RESEARCH FINAL SCRIPT

(Slide 1 RESEARCH TITLE)

Royce: To our esteemed panelist

Ryana: Sir Christofere John A. Fernandez

Princess: Ma’am Sharmegne G. Cabang

Chezter: and Maan Catherine A Rigor

Melchor: to our research teacher

Royce: sir Hector Byron M. Flores

All: A pleasant morning to you all

(SLIDE 2 )

Princess: I am Princess L. Dela Cruz together with…

Ryana: Ryana Lorraine R. Marzan

Chezter: Chezter Chaz C. Hidalgo

Royce: Royce Vergel F. Soriano

Melchor: Melchor A. Carbonell

Rhailey: Rhailey E. Galang

Michael: Michael F. Morales Jr.

Princess: And we are the Group 4, here to present our study entitled

(Slide 1)

All: Online Class Scheduling System for Junior High School at Dr. Ramon de Santos National

High School

(SLIDE 3 bg of the study)

Chezter: Background of the study

Chezter: Technology has become a crucial aspect of society, with people increasingly relying on

the internet for information.

scheduling is essential for managing time and energy, but manual methods can be time-

consuming and lead to inconsistencies. Automated systems are more efficient and accurate,

making them more accessible and efficient, compared to manual methods

(SLIDE 3 general objective)

GENERAL OBJECTIVE

Princess: This study proposes an automated class scheduling system for junior high school

teachers, head teachers, and school principal, aiming to create conflict-free schedules and reduce

confusion

(SLIDE 4 Statement of the Problem)

All: STATEMENT OF THE PROBLEM

Ryana: This research project, titled “Online Class Scheduling System for Junior High School at

Dr. Ramon de Santos National High School," aims to answer the following questions:

Rhailey: First

Rhailey: How may the teachers evaluate the system in terms of:

a. Functionality

b. Accuracy

c. Convenience

Michael: Second

Michael: How may the school administrator evaluate the system in terms of:

a. Functionality

b. Accuracy

c. Flexibility

d. Security

(SLIDE 5 Scope and Delimitation)

All: SCOPE AND DELIMITATION

Royce: This study successfully developed an online class scheduling system that efficiently

managed key information such as schedules, teacher assignments, grade levels, and subjects.
Teachers could easily access and review their timetables, while also viewing colleagues'

schedules for better coordination.

Melchor: Admins had extended privileges, including adding sections and assigning schedules,

with built-in safeguards to prevent duplicate entries. However, the system had limitations, such

as the inability to create temporary schedules, adjust recess/lunch durations after section creation,

compute teacher workloads, and its reliance on a stable internet connection.

(SLIDE 6 Research Design)

All: RESEARCH DESIGN

Chezter: This study utilized the Developmental Research Design Method to discuss the design

principles and programming techniques of a scheduling system, aiming to develop a feasible plan

to deliver an innovative framework while focusing on understanding requirements, usability, and

effectiveness.

(SLIDE 7 Participants of the study)

All: PARTICIPANTS OF THE STUDY

Princess: The study involved 66 teachers from various departments, including TLE, ESP, AP,

MAPEH, Science, English, Math, Filipino, Head Teachers, and School Principal. The

researchers used the purposive sampling method, selecting participants based on their specific

characteristics relevant to the study's objectives.

(SLIDE 8 Research instrument)

All: RESEARCH INSTRUMENT

Ryana: Researchers used a survey questionnaire to gather opinions from Junior High teachers,

head teachers, and school principals at Dr. Ramon de Santos National High School. The

questionnaire focused on content, instruction, and technical aspects of the proposed system, with

respondents choosing from Strongly Disagree to Strongly Agree.

(SLIDE 9 Data Gathering Procedure)

All: DATA GATHERING PROCEDURE

Rhailey: First the researchers conducted a survey questionnaire to gather data on the software's

instructions, technicality, contents, and benefits to determine its reliability and effectiveness.

Michael: Second, the participants are identified. Third, the researchers requested that the

research instrument be approved by the research adviser.

Melchor: Fourth, the researchers will wait for the participants' feedback. The results are

accumulated and examined. Lastly, the results were explained using a Likert Scale and the

percentage of the population who will choose the several options.

(SLIDE 10 Data analysis)

All: DATA ANALYSIS

Royce: This study's data analysis used a thorough method to collect and understand participant

feedback. A well-organized questionnaire, along with a form for suggestions on how to improve

the system, was given to participants.

Rhailey: To analyze the data, we used the Likert scale, which was further interpreted using

weighted means and corresponding verbal descriptions.

Michael: The results were presented in tables, showing how often each response (from strongly

agree to strongly disagree) was selected for each question.

(Chapter 4)

All: PRESENTATION, ANALYSIS, AND INTERPRETING DATA

Princess: Table 3 revealed favorable evaluations of the system’s functionality, with weighted

means ranging from 3.47-3.88 for statements 1-7, resulting weighted mean of 3.69 reflecting a

strong level of agreement.

Chezter: In Table 4, the collected data showed positive results regarding the system's accuracy,

ranging from 3.63 to 3.94 for questions 1 to 8, resulting in a general mean of 3.76, which

foreshadowed a strong level of agreement.

Melchor: Table 5 revealed positive evaluations regarding the user-friendliness of the system,

with weighted means ranging from 3.63 to 3.81 for statements 1 to 6, resulting in a general

weighted mean of 3.73, indicating a strong level of agreement.

Royce: Table 6 shows favorable evaluations of the system's functionality, with weighted means

for statements 1 to 16 ranging from 3.78 to 3.89. The overall weighted mean of 3.84 reflects a

strong level of agreement.

Ryana: Table 7 showed positive assessments of the system's reliability, with weighted means

ranging from 3.33 to 3.89 for statements 1 to 5, yielding an overall weighted mean of 3.71,

which reflected a high level of agreement.

Rhailey: Table 8 revealed positive evaluations regarding the flexibility of the system, with

weighted means ranging from 3.78 to 3.89 for statements 1 to 6, resulting in a general weighted

mean of 3.87, indicating a strong level of agreement.

Michael: Table 9 revealed favorable evaluations regarding the reliability of the system, with

weighted means ranging from 3.78 to 3.89 for statements 1 to 6, resulting in a general weighted

mean of 3.85, indicating a strong level of agreement.

(Chapter 5)

All: SUMMARY, CONCLUSION, AND RECOMMENDATION

All: SUMMARY OF FINDINGS

All: 1. How may the teachers evaluate the system in terms of:

Princess: Functionality

Princess: The system's functionality was highly praised by 75.43% of participants strongly

agreed while 24.56% agreed, indicating its exceptional functionality.

Chezter: Accuracy

Chezter: The majority of respondents, 77.14% strongly agreed

and 22.80% agreed on the system's ability to accurately deliver information.

Melchor: Convenience
Melchor: 75.43% of respondents strongly agreed and 24.56% of respondents agreed on the

system's user-friendliness and accessibility, indicating its effectiveness in meeting user needs.

All: 2. How may the School administrator evaluate the system in terms of:

Royce: Functionality

Royce: The system's functionality was highly praised by 88.89% of participants strongly agreed

while 11.11% agreed, indicating its exceptional functionality.

Ryana: Accuracy

Ryana: The majority of respondents, 72.78% strongly agreed

and 22.22% agreed on the system's ability to accurately deliver information.

Rhailey: Flexibility

Rhailey: 88.89% of respondents strongly agreed and 11.11% of respondents agreed on the

system's user-friendliness and accessibility, indicating its effectiveness in meeting user needs.

Michael: Security

Michael: The majority of respondents (88.89%) strongly agreed on the system's security, while

11.1% agreed, indicating satisfaction with the system's security.

All: CONCLUSION

Chezter: In conclusion, first, The teachers highly value the Online Class Scheduling System for

its functionality, accuracy, user-friendliness, and accessibility.

Princess: They trust it for its ability to efficiently manage class schedules, making it a valuable

resource for educational institutions.

Ryana: Second, School administrators highly value the system for its outstanding functionality,

accuracy, flexibility, and security.

Royce: They appreciate the system's ability to deliver precise information, offer a wide range of

features, and provide a secure environment, ensuring a positive experience.

All: RECOMMENDATION

Ryana: Notifications: Implement a notification system to alert users of upcoming classes,

changes in schedules, or important announcements.

Chezter: Implement mechanism feedback forms for users to report issues or suggest

improvements, promoting a community-driven approach to system enhancements.

Melchor Implement a drag-and-drop interface to allow administrators and teachers to easily

create and adjust temporary schedules.

Royce: Frame Selection: Allow users to specify the duration for which the temporary schedule is

valid (e.g., one week, one month) to ensure clarity on its applicability.

Michael: Teacher Availability Management: Add a calendar-based feature allowing teachers to

mark their available and unavailable times.

Rhailey: Conflict Alerts: Create alerts that notify users when attempting to schedule classes

during a teacher's unavailable times, ensuring that conflicts are avoided.

Princess: Offline Functionality: Integrate offline access, enabling users to view and adjust

schedules without an internet connection.

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