UAT Report · 2017. 4. 19. · UAT Report 2012 i EXECUTIVE SUMMARY . The User Acceptance Test (UAT) of the second year high school science and mathematics (S&M) courseware modules

2012

UAT Report

User Acceptance Test (UAT) of Interactive Science and Mathematics Courseware for Secondary Level Schools (Biology and Algebra 2)

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EXECUTIVE SUMMARY

The User Acceptance Test (UAT) of the second year high school science and mathematics (S&M) courseware modules was conducted to assess the acceptability and appropriateness of the digitized lessons to second year high school students. The result will help the project team in determining the necessary modifications, enhancements, and further development of the courseware. A total of 98 S&M modules were tested in March 2012 to 167 second year high school students from eight (8) regular public high schools. The Science Education Institute (SEI) selected the schools based on the following criteria: should be regular public high schools; with existing linkage with SEI; and should be cooperative. The UAT includes the conduct of the following activities: Orientation; Administration of Student Survey Form 1 (SSF 1); Modules Testing; Administration of Student Survey Form 2 (SSF 2); and Focus Group Discussion (FGD). Overall results of the UAT were positive, student-participants enjoyed the experience of using and evaluating the courseware modules. The project team took note of the students’ suggestions, comments, and preferences gathered during the conduct of UAT. The courseware modules were assessed based on the following elements: Hypertext, Interactivity, Animations, Simulations, Graphics/Pictures, Sound, Story/Plot, and Lesson Content. Below is the summary of the result. Hypertext Majority (98.5%) of the participants agreed that the text, text color (98.5%), text size (97%), and text style (98.7%) were easy to read. Moreover, 91.7% of the participants agreed that the paragraph and sentence lengths in the modules were not too long, 6.7% were neutral, while only 1.5% disagreed. However, FGD results showed that there were several students who found that the text were too long on some modules. Interactivity For the interactivity element of the courseware modules, the data revealed that 96.4% of the participants found that the instructions in the modules were easy to understand and the navigation system was easy to use (96.1%). Moreover, 95.6% of the students agreed that exercises were user-friendly and intuitive and 95.5% responded that interactivity of the exercises were interesting and appealing. In addition, 92.5% of the student-participants agreed that response time of the modules were appropriate. Despite the positive results, the students suggested during the FGD sessions to improve the interactivity portion of the modules in terms of the type of activity, challenges, instructions, and contents. Additional questions, challenges, and even sound effects were also suggested.

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Animation Student-participants agreed that the animated elements of the lessons were entertaining (95.9%), had appropriate lengths (94.8%), and that the characters (95.4%) and the lesson proper (95.8%) were appealing. However, the FGD results revealed that some students were not quite fond of the character Core-ina. A few said that it was the way she moved that did not appeal them, while others mentioned the scissors on her head make her look dangerous. Simulation In general, the student-participants appreciated the simulation elements of the modules. Most (95.2%) of the students agreed that the simulations were easy to understand, and that the module elements such us the graphics (96.4%), text (96.9%), and voice-overs made the simulations easy to understand. They also agreed that the background music did not interfere with the content of the simulations (83.5%), and the animations of the simulations were interesting and appealing (96.4%). Graphics Most (97.4%) of the students found that the graphic elements of the modules were clear and accurate, appealing (94.7%), and organized/effective (96.6%). However, during the FGD sessions, a few students commented on character design of Core-ina (Cheloneo) and Professor Agosto. The students did not like Core-ina’s appearance citing the scissors on her hair and Professor Augusto’s static movement in the scenes. Sound On the comprehensibility of the voice-overs, 93.6% agreed that courseware characters were easy to understand, voice-overs were delivered well (93.4%) and the voices fit the characters (94%). For the background music, 94.2% agreed that the music used were pleasing and appropriate for the scenes, volume level of sound effects (92%) and voice- over (94%) were adequate and sound effects were appropriate (96%). However, some students emphasized during the FGD sessions, that feedback should not be repetitive and should not be present at all items especially if the exercises contain multiple items. Plot For the story plot used in the modules, 96.2 % of the student-participants agreed that the stories were entertaining, the lengths of the story segments were necessary (94%), and the flow and events of the stories were understandable (97%).

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During the FGD, participants observed that the storyline’s pacing was slow and sometimes the plot was boring or lacked closure/ending. Students wanted to see more adventurous storylines with more navigation. Content On the content of the lessons, majority (87.4%) of the student-participants agreed that the lesson content were easy to understand even without the help of a teacher and the pace in which the lesson content was delivered was adequate (93.4%). Despite these positive responses, there were mentions during the FGDs that some of the lessons were too long. The text in the lessons and the voice-over of the characters took too long to finish, which made the modules drag and seem longer. Moreover, one of the concerns of the students was the use of difficult terminologies which were hard to understand. Students also noticed that some modules started with an exercise without explaining or discussing how to solve the problems or questions.

TABLE OF CONTENTS

EXECUTIVE SUMMARY i

I. Introduction 1

II. Objectives and Scope/Limitation

A. Objectives 2

B. Scope/Limitation 2

III. Methodology

A. Sampling 3

B. Data Collection Procedure 4

C. Data Processing/Analysis 5

IV. Discussion of Results and Findings

A. Participants 5

B. Modules 6

C. Results of the Study 10

V. Summary and Conclusion 16

VI. Recommendations 16

VII. References 18

VIII. List of Figures

Figure 1. Different Worlds of Courseware 6

Figure 2. World: Cheloneo (Technolab) 7

Figure 3. Main Characters in the World of Cheloneo 7

Figure 4. World: D’nayao 8

Figure 5. Main Characters in the World of D’nayao 8

Figure 6. World: Magicademy 9

Figure 7. Main Characters in the World of Magicademy 9

IX. List of Tables

Table 1. Distribution of Mathematics and Science Module per Courseware World 10 Table 2. Distribution of Responses on the Statement Pertaining to Hypertext 10 Table 3. Distribution of Responses on the Statement Pertaining to Interactivity 11 Table 4. Distribution of Responses on the Statement

Pertaining to Animation 12 Table 5. Distribution of Responses on the Statement Pertaining to Simulation 13 Table 6. Distribution of Responses on the Statement Pertaining to Graphics/Pictures 13 Table 7 Distribution of Responses on the Statement Pertaining to Sound/Voice-over 14 Table 8. Distribution of Responses on the Statement Pertaining to Plot/Storyline 15 Table 9. Distribution of Responses on the Statement Pertaining to Content 16

X. Annexes

Annex A. Program of Activities 20 Annex B. List of Selected Public High Schools 21 Annex C. Student Survey Form 1 22 Annex D. Student Survey Form 2 23 Annex E. Focus Group Discussion (FGD) Guide Questions 30 Annex F. Defect Log Sheets 32 Annex G. List of 98 Courseware Modules 44 Annex H. Results of the FGD 47 Annex I. Results of Surveys 59

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I. Introduction

In today’s digital world, the use of information and communication technology (ICT) is important as it can make learning more effective by increasing learner motivation, improving the mastery of basic concepts, fostering higher order cognitive skills and developing communication skills. A paradigm shift from teaching “about technology” to “teaching and learning with technology” and the integration of ICT in science and mathematics (S&M) in the development of lesson for application, enrichment and assessment of learning is an effort worth investing for the benefit of all the teachers and students. Hence, the Science Education Institute (SEI) and Advanced Science and Technology Institute (ASTI) of the Department of Science and Technology (DOST) are continuously implementing innovative ICT-supported programs and projects. One of these projects is the “Development of Interactive Science and Mathematics Courseware for Secondary Level Schools”. The project generally aims to: enable secondary-level students to be more competitive in the area of science and mathematics through the optimal use of ICT; and produce lesson presentations through the use of cost-effective and high-quality ICT solutions. Moreover, the project specifically aims to: develop S&M e-learning modules for secondary-level students and to serve as supplementary educational materials for secondary-level teachers as well; and to enhance teaching strategies of high school teachers in S&M. The project digitizes secondary level S&M lessons, provides enhanced simulations, graphics images and animations with synchronized voice-overs and added interactivity, engaging the secondary level school students in a different, fascinating and virtually realistic learning environment. Due to the rapid advancement of technologies, students have been provided and exposed with exciting new sources of information and entertainment. Consequently, these changed the students’ preferences and level of interests. Hence, to assess and determine if the digitized courseware modules that are being developed by SEI and ASTI are acceptable and appropriate to the students before they are finalized and distributed, the “User Acceptance Test of the Interactive Science and Mathematics Courseware for Secondary Level Schools” was conducted in March 2012. The User Acceptance Test (UAT), also called beta testing, application testing, and/or end-user testing, is a phase of software development in which the software is tested in the "real world” to the intended audience. It is the type of testing where monitored users determine whether a system meets all their requirements, and will support the purpose for which it was designed. A total of ninety-eight (98) digitized lessons were tested in March 2012 to 167 second year high school students from selected eight (8) regular public schools in Metro Manila, Laguna and Cavite. The UAT include the conduct of the following activities: Orientation; Administration of Student Survey Form 1; Modules Testing; Administration of Student Survey Form 2; and Focus Group Discussion (FGD).

The results of the UAT will be used in the modification, enhancement, and further development of the courseware modules.

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II. Objectives and Scope/Limitation

A. Objectives

Generally, the UAT was conducted to assess the expectations and interests of the students, assess the deficiencies in the design and content of the modules, and determine the effectiveness and worth of the modules to the students.

Specifically, the UAT seeks to: 1. determine the characters’ acceptance and design; 2. assess the voice clarity and sound appropriateness; 3. determine the graphics and image accuracy; and 4. determine the animation/simulation fluidity.

B. Scope/Limitation

1. Considering that the UAT was conducted in March 2012 or during the

time when the school year was about to end, the project team was able to select only a total of eight (8) schools from Metro Manila, Laguna and Cavite.

2. The number of students who participated in the UAT is not representative of all the second year high school students in the Philippines. The project team was given only a month to prepare and conduct the UAT. Because of the very limited time, the participants were selected based from convenient accessibility and proximity to the project team. Hence, SEI selected eight regular public high schools where it had existing linkages with and which are situated in Metro Manila and nearby areas.

3. The sample does not contain an equal number of male and female

students. There are 100 female students and 67 male students who participated in the UAT. Gender differences would not be considered in the UAT as a determining factor in assessing the different elements or functionalities of the courseware modules.

4. Another limitation is the uneven number of S&M modules used in the

UAT. There were 38 science and 60 mathematics modules that were tested. Consequently, science modules were distributed and tested almost twice the number of times the mathematics modules were tested. Thus, the subject matter will not also be considered as a determining factor of the results of the UAT.

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III. Methodology

A. Sampling

The project team selected the sample schools based on the following criteria: should be regular public high schools; with existing linkage with SEI; and should be cooperative. The following are the list of schools and the schedule of UAT:

Name of School Date of UAT

Calamba National High School 29 February 2012 San Isidro National High School 06 March 2012 Las Piñas East National High School 12 March 2012 Navotas National High School 14 March 2012 Fort Bonifacio National High School 16 March 2012 Bagumbayan National High School 21 March 2012 Dasmariñas National High School 26 March 2012 Muntinlupa National High School 28 March 2012

The following are the instruments used in the UAT:

1. Student Survey Form 1 (SSF 1)

The SSF 1 collects data about the demographic information and level of computer skills of the students. The data on the computer skills survey are necessary in determining the computer proficiency, e-Learning media usage, frequently visited websites, as well as their preference in animated shows and characters.

2. Student Survey Form 2 (SSF 2)

The SSF 2 is the survey proper. It gathered the perceptions of students on the courseware modules based on the following elements: Hypertext, Interactivity, Animations, Simulations, Graphics/Pictures, Sound, Story/Plot, and Lesson Content. The questions were structured using the Likert format. In this survey type, five choices are provided for every question or statement. The choices represent the degree of agreement each respondent has on the given question. The scale below was used to interpret the total responses of all the respondents for every survey question.

Value Interpretation 1 Strongly Agree 2 Agree 3 Neutral 4 Disagree 5 Strongly Disagree

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3. Focus Group Discussion (FGD)

After the administration of SSF 2, the students were divided into two groups to participate in the FGDs. The students were joined by members of the project team to further discuss the modules that they have tested. The FGD helped in validating survey data and discussing topics which were not discussed in the survey questionnaires. FGDs were used to explore the meanings of survey findings that cannot be explained statistically, the range of opinions/views on a topic of interest and to collect a wide variety of local terms.

B. Data Collection Procedure

The project team conducted the UAT in order to assess the acceptability and appropriateness of the digitized high school S&M lessons to second year high school students. The UAT started with the orientation of the students about the activity. The students were familiarized with the objectives of the UAT, their role and tasks in the UAT, and the software that they will be testing. The following elements were then introduced to the students to give them an idea of what they are going to test and evaluate: Hypertext, Interactivity, Animations, Simulations, Graphics/Pictures, Sound, Story/Plot, and Lesson Content. After the orientation, the SSF 1 was administered to all the student-respondents of all the sample schools to gather data about the demographic information and level of computer skills of the students. After the administration of SSF 1, the students from each school tested a total of 12 modules (6 science and 6 mathematics). During the testing, the students were allowed to use the computers and view a set of 6 modules, which comprised of 3 science and 3 mathematics modules, and divided further into 2 modules from each courseware theme/world (Cheloeo, D’nayao, and Magicademy). The team logged comments, defects, or issues found during the testing. These issues/defects were discussed with the project team and relayed to the subject matter experts. The said issues were resolved as per the mutual consensus and to the satisfaction of the students and teachers. After testing/manipulating the modules, the administration of SSF 2 followed immediately, where the team explored the perceptions of students on the courseware modules based on the following elements: Hypertext, Interactivity, Animations, Simulations, Graphics/Pictures, Sound, Story/Plot, and Lesson Content. To be able to validate the data gathered from SSF 1 and SSF 2, the team conducted the FGD.

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The UAT program of activities and the list of selected public high schools are found in Annex A and Annex B, respectively.

C. Data Processing and Analysis

Descriptive statistics were used to describe the basic features of data in the UAT. It provides simple summaries about the sample and the measures. Together with simple graphics analysis, they form the basis of virtually every quantitative analysis of data. After the data gathering, the survey questionnaires from all the respondent schools were compiled and tabulated, comments and issues during the actual test were organized, while FGD results were transcribed and summarized. All data were collated per module and were compared during the deliberations of the project team. The results of the deliberations determined the necessary revisions on the 98 modules and the new standards for courseware module enhancements. The SSF 1, SSF 2, FGD guide questions, the sample defect log sheet, and the list of the 98 courseware modules are found in Annex C, Annex D, Annex E, Annex F, and Annex G, respectively.

IV. Discussion of Results and Findings

A. The Participants

There were a total of 167 second year high school students who participated in the UAT. The students came from eight public high schools. Each school, on the average, provided twenty (20) participants. They were composed of 100 female and 67 male students. The ages of the students ranges between 12 and 16 years old, most (59%) of them are 14 years old. All participants have access to a computer, more than half (55%) of them have computer at home. Eighty-one percent (81%) of the student-participants claimed that they have good/very good skills in using computers, while 19% said that they only have fairly good skills in using them. When asked about the frequency of computer usage for doing research or homework, nearly half (49%) of the participants said that they only use it sometimes, 33% use it most of the time, and 17% said they always use it. Moreover, 82% of the student-participants have tried using the computers for educational purposes. They have identified 37 different learning websites. Of these, among the popular are: Google (20.59%); Encarta (17.65%); and Wikipedia (16.91%). On the other hand, the students have also identified the three most visited websites, as follows: Facebook (30.19%); Google (27.67%); and Youtube (22.01%).

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The question regarding favorite animated shows and characters were also incorporated in the SSF 1 questionnaire. These questions were included to determine what types of characters are preferred by the students, what sorts of themes capture their interest, and what are currently popular to students. The data revealed that the top three animated shows preferred by the respondents are: Naruto (11.38%); Spongebob (10.78%); and Detective Conan (7.78%). The most preferred animation characters, on the other hand, are: Spongebob (13.77%); Naruto (10.78%); and Sakura (5.99%). The SSF 1 survey result is found in Annex I.

B. Modules

The second year high school lessons (Biology and Algebra 2) are composed of different characters which came from a variety of societies. Each society pertains to a different kind of genre which aims to hold the interest of the users. Three worlds of courseware were created, namely: "Cheloneo (Technolab)", "Magicademy", and "D'nayao"; these worlds depict societies with science fiction, fantasy, and adventure, respectively. To highlight the diversity of inhabitants in each world, the team conceptualized different graphics and animation styles which represent these societies. Each world tackles both science and mathematics lessons to emphasize that these twin subjects are important in whichever world or society the characters dwell in. The three worlds and new characters used for the second year S&M high school lessons were presented to and approved by SEI and subject matter experts.

Figure 1. Different World of Courseware

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The highly technologically advanced city of Cheloneo is filled with skyscrapers, flying cars, entertainment zones and marvelous inventions. Named after its founder Professor Mydas Cheloneo, it is a city of scientists. They go about their experiments with the philosophy “slowly but surely”, all striving to invent new and amazing ways to make their way of life even better and earn the recognition and prestige of being the best scientist in the world. It is a city where dreams become possibilities.

Main Characters

Dr. Fredy is considered the youngest inventor in a city teeming with scientists. Because of his age he is very eager, but rash. An attitude which usually gets him into trouble and ends up having his experiments blow up in his face. He hastwo somewhat successes in his life; his robot “yaya” Core-ina and his robot dog “Ping”.

Core-ina (Kurina) is Fredy’s robot “yaya”, one of the only two successful inventions in his life, kind of. She was originally programmed to be his housemaid but a glitch in the code turned her into what is approximately as an overbearing, overprotective surrogate mother. However she does sometimes let Fredy suffer from his mistakes to allow him to grow and learn.

Ping (Portable Information Gizmo) is Fredy’s loyal best friend. A robotic dog it can hold up to 800 gigabytes of general information within its computer brain, which he calls up on his visual monitors to help Fredy out from time to time. Ping is Fredy’s most valued invention.

Figure 2. World: Cheloneo (Technolab)

Figure 3. Main Characters in Cheloneo World

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An enchanted floating island over the eastern continent, D'nayao is a mystical place full of beauty and mystery. The island was said to have been raised in the aftermath of the ancient war between god and man by the Goddess Kalikasan in hopes of protecting her children from corruption and arrogance.

Main Characters

Tala is Sinag's childhood friend from the tree people tribe. She is calm and smart. Hoping Sinag becomes a great leader, she helps him out in his quests, providing advice along the way.

Quite eccentric he is Sinag's mentor. Apo Jin is bound to stay within the confines of his sanctuary on Undama Island (another floating island nearby). He is the one that sends Sinag off on quests to teach him the ways of their people.

Sinag is the adventurous and brave young prince of the tree people tribe. He is training to be the next leader of his village. In order to achieve this he must undergo various trials and quests to prove himself worthy of being the rightful heir of his people.

Figure 4. World: D’nayao

Figure 5. Main Characters in D’nayao World

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Magicademy is a place of learning where magic combined with technology works in harmony. A town surrounds the academy containing markets, farms and a dormitory-area. All these locales are created to cater to the needs of the students in pursuit of higher education.

Main Characters

Table 1 shows that for this UAT, 98 courseware modules were tested. Of these modules, 35 are from the world of Cheloneo, 32 from Magicademy and 31 from D’nayao.

Professor Augosto is a veteran professor of the academy.The professor has a tough exterior that is intimidating to newcomers. However, he is actually a very kind, helpful, and compassionate teacher to his students.

Cecil is a new transfer to Magicademy. She is a young and inquisitive student eager to learn and help others with her newfound knowledge.

Reina is proud and aggressive. She is the self-declared rival of Cecil when she transferred to the Magicademy. Although she says she is Cecil’s rival, she is a good person at heart. She is as likely to help her with her schoolwork as much as she would like to challenge her to a battle of wits.

Figure 6. World: Magicademy

Figure 7. Main Characters in Magicademy World

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C. Results of the Study

Hypertext

Factors contributing to the assessment of the hypertext in the modules include font size, font style, text field, and lesson details. These factors are interrelated and affected each other because when a particular module contains many lesson details, texts will most probably be lengthy and the size will be reduced in order to fit all the information on a limited text field of a specific scene. With regards to the use of text in the modules, table 2 shows that responses, in general, were positive. Majority (98.5%) of student-participants found the text, text color (98.5%), text size (97%), and text style (98.7%) were easy to read. However, it is important to note that during the FGD, some participants suggested to increase the font size of the text. Data also showed that 91.7% participants agreed that the paragraph and sentence lengths in the modules were not too long, 6.7% were neutral while only 1.5% disagreed. Although during one of the FGDs, a student mentioned that some modules have too many paragraphs in one module.

World Math modules Science modules

Cheloneo (Technolab) 20 15

Magicademy 20 12

D’Nayao 20 11

HYPERTEXT Strongly Agree/Agree

Disagree/ Strongly Disagree Neutral TOTAL

The text is easy to read Count 985 0 15 1000

% 98.5% 0.0% 1.5% 100.0%

The text color makes the text easy to read

Count 984 1 14 999

% 98.5% .1% 1.4% 100.0%

The text size makes the text easy to read

Count 970 4 26 1000

% 97.0% .4% 2.6% 100.0%

The text style makes the text easy to read

Count 985 0 13 998

% 98.7% 0.0% 1.3% 100.0%

The lengths of the paragraphs/sentences are not too long

Count 911 15 67 993

% 91.7% 1.5% 6.7% 100.0%

Table 1. Distribution of Mathematics and Science Modules per Courseware World

Table 2. Distribution of Responses on the Statements Pertaining to Hypertext

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Interactivity

For the interactivity element of the courseware modules, table 3 shows that most (96.4%) of the participants found that the instructions in the modules were easy to understand, 3.3% were neutral and 0.3% disagreed. More than nine six percent (96.1%) of student-participants also agreed that the navigation system is easy to use, 3.4% were neutral, and 0.5% disagreed. Majority (95.6%) of the students surveyed agreed that the exercises were user-friendly and intuitive, 3.7% were neutral, while a small percentage (0.7%) disagreed on the subject. Also, most (95.5%) of the students agreed that the exercises in the modules were interesting and appealing, while only about 3.8% were neutral and 0.7% disagreed. Although, majority (92.5%) agreed that response time was appropriate, there were some students during the FGD who mentioned that the animations and voice-overs were slow. This may explain the 6.3% “neutral” and 1.2% “disagree” responses in the data. During the FGD, several student participants suggested on improving the interactivity portion of the module in terms of the type of activity, challenges, instructions, and contents. They also suggested for additional questions or challenges in the modules. For the type of activities, the student suggested having rewards or unlocking items when getting the right answers. Students also expressed that they preferred interactivities that were similar to computer games they play. Students also preferred to have a scoring system and wanted more challenging interactivities such as fill-in the blanks rather than multiple choices.

INTERACTIVITY Strongly Agree/Agree


The instructions are easy to understand

Count 948 3 32 983

% 96.4% .3% 3.3% 100.0%

The navigation system is easy to use

Count 945 5 33 983

% 96.1% .5% 3.4% 100.0%

The exercises are user-friendly and intuitive

Count 937 7 36 980

% 95.6% .7% 3.7% 100.0%

The interactive exercises are interesting and appealing

Count 937 7 37 981

% 95.5% .7% 3.8% 100.0%

The response time is appropriate

Count 907 12 62 981

% 92.5% 1.2% 6.3% 100.0%

Table 3. Distribution of Responses on the Statements Pertaining to Interactivity

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Animation

Table 4 shows that majority (95.9%) of the student participants agreed that the animated sections of the lessons were entertaining, had appropriate lengths (94.8%), and that the characters (95.4%) and the lesson proper (95.8%) are appealing. However, the FGD results revealed that some students were not quite fond of the character Core-ina. A few said that it was the way she moved that did not appeal to them, while others mentioned the scissors on her head make her look dangerous. The students preferred animated characters with more movement rather than characters with static or simple motions. Particularly for the Technolab world and Magicademy, some students mentioned that they lacked character movement. Nevertheless, the animation elements in the courseware modules entertained the student-participants which made the modules interesting and enjoyable.

Simulation

For the simulation elements of the modules, table 5 shows that majority (95.2%) of the students agreed that the simulations were easy to understand, and the module elements such us the graphics (96.4%), text (96.9%), and voice-overs (93.6%) made the simulations easy to understand. They also agreed that the background music did not interfere with the content of the simulations (83.5%), and the animations of the simulations were interesting and appealing (96.4%). As mentioned in the FGDs, students said that they understood the lessons better because they can watch the actual process of the specific lesson. A good example given was the process of photosynthesis. On the other hand, some students commented that some transitions were fast. They suggested that modules should have a pause/repeat button.

ANIMATION Strongly Agree/Agree


The animated sections of the lesson are entertaining

Count 943 4 36 983

% 95.9% .4% 3.7% 100.0%

The animation scenes had appropriate lengths

Count 932 9 42 983

% 94.8% .9% 4.3% 100.0%

The animations of the characters are appealing.

Count 954 6 40 1000

% 95.4% .6% 4.0% 100.0%

The animations of the lesson proper are appealing

Count 952 8 34 994

% 95.8% .8% 3.4% 100.0%

Table 4. Distribution of Responses on the Statement Pertaining to Animation

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Graphics

Table 6 shows that, although most (97.4%) students agreed that the graphic elements of the modules were clear and accurate, appealing (94.7%) and organized and effective (96.6%), a few students commented on character design of Core-ina (Cheloneo) and Professor Agosto during the FGD sessions. The students did not like Core-ina’s appearance citing the scissors as her hair and Professor Augusto’s static movement in scenes.

Sound

With regards to the sound elements of the modules, majority of the responses are favorable. On the comprehensibility of the voice-overs, 93.6% agreed that courseware characters were easy to understand, voice-overs were delivered well (93.4%) and the voices fit the characters (94%). However, during the FGD, some students suggested that Core-ina’s voice should be modified.

SIMULATION Strongly Agree/ Agree


The simulations are easy to understand

Count 945 6 42 993

% 95.2% .6% 4.2% 100.0%

The graphics make the simulations easy to understand

Count 960 1 35 996

% 96.4% .1% 3.5% 100.0%

The text make the simulations easy to understand

Count 967 3 28 998

% 96.9% .3% 2.8% 100.0%

The voice-overs make the simulations easy to understand

Count 934 7 57 998

% 93.6% .7% 5.7% 100.0%

The background music does not interfere with the content of the simulations

Count 830 48 116 994

% 83.5% 4.8% 11.7% 100.0%

The animations of the simulations are interesting and appealing

Count 920 3 31 954

% 96.4% .3% 3.2% 100.0%

GRAPHICS Strongly Agree/ Agree


The graphics (illustrations, pictures, backgrounds, etc.) are clear and accurate

Count 940 4 21 965

% 97.4% .4% 2.2% 100.0%

The characters are appealing Count 913 5 46 964

% 94.7% .5% 4.8% 100.0%

The lesson layouts are well organized and effective

Count 935 5 28 968

% 96.6% .5% 2.9% 100.0%

Table 5. Distribution of Responses on the Statement Pertaining to Simulation

Table 6. Distribution of Responses on the Statement Pertaining to Graphics/Pictures

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For the background music/sounds, 94.2% agreed that the music/sound used were pleasing and appropriate for the scenes, volume level of sound effects (92%) and voice- over (94%) are adequate. Though majority of the students (96%) agreed that sound effects were appropriate, a few students emphasized, during the FGD sessions, that feedbacks should not be repetitive and should not be present at all items especially if the exercises contain multiple items. Students also pointed out the problems on sound particularly with the volume levels and the voice-overs. The students suggested adding volume controls for the background music and the voice-over. Some students said that, they preferred voice-over feedback with sound effects rather than sound effects alone.

SOUND/VOICE-OVER Strongly Agree/ Agree


The narrator/character voice-overs are easy to understand

Count 907 6 56 969

% 93.6% .6% 5.8% 100.0%

The voice-overs are delivered well Count 906 9 55 970

% 93.4% .9% 5.7% 100.0%

The voice-overs fit the characters well Count 938 8 51 997

% 94.1% .8% 5.1% 100.0%

The background music is pleasing and appropriate for the scenes they were used on

Count 940 5 53 998

% 94.2% .5% 5.3% 100.0%

The volume level of background music is adequate

Count 921 10 66 997

% 92.4% 1.0% 6.6% 100.0%

The volume level of sound effects music is adequate

Count 920 8 71 999

% 92.1% .8% 7.1% 100.0%

The volume level of the voice-overs is adequate

Count 939 7 51 997

% 94.2% .7% 5.1% 100.0%

The sound effects are appropriate Count 959 7 33 999

% 96.0% .7% 3.3% 100.0%

All text should have voice-overs Count 843 28 126 997

% 84.6% 2.8% 12.6% 100.0%

Table 7. Distribution of Responses on the Statement Pertaining to Sound/ Voice-over

UAT Report 2012

15

Storyline/Plot

Table 8 shows the responses on the statement pertaining to storyline/plot. As for the storyline/plot used in the modules, 96.2 % of the student-participants agreed that the stories were entertaining. In addition, 94% of the participants agreed that the lengths of the story segments for each module are necessary. Moreover, 97% of the students also agreed that the flow and events of the stories were understandable. While student-participants are fond of the characters in the courseware modules, majority (94%) agreed that the modules presented a clear line between what is real and what is fictional.

Content

On the content of the lessons, Table 9 shows that majority (87.4%) of the student-participants agreed that the lesson content were easy to understand even without the help of a teacher and the pace in which the lesson content was delivered was adequate (93.4%). Despite these positive responses, there were mentions during the FGDs that some of the lessons were too long. The text in the lessons and the voice-over of the characters took too long to finish, which made the modules drag and seem longer. The details of the results are found in Annex H and Annex I.

STORYLINE/PLOT Strongly Agree/ Agree


The storyline/plot is entertaining Count 948 4 33 985

% 96.2% .4% 3.4% 100.0%

The lengths of the story segments are necessary

Count 925 7 51 983

% 94.1% .7% 5.2% 100.0%

The flow and events of the story is understandable

Count 955 3 27 985

% 97.0% .3% 2.7% 100.0%

There is a clear line in the story between what is real and what is fictional

Count 923 1 54 978

% 94.4% .1% 5.5% 100.0%

Table 8. Distribution of Responses on the Statement Pertaining to Storyline/Plot

UAT Report 2012

16

V. Summary/Conclusion

The following conclusions were made based on the findings of the UAT: A. Despite minor comments in some of the elements of the Courseware modules,

the overall design and content of the modules were found to be generally effective. The students have better attitudes towards learning when using innovative teaching strategies or technology like the Interactive Courseware in Science and Mathematics for Secondary-Level Schools.

B. Although there were some minor comments and suggestions, as documented during the actual testing of the modules and the conduct of the FGD sessions, the overall survey results revealed that most of the participants agreed to the current elements present in the 98 courseware modules that were tested. Among these elements are: Hypertext, Interactivity, Animations, Simulations, Graphics/Pictures, Sound, Story/Plot, and Lesson Content. The FGD data affirmed the results obtained from the survey.

VI. Recommendations

With the earlier findings and conclusions, the following recommendations are offered:

A. The project team should come up with the new standards on the development and prototype of modules based on the result of the UAT. Further study must be conducted to see if courseware modules will be effective educational tools to secondary level students. The said study should also identify the preferences and needs of the users, thus, help in the conceptualization and development of a more appropriate approach to designing learning modules for secondary level students.

CONTENT Strongly Agree/ Agree


The lesson content is easy to understand without the help of a teacher

Count 863 11 113 987

% 87.4% 1.1% 11.4% 100.0%

The pace in which the lesson content was delivered was adequate

Count 922 9 56 987

% 93.4% .9% 5.7% 100.0%

There is no feeling of a lack of information

Count 795 65 125 985

% 80.7% 6.6% 12.7% 100.0%

The interactivities in relation to the lesson content are adequate

Count 947 5 38 990

% 95.7% .5% 3.8% 100.0%

Table 9. Distribution of Responses on the Statement Pertaining to Content

UAT Report 2012

17

B. The matrix below shows some of the recommendations based from the UAT.

Module Development Script Development

CONTENT Check the story. Students want more discussion and interactivity.

Check the story. Students want more discussion and interactivity.

More conservative expressions. SEI may QA scripts for 3rd year to maintain a standard of writing the scripts.

Additional exercises.

Add an example in the instructions.

Consider difficulty levels in the evaluation part.

Writers may provide a link or description of difficult terms.

Standardize structure of scripts.

Writers must come up with a more balanced script between interactivity and presentation of lesson content (sample of module with little interactivity: lesson on Filipino Scientist).

ANIMATION Have more exciting animations.

More dynamic transitions.

For Math and science lessons: implement a step by step animation when discussing/solving mathematical problems.

New Features

Panoramic camera

Video format for the animation scenes/simulations

Isometric view,3D

GRAPHICS Standard color palette for each world to keep consistency.

Implement standard in fonts style.

New Features

Characters matured Changes in the appearance of the

characters (i.e. Core-ina- will change the scissors to something) Scoring system Interactive map VO replay buttons On screen calculators (number + Special keys)

UAT Report 2012

18

INTRACTIVITY More interactive exercises.

When involving questions with fixed set of choices (i.e. "yes" or "no" / true or false) use button types. When involving questions with multiple choice use radio buttons or check boxes.

Normalize talking speed of characters and narrator.

More interactivity is called for (identify the interactivity during script development).

Possible glossary function (when hover over a difficult word/scientific term).

New Features

Scrubber within the scenes; scene selection/navigation.

Notebook that will capture important notes.

Users can view correct solutions to answers (will create an icon that will pop up).

SOUNDS - identify VO portions in the script.

- standardize volume levels for VO,

BGM and SFX

VII. References

References Jeffries, P.R. (2001), "Computer versus Lecture: A Comparison of Two Methods of Teaching Oral Medication Administration in a Nursing Skills Laboratory". Journal of Nursing Education 40(7), 323 – 329. Ragasa, Carmeilita Y. “A Comparison of Computer-Assisted Instruction and the Traditional Method of Teaching Basic Statistics”. Journal of Statistics Education Volume 16, Number 1 (2008), p 2. Szabo, M. (2001). "Survey on Instructional Technology Research". Research on Educational Television. <http://www.quasar.ualberta.ca/edmedia/readingsnc/Nrefsza.html> Williams, C.J. & Brown, S. W. (1990). "A review of the research issues in the use of computer-related technologies for instruction. What do we know?". International Journal of Instructional Media, 17(3), 213 –225.

http://www.quasar.ualberta.ca/edmedia/readingsnc/Nrefsza.html

UAT Report 2012

19

Clark, R.E. (1985), "Evidence for confounding in computer-based instruction studies: Analyzing the meta-analyses". Educational Communication and Technology Journal, 33(4), 249-262. Websites Allen, I. E. and Seaman, J. (2008) Staying the Course: Online Education in the United States, 2008 Needham MA: Sloan Consortium. <http://sloanconsortium.org/> Ambient Insight Research (2009) US Self-paced e-Learning Market Monroe WA: Ambient Insight Research <http://en.wikipedia.org/wiki/E-learning#cite > “The University of Edinburg School of Physics and Astronomy”. e-Learning in the School of Physics and Astronomy. 2011. <http://www.ph.ed.ac.uk/elearning/projects/physics1a/ > Hajsadr, S.M (2005). “Lesson.co.uk”. e-lesson. <http://www.elesson.co.uk/pr/pr1.asp >. http://www.brainstormusa.com/templates/producttemplate.aspx?pageid=40 http://www.adb.org/Education/philippines-country-analysis.pdf http://www.skoool.ph http://www.genyo.com.ph http://www.deped.gov.ph http://sloanconsortium.org/

http://en.wikipedia.org/wiki/E-learning#cite

http://www.elesson.co.uk/pr/pr1.as

http://www.brainstormusa.com/templates/producttemplate.aspx?pageid=40

http://www.adb.org/Education/philippines-country-analysis.pdf

http://www.skoool.ph/

http://www.genyo.com.ph/

http://www.deped.gov.ph/

http://sloanconsortium.org/

Annexes

Program of Activities Annex A

20

PROGRAM OF ACTIVITIES Morning

Pre-Student Survey

08:00 – 08:10 Setup survey area 08:10 – 08:20 Brief introduction about the Pre-Student Survey 08:20 – 09:00 Conduct Pre Student Survey

Distribute survey forms Facilitate and assist the students

End of Pre Student Survey 09:00 – 09:10 Documentation and Consolidation User Acceptance Testing 09:00 – 09:10 Setup UAT area

Both software and hardware 09:10 – 09:20 Brief introduction about the UAT 09:20 – 11:20 Conduct UAT

Test 6 Modules per student Facilitate and assist the students

End of UAT 11:20 – 11:30 Documentation

Post-Student Survey 11:20 – 11:30 Setup survey area 11:30 – 11:40 Brief introduction about the Post-Student Survey 11:40 _ 12:00 Conduct Post-Student Survey

Distribute survey forms Facilitate and assist the students

End of Post-Student Survey 12:00 – 12:10 Documentation and Consolidation

Afternoon

Same students will attend the FGD. Focus Group Discussion (FGD) 01:00 – 01:10 Setup FGD area 01:10 – 01:20 Brief introduction about the FGD 01:20 _ 01:30 Ice Breaker 01:30 – 03:30 Conduct FGD

Interview students Asked for questions, ideas and suggestions Deepen ideas and suggestions Wrap-up

End of FGD 03:30 – 03:40 Documentation and Consolidation

List of Schools Annex B

21

LIST OF PUBLIC HIGH SCHOOLS

Public High Schools Date of UAT

Calamba National High School Wednesday,

29 February 2012

San Isidro National High School Tuesday,

6 March 2012

Las Piñas East National High School Monday,

12 March 2012

Navotas National High School Tuesday,

14 March 2012

Fort Bonifacio National High School Friday,

16 March 2012

Bagumbayan National High School Wednesday,

21 March 2012

Dasmariñas National High School Monday,

26 March 2012

Muntinlupa National High School Thursday,

28 March 2012

Pre-Survey Questionnaire Annex C

22

STUDENT SURVEY FORM 1

DATE: _____________________ AGE: ____________ GENDER: _______________ SCHOOL: _________________________________________________________________ SECTION: _________________________________________________________________

INSTRUCTIONS: Read each statement or question provided below and provide your answer accordingly. Mark the appropriate circles of your answer on the given scales/choices below each statement, and/or write your answers on the blanks provided after each question.

Do you have a computer at home?

Using the scale below, indicate how good your skill is on using computers.

Using the scale below, indicate how much you use a computer for doing research/homework.

Have you tried using e-books, learning software, educational games, or e-learning websites before?

If yes, what are those?

___________________________________________________________________________________

What is your most favorite subject? _____________________________________________________

What is your least favorite subject? _____________________________________________________

What is your favorite animated show? ___________________________________________________

Who is your favorite animated character? ________________________________________________

What are your three most visited websites?

___________________________________________________________________________________

What are the things that encourage you to study? List down at least three.

___________________________________________________________________________________

Post-Survey Questionnaire Annex D

23

STUDENT SURVEY FORM 2

DATE: _____________________ AGE: ____________ GENDER: _______________ SCHOOL: _________________________________________________________________ SECTION: _________________________________________________________________ SUBJECT: _______________________ LESSON NUMBER: _______________________ LESSON TITLE: _________________________________________________________________

INSTRUCTIONS: Read the statements provided below and answer your level of agreement with them by shading the appropriate circles in the given scales below.

HYPERTEXT

1. The text is easy to read.

5 4 3 2 1

Strongly Agree Agree Neutral Disagree Strongly Disagree

2. The text color makes the text easy to read.

5 4 3 2 1


3. The text size makes the text easy to read.

5 4 3 2 1


4. The text style makes the text easy to read.

5 4 3 2 1


5. The lengths of the paragraphs/sentences are not too long.

5 4 3 2 1



24

INTERACTIVE

1. The instructions are easy to understand.

5 4 3 2 1


2. The navigation system is easy to use.

5 4 3 2 1


3. The exercises are user-friendly and intuitive.

5 4 3 2 1


4. The interactive exercises are interesting and appealing.

5 4 3 2 1


5. The response time is appropriate.

5 4 3 2 1


ANIMATION

1. The animated sections of the lesson are entertaining.

5 4 3 2 1


2. The animation scenes had appropriate lengths.

5 4 3 2 1



25

3. The animations of the characters are appealing.

5 4 3 2 1


4. The animations of the lesson proper are appealing.

5 4 3 2 1


SIMULATIONS

1. The simulations are easy to understand.

5 4 3 2 1


2. The graphics make the simulations easy to understand.

5 4 3 2 1


3. The text make the simulations easy to understand.

5 4 3 2 1


4. The voice overs make the simulations easy to understand.

5 4 3 2 1


5. The background music does not interfere with the content of the simulations.

5 4 3 2 1



26

6. The animations of the simulations are interesting and appealing.

5 4 3 2 1


PICTURES/GRAPHICS

1. The graphics (illustrations, pictures, backgrounds, etc.) are clear and accurate .

5 4 3 2 1


2. The characters are appealing.

5 4 3 2 1


3. The lesson layouts are well organized and effective.

5 4 3 2 1


SOUND

1. The narrator/character voice-overs are easy to understand.

5 4 3 2 1


2. The voice-overs are delivered well.

5 4 3 2 1


3. The voice-overs fit the characters well.

5 4 3 2 1



27

4. The background music is pleasing and appropriate for the scenes they were used on.

5 4 3 2 1


5. The volume level of background music is adequate.

5 4 3 2 1


6. The volume level of sound effects music is adequate.

5 4 3 2 1


7. The volume level of the voice-overs is adequate.

5 4 3 2 1


8. The sound effects are appropriate.

5 4 3 2 1


9. All text should have voice-overs.

5 4 3 2 1


STORY/PLOT

1. The storyline/plot is entertaining.

5 4 3 2 1



28

2. The lengths of the story segments are necessary.

5 4 3 2 1


3. The flow and events of the story is understandable.

5 4 3 2 1


4. There is a clear line in the story between what is real and what is fictional.

5 4 3 2 1


LESSON CONTENT

1. The lesson content is easy to understand without the help of a teacher.

5 4 3 2 1


2. The pace in which the lesson content was delivered was adequate.

5 4 3 2 1


3. There is no feeling of a lack of information.

5 4 3 2 1


4. The interactivities in relation to the lesson content are adequate.

5 4 3 2 1



29

Write any other issues or suggestions you might have pertaining to the module is the space below. You may write on the back of the paper if the space is insufficient.

FGD Guide Questions Annex E

30

FOCUS GROUP DISCUSSION’s GUIDE QUESTIONS

RULES

1. There are no right or wrong answers

2. Respect student's opinions

3. One person speaking at one time

4. Confidential/anonymous research

5. Transparency

Steps in conducting the session

1. Brief the students about the FGD, its purpose and scope.

2. Asked the students name and short information about her/him

3. Provide nametags to have more intimate discussion

4. Keep the discussion within the KEY QUESTIONS.

5. Encourage students to participate. Make the session more lively. Before ending the FGD, give a

summary of discussion.

KEY QUESTIONS:

Actual use of Courseware

1. Is this the first time that you used an educational interactive program?

Similar educational programs

2. How was your experience in using the courseware modules?

Rate of enjoyment and interest

3. Appeal of courseware to students

Did you think you handled the module correctly?

4. User interface design

FGD Guide Questions Annex E

31

Learning enrichment

1. What have you learn from the lessons in the courseware modules?

• knowledge about the lesson

• self paced learning

2. Do you think that high school students should use the courseware modules?

• recommendation/ endorsement of courseware

• effectiveness to high school student

3. Can you grade the courseware modules with a grading system of 75 as passing and 100 as the

highest?

Opinions and Suggestions

1. Do you have anything else to say about the courseware modules that we haven’t discussed yet?

• Ideas, opinions and suggestions

• module enhancement

Defect Log Sheet Annex F

32

Defect Log - User Acceptance Testing (UAT) – San Isidro National High School

# By In Area Type Description

Root Cause (Optional)

Action Done User Feedback /

Comment Logged By:

User / Student Number

Module Scene (optional)

wrong grammar, wrong answer, usability, module performance, PC environment, others

1 2 3 4 5 6 7 8 9

10 11 12 13 14 15


33

Defect Log - User Acceptance Testing (UAT) – Las Piñas East National High School

# By In Area Type Description

Root Cause (Optional)

Action Done User Feedback

/ Comment Logged By:




1 Math 35 usability

Hindi nag open yung last interactivity

2 Math 57 usability

Nahirapan mag drag ng options small clickable area

Scene 5 wrong text

Item 4: instead of 3p raised 3 dapat 8p rained 3

module standard

button is different from the standard of technolab

Check -4p raised 2; -16p raised 3

3

math 19 Scene 5 wrong answer Wrong answer on scene 5

a(a+3)/a(a-1) wrong answer, (a+3)/(a-1) correct answer

4 Bio 6-5 Activity wrong text

Merong hindi naka super script. Check data

5 6


34

Defect Log - User Acceptance Testing (UAT) - Navotas National High School

# By In Area Type Description Root Cause (Optional) Action Done

User Feedback / Comment

Logged By:




1 N15 A

Lesson 8 - Graphs of Linear Inequalities

Module performance, Laptop The module was running slow or not proceeding

Laptop Memory Restarted the

laptop

none but she was the last to finish all the modules among the students due to this defect

Lovely Salcedo

2

All intro of Dnayao and Magicademy modules

Intro PC environment

The intro of Dnayao and Magicademy was running very slow

Probably due to PC model (owned by the school)

noted

The students commented on the intro part of Dnayao as too long

Lovely Salcedo

3 4


35

Defect Log - User Acceptance Testing (UAT) - Fort Bonifacio High School



Logged By: Notes:




1 FB10A, FB11A, FB09A

28 3 wrong answer Q: After 2 hrs, how far has it rate travelled? 150 kph, Same as the next question: 225kph

answer should be in distance not in speed. (150kms). At the script

gave the cheat

Kevin 1) No Laptops

8 FB09A 28 5 usability

In the 5th question: I=kd, Students mistranslated the symbol " l " as uppercase (i). It should be lowercase (L).

symbol interpretation gave the cheat

Vica

2) Some computers does'nt have sound

9 FB05A, FB09A

28 5 wrong answer Student's answers are different and various from what is usually accepted by the module

selective input gave the cheat

Vica 3) had viruses


36

10 FB06A, FB08A



Vica 4) PCs are outdated

2 FB07A, FB09A

28 6 usability, wrong answer

L=4N, dapat daw L=10N

indicated is in metric system but the module requires to convert it into english system

"nahihirapan" because they have to convert it into english system

Kevin

Si Jonathan (PCIEERD) - standardized instruction


28 6 usability, wrong answer

L=4N portion change / clarify question

Tere FB08A - Used calculator


28 8 wrong answer In exercise 4, number 6: the answer is 0.02 in module but the computed is 0.05

script gave the cheat

Kevin

11 FB05A, FB08A



Vica & Anna

12 FB05A 28 10 wrong answer Student's answers are different and various from what is usually accepted by the module

used different method on answering the problem

gave the cheat

Anna


37

5 FB07A, FB08A

28 10 usability Question 1: They are having time in adding "kg" in the answer. Example: 60kg

Students didn't have the concept to add scientific notation for units of measurement

gave the cheat

Kevin

6 FB07A 28 10 wrong answer

Question 2: "k" should be inputted in capital letters at the field. But it should not be capitalized


Kevin

7 FB07A, FB08A

28 10 wrong answer

Value of k is constant and without unit of measurement. But the module needs the answer with "kg". k=0.16kg


Kevin & Anna

13 FB08A 28 11 wrong answer Student's answers are different and various from what is usually accepted by the module


Anna

14

FB06A. FB07A, FB08A, FB09A

28 11 usability Students had a hard time in answering "200$" question

computation, script gave the cheat

Kevin & Anna

15 SEI, 28 11 grammar "A 1.5 meter long <missing noun> has a width of 5 feet"

script note Kevin

16 FB01B 29 pc environment low sound earphone is from a nokia cellphone

changed the earphone into headphone

Kevin


38

19 FB03B 29 1 usability Students didn't recognize that they have to click the "tome" in order for the scene to continue

Lack of Instruction pointed to click the "tome"

Vica

20 FB03B 29 4 others Student's answers are usually not accepted

different input in coding gave the cheat

Vica

17 FB01B, FB06B, FB10B

29 4 usability Difficulty in inputting the superscript

restart Kevin & Tere

18 FB03B, FB10B

29 5 module performance

module tends to slow at the "Wall Monster/Masked Man" Portion

maybe the PC is slow continued Kevin & Vica

21 FB03B 33 construction Hard to figure at last sentence construction

Lack of Instruction Vica

22 FB07A 33 usability

Students got confused in answering fraction textboxes. There were separate fields for numerator and denominator of a fraction respectively but the students answered both the numerator and the denominator only on one field

weird table planning/construction

instructed the student to separate numerator and denominator

Vica


39

23 FB09B 33 module performance

last inputbox didn't work Kevin

24 FB10B 41 usability, module performance

Cannot click a button There is a wrong hit area

Vica

25 FB02B U4L4 7 wrong grammar Water moves through the "rood" "rood" should be "root" Anna

26 FB04B U6L3 3 usability

Students a answering the textfield with the right answer "3" at many times but the answer is still wrong.

As the student retries, their previous answers are stucked in the textfield.

reflushing the textfield and then filling up again with the right answer

Kevin

27 FB08B U6L3 4 grammar CCC but it should be GGG Kevin

28 FB03B U6L3 wrong answer In Gene 1, UAA is needed by the module. It should be UGG.

Script Vica


40

Defect Log - User Acceptance Testing (UAT) - Bagumbayan National High School



Logged by:




1 BB04A 18 Fish Area usability THe fish cannot be grabbed bug restart "Ate ayaw!" Dianne

2

BB08A, BB07A, BB06A, BB05A, BB03A, BB04A 48 1 wrong answer

At Question 5: Students cannot solve becase its impossible due to wrong given and answer. exceeded by "13"

wrong given and answer gave the cheat Dianne

3

BB05A U1L6 Parts of A Microscope usability

User cannot find the location of a missing part of a microscope guided by Tope

"Nawawala ako, and I dont know what to do" Dianne

4 BB02B, BB01B 1 2 usability Entering "3" in the field

required should have the format "3.00" do the format ang hirap daw Kevin

5 BB01B, BB02B 6 2

module performance no next button, it is slow also

maybe due to PC (IBM) restart Kevin

6

BB08B 23 4 wrong answer

answer in the module is " 5/9" but the given is [(1x1x5)/(1x3)]*[(1x2)/(1x1x1x3)]

right answer should be "10/9" gave the cheat Kevin


41

7 BB06B 23 4

module performance

not playing after text input at Question #5 (2/7) next Kevin

8 BB07B 6 2


maybe due to PC (IBM) Jericho

9 BB05B, BB09B 6 3



10

BB07B 6 4 module performance no next button, it is slow also


11

BB09B 6 6 module performance no next button, it is slow also


12 BB05B, BB09B 23 8

module performance module hanged



42

Defect Log - User Acceptance Testing (UAT) – Dasmariñas National High School



Logged by:




1 Math Lesson 10

Scene 7 Interactive

Some students cannot input their answer in the text box PC performance

Set it to minimized window "Di po ako makapagtype" Santi

2

Math 2 Lesson 22

Having technical problems

Some buttons are not clickable, getting stuck in one scene, or having a hard time inputting answers in the input boxes.

PC performance/problems with Flash player used

Set A students (who have this module in their list) switched to the next module; changed flash player)

It may have something to do with their Linux OS Tere

3

Math 2 Lesson 22

Module and PC Performance

Due to the computers using Linux, some of the modules had a hard time loading and the player, when in full screen, won't let the module play. Due to the heavy graphics of the module, the buttons that had the choices could not be clicked. PC Performance

The students who are assigned to Math Lesson 22 had to use a laptop that was set up in the room, once they have completed all their other assigned modules.

Test the modules on all Computer Operating Systems, not only just Windows and Mac. Possibly also check the modules on a low-end computer with low specs. Tina

4

Math 2 Lesson 55

Scene 5

Module and PC Performance

The input text box didn't worked even if it was clicked.

PC Performance /Flash Player/OS

Skip the Scene by clicked the play option in the control menu of the flash player.

Sir the input text box didn't worked said by the student.

JR


43

Defect Log - User Acceptance Testing (UAT) – Muntinlupa National High School

# By In Area Type Description Root Cause (Optional) Action Done User Feedback / Comment Logged by:




1

Donna

Lesson 37 - Rewriting Expressions with Rational Exponents as Radicals Scene 4 wrong feedback

Wrong feedback was given by the program. the correct answer should be letter B. Dev

advised student that the issue would be fixed

the student was sure her answer was right but the program gave a wrong feedback. Elmer

2

Ivan

Lesson 50 - The Common Difference in an Arithmetic sequence Scene 5 #5 wrong answer

the answer accepted by the program is not the correct answer.

script (radical symbols were not properly encoded or at all)

advised student that the issue would be fixed

the students were complaining because the answer requires them to encode radical symbols; the program did not provide a way to do it. Elmer

3

Donna

Lesson 39 - Renaming Perfect nth roots Scene 5

typo error

in scene 5, there are 2 instances of typo error: the square root of 125 is written as 6 times the square root of 25 and the square root of 16 x cube y cube is written as square root of 16 x cube 2 times y cube.

advised student that the issue would be fixed the stud Elmer

List of Modules Annex G

44

Cheloneo (Technolab) Modules

Mathematics Lesson 10 – Quadratic Equations Lesson 11 – Roots of a Quadratic Equation Lesson 12 – Solving Quadratic Equations by Factoring Lesson 13 – Solving Quadratic Equations by Completing the Square Lesson 14 – The Quadratic Formula Lesson 15 – Using the Discriminant to Describe the Nature of Roots of a Quadratic Equation Lesson 16 – Solving Quadratic Equations that Involve Rational Expressions Lesson 17 – Use Quadratic Equations to Solve Problems Lesson 32 – Positive Integral Exponents Lesson 33 – Evaluating Numerical Expressions with Zero and Negative Exponents Lesson 34 – Simplifying Expressions with Integral Exponents Lesson 35 – Solving Problems Involving Expressions with Integral Exponents Lesson 36 – Simplifying Expressions with Rational Exponents Lesson 37 – Rewriting Expressions with Rational Exponents as Radicals Lesson 38 – Rewriting Radicals as Expressions with Rational Exponents Lesson 56 – Geometric Sequence Lesson 57 – The nth Term of a Geometric Sequence Lesson 58 – More on Geometric Sequence Lesson 59 – Sum of the First n Terms of a Geometric Sequence Lesson 60 – Solving Problems that Involve Geometric Sequences Science Unit 1 Lesson 1 – Different Life Processes Unit 1 Lesson 4 – Filipino Scientists in Biology Unit 1 Lesson 5 – Foreign Scientists in Biology Unit 1 Lesson 6 – The Compound Microscope Unit 4 Lesson 6 – Respiratory System Unit 4 Lesson 7 – Excretory System Unit 6 Lesson 1 – DNA Structure Unit 6 Lesson 2 – DNA Replication Unit 6 Lesson 3 – Protein Synthesis Unit 6 Lesson 4- Monohybrid Unit 6 Lesson 5 – Multiple Alleles Unit 6 Lesson 6 – Incomplete Indominance Unit 6 Lesson 7 – Non-Mendelian Patterns of Heredity Unit 6 Lesson 8 – Genetic Engineering Unit 8 Lesson 3 – Kingdom Fungi


45

D’nayao Modules Mathematics

Lesson 18 – Rational Algebraic Expressions and Their Domains Lesson 19 – Simplifying Rational Algebraic Expressions Lesson 20 – Add or Subtract Similar Rational Algebraic Expressions Lesson 21 – The LCD of Dissimilar Rational Algebraic Expressions Lesson 22 – Add/ Subtract Dissimilar Rational Algebraic Expressions and Simplify the Result Lesson 23 – Multiplication of Rational Algebraic Expressions Lesson 24 – Division of Rational Algebraic Expressions Lesson 25 – Simplifying Complex Fractions and Complex Rational Algebraic Expressions Lesson 26 – Equations Containing Rational Algebraic Expressions Lesson 27 – Solve Problems with Rational Algebraic Expressions Lesson 39 – Simplifying Radical Expressions Lesson 40 – Rationalizing Denominators Containing Square Roots Lesson 41 – More on Rationalizing Denominators Lesson 42 – Addition and Subtraction of Radicals Lesson 43 – More on Addition and Subtraction of Radicals Lesson 44 – Solve Problems with Rational Expressions: Multiplication of Radicals Lesson 45 – Division of Radicals Lesson 46 – Equations Containing Radicals Lesson 47 – Solving Problems which Involve Equations with Radicals Lesson 55 – Solving Problems Involving Arithmetic Sequence Science Unit 3 Lesson 1 – Food Production in Leaves Unit 5 Lesson 1 – Cell Cycle Mitosis and Meiosis Unit 5 Lesson 5 – Development of the Baby Unit 5 Lesson 6 – Population Growth Unit 5 Lesson 7 – Family Planning Unit 5 Lesson 8 – Sexually Transmitted Diseases in Humans Unit 8 Lesson 5 – The Fern Unit 8 Lesson 6 – Gymnosperm Unit 9 Lesson 1 – Natural and Human-made Ecosystems Unit 9 Lesson 2 – Managed and Unmanaged Ecosystem (Integrated 2 lessons)


46

Magicademy Modules

Mathematics Lesson 1 – System of Linear Equations and their Graphs Lesson 2 – Solution of System by Graphing Lesson 3 – Solution of System of Linear Equations in Two Variables by Substitution Lesson 4 – Solution of System of Linear Equations in Two Variables by Elimination Lesson 5 – Solution of System by Elimination and Substitution Lesson 6 – Solving Number Relation Problems Using Equations in Two Variables Lesson 7 – Solving Geometric Problems Using Equations in Two Variables Lesson 8 – Graphs of Linear Inequalities Lesson 9 – Solutions of Linear Inequalities by Graphing Lesson 28 – Direct Variation Lesson 29 – Direct Square Variation Lesson 30 – Inverse Variation Lesson 31 – Joint Variation Lesson 48 – Finding the Terms of Sequence Lesson 49 – Arithmetic Sequence Lesson 50 – The Common Difference in an Arithmetic Sequence Lesson 51 – The nth Term on Arithmetic Sequence Lesson 52 – More on Arithmetic Sequences Lesson 53 – The Sum of the First n Terms of an Arithmetic Sequence Lesson 54 – Arithmetic Means Science Unit 2 Lesson 1 – Prokaryotic and Eukaryotic Cells Unit 2 Lesson 3 – Active and Passive Transport Unit 4 Lesson 1 – Levels of Organization in Living Organisms Unit 4 Lesson 2 – Plant Organ System – Roots Unit 4 Lesson 3 Nutrient Needs of Plants Unit 4 Lesson 4 – Leaves and Transpiration Unit 7 Lesson 1 – Theories of Evolution Unit 7 Lesson 2 – Evidences of Evolution Unit 7 Lesson 3 – Pattern of Evolution Unit 7 Lesson 4 – Effects of Technology and Evolution Unit 8 Lesson 7 – Plant Diversity: How to Classify Plants Unit 8 Lesson 12 – Phylum Echinodermata

Results of FGD Annex H

47

MODULES UNDER THE WORLD OF CHELONEO (Technolab)

Module Comments Action

Bio U1L1 Different Life Process

The students liked the part of the module wherein they faced a kapre. It was due to the format that was used in the interactive as a game in some famous Role Playing Game. They wanted to see more characters like that in the modules, such as monsters and dragons because those are their interests. They also liked the story because it was about exploration, and the lesson reminded them of important facts about biology that they have learned some time before, thus made it an effective tool for reviewing. However, they found the module a bit slow in terms of the pacing of the storyline and transitions. They also suggested for additional exercises.

Have more exciting animations; more dynamic transitions; more interactive exercises; normalize talking speed of characters and narrator; and improve phrasing of instructions.

Bio U1L4 Filipino Scientists in Biology

The students found the module very interesting and they learned many things. The characters caught their interest and suggested for more educational games. However, there were some students who disliked the module due to many lesson details which they had to read and remember. One student said that the pacing is too slow, and the VO narration is also slow. But in general, they liked the module.

Bio U1L5 Foreign Scientists in Biology

The students were thankful because they learned many things about module. It helped them to learn more about foreign scientists. They found the module interesting, and the lessons were entertaining and challenging.

Bio U1L6 Compound Microscope

The students were happy because of the educational game they experienced playing. They appreciated the animation and the characters and found the module very entertaining. However, some students said that the module's pacing is slow although it allowed them to understand the module well; some parts were unclear to them.

Consider using Pixel Perfect Collision Detection for irregularly shaped items; Retain usage of bounds for regularly shaped items. Maintain a standard of acceptable expressions

Bio U4L6 Respiratory System

The students were amazed with the way the module was presented, and they were also entertained; they found the module interesting. One student suggested that there should be additional information on how to prevent respiratory illnesses. The VO part of the module was also slow and they noticed that the voice was not in synched with the mouth movement of the character. But all in all the module was good.


48

Bio U4L7 Excretory System

The subject itself (excretory system) was not really an interesting lesson for them, but the animation of the story and the fun and entertaining mood of the module made it an enjoyable experience for the user. They liked the animation's appeal. They wanted more activities, more characters, and additional information about the lesson.

Always double-check the pronunciations of scientific terms.

Bio U6L1 DNA Structure

They liked the characters and the animation in the module and gave no negative comment about the module. The simulations were understandable and were handled well without assistance.

Bio U6L2 DNA Replication

They enjoyed the animation of the module. For them, it was easy to understand, and the lesson was presented to them with clarity. They also learned some values aside from the lesson proper.

Bio U6L3 Protein Synthesis

The students liked the part where there's a DNA “mixing” that creates a new creature. Some student found the module a little bit difficult to grasp but fun, exciting to do, and challenging. The VO helped a lot in making them understand the lesson clearly.

Maintain a standard of writing instructions; Maintain a standard for Yes/No and True/False questions to be button types only. It was discussed to have a standard color palette for each world to keep consistency. More interactivity is called for.

Bio U6L4 Monohybrid

The students liked the lesson and was praised in the FGD as one of their favorites. They liked the module because it was one of their favorite lessons in Biology, as one of them pointed out, but additional interactivites, challenges, and question are needed.

Bio U6L5 Multiple Alleles

The students found the animation entertaining, and it helped them to know what to do clearly. They liked the module because it had a lot of question and answer portions; they liked being challenged. The module was effective in giving information about codominance.

Bio U6L6 Incomplete Indominance

The students found the module nice and interesting. One student said that the module helped them understand concepts more, aside from the teacher's lesson. Some students commented on the way the VO of the narration was executed. It was not appealing. The background music was also distracting as pointed out by some students. But despite it, they found the module understandable and very entertaining. The content of module was well organized, the sound effects and the voice of the characters were appropriate except for the VO's pacing which was a bit slow, and the delivery needs improvement, and some transitions were slow.


49

Bio U6L7 Non-Mendelian Patterns of Heredity

The animations and graphics were good but they were slow which was due to PC concerns. They enjoyed the story especially the ending part because they found it entertaining and funny. Although they got confused at one point because most of them had problems in unlocking the ending part of the module.

Check why the students had difficulty with the ending.

Bio U8L3 Kingdom Fungi

The students enjoyed the interactive but additional exercises and interactivity are needed. They wanted the module to be more on discussion, and they found the lack of user activities and "games." Being slow was also another concern.

Check the story. Students want more discussion and interactivity.

Math 10 Quadratic Equation in 1 Variable

The students were not really fond in dealing with Math but still they found the module and exercises easy and understandable. Some parts were long like the dialogues and story scenes. They wanted to see the characters more in some scenes especially in the discussion part. Some equations shown were fast in terms of transitions, so some of them were bewildered in some parts. They suggested for additional exercises and to make the animation more appealing.

Maintain standard of length of time equations will be displayed before moving on if proceeding does not require a next button.

Math 11 Roots of a Quadratic Equation

This module is effective and easy to understand; Some students said that solving for x has become easier because of the module. Some students found the module entertaining but some parts of the lesson were hard to understand. For them the module, with its animation and sound effects which made it very creative, was interesting and fun to answer .

Math 12 Solving Quadratic Equations by Factoring no data available

Math 13 Solving Quadratic Equations by Completing the Square

The module was effective and the students gained new knowledge on squaring numbers. More explanations are needed before showing the right answer. Some students find the module confusing regarding the right answers in this module.

Check content. Explanations are lacking.

Math 14 The Quadratic Formula

The students thought that the module was boring because of the long explanation/lecture. A student said that she had a hard time finishing the module. A student noticed that an interactive gave the wrong feedback sound for the correct answer.

Check feedback sound.

Math 15 Using the Discriminant to Describe the Nature of Roots of a Quadratic Equation

There were 6 students who had difficulty in answering the microscope parts activity. They were saying they had difficulty in dropping some parts of the microscope.

Math 17 Use Quadratic Equations to Solve Problems

No one mentioned the module because they did not like it. It was incomplete and confusing. They liked the visuals but not the lesson itself.

Check for errors. Consider having a way to repeat or rewind scenes. (Comments on this module will be kept internal for the mean time.)


50

Math 32 Positive Integral Exponents

The students said that the lesson was too long and that the lazy mood of the voice-over's character added to making the module boring. There was no story on the module, it was only full of explanations. There were two occurrences of this complaint. (2 occurrences)

Users found the module very lengthy. There is also no story.

Math 33 Evaluating Numerical Expressions with Zero and Negative Exponents

The animation is good, the sounds and the graphics are great but there shouldn't be a voice-over in every question because it's making the sentence long.

Reduce the number of voiced-over questions.

Math 34 Simplifying Expressions with Integral Exponents

The students complimented that the interactivity or the kind of interactivity used, like the (drag and the drop) and the concept of the interactivity was enjoyable. They wanted the interactive to be like that.

Math 35 Solving Problems Involving Expressions with Integral Exponents

The Lesson was too long. Generally, the module was great, with its voices of the characters, background music, and sound effects but it was a little bit slow and somehow damaged. The flow of the scene is too slow. It must be organized.

Math 36 Simplifying Expressions with Rational Exponents

Sometimes there is no voice-over. More characters must be involved but they should be impressive. The font size must be bigger. The answer and the explanations must be explained like in Scenes 3-6, Scene 7, Scene 8, Scene 9, Scene 10, Scene 11, Scene 12, Scene 13, Scene 14, and Scene 15. It was hard to find 'Next' button.

Check VOs.

Math 38 Rewriting Radicals as Expressions with Rational Exponents

A student was concerned when he/she read information of the text which showed 39 inches but the voice-over mentioned 40 inches instead.

Double-check if VO matches hypertext and script.

Math 56 Geometric Sequence no data available

Math 57 The nth Term of a Geometric Sequence The character seems sleepy while talking.

Math 58 More on Geometric Sequence no data available

Math 59 Sum of the First n Terms of a Geometric Sequence

Some students had a tendency to click the “next” button immediately instead of listening to the lecture and instructions. While other students were challenged by the interactive exercises.

Math 60 Solving Problems that Involve Geometric Sequences

no data available


51

MODULES UNDER THE WORLD OF D’NAYAO


Bio U3L1 Food Production in the Leaf

The students enjoyed this module. The module is easy, entertaining, and funny mostly on the latter part. (2 occurrences)

Bio U5L1 Cell Cycle Mitosis and Meiosis No data available.

Bio U5L5 Development and Birth of a Baby

The module is informative, and according to one student, some parts of the module were not discussed to them by the teacher due to lack of time in the school year. They find this module a bit funny, but they also learned new things that were never discussed in their lessons before.

If possible, add a glossary function (when hover over a difficult word/scientific term); standardize volume levels for voice-overs, background music and special effects.

Bio U5L7 Family Planning No data available.

Make fonts more readable; if it is a recently developed module, apply lip synch properly; double check why module stopped. Do a spell check and adjust voice-overs accordingly.

Bio U5L8 Sexually Transmitted Diseases in Humans

They liked the audio, but it had too much text and less animation.

If possible, add more visual aids and skip button for long narrations/VO. Make fonts more readable.

Bio U8L5 The Fern The students said that the module expanded their understanding and knowledge of the subject matter.

Improve/optimize opening billboards/scene for D'nayao.

Bio U8L6 Gymnosperm No data available. Shorten/optimize D'nayao intro.

Bio U9L1 Natural and Human-made Ecosystems No data available.

Bio U9L2 Managed and Unmanaged Ecosystem No data available.

Math 16 Solving Quadratic Expressions with Rational Expressions

(This module was not included in the UAT and belongs to Technolab.)

Math 18 Rational Algebraic Expressions and Their Domains

One student liked the character Sinag because he explained the topic very well. Another student didn’t like Apo Jin because he talked slow. Another one said Tala's voice was sleepy. They experienced difficulties in grabbing the fish (bug) (occurred 4 times).

Make character voice-overs livelier; Fix interactive exercises. Standardize voice-overs, special effects and background music volume levels.


52

Math 19 Simplifying Rational Algebraic Expressions

The voice of each characters is not appropriate for them. Either their physical characteristics should be changed or their voices to match. The module is clear and very entertaining also. The content of the module is very organized, the sound effects are perfect, and the voices of the characters are appropriate, but the character takes too much time but it is still good. The voice-over was not delivered clearly, it must be understandable because the voice-over talks fast. The intro is too long and the background music of the intro is too loud.

Improve voice-over.

Math 20 Add or Subtract Similar Rational Algebraic Expressions

No data available.

Math 21 The LCD of Dissimilar Rational Algebraic Expressions

Students liked the animation. Students noticed a mistake in an interactive after solving for the correct answer. The correct answer was recognized as wrong by the module. The module was great but the effects are so slow, and there is no background music. There must be subtitle so that it can be understood. The voice-over talks too fast.

Double check answers/script if answers are correct; Add background music. Add text for explanation of processes, hidden but can be accessed with a button.

Math 22 Add Subtract Dissimilar Rational Algebraic Expressions

They liked the activities in this module. Amusing was the description of the most. The module ran slow because the computers had a hard time rendering the high-end graphics and animation.

Fix pacing of solutions or add next/review button; review code for interactive exercise; and optimize module.

Math 23 Multiplication of Rational Algebraic Expressions

The students said that this was an easy module to finish. The interactive cancelling factors was fun for them. The design was clean.

Double check answers/script if answers are correct; add an example in the instructions.

Math 24 Division of Rational Algebraic Expressions

They had some issues with the sound, and also suggested using popular cartoon characters to get their attention. Generally, they found the module entertaining and, with the little help of the teacher, they can learn something from this lesson.

Standardize background music, voice-overs, and special effects volume levels.

Math 25 Simplifying Complex Fractions and Complex Rational Algebraic Expressions

No data available. Add more animation for interactive feedback; add more graphics for the module; improve voice-over.

Math 26 Equations Containing Rational Algebraic Expressions

They liked the adventure, treasure finding motif of the module.

Add more interactive exercises; better pacing for presentation of solution and formulas.

Math 37 Rewriting Expressions with Rational Exponents as Radicals

The mouth movement of the character is not in-synched with the voice-over. There is a wrong feedback in Scene 4.

Math 39 Simplifying Radical Expressions

One of the respondents' favourites because for them, the module is easy to understand.

Improve font and font color used in the module to something ore readable; better VO; and add more variety to characters used.


53

Math 40 Rationalizing Denominators Containing Square Roots

Scene 8: Wrong Explanation. Girls voice was boring its too slow and low in pitch.- When im doing the activity I got correct answer but then the voice over told me that im wrong. ( Based on the solution after the exercise )- Lesson is easy to understand because the character explain how to get the answer through voice over.

Improve VO acting, be livelier; double check script/solution.

Math 41 More on Rationalizing Denominators

I learn about the lesson that I never interested in before. I suggest more color not only brown and black.- Good Module and it states all the things about all the facts and also it only gave the important things. Suggestion is add some Characters.- There was a problem with clicking some buttons. The activity was nice.

Add more colors (if possible and appropriate) when designing the module-double check functionality of buttons/interactive exercise.

Math 42 Addition and Subtraction of Radicals

The drag and drop fruit part was raised as one of the best interactive.- They hardly like the lesson itself but was changed by the presentations and animation.

Continue making "boring" lessons interesting with animation; more interactive exercises; double check script.

Math 43 More on Addition and Subtraction of Radicals

Several students found that there is a part in lesson 43 in which they cannot proceed. This was due to a lack of a help button which could show The instructions again. The instructions was only displayed once, then the user is left with no option to view it again.

Double check script and button functionality.

Math 44 Multiplication of Radicals

Additional explanations and more examples are needed before showing the right answer.

Standardize volume levels for VO, bgm and sfx- add repeat buttons for solutions so the user can review step by step instructions. Lessen the chance of users guessing correct answers in the interactive exercises.

Math 45 Division of Radicals

The transitions of the discussions and activity were slow notwithstanding the fact that the computers were slow. It was mentioned in the FGD that it was a boring lesson. It took the user a hard time answering the questions.

Standardize volume levels for VO, bgm and sfx- add repeat buttons for solutions so the user can review step by step instructions- lessen the chance of users guessing correct answers in the interactive exercises.

Math 46 Equations Containing Radicals

They enjoyed the animation very much, especially the animal character. They like to see more module that has more movement and interactivity.

Add more animation and interactive exercises if possible.

Math 47 Solving Problems which Involve Equations with Radicals

No data available. Try to make "boring" lessons more entertaining with additional graphics and interactive exercises.

Math 55 Solving Problems Involving Arithmetic Sequences

The flow of the lesson is slow. The same with the introduction, it was also too slow.

Add a next button/repeat button for step-by-step instructions; and improve Voice Acting to be understood.


54

MODULES UNDER THE WORLD OF MAGICADEMY


Bio U2L1 Prokaryote and Eukaryote No data available. No data available.

Bio U4L2 Different Life Process

The students enjoyed this module very much; the whole activity didn't lack any info and had complete details. The graphics showed great illustrations; they enjoyed the animation specifically in the roots; the sound is audible, and the questions are enjoyable.

Positive feedback; text are too small (check the box for the hypertext if its too small. Suggestion is to use the "next" button for too-long-hypertext)

Bio U4L3 Nutrient Needs of Plants

The topic for this module caught some of the students' attention. The explanation of this lesson was very clear for them and the way of speaking was understandable. It had a good background, pictures and sounds. The students appreciated and hoped to do such activity again in the future.

Bio U4L4 Leaves and Transpiration

The pacing is too fast for the students. They cannot understand some parts of the VO. The module also lacks exercises. Some students also pointed out that the text must be shorter and easier to understand and the animation should be related to the topic. But all in all, the module is effective in explaining everything about leaves and transpiration according to the students.

Content /script (details too long)

Bio U7L1 Theories of Evolution There are no comments for this module.

Bio U7L2 Evidences of Evolution

The students liked the module and the lessons were interesting and easier to understand. They learned a lot about human evolution, its procedures and experiments. However, additional questions are needed for this module; the narrative portion and the activity portion should be balanced.

Suggestions noted (for reviewers regarding questions/activity portion comments) Lacking in interactive (possible interaction solution: color-it) Simplify the instructions in the interactive.

Bio U7L3 Pattern of Evolution

The students enjoyed the activity portion of the module but it took them time to understand how to do it because of unclear instructions. There was also a particular scene where the story was skipped, so the students were bewildered at the end out of the lack of closure. The animations were slow specifically tabs and transitions either due to PC models owned by the school or module bugs. Also, they found the module with more questions rather than discussions. But in general, the student found the module interesting and enjoyable.

Suggestion: modify instruction to make it more comprehensive Check the width of the pelvic bone (women). It looks narrow "A delay everytime can cause the user to be tiredy and it can cause the user not to focus to the lesson" (noted)

Bio U7L4 Effects of Technology and Evolution

Some students couldn't understand some of the words used in the module, but they find it very entertaining and very easy to use. Some of them suggest improving the voice over of the characters.


55

Bio U8L7 Plant Diversity: How to Classify Plants

The Cladogram part was too fast but the module is very entertaining and the effects were very amazing according to the students. It was also suggested that the future modules hopefully summarize the lessons so that the text will not be too long and that there are more time to consume. The length of time of each scene was too fast as well and the instructions/directions should be clearer. They liked the animation in the module and the illustrations were attractive to the students.

Scene 6: text size not consistent throughout the module

Bio U8L12 Phylum Echinoderma

The students liked the module however they found certain parts for corrections such as wrong voice over for the character. Some buttons are also not responding properly when being clicked. But in general, they understood the lesson. One student also commented that there were no precautions given if such animals were touched.

Voice over noted; no precautions/disclaimers that the creatures shown can be dangerous; doesn't have sound.

Math 1 Systems of Linear Equations and Their Graphs

In this module, the Instructions should state if decimals are required, and up to how many digits. Students wondered why the answer to an interactive had to be written as “3.00” and did not accept “3” as an answer. The students also said that they don't think they would be able to finish the module without assistance from the facilitators. For some students, they found the background music soothing, while the other students commented on the characters particularly Augusto. They didn’t like Augusto because his explanations were long and his voice was listless. His emotions didn’t match on his scrip because there was a time that he affirmed but his facial expressions were numb. Some problems encountered were the volume levels between background and voice-overs. There were times when the background music is louder than the voice over. The text is easy to read and understand. All in all, the module was effective in giving information about Linear Equation.

Add "3" as one of the possible answers

Math 2 Solution of System by Graphing

In this module, the Instructions were not clear or were missed by the students because they were immediately clicking the next button without paying attention; one student also pointed out that there was a part in the activity that wasn't functioning properly; but in general, the module is effective and easy to understand. Solving for x has become easier because of the module.

Suggestion: modify instruction to make it more comprehensive like adding the phrase "drag the points along the x- or y-axis; or a help button; or a video or demo of how to do it (to be implemented for 3rd year); make cleaner instructions

Math 3 Solution of System of Linear Equation

Students sometimes miss the instructions and need additional help to proceed. The answer in an interactive should be (2,-3) instead of (-3,2). The student liked the module and has made math subject easier and enjoyable to learn and understand.

(-3,2) is actually the correct answer in the module; change dummy picture


56

Math 4 Solution of System by Elimination

The students found the visuals good but the exercises were confusing. One student suggested to improve the characters' mouth movements when narrating because there were no mouth actions when the characters speak; also to improve the sound level. The formula (which has a mathematical term/name) used in the process of solving was not mentioned.

Replace graphics with speaking heads; qa to implement this to all Magicademy modules having the same problem

Math 5 Solution of System by Elimination and Substitution

The module is visually good but the the navigation and interactive are unresponsive, thus made the module dislikeable by the students. The cursor design made it hard to click. In an opinion, they think that the module was made with more emphasis on the graphics and visual, and they found the interactive either unresponsive or defective.

Bottle input problems

Math 6 Solving Number Relation Problems Using Equations in Two Variables

The students said that this was a hard module to finish. The instructions were not easily understood and they think they would not be able to finish the module without assistance from the facilitators. Students often had to ask for assistance finishing the module because final interactive was complicated.

Redesign the final interactive because the icons/bubbles are hard to drag and most students are having a hard time following the instruction. Suggestion: place the input text on the flask, not on the bubble and then once an input has been made, a bubble will come out of the flask containing the number that has been entered.

Math 7 Solving Geometric Relation Problems Using Equations in Two Variables

No data available. No data available.

Math 8 Graphs of Linear Inequalities

The students liked this module and said that some scenes should be longer/extended. They appreciated how the lesson were turned enjoyable and interesting to learn most especially math subject.

Positive feedback.

Math 9 Solutions of Linear Inequalities by Graphing

The students liked the module but there were times they couldn't understand the voice over. They also liked the animation but there were times when the module was running slow. Some students felt the lack of explanation of the topic.


57

Math 28 Direct Variation

There were some technical problem about music, text, and graphics. The timing of the voices were not synchronized with the characters and the transitions were slow. Some students found some questions hard to answers which allowed them to get stuck up or not proceeding to the next scene. Some errors were also found in terms of correct answers. But in a way, hey find this module interesting, and had no problems with the graphics (they find it pretty). However, they had problems with the pacing (it’s slow), the VO and the response of the character is late, and the animation is not in synch with the VO. They also had difficulty in answering the questions; some are not appropriate with the answers, and you had to figure out the right format for the answer to be accepted as correct.

Look into this module for inaccuracies and bugs, and it needs optimization.

Math 29 Direct Square Variation

Graphics and animation wise, the students enjoyed the module. The hypertext is not that long, and they were able to understand it as well. They were able to understand the voice over but the volume level was a bit loud. One of them commented about the irritating SFX when you answered a question wrong. The students also had problems answering some equations and using the superscript function.

Suggestion: There should be an effective way to input mathematical expressions. Research should be done on setting mathematical equation on flash; also a "calculator" function.

Math 30 Inverse Variation No comments

Math 31 Joint Variation

The students found the module creative and entertaining, however some questions were confusing and the exercises were a bit difficult for them. They learned more about math and they find the module challenging.

Noted (content/script for reviewers)

Math 48 Mathematical Sequences

The student liked the module, the animation and the graphics. Some students easily understood the lesson and found the activities easy while some students found the questions difficult but challenging. For the others, they felt the lack of examples for this module. and they found the module over designed and that the texts were small in size.

Math 49 Arithmetic Sequence

The students liked how the module was executed, and said they learned easily and quickly because of the voice over explanation.

Math 50 The Common Difference in an Arithmetic Sequence

There was a comment that the character should read the definitions and suggested for additional characters, but in general the students enjoyed the module and liked how the voice over clearly explained the lessons; the texts were easy to read. They were entertained and at the same time learned from the module.

Positive feedback


58

Math 51 The nth Term of an Arithmetic Sequence

The student found the module interesting and easy to understand because of the clear explanation of the voice over.

Math 52 More on Arithmetic Sequences

The students didn't like the module lesson wise, looking at the fact that the group didn't have a good acceptance on Math. Enjoyment of the module was based on the graphics, animation and visual effects that somehow destroyed the wall of boredom. A student suggested having different types of interactive in question and answering portion. Some students also suggested to add more characters and adventure in the plot.

Math 53 The Sum of the First n Terms of an Arithmetic Sequence

No data available. No data available.

Annex I Results of the Surveys

Results of the Surveys Annex I

59

STUDENT SURVEY FORM 1 RESULTS

Frequency Percent

Gender

Female 100 60%

Male 67 40%

Total 167 100%

Age

12 yrs.old 1 1%

13 yrs.old 42 25%

14 yrs.old 99 59%

15 yrs.old 23 14%

16 yrs.old 2 1%

Total 167 100%

Schools

Frequency Percent

Calamba National High School 20 12.0

San Isidro National High School 24 14.4

Las Piñas East National High School 22 13.2

Navotas National High School 20 12.0

Fort Bonifacio High School 21 12.6

Bagumbayan National High School 20 12.0

Muntinlupa National High School 20 12.0

Dasmariñas National High School 20 12.0

Total 167 100


60

Do you have a computer at home?

Frequency Percent

Yes 92 55.1

No 75 44.9

Total 167 100

Indicate how good your skill is on using computers.

Frequency Percent

Very good/good 135 80.8

Fair 32 19.2

Total 167 100

Indicate how much you use a computer for doing research/homework.

Frequency Percent

Always 29 17.4

Most of the time 55 32.9

Sometimes 82 49.1

Rarely 1 0.6

Total 167 100


61

If yes, what are those?

Educational Media Frequency Percent

1 Action Quiz 1 0.74

2 Adobe Photoshop 1 0.74

3 Answers.com 1 0.74

Have you tried using e-books, learning software, educational games, or e-learning websites before? (Yes/No)

4 Bookworm 1 0.74

5 Brain Buddy 1 0.74

Value Frequency Percent

6 CD from DepEd 1 0.74 Yes 137 82

7 Dictionary.com 1 0.74

No 30 18

8 E-books 1 0.74 Total 167 100

9 Educational games 1 0.74

10 ehow.com 1 0.74

11 Encarta 24 17.65

12 Encyclopedia 1 0.74

13 Funtrivia 1 0.74

14 Google 28 20.59

15 Hangaroo 6 4.41

16 Jumpstart Software 1 0.74

17 Kidshealth.org 1 0.74

18 kidzastronomy.com 1 0.74

19 lds.org 2 1.47

20 Leap Frog 1 0.74

21 Math Games 3 2.21

22 Math Matrix 1 0.74

23 Mavis Beacon 6 4.41

24 Microsoft Office Programs 11 8.09

25 Mystery P.I. 1 0.74

26

National Geographic Channel

1 0.74

27 Puzzle games 2 1.47

28 ScienceDiscovery.com 1 0.74

29 Tablets 1 0.74

30 Text Twist 2 1.47

31 The Khan Academy 1 0.74

32 Trivia.com 1 0.74

33 Triviador 1 0.74

34 Typing Master 2 1.47

35 Wattpad 2 1.47

36 Wikipedia 23 16.91

37 Word Chaos 1 0.74


62

What is your favorite animated show?

Who is your favorite animated character?

Animated Show Frequency Percent

Animation Character Frequency Percent

1 Avatar: The Last Airbender 2 1.20

1 Aang 2 1.20

2 Ben10 3 1.80

2 Ahira Nuriyama 1 0.60 3 Bleach 4 2.40

3 Aira 1 0.60

4 Cardcaptor Sakura 6 3.59

4

All of the character in my favorite animated shows 1 0.60

5 D Gray Man 1 0.60

5 Allen Walker 1 0.60 6 Death Note 1 0.60

6 Ash Ketchum 1 0.60

7 Detective Conan 13 7.78

7 Ben Tennyson 2 1.20 8 Dexter's Laboratory 1 0.60

8 Blossom 1 0.60

9 DN Angel 3 1.80

9 Buttercup 1 0.60 10 Doraemon 3 1.80

10 Cloe 1 0.60

11 DragonBall 1 0.60

11 Daisuke 1 0.60 12 Eyeshield 21 1 0.60

12 Dennis/Kurama 1 0.60

13 Fairytail 3 1.80

13 Dexter 1 0.60 14 Final Fantasy 1 0.60

14 DN Angel 1 0.60

15 Fushigi Yuugi 4 2.40

15 Dora 2 1.20 16 Ghost Fighter 1 0.60

16 Doraemon 1 0.60

17 Hello Kitty 1 0.60

17 Ferb 1 0.60

18 Hunter X Hunter 3 1.80

18 Gary (Spogebob Squarepants) 1 0.60

19 Inuyasha 3 1.80

19 Goku 2 1.20 20 Jewell Pets 2 1.20

20 Gon Freecss 1 0.60

21 Jimmy Neutron 2 1.20

21 Haruhi Suzumiya 1 0.60 22 K-On 1 0.60

22 Haruno Sakura 1 0.60

23 Katekyo Hitman Reborn 3 1.80

23 Hatake Kakashi 1 0.60

24 Kick Buttowski 1 0.60

24 Hello Kitty 4 2.40 25 Knock Out 1 0.60

25 Inuyasha 1 0.60

26 Melancholy of Haruhi Suzumiya 1 0.60

26 Jerry 1 0.60

27 Mr. Bean 1 0.60

27 Jimmy Neutron 2 1.20 28 Naruto 19 11.38

28 Kei Takishima 2 1.20

29 Naruto Shippuden 6 3.59

29 Kenshin Himura 1 0.60

30 Oggy and the Cockroaches 2 1.20

30 Kinomoto Sakura 10 5.99

31 One Piece 3 1.80

31 Kobin 1 0.60

32 Penguins of Madagascar 1 0.60

32 Kurapica 1 0.60

33 Peter Pan 1 0.60

33 Kurosaki Ichigo 5 2.99 34 Phineas and Ferb 10 5.99

34 Kuru-kuro Zhawha 1 0.60

35 Pitchi Pitchi Pitch 1 0.60

35 Mickey Mouse 1 0.60 36 Pokémon 4 2.40

36 Miyata 1 0.60


63

37 Powerpuff Girls 2 1.20

37 Mr. Bean 1 0.60 38 Powerpuff Girls Z 2 1.20

38 Nakahara Sunako 4 2.40

39 Prince of Tennis 3 1.80

39 Natsu Dragneel 2 1.20 40 Sailormoon 2 1.20

40 Oggy 1 0.60

41 Scooby Doo 1 0.60

41 Patrick Star 3 1.80 42 Slamdunk 3 1.80

42 Peter Pan 1 0.60

43 Special A 2 1.20

43 Phineas 9 5.39

44 Spongebob Squarepants 18 10.78

44 Pikachu 2 1.20

45 The Fairly Odd Parents 2 1.20

45 Rina 1 0.60

46 Tom & Jerry 6 3.59

46 Rukawa 1 0.60 47 Winx Club 1 0.60

47 Ryoma Echizen 4 2.40

48 Yamato Nadeshiko Shichi Henge 7 4.19

48 Ryuk 1 0.60

49 Yu-Gi-Oh 3 1.80

49 Sena 1 0.60

50

Shinichi Kudou/Conan Edogawa 8 4.79

51 Spongebob Squarepants 23 13.77

52 Stella 1 0.60

53 Timmy Turner 2 1.20

54 Tom 2 1.20

55 Toyama Yukinojo 2 1.20

56 Tsunayoshi Sawada 3 1.80

57 Uchiha Sasuke 5 2.99

58 Uzumaki Naruto 18 10.78

59 Yui Hirasawa 2 1.20

60 Yuki Miaka 3 1.80

61 Zorro 2 1.20

62 Misaki Chan 1 0.60

63 Takishima 2 1.20


64

What are your three most visited websites? Website Name Frequency Percent

1 AllKPop 1 0.63

2 Answers.com 1 0.63

3 Bing 1 0.63

3 Discovery 1 0.63

4 Encyclopedia 1 0.63

5 Facebook 48 30.19

6 Google 44 27.67

7 MySpace 1 0.63

8 National Geographic.com 1 0.63

9 Science Discovery.com 1 0.63

10 Tumblr 3 1.89

11 Twitter 2 1.26

12 Wattpad 1 0.63

13 Wikipedia 8 5.03

14 Y8 2 1.26

15 Yahoo 8 5.03

16 Youtube 35 22.01


65

STUDENT SURVEY FORM 2 RESULTS

A. HYPERTEXT

1. The text is easy to read.

The text is easy to read * World Crosstabulation World Total

Technolab D’nayao Magicademy

The text is easy to read Strongly Agree/Agree

Count 349 361 275 985 % within The text is easy to read

35.4% 36.6% 27.9% 100.0% % within World 98.3% 99.2% 97.9% 98.5% % of Total 34.9% 36.1% 27.5% 98.5%

Neutral Count 6 3 6 15 % within The text is easy to read

40.0% 20.0% 40.0% 100.0% % within World 1.7% .8% 2.1% 1.5% % of Total .6% .3% .6% 1.5%

Total Count 355 364 281 1000 % within The text is easy to read

35.5% 36.4% 28.1% 100.0% % within World 100.0% 100.0% 100.0% 100.0% % of Total 35.5% 36.4% 28.1% 100.0%

2. The text color makes the text easy to read.

The text color makes the text easy to read * World Crosstabulation World Total


The text color makes the text easy to read

Strongly Agree/Agree

Count 352 355 277 984 % within The text color makes the text easy to read

35.8% 36.1% 28.2% 100.0%

% within World 99.2% 97.8% 98.6% 98.5% % of Total 35.2% 35.5% 27.7% 98.5%

Disagree/Strongly Disagree

Count 0 1 0 1 % within The text color makes the text easy to read

0.0% 100.0% 0.0% 100.0%

% within World 0.0% .3% 0.0% .1% % of Total 0.0% .1% 0.0% .1%

Neutral Count 3 7 4 14 % within The text color makes the text easy to read

21.4% 50.0% 28.6% 100.0%

% within World .8% 1.9% 1.4% 1.4% % of Total .3% .7% .4% 1.4%

Total Count 355 363 281 999 % within The text color makes the text easy to read

35.5% 36.3% 28.1% 100.0%



66

3. The text size makes the text easy to read.

The text size makes the text easy to read * World Crosstabulation World Total


The text size makes the text easy to read


Count 344 353 273 970 % within The text size makes the text easy to read

35.5% 36.4% 28.1% 100.0%



Count 1 2 1 4 % within The text size makes the text easy to read

25.0% 50.0% 25.0% 100.0%

% within World .3% .5% .4% .4% % of Total .1% .2% .1% .4%

Neutral Count 10 9 7 26 % within The text size makes the text easy to read

38.5% 34.6% 26.9% 100.0%

% within World 2.8% 2.5% 2.5% 2.6% % of Total 1.0% .9% .7% 2.6%

Total Count 355 364 281 1000 % within The text size makes the text easy to read

35.5% 36.4% 28.1% 100.0%


4. The text style makes the text easy to read.

The text style makes the text easy to read * World Crosstabulation World Total


The text style makes the text easy to read


Count 346 363 276 985 % within The text style makes the text easy to read

35.1% 36.9% 28.0% 100.0%


Neutral Count 7 1 5 13 % within The text style makes the text easy to read

53.8% 7.7% 38.5% 100.0%

% within World 2.0% .3% 1.8% 1.3% % of Total .7% .1% .5% 1.3%

Total Count 353 364 281 998 % within The text style makes the text easy to read

35.4% 36.5% 28.2% 100.0%



67

5. The lengths of the paragraphs/sentences are not too long.

The lengths of the paragraphs/sentences are not too long * World Crosstabulation World Total


The lengths of the paragraphs/sentences are not too long


Count 336 327 248 911 % within The lengths of the paragraphs/sentences are not too long

36.9% 35.9% 27.2% 100.0%



Count 3 6 6 15 % within The lengths of the paragraphs/sentences are not too long

20.0% 40.0% 40.0% 100.0%


Neutral Count 14 29 24 67 % within The lengths of the paragraphs/sentences are not too long

20.9% 43.3% 35.8% 100.0%


Total Count 353 362 278 993 % within The lengths of the paragraphs/sentences are not too long

35.5% 36.5% 28.0% 100.0%



68

B. INTERACTIVITY

1. The instructions are easy to understand

The instructions are easy to understand * World Crosstabulation World Total


The instructions are easy to understand


Count 338 347 263 948 % within The instructions are easy to understand 35.7% 36.6% 27.7% 100.0%



Count 0 0 3 3 % within The instructions are easy to understand 0.0% 0.0% 100.0% 100.0%

% within World 0.0% 0.0% 1.1% .3% % of Total 0.0% 0.0% .3% .3%

Neutral Count 7 12 13 32 % within The instructions are easy to understand 21.9% 37.5% 40.6% 100.0%

% within World 2.0% 3.3% 4.7% 3.3% % of Total .7% 1.2% 1.3% 3.3%

Total Count 345 359 279 983 % within The instructions are easy to understand 35.1% 36.5% 28.4% 100.0%


2. The navigation system is easy to use.

The navigation system is easy to use * World Crosstabulation World Total


The navigation system is easy to use

Strongly Agree/Agree Count 332 349 264 945 % within The navigation system is easy to use 35.1% 36.9% 27.9% 100.0% % within World 96.0% 97.2% 95.0% 96.1% % of Total 33.8% 35.5% 26.9% 96.1%


Count 1 2 2 5 % within The navigation system is easy to use 20.0% 40.0% 40.0% 100.0% % within World .3% .6% .7% .5% % of Total .1% .2% .2% .5%

Neutral Count 13 8 12 33 % within The navigation system is easy to use 39.4% 24.2% 36.4% 100.0% % within World 3.8% 2.2% 4.3% 3.4% % of Total 1.3% .8% 1.2% 3.4%

Total Count 346 359 278 983 % within The navigation system is easy to use 35.2% 36.5% 28.3% 100.0% % within World 100.0% 100.0% 100.0% 100.0% % of Total 35.2% 36.5% 28.3% 100.0%


69

3. The exercises are user-friendly and intuitive.

The exercises are user-friendly and intuitive * World Crosstabulation World Total


The exercises are user-friendly and intuitive


Count 333 345 259 937 % within The exercises are user-friendly and intuitive

35.5% 36.8% 27.6% 100.0%



Count 2 2 3 7 % within The exercises are user-friendly and intuitive

28.6% 28.6% 42.9% 100.0%

% within World .6% .6% 1.1% .7% % of Total .2% .2% .3% .7%

Neutral Count 9 11 16 36 % within The exercises are user-friendly and intuitive

25.0% 30.6% 44.4% 100.0%


Total Count 344 358 278 980 % within The exercises are user-friendly and intuitive

35.1% 36.5% 28.4% 100.0%


4. The interactive exercises are interesting and appealing.

The interactive exercises are interesting and appealing * World Crosstabulation World Total


The interactive exercises are interesting and appealing


Count 335 340 262 937 % within The interactive exercises are interesting and appealing

35.8% 36.3% 28.0% 100.0%



Count 0 3 4 7 % within The interactive exercises are interesting and appealing

0.0% 42.9% 57.1% 100.0%

% within World 0.0% .8% 1.4% .7% % of Total 0.0% .3% .4% .7%

Neutral Count 11 15 11 37 % within The interactive exercises are interesting and appealing

29.7% 40.5% 29.7% 100.0%


Total Count 346 358 277 981 % within The interactive exercises are interesting and appealing

35.3% 36.5% 28.2% 100.0%



70

5. The response time is appropriate.

The response time is appropriate * World Crosstabulation World Total


The response time is appropriate


Count 329 328 250 907 % within The response time is appropriate 36.3% 36.2% 27.6% 100.0% % within World 94.8% 91.6% 90.6% 92.5% % of Total 33.5% 33.4% 25.5% 92.5%


Count 3 5 4 12 % within The response time is appropriate 25.0% 41.7% 33.3% 100.0% % within World .9% 1.4% 1.4% 1.2% % of Total .3% .5% .4% 1.2%

Neutral Count 15 25 22 62 % within The response time is appropriate 24.2% 40.3% 35.5% 100.0% % within World 4.3% 7.0% 8.0% 6.3% % of Total 1.5% 2.5% 2.2% 6.3%

Total Count 347 358 276 981 % within The response time is appropriate 35.4% 36.5% 28.1% 100.0% % within World 100.0% 100.0% 100.0% 100.0% % of Total 35.4% 36.5% 28.1% 100.0%

C. ANIMATION

1. The animated sections of the lesson are entertaining.

The animated sections of the lesson are entertaining * World Crosstabulation World Total


The animated sections of the lesson are entertaining


Count 335 341 267 943 % within The animated sections of the lesson are entertaining

35.5% 36.2% 28.3% 100.0%



Count 0 2 2 4 % within The animated sections of the lesson are entertaining

0.0% 50.0% 50.0% 100.0%

% within World 0.0% .6% .7% .4% % of Total 0.0% .2% .2% .4%

Neutral Count 12 16 8 36 % within The animated sections of the lesson are entertaining

33.3% 44.4% 22.2% 100.0%

% within World 3.5% 4.5% 2.9% 3.7% % of Total 1.2% 1.6% .8% 3.7%

Total Count 347 359 277 983 % within The animated sections of the lesson are entertaining

35.3% 36.5% 28.2% 100.0%



71

2. The animation scenes have appropriate lengths.

The animation scenes had appropriate lengths * World Crosstabulation World Total


The animation scenes had appropriate lengths


Count 333 336 263 932 % within The animation scenes had appropriate lengths

35.7% 36.1% 28.2% 100.0%



Count 1 5 3 9 % within The animation scenes had appropriate lengths

11.1% 55.6% 33.3% 100.0%

% within World .3% 1.4% 1.1% .9% % of Total .1% .5% .3% .9%

Neutral Count 13 18 11 42 % within The animation scenes had appropriate lengths

31.0% 42.9% 26.2% 100.0%


Total Count 347 359 277 983 % within The animation scenes had appropriate lengths

35.3% 36.5% 28.2% 100.0%


3. The animations of the characters are appealing.

The animations of the characters are appealing. * World Crosstabulation World Total


The animations of the characters are appealing.


Count 340 343 271 954 % within The animations of the characters are appealing.

35.6% 36.0% 28.4% 100.0%



Count 2 3 1 6 % within The animations of the characters are appealing.

33.3% 50.0% 16.7% 100.0%


Neutral Count 13 18 9 40 % within The animations of the characters are appealing.

32.5% 45.0% 22.5% 100.0%


Total Count 355 364 281 1000 % within The animations of the characters are appealing.

35.5% 36.4% 28.1% 100.0%



72

4. The animations of the lesson proper are appealing.

The animations of the lesson proper are appealing * World Crosstabulation World Total


The animations of the lesson proper are appealing


Count 343 343 266 952 % within The animations of the lesson proper are appealing

36.0% 36.0% 27.9% 100.0%



Count 3 5 0 8 % within The animations of the lesson proper are appealing

37.5% 62.5% 0.0% 100.0%

% within World .8% 1.4% 0.0% .8% % of Total .3% .5% 0.0% .8%

Neutral Count 9 14 11 34 % within The animations of the lesson proper are appealing

26.5% 41.2% 32.4% 100.0%


Total Count 355 362 277 994 % within The animations of the lesson proper are appealing

35.7% 36.4% 27.9% 100.0%


D. SIMULATIONS

1. The simulations are easy to understand.

The simulations are easy to understand * World Crosstabulation World Total


The simulations are easy to understand


Count 340 345 260 945 % within The simulations are easy to understand 36.0% 36.5% 27.5% 100.0%



Count 1 2 3 6 % within The simulations are easy to understand 16.7% 33.3% 50.0% 100.0%


Neutral Count 13 11 18 42 % within The simulations are easy to understand 31.0% 26.2% 42.9% 100.0%


Total Count 354 358 281 993 % within The simulations are easy to understand 35.6% 36.1% 28.3% 100.0%



73

2. The graphics make the simulations easy to understand.

The graphics make the simulations easy to understand * World Crosstabulation World Total


The graphics make the simulations easy to understand


Count 341 349 270 960 % within The graphics make the simulations easy to understand

35.5% 36.4% 28.1% 100.0%



Count 0 1 0 1 % within The graphics make the simulations easy to understand

0.0% 100.0% 0.0% 100.0%


Neutral Count 12 12 11 35 % within The graphics make the simulations easy to understand

34.3% 34.3% 31.4% 100.0%


Total Count 353 362 281 996 % within The graphics make the simulations easy to understand

35.4% 36.3% 28.2% 100.0%


3. The text makes the simulations easy to understand.

The text make the simulations easy to understand * World Crosstabulation World Total


The text make the simulations easy to understand


Count 344 353 270 967 % within The text make the simulations easy to understand

35.6% 36.5% 27.9% 100.0%



Count 0 1 2 3 % within The text make the simulations easy to understand

0.0% 33.3% 66.7% 100.0%

% within World 0.0% .3% .7% .3% % of Total 0.0% .1% .2% .3%

Neutral Count 11 8 9 28 % within The text make the simulations easy to understand

39.3% 28.6% 32.1% 100.0%

% within World 3.1% 2.2% 3.2% 2.8% % of Total 1.1% .8% .9% 2.8%

Total Count 355 362 281 998 % within The text make the simulations easy to understand

35.6% 36.3% 28.2% 100.0%



74

4. The voice-over makes the simulations easy to understand.

The voice-over make the simulations easy to understand * World Crosstabulation World Total


The voice-over make the simulations easy to understand


Count 334 335 265 934 % within The voice-over make the simulations easy to understand

35.8% 35.9% 28.4% 100.0%



Count 3 2 2 7 % within The voice-over make the simulations easy to understand

42.9% 28.6% 28.6% 100.0%


Neutral Count 18 25 14 57 % within The voice-over make the simulations easy to understand

31.6% 43.9% 24.6% 100.0%


Total Count 355 362 281 998 % within The voice-over make the simulations easy to understand

35.6% 36.3% 28.2% 100.0%


5. The background music does not interfere with the content of the simulations.

The background music does not interfere with the content of the simulations * World Crosstabulation World Total


The background music does not interfere with the content of the simulations


Count 296 298 236 830 % within The background music does not interfere with the content of the simulations

35.7% 35.9% 28.4% 100.0%



Count 17 22 9 48 % within The background music does not interfere with the content of the simulations

35.4% 45.8% 18.8% 100.0%


Neutral Count 39 41 36 116 % within The background music does not interfere with the content of the simulations

33.6% 35.3% 31.0% 100.0%


Total Count 352 361 281 994 % within The background music does not interfere with the content of the simulations

35.4% 36.3% 28.3% 100.0%



75

6. The animations of the simulations are interesting and appealing.

The animations of the simulations are interesting and appealing * World Crosstabulation World Total


The animations of the simulations are interesting and appealing


Count 327 331 262 920 % within The animations of the simulations are interesting and appealing

35.5% 36.0% 28.5% 100.0%



Count 0 3 0 3 % within The animations of the simulations are interesting and appealing

0.0% 100.0% 0.0% 100.0%


Neutral Count 9 14 8 31 % within The animations of the simulations are interesting and appealing

29.0% 45.2% 25.8% 100.0%

% within World 2.7% 4.0% 3.0% 3.2% % of Total .9% 1.5% .8% 3.2%

Total Count 336 348 270 954 % within The animations of the simulations are interesting and appealing

35.2% 36.5% 28.3% 100.0%


E. PICTURES/GRAPHICS

1. The graphics (illustrations, pictures, backgrounds, etc.) are clear and accurate.

The graphics (illustrations, pictures, backgrounds, etc.) are clear and accurate * World Crosstabulation World Total


The graphics (illustrations, pictures, backgrounds, etc.) are clear and accurate


Count 333 344 263 940 % within The graphics (illustrations, pictures, backgrounds, etc.) are clear and accurate

35.4% 36.6% 28.0% 100.0%



Count 3 1 0 4 % within The graphics (illustrations, pictures, backgrounds, etc.) are clear and accurate

75.0% 25.0% 0.0% 100.0%

% within World .9% .3% 0.0% .4% % of Total .3% .1% 0.0% .4%

Neutral Count 5 6 10 21 % within The graphics (illustrations, pictures, backgrounds, etc.) are clear and accurate

23.8% 28.6% 47.6% 100.0%

% within World 1.5% 1.7% 3.7% 2.2% % of Total .5% .6% 1.0% 2.2%

Total Count 341 351 273 965 % within The graphics (illustrations, pictures, backgrounds, etc.) are clear and accurate

35.3% 36.4% 28.3% 100.0%



76

2. The characters are appealing.

The characters are appealing * World Crosstabulation World Total


The characters are appealing


Count 324 334 255 913 % within The characters are appealing 35.5% 36.6% 27.9% 100.0% % within World 95.0% 95.2% 93.8% 94.7% % of Total 33.6% 34.6% 26.5% 94.7%


Count 2 1 2 5 % within The characters are appealing 40.0% 20.0% 40.0% 100.0% % within World .6% .3% .7% .5% % of Total .2% .1% .2% .5%

Neutral Count 15 16 15 46 % within The characters are appealing 32.6% 34.8% 32.6% 100.0% % within World 4.4% 4.6% 5.5% 4.8% % of Total 1.6% 1.7% 1.6% 4.8%

Total Count 341 351 272 964 % within The characters are appealing 35.4% 36.4% 28.2% 100.0% % within World 100.0% 100.0% 100.0% 100.0% % of Total 35.4% 36.4% 28.2% 100.0%

3. The lesson layouts are well organized and effective.

The lesson layouts are well organized and effective * World Crosstabulation World Total


The lesson layouts are well organized and effective


Count 331 340 264 935 % within The lesson layouts are well organized and effective

35.4% 36.4% 28.2% 100.0%



Count 1 2 2 5 % within The lesson layouts are well organized and effective

20.0% 40.0% 40.0% 100.0%


Neutral Count 11 10 7 28 % within The lesson layouts are well organized and effective

39.3% 35.7% 25.0% 100.0%


Total Count 343 352 273 968 % within The lesson layouts are well organized and effective

35.4% 36.4% 28.2% 100.0%



77

F. SOUND

1. The narrator/character voice-over are easy to understand.

The narrator/character voice-overs are easy to understand * World Crosstabulation World Total


The narrator/character voice-overs are easy to understand


Count 324 327 256 907 % within The narrator/character voice-overs are easy to understand

35.7% 36.1% 28.2% 100.0%



Count 2 2 2 6 % within The narrator/character voice-overs are easy to understand

33.3% 33.3% 33.3% 100.0%


Neutral Count 17 24 15 56 % within The narrator/character voice-overs are easy to understand

30.4% 42.9% 26.8% 100.0%


Total Count 343 353 273 969 % within The narrator/character voice-overs are easy to understand

35.4% 36.4% 28.2% 100.0%


2. The voice-overs are delivered well.

The voice-overs are delivered well * World Crosstabulation World Total


The voice-overs are delivered well


Count 320 332 254 906 % within The voice-overs are delivered well 35.3% 36.6% 28.0% 100.0% % within World 93.0% 94.1% 93.0% 93.4% % of Total 33.0% 34.2% 26.2% 93.4%


Count 4 2 3 9 % within The voice-overs are delivered well 44.4% 22.2% 33.3% 100.0% % within World 1.2% .6% 1.1% .9% % of Total .4% .2% .3% .9%

Neutral Count 20 19 16 55 % within The voice-overs are delivered well 36.4% 34.5% 29.1% 100.0% % within World 5.8% 5.4% 5.9% 5.7% % of Total 2.1% 2.0% 1.6% 5.7%

Total Count 344 353 273 970 % within The voice-overs are delivered well 35.5% 36.4% 28.1% 100.0% % within World 100.0% 100.0% 100.0% 100.0% % of Total 35.5% 36.4% 28.1% 100.0%


78

3. The voice-overs fit the characters well.

The voice-overs fit the characters well * World Crosstabulation World Total


The voice-overs fit the characters well


Count 331 341 266 938 % within The voice-overs fit the characters well 35.3% 36.4% 28.4% 100.0%



Count 3 5 0 8 % within The voice-overs fit the characters well 37.5% 62.5% 0.0% 100.0%

% within World .8% 1.4% 0.0% .8% % of Total .3% .5% 0.0% .8%

Neutral Count 19 18 14 51 % within The voice-overs fit the characters well 37.3% 35.3% 27.5% 100.0%


Total Count 353 364 280 997 % within The voice-overs fit the characters well 35.4% 36.5% 28.1% 100.0%


4. The background music is pleasing and appropriate for the scenes they were used on.

The background music is pleasing and appropriate for the scenes they were used on * World Crosstabulation World Total


The background music is pleasing and appropriate for the scenes they were used on


Count 333 338 269 940 % within The background music is pleasing and appropriate for the scenes they were used on

35.4% 36.0% 28.6% 100.0%



Count 2 3 0 5 % within The background music is pleasing and appropriate for the scenes they were used on

40.0% 60.0% 0.0% 100.0%

% within World .6% .8% 0.0% .5% % of Total .2% .3% 0.0% .5%

Neutral Count 18 23 12 53 % within The background music is pleasing and appropriate for the scenes they were used on

34.0% 43.4% 22.6% 100.0%


Total Count 353 364 281 998 % within The background music is pleasing and appropriate for the scenes they were used on

35.4% 36.5% 28.2% 100.0%



79

5. The volume level of background music is adequate.

The volume level of background music is adequate * World Crosstabulation World Total


The volume level of background music is adequate


Count 324 340 257 921 % within The volume level of background music is adequate

35.2% 36.9% 27.9% 100.0%



Count 2 7 1 10 % within The volume level of background music is adequate

20.0% 70.0% 10.0% 100.0%

% within World .6% 1.9% .4% 1.0% % of Total .2% .7% .1% 1.0%

Neutral Count 27 16 23 66 % within The volume level of background music is adequate

40.9% 24.2% 34.8% 100.0%


Total Count 353 363 281 997 % within The volume level of background music is adequate

35.4% 36.4% 28.2% 100.0%


6. The volume level of sound effects music is adequate.

The volume level of sound effects music is adequate * World Crosstabulation World Total


The volume level of sound effects music is adequate


Count 325 337 258 920 % within The volume level of sound effects music is adequate

35.3% 36.6% 28.0% 100.0%



Count 2 4 2 8 % within The volume level of sound effects music is adequate

25.0% 50.0% 25.0% 100.0%

% within World .6% 1.1% .7% .8% % of Total .2% .4% .2% .8%

Neutral Count 27 23 21 71 % within The volume level of sound effects music is adequate

38.0% 32.4% 29.6% 100.0%


Total Count 354 364 281 999 % within The volume level of sound effects music is adequate

35.4% 36.4% 28.1% 100.0%



80

7. The volume level of the voice-overs is adequate.

The volume level of the voice-overs is adequate * World Crosstabulation World Total


The volume level of the voice-overs is adequate


Count 330 344 265 939 % within The volume level of the voice-overs is adequate

35.1% 36.6% 28.2% 100.0%



Count 3 3 1 7 % within The volume level of the voice-overs is adequate

42.9% 42.9% 14.3% 100.0%


Neutral Count 20 16 15 51 % within The volume level of the voice-overs is adequate

39.2% 31.4% 29.4% 100.0%


Total Count 353 363 281 997 % within The volume level of the voice-overs is adequate

35.4% 36.4% 28.2% 100.0%


8. The sound effects are appropriate.

The sound effects are appropriate * World Crosstabulation World Total


The sound effects are appropriate


Count 339 351 269 959 % within The sound effects are appropriate 35.3% 36.6% 28.1% 100.0% % within World 95.8% 96.4% 95.7% 96.0% % of Total 33.9% 35.1% 26.9% 96.0%


Count 2 5 0 7 % within The sound effects are appropriate 28.6% 71.4% 0.0% 100.0% % within World .6% 1.4% 0.0% .7% % of Total .2% .5% 0.0% .7%

Neutral Count 13 8 12 33 % within The sound effects are appropriate 39.4% 24.2% 36.4% 100.0% % within World 3.7% 2.2% 4.3% 3.3% % of Total 1.3% .8% 1.2% 3.3%

Total Count 354 364 281 999 % within The sound effects are appropriate 35.4% 36.4% 28.1% 100.0% % within World 100.0% 100.0% 100.0% 100.0% % of Total 35.4% 36.4% 28.1% 100.0%


81

9. All text should have voice-overs.

All text should have voice-overs * World Crosstabulation World Total


All text should have voice-overs


Count 294 305 244 843 % within All text should have voice-overs 34.9% 36.2% 28.9% 100.0% % within World 83.3% 84.0% 86.8% 84.6% % of Total 29.5% 30.6% 24.5% 84.6%


Count 8 15 5 28 % within All text should have voice-overs 28.6% 53.6% 17.9% 100.0% % within World 2.3% 4.1% 1.8% 2.8% % of Total .8% 1.5% .5% 2.8%

Neutral Count 51 43 32 126 % within All text should have voice-overs 40.5% 34.1% 25.4% 100.0% % within World 14.4% 11.8% 11.4% 12.6% % of Total 5.1% 4.3% 3.2% 12.6%

Total Count 353 363 281 997 % within All text should have voice-overs 35.4% 36.4% 28.2% 100.0% % within World 100.0% 100.0% 100.0% 100.0% % of Total 35.4% 36.4% 28.2% 100.0%

G. STORY/PLOT

1. The storyline/plot is entertaining.

The storyline/plot is entertaining * World Crosstabulation World Total


The storyline/plot is entertaining


Count 338 346 264 948 % within The storyline/plot is entertaining 35.7% 36.5% 27.8% 100.0% % within World 97.4% 96.1% 95.0% 96.2% % of Total 34.3% 35.1% 26.8% 96.2%


Count 0 2 2 4 % within The storyline/plot is entertaining 0.0% 50.0% 50.0% 100.0% % within World 0.0% .6% .7% .4% % of Total 0.0% .2% .2% .4%

Neutral Count 9 12 12 33 % within The storyline/plot is entertaining 27.3% 36.4% 36.4% 100.0% % within World 2.6% 3.3% 4.3% 3.4% % of Total .9% 1.2% 1.2% 3.4%

Total Count 347 360 278 985 % within The storyline/plot is entertaining 35.2% 36.5% 28.2% 100.0% % within World 100.0% 100.0% 100.0% 100.0% % of Total 35.2% 36.5% 28.2% 100.0%


82

2. The lengths of the story segments are necessary.

The lengths of the story segments are necessary * World Crosstabulation World Total


The lengths of the story segments are necessary


Count 326 337 262 925 % within The lengths of the story segments are necessary

35.2% 36.4% 28.3% 100.0%



Count 1 2 4 7 % within The lengths of the story segments are necessary

14.3% 28.6% 57.1% 100.0%


Neutral Count 19 21 11 51 % within The lengths of the story segments are necessary

37.3% 41.2% 21.6% 100.0%


Total Count 346 360 277 983 % within The lengths of the story segments are necessary

35.2% 36.6% 28.2% 100.0%


4. There is a clear line in the story between what is real and what is fictional

There is a clear line in the story between what is real and what is fictional * World Crosstabulation World Total


There is a clear line in the story between what is real and what is fictional


Count 326 335 262 923 % within There is a clear line in the story between what is real and what is fictional

35.3% 36.3% 28.4% 100.0%



Count 0 1 0 1 % within There is a clear line in the story between what is real and what is fictional

0.0% 100.0% 0.0% 100.0%


Neutral Count 19 20 15 54 % within There is a clear line in the story between what is real and what is fictional

35.2% 37.0% 27.8% 100.0%


Total Count 345 356 277 978 % within There is a clear line in the story between what is real and what is fictional

35.3% 36.4% 28.3% 100.0%



83

H. LESSON CONTENT

1. The lesson content is easy to understand without the help of a teacher.

The lesson content is easy to understand without the help of a teacher * World Crosstabulation World Total


The lesson content is easy to understand without the help of a teacher


Count 309 323 231 863 % within The lesson content is easy to understand without the help of a teacher

35.8% 37.4% 26.8% 100.0%



Count 2 4 5 11 % within The lesson content is easy to understand without the help of a teacher

18.2% 36.4% 45.5% 100.0%


Neutral Count 39 33 41 113 % within The lesson content is easy to understand without the help of a teacher

34.5% 29.2% 36.3% 100.0%


Total Count 350 360 277 987 % within The lesson content is easy to understand without the help of a teacher

35.5% 36.5% 28.1% 100.0%


2. The pace in which the lesson content was delivered was adequate.

The pace in which the lesson content was delivered was adequate * World Crosstabulation World Total


The pace in which the lesson content was delivered was adequate


Count 334 340 248 922 % within The pace in which the lesson content was delivered was adequate

36.2% 36.9% 26.9% 100.0%



Count 3 3 3 9 % within The pace in which the lesson content was delivered was adequate

33.3% 33.3% 33.3% 100.0%


Neutral Count 13 17 26 56 % within The pace in which the lesson content was delivered was adequate

23.2% 30.4% 46.4% 100.0%


Total Count 350 360 277 987 % within The pace in which the lesson content was delivered was adequate

35.5% 36.5% 28.1% 100.0%



84

3. There is no feeling of a lack of information.

There is no feeling of a lack of information * World Crosstabulation World Total


There is no feeling of a lack of information


Count 277 297 221 795 % within There is no feeling of a lack of information

34.8% 37.4% 27.8% 100.0%



Count 22 26 17 65 % within There is no feeling of a lack of information

33.8% 40.0% 26.2% 100.0%


Neutral Count 51 36 38 125 % within There is no feeling of a lack of information

40.8% 28.8% 30.4% 100.0%


Total Count 350 359 276 985 % within There is no feeling of a lack of information

35.5% 36.4% 28.0% 100.0%


4. The interactivities in relation to the lesson content are adequate.

The interactivities in relation to the lesson content are adequate * World Crosstabulation World Total


The interactivities in relation to the lesson content are adequate


Count 338 349 260 947 % within The interactivities in relation to the lesson content are adequate

35.7% 36.9% 27.5% 100.0%



Count 1 2 2 5 % within The interactivities in relation to the lesson content are adequate

20.0% 40.0% 40.0% 100.0%


Neutral Count 13 10 15 38 % within The interactivities in relation to the lesson content are adequate

34.2% 26.3% 39.5% 100.0%


Total Count 352 361 277 990 % within The interactivities in relation to the lesson content are adequate

35.6% 36.5% 28.0% 100.0%


Documents

UAT Report · 2017. 4. 19. · UAT Report 2012 i EXECUTIVE SUMMARY . The User Acceptance Test (UAT) of the second year high school science and mathematics (S&M) courseware modules