STI Ortigas-Cainta

Senior High School

JavaDict: The Development of a Mobile Dictionary Application

about Java Programming Language with Quizzes and Mini Games

for Grade 11 MAWD Students of STI Ortigas-Cainta

A Research presented to the Senior High School Faculty of STI Ortigas-Cainta

In Partial Fulfilment of the Requirements

for the Strand Mobile Application and Web Development

Lopez, Anne Mary B.

Amoin, Allen R.

Baldelomar, Charles Darwin D.

Bautista, Clarieza H.

Ceballo, Roniel Ezra V.

Celestra, Ron Jacob M.

Ludovice, Jaden Micole P.

Obregon, Carl Ivan T.

Patenia, Kim Dale S.

October 2019

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ACKNOWLEDGEMENT

First, we would like to thank God for His guidance in developing our mobile

application. We also acknowledge his ever blessings and gift of knowledge.

Second, we would like to acknowledge the people below who assisted us at every point to

reach our goals and objectives with this research work:

Mr. Dhan Delovino, our major teacher in Computer Programming, who advised

us in constructing our research paper and in crafting our mobile application. He was

definitely supportive in keeping us track in our progress.

Ms. Maria Jeveca Longakit, our class adviser, for her dedication in motivating us

in producing this research.

Mrs. Maria Regina Bautista, our teacher in “English for Academic and

Professional Purposes” course, for her reporting activities which she gave her true

feedbacks, directed us in proper composition of our research. Her effortful tasks made us

more capable in making this research.

Ms. Donna Jane Delima, our teacher in “Practical Research 2” course, for

demonstrating us the different articulations of our research paper. Her coaching built us to

broad accomplishments in advancing our thesis.

Our teachers, whom encouraged us in establishing our study. Their cooperation improved

our efficiency and productivity.

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Third, we would like to appreciate our families and relatives for their sustentation.

Their financial and moral assistance aided our commitment in initiating this research

paper.

Lastly, we gratify our friends for their ideas and opinions. Their reaction and

constructive criticism are crucial in expanding our mobile application.

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ABSTRACT

This research was conceptualized to create a unique application that define words,

particularly Java terminologies. It is an application created to help students, teachers and

aspiring programmers who want to learn or is learning the Java programming language.

Its main objective is to effectively give the information and the definition of certain Java

words through text and examples. Currently, there are only a couple of Java dictionary

applications in the Android operating system’s major app store, Play Store and the

researchers observed that these existing ones have too much or have so little data plus a

complicated or too simple interface. As such, the determination to create a better

application resulted in successfully developing a portable Java language dictionary.

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TABLE OF CONTENTS

TITLE PAGE………………………………………………………………………………I

ACKNOWLEDGEMENT………………………………………………………………..II

ABSTRACT……………………………………………………………………………..IV

TABLE OF CONTENTS………………………………………………………………...V

CHAPTER 1 - THE PROBLEM AND ITS BACKGROUND

BACKGROUND OF THE STUDY………………………………………...…………….1

STATEMENT OF THE PROBLEM………………………..…………………………….3

OBJECTIVES OF THE STUDY………………………………………………………….4

SIGNIFICANCE OF THE STUDY………………………………………………………4

SCOPE AND DELIMITATION…………………………………………………………..5

DEFINITION OF TERMS………………………………………………………………..7

THEORETICAL FRAMEWORK………………………………………………………...9

CONCEPTUAL FRAMEWORK………………………………………………………..15

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CHAPTER 2 - REVIEW OF RELATED LITERATURE AND STUDIES

REVIEW OF RELATED LITERATURE……………………………………………….16

SYNTHESIS……………………………………………………………………………..21

CHAPTER 3 – RESEARCH METHODOLOGY

RESEARCH METHOD USED………………………………………………………….22

POPULATION FRAME AND SAMPLING SCHEME………………………………...22

DESCRIPTION OF RESPONDENTS…………………………………………………..22

RESEARCH INSTRUMENTS…………………………………………………………..23

DATA GATHERING PROCEDURE…………………………………………………...23

STATISTICAL TREATMENT OF DATA……………………………………………...25

REFERENCES………………………………………………………………………….30

APPENDICES

APPENDIX A – Pre-Survey Questionnaire……………………………………………..34

APPENDIX B – Application Logo………………………………………………………35

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1. To develop an application through the Android Studio IDE

2. To develop an application that can effectively give information through text and

examples.
3. To develop a user-friendly interface through making a simple and aesthetically

pleasing design.
4. To develop an application that will assess the users through quizzes and mini

games.
5. To develop an application that will motivate the users through rewards for their

achievements or milestones.

SIGNIFICANCE OF THE STUDY

The development of this application will provide future users a portable Java

language dictionary that has quizzes and mini games. Its portability will result to an

effortless searching for Java keywords in a manner that it will cut the searching time for

specific Java terms. In addition, it is compact and doesn't have extra information which in

some cases, just unnecessary data that might just get the person more confused. Another

good thing about this application is that, it is offline so it really promotes portability

which will be very handy in many situations.

In this day and age, technology is always finding ways to make things easier and

convenient, this application also promotes that same vibe in a way that using this

application will prevent users from carrying big Java programming language books

which contain a ton of data one doesn't need as of the moment. This application will cater

to students, teachers or people in general who studies the Java programming language,

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and of course, to future researchers that will possibly use this study as a basis or reference

for their own study which might be an improved version of this or a totally different

study.

SCOPE AND DELIMITATION

Scope

The application will be composed of, of course, Java terminologies and its

definition with some examples. The app will have quizzes and mini games to assess the

users regarding their gained knowledge about the Java terminologies. And also, the app

will be having rewards for every achievement that the users have achieved and

milestones that they have surpassed. The reward system feature will act as a motivator to

the user and a source of satisfaction to remind the user that s/he is learning something.

Delimitation

The study itself is informative and is focused on aspiring programmers

specifically to Java programmers only that are interested in broadening their knowledge

about Java terminologies. The research sample is composed of grade 11 Senior High

School MAWD or ICT students from STI College Ortigas-Cainta. This study will use the

data gathering method survey among the chosen students. To effectively gather input

from the said students, this study will use a simple survey template. In addition, it is to

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analyze the effectivity of using a mobile dictionary specifically programming dictionary

in day to day experience of students in academic activities such as programming.

IOS users are delimitated due to the fact that the application will only be

accessible on Android phones or gadgets. Basically, it is delimitated to non-android

mobile operating systems and to desktop computers or laptops. The app will not be

published on online application markets such as Play Store and is not integrated for

online experience. This app will only be accessible offline and requires installation

through sharing.

DEFINITION OF TERMS

Android – is a mobile operating system developed by Google. It is used by several

smartphones and tablets.

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Application - is a software program that runs on your computer. Each program has a

specific application for the user. For example, a Microsoft Word can help a student create

a research paper, while a video game can prevent the student from getting the paper done.

Broadening - the act of making something wider.

Delimitate - set, mark or draw the boundaries of something. Development - is a process

that creates growth, progress, positive change or the addition of physical, economic,

environmental, social and demographic components. Development is visible and useful,

not necessarily immediately, and includes an aspect of quality change and the creation of

conditions for a continuation of that change.

Dictionary - is a collection of words and their definitions such collections are usually

printed as books, but some are how designed for use on computers. A dictionary is most

commonly used to look up the definitions of particular words, but other information, such

as etymology and usage guidelines, often appears as well.

iOS - is a mobile operating system developed by apple. It was originally named the

iPhone OS, but was renamed to the IOS in June 2009. The IOS currently runs on the

iPhone, iPod touch, and iPod like modern desktop operating systems, IOS uses a

graphical user interfaces, or GUI.

Java - is a programming language that produces software for multiple platforms. When a

programmer writes codes, the compiled codes run on most operating systems (OS)

including Windows, Linux and Mac OS. Java derives much of its syntax from the C and

C++ programming languages.

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Programmer - is an individual that writes/creates computer software or applications by

giving the computer specific programming instructions. Most programmers have a broad

computing and coding background across multiple programming languages and

platforms, including structured query language (SQL), Perl, Extensible Mark-up language

(XML), PHP, HTML, C, CH and Java.

Terminology - a system of words used to name things in a particular discipline.

THEORETICAL FRAMEWORK

E-Learning Theory

E-learning or Distance Education is progressively being chosen among students in

the higher education institutions. A report in 2006 by Allen and Seaman indicated that 3.2

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million students in the USA, mostly undergraduates, were taking at least one online

course in fall 2005 term. A recent report by Allen and Seaman (2008) indicated that

online enrollments have been growing significantly faster than the higher education

enrollments in general. The design of learning activities included collaboration,

cooperation, multiple perspectives, real world examples, scaffolding, self-reflection,

multiple representations of ideas, and social negotiation. The learning assessment

elements consisted of instructor assessment, collaborative assessment, and self-

assessment. The instructor’s roles were coaching, guiding, mentoring, acknowledging,

providing feedback, and assessing student learning. Learning assessment elements are

integral to the learner-centered model for designing e-learning assignments/activities. The

learning assessment elements of the learner-centered model for designing e-learning

assignments/activities include the following three elements:

1. Individual self-assessment
2. Team collaborative assessment
3. The facilitator’s assessment

The aim of the learner-centered model for designing e-learning assignments/

activities is to encourage learners to actively construct new knowledge. (Alex Koohang,

et al, 2009).

Technology can play an important role in the achievement of learning outcomes

but it is not necessary to explain this enhancement with a special account of learning.

Rather, the challenge is to describe how the technology allows underlying processes

common to all learning to function effectively. A true model of e-learning would need to

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demonstrate on what new learning principles the added value of the ‘e’ was operating.

(Helen Beetham & Rhona Sharpe, 2007)

Mobile Learning Theory

A new generation of location-aware mobile phones will offer further possibilities,

of education services and educational media matched to the learner’s context and

interests. The complexity of these interactions between learners, educational settings and

mobile technologies challenges the conventional view of education as imparting

knowledge in a fixed location, inviting a more expansive possibility of ubiquitous

learning supported by personal media communicators. (Sharples M., Taylor J., Vavoula

G., 2010)

The launch of the International Journal of Mobile and Blended Learning is one of

several indicators that mobile learning globally is reaching a critical and sustainable

momentum and identity. The past six or seven years have seen a host of pilots and

initiatives across sectors and across countries and these have established firstly that

mobile learning takes learning to individuals, communities and countries where access to

learning was challenging or problematic and secondly that mobile learning enhances,

enriches and extends how learning is understood. (John Traxler, 2009).

There is a need to re-conceptualize learning for the mobile age, to recognize the

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essential role of mobility and communication in the process of learning, and also to

indicate the importance of context in establishing meaning, and the transformative effect

of digital networks in supporting virtual communities that transcend barriers of age and

culture. A first step in postulating a theory of mobile learning is to distinguish what is

special about mobile learning compared to other types of learning activity. An obvious,

yet essential, difference is that it starts from the assumption that learners are continually

on the move. We learn across space as we take ideas and learning resources gained in one

location and apply or develop them in another. We learn across time, by revisiting

knowledge that was gained earlier in a different context, and more broadly, through ideas

and strategies gained in early years providing a framework for a lifetime of learning. We

move from topic to topic, managing a range of personal learning projects, rather than

following a single curriculum. We also move in and out of engagement with technology,

for example as we enter and leave cellphone coverage. By placing mobility of learning as

the object of analysis we may understand better how knowledge and skills can be

transferred across contexts such as home and school, how learning can be managed

across life transitions, and how new technologies can be designed to support a society in

which people on the move increasingly try to cram learning into the interstices of daily

life. Second, a theory of mobile learning must therefore embrace the considerable

learning that occurs outside classrooms and lecture halls as people initiate and structure

their activities to enable educational processes and outcomes. Third, to be of value, a

theory of learning must be based on contemporary accounts of practices that enable

successful learning. The US

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National Research Council produced a synthesis of research into educational

effectiveness across ages and subject areas (National Research Council, 1999). It

concluded that effective learning is:

 Learner Centered: It builds on the skills and knowledge of students, enabling

them to reason from their own experience;

 Knowledge Centered: The curriculum is built from sound foundation of validated

knowledge, taught efficiently and with inventive use of concepts and methods;

 Assessment Centered: Assessment is matched to the ability of the learners,

offering diagnosis and formative guidance that builds on success;

 Community Centered: Successful learners form a mutually promotive community,

sharing knowledge and supporting less able students.

Lastly, a theory of mobile learning must take account of the ubiquitous use of personal

and shared technology. A survey in 2003 at the University of Birmingham found that 43%

of students owned laptop computers. These figures mask the huge disparities in access to

technology around the world (Mike Sharples, Josie Taylor, Giasemi Vavoula, 2005).

Multimedia Theory

People can learn more deeply from words and pictures than from words alone.

This seemingly simply proposition – which can be called the multimedia learning

hypothesis – is the main focus of The Cambridge Handbook of Multimedia Learning. In

particular, multimedia researchers are interested in how people learn from words and

pictures, and in how to design multimedia learning environments that promote learning. I

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define multimedia as presenting both words (such as spoken text or printed text) and

pictures (such as illustrations, photos, animation, or video). By words, I mean that the

material is presented in verbal form, such as using printed text or spoken text. By pictures

I mean that the material is presented in pictorial form, such as using static graphics,

including illustrations, graphs, diagrams, maps, or photos, or using dynamic graphics,

including animation or video. Multimedia learning occurs when people build mental

representations from words (such as spoken text or printed text) and pictures (such as

illustrations, photos, animation, or video). As you can see in this definition, multimedia

refers to the presentation of words and pictures, whereas learning refers to the learner’s

construction of knowledge. (Richard E. Mayer, 2005)

Color Theory

True-color images typically contain thousands of colors, which makes their

display, storage, and processing problematic. For this reason, color quantization

(reduction) is commonly used as a preprocessing step for various graphics and image

processing tasks. The process of color quantization is mainly comprised of two phases:

palette design (the selection of a small set of colors that represents the original image

colors) and pixel mapping (the assignment of each input pixel to one of the palette

colors). The primary objective is to reduce the number of unique colors. Color

quantization methods can be broadly classified into two categories: image-independent

methods that determine a universal (fixed) palette without regard to any specific image,

and image-dependent methods that determine a custom (adaptive) palette based on the

color distribution of the images. Despite being very fast, image-independent methods

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usually give poor results since they do not take into account the image contents.

Therefore, most of the studies in the literature consider only image-dependent methods,

which strive to achieve a better balance between computational efficiency and visual

quality of the quantization output. (M. Emre Celebi, 2009).

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CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT

 Android Studio IDE Development of the JavaDict: The

 Android Mobile application: Development of a
Device Mobile Dictionary
 Laptop/computer  Designing the
Application about Java
layout of the app
Programming
 Applying
Language with Quizzes
functions to the
and Mini Games for
user interface
Grade 11 MAWD
 Run and Debug
Students of STI
Survey:
Ortigas-Cainta
 Creation of
survey
questionnaires
which are the
pre-survey and
post-survey
questionnaires
 Distribution of
the app for
testing

FEEDBACK

Figure 1: Conceptual Framework

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CHAPTER 2

REVIEW OF RELATED LITERATURE

Mobile apps for language learning. Language Learning & Technology

It wasn’t that long ago that the most exciting thing you could do with your new

mobile phone was to download a ringtone. Today, new iPhone or Android phone users

face the quandary of which of the hundreds of thousands of applications they should

choose. It seems that everyone from federal government agencies to your local bakery

has an app available. This phenomenon, not surprisingly has led to tremendous interest

among educators. Mobile learning is in itself not new, but new devices with enhanced

capabilities have dramatically increased the interest level, including among language

educators. The Apple iPod and other new tablet computers are adding to the mobile app

frenzy. (Godwin-Jones, R., 2011)

The Impact of Mobile Dictionary Use on Language Learning

Widespread use of mobile and wireless devices in education has led to

revolutionary changes in the way teachers teach and learners learn. Due to their

pervasiveness, mobile phones are considered as being potentially valuable learning tools.

However, students’ personal use of mobile phones and their apps for learning benefit is

still open to research. This study thus investigated the impact of mobile dictionary use on

language learning. Thirty-four lower-intermediate language learners participated in a

pretest-posttest quasi-experimental study. They were divided into two groups (17 in each

group) based on their choice to work with a mobile dictionary or a printed one for their

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language course. During the course, the experimental group used a dictionary installed on

their mobile phones to do all their activities. Meanwhile, the control group worked with

the printed version of the same dictionary. A teacher-made achievement test was used as

the pre- and post-test. The result showed that, while controlling for the entry level

language ability, the experimental group outperformed the control group in the post-test.

The finding of the study underscores the vital role mobile phones play in extending

learning out of the classroom anywhere anytime. (Mehrak Rahimia & Seyed Shahab

Mirib, 2014)

Tracking Learner Usage of Mobile Phones for Language Learning Outside of the

Classroom

Mobile technologies have the potential to empower learners to work outside of the

classroom with a freedom that is difficult to achieve with more traditional technologies

such as desktop computers. Of these, it is the mobile phone that has attracted a good deal

of attention in the language learning literature in recent years. The current study indicated

that detailed tracking of learner usage of mobile devices for language learning can shed

important light on actual learner behaviour that often conflicts with teacher expectations

of learner usage. While many teachers may have expectations of mobile learning as a

means of having learners engage in learning activities at any time and any place, the

reality from the current study is that while learners undertake these activities at a range of

times, locations appear to be, at least as far as engaging to interactive materials are

concerned, predominantly centered around home and university. (Stockwell, G., 2013)

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The Development of Android Based Dictionary for Graphic Technique

Dictionary is one of the important media in learning English. Along with the rapid

development of mobile technology at this time, the various applications for mobile is

widely developed as a medium of learning, one of them is the application of

Androidbased dictionary. Dictionaries on mobile devices are more practical than

conventional dictionaries, as users can receive information quickly anywhere without

space and time constraints. (Agustina, Ika & Murtopo, Murtopo., 2017)

Mobile-Based Dictionary of Information and Communication Technology

The design of this application is designed in such a way as to facilitate the user in

the process of learning and understanding the new terms or vocabularies encountered in

the world of information and communication technology. Mobile-based dictionary of

Information And Communication Technology applications that have been built can be an

alternative to learning literature. In its simplest form, this application is able to meet the

need for a comprehensive and accurate dictionary of Information And Communication

Technology function. (O E S Liando, 2018)

A Mobile-Device Based Serious Gaming Approach for Teaching and Learning Java

Programming

Most first year computer science students would find that learning object-oriented

programming is hard. Serious games have ever been used as one approach to handle this

problem. But most of them cannot be played with mobile devices. This obviously does

not suit the era of mobile computing that intends to allow students to learn programming

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skills in anytime anywhere. To enhance mobile teaching and learning, a research project

started over a year ago and aims to create a mobile device based serious gaming approach

along with a serious game for enhancing mobile teaching and learning for Java

programming. (Jordine, T., Liang, Y., & Ihler, E.,2014)

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SYNTHESIS

The research itself has many connections and related studies that can help the

research filter its data through-out the procedure. The researchers found many related

studies ranging from the application itself and also its use and effects. For the application,

one handpicked study is Mobile Apps for Language Learning and Language Learning &

Technology. For the use and effects, The Impact of Mobile Dictionary Use on Language

Learning.

These related literatures and studies helped the researchers and also will help the

future respondents to clearly understand the research being conducted by means of acting

as the supports and backups of this study. All of these related studies have a relationship

in the application being developed that can help answer all the possible question that may

come out in the trial quarter.

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CHAPTER 3

RESEARCH METHODOLOGY

RESEARCH METHOD USED

The research method used is descriptive because this study will only be describing

the ideas and concepts, although, this is only for the meantime.

POPULATION FRAME AND SAMPLING SCHEME

Population

Approximately, there are 600 Students that are currently taking Mobile

Application and Web Development in STI College Ortigas-Cainta, grade 11 and grade 12

and male and female. The research will only be focusing on grade 11 MAWD students

mainly because Java is one of the first programming language that they will encounter

throughout the school year.

Sampling Scheme

Given an estimated 600 population of g11 and g12 MAWD Students, a sample of

100 is taken from grade 11 MAWD students. The data that will be obtained from the

chosen students are data about their relatability to our study and data about their opinion

about our application. The sampling method that will be used is cluster sampling.

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DESCRIPTION OF RESPONDENTS

The research sample is composed of grade 11 MAWD or ICT students from STI

College Ortigas-Cainta. The researchers chose the said sample for the reason that grade

11 MAWD students are studying the Java programming language.

RESEARCH INTRUMENTS

The researchers will describe and give a free trial of the application as part of the

survey. The researchers will provide two survey questionnaires, a pre-survey and post-

survey questionnaire. In the pre-survey questionnaire, the questions will measure the

relatability of the respondents to the study. While the post-survey questionnaire will

contain questions about the application itself. The two survey questionnaires will contain

open-ended questions, multiple-response questions and matrix questions for the grade 11

MAWD students to answer.

DATA GATHERING PROCEDURE

The researchers had a thorough meeting regarding the selection of respondents of

their application and they have decided to choose grade 11 MAWD or ICT students of

STI Ortigas-Cainta as the application specifically caters to people who studies Java

programming language. And knowing the curriculum of STI regarding the program

MAWD or ICT, grade 11 MAWD or ICT students are the ones who are studying the Java

programming language.

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The data gathering procedure will immediately start to carry on after the proposal

and instrument have been prepared and approved by the teachers. The researchers will

then seek the approval of the teacher on duty of the class that we will be giving our

surveys to. The surveys to be used will be tested for its reliability and validity before it is

presented to the target population.

During the gathering procedure, the researchers will be distributing the surveys.

The respondents will be informed about the nature of the study and since not everyone

might be willing to participate in answering the survey, a consent of each respondent will

be secured and the researchers will only be providing voluntary respondents the survey.

The survey questionnaires will be given to 100 g11 MAWD students. In

administering the surveys, the researchers will use vacant time to prevent interruption of

class discussions. The students will be given enough time to answer the survey. After

collecting all the data through survey, the researchers will be tallying the answers of the

respondents and to be used the statistical treatment to be used in the study.

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STATISTICAL TREATMENT OF DATA

Researchers use Mean, Median and Mode in identifying and summarizing all the

data points that researchers collected. Researchers also use Likert Scale in collecting data

points in the survey that researchers will conduct.

The survey uses the matrix style system. It collects data through the evaluation of

respondents with the 5 descriptive choices. Here is the example:

Slightly Slightly Strongly

Statement Disagree Agree
Disagree Agree Agree
JavaDict

provides

enough

information

about Java

Terminologies.

100 respondents are asked to choose which description best describes the

statement. The respondent’s choices are used to identify the quality assessment of

JavaDict. The quality assessment determines the overall quality of the mobile application.

Each description has corresponding ranks. Here is the example:

Rank 1 – Strongly Agree

Rank 2 – Agree

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Rank 3 – Slightly Agree

Rank 4 – Disagree

Rank 5 – Slightly Disagree

The choices of the respondents are then transformed into numbers. The data are transformed

with a pointing system. Here is the example:

Pointing System

Rank Points

1 5

2 4

3 3

4 2

5 1

Each rank has a corresponding point. The points are used for the calculation of the

quality assessment. Formulas are crafted to calculate the quality of the mobile

application. Here are the formulas:

To get the Quality Rate:

Literal:Quality Rate (Z) = Sum (Σ) of Ratios (R)

Simplified: Z = ΣR

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To get the Ratio:

Literal: Ratio (R) = Total Points (T) / Highest Possible Points (H)

Simplified R = T/H

To get the Total Points:

Literal:Total Points (T) = Frequency (Hz) * Points (P)

Simplified: T = Hz*P

Summary of Formula Terminologies:

(Z) Quality Rate – The sum of all ratios. Example:

20% + 16% + 12% + 8% + 4% = 60%

(R) Ratios – The ratio of the total points from the highest possible points. The highest

possible point is 500 because the population of respondents are 100. Example:

100 / 500 = 0.2

Transform 0.2 into percentage

0.2 x 100 = 20%

(T) Total Points - It is the product of the points and the frequency of the respondents who

chose the specific rank. Example:

20 * 5 = 100

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(P) Points – It can be determined in the pointing system.

(Hz) Frequency – It is the input needed to calculate the quality rate. It determines the population

of the respondents who chose the specific rank. Example:

Slightly Slightly Strongly

Statement Disagree Agree
Disagree Agree Agree
JavaDict

provides enough

information 20 20 20 20 20

about Java

Terminologies.

Here is an example computation of a statement using our Digitalized Computing System:

Computation
CATEGORY: User Interface
FREQUENCY TOTAL PTS RATIO
RANK Quality Rate (Z)
(HZ) (T) (R)
1 20 100 20%
2 20 80 16%
3 20 60 12% 60%
4 20 40 8%
5 20 20 4%

Here is the link for the demonstration of our Digitalized Computing System:

https://drive.google.com/open?id=1SFNb8TZNNaAN12DFF846B2DHn52zb1s1

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The collected data of quality rate are combined and averaged. Each variable will

have a corresponding result. The rest of the computation are calculated with a computer.

This is to guarantee accuracy and convenience.

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REFERENCES

Agustina, Ika & Murtopo, Murtopo, (2017). The Development of Android Based

Dictionary for Graphic Technique. Retrieved from

https://www.researchgate.net/publication/322126158_The_Development_of_Android_Ba

sed_Dictionary_For_Graphic_Technique

Alex Koohang, et al., (2009). E-Learning and Constructivism: From Theory to

Application.

Retrieved from

file:///C:/Users/Anne%20Lopez/Downloads/article_44824.pdf

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readnow=1&seq=17#page_scan_tab_contents

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APPENDIX A
Pre-Survey Questionnaire

Name: _____________________________________________________
Grade 11 MAWD: _________

 What mobile operating system are you using?

Android
iOS
Others (specify): __________________________________

 Do you use a mobile dictionary application?

Yes No
If yes, what mobile dictionary application(s) are you using?
____________________________________________________
____________________________________________________
If no, where do you search for words you’re unfamiliar with?
____________________________________________________

 How often do you use a mobile dictionary?

Often
Sometimes
Seldom
Never

 Have you ever tried a Java language mobile dictionary??

Yes No
If yes, what Java language mobile dictionary(ies) have you tried?
____________________________________________________
____________________________________________________
Kindly evaluate the said application(s):
good okay bad

If no, where do you search for Java terminologies you’re unfamiliar with?
____________________________________________________

APPENDIX B
APPLICATION LOGO

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