An Android-based Computer-Aided Instruction of Quadratic

Functions for Grade 9 Students

A Capstone Project Proposal

Presented to the Faculty of the
Information and Communications Technology Program
STI College Lipa

In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Science in Information Technology

Micah G. Fernandez
Jennifer K. Librea
Mahree Antonette I. Par
Joshua B. Tiquis

June 25, 2022

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 EXECUTIVE SUMMARY

Technology is often seen as a part of the adult world, however students also
need technology to assist their education (Go Guardian, 2020). Nowadays
technology is considered as valuable as textbooks and traditional learning. As of today
the Department of Education of the Philippines has provided a DepEd Resource
Portal, it helps the different grade level learners to have an idea of what they are
going to discuss in the quarters of their school year. One of the subjects that is
posted in the portal is Mathematics for Grade 9 students specifically the Algebra
which has the topic regarding Quadratic Functions. According to Kurukkan, A. (2015),
there is a common belief that the majority of the students dislike mathematics, owing
to an array of factors related to instruction and learners’ cognitive, affective and
psychomotor attributes, subject matter and the learning environment.

Based on the data gathered by the proponents from selected Grade 9 Students, it is
found that the students find it hard to study quadratic equations because the activities
are not enough for them. Furthermore, the students also stated the lack of
teacher-student engagement due to the complexity of the subject. The students are
finding it hard to interact with their teachers resulting in unclarified concerns about the
topics. Lastly, the students stated that there is also a problem in coping up with the
topic when they have been absent for a day or more. Since the topic is quite complex,
once the teacher moves towards the next topic, the student finds it hard to pass the
activities and examinations. This is happening because there is no alternative and
interactive way for the students to learn the topic.

As a solution to the stated problems, the proponents would like to propose an

Android-based Computer-Aided Instruction of Quadratic Functions for Grade 9
Students. The study aims to provide students with engaging learning opportunities
and practical knowledge to pique their interest and help them learn more, while the
main goal for the teachers is to effectively manage the monitoring of their students'
progress. In order to develop the proposed application the proponents will use the
Android Studio software which is a powerful code editor and developer tool used
in creating a mobile based application. The software SQLite will also be used to
collect and manage the system's data. To create an exquisite design for the logo of the
application, the proponents will use Adobe Photoshop software and to design the
application's interface, the proponents will use the Figma software, an expert's choice for
a web-based wireframe tool.

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 APPROVAL SHEET

This capstone project proposal titled: An Android-based Computer -Aided

Instruction of Quadratic Functions for Grade 9 Students prepared and submitted
by Micah G. Fernandez, Jennifer K. Librea, Mahree Antonette I. Par, and
Joshua B. Tiquis, in partial fulfillment of the requirements for the degree of
Bachelor of Science in Information Technology, has been examined and is
recommended for acceptance and approval.

Cruzette A. Calzo
Capstone Project Adviser

Accepted and approved by the Capstone Project Review Panel

in partial fulfillment of the requirements for the degree of
Bachelor of Science in Information Technology

John Bryan Hernandez Daisy Oracion

Panel Member Panel Member

Donna Garcia
Lead Panelist

Noted:

Cruzette A. Calzo Engr. Mary Ann M.

Matibag
Capstone Project Coordinator Program Head

June 25, 2022

STI College Lipa

 ACKNOWLEDGEMENT

We have taken a lot of effort into this project. However, completing this project
would not have been possible without the support and guidance of a lot of
individuals. We would like to extend our sincere thanks to all of them.

We are highly indebted to Mrs. Cruzette Calzo for her guidance and supervision.
We would like to thank her for providing the necessary information and resources for
this project.

Our thanks and appreciation also go to our colleague in developing the project. Also,
we would like to thank all our relatives, family, and friends who supported us in one
way or another. Thank you to all the people who have willingly helped us out with their
abilities.

Above all, we would like to thank the Great Almighty for always having his blessing
on
us.

— The Proponents

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 Table of Contents
Page
Title Page i
Executive Summary ii
Approval Sheet iii
Acknowledgment iv
Table of Contents v
Introduction 1
Project Context 1
Purpose and Description of the Project 2
Objectives of the Study 3
Scope and Limitations of the Study 4
Review of Related Literature/Systems 8
Review of Related Literature 8
Related Studies and/or Systems 9
Synthesis 12
Technical Background 14
Overview of Current Technologies to be Used in the System 14
Calendar of Activities 14
Resources 19
Appendix 21
References 21

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 Introduction
Project Context

In today’s era, it is of no doubt that technology has taken over the lives
of every person in the world, regardless of their gender, status, generation,
or even traditions. Traces of technology can definitely be seen
everywhere and anywhere people go. Over the past decades, it has been
widely used in different industries, be it in social media, astronomy,
medicine, and other fields. Indeed, it has made a lot of people’s lives more
convenient.

Current studies have also shed light into the use of modern technology as
a promising platform in developing and improving student’s
academic performance. The Go Guardian website (2020) added in their
article that technology is often seen as a part of the adult world, however
children also need technology to assist their education. Nowadays
technology is considered as valuable as textbooks and traditional
learning. In a world that relies on technology, analog learning alone
cannot prepare students for what they will face as adults, no matter what
would be their profession.

As of today, DepEd has provided a portal which is the DepEd

Resource Portal, it helps the different grade level learners to have an
idea of what they are going to discuss in the quarters of their school
year. One of the subject’s that is posted in the portal is Mathematics
specifically the Algebra which has the topic regarding Quadratic
Functions. According to Kurukkan, A. (2015), there is a common
belief that majority of the students dislike mathematics, owing to an
array of factors related to instruction and learners’ cognitive, affective
and psychomotor attributes, subject matter and the learning environment

Based on the study that the group conducted for 50 grade 9 students, 38
of them stated that they are having a hard time on their Algebra
subject specifically Quadratic Function topic. The 25 students stated that
they find it hard to study quadratic equations for the reason that
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 activities are not

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 enough for them to practice their skills regarding the topic. The examples
given to the students during class hours are very limited compared to the
graded activities given to them. The next problem is lack
of teacher-student engagement. According to the 8 surveyed students,
due to the complexity of the subject the students are finding it hard to
interact with their teachers resulting in unclarified concerns about the
topics. There is also a problem in coping up with the topic according to
the remaining 5 students when they have been absent for a day or more.
Since the topic Quadratic Function is quite complex, once the teacher
moves towards the next topic, the student finds it hard to pass the
activities and examinations. This is happening because there is no
alternative and interactive way for the students to learn the topic.

As a solution to the stated problem the researchers would like to propose

an Android-based Computer - Aided Instruction of Quadratic Functions
for Grade 9 Students that aims to help the students have an
alternative learning material for the improvement of their academic
performance specifically on algebra with the topic about quadratic
functions.

Purpose and Description of the Project

The researchers derived the algebra subject specifically the topic

about quadratic functions from the DepEd’s Learning Resource
Portal. The portal has the description of different topics that a specific
grade level will discuss along the school year. For this study, the
researchers would like to propose An Android - based Computer -
Aided Instruction of Quadratic Functions for Grade 9 Students that
aims to help the students have an alternative learning material for
the improvement of their academic performance specifically on
algebra.

The general focus of the research is to provide students with

engaging learning opportunities and practical knowledge to pique their
interest and
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 help them learn more, while the main goal for the teachers is to
effectively manage the monitoring of their students' progress.

The study is intended to make it easier for those students to refresh or

have their advance reading on quadratic functions. In order to
utilize the proposed application, there will be a registration for the
students before signing in. If the application will be integrated to some
schools, the user will have to provide a school ID to validate the created
account. However, if the user only wants to use the application for
individual learning, they will have a choice to create a personal account
that does not require an ID and can be used offline. On the top left side
of the user’s interface, there will be a tab where it will have a user’s
profile, the options for home, notifications, share button, feedback,
settings and the log out button. Then on the user’s interface there will be
widgets that include the topics, quizzes with random questionnaires,
leaderboard, compiled video tutorials, graphing calculator,
performance tracker, and online mini games with competition. In
addition to this, the researchers will provide a portal for the teachers
which will serve as a way for them to connect with their students. In
order to connect the teachers with their specific students, the name of
the school, address, their section and their teacher’s name will be
gathered on the registration part. From then, the sorting of files and data
provided by the two connected respondents will be managed by the
admin to help the teacher identify and know who their students are. The
admin will also be the one to maintain the functionality of the system.

Objectives of the Study

A Computer Assisted Instruction (CAI) is one form of advances

in information technology and computers that are proliferating today that
can access anywhere and can be utilized as innovative learning resources.
This research aims to develop An Android-based Computer -Aided
Instruction of Quadratic Functions for Grade 9 Students which is designed
to improve

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 the students’ ability in self-regulated learning.

The main objective of this project is to develop a Computer

Assisted Instruction, an educational tool for a student that is easy to
learn and use. Specifically, this project aimed to:

● To provide more interactive activities that will enhance the

skills and knowledge of the students in Quadratic Functions.

● Provide a digital platform that could be used by teachers as

a supplementary tool for teaching in an effective way in getting
the students’ attention towards the subject.

● The proposed system will provide an application that ensures

to bring forth accessible learning materials regarding the subject.

● To develop an application that will provide an alternative way

for the students to learn Quadratic Functions in a more interactive
way with the help of online mini games.

Scope and Limitations of the Study

Scope

The proposed system may teach those Grade 9 Students who find hard
time in learning algebra, specifically quadratic functions. The study may
also be applied to the current system used in teaching to further
improve the efficiency and effectiveness of the discussion and to motivate
students in learning the subject. The system focuses on the topic
quadratic functions of algebra.To be more specific, the topics that will be
covered by the application will be the Introduction to Quadratic
Functions, Graphs of Quadratic Functions, Finding the Equation of a
Quadratic Function and the Applications of Quadratic Functions. The
scope of the study will focus

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 on the grade 9 student and other year level will not be part of this study.

Furthermore, the project will consider the following contents of

the application.

● Users’ Application

○ Registration - where the users will register their data

first to use the proposed application.
○ Signing-in - once the student is done registering they
will have to sign up their created username and password
upon registering to use the application.
○ Dashboard - for this section the students will be able
to choose what interactive activity that they would like;
it could be the quiz, interactive discussion of topics
or watching some copyrighted video tutorials compiled on
the application. The students can also check their
leaderboard rankings, track their performance with the
subject based on the history of activities, option to use a
graphing calculator and tab option in order to view
their profile settings. Furthermore, the researchers
will also implement interactive online mini games
that can also be used as a basis for their leaderboard
rankings. Some games will help develop the students’
understanding about the subject and some of it will
be about competition against their classmates.
○ Profile Settings - on this section the students can
view, update and modify their profile, have options to
click the home, notifications, share button, feedback,
settings and the log out button.

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 ● Teachers’ Portal
○ Registration - just like the student’s application,
the teachers also need to register before signing in the
portal.
○ Sign-in - after registration the teacher may now
have access to the portal.
○ Dashboard - on this section the teachers would be able
to monitor the rankings of their students, know
whose performance got low, on what topic the student is
having a hard time with, they can also correct the
students on after quiz scenarios with the help of real-time
checking.

● Admin’s Application
○ Registration - in order to create an account of admin
the user needs to register first.

。 File Maintenance - the user’s admin file, students’

file, and teachers’ file will be managed by the admin.
○ System Maintenance & Update - the admin is the
one responsible to keep the functionality of the
application as well as the further updates for the
improvement of the application.

Limitations

Despite of the objectiveness of the study, the proposed project is limited in

terms of the following:

● The proposed study is limited to learning the specific topic

of algebra which is the quadratic functions. This means that any
topic about mathematics aside from the mentioned topic will
not be included on the application.
● The students cannot have access or connect with their teacher if
the data/internet connection is not present.

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 ● The application will not be able to support other
Operating Systems aside from Android.

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 Review of Related Literature or Systems

Review of Related Literature

Since the 1960s, computers have been used to aid learning in

classrooms. The integration of other technologies, such as CD and
MP3 players (or record players in the 1960s), DVD players, tablets,
smartphones, and televisions, is also a component of CAL. These
resources can be utilized to increase student engagement or to help
clearly express a point that a teacher or professor is trying to make.
(Scott, J., 2022)

Computer-Assisted Learning (CAL), sometimes known

as Computer-Assisted Instruction (CAI), is another sort of e-learning
that combines computers and conventional teaching methods. This is
also referred to as a student-interactive software which utilizes a
combination of computer-assisted training techniques and multimedia
elements such as texts, images, sounds, and videos in order to
improve learning. The primary goal of CAI is to foster interaction and
enable students to become active learners rather than passive learners by
using numerous techniques
like quizzes and other computer-assisted teaching and assessment
processes. (Tamm, S., 2021)

According to Pine, J. (2022), there is a difference between the

eLearning and Learning Management Systems. The term "eLearning"
refers to the entire online learning environment and describes
educational resources that are sent online. Furthermore, eLearning
platforms offer users the chance to create and distribute online courses.
On the other hand, LMS, or learning management systems, is a
software platform that assists in the development, operation, and
management of eLearning courses. When

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 creating and managing course materials, an LMS also gives users
extra functionality.

In an article written by Herbert-Roche, M. (2021), he shared his

son’s experience with a quiz game that the school introduced in their
class, the Times Tables Rock Stars. It is a competitive times tables quiz
game that allows students to go head to head with each other by
answering multiplication questions under timed conditions. The
game showed significantly positive results on his son’s performance for
he was able to learn all of his times tables and can recite them in record
time. In fact his seconds per question has become 1.30s, down from
4.5(s) at the start. He concluded that it is the time to move on
simple ‘gamified’ learning experiences and recognise that successful
Learning Games engage learners fully by introducing competition,
recognition, and intrinsic motivation.

Related Studies and/or Systems

Foreign Study

In this day and age, the traditional teaching approach is no longer

enough to stimulate mathematical learning, particularly when it comes to
the new student generation, who is accustomed to using technology in
their daily lives. A study designed by Al-Khateeb, M. (2018)
investigated the difference and impact between mobile learning
and the traditional approach of learning by solving mathematical
problems of seventh-grade students in Jordan. The findings show that
the experimental group's students who used mobile learning
methodologies performed way better than the other group, who were
instructed using traditional teaching methods.

In this sense, as mentioned in the study by Nepomucena, et al.

(2017), mathematical models and computer programs have become
essential tools
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in facilitating student learning. This paper suggests using educational
software, such as GeoGebra, to support the teaching of functions in
basic education. Utilizing this approach as a teaching tool, the teacher
was able to stimulate student’s learning of Mathematics, promote
interdisciplinary application and make the process of teaching closer to the
student’s reality. This allows students to work with concepts that are just
partially exploited in the traditional approach of using pen and paper. In
conclusion, it can be said that the use of a modeling approach with the
teaching of functions generated satisfactory results in both the
teachers and student’s perspective.

Along with this, the researchers also seeked to identify the primary
challenges in the teaching and learning process in Mathematics where it
was found that the exercises found in books and handled by the teacher
were insufficiently effective to promote the students' comprehension
of these topics.

According to a study by Verma, R.(2016), Computer Assisted

Instruction or CAI, is proven to be a useful tool to enhance cognitive,
emotional, and linguistic and literacy skills in school children. These
programs may never completely replace books and the blackboard, but
it is clear that young children learn better with pictures and sounds.
Therefore, the effective usage of relevant programs could
significantly impact children's understanding and learning.

Furthermore, in the study of Sung et al. (2016), the researchers classified

and evaluated 110 published journal articles published between 1993 and
2013 to do a meta-analysis and research synthesis on the effects
of integrated mobile devices in teaching and learning. Overall, the use
of mobile devices in education had a moderate mean impact size of
0.523. This study revealed that mobile device use in education has a
better
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 overall impact than utilizing desktop computers or not using
mobile devices at all.

Local Studies

The pre-post-test action research study of Rogayan, et al (2021)

examined the impact of computer-assisted instruction (CAI) on
motivation and academic achievement in Social Studies of secondary
school’s students in Zambales, Philippines. This study revealed that the
students' motivation for the subject was fair (M=3.20) before the
intervention and high (M=3.59) after being exposed to CAI.
Moreover, the class's academic performance in social studies was
average (M=23. 18) prior to the intervention, but improved to above
average (M=37.82) following the treatment. The results showed a
noticeable improvement in the students' motivation and academic
performance after the application of CAI. Hence, the contextualization of
CAI has been recommended by the researchers to improve student’s
motivation and academic performance, not just in Social Studies, but also
in other fields and subjects.

Galang, E & Galang, N. (2019) also created a Computer-Aided

Instruction in Mathematics for grade one students. The purpose of the
study was to provide an alternative and interactive educational game on
android devices that focuses on basic arithmetic operations in
Mathematics. Some of the softwares used in the CAI were the Flash (for
the animations), SQLite (for the database), and Android Programming
(for programming language). The findings of the study led to the
conclusion of the researchers that the application can be used as an
alternative learning tool for grade one students and the inclusion of
electronic manuals in mobile applications should be taken into
consideration.
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11
 In a similar study conducted by Dumigsi, M. & Cabrella, J. B.
(2019), they looked into the efficacy of Strategic Intervention Material
(SIM) as remediation for Grade 9 students in solving problems involving
quadratic functions. The data were gathered using the researcher-made
pretest and posttest given to 16 grade 9 students at Davao del Sur,
Philippines. Results showed that Grade 9 students remediated with the
SIM had "satisfactory" competency levels on the posttest, whereas
students remediated with the Grade 9 Learner's Material were described
as "did not meet expectations." Therefore, it was proven in this study
that SIM in Mathematics is an effective remediation tool for Grade
9 students in solving problems involving quadratic functions.

Synthesis

With the new generation getting more accustomed to using technology

in their daily lives, the traditional teaching approach has no longer
been enough to stimulate mathematical learning. Having said that,
several studies and literature were done to address this concern. The
proponents believe that the articles included in this paper could give
more grounds and credibility to the proposed study as it addresses
similar problems and interventions.

The primary aim of this research is to develop a Computer-Assisted

Instruction (CAI), which as defined by Tamm (2021) is another sort
of e-learning that combines computers and conventional teaching
methods. A handful of related studies has already proven that the
contextualization of CAI is an effective method of improving
student’s motivation and academic performance. Meanwhile, the
study of Nepomucena, et al. (2017) revealed that the exercises found
in books and handled by the teacher were insufficiently effective
to promote the students' comprehension of mathematical concepts.

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Considering this problem and the other issues found in the survey,
the proponents of this study propose a project that tackles
grade 9 mathematical concepts, particularly the Quadratic Functions,
using an Android-Based Computer-Aided Instruction. This study aims to
stimulate student’s learning of Mathematics, promote interdisciplinary
application and make the process of teaching closer to the
student’s reality by providing an interactive way for students to learn
Quadratic Functions.
STI College Lipa 13
 TECHNICAL BACKGROUND

Overview of Current Technologies to be Used in the System

Mobile app development is the process and procedure of writing

and creating software that is intended to run on Android or iOS
mobile platforms. Both platforms consist of different tools,
software, and programming languages to develop a simple or more
complex application. These include developers'
suggested/recommended software/tools/frameworks such as Flutter,
React Native, Xamarin, Android Studio, Ionic, and programming
languages such as Java, Kotlin, Object-C, C#/C++, Phyton, PHP, Swift,
and databases such as Firebase, MySQL, PostgreSQL, MongoDB,
RealDB, and SQLLite.The proponents of the study chose Android
Studio as the software to be used in Android app development because
it is best known for its basic tool for Android developers to create an
application while using the most popular and widely used
programming language, which is the Java. An SQLite relational
database will be used to collect and manage the system's data. Adobe
Photoshop to utilize to create a design for the logo of the
application. Lastly, the proponents will also utilize the software Figma to
be used in the application’s wireframing.

Calendar of Activities

After the previous defense, the group started thinking of a new title for
the next scheduled defense. Then, after some brainstorming in the first
week of June, they came up with a new study entitled, ‘An Android-
based Computer -Aided Instruction of Quadratic Functions for
Grade 9 Students. ’ They have decided to explore more on
Computer-Aided Instructions (CAI) to create a more interactive
learning environment for grade 9 students.
STI College Lipa 14
Right after receiving the approval of their adviser regarding the topic,
the group started planning for the system they would use in the
application. Their adviser also gathered them for a consultation where
they discussed their study, and received feedback and suggestions from
their teacher.

In that same week, the group created a request letter for the
participation of grade 9 students and their teachers in a structured
interview. They have also formulated queries that seek to investigate the
learning experiences and difficulties that students experience with
their subjects. Once the request has been approved, the group began
the structured interview by
disseminating the formulated questions in an online e-survey application,
Google Forms.

Data gathered from the survey became the basis of the study as the group
started working on chapters 1, 2, and 3 of the paper in the second week
of
June.

To summarize it all the proponents were given two weeks as a period

to construct their new documentation.
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 Gantt Chart of Activities

MONTH FEBRUARY MARCH APRIL MAY JUNE JULY AUGUST SEPTEMBER OCTOBER NOVEMBER
ACTIVITY
Group Creation
Capstone Project
Title Brainstormin
Capstone Project
Title Compliance
Approval of
Proposed
Capstone Title
Project
System Planning
Consultation
with the Adviser
DATA
GATHERING
Interviewing the
Respondents
Request Letter
Creation
Approval of
Request Letter
Creating queries
for the
Respondents
DOCUMENTA
TION

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16
CHAPTER 1 -
Introduction
Project Context
Purpose &
Description of
the Study
Objectives of
the Study
Scope &
Limitation of
the Study
CHAPTER 2 -
Review of
Related
Literature/Syste
m
Review of
Related
Literature
R evi ew of
Related and/or
System
Synthesis
CHAPTER 3
- Technical
Background
Overview of
Current
Technologies to

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17
be Used in the
System
Calendar of
Activities
Gantt Chart
Update
Resources
APPENDIX
References
Application
Development
User Interface
Planning
Flow of the
Application
Planning
Application
Designing
Finalization
DEFENSE
Creating a
Powerpoint for
the Proposal
Defense
Proposal
Defense

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18
 Resources

To develop a mobile application, quality hardware and software

are required. According to Christensson, P.(2006), Hardware refers to
the physical parts of a computer and related devices. On the other
hand, software consists of the programs and applications that run on
computers. Because the software runs on computer hardware, software
programs often have system requirements that list the minimum hardware
required for the software to run.

In order to develop the proposed project, the list of hardware and

software provided below is the required type of hardware to meet the
intended results of the proposed Android-based application. Any
device that can meet or surpass the quality type of the provided list
below will be able to create and run the proposed applications.

● Hardware

HARDWARE TYPE DESCRIPTION

Processor Intel(R) Pentium(R) CPU N4200

@ 1. 10GHz 1. 10GHz

Memory 4 GB RAM
Hard Disk Drive 512 GB

Monitor/Display 1366 x 768 resolution display

Operating System Microsoft® Windows® 7/8/10

(32- or 64-bit)

Graphics Intel(R) HD Graphics 505

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 ● Software

SOFTWARE NAME DESCRIPTION

Android Studio Powerful code editor and

developer tools.

SQLite Most used relational database.

Adobe Photoshop Graphic editor

Figma Collaborative interface design tool

The table above consists of the required software that the proponents will
utilize to develop the proposed android-application project. Android Studio
is best known for its robust code and tool editor. It consists of the Android
Emulator Interface that allows developers or proponents to design, run, and
debug the output. Android Studio is recommended for beginners to use for
Android mobile application development, which uses the two most
popular programming languages among developers, Java and Kotlin. SQLite
relational database will be used to collect and manage the system's data. In
order to create an exquisite design for the logo of the application, the
proponents will use Adobe Photoshop software. Lastly, to design the
application's interface, the proponents will use the Figma software, an expert's
choice for a web-based wireframe tool. It is ideal for real-time collaboration.
Figma can help the proponents clearly outline a framework and allows
the proponents to elaborate their idea that much closer to the final product.

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 APPENDIX
References
Al-Khateeb, M. (2018). The effect of teaching mathematical problems solving
through using mobile learning on the seventh grade students' ability to solve
them in
Jordan.

Dumigsi, M. P., & Cabrella, J. B. B. (2019, August 27). Effectiveness of Strategic

Intervention Material in Mathematics as Remediation for Grade 9 Students in
Solving Problems Involving Quadratic Functions. Asian Journal ofEducation
and Social Studies, 5(1), 1- 10. 10.9734/AJESS/2019/v5i130137

Etcuban, J. O., & Pantinople, L. D. (2018). The effects of mobile application in

teaching high school mathematics. International Electronic Journal of
Mathematics Education, 13(3), 249-259.

Galang, Nemia and Galang, Eric, A Computer-Aided Instruction in Mathematics:

Application Game on Android Devices (October 29, 2019). Available at SSRN:
https://ssrn.com/abstract=3477016 or http:// dx. doi. org/10.2139/ ssrn.3477016

Herbert-Roche, M. (2021, June 22). Need proof that games can help you
learn? LinkedIn. Retrieved July 20, 2022, from
https:// www. linkedin. com/ pulse/ need- proof- games- can- help- you- learn- mike- herb
ert-roche

How Does Technology Prepare Students for the Future? ( 20 20 , June 9 ).

GoGuardian. Retrieved June 24, 2022, from
https://www.goguardian.com/blog/how-does-technology-prepare-students-for-the-
future

J. Y. Mambu, B. G. Wullur, A. K. Wahyudi, J. Ambana, J. Moejahedy and R.

Kumendong, "Geomath: An Augmented Reality Based Geometry
Introductory Android- Based Application with Cuboid Tracking, " 2 0 2 0 2 nd
International
Conference on Cybernetics and Intelligent System (ICORIS), 2020, pp. 1-5, doi:
10.1109/ICORIS50180.2020.9320815.

Nepomucena, T. V., da Silva, A. C., Jardim, D. F., & da Silva, J. M. (2017). A study
about teaching quadratic functions using mathematical models and free software.
Journal ofPhysics, 1-8. 10. 1088/1742-6596/936/1/012069

Pine, J. (n.d.). What is the Difference Between eLearning and LMS? Honors
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