“Math-Tinik”

Math Learning App

for Android
APPROVAL SHEET

Title of Thesis:

“Math-Tinik”

Math Learning App for Android

Adviser: Ferdinand Dalisay

Name of Researchers

DOMINGO JR. DADACAY BUSTAMANTE

DEFORD JECK BAUTISTA FERNANDEZ

JEROME CORPUZ GONZALES

MARICAR DEGUZMAN ICO

JAN RENZO SENTING

Thesis and Abstract Approved by: Date:

_______________________ ____________

_______________________ ____________

_______________________ ____________

_______________________ ____________
 ABSTRACT

This research focused on Math Tinik Learning App. This study aimed to design,

develop, and deploy the said game that can help users in math to learn basic math

operations while making fun by means of playing and to know more about mathematics.

The main purpose of creating the application is to improve the mathematical ability in

addition, subtraction, multiplication, and division of primary students, by introducing a

concept of learning through the combination of education and entertainment in a simple

game that provides what they need.

The objectives that the researchers want to achieve are to identify the mechanics,

to identify the features, and to develop and deploy the game.

The researchers developed the game in Android Studio software using java

programming language with a Waterfall Methodology where the project is divided into

sequential phases, with some overlap and splash back acceptable between phases. The

game can be playable on android with a version 10 or up and a 1 GB ram and 50mb

internal storage.

i
 ACKNOWLEDGEMENT

The satisfaction that accompanies that are the successful completion of any task

would be incomplete without the mention of people whose ceaseless cooperation made it

possible, whose constant guidance and encouragement crown all efforts with success.

We are grateful to our project guide Mr. Ferdinand Dalisay for the guidance,

inspiration and constructive suggestion that helpful us in the preparation of this project.

And also we are thankful on our panel Mrs. Cristeta Tolentino, Mr. Jayson Tamayo and

Mrs. Sheryl Sunga that gave us advice to improve our project.

Likewise we also thank our parents and friends who supported us finalizing this

project within the limited time frame.

ii
 DEDICATION

The Researchers humbly this study to the Heavenly Father for giving sense of direction,

wisdom, guidance and strength to overcome all the challenge in life during the times of

difficulties and for unending blessings we received. And we’re forever grateful following

him lead that us to this glorious moment.

To our beloved friends and classmates, who shared their love, thoughts and

happiness during schooldays.

To the people who believed in us and became part of this study, thank you for the

help you’ve shared. We owe you this success of this project. Again,

Thank you for everything and may God bless you all.

iii
 TABLE OF CONTENTS

ACKNOWLEDGEMENT . . . . . . . i

DEDICATION . . . . . . . . ii

ABSTRACT . . . . . . . . iii

CHAPTER I: PROJECT OVERVIEW

Background of the Study . . . . . . 1

State of the Problem . . . . . . . 2

Objectives of the Study . . . . . . 3

Scope and Delimitations . . . . . . 3

Significance of the Study . . . . . . 3

Definitions of Terms . . . . . . 4

CHAPTER II: REVIEW OF RELATED LITERATURE AND STUDIES

Local Related Literature . . . . . . 5

Foreign Related Literature . . . . . . 5

Local Related Studies . . . . . . 6

Foreign Related Studies . . . . . . 7

CHAPTER III: METHODOLOGY

Application Development Methodology . . . . 8

Data Gathering Procedures/Techniques . . . . 9

Data Gathering Instruments/Tools . . . . . 10

CHAPTER IV: DISCUSSION OF FINDINGS

Answer to your SOO . . . . . . . 12

 System Requirements Specification . . . . . 13

CHAPTER V: SUMMARY OF FINDINGS, CONCLUSIONS &

RECOMMENDATIONS

Summary (SOO) . . . . . . . . 15

Summary of Findings . . . . . . . 16

Conclusions . . . . . . . . 17

Recommendations. . . . . . . . 17
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CHAPTER 1: PROJECT OVERVIEW

Background of Study

With the growing interest of people in android-based applications, it has been

observed that mobile devices can be used to increase the educational skills of school

going children instead of leaving them to waste their time on only playing games.

Therefore, development of educational application is essentially required especially to

improve the mathematical related skill of children. Although many applications exist

online for such purposes, however there is a need to develop a simple, interactive and

easy to use android-based application for enhancing the skill of children in basic

mathematical concepts. The game produced in this thesis is an innovative attempt to

develop an engaging computation mathematical game for kids aged 7 to 12. In this work,

we intend to develop not only an entertainment but with an educational purpose

application, named “Math Tinik” which assist the beginners in math to learn basic math

operationswhile making fun and to know more about mathematics.

Gee (2005) agreed that a game would turn out to be good for learning when the

game is built to incorporate learning principles. Some researchers have also supported the

potential of games for affective domains of learning and fostering a positive attitude

towards learning (Ke, 2008). For example, based on the study conducted on 1,274 1st -

and 2nd -graders, found a positive effect of educational games on the motivation of

students.
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The proposed “Math Tinik” Game for android is about through gaming, game

based learning similar to problem based learning. Where in different scenarios are placed

within a played framework. Due to the fact that this game in general may include

mathematical problem solving and also adding element of competition and

enhancements.

The application we will develop is very interesting and provides the students a

school like environment. Apps for collaborative learning scenarios are quite rare so far

due to their more complex programming efforts and necessary environment to run it. On

the other side, the learning outcome is indeed promising, because the gaming

environment and the communication about the learning problem of the learners, as well

as the collaboration through devices is a very powerful combination.

Statement of the Objective

The main purpose of creating this application is to improve the mathematical

ability in addition, subtraction, multiplication, and division of primary students, by

introducing a concept of learning through the combination of education and

entertainment in a simple game that provides what they need. Improving their skills in

mathematics while playing. Following is list of objectives that we want to achieve:

i. To identify the mechanics of the game.

ii. To identify the features of the game.

iii. To develop and deploy the game.

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Scope and Delimitation

This game is only focused on basic math operations using images, and numbers.

The game covers a level by level game features that allows the students to get challenge

from it.

This game cannot be implemented in pc based system. It can only be downloaded

in android OS versions.

Significance of Study

This math learning app helps studentsto develop their knowledge in the field of

mathematics. While kids this days are more driven towards using gadgets or android

phone for every purposeusing their mobile phone they can play this Mathematical

Learning App that can help increase their mathematical knowledge by answeringthe

quizzes and activities.

This study will be valuable and significant to children, parents, and future researchers.

Children. This study is primarily focused to children, for it will give them knowledge in

basic math operations.

Parents. They will not have to struggle to find a way to teach them in mathematics

because of this game.

 -4-

Future Researchers. This may serve as a basis for future research that they will conduct.

Definition of Terms

In order to facilitate an understanding and clarify terminologies used in

this research, the following have been defined:

Application –also referred as an application program or application software, is a

computer software package that performs a specific function directly for an end user or,

in some cases, for another application

Android –an open-source operating system used for smartphones and tablet computers.

Multimedia –is content that uses a combination of different content forms such as text,

audio, images, animations, video and interactive content. Multimedia contrasts

with media that use only rudimentary computer displays such as text-only or traditional

forms of printed or hand-produced material.

Interactive–An

interactive system or computer program is designed to involve the user in

the exchange of information.

Device –is an objects or systems that have a specific purpose or intention, like electronic

communication devices like cell phones

Learning Games–are those intentionally designed for the purpose of education, or those

entertainment games that have incidental or educational values? Learning games are

 -5-

designed to help people understand concepts, learn domain knowledge, and develop

problem solving skills as they play games.

CHAPTER 2: REVIEW OF RELATED LITERATURE AND STUDIES

A. Local Related Literature

Moreover, the study of Schlosser and Balzano. Utilized twenty experienced,

urban teachers volunteered to attend monthly professional development workshops where

they engaged in math games, simulations, and problem-solving activities based on the

Common Core and modeled by college faculty. It was revealed in the study that majority

of teachers who participated in game-based learning at the professional development

workshops believed that their own math knowledge and skills improved.

They also reported that the use of games and activities in their math clubs

increased students’ understanding and enjoyment of math, as well as their ability to focus

and stay engaged even when activities were hard for them. Play experiences motivated

young adolescents to think mathematically were central to their evolving beliefs about

effective teaching strategies.

B. Foreign Related Literature

The literature review is presented in two sections, digital gaming and mathematics

instruction, to present relevant information related to each of the major components

within the study. The first section provides an overview of the use of digital games in

education. In addition, the first section examines pertinent research related to the effects
 -6-

of digital games on student achievement and motivation. The second section provides an

overview of mathematics instruction. Further, the second section examines middle school

students mathematical.

Some Serious digital games advocates for the use of digital games in education

stated that digital games are effective learning tools because they use action instead of

explanation, create personal motivation and satisfaction, accommodate multiple learning

styles and skills, reinforce mastery skills, and provide interactive and decision making

contexts.

According to Oblinger, computer games have received a lot of attention from

educators as a potential way to provide learners with effective and fun learning

environments (Oblinger, 2006).

A. Local Related Studies

In the study of Taclay (2013) on the on the effects of mathematical games to the

achievement of scores of the students in geometry in Nueva Viscaya, Philippines

revealed that the students who were exposed to mathematical games strategy had

obtained a higher achievement scores compared to students who were exposed to

traditional method. He recommends to use mathematical games strategy in presenting and

discussing lessons in Geometry so that the students will be able to understand and

internalized the mathematical the concepts and eventually obtained a higher

grades.
 -7-

The results of the study of Abonyi, Maduagwuna&Ugama (2014) on the effect

of mathematical games on students achievement in quadratic expressions revealed that

the mathematical game approach is superior compared to the conventional method.

Their study also revealed that mathematical game approach resulted to a higher

achievements in mathematics particularly in the topic quadratic expression.

We can use it to implement the our study because some of the mathematics need a

strategy to solve and get higher score and the concepts of our study is to increase the

knowledge of the player or who want to use it the game.

B. Foreign Related Studies

Kafai who stresses “making games for learning instead of playing games for

learning” (Kafai, 2006) and thereby indicates an importance of understanding what

games are so that one can create games with specific design goals. These design goals

have to co-exist with characteristics that have been identified as being essential for

activities to be pleasurable (Csikszentmihalyi, 1991), which in a game context translated

to providing good gameplay (Järvinen, 2002).

 -8-

CHAPTER 3: METHODOLOGY

Application Development Methodology

Every framework acts as a basis for applying specific approaches to develop and

maintain software. Several software development approaches have been used since origin

of information technology.

In Waterfall the project is divided into sequential phases, with some overlap and

splash back acceptable between phases. Emphasis is on planning, time, schedules, target

dates, budgets and implementation of an entire system at on time. Waterfall development

are that it allows for departmentalization and control. A schedule can be set with

deadlines for each stage of development and a product can proceed through the

development process model phases one by one.Development moves from concept,

through design, implementation, testing, installation, troubleshooting, and ends up at

operation and maintenance. Each phase of development proceeds in strict order.

This chapter deals with the method of study that covers population selection of

the samples and validation of the tools, their administration and statistical technique use

for data analysis.

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 -10-

The phases of Waterfall Model are as follows:

Requirement Gathering and Analysis. All possible requirements of the software to

be developed are captured in this phase and documented in a requirement

specification document.

Design. The requirement specifications from first phase are studied in this phase and

the software design is prepared. This software design helps in specifying hardware

and software requirements and helps in defining the overall software architecture.

Implementation. With inputs from the system design, the software is first

developed in small programs called units, which are integrated in the next phase.

Each unit is developed and tested for its functionality, which is referred to as Unit

Testing.
 -11-

Integration and Testing. All the units developed in the implementation phase are

integrated into a system after testing of each unit. Post integration the entire software

is tested for any faults and failures.

Deployment of system. Once the functional and non-functional testing is done; the

product is deployed in the customer environment or released into the market.

Maintenance. There are some issues which come up in the client environment. To

fix those issues, patches are released. Also to enhance the product some better

versions are released. Maintenance is done to deliver these changes in the customer

environment.

Data Gathering Techniques

Combination Researchis a data collection encompasses the use of innovative

methods to enhance participation to both individuals and groups but it is the most

time consuming.

Reading Case Study books related to the proposed system is also helping the

proponents to collect information to study the proposed system/application.

Website Articles gathering and using data contained in website articles is also

another tool for data collection. Collecting data from web articles is a quicker and

less expensive data collection two major disadvantages of using this data reporting

method are biases inherent in the data collection process and possible

security/confidentiality concerns.
 -12-

Source Data (Internet/Books). Some information can be found through the books,

the information that can get from the internet much more large and spacious. The

various information about the current techniques are can be found from the internet.

Survey. The researcher conducted a survey among randomly selected children.

There was a total of 20 respondents in all. The survey questionnaire-checklist will

help to make it easy your decision and to improving your system.

 -13-

CHAPTER 4: DISCUSSION OF FINDINGS

4.1 Answer to SOO

This chapter discusses the features included in the developed Math Tinik App to

help you understand the application, we will discuss one by one the features and

processes on how to play this game. It also discusses about the system requirements for

the implementation of the said app.

1. The mechanic of the game is so easy that anyone can play this game but intentionally

our target is 7 - 12 yrs. old. The player can choose one in the four basic operations, then

choose the difficulty of the game, touch the desired level whether its 1-30, 30-60, or 61-

90. Then select the problem/stage to answer the problem, if its correct answer it goes to

next number if not it will stay deducting 1 life every mistake. The 61-90 problems can be

unlocked using the coins collected.

2. Features are the characteristics of the Math Tinik Learning App developed by the

researchers. The following are the features of our app.

a. Basic Operations – The game have four basic operations; addition, subtraction,

multiplication and division that the player can choose freely.

b. Levels of Difficulty – We added three level of difficulty; the easy, medium, and

hard that will challenge the player where the easy is a drag n drop type while the

medium and hard is a matching type the only difference is the hard is more

complex than medium.

 -14-

c. 30 Problems each Level – Every level has 30 problems that the player can

answer consecutively, unlocking the problems one by one when they get the

correct answer.

d. Coins Availability – The player can gather gold coins by answering the

problems correctly that can be used in unlocking 61-90 problems and

automatically deduct 5 coins when the player wants to use the hint.

e. Life of the Player – In the course of the game the player has three lives in

answering the problems, in every wrong answer the life decreases and when the

life become zero its game over.

3. We developed the game in Android Studio software using java programming language.

We used the waterfall model,to be able to install the developed Math Tinik App the user

must have an android phone with a software version 5.0 or higher, a minimum of 1 GB

ram is recommended and 50mb free space required in internal storage.

4.2 SYSTEM REQUIREMENTS SPECIFICATION

The following table shows the minimum software and hardware requirements needed to

implement the application.

 -15-

Table 1. Minimum Hardware and Software Requirements

Hardware and Software Requirements Specification

Android Version Android 10

RAM Minimum of 1 GB ram is recommended.

ROM 50mb Free Space required in internal

Storage
 -16-

CHAPTER 5: SUMMARY OF FINDINGS, CONCLUSIONS &

RECOMMENDATIONS

In this chapter summarization of findings and conclusion was discuss. It also

provides recommendation for future development of the study.

5.1 SUMMARY (SOO)

The purpose of this study is to design, develop, and deploy a mathematical game

that run on android to help the users in improving their mathematical ability by answering

problems by the means of playing.

Specifically, this study intends to:

1. To identify the mechanics of the game. The player will pick one of the operation, level,

and problems then start answering the problems. If it is correct answer it goes to next

number if not it will stay deducting 1 life every mistake. The 61-90 problems is

unlockable using the gold coins. Easy mode is a drag & drop while medium and hard

mode are the same matching type.

2. Determine the features of the proposed game.

 Basic Operations

 Levels of Difficulty

 30 Problems each Level

 Coins Availability

 Life of the Player

 -17-

3. To develop and deploy the game. The game developed in Android Studio software

using java programming language. And the methodology used is Waterfall Model. In

Waterfall the project is divided into sequential phases, with some overlap and splash back

acceptable between phases.

5.2 SUMMARY OF FINDINGS

The following were the summary of findings of the study.

1. In playing the game the player will pick one of the operation, level, and problems then

start answering the problems. If it’s correct answer it goes to next number if not it will

stay deducting 1 life every mistake. The 61-90 problems is unlockable using the gold

coins. Easy mode is a drag & drop while medium and hard mode are the same matching

type.

2. The features included in the developed Math Tinik App are the following;

 Basic Operations

 Levels of Difficulty

 30 Problems each Level

 Coins Availability

 Life of the Player

3. The game developed in Android Studio software using java programming language.

The methodology used is Waterfall Model and the game runs on android version 5.0 or

up with a 1 GB ram and 50mb internal storage.

 -18-

5.3 CONCLUSIONS

The purpose of this study is to make an application that offers new aspects of

learning and improving knowledge in mathematical area. Our app is entertainment-based,

which mostly do not contribute to the academic enhancement of the students. A math

game that run on android to help the students in improving their mathematical ability in

addition, subtraction, multiplication, and division. The game has three levels of difficulty

namely; easy, medium, and hard. It also have three selection level; (a) the 1 – 30 quizzes

with 1 digit number, (b) 31 -60 quizzes with 2 digit number, and (c) 61 – 90 quizzes with

3 digit number. The player has three life points every level, with one hint every stage and

will gain coins if he/she got the correct answer that can be used to unlock the 31 – 60 and

61 - 90 quizzes. Because our users will be 5 – 12 y/o. the UI design must be lively that

can attract our users to play.

We have learned a lot about Android based applications and also about user’s

behavior. We have found that the development process is hard and time-consuming, but it

can be managed by a team work. We hope that other developers will take advantage from

our experience/from our development.

5.4 RECOMMENDATIONS

Based on the findings and conclusions presented, the following recommendation

suggested:
 -19-

1. We recommend to the future researchers to improve the UI of the game and try to

improve the quality. They can also add other languages and audio support.

2. They can add some more categories in our app just like flashcards and some

mathematic equations activity in our app.

3. They can also add high score panel where the player can input their name to know

who’s the highest scorer in the game to be more exciting. And an achievement panel

where the players can get mystery prizes if they unlock it.
 -20-

REFERENCES

Gee JP (2005). Why are video games good for learning?

www.academiccolab.org/resources/documents/MacArthur.pdf.
Ke F (2008).Computer Games Application Within Alternative Classroom Goal
Structures: Cognitive, Metacognitive, and Affective Evaluation. Educ. Technol. Res.
Devel. ( 56): 539-556.
Schlosser, Linda K. and Balzano, Betsy (2014) Playing to learn: How After-school Clubs
influence teachers’ beliefs about instruction. SAGE Publication.
http://sgo.sagepub.com/content/4/4/21582440145580 31.full (Retrieved December 13,
2014)
Oblinger DG (2006). Games and learning. EDUCASE Quarterly, 29(3):5-7.
Abonyi O S and Umeh V. O (2014). Effects of Heuristic Method of Teaching on
Students’ Achievement in Algebra. International Journal of Scientific and Engineering
Research 5 (2) 1735 -1740

Taclay, R. J. (2013). Effects of Mathematical Games Strategy on the Achievement

of Students in High
School Geometry. JPAIR Institutional Research, 1(1), 82-96.

Kafai, Y. (2006) Playing and Making Games for Learning: Instructionist and
Constructionist
Perspectives for Game Studies Games and Culture, 1, 36-40.
http://gac.sagepub.com/cgi/content/abstract/1/1/36

Csikszentmihalyi, M. (1991) Flow: The Psychology of Optimal Experience, Harper

Perennial
Järvinen, A., Heliö, S. and Mäyrä, F. (2002) Communication and Community in Digital
Entertainment Services: Prestudy Research Report, University.
http://tampub.uta.fi/tup/951-44-5432-4.pdf
 -21-

APPENDICES

GANNT CHART

Feb-March April-May June-July August-October November December

Feb-March

Requirements and
Analysis
Design
Implementation
Integrating and Testing
Deployment of Game
Maintenance
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DATA FLOW DIAGRAM

 -23-

DATA DICTIONARY

Application – also referred as an application program or application software, is a

computer software package that performs a specific function directly for an end user or,

in some cases, for another application

Android – an open-source operating system used for smartphones and tablet computers.

Multimedia – is content that uses a combination of different content forms such as text,

audio, images, animations, video and interactive content. Multimedia contrasts

with media that use only rudimentary computer displays such as text-only or traditional

forms of printed or hand-produced material.

Interactive - An interactive system or computer program is designed to involve the user in

the exchange of information.

Device – is an objects or systems that have a specific purpose or intention, like electronic

communication devices like cell phones

Learning Games – are those intentionally designed for the purpose of education, or those

entertainment games that have incidental or educational values? Learning games are

 -24-

designed to help people understand concepts, learn domain knowledge, and develop

problem solving skills as they play games.

SCREENSHOTS

Startup Screen
(figure 1)

Selection Mode
(figure 2)

Selection Level
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Selection level

(figure 3)

1-30 Quizzes
 -26-

(figure 4)

Drag and Drop Quiz

(figure 5)
 -27-

(figure 6)

Correct Answer Screen Wrong Answer Screen

Matching Quiz with Timelimit

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(figure 7)

Matching Quiz
(figure 8)
 -29-

End Results
(figure 9)

Instructions
(figure 10)
 -30-

Settings
(figure 11)

User’s Manual
 -31-

Easy Mode - Press, and hold down the box that you think is the correct answer. "Drag"
the box to the desired location and "Drop" the box. Then click “Submit” to know if it is
the correct answer.

Medium Mode - “Click” one of the box in the upper part of screen that holds group of
questions and the lower box that is the answer, “Tap“ the answer that you think is the
correct answer.

Hard Mode - “Click” one of the box in the upper part of screen that holds group of
questions and the lower box that is the answer, “Tap“ the answer that you think is the
correct answer.

Tips

Use the “Hint” if you don’t know the answer correct answer using coins.
In every use of Hints it will deduct 5 coins
You only have “3 Lives” to maintain your current game.
You can earn Coins in every correct answer.
You only have 30 seconds in 1-60 quizzes and 45 seconds in 61-90 in the Medium
Mode.
Hard Mode is the same as Medium Mode but it don’t have time limit to answer.

SOURCE CODE
 -32-

Main Activity
packagemathtinik.thesis;
importandroidx.appcompat.app.AlertDialog;
importandroidx.appcompat.app.AppCompatActivity;

importandroid.content.ComponentName;
importandroid.content.Context;
importandroid.content.Intent;
importandroid.content.ServiceConnection;
importandroid.content.SharedPreferences;
importandroid.media.AudioManager;
importandroid.os.Build;
importandroid.os.Bundle;
importandroid.os.IBinder;
importandroid.util.Log;
importandroid.view.LayoutInflater;
importandroid.view.View;
importandroid.view.Window;
importandroid.view.WindowManager;
importandroid.widget.Button;
importandroid.widget.ImageButton;
importandroid.widget.ImageView;
importandroid.widget.SeekBar;
importandroid.widget.TextView;

public class MainActivity extends AppCompatActivity {

 -33-

ImageButtonimgplay, exitapp;
public static SharedPreferences.Editor editor;
public static SharedPreferencesprefs;
AudioManageraudioManager;
ImageView settings;
intmaxVolume,currentVolume;

@Override
protected void onCreate(Bundle savedInstanceState) {
super.onCreate(savedInstanceState);
setContentView(R.layout.activity_main);
audioManager = (AudioManager) getSystemService(AUDIO_SERVICE);
maxVolume =
audioManager.getStreamMaxVolume(AudioManager.STREAM_MUSIC);
currentVolume = audioManager.getStreamVolume(AudioManager.STREAM_MUSIC);
imgplay = findViewById(R.id.playButton);
exitapp = findViewById(R.id.exit);
editor = getSharedPreferences("StoringData", MODE_PRIVATE).edit();
prefs = getSharedPreferences("StoringData", MODE_PRIVATE);

editor.remove("operation");
editor.commit();

settings = findViewById(R.id.settings);

settings.setOnClickListener(new View.OnClickListener() {
@Override
 -34-

public void onClick(View v) {

finalAlertDialogcdialog = new AlertDialog.Builder(MainActivity.this).create();
LayoutInflaterinflater = getLayoutInflater();
View cView = (View) inflater.inflate(R.layout.activity_settings, null);
SeekBarseekBar= cView.findViewById(R.id.seekBar);
Button resetGame = cView.findViewById(R.id.resetGame);
Button applySetting = cView.findViewById(R.id.applySetting);
seekBar.setMax(maxVolume);
seekBar.setProgress(currentVolume);
cdialog.setCanceledOnTouchOutside(true);
cdialog.setCancelable(false);
cdialog.setView(cView);

applySetting.setOnClickListener(new View.OnClickListener() {
@Override
public void onClick(View v) {
cdialog.dismiss();
}
});

resetGame.setOnClickListener(new View.OnClickListener() {
@Override
public void onClick(View v) {

cdialog.dismiss();

finalAlertDialogrdialog = new AlertDialog.Builder(MainActivity.this).create();

 -35-

LayoutInflaterinflater = getLayoutInflater();
View rView = (View) inflater.inflate(R.layout.reset_game_alert, null);
Button yesReset = rView.findViewById(R.id.yes);
Button noReset = rView.findViewById(R.id.no);
rdialog.setView(rView);

yesReset.setOnClickListener(new View.OnClickListener() {
@Override
public void onClick(View v) {
prefs.edit().clear().commit();
rdialog.dismiss();
}
});
noReset.setOnClickListener(new View.OnClickListener() {
@Override
public void onClick(View v) {
rdialog.dismiss();
}
});
rdialog.show();
}
});

seekBar.setOnSeekBarChangeListener(new SeekBar.OnSeekBarChangeListener() {
@Override
public void onProgressChanged(SeekBarseekBar, int progress, booleanfromUser) {
audioManager.setStreamVolume(AudioManager.STREAM_MUSIC,progress,0);
 -36-

@Override
public void onStartTrackingTouch(SeekBarseekBar) {
}
@Override
public void onStopTrackingTouch(SeekBarseekBar) {
}
});
cdialog.show();
}
});
doBindService();
Intent music = new Intent();
music.setClass(this, MusicService.class);
startService(music);

imgplay.setOnClickListener(new View.OnClickListener() {
@Override
public void onClick(View v) {
Intent choice = new Intent(getApplicationContext(), gamechoices.class);
startActivity(choice);
}
});
exitapp.setOnClickListener(new View.OnClickListener() {
@Override
public void onClick(View v) {
 -37-

finalAlertDialogcdialog = new AlertDialog.Builder(MainActivity.this).create();

LayoutInflaterinflater = getLayoutInflater();
View cView = (View) inflater.inflate(R.layout.activity_exitdialog, null);
Button yesExit = cView.findViewById(R.id.exit_yes);
Button noExit = cView.findViewById(R.id.exit_no);
cdialog.setCancelable(false);
cdialog.setCanceledOnTouchOutside(true);
cdialog.setView(cView);

yesExit.setOnClickListener(new View.OnClickListener() {
@Override
public void onClick(View v) {
System.exit(0);
}
});
noExit.setOnClickListener(new View.OnClickListener() {
@Override
public void onClick(View v) {
cdialog.dismiss();
}
});
cdialog.show();
}
});
}

//Bind/Unbind music service

 -38-

privatebooleanmIsBound = false;
privateMusicServicemServ;
privateServiceConnectionScon =new ServiceConnection(){

public void onServiceConnected(ComponentName name, IBinder

binder) {
mServ = ((MusicService.ServiceBinder)binder).getService();
}

public void onServiceDisconnected(ComponentName name) {

mServ = null;
}
};

voiddoBindService(){
bindService(new Intent(this,MusicService.class),
Scon, Context.BIND_AUTO_CREATE);
mIsBound = true;
}
voiddoUnbindService()
{
if(mIsBound)
{
unbindService(Scon);
mIsBound = false;
}
}
 -39-

@Override
protected void onResume() {
super.onResume();

if (mServ != null) {
mServ.resumeMusic();
}
}

@Override
protected void onDestroy() {
super.onDestroy();

//UNBIND music service

doUnbindService();
Intent music = new Intent();
music.setClass(this,MusicService.class);
stopService(music);
}
}

SAMPLE ACCOMPLISHED SURVEY QUESTIONNAIRE

 -40-

Thank you for taking part of this survey. It is being helpful to create our project in thesis.
We used an Math Games to explain to the future user how this questions must be go on.
1. What do you like to become a background of our Math Tinik games?
a. Natures b. Animals c. School
2. How many seconds can you solve the problem in mathematic?
a. 35 b. 45 c. 60
3. How many lives do you want if you play a math games?
a. 3 b. 4 c. 5
4. Choose a best choices that you can enjoy while you playing the easy game
a. Drag and Drop b. Tap Only c. Sliding
5. How many digit can you solve when you are in school and studying mathematics?
a.1-2 b. 2-3 c. 3-4
6. Did you love a Mathematics Subjects?
Like Unlike Slight
7. Using 3 difficult levels ( easy, medium, hard ) that can you help to modified your
strength and your weaknesses in basic math operations?
Like Unlike
8. Do you want to play a matching type in mathematics?
Like Unlike
9. Using time limit can give a thrill to a game?
Like Unlike
10. On this game they have a possibility to improve your skills in mathematics?
Like Unlike Slight

The researchers tallied and tabulated the responses and the table below shows results of
the survey.
 -41-

No. of Questions A B C
Q1 10% 30% 60%
Q2 30% 30% 40%
Q3 40% 20% 40%
Q4 80% 20% 0%
Q5 40% 30% 30%
Like Unlike Slight
Q6 30% 30% 40%
Q7 90% 10%
Q8 90% 10%
Q9 50% 50%
Q10 50% 30% 20%

No. of A B C Total
Questions
Q1 2 6 12 20
Q2 6 6 8 20
Q3 8 4 8 20
Q4 16 4 0 20
Q5 8 6 6 20
Like Unlike Slight
Q6 6 6 8 20
Q7 18 2 0 20
Q8 18 2 0 20
Q9 10 10 0 20
Q10 10 6 4 20

Curriculum Vitae
 -42-

Name : Jerome C. Gonzales

Address : 132 Parongking San Miguel Calasiao Pangasinan
Contact Number : 09065424328
Email : [email protected]

PERSONAL DATA
Date of birth : August 29, 1999
Age : 21
Place of birth : Calasiao
Father Name : Romulo A. Gonzales
Mother’s Name : Eva C. Gonzales
Parents Address : 132 Parongking San Miguel Calasiao Pangasinan
Religion : Roman Catholic
Gender : Male
Civil Status : Single
Language/Dialect Spoken : English, Filipino

SKILLS AND INTEREST :

Computer Literate

EDUCATION
 -43-

TERTIARY :
 Pangasinan State University, Lingayen Campus
ONGOING
BS Information Technology
SECONDARY :
 Calasiao Comprehensive National High School
(YEAR)

ELEMENTARY:
 Balani Parongking Elementary School
(YEAR)

CERTIFICATES
 NC (National Certificate III) in VISUAL GRAPHIC DESIGN
(August 18, 2018)
Dagupan City, Pangasinan

SEMINARS ATTENDED ;
 Exploring Societal Impacts,Risks and Security of Social Media Technologies
(April 4,2018)
Pangasinan State University Lingayen Campus
 Webinar on Basic Employment Rights
(September 11, 2020)
 Webinar on Gender Sensitive Career Counseling
(September 1,2020)

Curriculum Vitae
 -44-

Name : Domingo jr .D.Bustamante

Address : #286 Tonton Lingayen Pangasinan
Cellphone Number : 09301470317
Email : [email protected]

PERSONAL DATA
Date of birth : July 07,1997
Age : 23
Place of birth : 145 Malindong Binmaley Pangasinan
Father Name : Domingo D. Bustamante
Mother’s Name : Gilda D. Bustamante
Parents Address : #286 Tonton Lingayen,Pangasinan
Religion : Catholic
Gender : Male
Civil Status : Single
Language/Dialect Spoken : English,Tagalog

SKILLS AND INTEREST :

Computer Literate

EDUCATION
 -45-

TERTIARY :
 Pangasinan State University, Lingayen Campus
ONGOING
BS Information Technology
SECONDARY :
 Binmaley School Of Fisheries
(2009-2013)
ELEMENTARY:
 Binmaley North Elementary School
(2004-2009)

CERTIFICATES
 NC (National Certificate III) in VISUAL GRAPHIC DESIGN
(August 18, 2018)
Dagupan City, Pangasinan

SEMINARS ATTENDED ;
 Exploring Societal Impacts,Risks and Security of Social Media Technologies
(April 4,2018)
Pangasinan State University Lingayen Campus
 Webinar on Basic Employment Rights
(September 11, 2020)
 Webinar on Gender Sensitive Career Counseling
(September 1,2020)

Curriculum Vitae
 -46-

Name : Deford Jeck B. Fernandez

Address : Manat, Binmaley Pangasinan
Contact Number : 09297132279
Email : [email protected]

PERSONAL DATA
Date of birth : July 01, 1997
Age : 23
Place of birth : Manat, BinmaleyPangasinan
Father Name : Jerreck C. Fernandez
Mother’s Name : Delia B. Fernandez
Parents Address : Manat, BinmaleyPangasinan
Religion : Romano Catholic
Gender : Male
Civil Status : Single
Language/Dialect Spoken : English, Filipino

SKILLS AND INTEREST :

Computer Literate

EDUCATION

TERTIARY :
 Pangasinan State University, Lingayen Campus
ONGOING
BS Information Technology
SECONDARY :
 -47-

 Binmaley School Of Fisheries

(YEAR)
ELEMENTARY:
 Manat Elementary School
(YEAR)
CERTIFICATES
 NC (National Certificate III) in VISUAL GRAPHIC DESIGN
(August 18, 2018)
Dagupan City, Pangasinan
SEMINARS ATTENDED ;
 Exploring Societal Impacts,Risks and Security of Social Media Technologies
(April 4,2018)
Pangasinan State University Lingayen Campus
 Webinar on Basic Employment Rights
(September 11, 2020)

 Webinar on Gender Sensitive Career Counseling

(September 1,2020)

Curriculum Vitae
 -48-

Name : Maricar De Guzman Ico

Address : 2077 Pantal Centro Dagupan City
Contact Number : 09276891831/09636849367
Email : [email protected]

PERSONAL DATA
Date of birth : January 22, 1994
Age : 26
Place of birth : Dagupan City Pangasinan
Father Name : Mario Ico
Mother’s Name : Gloria Ico
Parents Address : 2077 Pantal Centro Dagupan City
Religion : Roman Catholic
Gender : Female
Civil Status : Single
Language/Dialect Spoken : Filipino/Pangasinan/Ilocano/English

SKILLS AND INTEREST :

Computer Literate

EDUCATION

TERTIARY :
 Pangasinan State University, Lingayen Campus
ONGOING
BS Information Technology
Alvear Street Lingayen Pangasinan
 -49-

SECONDARY :
 Dagupan City National High School
(2009-2013)
Tapuac District Dagupan City
ELEMENTARY:
 Pntal Elementary School
(2002-2007)
Pantal East Dagupan City
CERTIFICATES
 NC (National Certificate III) in VISUAL GRAPHIC DESIGN
(August 18, 2018)
Dagupan City, Pangasinan
SEMINARS ATTENDED ;
 Exploring Societal Impacts,Risks and Security of Social Media Technologies
(April 4,2018)
Pangasinan State University Lingayen Campus
 Webinar on Basic Employment Rights
(September 11, 2020)
 Webinar on Gender Sensitive Career Counseling
(September 1,2020)

Curriculum Vitae

Name : Jan Renzo Senting

Address : 487 Carael Dagupan City Pangasinan 
Contact Number : 09153808746
Email : [email protected] 
PERSONAL DATA
 -50-

Date of birth : January 9, 1995

Age : 26
Place of birth : Dagupan City
Father Name : Denton B. Senting
Mother’s Name : Rosalie A. Senting
Parents Address : 487 Carael dagupan City pangasinan 
Religion : Jehova's Witnesses 
Gender : Male 
Civil Status : Single
Language/Dialect Spoken : English, Filipino
SKILLS AND INTEREST :
Singing
Drawing 
Computer literate

EDUCATION
 
TERTIARY : 
 Pangasinan State University, Lingayen Campus
ONGOING
BS Information Technology
SECONDARY :
DCNHS carael annex 
School year: 2000-2006
ELEMENTARY:
Carael Elementary school 
School year:2006-2010
CERTIFICATES
 -51-

 NC (National Certificate III) in VISUAL GRAPHIC DESIGN

(August 18, 2018)
Dagupan City, Pangasinan
SEMINARS ATTENDED :
 Exploring Societal Impacts,Risks and Security of Social Media Technologies
(April 4,2018)
Pangasinan State University Lingayen Campus
 Webinar on Basic Employment Rights
(September 11, 2020)

 Webinar on Gender Sensitive Career Counseling

(September 1,2020)