Chapter 2

REVIEW OF RELATED LITERATURE & SYSTEM PROJECTS / SOFTWARE

PRODUCTS

2.1 Review of Related Conceptual Literature

Introduction

India has 285 million young learners this temporary shutdown of

schools/college/institutions across the country will be posing a far greater burden over the

foreseen remote areas and social backdrops where the impact of education reaching to

their home amidst the pandemic remains to be of utmost challenge with an uncertainty of

educative disengagement for a long term to come by. The UNESCO has recommended

the use of distance learning programs and open educational applications and platforms

that schools and teachers can use to reach learners remotely and limit the disruption of

education.

2.1.1 Revisiting E-education platforms for nontechnical courses to aid

online teaching during pandemic times in India: A review

To further elaborate on the topic and the program that I am

proposing, here are some related literatures. A study in India emerges

titles “Revisiting E-education platforms for nontechnical courses to aid

online teaching during pandemic times in India”. Citing the potential

disruption of learning activities, the UNESCO recommended the use of

distance learning programs and open educational platforms that schools

and teachers can use to reach learners remotely and limit the disruption of

education. With the challenge of fighting the pandemic in one hand and

preventing the hampering of education on the other hand, India has called

to continue the educational process making an effective use of technology

and other available options. The paper is aimed to review such e-platform

and initiatives set up in the government portals itself long before any idea

of the dawn of current pandemic which can offer a great bundle of

resourcefulness for the faculties to monitor continuous learning experience

in this pandemic time.

2.1.2 Introduction

I know that lots of the elementary students is not focusing on

mobiles learning because they are focus on modular base learning. This

article will show the effects of mobiles learning to the students on their

academic achievement. In conjunction with the use of mobile devices in

learning and teaching activities, the term “Mobile learning” has emerged.

There are different definitions of mobile learning in the literature

(Crompton, 2013).

The effect of mobile learning applications on students' academic

achievement and attitudes toward mobile learning

 This study examines the effect of mobile learning applications on

undergraduate students' academic achievement, attitudes toward mobile

learning and animation development levels. Quasi-experimental design

was used in the study. Participants of the study were students of the Buca

Faculty of Education at Dokuz Eylul University in Turkey. The

experiment was conducted during the first semester of 2013-2014

academic year. A mobile learning-based strategy was used in experimental

group (n = 15), while the control group participated in a lecture-based

classroom (n = 26). An attitude scale was used to measure the students’

attitudes toward mobile learning, and achievement test was used to

examine the effect of mobile learning applications on the students’

achievement. In order to evaluate the animations developed by students, a

rubric was used. For exploratory analysis, interviews were conducted with

students. The findings suggest that mobile learning may promote students'

academic achievement. Both groups had significantly high attitude scores

toward mobile learning. Furthermore, the students appreciated mobile

learning as an approach that may significantly increase their motivation.

Researchers and practitioners should take into consideration that mobile

learning can create positive impact on academic achievement and

performance and increase the motivation of students.

2.1.3 Introduction
 The human civilization is currently living in a so-called technology

era. Stated in OpenLearner, the rise of information and communication

technologies (ICT) – that is, computers, software, telecommunications and

the internet – and the large impact that these new technologies are having

on the way that society functions, have prompted many to claim that we

have entered a new era, often referred to as the ‘Third Industrial

Revolution’, the ‘information age’ or the ‘new economy’. With this era

came about the major update and overhaul of our outdated educational

system and traditions. The world is becoming more and more integrated

with technology thus, all aspects of the educational processes are

becoming more and more digital as time goes by. In result, courseware’s

are being developed and integrated to schools all over the world. But the

project I am making is not CMS. This project is single subject program

that only require only one subject. I decided that the subject will be basic

computer.

Course Management Systems as Tools for the Creation of

Online Learning Environments: Evaluation from a Social

Constructivist Perspective and Implications for their Design

The Internet and the Web offer academic institutions solutions for

covering the massive demand for education and transition towards

student-centered, social constructivist educational models, in accordance

with the demands of the knowledge-based society. This article reports on

an investigation aimed at presenting a synthesis of recent research on the

applications of Course Management Systems (CMS) in academic

institutions, and evaluating the research directions and findings from a

social constructivist perspective. The investigation explored current uses

of CMS in academia, the impact of CMS on the educational processes,

faculty and students, the differences among various modes of CMS-based

online learning, and the extent to which CMS support social constructivist

approaches to learning. It was found that CMS are currently used in a

variety of disciplines for on campus, mixed-mode, and complete online

courses, yielding positive student attitudes and enabling faculty to create

online learning environments of social constructivist inspiration. However,

creating such environments by means of CMS still poses significant

workload on faculty for structuring online interactions, and monitoring

and supporting students. Furthermore, the facilities currently offered by

CMS still refrain from effectively supporting alternative forms of

assessment and collaborative knowledge building activities. Implications

for the design of CMS are considered.

2.1.4 Introduction

Education is a process that people go through for continuous

improvement. In addition, education is also important to assist people and

expand their potentials. Online base learning is the system currently being
used amidst on our current education problem. Online based learning is a

process of learning that uses online capable devices with sustainable

access to the internet. Enhancing it helps our students to learn more about

using the courseware program. Courseware is educational material

intended as kits for teachers or trainers or as tutorials for students, usually

packaged for use with a computer. The subject of my system is Computer.

Computers are a subject that help the students to learn about the world and

know what is happening in it.

The Use of Courseware in Enhancing Students’ Learning the

Application of Integration

A developed interactive courseware in the application of

integration was adapted as a technological innovation in tutoring

engineering students in Calculus. The courseware is composed of six

modules where the topics are part of the course content in Engineering

Math -Calculus, a course offered in the Foundation Programme of

University Technology PETRONAS. The objective of this paper is to

discuss the use of interactive courseware as an alternative tool for tutoring

the students to facilitate the understanding of concepts in areas and

volumes. The examples in the modules helps students visualize the

problems a strategy for them to formulate the needed expression for

solving. Fifty students participated in the study and divided into two

groups the control and the experimental group. The results showed that the
students in the experimental group performed as well as the students in the

control group. This indicates that the interactive courseware is a useful

tutoring tool to enhance student's learning the application of integration

and it can be used for independent study.

2.2 Review of Related Researches and Studies

Introduction

In general, Mathematics is a compulsory subject for all the primary

and secondary school students in Malaysia. Nowadays, educators take

opportunities to harness the power of computer technology in helping

students to learn Mathematics. Using computers to help students to learn

Mathematics through the use of courseware is becoming common in

Malaysia. There is much educational software available for teacher to use

in teaching and learning. Some of them are even free in terms of money

and downloadable through the Internet known as freeware (Teoh, 2009).

CBL in Malaysia has emerged as an instructional technology with the

potential to overcome the limitations of traditional media in supporting the

prospect to provide learning environments with strong visual elements

(Nordilah, 2010). Nevertheless, it is not to replace traditional educational

methods which are usually carried out by chalk and talk (Nordin and

Fatimah, 2011).
2.2.1 Computer Based Courseware in Learning Mathematics:

Potentials and Constrains

Abstract

Computer Based Learning (CBL) in teaching and learning process

is becoming a phenomenon in the educational field. CBL serves to

establish more effective learning situations than traditional teaching

methods. However, research studies show that most teachers do not make

use of CBL to contribute and further improve the quality of learning

environments. This paper discusses the potential of CBL and its’ constrain

regarding this issue which is focusing on the barriers of integrating the

technology in the teaching and learning process among the Malaysian

teachers and also in learningMathematics.

Findings

There a lot of research been conducted to prove the positive effect

of CBL in learning mathematics. Research conducted by Liao (2007)

proved that CBL had a positive effect on individuals by comparing 52

research studies carried out in Taiwan in his meta-analysis study. In 2009,

Mahmud, Arif and Lim (2009) created a courseware called ‘G-Reflect’.

The focus of their study was to develop and evaluate a courseware, ‘G-
Reflect’ on students’ achievement and motivation in learning

Mathematics. The courseware was developed using Geometer’s Sketchpad

(GSP) software. The research indicated that students were motivated in

learning mathematics and performed better than students taught in the

conventional method. He further suggested the mathematics’ topics that

suitable to use the GSP software in teaching and learning activities in the

secondary school Mathematics syllabus such as Translation, Rotation,

Dilation, Polygons, Perimeter and Area, Coordinates, Graphs of Function,

Circle, Trigonometry and Linear Equations.

Recommendations

Integrating technology in teaching has been a challenge to teachers

since they need to make effective use of it in order to develop student’s

independent learning skills and enhance students’ learning. It also

influences the way mathematics is taught and learn. In addition to that, it

provides the way for developing independent learning skills and an

alternative for learning. For instance, to solve a problem in mathematics,

students need to explore ideas, see the relationship between concepts and

finding a solution to a problem. With the advancement of multimedia

technology, the problems can be solved (Lee and Kim, 2012; Zuraini and

Fatimah, 2010). However, research studies show that most teachers do not

make use of the potential of ICT to contribute to the quality of learning

environments, although they value this potential quite significantly

(Smeets, 2005).
Conclusion

From the discussion above, it is shows that computer technology

and developed courseware give significant effects on students’ learning

especially in Mathematics. However, there are many problems faces from

many aspects such as from teachers, from the courseware itself and so on.

Thus, the question of what are the effective criteria for computer-based

mathematics learning courseware remain unanswered. However, The

Ministry’s Technology Education division had prepared courseware using

the Smart Schools budget of RM53 million (Chong, Horani and Daniel,

2005). Since the Malaysian government has contributed lots of money and

afford in integrating ICT in education, the question is worth answering.

So, to better understanding what are the main construct of the aspects to be

concerned to design and develop the mathematics learning courseware

need to be investigated. When the effective criteria have been identified, it

is hope that the learning courseware will be designed and developed that

best fit the needs of all parties and furthermore can be used as a tool for

teachers in order to teach mathematics in school.

2.2.2 Introduction

The role of science and technology for any nations cannot be

overemphasized. It is very important to note that without the knowledge of

basic technology, Nigeria as a nation might be left behind in the scientific

and technological race (Okonjo, 2012). Nigerian government realized the

paucity of technology for national development and this made her to

integrate basic technology into Junior Secondary School curriculum (FRN,

2013). One of the major objectives of basic technology is to enable the

individual student to acquire appropriate skills, abilities and competence to

live and contribute effectively to the development of his society (NERDC,

2006). To achieve this objective, there is the need for adequate

commitment in the teaching and learning of basic technology in Nigeria

junior secondary schools in such a way that, students’ poor performance in

the subject will be eliminated.

DEVELOPMENT AND VALIDATION OF WEB-BASED

COURSEWARE FOR JUNIOR SECONDARY SCHOOL BASIC

TECHNOLOGY STUDENTS IN NIGERIA

Abstract

This research aimed to develop and validate a web-based

courseware for junior secondary school basic technology students in

Nigeria. In this study, a mixed method quantitative pilot study design with

qualitative components was used to test and ascertain the ease of

development and validation of the web-based courseware. Dick and Carey

instructional system design model was adopted for developing the

courseware. Convenience sampling technique was used in selecting the

three content, computer and educational technology experts to validate the

web-based courseware. Non-randomized and non-equivalent Junior

secondary school students from two schools were used for field trial

validation. Four validating instruments were employed in conducting this

study: (i) Content Validation Assessment Report (CVAR); (ii) Computer

Expert Validation Assessment Report (CEAR); (iii) Educational

Technology Experts Validation Assessment Report (ETEVAR); and (iv)

Students Validation Questionnaire (SVQ). All the instruments were face

and content validated. SVQ was pilot tested and reliability coefficient of

0.85 was obtained using Cronbach Alpha. CVAR, CEAR, ETEVAR were

administered on content specialists, computer experts, and educational

technology experts, while SVQ was administered on 83 JSS students from

two selected secondary schools in Minna. The findings revealed that the

process of developing web-based courseware using Dick and Carey

Instructional System Design was successful. In addition, the report from

the validating team revealed that the web-based courseware is valuable for

learning basic technology. It is therefore recommended that web-based

courseware should be produced to teach basic technology concepts on

large scale.

Findings

The steps in developing web-based was used to answer research

question one. Findings on the steps in the development of web-based

courseware for JSS basic technology in Nigeria showed that using

instructional system design procedures by Dick and Carey (2005) in

developing web-based courseware was successful. This finding is in line

with the recommendations of Dick and Carey (2005) instructional design

model. The finding is also in agreement with Singh (2009) study which

suggested that using a systematic approach such as ADDIE to develop a

valid and effective interactive web-based module was still viable. It also

agreed with the finding of Lalaye (2016) who reported that adopted design

model provided by Ina, Fourie in (1994) and the social constructivist

learning theory take less time and effort as it starts with specific set of

prescribed objectives. In addition, Nugent, Soh and Samal (2006)

confirmed that the use of modular web-based learning is a viable object

that can be successfully designed and used for independent learning.

Recommendations

Based on the major findings of this study, the following

recommendations were made:

1. Developers of web-based courseware such as online course module,

learning courseware and computer package should ensure that Dick and

Carey ISD Model or similar ISD Model is fully implemented. This will

serve as a guide towards developing a quality web-based courseware;

2. Content specialists and experts’ validation reports should be properly

followed towards developing a standard web-based courseware.

3. Basic technology teachers should imbibe the spirit of using web-based

courseware for teaching their students in order to enhance learning of

technological concepts at junior secondary school level;

4. Web-based courseware is a team work, therefore web developers should

involve subject specialists, computer programmers, educational

technology experts, and students in the process of developing and

validating web-based courseware to ensure high interactivity and users-

friendliness of such courseware;

5. Secondary schools in Nigeria should embrace and support the use of

web-based courseware in their schools as this will enhance students

‘performance in basic technology and science related subjects. Therefore,

government and non-governmental organizations should provide ICT

infrastructure for effective development and utilization of web-based

courseware.

Conclusions

Literature revealed that there is few web-based learning courseware

developed and validated to facilitate teaching and learning of practical-

based science subjects particularly basic technology in Nigeria. This

study demonstrated the steps in developing and various stages of

validating a web-based courseware for basic technology in Nigeria.

 Adopting Dick and Carey Instructional System Design Model in

developing web-based courseware was successful. In addition,

contents specialist reported that the contents covered the required basic

technology concepts. Computer programmers also affirmed that the

programming language used, navigation, interface, animation, and

others are in line with the standard of software development.

Educational technology experts reported that simplicity, clarity, unity

among illustrations, and emphasis on key concepts, color use, and font

type and sizes were adequate.

2.2.3 Introduction

There are many types of Teaching and Learning (T

and L) method to be delivered in classroom. Although

the conventional styles can be applied in classrooms,

the alternative T and L style can help in improving

students’ knowledge and skills. Based on Helm-Stevens

et al. (2009) a group work activity gives the student

an opportunity to apply the information and take away

something from the class though the skills can be taught

in a class. ICT otherwise known as Information and

Communication Technology is widely spreading

around the world as integral parts not only of teaching

but in other aspects of human life as well. According to

Mudiarasan et al. (2008), technological breakthroughs,

especially in ICT have brought unprecedented benefits

to economies worldwide. Furthermore, the influence of

information technology on social practices has mainly

been to the effect of making information about them

more accessible (Mahmoud, 2008). In the context of

learning, ICT may be referred to as a necessary tool for

students who desire further learning. This is also

supported by Mohamed and Bakar (2008) that stated

computer technology as an important integral tool in

teaching field where the use of computer technology is

said to benefit both students and teachers. Its usage

alters the traditional roles of teachers in the classroom.

 Development of Interactive Courseware for Learning

Basic Computer System Components

Abstract

A computer assisted learning approach was developed to enhance

course material for students to learn about computer components, through

the use of multimedia courseware. Recent advances in software authoring

packages have made the production of CD-ROMs an efficient and

effective educational strategy.

Findings

It is proven that courseware is one of the powerful

tools that can help student in understanding certain

subject. However, the benefits of such systems can

only be ensured if it is able to actually transfer the

knowledge to the learner (Hammami, 2010). Therefore,

summative evaluation takes place at the end stage of

his courseware development. There are 50 students

participated in this evaluation process. The study was

not concerned about improvements in students’

performance before and after using the courseware, no

control or experimental group was assigned. Overall,

the computer-based learning session took about two

hours and later a set of questionnaires was distributed.

Recommendations

For future enhancement, it is recommended that iC-COM will be

integrated into web-based platform so it can be accessed easily anywhere.

Conclusions

The emergence of e-learning has led to a proliferation of platforms

whose purpose is to group a set of features to support the needs of the

training (Belkasmi et al., 2010). The courseware product, if

employed as the lecture source, can make the classroom

lectures more informative and, at the same time, more

exciting by enhancing student participation in classroom

discussions. The intention is to have a more active

learning environment rather than a passive one. Such

enhanced participation by students should result in higher

learning curves. A dynamic learning atmosphere can

potentially be produced due to the multimedia nature of

the courseware package-short video scenes, scanned

pictures and its connection to other software packages.

2.2.4 Introduction

Information Communication Technology (ICT) as one of the

technology innovations has been integrated in schools to help students,

especially school students, getting better understanding of teaching

materials. ICT has provided students with completely different ways of

practicing and developing individual and social activities (Somekh, 2008).

Technology can assist teachers in the classroom during teaching and the

learning process. Among the technologies that can be used in during the

classroom is multimedia courseware. As one of ICT productions and

innovations, computer courseware can improve the students’ performances

(Hall, 1998). Computers in English Language Learning have been viewed

through Computer Assisted Language learning or Computer Assisted

Instruction because students use the computers to develop and practice

their English. Computer Assisted Language Learning (CALL) is related to

the use of computers technology for language teaching and learning. In

language learning, CALL carries two important features, which are

interactive learning and individual learning (Schwienhorst, 2008). CALL

materials are used in teaching to facilitate the language learning process.

CALL can also act as remedial practices to help learners with different

language proficiency (Wang, 2001). Meanwhile, multimedia language

courseware provides digital interactive environment that allows students to

practice their language skills based on their needs and interest. This

flexible space allows individual learning through whereby students can

control their learning anywhere and anytime (Chen, Hsieh, & Kinshuk,

2008).

The Effects of Utilizing English Language Courseware on Secondary

School Students’ Performance in Iran

Abstract

The purpose of this study was to determine the effects of Rosetta

stone’s English Language Courseware (RSELC) on third grade students’

performance in public secondary school in Iran. More specifically, this

study also aimed to evaluate students’ perception about the usefulness of

language courseware. This study utilized a quasi-experimental method

using only post-test design which consists of two groups. Control group

was taught using traditional instruction and experimental group was taught

using educational software, namely RSELC. Both groups consist of

31Iranin secondary school students. In addition, A questionnaire was used

which developed by researchers. Quantitative analyses revealed that there

was significant difference between the groups on the overall performance

in favors of experimental group. Based on obtained results, the current

study concluded RSELC that was an effective tool for teaching and

learning English language at the third-grade secondary school in Iran.

Findings

Overall performance in this study is important to determine

whether the use of RSELC would really help students’ to achieved better

scores compared to traditional method. Based on the independent sample

t-test, there is a significant difference on the students’ performance as

overall score between the control group (M=2.73, SD=1.10) and the

experimental group (M=3.39, SD=0.68; t (60) = 2.77, p= .00<.05).

Although there is significant difference between the two groups, but it was

suggested by Cohen et. al (2007) that the size of the differences in the

mean was small. This finding also indicates that the last hypotheses also

rejected. The students in the experimental group could control their

learning by interactive courseware. They could repeatedly do the tasks

until they made sure that they learned the content.

Recommendations

There is a need to involve more students in the courseware for

longer time to find better instructional context and explore the possible
 weaknesses and strengths points of using the courseware in the English

course.

Conclusions

The results obtained from this study indicate that RSELC as a

multimedia courseware played important role in students’ learning. The

RSELC features were useful for the students in understanding the

components of a sentence. The RSELC provided like real life learning

environment for the students to use grammar rule in real world activities.

English language teachers need to consider their students’ needs and

interests to design every activity to foster all individuals’ challenge in the

grammar task with their own pace (Wang, 2001 & Somekh, 2008).

2.3 Review of Related System/Software Products

2.3.1 Web-Based E-Learning System in PHP/MySQL

This E-Learning System is an online based system that is made of PHP,

JavaScript, Bootstrap templates, jQuery and MYSQL database. This system is very

helpful most especially if you are going to make online lessons, activities and also make

quizzes. This E-Learning System is an online based system that is made of PHP,

JavaScript, Bootstrap templates, jQuery and MYSQL database. This system is very

helpful most especially if you are going to make online lessons, activities and also make

quizzes. E-learning to open more courses for training everyone in the world. Courses will

made by we, by you. If You want to upload course, we will support upload it to system.
 With courses of you, each user joins to learn, his must buy it, so you will receive money

for your courses.

Following features of the System:

Admin Side

 List of Lessons

 Upload Lesson

 Edit Lesson

 Change the File

 View Lesson

 Delete Lesson

Exercises

 List of Question

 Add Question

 Edit Question

 Delete Question

Student

 List of Students

Manage Users
 List of Users

 Add User

 Edit User

 Delete User

Student side

 Create Account

 Login and Logout

 View Lesson

 Take Quizzes

 Generate Score

 Download Lessons

Functionalities

Administrator

Administrator log in using his Id and Password to access the system

Admin can list and upload the lesson that it’s going to be discuss

Admin can do changes in the files of the students

Admin can edit the lessons and It can remove lessons in the system.

Admin can conduct exercises such as quiz, activity and exams

Admin can add and delete question on the system

Student

Student will create an account to enter this program

Student can log in and log out

Student can view lesson and take notes

Students can see their grades on this system

Student can save the lesson on their mobile devices