INTRODUCTION
Background of the StudyIn the past couple of decades, computers
and technology have revolutionizedonce-slow processes, saving
industriestime and money in ways not previouslypossible. With
todays budget crisis, schools are looking for ways to use
computersto streamline schoolbusiness processes while substantially
loweringtheir cost.One of the most tediousand costly processes
duringthe school year is student enrollment and registration. For
schools that are still using a paper-based enrollment system, this
process is a prime candidatefor becoming a computerized process.
There are many benefits to switching toa computerized student
enrollment system. One of the most obvious and importantbenefits of
replacing paper-based processes with computerized systems is the
cost.With a traditional enrollment system, each student will have
several forms to complete. The cost of printing these forms can be
in thousands of pesos. After the paper forms are returned to the
school, it can take monthsto manually enter them into a student
management system. Having several employees working tirelessly full
time to transcribe these forms increases the cost by another large
margin. A computerized student enrollment and registrationsystem
eliminates the physical costof paper forms and the need to
manuallytranscribe them. Consequently, schools can save thousands
of pesos each year by switching to a computerized systemnot to
mention the fact that bydoing so, they become more socially
responsible and environmentally friendly.A school with a
computerized studentenrollment system can better manage
itsresources. Under a traditional paper-basedmethod, the number of
newly enrolled studentsand their respective year levels are usually
based on estimations. It is not untilall the registration forms
have been processed that the school can get an accuratehead count,
and this is not until afterthe school year has been in session. Not
knowing the total number of studentsin each year level means not
knowing how many teachers need to be allocated to a location or
course, sometimes skewing the student-to-teacher ratio so much that
it can affect the quality of education (Anderson, 2011). With a
computerized student enrollment and registration system, an
administrator can get an accurate, real-time count of the number of
students enrolled by simply logging into an administrative portal.
School administrators can use this information to allocate teachers
and other resources where technology are needed, resulting in an
evenand more controlled distribution of funds. This not only
reduces cost byeliminating over-estimation, it increases the
quality of education provided to the students.A computerized
student management system is a great way to access informationabout
enrolled students and manage that data. Manually entering all of
the data into a student management system can be a time-consuming
chore, but a computerized student enrollment system can eliminate
this need completely. A school does not need to change the current
student management system to adopt a computerized enrollment
system.Switching to a computerized student enrollment and
registration system isan obvious next step to bridge thegap between
archaic registrationmethods and computerized studentmanagement
systems. The amountof money that can be saved is enoughto make a
difference in the traditional educationsystem.The Sultan Kudarat
State University Institute of Graduate Studies (SKSU-IGS) uses
manual enrollment. This situation prompted the researcher to
develop a computerized pre-enrollment system (CPS). The
computerization will provide the needed facility in a faster and
more convenient way by storing the pertinent files of the student
enrollees. This will also help the students and teachers who suffer
the tedious and time consuming manual enrollment system. The
computerized-based system will benefit the faculty, staff and
administration in terms of its speedy, reliable and accurate school
transactions.Moreover, it will reduce the redundancy of students
information; reduce the consumed time in the enrollment process;
and increase the speed of retrieval of students record.
Practically, it will make the work easier and fast. The system will
lessenerrors; reduce costs to an organization from paper work to
computerized working system. This study will provide an efficient
computer-based system that will easily record, update, retrieve and
maintain students data. Ultimately, the Graduate School office
personnel can accurately, effectively and efficiently serve their
clients in matters related to enrollment.
Conceptual Theoretical Framework
Figure 1 shows the conceptual and theoretical paradigm of this
study. As shown in the figure, this study is anchored on the
Systems Theory and Cognitive Load and Skills Acquisition Theory. A
computerized pre-enrollment system was developed to replace the
existing paper-based enrollment system. This will be subjected to
experts critic employing the adapted evaluation form so as to
ensure the level of acceptability and level of efficiency before
its implementation. Evaluation comes after every revision made
until the final system is developed.
Computerized Pre-Enrollment SystemSystems TheoryCognitive Load
and Skills Acquisition Theory
Level of EfficiencyLevel of Acceptability
MaintainabilityReliabilityUsabilityPortabilityPerformanceRobustnessConstruction
DesignFunctionality
Revised Computerized Pre-Enrollment System
Figure 1. Conceptual Theoretical FrameworkObjectives of the
StudyThis study aims to develop a computer program that will speed
up the pre-enrollment system in the Institute of Graduate Studies
of the Sultan Kudarat State University (SKSU).Specifically, this
aims to answer the following questions:1. Will the computerized
system hasten the pre-enrollment process in terms of: a. time of
completion;b. redundancy of the subjects the students take;c. data
loss due to slow processing of transactions?2. What is the level of
acceptability of the computerized pre-enrollment system (CPS) of
the SKSU IGS in terms of:a. construction design; andb.
functionality?3. What is the level of efficiency of the
computerized pre-enrollment system (CPS) of the SKSU IGS in terms
of:a. Maintainability;b. Reliability;c. Usability;d. Portability;e.
Performance; andf. Robustness?
AssumptionsThis study assumes that the panel of experts who will
evaluate the computerized pre-enrollment system has a very
satisfactory rating in the qualification standards set for program
developers. This assumption is necessary to establish the
credibility and validity of the tests to be conducted.
Significance of the StudyThe technology today plays a vital role
in our society. It makes man work easier and fast. It lessens error
of work by using computers. It reduces costs to an organization for
paper works with the use of computerized working system. This means
that our manual enrollment transactions can be computerized by
using software applications. Thus, it will benefit the
following:Administrators, so they will be able to reduce
operational expenses from longer working time to a faster one and
from bulky paper works to a computerized working system thereby,
maximizing their output and services to their clients.The staff,
especially the registrar can keep up-to-date and accurate records
of student enrollment, such as their personal data, grades,
subjects taken and no yet taken, drop-outs, failures and earned
units. The dean can easily access students record and could easily
change the same every enrollment time.The students can benefit from
a computerized pre-enrollment system due to its speedy and
efficient transactions, such that if they want to clarify or verify
their records, it can be easily retrieved.This study will serve as
model in the school community and the locality as well, that
through computerization of pre-enrollment transactions time can be
saved as well as, money and effort. It will also awaken the minds
of educators to promote this kind of endeavor because it will
accelerate the efficiency and productivity of every educational
institution.
Time and Place of the StudyThis study will be conducted at the
Sultan Kudarat State University, City of Tacurong on April May
2014.
Scope and Limitation of the StudyThis study is intended only for
the Institute of Graduate Studies (IGS) of the SKSU. This will not
affect and/or involve the current enrollment system. The
development of the program will start on April 2014. It will be
tested and evaluated using the students data gathered during the
second semester of the academic year 2013 2014 and is limited only
on the following functions: data entry, editing and
pre-enrollment.
Definition of TermsThe following terms used in the study are
theoretically and operationally defined as follows:Computerized
refers to be mechanism in which students data and information are
entered, processed, or stored in a computer or system of
computers.Level of Acceptability this refers to a standardized
criteria used to measure the acceptability of the construction
design and functionality of the computer program.Level of
Efficiency this refers to a standardized criteria used to measure
the maintainability, reliability, usability, portability,
performance and robustness of the computer program.Pre-enrollment
is the registration of students occurring or carried out prior to
enrollment, or pertaining to the period prior to
enrollment.Computerized pre-enrollment systemrefers to a
computer-based pre-enrollment system.
REVIEW OF THE RELATED LITERATURE
This chapter presents the discussions of related findings and
studies on which this study is anchored. This chapter discusses
first, the theories which support the development of a computerized
pre-enrollment system; second, the studies which reinforce as well
as oppose the same; and lastly, the different criteria in
evaluating the development and implementation of a computerized
pre-enrollment system.
Systems TheorySystems theory is a science which has the
comparative study of systems as its object. This study utilizes the
type of systems theory applicable to machines particularly
computers. Such type presupposes a highly general concept of
systems, for which numerousfeatures have been proposed: the
interdependency of the parts of a system; the reference ofany
structure and process in a system to the environments of the
system; self-organization of a system as the principal way it
responds toexternal intervention; complexity as trigger mechanism
for system-formation and as the formwhich describes the internal
network structures of connectedness among system elements
(Stichweh, 2011).Systems theory in an understanding related to this
definition developed in the yearson the basis of suggestions from
information theory (Shannon, 1997; Wiener, 1998; Ashby, 1998).
Particularly the idea by Shannon and Wiener to define information
as a selection amongalternative possibilities turned out to be a
generalization transcending heterogeneous systemsand pointing to
systems theory as a kind of general selection theory. This was
connected tothe strictly binary way of operation Pitts and
McCulloch (1997) postulated in a paper for the nerve cell. This
idea that at any branching of nerve cells there are only two
alternative states available proved to be the most simple
suggestion of how to make use of a network ofcells for long chains
of numerical operations. From this, came the computer and at the
sametime more general ideas regarding the operational realities of
any observing system whichsoever.On the basis of these elementary
distinctions Parsons worked for further three decadeson a social
theory which identified in any concrete social system these four
universalfunctional aspects (adaptation, goal-attainment,
integration, pattern maintenance) which oftenconstitute autonomous
subsystems of the respective system. In an analogy to economics
hethen added input/output-analysis. Systems and subsystems are
interrelated via the input andoutput of resources which are either
the result or the precondition of ongoing systemprocesses. Among
these resources are the cognitive and motivational resources
ofparticipants, and the rights and values which are attributed to
them. These different types ofresources are transferred in exchange
processes between systems. For analyzing theseexchange processes
going on between systems, without which systems would never be able
toprocure the resources they need for their functioning, Talcott
Parsons created a theory aboutmedia of exchange.Parsons started
again with an analogy to economics in theorizing about media
ofexchange. He postulated that there is first of all money in its
economic function as a mediumof exchange, well-known to economists.
Then he added power and argued that it is bestunderstood when
analyzed as analogous to money, as an exchange medium which
mediatesthe transfer of resources (decisions, support,
responsibility etc.) important in politicalprocesses. And after
having written theories for power and money, Talcott Parsons
addedfurther media of exchange for input/output-processes between
systems, among whichinfluence and value commitments play an
especially prominent role on the level of societalexchanges.In
continuing this work on media of exchange between systems which he
did fordecades, Parsons affirmed once more the cognitive starting
point of systems theory: Systems theory as an interdisciplinary
endeavor making use of intellectual resourcesas well from the
sciences as from the humanities, and which as such is always
focused onstrategies for comparing heterogeneous systems and
diverse system processes.Luhmann (1998) writings always presupposed
what Parsons had done. But it is aswell true that he started
systems theory anew. For him the system/environment distinction
asinspired by Ludwig von Bertalanffys theory of open systems was a
much more importantstarting point than it was for Parsons. Whereas
for Parsons the environment of a social systemalways consists of
other systems, in Luhmann a phenomenological understanding
ofenvironment is far more prominent, which looks at the difference
between system andenvironment, environments being structured in a
completely different way than is the case insystems. Order from
noise, the formula of Henri Atlan, Luhmann later on very often
cited,gives a good idea of concepts of environment which look for
contrasts and for differences andnot for a simple plurality of
other systems.From the start, complexity was another central term
in Luhmann. Systems processcomplexity, they arise by establishing
and stabilizing a complexity difference towards theirenvironments.
As is the case in Norbert Wiener and Gregory Bateson, systems for
Luhmannare systems consisting from communications, and as such they
are based on a way ofprocessing information which Luhmann calls
meaning. Meaning is formally similar toinformation as it is based
on something being a selection among plural alternatives. But
whatis characteristic of meaning and thereby constitutive for
social and psychic systems, as thetwo types of systems making use
of meaning, is that the alternatives not chosen are
stillremembered. One can come back to them, one can criticize
selections in pointing to thealternatives which were available, one
can write history on the basis of this dual structure ofmeaning.For
Luhmann, too, systems have a functional orientation. They
specialize on certainproblem solutions characteristic and
constitutive of them. But he completely refrains from afinite
catalogue of basic functions which have to be dealt with
everywhere. Instead, everysystem is conceived to be singular in
fulfilling the functional need which somehow was thecatalyst around
which the process of system formation came about as a historical
and acontingent process. Cognitive Load and Skills Acquisition
Theory Skills in computer programming can be classified as
recurrent and non-recurrent (van Merrienboer, 1992). Recurrent
skills exhibit minimal variation in differing problem situations,
for example, selection of a basic language command. Non-recurrent
skills vary from problem to problem, for example, structured
decomposition. According to van Merrienboer, instructional
approaches should take these differences into account. Teaching in
technical areas is often based on the formula of presenting a new
topic, showing a few examples, and assigning practice exercises.
Some simple adjustments to the presentation-examples-practice
formula can accommodate cognitive load theory. To learn recurrent
skills, declarative knowledge of the abstract concepts on which the
skills are based, as well as procedural knowledge of the procedures
or rules necessary to perform the skills, should be simultaneously
in working memory. Both the concepts and the procedures that use
those concepts to solve problems should be presented together. One
approach to this is to partition the information into
smallsegmentsto prevent overload, then demonstrate application of
the concepts within each segment (van Merrienboer, 1992). In
contrast, non-recurrent skills can be taught by presenting
heuristic approaches and strategies, independent of domain
reference (Robertson, 2000). For example, consider the following
repetition rule. In indeterminate looping, use a WHILE loop when 0
iterations are possible, and use a REPEAT UNTIL loop when at least
1 iteration is necessary. In this situation of high element
interactivity, presentation in the form of knowledge structures can
aid elaboration of existing schemas. For example, decomposition
into a hierarchy of component goals or plans is a form of knowledge
structure. Examples provide explicit information to facilitate
initial and correct schema formation (Cooper, 1998) and can
initiate association of declarative and procedural knowledge.
Following presentation, students can work through several examples
with the teacher or examine multiple problems with integrated
solutions, then immediately practice problems of the same type. By
repeating this process with each type of problem, students can
build schemas, and reinforce learning by retrieving and refining
those schemas. Eventually practice with a mixed set of problems
elaborates the schema even further by strengthening associations. A
variation on this approach is to provide partially-completed
examples for students to finish. Another is to gradually reduce the
amount of information and support for each task, so that as
learning increases with practice, less information is required. One
approach to practicing recurrent skills is to decompose them into
successively smaller components in the form of domain-specific,
algorithmic steps. Low element interactivity simplifies initial
schema construction. Each component is practiced individually, and
then parts of the whole are practiced until the entire skill can be
integrated. For example arithmetic expressions are learned with
presentation of entire expressions, then separate presentation and
examples of firstly constants, then variables followed by
operations. Next arithmetic expressions with constants and
operations arepracticed. Finally, the three components of
constants, variables and operations in complete arithmetic
expressions are practiced together. It is generally agreed by
computer science educators that introductory computer science
courses tend to have high attrition rates, and that the lack of
problem-solving skills is a contributing factor. This phenomena is
discussed from various viewpoints in Beaubouef , Lucas, and Howatt
(2001), Shultz (2000), Roberts, Kassianidou, and Irani (2002),
Thweatt (1994), and in Wilson and Shrock (2001). Problem-solving is
usually approached using means-ends analysis. With experts who can
rely on extensive schema acquisition and formation in long-term
memory, this heuristic is applied by reducing differences between
the current problem state and the goal state. This strategy seems
especially effective in computer programming. However, novices
often apply it by working backwards from the goal to the initial
state, then forward to the goal, resulting in a high cognitive load
(Sweller, 1988). Cognitive load could be reduced if novices
learning to apply means-ends analysis are given problems that have
no goal (Owen &Sweller, 1985). Rather than focusing on the
desired result, one is forced to focus on the initial state. Since
much of computer programming is goal-oriented, this learning
approach would appear to be difficult to implement, but might have
significant value in an intermediate learning stage. Another
approach to reducing cognitive load is to increase working memory
capacity by utilizing verbal and visual channels. However,
redundant information can increase cognitive load by increasing the
number of associations that have to be made between the different
sources of information (Chandler &Sweller, 1991).
Paper-Based Enrollment WorkflowSKSU IGS is a state university
with 500enrollees at present, so they are able to handle their
needs more simply than larger universities. The IGS is in charge of
campus-wide course and classroom scheduling, and all student
enrollment. All procedures related to scheduling and enrollment is
currently managed on paper. This section describes the workflow
presently used for managing scheduling and enrollment. At the
conclusion of each semester, planning for the next semester begins.
The dean of the IGSprovides a list of courses that need to be
offered in the next semester, along with the maximum capacity of
each course. This capacity is based primarily on instructor,
teaching assistant, and grading support; courses for which fewer
resources can be devoted will have smaller capacities.The IGS
compiles a list of all courses that need to be offered campus-wide
and their capacities, then matches the courses to available
classrooms. For each course, every attempt is made to ensure that
itsclassroom is large enough to accommodate the maximum capacity of
the course; realistically, there are times in which the available
classrooms are not large enough for some courses. Faculty members
have no input about meeting times; they are expected to be able to
teach courses at any time from 7:00am-5:00pm on any weekends. No
courses are ever scheduled on weekends. Once courses have been
scheduled into classrooms, students begin arriving for
pre-enrollment, which is required for all students before each
semester. After the pre-enrollment, the IGS staff begins scheduling
students into courses manually, attempting to balance course
capacities, classroom capacities, meeting times, and student
preferences. Naturally, not all students are placed into their
first-choice courses, but every attempt is made to provide the best
set of student schedules possible. At the conclusion of the process
of scheduling students into courses, printed copies of students
schedules are available in the IGS; students come by and pick these
schedules up in person. Once schedules are determined for each
student, changes are again entertained and thus make the system
chaotic and tedious.Because of the manual nature of the current
workflow, mistakes are made fairly often: students are enrolled in
the wrong courses, too many students are enrolled in a course,
courses are enrolled into classrooms that are too small, and so on.
In the previous six semesters, 6% of courses were scheduled
incorrectly and 9% of students had at least one mistake in their
schedules.
The CPS Proposed WorkflowCPS will assist in managing information
about, and relationships between, three entities: (1) classrooms,
(2) courses, which are scheduled into classrooms, and (3) students,
who are enrolled into courses. Rules governing these relationships
are implemented in CPS, so that, for example, students cannot be
enrolled in courses that are full and two courses cannot be
scheduled into the same classroom simultaneously. It is expected
that CPS will dramatically reduce the number of mistakes made while
scheduling courses and enrolling students.Rather than providing the
single view of the data that is available on paper, CPS allows
multiple views of the same data (e.g., all courses scheduled in a
classroom, all students enrolled in a course, all students who
prefer a course, etc.). It is expected that this flexible
presentation will allow SKSU IGS manual enrollment process to scale
up as the number of students increases. CPS is intended to be
self-contained; it is not expected to be integrated with any of
SKSUs other software systems. IGS staff will be the only users of
the system. So deployment of the system, ultimately, should be
relatively seamless, so long as the workflow of scheduling and
enrollment is preserved.
METHODOLOGY
This study on computerized pre-enrollment system for SKSU IGS
will employ developmental research as its method. Developmental
research is a systematic study of designing, developing and
evaluating programs, processes and products that must meet the
criteria of internal consistency and effectiveness (Richey, Klein
and Nelson, 1994). This study complies with the nature of the
research method for it aims to develop and evaluate a
computer-based program used in the pre-enrollment process.
MaterialsThe materials to be used in this study are the
following: 1) computer system units with complete accessories this
will be used to develop the computerized pre-enrollment system; 2)
pre-enrollment information from the students of the Institute of
Graduate Studies these are the data which will be processed and
stored in the system.
MethodsFollowing the developmental research design, this study
will have four phases: Phase 1 Development of the Computerized
Pre-enrollment System (CPS). The program will be developed using
Visual Basic Platform and MySQL Database. Phase 2 CPS will be
subjected to a standardized evaluation on the Level of
Acceptability in terms of construction design and functionality.
This will be done by a panel of experts consisting of three (3)
independent IT experts. Phase 3 CPS will be subjected to a
standardized evaluation on the Level of Efficiency in terms of
maintainability, reliability, usability, portability, performance
and robustness. This will be done by the same panel of experts who
will evaluate the level of acceptability. Phase 4 Revision of the
CPS. The CPS will be revised according to the results of the
evaluation (Phases 2 and 3) and recommendations of the IT experts.
The results of each phase will be reported using both descriptive
and numerical symbols in accordance to the developmental research
design.
Research EnvironmentThe study will be conducted at the Sultan
Kudarat State University Institute of Graduate Studies, Tacurong
City which has a total of 500students currently enrolled.
Respondents of the StudySince the study follows a developmental
research design the respondents of the study will only serve as
beneficiaries of the CPS. They will not be physically subjected to
anything nor will they use the CPS. However, their student data
will be used to determine the level of acceptability and level of
efficiency of the CPS. Hence, the respondents of this study will be
the IGS students who will undergo the pre-enrollment process.
Sampling TechniqueThis study will employ a 5% margin of error in
choosing the respondents of the study which means 218 pre-enrolled
students out of 500. This sampling is independent of gender and
courses enrolled.
Data Gathering ProcedureTo present the details on how this study
will gather, process and analyze significant data, this section
discusses the steps in the gathering of data which will be executed
in the conduct of the study. Gathering of Data. In developing the
learning device, four stages will be conceptualized: the design
stage, level of acceptability assessment, level of efficiency
evaluation and the revision stage.Design Stage. Prior to the design
stage, the researcher will assess the current paper-based
pre-enrollment system which will be used in the development of CPS.
The transactions incorporated in the CPS will be patterned to the
current workflow. This program will be designed to cater the
growing number of enrollees in IGS.Level of Acceptability.The level
of acceptability of the CPS will be assessed using the following
criteria: construction design and functionality.Level of
Efficiency.The level of efficiency of the CPS will be assessed
using the following criteria: Reliability: how often the results of
a program are correct. This depends on conceptual correctness of
algorithms, and minimization of programming mistakes, such as
mistakes in resource management (e.g., buffer overflows and race
conditions) and logic errors (such as division by zero or
off-by-one errors).Robustness: how well a program anticipates
problems due to errors (not bugs). This includes situations such as
incorrect, inappropriate or corrupt data, unavailability of needed
resources such as memory, operating system services and network
connections, user error, and unexpected power outages.Usability:
the ergonomics of a program: the ease with which a person can use
the program for its intended purpose or in some cases even
unanticipated purposes. Such issues can make or break its success
even regardless of other issues. This involves a wide range of
textual, graphical and sometimes hardware elements that improve the
clarity, intuitiveness, cohesiveness and completeness of a
program's user interface.Portability: the range of computer
hardware and operating system platforms on which the source code of
a program can be compiled/interpreted and run. This depends on
differences in the programming facilities provided by the different
platforms, including hardware and operating system resources,
expected behavior of the hardware and operating system, and
availability of platform specific compilers (and sometimes
libraries) for the language of the source code.Maintainability: the
ease with which a program can be modified by its present or future
developers in order to make improvements or customizations, fix
bugs and security holes, or adapt it to new environments. Good
practices during initial development make the difference in this
regard. This quality may not be directly apparent to the end user
but it can significantly affect the fate of a program over the long
term.Efficiency/performance: the amount of system resources a
program consumes (processor time, memory space, slow devices such
as disks, network bandwidth and to some extent even user
interaction): the less, the better. This also includes careful
management of resources, for example cleaning up temporary files
and eliminating memory leaks.This stage will consist of IT experts
feedback which will be collected with the use of standardized
evaluation instruments Possible improvements will be done in
relation to the result of the evaluation. Revision Stage.The IT
experts feedback will be carefully considered in revising the CPS
prior to its full implementation. Re-evaluation follows every after
revision has been made to ensure its acceptability and efficiency.
Strengths will be emphasized more while weaknesses will be bridged
along the implementation of the CPS.
Experimental Lay-out
CPS Workflow.The Computerized Pre-enrollment System will follow
the following workflow as illustrated in Figure 2.
Figure 2. CPS Workflow
Dummy TablesTable 1. Level of Acceptability for Construction
DesignTest No.Test DescriptionExpected Result/sRating (100%)
1GUI TestingThe graphics, buttons,interface of the CPS shouldbe
displayed clearly for theusers
2Stress TestingThe application should be able to run with 3 4
users at the same time.
Table 2. Level of Acceptability for FunctionalityTest No.Test
DescriptionExpected Result/sRating (100%)
3GUIFunctionalityTestingThe buttons that the usersclick must
respond in alogical result.
4Depth TestingAll the features should be functioning well.
Table 3. Level of Efficiency for MaintainabilityTest No.Test
DescriptionExpected Result/sRating (100%)
5System Lifetime Expectancy TestingThe amount of data the system
can store will be tested and how the system maintenance works.
6Corrective Maintenance TestingReactive modification of a
software product performed after delivery to correct discovered
problems
Table 4. Level of Efficiency for ReliabilityTest No.Test
DescriptionExpected Result/sRating (100%)
7SmokeTesting(Basictesting)The application should runsmoothly
with no errors.All the functionalities of the application should be
in order.
8Feature TestingEach operation in the software is executed once.
Interaction between the two operations is reduced and each
operation is checked for its proper execution.
Table 5. Level of Efficiency for UsabilityTest No.Test
DescriptionExpected Result/sRating (100%)
9Usability TestingThe users should be able to understand what is
going on in the application, should beable to navigate to
anywherethey desire
10System Usability TestingEnd-to-end testing, tests a completely
integrated system to verify that it meets its requirements. Tests
the logon interface, then creates and edits an entry, plus sending
or printing results, then logoff.
Table 6. Level of Efficiency for PortabilityTest No.Test
DescriptionExpected Result/sRating (100%)
11Compatibility TestingThe application should be able to run
smoothly on the computers with any operating systems that support
Visual Basic Script and its platforms
12Accessibility TestingThe application should be controlled
easily with the keyboard or allocated peripherals available
Table 7. Level of Efficiency for PerformanceTest No.Test
DescriptionExpected Result/sRating (100%)
13Bottom-up TestingThe application will run from the start, and
should be able to display the stored information.
14Load TestingThe loading time should not take longer than 5
seconds in any executions of the application.
Table 8. Level of Efficiency for RobustnessTest No.Test
DescriptionExpected Result/sRating (100%)
15Robustness TestingIt should run smoothly if the code has been
made sure that it has error management protocols and routines.
16Branch TestingWe will test the application from beginning to
end. Well make sure every single command from the application is
being used. There shouldnt be errors, should be running smoothly
and no irrelevant or unused code present
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APPENDIX A
Republic of the PhilippinesSULTAN KUDARAT STATE
UNIVERSITYACCESS, EJC Montilla, Tacurong City
COLLEGE OF GRADUATE STUDIES
____________________ Date
Certification
This is to certify that the undersigned has reviewed the
thesis/dissertation entitled of
_______________________________________________________________________________________________________
graduate student with the course
___________________________________, major in
______________________ as to content, grammar, organization and
other related requirements.
This certification is granted to meet the requirement for
his/her Outline Defense/ Final Defense/ Final Printing.
Issued this _____ day of _____________, 20___, at Sultan Kudarat
State University, College of Graduate Studies, EJC Montilla,
Tacurong City.
_____________________Critic Reader
APPENDIX B
Republic of the PhilippinesSULTAN KUDARAT STATE
UNIVERSITYACCESS, EJC Montilla, Tacurong City
COLLEGE OF GRADUATE STUDIES
____________________ Date
Certification
This is to certify that the undersigned has reviewed the
thesis/dissertation
of____________________________________________________________________________________________________________________,
a graduate student with the course
___________________________________, major in
__________________________________, as to its research design,
statistical tools and analysis and other related requirements.
This certification is granted to meet the requirement for
his/her Outline Defense/ Final Defense.
Issued this _____ day of _____________, 20___, at Sultan Kudarat
State University, College of Graduate Studies, EJC Montilla,
Tacurong City.
_____________________Statistician
APPENDIX C
STUDENT PRE - ENROLLMENT FORM
LOG IN
STUDENT DATA ENTRY
2
