Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Mobile technology is an exceptionally fast-growing field that is closely
connected with our work and day-to-day lives. There are new developments added
to its growth every day with emerging new patterns of usage, having both positive
and negative implications. In 2020, there were roughly 79 million smartphone users
in the Philippines, showing an upward trend since 2017. It was predicted that by
2025, there would be around 91.5 million smartphone users in the country (Statista
Research Department, 2022). Hence, it is an undeniable fact that the 21st Century
learning requires both the teachers and the learners to cope up with the growing
mobile use technology.
Throughout the years, technology has been integrated to the education due
to its high demand towards globalization. Robinson (2016) recognized the
importance of technology integration in education. As she mentioned that,
integrating technology in education is integral in developing the 21 st new digital
literacy skills in towards the attainment of the 21st century competencies.
For the last two years, with the rise of the pandemic COVID-19, the schools
were left no choice but to opt with the distance learning modality forthe delivery of
instruction in learning. The Department of Education have identified three different
distance learning modalities namely: Modular Distance Learning Modality (Digital
or Printed); Online Distance Learning; and Blended Learning. Although smart
phones are a staple device in a Filipino household, there remains the problem of
internet connection. In 2021, Gonzales mentioned the Social Weather Station
survey which states that only 39% of the Filipino families have strong internet
connection, 29% have experience fair connection and the remaining percentage
experience somewhat weak up to very weak connection. Thus, in 2021, during the
height of the pandemic it is no longer a surprise that 75.1% of the K to 12 learners
are under the printed modular distance learning modality. This equates to a lot of
printed materials, as well as time-consuming preparationof the teachers.
As of today, the Department of Education implements the limited face-toface instruction and would eventually go full capacity for the benefit of the learners.
The researcher has personally seen and experienced the struggles of distance
learning education as well as the difficulty of instruction when no materials are
available. In this regard, the study was put into actionto develop an Offline Smart
Phone Application that will be readily available for the learner’s usage. This
application boasts its availability even though internet connection is unavailable for
the students.
Background of the Study
Modern technology is a powerful learning tool. Mobile technologies
transform our daily lives in ways such as connectivity, communication, and
cooperation. Truly, mobile devices are bound to change the way of learning and
teaching methods innovatively. Hence the term mobile learning has emerged.
McQuiggan, et.al., (2015) defines mobile learning as instant and optionally,
accessible, anywhere, and anytime learning, which helps most people to create
knowledge, satisfy curiosity, collaborate with others, and enrich experiences.
One of the advantages of mobile learning is the ability to provide access to
learning contents out of the course time. There is no denying thatstudents love to
use educational apps. They are stimulating and fun. While teachers may have
difficulty getting children to pay attention to a classroomlesson, often parents and
adults would have a hard time getting them off mobile devices and gadgets. Also,
anything that helps a teacher also benefits students. In addition to assisting
teachers with grading and organization, technology helps a teacher educate their
students. Apps can act as built-in lessons and aid a teacher in tracking a student's
progress. Furthermore, the right app can enhance a teacher's lesson by offering
another approach to a subject (Loveless, 2022). Avila (2020) even pointed out that
students can be motivated in online learning despite the hindrance through proper
support, assistance, and encouragement.
Although mobile gadgets and application are always at the teacher’s
dispense, mobile learning cannot replace with formal education. Rather it offers
methods to support learning outside of the classroom and brings advantages for
different interactions. There might have been a lot of advantage for its usage, but it
is irrefutable that there are also disadvantages on its usage. Ramassubu (2015)
made mention the work of Goleman, a famous psychologist that talks about the
importance of Emotional Intelligence. He said that the expanding hours spent alone
with gadgets anddigital tools could lower emotional intelligence due to shrinkages
in the timeyoung people spend in face-to-face interactions. On a study conducted
herein the Philippines, it was also found that students’ motivation and self efficacy have decreased during the span of exposure to distance learning modality.
Factors that might have been the cause of such decrease includes slow and
unstable Internet connection, less motivation to do self-study, plenty of activities at
home, and chores were some of the main reasons students got difficulties in
learning the subject matter and adjusting to the “New Normal” (Mamolo, 2022).
With these conflicting ideas and literature, the researcher was prompted to
develop an offline smart phone application that can potentially aid the learning
process among the SHS students of Sta Catalina Integrated National High School.
This study will scrutinizethe components and features of the developed application.
Also, this research will observe the effects of the usage of the application and its
relation to students’ performance.
Theoretical Framework
Mobile application is a new and fast developing segment of the global
information and communication technology. Mobile application is easy, user
friendly, inexpensive, downloadable, and can function in most of the mobile phone
including inexpensive and entry level phone. This research study is mainly
anchored with the Technology Acceptance Model (Davis, 1989), or TAM. This
theory suggests that there are two factors that determine whether a computer
system will be accepted by its potential users: (1) perceived usefulness (PU) , and
(2) perceived ease of use (PEU). Perceived Usefulness is defined as the potential
user’s subjective likelihood that the use of a certain system will improve his/her
action. While on the other hand, Perceived Ease of Use refers to the degree to
which the potential user expects the target system to be effortless That is, while
the creator of a given technology product may believe the product is useful and
user-friendly, it will not be accepted by its potential users unless the users share
those beliefs.
Senior High School learners in the Philippines belong to the age group of
ideally 16-18 years old. This age group is considered late adolescents wherein
they begin to think about the future and to make realistic plans. Since these
learners are more inclined to be soon adults, the Theory of Adult Learning is one
on the backbone of this research study. This theory states that adult learners learn
more effectively in a self-directed learning context rather than a teacher-centered
classroom (Su and Li, 2021). Given this, a student-centered context for adult
learners is essential as it focuses on learning experience, individual interest, and
autonomy; in doing so, a student-centered context supports understanding and
deep learning. To promote student-centered contexts, adaptive learning systems
such as a self-directed offline smart phone application is very timely (Lim, et.al.,
2022).
The widespread adoption of mobile technologies and mobile learning has
resulted in a wide array of applications that feature prominently in 21st century
education. Wheeler (2018) applied the Activity Theory in the field of education. He
mentioned that people use external tools and internal tools to achieve their goals.
Wheeler suggests that external tools can consist of things like whiteboards, books,
and technology, while internal tools are things such as plans and cognitive maps
that can be leveraged to achieve the learning goals of students and teachers.
From the standpoint of activity theory, it is essential to interpret technology’s
role in education by examining more than simply processes and context. To fully
understand its impact, one must explore how technology mediates changes in the
entire system of learning, including student ability to control their learning, the
outcome, and the development of the community of learning. There is a growing
need for instructors to develop competencies in the technological domain to make
effective use of technology within the context of mediating tools, rules, community
influences, and the division of labor defined by the educational system (Valconi,
2018).
These theories have led to the researcher’s idea of developing an Offline
Smart Phone Application specifically for the needs of the Bread and Pastry
Production students.
Conceptual Framework
The Technology Acceptance Model (TAM) explicitly suggests that for a
mobile application to be acceptable for the users, two factors must be met. One, it
should be useful, second, it must be easy to use. In the same manner, the Theory
of Adult Learning states that adults learn better in a self-directed environment as
compared to a teacher centered environment. Lastly, the Activity theory states that
people use internal and external tools to achieve their goal.
Independent Variable
Dependent Variable
Components of Offline
Smart Phone Application
Overview
Content
Generation
Assessment
Reflection
Features of the Offline
Application
Comprehensiveness
Audio Quality
Video Quality
Accessibility
Student’s Performance
Practical Tests
(Performance
Task)
Written Test (Written
Task)
Figure 1. Conceptual Framework of the Study
These theories have led the researcher to develop an offline mobile
application, that is not only useful for the students, but is also readily available and
easy to use without the continued connection to the internet. As the Theory of Adult
Learning suggests, this developed mobile application is an answer to the growing
need of the students for a more self-directed learning experience. Lastly, this
mobile application will serve an as external tool that can help the students achieve
their goal.
To ensure the acceptability and usability of the developed mobile
application, the conceptual framework below will be utilized.
Statement of the Problem
This study intends determine the level of acceptability of the components
and features of the developed Offline Module Application for the subject Bread and
Pastry Production (BPP) and its relationship with the Senior High School students’
level of performance in terms of practical tests and written tests. Specifically, it
seeks to answer the following:
1. What is the level of the acceptability of the components of the Offline Mobile
Application for Bread and Pastry Production as perceived by the teacher-users and
student-users in terms of:
1.1 Overview;
1.2 Content;
1.3 Generalization:
1.4 Assessment; and
1.5 Reflection?
2. What is the level of acceptability of the features of the developed Offline Smart
Phone Application for Bread and Pastry Production as perceived by the teacherusers and student-users in terms of:
2.1 Comprehensiveness;
2.2 Audio Quality;
2.3 Video Quality; and
2.4 Accessibility?
3. What is the level of performance of the student-users in terms of their:
3.1 Practical Test (Performance Task); and
3.2 Written Test (Written Task)?
4. Does the level of acceptability of the component of the Offline Smartphone have
significant effect on the practical and written test of the student-users?
5. Does the level of acceptability of the features of the Offline Smartphone have
significant effect on the practical and written test of the student-users?
Research Hypothesis
This study seeks to verify the following hypotheses:
There is no significant effort of between the level of component of the Offline
Smartphone Application to the performance of the practical and written test of the
student uses.
There is no significant relationship between the level of acceptabilityof the
component of the Offline Smartphone Application and the performance of the
student-users on their written test.
Significance of the Study
This study leads to the development of an offline smart phoneapplication
for bread and pastry production. Also, the acceptability of the developed
application will be tested with regards to its effect on the student-users performance
on their practical and written tests.
Students.
The developed offline smart phone module can be a great help in aiding
their learning experience. This study may also motivate them in reading the
modules since they are in digital forms.
Parents.
This study can provide them with the idea regarding the content of the
modules. Hence, they assist their children in understanding the modules.
Teachers.
The result of this study will be of great benefit for them because it can reduce
the usage of school supplies. It can also assist the teachers inproviding the lesson
content in the subject Bread and Pastry Production.
Administrators.
This study will be significant as it may serve as basis of the digitization and
transformation to mobile application of the modules in the Department of
Education.
Future Researchers.
The result of this study may serve as a milestone headed for better research
to improve the medium of instruction in public schools.
Scope and Limitation
The focus of this study is to develop an offline smart phone application for
bread and pastry production. Also, the acceptability of the developed application
was tested regarding its effect on the student- users performance on their practical
and written tests. The acceptability of the components and features will be
evaluated by the student-users in terms of overview, content, generation,
assessment, and reflection. The respondents of the study are limited to the fifty
(50) senior high school students of Sta. Catalina Integrated National High School.
The study will be conducted within the school year 2022-2023. The
researcher considers that there are multiple factors that can affect the
respondents’ level of performance but will only consider the use of the developed
offline smart phone application as the major contributing factor.
Definition of Terms
The following terms will be defined conceptually and operationally for the
purpose of clarity and understanding as to the way in which they will be used in the
study.
Acceptability. It is the quality of being satisfactory, accepted, tolerated, or
allowed. For this research, this will refer to the level of appropriateness and
suitability (in terms of student interest, design features, connection to curriculum
and instruction features) of the developed offlineapplication in the subject Bread
and Pastry Production.
Audio Quality. It refers to the perceptual reaction to the sound of a product
that reflects the listener’s reaction to how acceptable the sound of that product is.
For this study, this will refer to the acceptability of the sound produced by the
developed mobile application.
Bread and Pastry Production. This is a technical-vocational programthat
develops the skills of students in preparing and producing bakery/pastryproducts,
cakes, and desserts. This is a Senior High School specialized subject under the
Technical-Vocational track, Home Economics Strand.
Components. This refers to elements of a system or small parts to make
up a whole. In this study, the term will be utilized as independent parts of the
developed mobile application. Specifically, this refers to the overview, content,
generation, assessment, and reflection.
Comprehensiveness. It refers to the state or condition of including all or
nearly all elements or aspects of something. This research will also makeuse of the
abovementioned definition.
Content. This refers to the essential knowledge and understanding that
should be learned. For this research, this will refer to the level of completeness of
the composition of the topics in the developed smartphoneapplication.
Features. This term refers to the distinctive trait or a special attraction.For
this research, this will pertain to the comprehensiveness, audio quality, video
quality, and accessibility of the developed mobile application.
Generation. This pertains to the production of something. In this research,
this means the process of how the well the application was developed.
Assessment. This refers to the wide variety of methods that educatorsuse to
evaluate, measure, and document the academic readiness, learningprogress, and
skill acquisition of students. In this study, this will pertain to the evaluation of
learning performed using the developed smart phone application.
Offline Smart Phone Application. This is a mobile phone applicationthat
permits the user to access mobile apps without the Internet. This research will
make use of this term as the developed offline smart phone application in the
subject area Bread and Pastry Production.
Overview. This refers to the general review of summary of a subject. For
this study, overview will describe the content and usage instructions of the
developed smart phone application.
Practical Test. This type of test examines the skills and competence of the
learners. In the Department of Education, this is more known as performance
tasks. For this study, this term will refer to grade point averageof the student-user
for his/her performance based-tasks which may includetasks as stipulated by the
Department of Education Order No. 8 s, 2015.
Reflection. It is a process where students describe their learning, how it
changed, and how it might relate to future learning experiences. For this research,
this refers to the manner of how the student-users express their feeling about what
they have learned.
Video Quality. This term refers to how the appearance of the of the video
and how realistic and clear it appears. For this study, this will refer to the
acceptability of how clear the video appears on the developed mobile application.
Written Test. This means an assessment administered on paper or on a
computer that is used to measure a candidate’s knowledge of a particular job
performance requirement, requisite knowledge, or objective of a standard for the
purpose of certification. For this research, this will refer tograde point average of
the student-user for his/her written tasks as stipulated by the Department of
Education Order No. 8 s, 2015.
Chapter 2
REVIEW OF RELATED LITERATURE
The chapter presents the related literatures and studies which are found to
have significant bearing on the present study. Though they are limited, theories
and findings of the authors served as a guide of this present study.
Related Literature
In these changing times, students are more driven towards using a mobile
phone for every purpose. A smartphone they call it. The world is at the finger tips
and a student can get access to any information from anywhere. This reduces the
chance of visiting a library and searching for the data. A mobile phone hence can
be used for such purposes. What makes the information easily available is mobile
applications. Android is designed to run on many different types of devices, from
phones to tablets and televisions. As a developer, the range of devices provides a
huge potential audience for your app. In order for your app to be successful on all
these devices, it should tolerate some feature variability and provide a flexible user
interface that adapts to different screen configurations. Every mobile application
has a unique feature which offers its own set of services. Learning is a continuous
process, and the focus has now completely shifted to eLearning.Students can learn
at their pace and take their time at understanding things,as everything is just a click
away. Mobile devices are widely used in the digital age. Social network sites, which
are becoming indispensable with Web 2.0 technologies, facilitate acceptance of
mobile devices by teachers and students. The educational use of mobile devices
in and outside of the classroom helps students develop positive attitudes towards
courses (Özdamar Keskin, 2015).
Smartphone applications represent a technological opportunity to explore
new approaches to mental health care, treatment, and research into psychiatric
conditions, which in turn may better empower patients to become more actively
involved in their own health care (Torous et al., 2014). Instead of relying upon
retrospective data collection, smartphone applications enable a novel method of
data collection. As shown in the literature, retrospective data collection may not be
as reliable as experience sampling method (ESM) which captures patient-reported
data in real time. ESM is a data collection approach used in mental health care
that allows users to record or report their experiences and to determine frequency
and timing according to their needs. With mobile phones, users can be prompted
to respond, which may reduce recall bias and increase accuracy of patient selfreported data. Self-reports, frequently in diary format, are collected several times
throughout the day at random intervals with the intent of capturing user data as it
occur in real life in natural settings as they are experienced (Torous et al., 2014).
Validity of ESM through smartphones and palm computers has been studied in
mood disorders research. A pilot study compared paper-and-pencil collected
versus electronically collected ESM. Results showed that mobile phone captured
ESM concurred better with clinician ratings of depression, and had greater clinical
validity. ESM reduces the need to be dependent upon unreliable episodic memory.
It allows better examination of daily fluctuations and patterns of change in emotion
and mental states, across social contexts, time, and activities (Torous et al., 2014).
This approach allows detailed examination of psychiatric and mental health
phenomenology and provides a better understanding of affective, psychotic, and
a range of mental health disorders including randomly occurring symptomatic
experiences and emotions, which in turn better elucidates the synergy between
social context and affective states (Torous et al., 2014).
Smartphones have also begun to revolutionize patient care and health
services by offering users computerized functions on the go. Current research
shows that the mobile phone health applications may improve treatment
compliance and medication adherence. Some applications that run on the patient's
phone are linked with electronic health record systems, alert patients when it is
time to take medications, or send a reminder message for the upcoming
appointment, thus helping users maintain their health goals (Ramanathan,
Swendeman, Comulada, Estrin, & Rotheram-Borus, 2013). Adherence rates are
found to be high. In addition to portability and flexible usage of mobile devices,
delivery of personal feedback may also explain higher retention for mobile phone
applications (Donker et al., 2013).
The World Health Organization report from 2009 indicated that text
message medical appointment reminding systems have been adopted in over 70%
of the developed countries and 30–40% of developing countries (Furlow, 2012a,
2012b; Nundy, Razi, et al., 2013). This is especially crucial as management of
most chronic health conditions needs high consistency (Xue et al., 2012).
This research which focuses on the development of an offline smart phone
application is anchored mainly on three theories, the Technology Acceptance
Model (Davis, 1989), or TAM, the Theory of Adult Learning andthe Activity Theory.
To facilitate your effort toward that goal, Android provides a dynamic app
framework in which you can provide configuration-specific app resources in static
files (such as different XML layouts for different screen sizes). Android then loads
the appropriate resources based on the current device configuration. So with some
forethought to your app design and some additional app resources, you can
publish a single application package (APK) that provides an optimized user
experience on a variety of devices.
The Technology Acceptance Model’s primary objective is to give emphasis
on the processes that makes a certain technology acceptable. It answers the
question why people use technology based on two (2) reasonswhich includes ease
of use and perceived usefulness. It also points out thatthe level of acceptability of
a form of technology is not due to the variety of application but rather due to the
difference between the users. This theoryhas been the most widely used in the
field of technology acceptance. Granić,and Marangunić (2019) have done a
systematic literature review,from which they have identified 71 relevant studies to
be able to thoroughly identify the current state of research efforts on TAM
application. The review has shown that TAM and its many different versions
represent a credible model for facilitating assessment of diverse learning
technologies. It also strengthened the assumption that TAM's core variables,
perceived ease of use and perceived usefulness are indeed antecedent factors
affectingacceptance of learning with technology.
According to Fawareh and Jusoh (2017) postulated that having a
smartphone is like having a tiny computer in a pocket. It is blatant that, the potency
of smartphone is not only meant for placing of calls and receiving of calls.Usually,
there are amazing features such as for browsing, checking health status, sending
and receiving emails, watching videos, listening to music, chatting, sharing photos,
videos and other 3 documents, to mention but a few. No wonder there is an
exponential use of social media as a result of the emergence of the smartphone.
According to Masiu & Chukwuere (2018), in the 21st century, smartphones have
vastly increased due to its exciting features such as accessing emails, biometric,
accessing social media platform and many more.
According to technopedia (2019) “A smartphone is a mobile phone with
highly advanced features. A typical smartphone has a high-resolution touch screen
display, WiFi connectivity, Web browsing capabilities, and the ability to accept
sophisticated applications.” Ebiye (2015) regards a smartphone as a smart device
used for fast access to knowledge, geared towards students achieving their
teaching and learning and academic research objectives.
This inference enables context-aware and personalized user experiences
in general mobile apps and valuable feedback and interventions in mobile
application. However, even though model generalization issues have been
highlighted in many studies, the focus has always been on improving the
accuracies of models using different sensing modalities and machine learning
techniques, with datasets collected in homogeneous populations. In contrast, less
attention has been given to studying the performance of mood inference models
to assess whether models generalize to new countries. In this study, we collected
a mobile sensing dataset with 329K self-reports from 678 participants in eight
countries (China, Denmark, India, Italy, Mexico, Mongolia, Paraguay, UK) to
assess the effect of geographical diversity on mood inference models. We define
and evaluate country-specific (trained and tested within a country), continentspecific (trained and tested within a continent), country-agnostic (tested on a
country not seen on training data), and multi-country (trained and tested with
multiple countries) approaches trained on sensor data for two mood inference
tasks with population-level (non-personalized) and hybrid (partially personalized)
models. We show that partially personalized country-specific models perform the
best yielding area under the receiver operating characteristic curve (AUROC)
scores of the range 0.78--0.98 for two-class (negative vs. positive valence) and
0.76--0.94 for three-class (negative vs. neutral vs. positive valence) inference.
Further, with the country-agnostic approach, we show that models do not perform
well compared to country-specific settings, even when models are partially
personalized. We also show that continent-specific models outperform multicountry models in the case of Europe. Overall, we uncover generalization issues
of mood inference models to new countries and how the geographical similarity of
countries might impact mood
The Adult Learning serves as the backbone of this research. Senior high
school students can already be considered as young adults. Their ages ranges
between 16-18 years old, plus the inclusion of the Alternative Learning System
(ALS) into the system,making the age range wider. It is also known as andragogy
was developed by Malcolm Knowles, refers to the concept or study of how adults
learn and how it differs from children. This theory assumes that, as people grow
older, we shift from being dependent to being more independent. Hence, the
adults’ preference to learn changes from being instructor-led toa more self-directed
approach. It also believes that adults want or are readyto learn when there is a
reason, such as when it’s directed towards growth and development related to their
work. Also, adults want learn topics that are applicable to their everyday lives,
instead of being general learning about a subject. They want to learn practical skills
that help will help them solve problems and work better. Unlike children that
chooses to learn due to external factors like parents and teachers, adults choose
to learn for theirreasons (Valamis, 2022).
The basis of this study is the Activity. In general, Activity theory offers a
developmental view of the ways that conceptual frameworks and technologies,
practical actions in the world, individuals, and social institutions shape and are
shaped by one another inthe learning process. In the field of education, Wheeler
(2018) mentioned that learning happens with the involvement of the actors
(students and teachers) and the artefacts. These artefacts include internal and
external tolls which includes things like whiteboards, books and technology, while
internal tools are things such as plans and cognitive maps that can be leveraged
to achieve the learning goals of students and teachers. To fully understand its
impact, one must investigate how technology mediates changes in the entire
system of learning, including student ability to control their learning, the outcome
and the development of the community oflearning.
Lenz (2015) determined that 80% of learning happens outside a classroom,
with most of this learning occurring at home or outside the classroom premises. If
instructors can embrace the idea that students do not need to receive direct
instruction within a classroom setting for learningto transpire, a larger focus can be
placed on developing the tools needed tocreate learning environments that better
cater to the needs of individual students. This is where the use of mobile
technology and distance learningoccurs. This claim was even strengthened by the
sudden change in the wayschool learning happen due to the pandemic. However,
mobile learning should not be treated as an alternative to best teaching practices.
Instead, it is best viewed as a tool to be used as a supplement to proper pedagogical
instruction – regardless of whether that takes place in-person or in an online
environment. To be effective, mobile learning must put knowledge, the learner,
assessment, and the learning community at the center of its foundation (Valconi,
2018).
Distance learning mostly use modules as guide for self-directed learning.
West Chester University have identified the best practices for the development of
the content of modules. They pointed out that modules should have an introduction
or overview, learning goals and objectives, lecture notes, focus questions,
exercises and learning activities, assignment, assessment or evaluation and
related readings. With the widespread
use
of
technology,
specifically
smartphone, these modulesmostly are in digital forms.
With the use of offline smart phone application, one can take ownership of
his/her own learning phase. Hence one of the essential parts of this research is the
content of the mobile application and its effect towardsthe learning achievement of
the learners. One of the advantages of mobile learning is the ability to provide
access to learning contents out of the coursetime. Mobile learning management
systems might be used to provide this. Additionally, mobile learning contents are
produced based on design principles for qualified interactions. Mobile learning
offers benefits such as quick access to information for students, diverse ways of
learning, contextual learning, control over own learning, supporting, and
encouraginglearning, increased participation in the course, will use in the course
and positive meaningful differences of academic achievement, considering the
results of the research (Ozan, 2013).
In this paper, we want to consider reflection in learning especially from the
cultural–historicalapproach, in which reflection differs from the cognition-related
term metacognition: reflection can be understood to be directed towards any kind
of action, whereas metacognition essentially signifies mental, internal activities
about mental, internal activities. According to Vygotsky(1978), reflection can be
described as an internalised process of inquiry and conversation, askingquestions
and trying to answer them. These processes are internalised in social interaction
withother people. We are asked to share our internal mediating objects in an
understandable form. Forexample, external objects, such as paintings, can evoke
internal mediated objects that can be usedto reflect on the external object.
With the use of offline smart phone application, one can take ownership of
his/her own learning phase. Kadir and Ercan (2018) also suggested that mobile
learning may promote students' academic achievement. Furthermore, the students
appreciated mobile learning as an approach that may significantly increase their
motivation. These researchers have recommended that practitioners should take
into consideration that mobile learning can create positive impact on academic
achievement and performance and increase the motivation of students.
Even though previous studies have confirmed the positive impact of
interaction on distance learning satisfaction, the mechanism behind this
relationship has not been well addressed in the literature. The ability and the
confidence to learn from online courses and connect and engage with others were
the main reasons in explaining online learners' satisfaction (She, et.al., 2021).
Alhumaid (2019) also has a similarly negative take on the use of education
application through gadgets and smart phones. He describes the experience with
technology as bitter-sweet. He pointed out that relevant research has proven that
technology could change education negatively through four paths: deteriorating
students’ competences of reading and writing, dehumanizing educational
environments, distorting social interactions between teachers and students and
isolating individualswhen using technology.
The literature mentioned above has shown contradicting ideas about the
usage of mobile smart phones for student-learning. However, it is an undeniable
fact the mobile phones are here to stay and gets to be used more than our books.
Hence this research will take on the challenge of making the most out of the
situation and create a mobile application that is accessible to most of the students.
One of the important variables used into conduct of this research is
overview this component of study are showed the whole study of mobile
application in bread and pastry also the content of this study they can explain the
proper of used the study.
Technology has undergone significant progression that benefits many,
including educational stakeholders. Smartphones, the Internet-enabled devices
incorporated with computer applications and software, are among the eminent
breakthroughs in this latest century. It is not right to deny the existence of
technology because most employers now seek graduates who are digitally literate
(The Star, 2014). A lot of research has been done to investigate students’
preparedness to incorporate learning with mobile devices, some of which are
Malaysian-based by Abas, Peng, and Mansor (2009), Hussin, Manap, Amir, and
Krish (2012) and Hamat, Embi, and Hassan (2013). Positively, the respondents in
their studies welcomed the integration of learning with mobile gadgets. Hussin et
al. (2012) researched student readiness for mobile learning in four aspects: basic,
skill, psychological and budget. They found that Malaysian university students
were not yet ready for mobile learning. However, it is assumed that with the
growing development in smartphones, mobile learning would be made possible as
many
companies
are
very
competitive
in
manufacturing
smartphones,
incorporating up-to-date apps, sold at low prices. Subsequently, this technology
can reach even low-income households.
Related Studies
It is now easier than ever to distribute educational content. Whereas
previously only large-scale textbook publishers could distribute educational
resources to wide audiences, now teachers, parents, and hobbyists can develop
new content and distribute it digitally. In today’s age wherein information is at the
expense of almost everyone, the power is just at the people’s finger tips as they
use their smart phones. Cognitivism is a learning theory that focusses on how
information is received, organized, stored and retrieved by the mind. It uses the
mind as an information processer, like a computer. Therefore, cognitivism looks
beyond observable behaviour, viewing learning as internal mental processes
A research has identified over 140,000 observations of 663 educational
apps to determine how app-based curricula impact student achievement and
engagement. Results have shown that that students who supplement traditional
classroom education with an app-based curriculum achieve 165% of their
expected learning gains. Students enjoy most of the app-based content, even
though it usually targets their academic weakness.There is a moderate positive
relationship between achievement gains and student engagement, suggesting that
these learning gains are sustainable. Though on the surface this may seem like a
simple question, it is actually quite difficult to answer, because any answer will be
based upon our beliefs and values, how we view learning, and how we view
technology's role in the learning process. To approach this question, we will
proceed in this chapter by (1) revisiting some common learning theories and how
they might influence our perspective of technology's role in learning, (2) exploring
the beliefs and values that individuals and institutions might apply when evaluating
technology use in the classroom, and (3) providing an overview of some common
technology integration models that are used to help teachers better understand the
process and goals of technology integration.
Another study conducted by Tamawak, et.al., (2018) wherein the
communication model and the technology acceptance model were observed. Four
factors, namely, academic performance, student satisfaction, effectiveness, and
support assessment were observed to verifywhether these factors enhance student
satisfaction and improve the teaching method and academic performance level.
Results showed a positive effect of the utilization of the said model as well as the
optimistic relationship among the variables.
Su and Li (2021) have applied the Technology Acceptance Model in
implementing online education in teaching entrepreneurship. Results show that
online entrepreneurship education influences the perceived ease of useof the user
and perceived credibility: the quality of the online entrepreneurship education has
a positive impact on the user’s perceived usefulness, interactivity has a positive
influence on perceived ease of use and perceived usefulness, and interactivity
positively influences the perceived ease of use of the user and perceived
credibility. Perceived usefulness, perceived ease of use, and perceived credibility
have a positiveimpact on the behavioral intention of the users. The proposed TAM
providessome technical and theoretical support for the application of TAM in online
entrepreneurship education for new entrepreneurs. Barhoumi (2015) explored the
effectiveness of using mobile technologies to support a blended learning course.
The use of WhatsApp have proven the experience to be at 100% in-class with no
app mediation, therefore recommends the use of mobile technologies in supporting
blendedlearning.
Manchanda (2022) have identified 14 must-have features of a successful
mobile application. It should have relevant information, a good interface and userfriendly, a video-based content, interactive, should havelive tutorials, mock quizzes
or evaluation of learning, multilingual support, offline mode, gamification, push
notification, social media integration, personalized experience which provide
immediate feedback, and progress tracking.
As for the components of a mobile education application, Zydney andWarner
(2015) said that previously developed mobile apps for science learning offered a
number of similar design features, including technology- based scaffolding,
location-aware functionality, visual/audio, representations, digital knowledgeconstruction tools, digital knowledge- sharing mechanisms, and differentiated
roles. This same study recommended that future studies need to make use of
newer, available technologies; isolate the testing of specific app features; and
developadditional strategies around using mobile apps for collaboration.
On the other hand, Zhang and Liao (2015) have pointed out that mobile
applications are ineffective because of mobile terminal and wireless network, the
use habit of the user, mobile learning and online education market create good
conditions for the development of educational Apps, at the same time, the
imbalance of development, poor quality and unclear business model is the
restriction factors of the development of educational Application.
Carter, Greenberg, and Walker (2017) in a West Point College, in New York,
U.S.A. found out whether technology, precisely Internet connected computers,
should be integrated in the normal course of instruction. Participants were divided
in three groups: the first group followed courses with no connection to any
technological devices; the second groupwas allowed the free use of tablets and
laptops; the third group used technology under restrictions. Analysis of data
collated from the three groups revealed that students in classrooms where no
Internet-connected devices were used scored much higher in their tests (72.9 %)
than those inclasses where laptops and tablets were allowed.
The use of mobile application is the educational process is not brandnew
idea, however there have been limited content when it comes to local context for
the Philippine educational system especially in the offlinecontent. Ever since there
have been educators trying to teach students, there have been theories that guide
how those educators view the learning process. These learning theories
encompass our beliefs about the nature of knowledge and how a person learning
theories have existed for millennia, and even in the modern world, there is great
diversity in how scientists, psychologists, and educators view learning. Some of
the major learning theories that shape modern conversations surrounding
technology
integration
include
behaviorism,
cognitivism,
constructivism,
constructionism, and connectivism. Each of these theories has been studied and
written about at length, and it is impossible to devote sufficient time and attention
to each theory in the limited space provided.
This is because their time-on-task completion will increase as they have the
device at hand. Norries et al. (2011) also found that students were constantly using
the smartphone camera to take pictures of abstract concepts taught in class so
that later they could relate them with the concrete ideas. Similarly, Woodcock et
al. (2012) reported that respondents in their research believed that smartphones
had allowed them to improve productivity and eventually their learning
performance. Kumar (2011) indicated that students were downloading online
lectures and reading from e-books to improve learning. Another study conducted
by Mtega, Bernard, Msungu, and Sanare (2012), shows the respondents in their
study do not just use traditional mobile learning applications, such as text
messages and calls, but they utilize mobile learning applications such as GPS,
camera, voice calls, emails, Google drive, and so forth, to create, upload,
download
and
share
academic
resources
with
their
friends.
All
the
abovementioned research illustrated that smartphones have created sophisticated
avenues for students to learn and it is undeniable that more students are spending
more time using mobile apps. This is positively correlated with the higher rate of
smartphone ownership among higher education students (Bowen, Kyle, &
Mathew, 2012).
In recent years, more studies were carried out on smartphone use in relation
to academic performance. For instance, Jacobsen and Forste (2011) in their study
found a negative relationship between calling, texting, and self-reported grade
point average (GPA) among university students in the United States. On the other
hand, Hong, Chiu, and Hong (2012) found that calling and texting were positively
correlated with a self-reported measure of academic difficulty among a sample of
female Taiwanese university students. Yet in another research, Lepp, Barkley, and
Karpinski (2015) reported that students who used the cell phone more on a daily
basis were likely to have a lower GPA than students who used it less. Basing their
conclusions on a sample of 536 undergraduates from 82 self-reported majors at a
large public university, the researchers suggested a vital need to sensitize students
and educators about the potential academic risks associated with high cellphone
. Globally, smartphones use among tertiary level students has increased
tremendously over the last two years. Higher learning institutions need to develop
sound strategies to leverage students’ smartphone use in order to create a more
autonomous learning environment. To date, numerous studies have been
conducted to investigate the use of mobile devices themselves. For most of the
research reporting on the benefits and limitations of smartphone, there was very
little empirical evidence to support their claims (Merchant, 2012).
Although there is some evidence regarding students’ use of smartphones
in higher education, there is little research on how they have used smartphones to
support learning activities and how this relates to academic performance. This
study considered the amount of time tertiary level students used smartphones in
sixteen learning activities and explored how it influenced their academic
performance. Understanding the stated relationship may give insights as to
whether smartphone usage has indeed contributed to increasing students’ learning
opportunities or likewise affected their academic performance negatively.
Chapter 3
RESEARCH METHODOLOGY
This chapter discusses the research methodology utilized in this study. It
includes the research design, respondents of the study, research procedure,
research instrument, and statistical treatment of data.
Research Design
This study made use of the descriptive-correlational design which
determined the level of acceptability of the developed offline smart phone
application and its effects on the students’ performance. IvyPanda (2022)
describes this type of research as one that aims to provide static pictures of
situations as well as establish the relationship between different variables. In this
type of research, data are often analyzed quantitatively, using frequencies,
percentages, averages, or other statistical analyses to determine relationships. On
the other hand, correlational research is designed to discover relationships among
variables and to allow the prediction of future events from present knowledge.
Respondents of the Study
The respondents of the study are the Home Economics students of Sta.
Catalina Integrated National High School who utilized the developed offline smart
phone application. A total of forty (40) students were identifiedthrough convenience
sampling and random sampling which includes the participation of the students
available at the time of the administration pf questionnaire. This method ensures
that the responses are somewhat lessbiased, as the researcher cannot control the
respondents who give back their replies.
Research procedure
This figure shows how the proper sequence is the method of doing the
study and if how to conduct this problem by the use of this flow chart.
Conduct the study
from the Division
Authorities of the
Province of laguna
Create the
surveyquestionnaire
Distributed to them
and was advised to
use it to their
learning Process
Tabulated,
analyzed and
interpret
Oriented and
carefully Guided
Figure 2. Flow Chart of the Study
The validated survey questionnaire is the main data gathering tool for this
research study. Each of the respondents were given a validated questionnaire. For
data gathering, the researcher carried out the followingprocedure: The researcher
asked the permission to conduct the study from the Division authorities of the
Province of Laguna as well as the from theschool administration of Sta. Catalina
Integrated National High School. After the approval has been obtained, the
researcher then created the survey-questionnaire. Which was further subjected to
validationof content panellists. The respondents were notified of their participation
in this research study. Once this is done, the copy of the Offline Smart Phone
Application was distributed to them and was advised to use it to their learning
process in the subject Bread and Pastry Production. Once the students have used
the developed application, survey questionnaires were given personally to student
respondents, while some were sent through a google form link. Each respondent
were oriented and carefully guided by the researcher. Thereafter, the
questionnaires were retrieved. Results from the answered questionnaires were
tabulated, analyzed,and interpreted.
Research Instrument
This study made use of the validated questionnaire which includes the
adapted existing scales as the main data gathering instrument. This research will
adapt items from the Evaluation Rubric for Mobile Apps(Walker 2013) and App
Checklist for Educators (Lubniewski, McArthur & Harriott 2018). The questionnaire
aims to gather information on the level ofacceptability of the developed offline smart
phone application as deemed by the respondents. The questionnaire has
undergone validations from experts to ensure the validity of instrument.
Statistical Treatment of Data
The data gathered was presented and statistically treated using Microsoft
Excel and Mini Tab 14. The results were presented using the necessary tables
and figures. For an organized analysis and interpretationof the data gathered, the
following statistical measures were utilized: For the level acceptability of the
component and features of the developed smart phone, the responses were
quantified and determined using a rating scale. This tool makes use of a five-point
Likert Scale in which the respondents’ responses for the given indicators may
range from “strongly disagree” (1); “disagree” (2); “agree” (3); and “strongly agree”
(4) and may also consider some items to be “not applicable”. The rating scale is
as follows:
Rating Scale
5
Range
4.50-5.00
Descriptive Evaluation
Strongly Agree
4
3
3.50-4.49
2.50-3.49
Agree
Neither Agree nor Disagree
2
1
1.50-2.49
1.00-1.49
Disagree
Strongly Disagree
The performance of the students in terms of practical test (performance task) and
written test (written task) was determined using the scale below :
Rating Scale
5
4
3
2
1
Range
90 -100
85-89
80-84
75-79
Below 75
Descriptive Evaluation
Outstanding
Very Satisfactory
Satisfactory
Fairly Satisfactory
Did not meet expectations.
Regression analysis was used to determine if there is a significant relationship
between the level of acceptability of the developed offlinesmartphone application in
terms of its components and features and the respondents’ level of achievement.
Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter includes the findings of the study with corresponding
interpretations. The data are analyzed and interpreted, so that conclusions and
recommendations can be drawn from the study. The data gathered were presented
following the order or sequence of the questions raised in Chapter 1, namely: Level
of Acceptability of the Components of the Developed Offline Smart Phone
Application for Bread and Pastry Production (BPP); Level of Acceptability of the
Features of the Developed Offline Smart Phone Application for Breadand Pastry
Production (BPP); Level of Achievement of Competencies interms of written test
(written task); Level of Achievement of Competencies in terms of practical test
(performance task); and the Effect of the Components and Features of the
Developed Offline Smart Phone Application for Bread and Pastry Production
(BPP) to the level of achievement of the respondents in terms of written test
(written task) and practical test (performance task).
Acceptability of the Components of the Offline Mobile Application for Bread
and Pastry Production
In this study, acceptability of the components of the Offline Mobile
Application
for
Bread
and
Pastry
Production
in
terms
of
overview,
content,,generation, assessment and reflection and was determined by the
weighted mean and standard deviation. In this table showed the Acceptability of
the Component of Offline Mobile Application for Bread and Pastry Production in
terms of Overview.
Table 1 shown the level of Acceptability of the Component of the Offline
Application for bread and pastry Production in term of overview was attained a
grand mean of 4.60 and was interpreted Very High as assessed by the
respondents. This indicates further that the respondents manifested that the
overview component of the said application was highly acceptable
Table 1. Level of Acceptability of the Components of the Offline Mobile
Application for bread and pastry Production in terms of Overview
The overview of the offline smartphone
application for bread and pastry
production…
has a clear and readable title.
uses proper punctuation and grammar.
has a clear introduction of its content.
has notable features.
explains how it can give benefit to its
users.
has graphics and interface that is
motivating and engaging.
Weighted Mean
Mean
SD
Remarks
4.73
4.55
4.68
4.55
0.51
0.68
0.57
0.55
Strongly Agree
Strongly Agree
Strongly Agree
Strongly Agree
4.63
0.54
Strongly Agree
4.48
0.55
Strongly Agree
4.60
Strongly Agree
Interpretation
Very High
________________________________________________________________
Table 1 demonstrates level of acceptability of the components of the Offline
Mobile Application for Bread and Pastry Production in terms of overview. As
gleaned from the above data, the respondents strongly agree that the application
has a clear and readable title, gaining the highest mean (M=4.73, SD=0.51).
Similarly, respondents also strongly agree that the overview of the offline
smartphone application for bread and pastry production has graphics and interface
that is motivating and engaging, attaining the least mean (M=4.48, SD=0.55).
Overall, the level of acceptability of the components of the Offline Mobile
Application for Bread and Pastry Production in terms of overview attained a grand
mean of 4.60 and was interpreted Very High as assessed by the respondents. This
indicates further that the respondents manifested that the overview component of
the said application was highly acceptable.
Ali, et al., (2014) emphasized on the importance of the interface and the
total overview of an application towards students’ interest and engagement. They
mentioned that it is one of the key and fundamental criteria that hook the learners
to be engaged in mobile applications. In this regard, the overview of on application
and its interface is a key factor that hooks up the interest of the user of a mobile
application.
Arguably, smartphones came to the scene to replace the works of the
camera, video recorders, digital watches, etc. For instance, it is becoming so rare
for an individual to purchase a digital camera for personal use except for
commercial purposes, and the extent at which people yearn for digital watches has
reduced as a result of the introduction of smartphones. In effect, it become
redundant for one to purchase such gadgets which can be found in smartphones.
Fawareh and Jusoh (2017) postulated that having a smartphone is like having a
tiny computer in a pocket. It is blatant that, the potency of smartphone is not only
meant for placing of calls and receiving of calls. Usually, there are amazing
features such as for browsing, checking health status, sending and receiving
emails, watching videos, listening to music, chatting, sharing photos, videos and
other 3 documents, to mention but a few. No wonder there is an exponential use
of social media as a result of the emergence of the smartphone. According to
Masiu & Chukwuere (2018), in the 21st century, smartphones have vastly
increased due to its exciting features such as accessing emails, biometric,
accessing social media platform and many more. One of the first contributions of
smartphone applications is making communication between individuals and
authorities easier. the term suggests, customer support revolves around meeting
the wants and requirements of the people who use the service. When it comes to
growth, highly rated applications are just superior
With mobile phones, users can be prompted to respond, which may reduce
recall bias and increase accuracy of patient self-reported data. Self-reports,
frequently in diary format, are collected several times throughout the day at random
intervals with the intent of capturing user data as it occur in real life in natural
settings as they are experienced (Torous et al., 2014). Validity of ESM through
smartphones and palm computers has been studied in mood disorders research.
A pilot study compared paper-and-pencil collected versus electronically collected
ESM. Results showed that mobile phone captured ESM concurred better with
clinician ratings of depression, and had greater clinical validity. ESM reduces the
need to be dependent upon unreliable episodic memory. It allows better
examination of daily fluctuations and patterns of change in emotion and mental
states, across social contexts, time, and activities (Torous et al., 2014). This
approach allows detailed examination of psychiatric and mental health
phenomenology and provides a better understanding of affective, psychotic, and a
range of mental health disorders including randomly occurring symptomatic
experiences and emotions, which in turn better elucidates the synergy between
social context and affective states (Torous et al., 2014).
Smartphones have also begun to revolutionize patient care and health
services by offering users computerized functions on the go. Current research
shows that the mobile phone health applications may improve treatment
compliance and medication adherence. Some applications that run on the patient's
phone are linked with electronic health record systems, alert patients when it is
time to take medications, or send a reminder message for the upcoming
appointment, thus helping users maintain their health goals (Ramanathan,
Swendeman, Comulada, Estrin, & Rotheram-Borus, 2013). Adherence rates are
found to be high. In addition to portability and flexible usage of mobile devices,
delivery of personal feedback may also explain higher retention for mobile phone
applications (Donker et al., 2013).
The World Health Organization report from 2009 indicated that text
message medical appointment reminding systems have been adopted in over 70%
of the developed countries and 30–40% of developing countries (Furlow, 2012a,
2012b; Nundy, Razi, et al., 2013). This is especially crucial as management of most
chronic health conditions needs high consistency (Xue et al., 2012).
For table 2 it showed the Acceptability of the Component of Offline
Application for Bread and Pastry Production in terms of its content.
Table 2. Level of Acceptability of the Components of the Offline Mobile
Application for Bread and Pastry Production in terms of Content
The content of the offline
smartphone application for bread Mean
and pastry production…
is presented in a chronological
manner and considers the pre4.68
requisite topics.
is
aligned
with
the
learning
4.40
competencies required by the subject.
allows users to review content `for
4.63
past lessons.
offers and caters differentiated
4.65
instructional practices.
contributes to the user’s learning
4.63
experience and competencies.
has text, graphics, videos, sound, and
speech that are always organized in a
4.65
way that enhances the application’s
content.
Weighted Mean
4.60
SD
Remarks
0.57
Strongly Agree
0.74
Strongly Agree
0.54
Strongly Agree
0.53
Strongly Agree
0.54
Strongly Agree
0.53
Strongly Agree
Strongly Agree
Interpretation
Very High
________________________________________________________________
Table 2 presents the level of respondent’s acceptability on the components
of the Offline Mobile Application for Bread and Pastry in terms of its content. the
respondents have a very high level of acceptance, gaining a mean of 4.60. This
means that the application’s content is highly acceptable for the respondents and
it jives in with the targeted competencies applicable to the learners, users or
respondents. The result revealed that the respondents strongly agree that the
content is presented in chronological manner and considers the pre – requisite
topics, having the highest mean (M=4.68, SD=0.57). Moreover, the respondents
also strongly agree that the content is aligned with the learning competencies
required by the subject, gaining the lowest mean (M=4.40, SD = 0.74).
Overall, in terms of its content, the respondents have a very high level of
acceptance, gaining a mean of 4.60. This means that the application’s content is
highly acceptable for the respondents and it jives in with the targeted competencies
applicable to the learners, users or respondents.
Content is crucial in the effective use of offline mobile application. Falode,
et. al., (2022) mentioned that mobile application developers must be carefully
planned so that the effectivity of the mobile application is optimized. A mobile
application will be effective if it is suitable to the learners and parallel to the content
needed by its users.
A content provider manages access to a central repository of data. A
provider is part of an Android application, which often provides its own UI for
working with the data. However, content providers are primarily used by other
applications, which access the provider using a provider client object. Together,
providers and provider clients offer a consistent, standard interface to data that
also handles inter process communication and secure data access. Typically you
work with content providers in one of two scenarios: implementing code to access
an existing content provider in another application or creating a new content
provider in your application to share data with other applications
This table 3 Present the Level of the Component of the Offline Smart
phone for bread and pastry Production in term of Generalization. the respondents
have a very high level of acceptability on the offline mobile application. This is
evident on the garnered mean of 4.37. This means that the offline mobile
application is user – friendly and suitable to the level of the users.
Table 3. Level of Acceptability of the Components of the Offline Mobile
Application for Bread and Pastry Production in terms of
Generalization.
The generation of the offline
smartphone application for bread
and pastry production…
is user-friendly and can be used with no
guidance.
loads up easily without any errors and
bugs.
moves through the application’s
content and options fluidly.
has text, graphics, videos, sounds, and
speech that are integrated seamlessly
to form a cohesive program.
allows users to completely control the
rate at which they move through the
application’s content.
Weighted Mean
Interpretation
Mean
SD
4.60
0.55
Strongly Agree
4.40
0.63
Strongly Agree
4.28
0.51
Strongly Agree
4.20
0.69
Strongly Agree
4.35
0.70
Strongly Agree
4.37
Remarks
Strongly Agree
Very High
Table 3 assesses the level of acceptability of the respondents of the Offline
Mobile Application for Bread and Pastry Production’s components in terms of its
generation. Gaining the highest mean (M=4.60, SD=0.55), the respondents
strongly agree that the application is user – friendly and can be used with no
guidance. In addition, even with the least mean (M=4.20, SD=0.69), the
respondents also strongly agree that the application has text, graphics, videos,
sounds and speech that are integrated seamlessly to form a cohesive program.
Overall, in terms of generalization, the respondents have a very high level
of acceptability on the offline mobile application. This is evident on the garnered
mean of 4.37. This means that the offline mobile application is user – friendly and
suitable to the level of the users.
One aspect of a mobile application is its ability to generate at the pace of
the users. Harrison (2013) suggested that a mobile application, to serve its
purpose must have the learnability aspect. Learnability is the feature of educational
applications that allows the user to learn from the application or generate learning
through self – paced interaction with the mobile application. We applied our
approach to the development of a small but realistic application (see Section V).
The finished application consists of 36~ 40 classes and 4604~4987 lines of
manually written Java source code. We were able to achieve 37%~40% code
reuse in spite of the application being user interface intensive. The case study
confirmed that code reuse indeed depends heavily on the degree of API similarity,
with a wide range of reuse percentages (52%~92%). We also learned that our
approach supports the separation of concerns very well and provides valuable
opportunities for improving the quality of an application. The configuration of tools
was effective supporting continuous integration and testing. It lets us to work on
multiple projects simultaneously by simply switching between the platform-specific
IDEs. In sum, our approach works well for a single developer and a small team of
developers.
This table 4 showed the Level of Acceptability of the component of the
offline smartphone for bread and pastry production in terms of Assessment. The
respondent agrees that the assessment on the application is directly related to the
competencies of the bread and pastry production.
Table 4. Level of Acceptability of the Components of the Offline Mobile
Application for Bread and Pastry Production in Term
Of Assessment
The assessment in the offline smartphone
application for bread and pastry production…
offers adequate assessment opportunities to
measure the achievement of competencies.
is directly related to the competencies of the
subject.
provides feedback on whether the user has
answered correctly or incorrectly.
is interactive.
Weighted Mean
3.70
Interpretation
Mean
SD
Remarks
3.65
0.53
Agree
3.85
0.36
Agree
3.70
0.56
Agree
3.60
0.50
Agree
Agree
High
Table 4 reveals the respondents’ level of acceptability on the Offline Mobile
Application for Bread and Pastry Production in terms of the assessment. The
respondents agree that the assessment on the mobile application is directly related
to the competencies of the Bread and Pastry, gaining the highest mean (M=3.85,
SD=0.36). Moreover, having the lowest mean (M=3.60, SD=0.50), the respondents
also agree that the assessment is interactive.
The overall evaluation of the respondents reveals a grand mean of 3.70 in
terms of the application’s assessment. This means that the respondents have high
level of acceptance on the assessment feature of the application. This implies that
the respondents agree on that the generation of the mobile application is
perceived.
Table 5 present the Level of Acceptability of the Offline Mobile Application
for Bread and Pastry Production in Terms of Reflection and the respondents agree
that the mobile application provides enough praises and rewards for assessment
questions that are answered correctly
Table 5. Level of Acceptability of the Components of the Offline Mobile
Application for Bread and Pastry Production in Terms of reflection
The reflection in the offline
smartphone application for bread
and pastry production…
gives enough praises and rewards for
assessment
questions
answered
correctly.
offers the users an explanation for their
incorrect answer.
allows the users to review material
related to the question and gives them
the opportunity to answer the question
again.
allows the users to connect their
learning with their real-life experiences.
Weighted Mean
3.73
Mean
SD
3.88
0.33
Agree
3.75
0.49
Agree
3.70
0.56
Agree
3.60
0.50
Agree
Interpretation
Remarks
Agree
High
Table 5 shows the respondents’ level of acceptability on the mobile
application in terms of its reflection. With this, having the highest mean (M=3.88,
SD=0.33), the respondents agree that the mobile application provides enough
praises and rewards for assessment questions that are answered correctly. Even
with the least mean (M=3.60, SD=0.50), the respondents agree that the reflection
of the mobile application allows kts users to connect what they have learned into
real – life experiences.
Moreover, the over – all mean of 3.73 reveals that the respondents have
a high level of acceptability in terms of the mobile application’s reflection. This
includes praises and rewards for correct responses on assessment questions,
explanation of incorrect responses, availability of material for review, and
connection of learning in the real – life experiences.
Abildinova, et. al., (2016) highlighted the importance of assessment using
the mobile application. Aside from the questions related to the topic on mobile
application, the mobile application allows the user to communicate their learnings,
by applying to real – life experiences and real – life problems.
These result regarding the components of an education mobile phone
application supports the work of Manchanda (2022) wherein he has identified 14
must-have features of a successful mobile application. Out of these 14
components, the developed mobile application has proven six (6)significant parts
that are all proven to be highly acceptable as perceived by the learners. This
includes overview, content, generation, assessment, and reflection.
Users can tap their way swiftly through the various menu levels without
waiting for the menus and instructions to appear on the screen. The app lets users
input transaction data such as their account number and contact number to receive
the information they need via self-service or to get a seat in a queue for an agent
with the relevant capabilities
Acceptability of the Features of the Developed Offline Smart Phone
Application for Bread and Pastry Production
This section shows the result of the respondents’ level of acceptability on
the Offline Smart Phone Application for Bread and Pastry Production’s features.
The feature was assessed through its comprehensiveness, quality of video and
audio, and its accessibility.
Table 6 present the Level of Acceptability of the Developed Offline Smart
phone Application for bread and pastry Production in terms of Comprehensiveness
The respondents strongly agree that the application can be highly recommended
and suggested to other learners, with the highest computed mean (M=4.90,
SD=0.38) The comprehensiveness of the application has a very high level of
acceptance as revealed by the over – all mean of 4.65. This means that the
application shows the comprehensive features such as complete learning
experience of the subject matter, a high recommendable rate, can address the
needs of different users that allows learning to have widen opportunities, and is
handy but still can aid the teaching learning process
Table 6. Level of Acceptability of the Features of the Developed Offline Smart
Phone Application for Bread and Pastry Production in Terms of
Comprehensiveness
In terms of comprehensiveness the
developed
offline
smartphone
application for bread and pastry
production…
provides an overall complete learning
experience of the subject matter.
can be highly recommended and
suggested to other learners.
is designed to address the needs of
diverse
users,
thereby
widening
opportunities for participation in learning.
is a great easy-to-use tool that can aid
the teaching learning process,
weighted Mean
Interpretation
Mean
SD
Remarks
4.75
0.44
Strongly Agree
4.90
0.38
Strongly Agree
4.53
0.51
Strongly Agree
4.43
0.50
Strongly Agree
4.65
Strongly Agree
Very High
This table reveals the respondents’ level of acceptability on the smart
phone application in terms of its comprehensive feature. The respondents strongly
agree that the application can be highly recommended and suggested to other
learners, with the highest computed mean (M=4.90, SD=0.38). Moreover, the least
computed mean (M=4.43, SD=0.50) reveals that the respondents strongly agree
that the mobile application is a great easy – to – use tool that can aid the teaching
learning process.
The comprehensiveness of the application has a very high level of
acceptance as revealed by the over – all mean of 4.65. This means that the
application shows the comprehensive features such as complete learning
experience of the subject matter, a high recommendable rate, can address the
needs of different users that allows learning to have widen opportunities, and is
handy but still can aid the teaching learning process.
Mergany, et. al. (2021) gives emphasis on the importance of the
comprehensiveness of a mobile application in learning. He claimed that a mobile
application should be learners’ friendly since it aids the learning on their self-pace.
This Table 7. Showed the result of the level of Acceptability of the features
of the Development offline Smartphone Application for Bread and Pastry
Production in terms of Audio Quality. The respondents have a very high level of
acceptability on the audio quality of the mobile application
Table 7. Level of Acceptability of the Features of the Developed Offline Smart
Phone Application for Bread and Pastry Production in Terms of
Audio Quality.
In terms of audio quality, the developed
offline smartphone application for bread
and pastry production…
caters varied learning styles by having both
written and spoken content.
has an audio content and narration that is
aligned with the media content.
provides audio and sound effects that is
appropriate for the content.
allows the users to turn on/off the music
sound effects to modify the learning
experience.
Weighted Mean
Mean
SD
Remarks
4.88
0.33
Strongly Agree
4.68
0.62
Strongly Agree
4.60
0.50
Strongly Agree
4.70
0.46
Strongly Agree
4.71
Strongly Agree
Interpretation
Very High
________________________________________________________________
The table presents the level of acceptability on the audio quality feature of
the mobile application. In this regard, having the highest mean (M=4.88, SD=0.33),
the respondents strongly agree that it caters varied learning styles through both
written and spoken content. In addition, the mobile application provides
appropriateness of audio and sound effects for the content (M=4.60, SD=0.50).
The respondents have a very high level of acceptability on the audio
quality of the mobile application. This is supported by the grand mean of 4.71. This
means that the mobile application’s audio quality features are experienced by the
users.
Table 8 present the level of Acceptability of the Features of the
development Offline Smart Phone for Bread and pastry Production in Terms of
Video Quality respondents strongly agree that the videos on the mobile application
complements with the learning goals and avoids redundancy (M = 4.93, SD = 0.27)
Table 8. Level of Acceptability of the Features of the Developed Offline Smart
Phone Application for Bread and Pastry Production in Terms of
Video Quality
STATEMENT
Mean
In terms of video quality, the developed
offline smartphone application for bread and
pastry production…
contains videos that are aligned with the required
4.70
competencies of the subject.
complements with the learning goals avoiding
4.93
redundancy.
contains on-screen text or symbols to highlight
4.65
important information.
have videos that has a high quality making the
4.85
content clear.
Weighted Mean
Interpretation
SD
Remarks
0.46
Strongly Agree
0.27
Strongly Agree
0.53
Strongly Agree
0.36
Strongly Agree
4.71
Strongly Agree
Very High
Table 8 shows the respondents level of acceptability of the mobile
application in terms of video quality. It is revealed that the respondents strongly
agree that the videos on the mobile application complements with the learning
goals and avoids redundancy (M = 4.93, SD = 0.27). Nonetheless, the respondents
also strongly agree that it contains on – screen text and symbols to highlight
important information (M=4.65, SD=0.53).
In addition to this, the over – all mean of 4.71 reveals that the level of
acceptability of the respondents on the video quality of the mobile application is
very high. This is because the respondents were able to see the connection of the
video on the mobile application to the competencies of the subject. It avoids
redundancy but focus on complementing learning goals. On screen text and
symbols are present on the video, and it is high quality that makes the content
clear.
Smartphones with a great camera and the ability to record high definition
video are no longer difficult to find they’re everywhere. Professional video content
creators are finding that using their mobile phones to shoot video has several
significant advantages. Mobile phones are ubiquitous, and we almost always have
our phones with us. Quickly and spontaneously capturing video content doesn’t
require lugging around large video cameras when an unexpected opportunity
presents itself.
Table 9 Present the Acceptability of the features of the Developed Offline
Smart phone Application for Bread and pastry Production in terms of Accessibility
and the respondent the respondents strongly agree that the mobile application
provides clear instruction on how it can be used in learning
This table show the Level of Acceptability of the features of the developed
offline Smart Phone Application for Bread and Pastry Production in terms of
Accessibility the respondents strongly agree that the mobile application provides
clear instruction on how it can be used in learning. The users accessibility includes
no additional files to download, does not require internet to function, provision of
instruction on its use, and accessible for android phones.
Table 9. Level of Acceptability of the Features of the Developed Offline Smart
Phone Application for Bread and Pastry Production in terms of
Accessibility.
In terms of accessibility, the developed
Mean
offline smartphone application for bread
and pastry production…
does not require the download of additional
4.48
applications.
functions even without internet connection.
4.60
provides a clear instruction of how it can be
4.70
used for learning.
can be accessed on any android smartphone. 4.68
Weighted Mean
4.61
SD
Remarks
0.75
Strongly Agree
0.50
Strongly Agree
0.46
Strongly Agree
0.47
Strongly Agree
Strongly Agree
Interpretation
Very
high
________________________________________________________________
Table 9 shows the level of respondents’ acceptability on the mobile
application based on its accessibility feature. As depicted on the table, the
respondents strongly agree that the mobile application provides clear instruction
on how it can be used in learning. This is evident on the gained mean (M=4.70,
SD=0.46). In relation to this, the respondents strongly agree that the mobile
application does not require additional applications to download, having the least
computed mean (M=4.48, SD=0.75).
The over – all mean of 4.61 implies that the respondents have very high
level of acceptance on the feature of the mobile application in terms of its
accessibility. The users accessibility includes no additional files to download, does
not require internet to function, provision of instruction on its use, and accessible
for android phones.
In relation to this, Abildinova, et al., (2016) mentioned the importance of
accessibility of mobile application. As they mentioned, accessibility allows the
possibility for users to learn at their own pace with confidentiality. It opens good
support on the popular ways of interaction of students for access of materials.
Level of Students’ Performance
The following shows the level of students’ performance both in written and
practical test after they are exposed with the Mobile Application for Bread and
Pastry Production. With regard to the alternative testing strategies, the purpose of
this study was to perform a qualitative assessment of student performance versus
examination format. Two assessment methods of academic achievement among
undergraduate students enrolled in two computer technology courses were
applied:
This table show the Level of Students Performance in Terms of Practical
test the respondents attained grades ranging from “85 to 89” which had a verbal
interpretation of “Very Satisfactory” while 38 or 95% of the respondents attained
grades ranging from “90 to 100” which had a verbal interpretation of “Outstanding
Table 10. Level of Students’ Performance in terms of Practical Test
Grading Scale
Frequency
Percentage
Descriptors
90 – 100
38
95%
Outstanding
85 – 89
2
5%
Very Satisfactory
80 – 84
0
0
0
0
Below 75
0
0
Satisfactory
Fairly
Satisfactory
Did Not Meet
Expectations
Mean
96.38
Interpretation
75 – 79
Outstanding
Table 10 reveals the level of students’ performance in terms of Practical test
can be gleaned that 2 or 5% of the respondents attained grades ranging from “85
to 89” which had a verbal interpretation of “Very Satisfactory” while 38 or 95% of
the respondents attained grades ranging from “90 to 100” which had a verbal
interpretation of “Outstanding”. its effort to use assessment to promote instructional
change, the Title I law was also tapping in to a reform movement in assessment.
Like the critics of Title I testing, assessment critics contended that the traditional
tests used in most schools and school districts—typically, norm-referenced,
multiple-choice tests—narrowed the curriculum to the low-level knowledge and
skills tested and provided inadequate and sometimes misleading information about
student performance.
National Academies of Sciences, Engineering, and Medicine. 1999.
Testing, Teaching, and Learning: A Guide for States and School Districts.
Washington, DC: The National Academies Press. https://doi.org/10.17226/9609.
The mean grade, 96.38 with verbal interpretation of “Outstanding” indicates
that the respondents performed excellently as evidenced by their performance in
their practical test. sing the same test for multiple purposes poses problems. The
broad, public-information-type of test will provide too little information too
infrequently to help teachers redesign their instructional practices to address the
particular needs of their students. The instructional-guidance test will provide too
little information about the range of student knowledge and skills in a subject
area—or may be misinterpreted to suggest more than it actually offers. At the same
time, instructional guidance tests are often scored by teachers; using such tests
for accountability purposes may provide an incentive for teachers to report the best
possible results, throwing into question the accuracy and value of the information
they provide
Table 11. Level of Students’ Performance in terms of Written Test
Grading Scale
Frequency
Percentage
Descriptors
90 – 100
Outstanding
14
35%
13
33%
13
33%
85 – 89
Very Satisfactory
80 – 84
Satisfactory
Fairly Satisfactory
75 – 79
0
0
Below 75
0
0
Did
Not
Expectations
Mean
87.25
Interpretation
Very Satisfactory
Meet
Table 11 summarizes the performance of the students on their written test
after being exposed with the mobile application. Based on the result, 13 or 33% of
the respondents have the grade of “80 – 84” and “85 – 89”, which are interpreted
verbally as “Satisfactory” and “Very Satisfactory” respectively. Nevertheless, 14 or
35% of the respondents have a grade on the “90 – 100” grade range. This means
that 35% of the respondents are categorized as “Outstanding”.
The over – all mean of 87.25 revealed that the respondents’ grade are
interpreted as “Very Satisfactory”. This means that the students performed above
the satisfactory performance on writing test.
The increased achievement of the learners upon the usage of the
developed offline smartphone application shows the same results as that of the
work of Kadir and Ercan (2018) wherein they suggested that mobile learning may
promote students' academic achievement. Furthermore, the students appreciated
mobile learning as an approach that may significantlyincrease their motivation.
In addition to tapping student knowledge in new ways, these types of
assessments are also aimed at reporting results differently from traditional tests.
Most significantly, the results would indicate whether students had attained
challenging standards that demanded that they demonstrate such abilities.
Effect of the Components and Features of the Developed Offline SmartPhone
Application for Bread and Pastry Production to the Levelof Achievement of
the Respondents
In this section, the test on the level of significance between the components
and features of the developed smartphone application and the level of
achievement of the respondents.
Table 12. Significant Effect of the Level of Acceptability of the Component of
Offline Smartphone Application of Student Performance
Variables
t-value
Overview
Content
Generation
Assessment
Reflection
Overview
Content
Generation
Assessment
Reflection
0.77
2.33
0.64
2.16
1.96
2.95
2.19
0.70
1.26
1.63
Practical Test
Written Test
p-value
0.445
0.025
0.528
0.037
0.058
0.005
0.035
0.488
0.216
0.112
Analysis
Not Significant
Significant
Not Significant
Significant
Not Significant
Significant
Significant
Not Significant
Not Significant
Not Significant
*significant at .05 level of significance
Table 12 disclosed the significant effect of the level of acceptability of the
component of Offline Smartphone application in terms of overview, content,
generation, assessment and reflection on students’ performance in the practical
test and written test.
A significant analysis was revealed on the effect of content (t=2.33,
p=0.025) and assessment (t=2.16, p=0.037) components on students’ practical
test performance. The obtained p-values were both lower than (0.05) level of
significance which supports the analysis. However, the overview, generation and
reflection components indicated a not significant effect on students’ performance
on the practical test. This explains more that the only the content and assessment
components of the application influenced students’ performance which was
evidenced by the result of their practical test.
To add, a significant analysis was revealed on the effect overview (t=2.95,
p=0.005) and content (t=2.19, p=0.035) components on students’ written test
performance. The obtained p-values were both lower than (0.05) level of
significance which supports the analysis. On the other hand, generation,
assessment and reflection components indicated a not significant effect on
students’ performance on the written test. This elaborates more that the students’
performance in their written test can be determined by their evaluation on the
overview and content components of the application.
Table 13. Significant Effect of the Level of Acceptability of the Features of
Offline Smartphone of Students’ Performance
Variables
t-value
Comprehensiveness
Audio Quality
Video Quality
Accessibility
Comprehensiveness
Audio Quality
Video Quality
Accessibility
0.41
3.08
2.77
1.08
1.92
4.91
4.69
5.84
Practical Test
Written Test
p-value
0.682
0.004
0.009
0.287
0.063
0.000
0.000
0.000
Analysis
Not Significant
Significant
Significant
Not Significant
Not Significant
Significant
Significant
Significant
*significant at .05 level of significance
Table 13 reveals the significant effect of the level of acceptability of the
components of the Offline Smartphone Application in terms of its feature:
comprehensiveness, audio quality, video quality, and accessibility on the students’
performance on the practical and written test.
Based on the result, the audio quality (t=3.08, p=0.004) and video quality
(t=2.77, p=0.009) has a significant effect on the practical test of the students. Theis
is supported by the statistical p – value which is both less than 0.05. Nevertheless,
the mobile application features of comprehensiveness and accessibility do not
show significant effect on the practical test. This implies that audio and video
quality are fundamental in creating a mobile application in education.
In addition to this, audio quality (t=4.91, p=0.000), video quality
(t=4.69,p=0.000) and accessibility (t=5.84,p=0.000) revealed significant effect on
the written test performance of the respondents. The obtained p – value of 0.000
is less than on the critical value of 0.05. However, the comprehensiveness feature
of the mobile application displayed no significant effect on the respondents’ written
test performance. This means that the application’s audio, video and accessibility
features are important for they have set an impact on the effect of the performance
of the students in the written test.
This positive impact of mobile learning contradicts that ideas of Alhumaid
(2019) wherein he describe the usage as abitter-sweet due to thefact that relevant
research has proven that technology could change education negatively through
four paths: deteriorating students’
competences of reading and writing, dehumanizing educational environments,
distorting social interactions between teachers and students and isolating
individuals when using technology. With the positive effect of mobile learning
towards written test and practical test, it is an undeniable fact that this offline smart
phone application for bread and pastry production is a tool that can help the
learners in achieving their competencies. Hence improving the learning processs
Chapter 5
SUMMARY, CONCLUSION AND RECOMMENDATIONS
This chapter introduces the summary of findings, conclusions, and
recommendations about the effect of the utilization of the developed offline phone
application to the level of achievement of the students.
Summary
This research developed an offline smart phone application for Bread and
Pastry Production and to test its effect towards the achievement of the learnerusers.
This study made use of the descriptive-correlational design to gatherdata
using a validated questionnaire. Then the questionnaires were distributed and
retrieved. The data gathered was tabulated and analyzed using Microsoft Excel
and Minitab 14 for data processing. Using the procedure above, this research
found out that:
The level of acceptability of the components of the developed mobile
application in terms of overview, content, and generation were all regarded very
high, except for assessment and reflection which was only regarded with an
interpretation of high. For the level of acceptability of the features of the developed
mobileapplication in terms of comprehensiveness, audio quality, video quality,
and accessibility are all interpreted as very high.
The respondents’ level of achievement of competencies in terms of practical
test was interpreted to be Outstanding and written test was interpreted to be Very
Satisfactory.
The data gathered on this research also proved that the components of the
offline smart phone application have an effect on the students’ level of
achievement in their written test and practical test. To be specific, content and
assessment showed significant effect towards the students’ practical test.
However, the overview, generation and assessmentshowed no significant effect
towards the students’ practical test. For the written test, overview and content
showed significant effect towards the students’ written test. Whereas, generation
assessment and reflection, showed no significant effect towards the students’
written test.
For the effect of the features of the developed offline smartphone
application towards the students’ level of achievement in practical test, audio and
video quality showed significant effect. On the other hand,comprehensiveness and
accessibility did not show significant effect. As forthe effect of the features of the
developed application towards the written test, results showed significance in
terms of audio and video quality and accessibility but showed no significance
towards comprehensiveness.
Conclusion
Based on the foregoing findings, the following conclusions were drawn
There is a significant effect on the level of acceptability of the component and the
level of practical performance of the students in terms of the content and
assessment. However, there is no significant effect on the level of acceptability of
the components of the Offline Mobile Application on the practical performance of
the students in terms of overview, generation and reflection. There is a significant
effect on the level of acceptability of the components of the Offline Mobile
Application on the written performance of the students in terms of overview, and
content. However, there is no significant effect on the level of acceptability of the
components of the Offline Mobile Application on the written performance of the
students in terms of assessment, generation and reflection.
Since three (3) out of the five (5) factors that contributed to practical test, and two
(2) out of five (5) factors that contributed to written test showed no significance, the
researcher come up with the decision of accepting the null hypothesis with regards
to the components and features of the mobile application to the level of
performance of the students, in practical and written.
On the other hand, in terms of the feature, there is a significant effect on the level
of acceptability of the feature of Offline Smartphone on Students’ Practical
Performance in
terms of
audio
and video
quality.
Nevertheless,
the
comprehensiveness and accessibility have no significant effect on the practical
performance of the students.
There is a significant effect on the level of acceptability of the feature of
Offline Smartphone on Students’ Written Performance in terms of audio quality,
video quality and accessibility. Nevertheless, the comprehensiveness has no
significant effect on the practical performance of the students.
With this result, the researcher decided to reject the null hypothesis since
two (2) out of the four (4) factors that contributed to practical test, and three (3) out
of four (4) factors thatcontributed to written test showed significant effect.
Recommendations
Based on the drawn conclusions, the following are the recommendations:
1. Mostly, all the identified factors for the acceptability of the components of
developed mobile application are very high except forthe assessment and reflection
part, it is recommended for teachers to improve this part of the mobile application.
2. For the factors for the acceptability of the features of developed offline smart phone
application, all are found out to be very high, it is recommended the student to
explore more features that can still be added to enhance the application.
3. As for the level of achievement of the learners who made use of the developed
offline smart phone application, the practical test showed an Outstanding
performance, whereas the written test showed a Very Satisfactory performance.
It is further recommended add more features to also achieve an outstanding
performance in terms of the written test.
4. Results of the study indicated no significant relationship between the level of
acceptability of the components and the level of achievement of the students in
terms of both practical and written test. Therefore, it is recommended to review the
factors and the components of the developed offline smartphone application for
the future Researcher.
5. The results also showed significant relationship between the level of acceptability
of the features and the level of achievement of the students in terms of both
practical and written test. With this, it is recommended to retain this part and focus
on the improvement if thecomponents and eventually run another study regarding
the utilization of this offline smart phone application.
6. As for the students, it is recommended that the TVL students use the offline
application for the Bread and Pastry Production as a learning support.
7. Teachers are encouraged to the adopt the use of the mobile application to
maximize the learning opportunities of the students.
8. For future researchers, the forementioned recommendations are encouraged to
be reviewed for better use of the offline mobile application in the learning process
of the students.
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