATION

This work is lovingly dedicated to;

Their everlasting supportive parents, Mrs. Jane Paul Rafal;

Their friends, classmates, and schoolmates;

Their research adviser Mr.Elezear R. Repil;

To the members of the faculty and staff of RSU Cajidiocan Campus

To their love ones and above all;

To the God in heaven, the source of wisdom and knowledge.

John William Rafal

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ABSTRACT

The capstone project entitled “Design development and implementation of

computer aided instruction in network design and management,” provided guide drills

and practice exercises, computer visualization of complex objects, and computer-

facilitated communication between students and teachers. This application contains a

Login feature, Add Items, View Items.

The researchers used descriptive research to gather the data needed in the

computer aided instruction in network design and management, the researchers

gathered the system’s requirement and assembled the project, after they have

completed, they tested the designed project to find out its functionality. After it was out

operational, it was subjected to assessment by the respondents to determine the

effectiveness level in terms of: functionality, performance efficiency, usability, reliability,

and security. The research instrument used was seven-point rating scales in the form of

a numeric rating scale type questionnaire answered by fifty (50) respondents, forty (40)

selected IT students, and ten (10) faculty members including the panel of Romblon

State University Cajidiocan Romblon. The data gathered were tabulated, analyzed, and

interpreted using weighted mean average.

Based on the result obtained, the researchers of this study, summed up

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the following findings:

1. The computer aided instructions in network design and management was

developed using PHP, JavaScript, CSS and SQL.

2. The level of acceptance in terms of; Functional Suitability was rated as very

acceptable, Performance Efficiency was rated as very acceptable, Reliability was

rated as very acceptable, Usability was rated as very acceptable, and Security

was rated as very acceptable.

The overall rating of the acceptance of the system got a weighted

mean average of six and twenty-six hundredths (6.26), with descriptive

interpretation was very effective.

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TABLE OF CONTENTS

TITLE PAGE-------------------------------------------------------------------------------- i
APPROVAL SHEET---------------------------------------------------------------------- ii
ACKNOWLEDGEMENT---------------------------------------------------------------- iii
DEDICATION------------------------------------------------------------------------------ v
ABSTRACT-------------------------------------------------------------------------------- vi
TABLE OF CONTENTS --------------------------------------------------------------- viii
Chapter I-THE PROBLEM AND ITS BACKGROUND
Introduction----------------------------------------------------------------------- 1
Statement of the problem ---------------------------------------------------- 3
Significance of the study------------------------------------------------------ 4
Scope and Delimitation of study-------------------------------------------- 4
Chapter II- REVIEW OF RELATED LITERATURE AND STUDIES
Review of Related Literature---------------------------------------------- 22
Conceptual Framework----------------------------------------------------- 23
Hypotheses of the study---------------------------------------------------- 24
Definition of term--------------------------------------------------------------25
Chapter III- RESEARCH DESIGN AND METHODOLOGY
Research Design------------------------------------------------------------28
Research Method----------------------------------------------------------- 28
Respondents of the study------------------------------------------------- 29
Research Locale------------------------------------------------------------ 29
System Development Life Cycle---------------------------------------- 30
System Architecture-------------------------------------------------------- 35
System Flow chart---------------------------------------------------------- 36
Use Case Diagram----------------------------------------------------------37
Software Requirements----------------------------------------------------38
System Requirements------------------------------------------------------39
Instrumentation-------------------------------------------------------------- 40
Data Collection and Source of Data------------------------------------ 40
Statistical Treatment of Data--------------------------------------------- 41
Chapter IV- RESULT, DISCUSION AND EVALUATION
Requirement Analysis--------------------------------------------------------58
Development Testing---------------------------------------------------------60
Evaluation-----------------------------------------------------------------------70
Overall Level of effectiveness Application------------------------------71
Chapter V- SUMMARY, CONCLUSION AND RECOMMENDATION
Summary------------------------------------------------------------------------73
Major Finding------------------------------------------------------------------ 75
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Conclusion----------------------------------------------------------------------77
Recommendation-------------------------------------------------------------78
Reference---------------------------------------------------------------------- 79

APPENDICES
Appendix A. Letter of Request to Conduct Study
Appendix B. Letter of Request to gather data
Appendix C. Letter Request to the Adviser
Appendix D. Grammarian Certificate
Appendix E. Statistician Certificate
Appendix F. Rating Scale
Appendix G. Source Code
Appendix H. General Tally
Appendix I. Documentation
Appendix J. Curriculum Vitae

LIST OF FIGURES

Figure No. Title Page No.

2.1 Conceptual Frameworks 24
3.1 Vicinity Map 31
3.2 System Development Life Cycle 32
3.3 Interface Design 34
3.4 System Architecture 37
3.5 System Flow Chart 38
3.6 Use Diagram (Admin) 39
3.7 Use Diagram (Students) 40
4.1 System URL 46
4.2 User Login 47
4.3 User Interface 47
4.4 Admin Management 48
4.5 Upload Lesson 48
4.6 Manage quiz 49
4.7 Delete Lesson 49
4.8 Delete button 50
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4.9 Add new Question 50

4.10 Manage video Button 51
4.11 Add button 51
4.12 Update lesson 52
4.13 Delete video lesson 52
4.14 Home Button of Video Lesson 53
4.15 Adding Video Link 53
4.16 Add Video Lesson 54
4.17 YouTube Link 54
4.18 Use Panel 55
4.19 Creating Account for User 55
4.20 User Interface for User 56
4.21 Download Lesson 56
4.22 Video Lesson Button 57
4.23 Exercise Button 57
4.24 Taking Quiz 58
4.25 Show Results 58

LIST OF TABLES

Table No. Title Page No.

3.1 Software Requirements 41
3.2 System Requirements 42
3.3 Scoring Instruments 45
4.1 Module Testing 59
4.2 Functionality Testing 60
4.3 Functionality 61
4.4 Performance Efficiency 63
4.5 Reliability 65
4.6 Usability 67
4.7 Security 69
4.8 Effectiveness of the system Application 71
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CHAPTER I

INTRODUCTION

This chapter presents the background of the study, statement of the

problem, significance of the study, scope and delimitation.

Background of the Study.

Through the years, humans have developed an instinct of seeking for

technology that shall make more efficient and effective use of time. We have so

far developed a highly competitive and rapidly changing world which demands for

innovations which tend to be superior from all the rest. At this rate, education,

which is the underlying stuff of technology, must keep up with the pace and the

demands of the industry. Most academicians would cling to the concept that

learning only takes place inside the classroom and the laboratory and that there

should always be interaction between a mentor and a student to fully assess the

capacity and the comprehension of the learner.

However, due to the advent of the computer-aided instruction (CAI) or

which is also known as computer assisted instruction, technology made available

education within the reach of the learner’s fingertips. It is a diverse and a rapidly

expanding spectrum of computer technologies that assist the teaching and

learning process especially in the new normal brought by pandemic.

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In this study in the design, development and implementation of computer

aided instruction (CAI) in network design and management subject will provide

guide drill and practice exercises, computer visualization of complex objects, and

computer-facilitated communication between students and teachers. It aims to

reinforce academic instruction through simulations where students get to

experience learning in a different light. This can increase student’s access to

information since not everything may be provided by a mentor, as will as serve

as a supplement to the prepared lectures. They enhance teacher instruction in

several ways. Can be interactive and can illustrate a concept through attractive

animation, sound, and demonstration. This allow students to progress at their

own pace and work individually or problem solve in a group. Computers provide

immediate feedback, letting students know whether their answer is correct. If the

answer is not correct, the program shows students how to correctly answer the

question.

Computers offer a different type of activity and a change of pace from

teacher-led or group instruction. Computer-assisted instruction improves

instruction for students with disabilities because students receive immediate

feedback and do not continue to practice the wrong skills. Many computer

programs can move through instruction at the student’s pace and keep track of

the student’s errors and progress. Computers capture the students’ attention
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because the programs are interactive and engage the students’ spirit of

competitiveness to increase their scores. Also, computer-assisted instruction

moves at the students’ pace and usually does not move ahead until they have

mastered the skill. Programs may provide many instructional benefits and can

have much greater impact on student learning, because students can often work

independently or in pairs at computers around the room through a series of

interrelated activities, instruction and coping a variety of learning styles. Students

enjoy working in a Computer Aided Instruction for DBMS using MySQL for it

provides them immediate positive feedback. The selection of this project was

developed through survey, research, interview and further study of the proponent

to gain more ideas in helping both students and instructors in some ways of

teaching. The study aims to be a part of students learning in developing their

potential to excel in their field in Information Technology by providing

opportunities in easy ways and accessible tool of learning to enhance their

undeveloped skills.

Statement of the Problem

This research study aims to create an computer aided instructor.

Specifically, it seeks answers to the following quuestions:

Specifically, the study sought answers to the following questions:

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1. What is the programming tool employed in designing Computer Aided

Instruction?

2. What is the process of providing a Computer Aided Instruction?

3. What are the features of computer aided instruction in network design and

management?

4. What is the level of Acceptance of the Computer Aided Instruction with

regards to ISO 25010 standards in terms of:

4.1 Functionality;

4.2 Performance efficiency,

4.3 Usability;

4.4 Reliability;

4.5 Security?

Significance of the study

The development of the Computer Aided Instructor system will be

beneficial to the following:

Student. This can increase student’s access to information since not

everything may be provided by a mentor, as will as serve as a supplement to the

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prepared lectures. Furthermore, it allow students to progress at their own pace

and work individually or problem solve in a group.

Faculty. Provide insights to a faculty member to a reinforce academic

instruction varied and effectively through simulations where students get to

experience learning in a different light. Morever, it enhance teacher instruction in

several ways interactively and can illustrate a concept through attractive

animation, sound, and demonstration.

Researchers. It will be a challenge for the researchers to design and

develop an online portal using their skills in programming and web development.

Institution. This design project is an interactive instruction technique

whereby a computer is used to present the instructional material and monitor the

learning that take place.CAI uses of video in enhancing the learning process.

Future Researcher. This study will help to provide a reference to their

future study especially to the students who have the same field of interest.

Scope and Delimitation of the study

This study focuses on the design and development of system on the

specific subject network design and management. The study is intended to

develop computer aided instruction in form of video presentation that can be

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access in the system that are link in YouTube for accessibility set up and

configuration. This study will be conducted at BSIT on first semester of Academic

Year 2022-2023 utilizing forty (40) BSIT students as respondents.

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of related literature and studies that has

relevance to the present study. Books, thesis, dissertations and other

publications in the school library and on-line materials was consulted where

ideas could help justify the need for conducting this investigation. The conceptual

framework, paradigm of the study, Hypothesis of the Study and definition of

terms were discussed in this chapter.

Computer-Aided Instruction.

According to Bruce Mann (2012) Computer-aided instruction, more often

referred to as computer-assisted instruction or CAI, often means different things

to different people. An active CAI developer will design a project based on a

preferred method or guideline. The guideline can usually be associated with a

particular definition of multimedia learning. All but one guideline relies for support

on impact studies alone, testing users immediately after the treatment.

Alternatively, the SSF model is based on studies conducted on attentional

memory in adults and children measuring their performance over several weeks.
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Eight conclusions can be drawn from this discussion, one for each design

guideline. Computer aided instruction as a vehicle for problem solving: Scratch

programming environment in the middle years classroom

Computer aided instruction as a vehicle for problem solving: Scratch

programming environment in the middle years classroom

According to Quincy Brown, William Mongan, Dara(2013) ， Computer

Assisted Instruction (CAI) has been promoted as the new standard for teaching

and learning. Schools were provided with computers and internet connections at

an astounding rate in the 1990’s, but there was no correlated increase in student

performance. 1 Investigation into this problem has revealed that computer

technology is simply used to augment traditional ‘instructionist’teaching

strategies, 1, 2 and this type of integration does not parallel the current real-time

problem solving domain that is driven by technology. Therefore, the integration of

technology to reinforce science, technology, engineering and mathematics

(STEM) education must not simply augment the existing teaching framework, but

also present open-ended engineering problems that require a combination of

problem-solving intuition and strategies learned in the classroom. The goal of this

work, conducted via the NSF GK-12 program at Drexel University, is to evaluate

the integration of computer-aided instruction and computer programming

strategies learned in the classroom as it impacts the open-ended problem solving

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skills of grade 5 and 6 students. The NSF GK-12 program at Drexel University

aims to use engineering as a contextual vehicle to augment STEM education, as

well as to inspire students to pursue engineering disciplines.

The impact of using Youtube in EFL classroom on enhancing EFL students'

content learning

According to Huda Omar Alwehaibi,(2015),Information technology has

opened up prospects for rich and innovative approaches to tackle educational

issues and provide solutions to the increasing demands for learning resources.

YouTube, a video-sharing website that allows users to upload, view, and share

video clips, offers access to new and dynamic opportunities for effective and non-

traditional patterns of teaching and learning. In Saudi Arabia, this technology has

not been exploited much for educational purposes. The present study aims at

experimenting the impact of integrating YouTube technology into English as a

foreign language (EFL) instruction on enhancing EFL college students’ learning

of the content of the course:“Observation in Schools 2”. This course is one of five

courses taught in the program “Elementary School Teacher of English” which

aims at developing certain observation skills for effective teaching in elementary

school. Such skills could include using particular frames or lenses to gain insight

about the classroom and teaching and learning, and developing methods of

observing and recording. For the purpose of the study, a quasi experimental
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design was adopted. Based on such design, two groups of second year college

students at the Department of Curriculum and Instruction in the Faculty of

Education at Princess Noura University in Riyadh, Saudi Arabia, were randomly

assigned to the experimental and the control groups of the study.

Can YouTube enhance student nurse learning?

According to Clifton, A., & Mann, C. (2011).The delivery of nurse

education has changed radically in the past two decades. Increasingly, nurse

educators are using new technology in the classroom to enhance their teaching

and learning. One recent technological development to emerge is the user-

generated content website YouTube. Originally YouTube was used as a

repository for sharing home-made videos, more recently online content is being

generated by political parties, businesses and educationalists. We recently

delivered a module to undergraduate student nurses in which the teaching and

learning were highly populated with YouTube resources. We found that the use

of YouTube videos increased student engagement, critical awareness and

facilitated deep learning. Furthermore, these videos could be accessed at any

time of the day and from a place to suit the student. We acknowledge that there

are some constraints to using YouTube for teaching and learning particularly

around the issue of unregulated content which is often misleading, inaccurate or

biased. However, we strongly urge nurse educators to consider using YouTube

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for teaching and learning, in and outside the classroom, to a generation of

students who are native of a rapidly changing digital world

An empirical study of computer-aided instruction in quantitative business

courses

According to Füsun F Gönül, Roger A Solano,(2013), We investigate

business undergraduate mathematics-based courses in a blended environment

of online assignments and exams and offline lectures, and report the impact on

academic performance of factors such as classroom attendance, web-based

course supplements, and homework. We present results from both ordinary least

squares and fixed effects, where the latter method controls for unobserved

heterogeneity among students. We discuss biases in estimation when the

ordinary least squares method is used, resulting from the fact that it ignores

unobserved heterogeneity. The fixed effects results suggest that (1) class

attendance has a positive impact on exam score, (2) a student who achieves

proficiency in a greater number of Khan Academy ∗∗∗skill-sets to prepare for an

exam takes longer to complete an exam but does not experience a significant

change in exam score, (3) a student who spends more time completing the

homework spends more time completing the exam but does not experience a

significant change in exam score, and (4) students who score relatively higher in
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homework tend to score relatively higher in exams and finish in less time than

other students.

The impact of YouTube videos on the student's learning

According to Chtouki, Y., Harroud, H., Khalidi, M., & Bennani, S. (2012),

An important part of education is student's learning. Good quality education is

based mainly on how well student attain the knowledge. One way to achieve that

is to simplify the content and make it as intuitive as possible. This can be

challenging especially for introductory computer science courses for non-

computer science students. Such courses are supposed to cover a wide range of

complex computer concepts such as networking, computer internal hardware,

databases, operating systems and others. In this paper we are presenting the

results of a study done on the use of YouTube videos to enhance students'

learning. We have evaluated the student's performance in an introduction to

computers course for non-computer science students by comparing two groups

of students, The first one is a test group in which we have supplied the students

with a set of videos from YouTube to illustrate different concepts such as multiple

core versus single core processor, hard disk internal components, using fiber

optic cables to connect continents under water. ect. The second is a control
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group in which we have only used the traditional resources, such as the textbook,

in class lectures and handouts. The results of the study have shown that

students understand and can remember the complex concepts much better when

they are exposed to a visual explanation video. We found that most of the

students if not all watched the short videos, which is not the case with textual

content. One of the main advantages of YouTube is that it is a free web based

service that contains short contents about specific concepts taught in schools.

Educators can easily search and review videos related to a specific concept or

knowledge, and then provide the students with the link. In our case the videos

were downloaded using RealPlayer plugin, which allowed us to download any

video streaming content on the web. Then we have uploaded the videos in our

LMS (learning management system). We have opted to include the videos in the

LMS so that we can track the number of students who have downloaded the

videos and keep track of the number of downloads. In this study we have found

that using YouTube videos encouraged students to look for similar videos, and

get a habit of using YouTube as an educational resource. The only challenge is

the evaluation of the reliability of the content, for that reason content selection

has to done by the instructor. Lastly, YouTube videos have been a useful source

of educational content, it is a free web based tool, and the impact has been

important based on our study on students' performance. Educators have used

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YouTube videos in other fields such as nursing in [1] and have proven to be an

effective tool to enhance students learning and engagement.

Comparison of Computer-Aided Instruction and Inquiry-Based Teaching on

Students' Anxiety towards Science

According to Kaya, Hasan; Saylan Kirmizigul, Asli,(2019) The present

study was conducted to explore the effect of the use of computer-aided and

inquiry-based teaching approaches on 7th grade students' anxiety towards

science. The research was carried out in the spring semester of 2016-2017

academic year with the participation of 69 students from two classes of a middle

school in Kayseri, Turkey. The pre-test and post-test quasi-experimental design

without a control group was used. Within the scope of the study, "Reflection in

the Mirrors and Absorption of the Light" unit was taught through computer-aided

instruction in experimental-1 group, and inquiry-based teaching in experimental-2

group by developing suitable activities for each approach. In the study, data were

collected through Science Anxiety Scale. The data were analyzed through

paired-samples and independent samples t-tests. According to the results,

although both teaching approaches decreased the level of science anxiety, it was

seen that computer-aided instruction was more effective than inquiry-based

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learning. In addition, in terms of five sub-dimensions of the scale, there are

significant differences between two groups' post-test scores in favour of

experimental-2 group. Lastly, although girls were more anxious towards science

based on the pre-test scores, no significant difference was found between post-

test scores in terms of gender.

The Role of Computer-Aided Instruction in Science Courses and the

Relevant Misconceptions of Pre-Service Teachers

According to Aksakalli, Ayhan; Turgut, Umit; Salar, Riza, (2016)This

research aims to investigate the ways in which pre-service physics teachers

interact with computers, which, as an indispensable means of today's technology,

are of major value in education and training, and to identify any misconceptions

said teachers may have about computer-aided instruction. As part of the study,

computer-based physics course packages were designed by the researchers and

computer-aided assignments were prepared by the pre-service physics teachers.

At the end of the study, Physics Achievement Tests were administered to the

sample pre-service teachers. The research study group included 50 pre-service

physics teachers who were taking classes under the Physics Education

Department of Kazim Karabekir Faculty of Education at Atatürk University during

the 2015-2016 Fall semester. The research data were analysed using SPSS

software packages. The study concluded that the computer-aided science

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courses were effective, and that pre-service physics teachers had

misconceptions about computer-aided instruction.

The Efficiency of Computer-Aided Instruction and Creative Drama on

Academic Achievement in Teaching of Integers to Seventh Grade Students

According to Kaplan, Abdullah; Özturk, Mesut; Ertör, Eren (2013) This

study aims to compare computer-aided instruction, creative drama and traditional

teaching methods in teaching of Integers to the seventh grade students. The

study was conducted in a primary school with eighty-seven students (N=87) in a

county of Agri, in spring term of academic year 2011-2012. A non equivalent

control group quasi experimental research design was used for the evaluation.

Data of study were obtained through educational achievement test. SPSS 16.0

software program was used for two-way ANOVA analysis. At the end of the

study, most successful group was computer-aided instruction group, while there

was no significant difference between creative drama and conventional education

group.

Design and implementation of computer aided instruction system based on Web

Modern society is an information society, the computer slowly infiltrates into all
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aspects of life. Network computer-aided instruction has become the focus of the

development of education industry, so this paper puts forward a relatively

complete architecture and design scheme of network computer-aided instruction

system. The web-based CAI system is a typical management information system

based on B/S mode. The design of this scheme has a certain reference value for

developing new teaching methods and means through the establishment of

network-based CAI platform.

The Analysis of Determinant Factors in Software Design for Computer

Assisted Instruction

According to Ramdhani, M. A., & Wulan, E. R. (2012). The purpose of this

study is to identify the determinant factors in the formulation of human and

computer interaction in software design for Computer Assisted Instruction (CAI).

The methodology used is descriptive analysis toward determination of the

determinant factors in the formulation of human and computer interaction in

software design for CAI through Focus Group Discussion, and then weighting

each aspect in the interaction of human and computer through the respondent

perceptions and questionnaire by using utilities weighting model on the Analytic

Hierarchy Process. The result showed that the determinant factors in the

determinant factors and the formulation of human and computer interaction in

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software design for CAI, which are respectively based on the value of their

interests, are functionality, productivity, interaction model, and security.

This exploratory study investigated the impact of learning styles on

human-computer interaction.

According to Jonathan Ross,Robert Schulz 2010 This exploratory study

investigated the impact of learning styles on human-computer interaction.

Seventy learners who were enrolled in a large urban post-secondary institution

participated in the study. The Gregorc Style Delineator™ was used to obtain

subjects' dominant learning style scores. Results indicated that patterns of

learning indices did not differ significantly based on subjects' dominant learning

style. Five of the six measures indicating human-computer interaction behavior

were not significant at the p < 0.05 level. However, learning styles significantly

affected learning outcomes, as indicated by a significant main effect, as well as

an interaction effect between dominant learning style and achievement scores. It

would appear that Abstract Random learners may be at-risk for doing poorly with

certain forms of computer-aided instruction. Based on the review of literature and

results found in this study, it was concluded that computer-aided instruction may

not be the most appropriate method of learning for all students.

Web-based computer-aided instruction (CAI) has become increasingly

important to medical curricula.

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According to John A. McNulty (2010), This multi-year study investigated

the effectiveness of CAI and the factors affecting level of individual use. Three

CAI were tested that differed in specificity of applicability to the curriculum and in

the level of student interaction with the CAI. Student personality preferences and

learning styles were measured using the Meyers Briggs Type Indicator (MBTI)

and Kolb's Learning Style Inventory (LSI). Information on “computer literacy” and

use of CAI was collected from student surveys. Server logs were used to quantify

individual use of respective CAI. There was considerable variability in the level of

utilization of each CAI by individual students. Individual use of each CAI differed

and was associated with gender, MBTI preferences and learning style, but not

with “computer literacy.” The majority of students found the CAI useful for

learning and used the CAI by themselves. Students who accessed the CAI

resources most frequently scored significantly higher on exams compared with

students who never accessed the resources. Our results show that medical

students do not uniformly use CAI developed for their curriculum and this

variability is associated with various attributes of individual students. Our data

also provide evidence of the importance of understanding student preferences

and learning styles when implementing CAI into the curriculum. Anat Sci Ed 2:2–

8, 2010. © 2010 American Association of Anatomists.

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The comparative effect of computer-aided instruction and traditional

teaching on student’s creativity in math classes.

According to Mahnaz FatemiAqda (2011). The current study aimed at

comparing the effect of traditional teaching (lecturing) and computer-aided

instruction (CAI) on students’ creativity in math classes. A quasi-experimental

design with control and experimental groups and pre- and post-test was utilized.

Fifty seven students were selected according to simple random sampling from

junior high schools in Tehran. Research instrument was the Persian version of

Torrance Creativity Test (form B). A personal information questionnaire was also

used to make a profile of participants’ demographic. Results showed that CAI

was significantly more effective on creativity, elaboration, and originality of

students than traditional teaching of math.

Learning preferences, computer attitudes, and test performance with

computer-aided instruction

According to Thomas GLynch 2016 Learning preference refers to how

individuals choose to approach learning situations. Computer-aided instruction

(CAI) permits the adaptation of educational content to individual student learning

strategies. Methods: To determine if learning preference and computer attitude

influence the acquisition of knowledge using CAI materials, a prototype CAI

program was developed that incorporated differing learning exercises. Students

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(n = 180) completed Rezler’s Learning Preference Inventory (LPI) and a

computer attitude survey (CAS). The LPI uses three sets of paired scales to

characterize learning preference and choice of learning situation. The CAS

assesses student attitudes toward computers in general (CAS-G), as well as the

educational use of computers (CAS-E). After finishing the program students

completed a program attitude survey (CAS-P). Immediate comprehension was

assessed by pretests and posttests incorporated into the program. Retention was

assessed by a repeat of the posttest 4 to 6 weeks after initial program review.

A scoping meta‐analysis analyzing the effects of student‐centered learning

and computer‐aided instruction on student performance in anatomy

According to Adam B. Wilson 2019, While prior meta-analyses in anatomy

education have explored the effects of laboratory pedagogies and histology

media on learner performance, the effects of student-centered learning (SCL)

and computer-aided instruction (CAI) have not been broadly evaluated. This

research sought to answer the question, “How effective are student-centered

pedagogies and CAI at increasing student knowledge gains in anatomy

compared to traditional didactic approaches?” Relevant studies published within

the past 51 years were searched using five databases. Predetermined eligibility

criteria were applied to the screening of titles and abstracts to discern their

appropriateness for study inclusion. A summary effect size was estimated to

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determine the effects of SCL and CAI on anatomy performance outcomes. A

moderator analysis of study features was also performed. Of the 3,035 records

screened, 327 underwent full-text review. Seven studies, which comprised 1,564

participants, were included in the SCL analysis. An additional 19 studies

analyzed the effects of CAI in the context of 2,570 participants. Upon comparing

SCL to traditional instruction, a small positive effect on learner performance was

detected (standardized mean difference (SMD = 0.24; [CI = 0.07, 0.42]; P =

0.006). Likewise, students with CAI exposure moderately outscored those with

limited or no access to CAI (SMD = 0.59; [CI = 0.20, 0.98]; P = 0.003). Further

analysis of CAI studies identified effects (P ≤ 0.001) for learner population,

publication period, interventional approach, and intervention frequency. Overall,

learners exposed to SCL and supplemental CAI outperformed their more

classically-trained peers as evidenced by increases in short-term knowledge

gains. Anat Sci Educ. © 2018 American Association of Anatomists.

Evaluation of computer‐aided instruction in the medical gross anatomy

curriculum.

According to John A. McNult 2012 A two-year study was conducted to

provide summative evaluations of web-based computer-aided instruction (CAI)

specifically designed to supplement the laboratory dissections in the medical

human anatomy course. Utilization of CAI was analyzed using server statistics,
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student surveys and network login tables. There was a significant increase in

server requests for CAI over the period of the course in both years of the study.

In general, student surveys corresponded with the login data for individual

students, although several discrepancies showed limitations of the respective

methodologies. When course examination scores were compared to the number

of CAI logins for individual students, there were statistically significant direct

correlations between exam grades and frequency of CAI use. Our findings

illustrate the value of combining server statistics with user surveys for evaluations

of CAI as an effective supplement for student learning in the anatomy curriculum.

Clin. Anat. 17:73–78, 2012. © 202014 Wiley-Liss, Inc.

Experimental Evidence on Technology-Aided Instruction in India.

According to Muralidharan, Karthik, Abhijeet Singh, and Alejandro J.

Ganimian 2019 We study the impact of a personalized technology-aided after-

school instruction program in middle-school grades in urban India using a lottery

that provided winners with free access to the program. Lottery winners scored

0.37 sigma higher in math and 0.23 sigma higher in Hindi over just a 4.5-month

period. IV estimates suggest that attending the program for 90 days would

increase math and Hindi test scores by 0.6 sigma and 0.39 sigma respectively.

We find similar absolute test score gains for all students, but much greater

relative gains for academically-weaker students. Our results suggest that well-
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designed, technology-aided instruction programs can sharply improve

productivity in delivering education.

Design and implementation of computer aided instruction system based on

Web

According to Qian, S. (2021). Design and implementation of computer

aided instruction system based on Web. Modern society is an information

society, the computer slowly infiltrates into all aspects of life. Network computer-

aided instruction has become the focus of the development of education industry,

so this paper puts forward a relatively complete architecture and design scheme

of network computer-aided instruction system. The web-based CAI system is a

typical management information system based on B/S mode. The design of this

scheme has a certain reference value for developing new teaching methods and

means through the establishment of network-based CAI platform.

The affordances of YouTube for language learning and teaching

According to Jennifer Brook, (2011), The Web 2.0 site YouTube. com

was examined with respect to how it affords authentic, student-centered

instruction in English as a second or foreign language classrooms. A review of

literature showed that there has been empirical and action research studies on

the use of YouTube in both ESL and EFL contexts. YouTube has been shown to

be a tool that facilitates language learning and teaching and confidence building,
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as well as affords authentic, student-centered activities with increased

participation. With this said, some potential limitations of the use of YouTube and

other Web 2.0 tools, such as student privacy and inappropriate material, is

discussed. Finally, the paper concludes with sample lessons that demonstrate

how YouTube can be used as a tool to produce an authentic, student-centered

project.

Evaluation of computer‐aided instruction in a gross anatomy course

According to John A McNulty, Beth Sonntag, James M Sinacore(2011),

Web‐based computer‐aided instruction (CAI) has become increasingly important

to medical curricula. This multi‐year study investigated the effectiveness of CAI

and the factors affecting level of individual use. Three CAI were tested that

differed in specificity of applicability to the curriculum and in the level of student

interaction with the CAI. Student personality preferences and learning styles

were measured using the Meyers Briggs Type Indicator (MBTI) and Kolb's

Learning Style Inventory (LSI). Information on “computer literacy” and use of CAI

was collected from student surveys. Server logs were used to quantify individual

use of respective CAI. There was considerable variability in the level of utilization
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of each CAI by individual students. Individual use of each CAI differed and was

associated with gender, MBTI preferences and learning style, but not with

“computer literacy.” The majority of students found the CAI useful for learning

and used the CAI by themselves.

Conceptual Framework

Easton (1965) in Guerra (2017) says that the components such as input,

process, output is a framework showing different variables of the study. The input

variable consists of the following; Data requirements, System Requirements and

User Requirements it also includes the Data Gathering. On the other side, the

process involves system development through planning, analysis, design and

testing. The output is the final evaluation and implementation of Computer Aided

instruction.

Input Process Output

List of network design

 Subject 1. Planning Computer aided

 Module instruction in network
2. Design
 Topic design and
3. Development
management
 Quiz 4. Video Editing
 Video 5. Debugging
 Programming 6. Testing
tools 7. Implementation
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Figure 2.1- Conceptual Frameworks

Hypotheses of the study

1. This can be design and develop using Bootstrap, CSS, JavaScript, PHP

programming language. The PHP for the front end and backend design

and MySQL for the data base.

2. The system provides a web and mobile based to access computer aided

instruction that teaching process in which a computer is used to enhance

the education of the student.

3. This software is used to increase the productivity of the designer, improve

the quality of design, improve communications through documentation,

and to create a database for manufacturing.

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4. The level of acceptance of the computer aided instruction with regards to

ISO 25010 standards in terms of;

4.1 Functionality is extremely acceptable,

4.2 Performance Efficiency is very acceptable,

4.3 Usability is extremely acceptable,

4.4 Reliability is acceptable

4.5 Security is very acceptable

Definition of Terms

In order for the readers to have a clear understanding of the study the following

terms were operationally defined:

Bootstrap. Bootstrap is an open-source that serve in the study as a

potent front-end framework to create computer aided instruction in network

design and management course.

Computer Aided Instruction. This dissertation will be designed to

examine the impact of computer-aided instruction. (CAI) on student achievement

in a business education course.

CSS. Cascading Style Sheets (CSS) are one of the most important

technologies on the web today. They give web developers the power to style
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their web sites so those sites are usable, compact, good looking, consistently

displayable, and quick and efficient to change if so desired.

Design. Computers offer a variety of instructional control options to

designers of computer-assisted instruction. However, the amount and type of

instructional control is affected by both the nature of the learning task and learner

characteristics. This chapter focuses on design and development research, a

type of inquiry unique to the instructional design and technology field dedicated

to the creation of new knowledge and the validation of existing practice.

Development. In this study we tried to develop computer aided instruction

using flash for a compiler model, which is making the simulation of stack during

code generation of compilation. From the experiments have been made, we

success developed a computer assisted instruction that can be used easily,

provide more effective and efficient than manual methods of teaching. This is

evident from the results of evaluations that have been made.

HTML. The html is here the code to build the system Computer Aided

Instruction system and make the web-based Computer Aided Instruction system

function properly. This html pages with text, links, images, tables, and forms.

Implementation. It will be important for the learner to have on-going

opportunities to practice the targeted skill or behavior with the computer software.
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The simplest way to ensure this is to schedule computer use into the learner’s

school day. Take advantage of opportunities to use the program at home if the

family has a computer, has access to the program, and wants to use it. If the

learner enjoys using the software, it also can be offered as an option during

recess or free time. It is important to set a minimum number of times in a day or

week that the learner will engage in CAI in order to make progress in the targeted

skill.

JavaScript. The JavaScript programming language is widely used for web

programming and, increasingly, for general purpose computing. As such,

improving the correctness, security and performance of JavaScript applications

has been the driving force for research in type systems, static analysis and

compiler techniques for this language.

Network Design and Management. Is a subject Computer Aided

Instructional management system tool is to simplify the process of network

designing by using a user-friendly computer based program.

Php. This programming language will be properties all design of the

proposed system. PHP is a simple yet powerful open-source scripting language

for creating dynamic web content. The millions of web sites powered by PHP are

testament to its popularity and ease of use.

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SQL. This SQL is the most widely used database language. Whether you

are application developer, database administrator, web application designer,

mobile a good working knowledge of SQL is an important part of interacting with

database.

CHAPTER III

RESEARCH METHODOLOGY

This chapter describes how the study was conducted. It includes the

research design, research method, respondents of the study, research locale,

instrumentation, data collection, statistical treatment and analysis of data.

Research Design

This study used the quantitative research design. This involves the

process of collecting and analyzing numerical data which can be used to find

patterns and averages, make predictions, test causal relationships, and

generalize results to wider populations.

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Research Method

This study utilized experimental research. They designed the Computer

Aided Instruction of the College of Information Technology of RSU-

Cajidiocan

Campus. The acceptance of the system was rated by the fifty (50) respondents

composed of forty (40) respondents from the Second year students randomly

selected and ten(10) respondents from Faculty and Staff of the Romblon State

University Cajidiocan Campus. The Rating scale was used for gathering data

which is most suited for the quantitative design investigation.

Respondents of the study

The respondents of the study were fifty (50) composed of forty (40)

randomly selected students and 10 faculty and staff including members of the

panel using simple random technique.

Research Locale

The research study was conducted in the Romblon State University

Cajidiocan Campus for BSIT third year students. Computer Aided Instruction for

Network Design and Management was supplemental instruction in the subject

network design and management.

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Vicinity Map

Figure 3.1 Vicinity Map

Project Design and Development Process

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System Development Life Cycle (SDLC)

Agile SDLC is a hybrid of iterative and incremental process models with

an emphasis on process adaptation and customer satisfaction through rapid

delivery of functional software. Agile methodologies divide the product

development process into small incremental builds. Iterations of these builds are

available. Each repetition lasts around one to three weeks.

Figure 3.2 Agile SDLC

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Every iteration involves cross functional teams working simultaneously on

various areas like −

• Planning

• Analysis

• Design

• Coding

• Unit and Acceptance testing

• Implementation

At the end of the iteration, a working product is displayed to the customer and

important stakeholders.

While planning and analysis in an agile model are not as extensive as

they are in a traditional model, they are sufficient to establish the extent of

required modifications. Following scope definition, the project team often cycles

through analysis, design, programming, and testing, enabling for the delivery of

minor changes to production.

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Planning

Planning is the most crucial phase in finishing software development.

During planning, the existing system's problem is identified in order to

comprehend how the current system operates.

During this step, the researchers obtained information about the

instructor's current processes particularly with the materials use in instruction. On

the subject of manual faculty taking, an interview with the RSU administrator was

held. Additionally, the researchers organized a team to develop the system and

determine the type of system that was produced based on the school's faculty.

Requirements Analysis

Based from the gather data, the researchers identify the necessary steps

and tools that are necessary to meet the user requirements. The study is

intended to develop computer aided instruction in form of video presentation that

can be access in the system that are link in YouTube for ease of accessibility and

storage.

Designing

This step summarizes the data obtained in the previous stage and

incorporates the features in the design and development of the Computer Aided
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Instruction

Management

System.

Figure 3.3 Interface Design

During the design phase, the input and output records were created, forms were

laid out, and file code was produced. This include the type of system interface to

be utilized. Technology selection and review options were discussed with the

client as an integral part of the project from the start, and feedback is critical.

Coding

This phase was developed in accordance with the designs made

previously, during which programmers constructed the code that synchronizes

the software and the created application source code. Through the usage of PHP

and Java programming languages, as well as MySQL as the system's database.

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With this tools, this will enable the development of the Computer Aided

Instruction in Network Design and Management. It take 2-3 works for the System

Development to be fully complete.

Unit and Acceptance testing

The initial level of software testing was unit testing. It is generally

undertaken by software developers and the system's user to guarantee that they

run appropriately. Identifying mistakes that occur as a result of unexpected

interactions between subsystems and system components in order to determine

whether the system satisfies both functional and non-functional requirements.

Identifying and resolving defects, as well as determining how the system

operates smoothly within its operational environment, is a critical part of the

system's evaluation.

This was the penultimate stage of testing the system prior to its

acceptance for operational usage. This type of testing is used to assess whether

the system meets the needs of the end user and is suitable for deployment. The

outcomes of these tools are evaluated and ways in which the system can be

enhanced using a range of methods, including pre-written scenarios and test

cases.
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After user acceptance, the system can be released to the customer for

implementation. However, if the user/client is dissatisfied or the system's testing

process fails, the system's developer will examine the procedure and integrate

the adjustments. It will resume the development process from the beginning,

redefining the requirements, developing and testing the changes, and

administering or doing additional tests on the developer's improvements.

Implementation

In this phase the system is examine and test to be functional and

operational. This will be ready for evaluation and to be rate by the respondent-

students and faculty members of Romblon State University – Cajidiocan

Romblon.
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System Architecture

Figure 3.4 System Architecture

The figure above shows that the student will register his/her profile into

student information and he/she can change his/her password. This information

will be stored in student database. Students must take pre-test first before he/she

can view the lessons provided by the instructor and he/she needs to take post-

test before he/she can proceed to the next lesson. The instructor will register as

administrator so that he can manage the system. The instructor will provide
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lessons and tests for the students. He can also view and evaluate students’

performance if the students have learning in using CAI.

System Flow Chart

Server Flow Chart

Figure 3.5 System Flow Chart (Server)

The figure above presents that Computer Aided Instruction in DBMS has

two major subtypes the Instructor and Student. The instructor has four major

functions; he makes lessons, pre-test post-test, he can view students’

performance or result and he can also edit students’ information. The student has

also four major functions; he should take the pre-test first so that he can view the
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lessons and after that, he can take post-test and view his results. Student can

compare the result of his pre and post-test.

Use Case Diagram

The researchers used Use Case Diagram for the proposed system.

Specifically, the corresponding functions and showed the different actors

representing the intended users of the software.

Users of the system:

ADMIN
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Figure 3.6 Use Diagram (admin)

Figure 3.6 shows the admin case diagram with the following privileges such as

Login, add user, modified user, view lesson, manage video lesson, generate

report, Generate Video link, and Logout.

STUDENTS
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Figure 3.7 Use Case Diagram (Student)

Figure 3.7 shows the student case diagram. The students have the

following privileges such as login, take pre-test, take lesson, take quiz and log

out.

Table 3.1 Software requirements

Development Tools Purpose

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Application and Software

 Adobe Dreamweaver CS5 These software tools are used to develop

 MySQL the design and screen forms as well as the

 PHP database and server of the proposed

system to come up with a good and high-

quality product.

Operating System Platform

 Windows 10 This software is used as the operating

system in the implementation of the

developed system.

Tools for Documentation

Microsoft Office 2013 This software package is used for the

preparation and presentation of the

WBFMS-FBC documentation.
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System Requirements
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MINIMUM REQUIREMENTS PURPOSE

The Main Server Computer The back-end user is recommended

(Preferably with Pentium Dual Core to use the suggested hardware

processor) equipped with: specification and operating system to

 500 GB Hard drive obtain system efficiency and reliability.

 4GB RAM

 2GB VGA

 Internet Connection

Each personal computer (preferably

with Celeron or Pentium 4 processor)

The users are recommended to use
equipped with:
the suggested hardware specification
 At least 160 GB Hard Drive
to obtain system efficiently and
 At least 2GB RAM
reliability
 LAN Card

 Internet Connection with

minimum speed = 384kbps

Table 3.2 System Requirements

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Instrumentation

Rating Scale was used in data gathering. The researchers use a 7-point

rating scale. Where 7 is extremely acceptable, 6 is very acceptable, 5 is

acceptable, 4 is neutral, 3 is slightly inecffective, 2 is inecffective, 1 is totally

ineffective. The following scale or values was used.

Data Collection and Sources of Data

Since the scope and conduct of the study entailed some effort and time for

the students, a permit was requested from the Campus Director of this university.

Upon approval of the request, the researchers identified the 50

respondents. After the identification of respondents, the researchers gathered the

data through the administration of checklist.

The collected data from the user requirements of the clients was the main

source of data to be include in the proposed system that was collected by the

Researcher. The other data from the rating scale after the distribution to the

respondents and evaluations.

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Research Procedure

To facilitate the conduct of this study the following procedures was

observed to researchers seek approval of the Campus Director to Conduct

Study.

In order to determine the Web based Computer Aided instruction in

Romblon State University Cajidiocan Campus, the researchers formulated first a

check list for the user requirements and rating scale (7 point Likert Scale) which

contains in the acceptability of the system.

Validation of instrument was done in consultation with three (3) experts in

this field of study. Suggestions and comments was given by the experts and

were taken into consideration for the improvement of the checklist. Revision was

be made on the instrument based from the comments and suggestions that were

given.

Statistical Treatment of Data

The statistical treatment used in interpreting the data was the Weighted

Mean to know the Computer Aided Instruction.

X= = 𝑓1𝑥1+𝑓2𝑥2+𝑓3𝑥 = x =∑𝑓𝑥

∑𝑓 𝑓1+𝑓2+𝑓3 ∑𝑓
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1. x = Weighted Mean

A. ∑𝑓𝑥 = sum of all the products of f and x where f is the frequency of each

weight and x, weight,

B. 𝑓𝑥 = sum of all the subjects/respondents.

Scoring Instrument

Table 3.3

Weight Scale Descriptive interpretation

7 6.50 – 7.00 Extremely Acceptable

6 5.50 – 6.49 Very Acceptable

5 4.50-5.49 Acceptable

4 3.50 – 4.49 Neutral

3 2.50-3.49 Slightly Ineffective

2 1.5- 2.49 Ineffective

1 1.00 - 1.49 Totally Ineffective

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CHAPTER IV

Presentation, Analysis and Interpretation of Data

This chapter presents the data and information gathered from the

evaluation instruments of randomly selected student and faculty members

of Romblon State University Cajidiocan Campus Campus. The discussion

follows after the presentation of the capstone project.

Presentation

Before proceeding in this process, first you need to find your

browser on your desktop or mobile phones, then make sure you

have an internet connection.

Admin Panel

Figure 4.1 System URL

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Open your browser and type this https://rsufile.online/

computeraidedinstruction/login.php on URL.

Figure 4.2 User Login

After putting this link on URL, the website Login form will appear.

Figure 4.3 User Interface

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At the navigation bar there are Three buttons.

Figure 4.4 Admin management

Manage Lesson

Figure 4.5 Upload Lesson

If you want to Upload Lesson, just click the Choose File and if you click

the choose file button and you can upload the lesson you want and if it is
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selected just click the Submit Button and if you want to delete the lesson just

click the trash button, just like in (Figure4.5).

Figure 4.6 Manage Quiz

Manage quiz If you want to add Quiz just enter the lesson then click

Submit Button, just click Download the full Document here Button, just like

Figure 4.6
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Figure 4.8 Delete Button

Delete Button, if you want to delete the quiz, first click on the select

Lesson drop arrow box seen in the Figure 4.8

Figure 4.9 Add new Question

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When adding a question, fill up everything the system asks for and

click on the choose lesson button, which subject is the quiz, and then just

click on the submit button as shown in Figure 4.9.

Figure 4.10 Manage Videos Button

On the manage videos button, you will see three buttons and Add,

Update, Delete Button.

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Figure 4.11 Add Button

on the add button, a video lesson is added here. When adding videos, just fill up

everything that the system asks for then click the Submit Button, which can be

seen in the Figure 4.11.

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Figure 4.12 Update Lesson

Figure 4.13 Delete Video Lesson

If you want to delete the video lesson, just click on choose lesson and click on the

submit button to delete the Video Lesson shown in the Figure (Figure 4.13).
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Figure 4.14 Home Button of Video Lesson

When adding videos, just click on the view video shown in the Figure 4.14

and if you click on the view video, it will appear like this you can see in

the Figure 4.15.

Figure 4.15 Adding Video Link

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When adding videos, just click the add new video button, when you click add new videos, it will

appear in the Figure.4.16

Figure 4.16 Add Videos Lesson.

Figure 4.17 YouTube Link.

When making videos, just copy the YouTube link up to here you can see in Figure 4.16

and Figure 4.17

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User Panel

Figure 4.18 User Panel

In the user panel, the link is the same and if you enter the link, if there is no account, just

click the create button, you will see it in the figure 4.18

Figure 4.19 Creating Account for User

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When you click the create button, this is what will appear as shown in the figure 4.19and if

it appears, the system asks you to fill up and when you finish filling up, just click the Sign up
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Figure 4.20 User Interface For user

When logged in as a user, you will see this UI as you can see in the

Figure. and you will see four Buttons 4.20.

Figure 4.21 Download Lesson

To Download the Lesson Just click the clip button you can see in Figure 4.21.
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Figure 4.22 Videos Lesson Button

To Watch the Videos Lesson just click the Watch videos button you can see

in Figure 4.22.

Figure 4.23 Exercise Button

When you start a quiz just click the start button and you will buy a quiz

choosing a quiz just click the drop arrow box you can see in Figure 4.23.
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Figure 4.25 Show Results

Figure 4.24 Taking Quiz

When you click on the start quiz button, this is how it will appear, see the

Figure and when you are done answering the quiz, just click on the submit

button when you submit the quiz you will see the results shown in the Figure

4.25.
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DEVELOPMENT TESTING

This instrument was used by the user of system to test and accept

the modules of the system.

 Execution Acceptanc

Modul Procedure e Response Result Remark

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e or input Requireme Yes No Accep Reject s
Cajidiocan Campus
Cajidiocan, Romblon t
nt/

expected

result

LOGIN Login to the Login to the

system with system

valid
3 3
username and

password

Teacher Registration of Registered to

Manageme user name and the system

nt password for included

3 3
intended users adding

including subjects and

adding students to

subjects and the teacher’s

students to the module

teacher’s

module

Student Registration of Registered to

user name and the system

Manageme
password for
nt 3 3
intended users

Mobile Changing Changed

Device password of password of

the student the student

3 3
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Table 4.1 Module Testing

Remarks:

________________________________________________________________

This instrument was used by the user, IT experts including the researcher

and heads of every department of Romblon State University-Cajidiocan campus

based on the user requirement.

Table 4.2 Functionality Testing

Procedure Expected Actual Result Passed Failed Comments

Result

Functionality All the

of the buttons functionality of the 3

available buttons available

Students All Students sent

should be able images and QR

to send codes to the 3

images and server using

QR codes to
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the server mobile device

using mobile

device

The email All the email

functionality of functionality of the 3

the system system

successfully

delivered.

Fields should All the fields are

be properly properly aligned.

aligned.
3

Fonts should All Fonts are 3

be same as same as per the

per the requirements

requirements.

Text should be All text is properly

properly aligned.

aligned. 3

Buttons should All Buttons are in

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be in a a standard format

standard and size. 3

format and

size.

Remarks:________________________________________________________

Analysis and Interpretation of Data

Design Development and Implementation of Computer Aided Instructions in Network

Design and Management reflected in the tables below.

Table 4.3 Functionality

Acceptability of the design system in terms of Functionality.

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Functionality Weighted Descriptive

Mean Interpretation

A. The set of functions covers all

the specified task and user

6.1 Very Acceptable
objectives.

B. Provides the correct results with

the needed degree of precision.

6.28 Very Acceptable

C. The functions facilitate the

accomplishment of specified tasks

6.24 Very Acceptable
and objectives.

N=50

Composite Mean 6.20 Very Acceptable

Shows the Functionality of the system, the set of functions covers all the

specified task and user objectives. Out of fifty (50) respondent, eighteen (18) rated (7)
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nineteen (19) rated (6) thirteen (13) rated (5) and got a total raw score of three hundred

five (305) with a weighted mean of six and ten one hundredths (6.10) with descriptive

interpretation of Very Acceptable. Provides the correct results with the needed degree

of precision. Twenty-three (23) rated (7) eighteen (18) rated (6) nine (9) rated (5) and

got a total three hundred six (314) with a weighted mean of six and twenty-eight

hundredths (6.28) with a descriptive interpretation of very acceptable. The functions

facilitate the accomplishment of specified tasks and objectives. Twenty-four (24) rated

(7) fifteen (15) rated (6) ten (10) rated (5) one (1) rated (4) and got a total three hundred

twelve (312) with a weighted mean of six and twenty-four hundredths (6.24) with a

descriptive interpretation of very acceptable. Based on the result obtained, the level of

effectiveness of the system in terms of Functionality got a composite weighted mean of

six and twenty hundredths (6.20) with a descriptive interpretation of very acceptable.

Table 4.4. Performance Efficiency

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Acceptability of the design system in terms of performance efficiency

Performance Efficiency Weighted Descriptive N=50

Mean Interpretation

A. The response and processing

times and throughput rates of a

6.38 Very Acceptable
product or system, when
Shows
performing its functions, meet
the
requirements.

B. The amounts and types of

resources used by a product or

6.24 Very Acceptable
system, when performing its

functions, meet requirements.

C. The maximum limits of a

product or system parameter meet

6.3 Very Acceptable
requirements.

Composite Mean 6.30 Very Acceptable

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acceptability in term of performance efficiency of the system, the response and

processing times and throughput rates of a product or system, when performing its

functions, meet requirements. Out of fifty (50) respondent, twenty-two (22) rated (7)

twenty-five (25) rated (6) three (3) and got a total raw score of three hundred nineteen

(319) with a weighted mean of sixty and thirty-eight hundredths (6.38) with descriptive

interpretation of Very Acceptable. The amounts and types of resources used by a

product or system, when performing its functions, meet requirements. Twenty-five (25)

rated (7) thirteen (13) rated (6) eleven (11) rated (5) one (1) rate (4) and got a total three

hundred twelve (312) with a weighted mean of six and twenty-four hundredths (6.24)

with a descriptive interpretation of very acceptable. The maximum limits of a product or

system parameter meet requirements. Twenty-two (22) rated (7) twenty-two (22) rated

(6) five (5) rated (5) one (1) rated (4) and got a total three hundred fifteen (315) with a

weighted mean of six and thirty hundredths (6.30) with a descriptive interpretation of

very acceptable. Based on the result obtained, the level of effectiveness of the system

in terms of Performance Efficiency got a composite weighted mean of six and thirty

hundredths (6.30) with a descriptive interpretation of very acceptable.

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Table 4.5 Reliability

Acceptability of the design system in terms of reliability

Reliability Weighted Mean Descriptive

Interpretation

A. Degree to which a

system, product or
6.71 Very Acceptable
component meets needs for

reliability under normal

operation.

B. Degree to which a

system, product or
6.73 Very Acceptable
component is operational

and accessible when

required for use.

C. Degree to which a

system, product or

component operates as

intended despite the

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presence of hardware or 6.57 Very Acceptable

software faults.

Composite Mean 6.67 Very

Acceptable

N=50

Shows the acceptability in term reliability of the system,

Degree to which a system, product or component meets needs for reliability under

normal operation. Out of fifty (50) respondent, thirty-two (32) rated (7) thirteen (13) six

(6) rated (6) and got a total raw score of three hundred two (302) with a weighted mean

of sixty and seventy-one hundredths (6.71) with descriptive interpretation of Very

Acceptable. Degree to which a system, product or component is operational and

accessible when required for use. Thirty-three (33) rated (7) twelve (12) rated (6) and

got a total three hundred three (303) with a weighted mean of six and seventy-three

hundredths (6.73) with a descriptive interpretation of Very Acceptable. Degree to which

a system, product or component operates as intended despite the presence of

hardware or software faults. Thirty-two (32) rated (7) twelve (12) rated (6) one (1) rated
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(5) and got a total two hundred ninety-six (296) with a weighted mean of six and fifty-

seven hundredths (6.57) with a descriptive interpretation of very acceptable.

Based on the result obtained, the level of effectiveness of the

system in terms of Reliability got a composite weighted mean of six and sixty-seven

hundredths (6.67) with a descriptive interpretation of very acceptable.

Table 4.6 Usability

Acceptability of the design system in terms of Usability

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Usability Weighted Mean Descriptive

Interpretation

A. Product or system can be

used by specified users to

6.6 Very Acceptable
achieve specified goals of

learning to use the product or

system with effectiveness,

efficiency, freedom from risk

and satisfaction in a specified

context of use.

B. Product or system has

attributes that make it easy to

5.75 Very Acceptable
operate and control.

C. A system protects users

against making errors.

6.48 Very Acceptable

N=50

Shows the ac
Composite Mean 6.25 Very
used by
Acceptable
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specified users to achieve specified goals of learning to use the product or system with

effectiveness, efficiency, freedom from risk and satisfaction in a specified context of

use. Out of fifty (50) respondent, thirty-three (33) rated (7) fourteen(14) rated (6) three

(3) rated (5) and got a total raw score of three hundred thirty (330) with a weighted

mean of six and sixty hundredths (6.60) with descriptive interpretation of Very

Acceptable. Product or system has attributes that make it easy to operate and control.

Twenty-two (22) rated (7) twenty-four (24) rated (6) three (3) rated (5) one (1) rated (4)

and got a total two hundred eighty-seven (287) with a weighted mean of five and

seventy-four hundredths (5.74) with a descriptive interpretation of very acceptable. A

system protects users against making errors. Twenty-nine (29) rated (7) sixteen (16)

rated (6) five (5) rated (5) and got a total three hundred twenty-four (324) with a

weighted mean of six and forty-eight hundredths (6.48) with a descriptive interpretation

of very acceptable.

Based on the result obtained, the level of effectiveness of the system in terms of

Usability got a composite weighted mean of six and twenty-five hundredths (6.25) with a

descriptive interpretation of very acceptable.

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Table 4.7 Security

Acceptability of the design system in terms of Security

Security Weighted Descriptive

Mean Interpretation

A. The system ensures that data are

accessible only to those authorized to

6.32 Very
have access.
Acceptable

B. A system component prevents

unauthorized access to, or modification of,

computer programs or mobile and laptop

6.38 Very
data.
Acceptable

C. Actions or events can be proven to

have taken place so that the events or

6.42 Very
actions cannot be repudiated later.
Acceptable
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Composite Mean 6.31 Very

Acceptable

N=50

Shows the acceptability in term security of system, The syste ensures that data

are accessible only to those authorized to have access. Out of fifty (50) respondent,

twenty-five (25) rated (7) seventeen (17) rated (6) seven (7) rated (5) one (1) rated (4)

and got a total raw score of three hundred sixteen (316) with a weighted mean of six

and thirty-two hundredths (6.32) with descriptive interpretation of Very Acceptable. A

system component prevents unauthorized access to, or modification of, computer

programs or mobile and laptop data. Twenty-four (24) rated (7) twenty-one (21) five (5)

rated (5) and got a total three hundred nineteen (319) with a weighted mean of six and

thirty-eight hundredths (6.38) with a descriptive interpretation of Very Acceptable.

Actions or events can be proven to have taken place so that the events or actions

cannot be repudiated later. Thirty (30) rated (7) eleven (11) rated (6) nine (9) rated (5)

and got a total three hundred twenty-one (321) with a weighted mean of six and twenty-

four hundredths (6.24) with a descriptive interpretation of Very Acceptable.

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Based on the result obtained, the level of effectiveness of the

system in terms of Security got a composite weighted mean of six and thirty-one

hundredths (6.31) with a descriptive interpretation of Very Acceptable.

Table 4.8 Overall Rating of Acceptance Effectiveness of the system Application

Level of Effectiveness Weighted Mean Descriptive

Interpretation

Functionality Suitability 6.20 Very Acceptable

Performance Efficiency 6.30 Very Acceptable

Reliability 6.25 Very Acceptable

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Usability 6.27 Very Acceptable

Security 6.31 Very Acceptable

Total 6.26 Very Acceptable

Table 4.8: Above shows the overall rating of acceptance the

design development and implementation of computer aided instructions in network

Design and management. In functionality fuitability, it got a weighted mean of six and

twenty hundredths (6.20) with the descriptive interpretation of very acceptable.

performance efficiency, it got a weighted mean of six and thirty hundredths (6.30) with

the descriptive interpretation of Very Acceptable. Reliability, it got a weighted mean of

six and twenty-five hundredths (6.25) with the descriptive interpretation of Very

Acceptable. Usability, it got a weighted mean of six and seventy-five hundredths (6.27)

with the descriptive interpretation of very acceptable. Security, it got a weighted mean of

six and thirty-one hundredths (6.31) with the descriptive interpretation of very

acceptable.
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For the summation of the results, the designed project obtained a whole mean of

six and twenty-six hundredths (6.26), with overall rating was very effective.
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CHAPTER V

MAJOR FINDINGS CONCLUSION AND RECOMMENDATION

This chapter presents the major findings, conclusion, and

recommendation of this research study.

Summary

The design, development and implementation of Computer Aided Instruction in

Network Design and Management had established to facilitate the publication of studies

in this subject. Our group surveyed the faculties and they revealed the problems of our

system. Our system will be used by the 2nd year students and IT teachers in Romblon

state university to facilitate and properly express what the students should learn. Its

contents are lessons, quizzes and videos about this subject. The technical activities

include: system definition (Planning, Analysis, Design, Coding, Unit and Acceptance

testing, and Implementation), testing, system installation, production support (e.g.,

problem management), defining releases, evaluating alternatives, reconciling

information across phases and to a global view, and defining the project's technical

strategy.

Design, development and implementation of computer aided instruction (CAI) in

network design and management subject will provide guide drill and practice exercises,

computer visualization of complex objects, and computer-facilitated communication

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between students and teachers. It aims to reinforce academic instruction through

simulations where students get to experience learning in a different light. This can

increase student’s access to information since not everything may be provided by a

mentor, as was serve as a supplement to the prepared lectures. They enhance teacher

instruction in several ways. Can be interactive and can illustrate a concept through

attractive animation, sound, and demonstration. This allows students to progress at their

own pace and work individually or problem solve in a group. Computers provide

immediate feedback, letting students know whether their answer is correct. If the

answer is not correct, the program shows students how to correctly answer the

question.

The study will be used by the upcoming 2nd years and faculties as theirs another

means of instructional medium. Moreover, due to the advent of the computer-aided

instruction (CAI) or which is also known as Computer Assisted Instruction, technology

made available education within the reach of the learner’s fingertips. It is a diverse and

a rapidly expanding spectrum of computer technologies that assist the teaching and

learning process especially in the new normal brought by pandemic.

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Major Findings

Based on the result obtained, the researchers of this study, summed up

the following findings:

1. The process in the creation of the computer aided instructions in

network design and management was developed using PHP,

JavaScript, CSS and SQL.

2. The process in the operation of the computer aided instructions in

network design and management started with the registration of

the user account. The enabled the user to access their own user

interfaces and management using of the mobile phone and

desktop in every given question there were it provided options

where in the user needs to select an answer to proceed to the next

questions, and the lesson you can download the lesson files and
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you can also watch videos about the lesson.

3. The feature of CIA in network design and management had an

interface for both the admin and students wherein it caters user

requirements and management. On rating of Accuracy, Reliability,

Usability and Security is Perfectly Acceptable.

4. The level of acceptance of the computer aided instructions in

network design and management with regards to ISO 25010

standards in terms of;

4.1. The acceptability level of computer aided instructions in

network design and management in terms of Functional Suitability

was rated as very acceptable.

4.2. The acceptability level of computer aided instructions in

network design and management in terms of Performance

Efficiency was rated as very acceptable.

4.3. The acceptability level of computer aided instructions in

network design and management in terms of Reliability was rated

as very acceptable

4.4 The acceptability level of computer aided instructions in

network design and management in terms of Usability was rated

as very acceptable.
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4.5 The acceptability level of computer aided instructions in

network design and management in terms of Security was rated as

very acceptable.

The overall, the system has gained a total weighted mean average of six and

twenty-six hundredths (6.26), with descriptive interpretation was very effective.

Conclusion

Based on the findings derived from the study, the researchers concluded that;

1. The Website computer aided instructions in network design and management

through the use of PHP, JavaScript, CSS and Bootstrap for the overall design of

the system.

2. The process in the operation of the computer aided instructions in network

design and management the enabled the user to access their own user

interfaces and management using of the mobile phone and desktop in

every given question there were it provided options where in the user

needs to select an answer to proceed to the next questions, and the

lesson you can download the lesson files and you can also watch videos

about the lesson.

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3. The features of computer aided instructions in network design and management

had a user interface started with the registration of the user account. The admin

has the full management of the system and the students can view the lesson,

and watch video, and take quiz.

4. The level of acceptance of the computer aided instructions in network design

and management with regards to ISO 25010 standards in terms of;

4.1 The acceptability level of computer aided instructions in network design and

management in terms of functional suitability was rated as very acceptable.

Therefore, the hypotheses was rejected.

4.2. The acceptability level of computer aided instructions in network design and

management in terms of Performance Efficiency was rated as very acceptable.

Therefore, the hypotheses was rejected.

4.3 The acceptability level of computer aided instructions in network design and

management in terms of Reliability was rated as very acceptable. Therefore, the

hypotheses was accepted.

4.4 The acceptability level of computer aided instructions in network design and

management in terms of Usability was rated as very acceptable. Therefore, the

hypotheses was rejected.

4.5 The acceptability level of computer aided instructions in network design and

management in terms of Security was rated as very acceptable. Therefore, the

hypotheses was rejected.

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Recommendations

The researchers recommend the following:

1. Show the key to correction after taking exam.

2. Future researchers may upgrade the video and add more video contents.

3. Future researchers may enhance and upgrade the system features.

4. Future researchers may enhance the video and focus on the step by step

process.

5. Future researchers of Romblon State University, Cajidiocan Campus must be

professional at the time.

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ROMBLON STATE UNIVERSITY
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Cajidiocan, Romblon

Kaplan, Abdullah; Özturk, Mesut; Ertör, Eren Online Submission, International

Journal of Academic Research v5 n2 p49-56 Mar 2013https://eric.ed.gov/?

q=computer+aided+instruction+&id=ED564114

Kaya, Hasan; Saylan Kirmizigul, Asli Online Submission, Turkish Online Journal of

Educational Technology v2 spec iss p72-77 Dec 2019 https://eric.ed.gov/?

q=computer+aided+instruction+&id=ED609833

Mann,Bruce.(2012).ComputerAidedInstruction.10.1002/9780470050118.ecse935

.https://scholar.google.com/scholar?hl=en&_sdt=0%2C5&q=computer+aid

ed+instruction+&oq=#d=gs_qabs&u=%23p%3D_nUFD2iG6fMJ

McNulty, J. A., Sonntag, B., & Sinacore, J. M. (20011). Evaluation of computer‐

aided instruction in a gross anatomy course: A six‐year study. Anatomical

scienceseducation,2(1),28.https://scholar.google.com/scholar?hl=en&as_s

dt=0%2C5&q=computer+aided+instruction&oq=#d=gs_qabs&t=16505132

33825&u=%23p%3D6boCRoUA_xcJ

Muralidharan, Karthik, Abhijeet Singh, and Alejandro J. Ganimian. 2019. "Disrupting

Education? Experimental Evidence on Technology-Aided Instruction in India."

American Economic Review, 109 (4): 1426-60

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Quincy Brown, William Mongan, Dara (2013).Computer aided instruction as a

vehicle for problem solving: Scratch programming environment in the

middleyearsclassroomhttps://scholar.google.com/scholar?hl=en&as_sdt=0

%2C5&q=computer+aided+instruction+using+video+&btnG=#d=gs_qabs&u=

%23p%3Dcz3BpKlu3X4J

Qian, S. (2021). Design and implementation of computer aided instruction

systembasedonWeb.InsightInformation,3(2),5558.https://scholar.google.co

m/scholar?hl=en&as_sdt=0%2C5&q=design%2Cdevelopment+and+implm

entation+in+computer+aided+instruction&oq=design%2Cdevelopment+an

d+implementation+in+computer+aided+in#d=gs_qabs&u=%23p%3DbMy2

ceIBOpEJ

Ramdhani, M. A., & Wulan, E. R. (2012). The Analysis of Determinant Factors

inSoftware Design for Computer Assisted Instruction. International Journal

of Scientific and Technology Research, 1(8), 69-73.

https://scholar.google.com/scholar?cluster=6335693534938518430&hl=en

&as_sdt=2005&sciodt=0,5#d=gs_qabs&u=%23p%3DntO_u7Pn7FcJ
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Robert M. Hamm, David M. Kelley, Jose A. Medina, Noreen S. Syed, Geraint A. Harris,

Frank J. Papa, Effects of using an abdominal simulator to develop palpatory

competencies in 3rd year medical students, BMC Medical Education,

10.1186/s12909-022-03126-y, 22, 1, (2022).

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Work Plan
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Cajidiocan Campus
Cajidiocan, Romblon

APPENDICES
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Cajidiocan, Romblon

Appendix A

(Letter of Respondent to Conduct Study)

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Cajidiocan, Romblon

January 20, 2023

CARMELINDA M. JUANZO

Campus Director

Romblon State University

Cajidiocan Campus

Dear Ma’am:

Greetings!

We, Valerie R. Mingo, Michelle R. Club, Shiela Joyce T. Racho, John William G.

Rafal are BSIT 4th year students of Romblon State University – Cajidiocan Campus

Cajidiocan, Romblon are requesting permission from your good office to allow us to

conduct a research study on the topic “Design Development and Implementation of

Computer Aided Instructions in Network Design and Management”.

Anticipating your favorable action on this most- valued request.

Thank you and more power.

Yours truly,
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Cajidiocan, Romblon

Valerie R. Mingo

Michelle R. Club

Shiela Joyce T. Racho

John William G. Rafal

Researchers

Noted by:

ELEZEAR REPIL

Adviser

Noted by:

CLARA JEAN M. JUANZO, MAEd

Research Coordinator

Approved by:

CARMELINDA M. JUANZO, Ph.D.

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Campus Director

Appendix B

(Letter Request to Gather Data)

January 20, 2023

RODEL D. BACUNA, MIT

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Cajidiocan, Romblon

IT HEAD

Romblon State University

Cajidiocan Campus

Cajidiocan, Romblon

Good day!

We, Valerie R. Mingo, Michelle R. Club, Shiela Joyce T. Racho, John William G.

Rafal a student of Romblon State University – Cajidiocan, Campus, Cajidiocan,

Romblon hereby request permission from your good office to request the List of BSIT

SECOND YEAR 2022-2023. We needed it for our research study entitled “Design

Development and Implementation of Computer Aided Instructions in Network Design

and Management”.

Anticipating your favorable action on this most-valued request.

Thank you and more power.

Sincerely yours,

Valerie R. Mingo
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Cajidiocan, Romblon

Michelle R. Club

Shiela Joyce T. Racho

John William G. Rafal

Researchers

Noted by:

ELEZEAR R. REPIL

Adviser

Noted by:

CLARA JEAN M. JUANZO, MAEd

Research Coordinator

Approved by:

RODEL D. BACUNA, MIT

IT HEAD
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Appendix C

(Letter Request to the Adviser)

Sir. Elezear R. Repil

Full-time Lecturer

Faculty

RSU-Cajidiocan Romblon

Cambijang, Cajidiocan, Romblon

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Dear Sir

We are fourth year students of Romblon State University pursuing a degree of

Bachelor of Science in Information Technology are writing humbly request your service

and expertise for our thesis. We believe that your knowledge and insight will be valuable

and greatly enrich your work.

Thank you for your consideration.

Sincerely yours,

Valerie R. Mingo

Michelle R. Club

Shiela Joyce T. Racho

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Cajidiocan, Romblon

John William G. Rafal

Researchers

Appendix D

(Grammarian Certificate)
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Cajidiocan, Romblon

GRAMMARIAN CERTIFICATE

This is to certify that this research study entitled “DESIGN, DEVELOPMENT AND

IMPLEMENTATION OF COMPUTER AIDED INSTRUCTION IN NETWORK DESIGN

AND MANANGEMENT” has been reviewed and aligned with the set of structural rules

that govern the composition of sentence, phrases, and words in the English language.

Signed this 30 th day of 2023 in the year of our Lord, _______ at Romblon State

University-Cajidiocan Campus, Sugod, Cajidiocan, Romblon.

CLARA JEAN M. JUANZO, MAEd

Grammarian
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Appendix E

(Statistician Certificate)
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Cajidiocan, Romblon

STATISTICIAN’S CERTIFICATE

This is to certify that this research study entitled “DESIGN, DEVELOPMENT AND

IMPLEMENTATION OF COMPUTER AIDED INSTRUCTION IN NETWORK DESIGN

AND MANANGEMENT” by the proponents Valerie R. Mingo, Michelle R. Club, Shiela

Joyce T. Racho, John William G. Rafal A.Y. 2022-2023 in partial fulfillment for the

degree of Bachelor of Science in Information Technology has Undergo statistician

analysis.

Signed this 30th of January 2023 in this year of our Lord at Romblon State

University-Cajidiocan Campus.
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RAYMUND R. IPEDRO, MAEd

Statistician

Appendix F

(Rating Scale)
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DESIGN, DEVELOPMENT AND IMPLEMENTATION OF COMPUTER AIDED

INSTRUCTION IN NETWORK DESIGN AND MANAGEMENT

Direction: Please complete this questionnaire very carefully and honestly. Rest assured

that any information that you supply will be treated with the greatest confidentiality and

anonymity.

Numerical Rating Equivalent

7 Highly Acceptable

6 Very Acceptable

5 Acceptable

4 Neutral

3 Slightly Ineffective

2 Ineffective

1 Totally Ineffective
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Name: _________________ Sex: ________________

Please kindly check the number that best describes your assessment of the system.

4.1 Functional

Indicators 7 6 5 4 3 2 1

a. The set of functions covers all the specified task

and user objectives.

b. Provides the correct results with the needed

degree of precision.

c. The functions facilitate the accomplishment of

specified tasks and objectives.

4.2 Performance efficiency

Indicators 7 6 5 4 3 2 1

a. The response and processing times and throughput

rates of a product or system, when performing its

functions, meet
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requirements.

b. The amounts and types of resources used by a

product or system, when performing its functions,

meet requirements.

c. The maximum limits of a product or system

parameter meet requirements.

4.3 Reliability

Indicators 7 6 5 4 3 2 1

a. Degree to which a system, product or component

meets needs for reliability under normal operation.

b. Degree to which a system, product or component is

operational and accessible when required for use.

c. Degree to which a system, product or component

operates as intended despite the presence of

hardware or software faults.

4.4 Usability

Indicators 7 6 5 4 3 2 1
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a Product or system can be used by specified users

. to achieve specified goals of learning to use the

product or system with effectiveness, efficiency,

freedom from risk and satisfaction in a specified

context of use.

b Product or system has attributes that make it easy

. to operate and control.

c A system protects users against making errors.

4.5 Security

Indicators 7 6 5 4 3 2 1

a The system ensures that data are accessible only to

. those authorized to have access.

b. A system component prevents unauthorized access

to, or modification of, computer programs or mobile

and laptop data.

c. Actions or events can be proven to have taken place

so that the events or actions cannot be repudiated

later.
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Comment / Suggestion

________________________________________________________________

_________________

Rater’s

Signature

Appendix G

(Source Code)
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Admin source code

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Video source code

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Manage quiz

Quiz source code

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Edit Video

Display video
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Add video
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Appendix H

(General Tally)
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The table shows the General Tally of the Data Collections from the respondents.
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Functionalit 7 6 5 4 3 2 1 Raw Weighte Descriptive

y Scor d Mean Interpretati

e on

A. The set of

functions
18 19 13 0 0 0 0 305 6.1 Very
covers all the
Acceptable
specified task

and user

objectives.

B. Provides

the correct
23 18 9 0 0 0 0 314 6.28 Very
results with
Acceptable
the needed

degree of

precision.

C. The

functions
24 15 10 1 0 0 0 312 6.24 Very
facilitate the
Acceptable
accomplishm

ent of

specified

tasks and

objectives.
Performance 7 6 5 4 3 2 1 Raw Weighted Descriptive 125
ROMBLON STATE UNIVERSITY
Cajidiocan Campus
Score Mean Interpretation
Efficiency Cajidiocan, Romblon

A. The

response and
2 25 3 31 6.38 Very
processing
72 6 0 0
5 4 3 0 0Raw
2 1 9 Weighte Acceptable
Descriptive
times and
Score d Mean Interpretatio
throughput
n
rates of a

product or

system, when

performing its

functions,

meet

requirements.

B. The

amounts and
2 13 1 31 6.24 Very
types of
5 1 0 0 0 0 2 Acceptable
resources

used by a

product or

system, when

performing its

functions,

meet

requirements.

C. The
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A. Degree

to which a
3 13 0 0 0 0 0 302 6.71 Very
system,
2 Acceptable
product or

component

meets

needs for

reliability

under

normal

operation.

B. Degree

to which a
3 0 0 0 0 0 0 303 6.73 Very
system,
3 Acceptable
product or

component

is

operational

and

accessible

when
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required for

use.

C. Degree

to which a

system,
3 12 1 0 0 0 0 296 6.57 Very
product or
2 Acceptable
component

operates

as

intended

despite the

presence

of

hardware

or software

faults.
Usability 7 6 5 4 3 2 1 Raw Weighted 128
Descriptive
ROMBLON STATE UNIVERSITY
Cajidiocan Campus
Score Mean Interpretation
Cajidiocan, Romblon

A. Product or

system can be
33 14 3 0 0 0 0 330 6.6 Very
used by specified
Acceptable
users to achieve

specified goals of

learning to use

the product or

system with

effectiveness,

efficiency,

freedom from risk

and satisfaction

in a specified

context of use.

B. Product or

system has
22 24 3 1 0 0 0 287 5.75 Very
attributes that
Acceptable
make it easy to

operate and

control.

C. A system

protects users
29 11 9 0 0 0 0 324 6.48 Very
against making
Acceptable
errors.
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Security 7 6 5 4 3 2 1 Raw Weighte Descriptive

Score d Mean Interpretation

A. The system

ensures that
25 1 7 1 0 0 0 316 6.32 Very
data are
7 Acceptable
accessible

only to those

authorized to

have access.

B. A system

component

prevents
24 2 5 0 0 0 0 319 6.38 Very
unauthorized
1 Acceptable
access to, or

modification

of, computer

programs or

mobile and
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laptop data.

C. Actions or

events can be
30 1 9 0 0 0 0 321 6.42 Very
proven to have
1 Acceptable
taken place so

that the events

or actions

cannot be

repudiated

later.

Appendix I

(Documentation)
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This study of computer aided instruction evaluations for BSIT students as

respondents base on our system.

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This picture during evaluation was login as a user?

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This picture to be part of

study was developed through survey and to give more ideas in helping the both

students and instructors.

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The faculty

members will help to

provide suggestion

in this system during evaluations.

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The researchers will present the system a faculty members during a

evaluations.
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This study of computer aided instruction will be presents the content of

system.

Appendix J

(Curriculum Vitae)
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Cajidiocan, Romblon

MICHELLE R. CLUB

ADDRESS: Taguilos Cajidiocan, Romblon

EMAIL: [email protected]

PERSONAL INFORMATION:

Date of Birth : December 26, 2000

Place of Birth : Gutivan Cajidiocan, Romblon

Age : 22

Sex : Female

Civil Status : Single

Mother : Juana Club

Father : Felicisimo Club

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Citizenship : Filipino

Religion : Catholic

EDUCATIONAL BACKGROUND

Elementary : Gutivan Elementary School

Gutivan Cajidiocan, Romblon

S.Y 2007-2013

Secondary : Cajidiocan National High School

Poblacion Cajidiocan, Romblon

S.Y. 2013-2019

Tertiary : Batchelor of Science in Information Technology

Sugod, Cajidiocan, Romblon

CHARACTER REFERENCE:
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Cajidiocan, Romblon

Name : Mrs. Rosemin F. Rabida

Position: Campus Registrar

Romblon State University Cajidiocan Romblon

Elezear R. Repil

Full-time Lecturer

Faculty

Cambijang, Cajidiocan, Romblon?

Rodel D. Bacuna

Chairperson, Information Technology Department

Faculty

Sugod, Cajidiocan, Romblon?

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Cajidiocan, Romblon

I hereby certify that the above information is true

and correct to the best of my knowledge and belief.

_________________

MICHELLE R. CLUB

BSIT IV-A
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Cajidiocan, Romblon

VALERIE R. MINGO

ADDRESS: Marigondon Cajidiocan, Romblon

EMAIL: [email protected]

PERSONAL INFORMATION:

Date of Birth : February 14 1999

Place of Birth : Marigondon Cajidiocan, Romblon

Age : 23

Sex : Female

Civil Status : Single

Father : Confesor Mingo

Mother : Rose Marie Mingo

Citizenship : Filipino

Religion : Roman Catholic

EDUCATIONAL BACKGROUND

Elementary : Marigondon Elementary School

Marigondon Cajidiocan, Romblon

S.Y 2007-2013
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Cajidiocan, Romblon

Secondary : Lumbang East National High School

Lumbang Easte Cajidiocan Romblon

S.Y. 2013-2019

Tertiary : Batchelor of Science in Information Technology

Sugod, Cajidiocan, Romblon

CHARACTER REFERENCE:

Name : Mrs. Rosemin F. Rabida

Position: Campus Registrar

Romblon State University Cajidiocan Romblon

Lico Cajidiocan Romblon?

Elezear R. Repil

Full-time Lecturer
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ROMBLON STATE UNIVERSITY
Cajidiocan Campus
Cajidiocan, Romblon

Faculty

Cambijang, Cajidiocan, Romblon?

Rodel D. Bacuna

Chairperson, Information Technology Department

Faculty

Sugod, Cajidiocan, Romblon?

I hereby certify that the above information is true and correct to the best of my

knowledge and belief.

________________

VALERIE R. MINGO
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BSIT IV-A

SHIELA JOYCE RACHO

ADDRESS: Alibgon, Cajidiocan, Romblon

EMAIL: [email protected]

PERSONAL INFORMATION:

Date of Birth : December 10, 1999

Place of Birth : Alibgon, Cajidiocan, Romblon

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ROMBLON STATE UNIVERSITY
Cajidiocan Campus
Cajidiocan, Romblon

Age : 23

Sex : Female

Civil Status : Single

Father : Miguel Racho

Mother : Lucy Racho

Citizenship : Filipino

Religion : Roman Catholic

EDUCATIONAL BACKGROUND

Elementary : Cambajao Elementary School

Cambajao Cajidiocan, Romblon

S.Y 2007-2013

Secondary : Cambajao National High School

Poblacion Cajidiocan Romblon

S.Y. 2013-2019

Tertiary : Batchelor of Science in Information Technology

Sugod, Cajidiocan, Romblon

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ROMBLON STATE UNIVERSITY
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Cajidiocan, Romblon

CHARACTER REFERENCE:

Name : Mrs. Rosemin F. Rabida

Position: Campus Registrar

Romblon State University Cajidiocan Romblon

Lico Cajidiocan Romblon?

Elezear R. Repil

Full-time Lecturer

Faculty

Cambijang, Cajidiocan, Romblon?

Rodel D. Bacuna

Chairperson, Information Technology Department

Faculty

Sugod, Cajidiocan, Romblon?

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ROMBLON STATE UNIVERSITY
Cajidiocan Campus
Cajidiocan, Romblon

I hereby certify that the above information is true and correct to the best of my

knowledge and belief.

___________________

SHIELA JOYCE RACHO

BSIT IV-A
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Cajidiocan Campus
Cajidiocan, Romblon

JOHN WILLIAM RAFAL

ADDRESS: Poblacion Cajidiocan, Romblon

EMAIL: [email protected]

PERSONAL INFORMATION:

Date of Birth : January 10 1999

Place of Birth : Cajidiocan, Romblon

Age : 23

Sex : Male

Civil Status : Single

Mother : Jane Paul Rafal

Father : N/A

Citizenship : Filipino

Religion : Christian
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Cajidiocan, Romblon

EDUCATIONAL BACKGROUND

Elementary : Cajidiocan Central Elementary School

Poblacion Cajidiocan, Romblon

S.Y 2007-2013

Secondary : Cajidiocan National High School

S.Y. 2013-2019

Tertiary : Batchelor of Science in Information Technology

Sugod, Cajidiocan, Romblon

CHARACTER REFERENCE:

Name : Mrs. Rosemin F. Rabida

Position: Campus Registrar

Romblon State University Cajidiocan Romblon

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ROMBLON STATE UNIVERSITY
Cajidiocan Campus
Cajidiocan, Romblon

Elezear R. Repil

Full-time Lecturer

Faculty

Cambijang, Cajidiocan, Romblon?

Rodel D. Bacuna

Chairperson, Information Technology Department

Faculty

Sugod, Cajidiocan, Romblon?

 152
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Cajidiocan Campus
Cajidiocan, Romblon

I hereby certify that the above information is true and correct to the best of my

knowledge and belief.

_________________

JOHN WILLIAM RAFAL

BSIT IV-A
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