Sad Ultimatum

POLYTECHNIC COLLEGE OF BOTOLAN
ECCD CHECKLIST SYSTEM
Thesis Project
Presented to the Faculty of the
College of Information and Communication Technology
Polytechnic College of Botolan
Botolan, Zambales
In Partial Fulfillment
of the Requirements for the
System Analysis and Design
Presented to:
PAUL RICHIE F. ASUNCION

Instructor
Presented by:
JETHRO Q. PUDOL
ELIZHA D. CASTILLO
DONNA MAY F. COLLADO
October 2018
COLLEGE OF INFORMATION AND COMMUNICATION TECHNOLOGY


DISCLAIMER
This project is submitted to the Information and Communication Technology
Program in partial fulfillment of the subject System Analysis and Design at the
Polytechnic College of Botolan at Batonlapoc, Botolan, Zambales. It is a
result/creation of our own work as a group except of some assets/materials we use
or thereof, including the source code and designs, maybe freely acquired and
provided is concede.

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Republic of the Philippines

(Formerly Botolan Community College)
Batonlapoc, Botolan, Zambales
APPROVAL SHEET
The proposed project entitled ECCD Checklist System prepared and submitted
by Jethro Q. Pudol, Elizha D. Castillo, Donna May F. Collado has been examined
and recommended for acceptance and approval in partial fulfillment of the
requirements for the subject System Analysis and Design.
Board of Panel:
MARYJANE A. DIZON, LPT

Chairman
Date Signed
MARK JULIUS B. ANOCHE, LPT

Member
Date Signed
OSCAR G. RAQUIDAN JR.

Member
Date Signed
PAUL RICHIE F. ASUNCION, LPT

SAD Adviser
Date Signed

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DEDICATION
This study is wholeheartedly dedicated to our beloved parents, who have our
source of inspiration and gave us strength when we thought of giving up, who
continually provide their moral, spiritual, emotional, and financial support.
To our brothers, sisters, relatives, mentor, friends, and classmates who shared
their words of advice and encouragement to finish this study.
And lastly, we dedicated this book to the Almighty God, thank you for the
guidance, strength, power of mind, protection and skills and for giving us a healthy
life. All of these, we offer to you.

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ACKNKOWLEDGEMENT
The proponents would like to extend their deep and sincere gratitude and
appreciation to the following, whose help and inspiration made this study possible.
Mr. Paul Richie F. Asuncion, their thesis adviser, for all the assistance
and patience in guiding them in completing the study.
Ms. Maryjane A. Dizon, the Program coordinator of Information and
Communication Technology Program, for all the motivations and encouragement
to the proponents.
Mr. Mark Julius B. Anoche and Mr. Oscar G. Raquidan Jr., the
members of the panel, for sharing their expertise and suggestions to improve this
study
The ICTP teachers, students and friends for their kind cooperation and
helps at many stages in carrying out this study.
Our family, for giving us hope and support throughout this years. For their
continuous love, support, understanding and encouragement.

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ABSTRACT
The research study focused in the Polytechnic College of Botolan Computer-
Based Inventory System to alleviate the school inventory record-keeping.
A descriptive research design was used by the researcher determining,
describing, and analyzing of data regarding the school inventory record-keeping. T-
test was used to identify the significant difference on the indicators used for system
testing.
The staff- respondents were the staffs of Polytechnic College of Botolan. The
average assessment of the respondents was 4.00 interpreted as “GOOD”.
Based on the findings, the system is highly recommended to be used in
Polytechnic College of Botolan by the school staffs and admin. It is tested that the
system lessen the time submitting inventory reports and is compatible to any device
without the use of Internet.

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TABLE OF CONTENTS
Page
TITLE PAGE
DISCLAIMER i
ACCEPTANCE SHEET/ APPROVAL SHEET ii
DEDICATION iii
ACKNOWLEDGEMENT iv
ABSTRACT v
TABLE OF CONTENTS vi
LIST OF TABLES x
LIST OF FIGURES xi

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CHAPTER I – INTRODUCTION
Introduction 1
Objectives 4
Significance of the Study 5
Theoretical Framework 8
Conceptual Framework 10
CHAPTER II – REVIEW OF RELATED LITERATURE AND STUDIES
Technical Background 12
Review of Related Literature 13
CHAPTER III- METHODOLOGY
Research Methodology 23
Statistical Treatment of Data 27
Requirement Documentation 29
Requirement Analysis 30
CHAPTER IV- RESULTS AND DISCUSSION
Results And Discussion 36

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CHAPTER V- SUMMARY, CONCLUSION, AND RECOMMENDATION
Summary 48
Conclusion 49
Recommendation 50
BIBLIOGRAPHY 51

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CHAPTER I
This chapter covers the background of the study as well as its theoretical
framework and statement of the problems. It also covers the background,
objectives, and significance of the study as well as the definition of key terms used
in the study.
Introduction
Early childhood care and education are vital to improving child survival and
children's overall development. The first six years of a child’s life is a time of great
promise and rapid change, when their developing brain is most open to the
influence of relationships and experiences. However, many of children across the
country are at risk of not reaching their full potential because they do not get the
care and stimulation they need in the early stages of life. To achieve the Sustainable
Development Goals (SDGs) and ensure that all girls and boys, especially the most
deprived, are developmentally on-track we need to start early.
The Early Childhood Care and Development Council is a national agency of the
Philippines tasked with implementing special programs with the objective of
promoting education and development for young children. They primarily
implement their programs and activities in various National Child Development

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Centers (NCDC) across the country. Concurrently, one of the implements used by
the NCDC is the Early Childhood Care and Development (ECCD) Checklist. The
ECCD checklist is designed for service providers like daycare teachers, examiners
and child care workers to help evaluate a child’s level of growth and development.
By using the checklist, they will be able to determine if a child is developing
adequately, or is at risk for developmental delays. In addition to that, the examiners
are able to formulate the appropriate treatment for each child. As each child has its
own record, examiners can monitor each child separately, using their
individualized checklists as references. With it, the examiners are shedding light
on each child’s in capabilities and thus are able to help them by means of providing
the suitable care and treatment necessary, and also helping to build the existing
aptitude already present in the child.
Research Locale
The study will be conducted in the NCDC of Barangay San Juan in Botolan,
Zambales. The Child Development Teacher (CDT) assigned there is the only
respondent. The interview will take place in an informal setting with a flexible time
frame, taking into consideration the respondent’s schedule, and the questions to be
asked be spontaneous, but still relevant to the study. The researchers might have
to go back and arrange several following interviews for possible insights in the
course of its development to achieve the most ideal form of the system. The
interviews will be done in the daycare center or via phone. Although not as

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structured as a traditional interview with more formal questions and research
instruments, its aim will be the same nonetheless.
The information gathered just from interview will not be enough. Online
research will also be conducted to further the completion of the project. The
researcher suggests that the process of evaluation using the ECCD Checklist is
done manually, such that it is time-consuming. The proponents have learned that
the traditional way of evaluation is very complicated, the papers seem to be bulky,
and the calculations for the interpretation of scores can be very confusing. For
example, some of the statistics in the checklist have been discovered to be incorrect
because the score table used to interpret the scores tends to be difficult to follow.
Because of this, the data could be wrong, and it could have negative consequences
to the child being examined, because the child’s developmental condition is
contingent in this; the examinees parents could be misinformed about the real
condition of their child. Another issue needed to be addressed is the security of the
information about the children as stated thereof, which are stored in the checklist.
These information are highly classified; only the examiner and the examinee’s
parents know about them so as to prevent the consequence it can deliver if they are
compromised.
The proponents have seen that the current system used by the San Juan
NCDC can be improved by developing a system software for automation of the
manual process. The proposed system, which will be called Automated ECCD
Checklist, will do the same work as the manual, but it will save a lot of time as
well as effort, for it will manipulate the data automatically. The process will be

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hastened exponentially. All the user needs to do is to provide input, and the results
will be generated by the system, without errors.
If the proposed system is implemented and works successfully, it may
become a viable tool in helping the examiner in the assessment of the pupils. It
could be recognized by other National Child Development Centers (NCDC) in
other locations, utilizing it to help more children in the process. More broadly, it
could contribute to the already existing aim of the people to make the future
significantly better for more generations to come. For upholding the betterment of
the youth, so is the betterment of the country that nurtures it.
Objectives of the Study
The general objectives of the study are to improve the process of evaluation
of the center’s students as well as provide a more sound and efficient form of
keeping the evaluation records. This way, the center will have fewer tasks to be
much concerned with. The system should be able to reduce the workload of the
Child Development Teacher (CDT) with regards to the original ECCD Checklist.
It will do so by taking care of the following:
1. How do the user respondents and software experts evaluate the software
quality of the ECCD Checklist using the ISO/IEC/IEEE 42010:2011 metrics:
a. Functionality;
b. Reliability;
c. Usability;
d. Efficiency;
e. Maintainability; and

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f. Portability?
2. Time Management. How will it reduce the time spent in the evaluation of the
students?
3. The ECCD Checklist consists primarily of tables, charts, and the checklist
items. The proposed project is ideally planned to have a UI that is the same of
forms of the manual system to preserve its defining look, to make it easier for
the first-time user of the system, the Child Development Teacher, to adapt to it.
4. Interpretation of raw scores into scaled scores. The ECCD Checklist is used
with a scaled score table to interpret the raw scores into scaled scores, which
consists of tight and narrow rows and columns that make it difficult for the
examiner to use it efficiently. As a result, the scores recorded could be incorrect.
5. Every evaluation period, the CDT computes the child’s age. The proposed
system should be able to do this automatically.
6. The checklist has two charts: the Scaled Score Chart and Standard Score3 Chart,
graphic representations of the child’s evaluation result. How will it be
implemented in the project?
7. What information could be or could not be displayed for the user to see? Also,
what forms could be made and printed?
Significance of the Study
The purpose of the development of the project not only lies with helping the
daycare center, but also as personal education. For the developers of the project, this
is a great training facility for them to enhance their knowledge and expertise in their
field, possibly finding solutions to certain problems from discovering one from their

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own. Hence, just like the purpose of the system they intended to create, the experience
per se will help to develop their minds. They can learn new ways to do things,
breaking knowledge barriers to get to answers that are seemingly impossible to get to
before. The project, in its finalized form, will serve as a solid manifestation of the
developers’ collective effort, passion and perseverance, as well as a source of
gratification, a sort of reward in their passionate work on the project.
The product of this study could be highly beneficial, as it could be used by
other National Child Development Centers all across the nation. Either way, this will
definitely impact the evaluation process of the beneficiary, since so much time and
space will be saved. With the advantage of technology, the Child Development
Teacher or other potential users of the proposed system cannot be bothered to worry,
because with just a few clicks, the system will do its task properly. The user provides
the input, and the system will do the computing, interpreting and transferring of data
in the background. In terms of maintenance, the user can monitor it easily since the
program will keep its data safe. Security will be ensured; the system will have a log-
in form with username and password authentication so that only he/she can use it.
The study shall highly benefit the children being evaluated by the Child
Development Teacher, or who would be the user of the system. The assessment of the
child should be done without error, as well. It is also expected that it will provide
assurance to the children’s parents, particularly in the archiving of data, as it could no
longer be easily breached since the information is digitally stored in the device.
Scope of the Study

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The scope of the study only covers the daycare center in Barangay San Juan,
where it can be accessed by the Child Development Teacher (CDT) assigned there or
other selected user of the system. Since it is based on the implement used by the
center, it is a type of an assessment tool program that will be used at three consecutive
evaluation periods in a school year, meaning it can cater to different batches of
students, and can allocate sufficient amount of data in it. Good to last, depending on
how long the device will be operational.
The Checklist consists of a child’s record. The Checklist consists of a Child’s
Record; the items in the Checklist are grouped into seven domains: 1) gross motor, 2)
fine motor, 3) self-help, 4) receptive language, 5) expressive language, 6) cognitive,
and 7) social-emotional.
Limitations of the Study
The system can only be launched properly on modern browsers that support CSS
Grids. This excludes browsers such as Internet Explorer and Microsoft Edge (at least
at the time of this writing). Additionally, the system will only be serve using localhost,
meaning the project will not be uploaded in the web, the user can only access it from
the device it will be installed on. Lastly, since its usage is purposed to reduce the
assessment time for each child from forty-five minutes, considering that every
evaluation period takes place in one day, and since every evaluation period takes place
approximately four months per school year, the system’s uptime will only be as good
as it is required to the user in that specific timeframe. As a result, the system will only
become an ordinary archiving system that keeps the assessment results.

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This Checklist is not intended to be used to 1) make a medical diagnosis; 2)
determine a child’s intelligence quotient or IQ; or 3) gauge his academic achievement.
It is only the first of several steps in a comprehensive assessment process that a child
at risk is expected to go through so he can get the help he needs as early as possible.
Theoretical Framework
The theoretical framework was made in compliance with the ISO/IEC
20501:2011 software product quality. ISO/IEC/IEEE 42010:2011 defines
requirements on the description of system, software and enterprise architectures. It
aims to standardize the practice of architecture description by defining standard terms,
presenting a conceptual foundation for expressing, communicating and reviewing
architectures and specifying requirements that apply to architecture descriptions,
architecture frameworks and architecture description languages.
The impact of this study could extend to other schools in the country, not just
for NCDC, but other year levels and learning institutions. The importance of child
development is viable to the life of the country and its future, as stated by Dr. Jose
Rizal which translates to “Our youth is the hope of our country”. This is true, after
the current generation will be gone, the children will take charge in the future. It
depends on the former, then, to nurture and care for its youth, to ready them into for
the future.
Jean Piaget (9 August 1896 - 16 September 1980) describes childhood
development as having four stages: sensorimotor, preoperational, concrete
operational and formal operational. During the sensorimotor stage (from birth to 2
years old) the child only starts to learn about the world through their senses. In the

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preoperational stage (2 to 7 years old), children develop memory and imagination, see
things symbolically, and also understand the concept of past and future. In the
concrete operational stage (7 to 11 years old), the children are more aware of other
peoples’ feelings, as well as their own. They begin to understand that they are not the
“protagonist” of the world. Finally, in the formal operational stage (11 years old and
above) children are able to use logic to solve problems, view the world around them,
and make plans for the future.
Based on Piaget’s theory, the second stage is where the child begins to learn
the environment, see things according to what they look like, and also have a sense
of understanding. In this stage the child can be first introduced to education, so that
the child will grow up to be a good contributor to the society
Conceptual Framework
Input Process Output
I. Knowledge I. Data Gathering Process
Requirements  Interview
 PHP  Observation
COLLEGE
MySQL  AND
OF INFORMATION Research
COMMUNICATION TECHNOLOGY
 HTML & CSS
II. System Assembly 9
 Planning
II. Utility Information Evaluation of the
 Analysing the
 Sociodemographic software quality
Feedback
Figure 1. The Paradigm of the Study
The Input-Process-Output Model also known as the IPO+S Model is a
functional model and conceptual schema of a general system. An IPO chart identifies
a program’s inputs, its outputs, and the processing steps required to transform the
inputs into the outputs. The IPO model has many interdisciplinary applications, and
is used to convey systems fundamentals in IT overview education and as a
brainstorming, preliminary investigation tool in systems development processes.
Definition of Terms
CDT – Child Development Teacher who conducted an evaluation to day care student.

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Cognitive Domain - This includes cause-and-effect, reasoning, as well as early-math
skills.
ECCD Checklist – Early Childhood Care and Development Checklist; a form for
every day care student’s evaluation.
Expressive Language Domain - skills to make sounds or use gestures or speech to
begin to communicate.
Fine Motor Domain - This activity require a child to learn to precisely control the
muscles in the hands.
Gross Motor Domain – learning to use all of the “big” muscles in our body
NCDC - National Child Development Center; day care center.
Proponents – a group who conducts an interview for data gathering.
Receptive Language Domain - use a mental filter to orient, with greater efficiency
and accuracy, to the speech sounds characteristic of their native language.
Self-help Domain - learning to dress oneself, feed oneself, using the toilet, brushing
teeth, bathing, tying shoes, etc.
Sociodemographic Profile - complete data/information of the child.
Socio-emotional Domain - Learning to “play” (especially with others) is a skill.
CHAPTER II
This chapter presents the relevant concepts and related literature which
includes foreign and local studies to provide information and valuable insight to the
study. It shall discuss the system’s technical and conceptual components, how we can

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benefit from it, as well as its meaning and the opportunities and limitations that come
with it.
Technical Background
The Automated ECCD Checklist is based on the Early Childhood Care and
Development Checklist Child’s Record 2, a substantial tool administered across the
country by the Early Childhood Care and Development Council. The council offers
programs primarily for child development, hence the implementation of the ECCD
Checklist in various National Child Development Centers across the country.
Although their purposes are alike, the proposed system is not connected in any way
to the ECCD Council. The system is proposed to assist the beneficiary center in the
process of evaluation of its students using the checklist.
The proposed system will be written in PHP, MySQL for the database, and
HTML and Cascading Style Sheet for the design. The design will be a website, but it
will only be available locally on the device. For hardware specification, the minimum
RAM required is 4.00 GB, ideal HDD is [500 GB]. Software requirements is Google
Chrome v57.0 and up. Peopleware involved will be the Child Development Teacher
and the students of the center. Network connection is not necessarily required, as the
system will be run on localhost.
REVIEW OF RELATED LITERATURE
Foreign Literature
As stated by Jacobus P. van Wouwe, 2015 TNO, NETHERLANDS Child-
staff ratios are a key quality indicator in Early Childhood Education and Care (ECEC)

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programs. Better ratios are believed to improve child outcomes by increasing
opportunities for individual interactions and educational instruction from staff. The
purpose of this systematic review, and where possible, meta-analysis, was to evaluate
the association between child-staff ratios in preschool ECEC programs and children’s
outcomes. Searches of Medline, websites of large datasets and reference sections of
all retrieved articles were conducted up to July 3, 2015. Cross-sectional or
longitudinal studies that evaluated the relationship between child-staff ratios in ECEC
classrooms serving preschool aged children and child outcomes were independently
identified by two reviewers. Data were independently extracted from included studies
by two raters and differences between raters were resolved by consensus. Searches
revealed 29 eligible studies (31 samples). Child-staff ratios ranged from 5 to 14.5
preschool-aged children per adult with a mean of 8.65. All 29 studies were included
in the systematic review. However, the only meta-analysis that could be conducted
was based on three studies that explored associations between ratios and children’s
receptive language. Results of this meta-analysis were not significant. Results of the
qualitative systematic review revealed few significant relationships between child-
staff ratios and child outcomes construed broadly. Thus, the available literature reveal
few, if any, relationships between child-staff ratios in preschool ECEC programs and
children’s developmental outcomes. Substantial heterogeneity in the assessment of
ratios, outcomes measured, and statistics used to capture associations limited
quantitative synthesis. Other methodological limitations of the research integrated in
this synthesis are discussed.

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The research evidence for early childhood intervention practices performance
checklists is described. Performance checklists include lists of the tasks or steps
required to complete a practice competently. The checklists were developed using a
conceptualization-operationalization-measurement framework where findings from
research syntheses and empirical studies informed the selection or development of
checklist indicators. This paper includes a meta-review of empirical evidence
demonstrating practice-outcome relationships consistent with the purposes and goals
of each of the performance checklists. Findings from more than 200 narrative reviews,
meta-analyses, integrative reviews, and other types of research syntheses were the
sources of evidence and foundations for 26 early childhood intervention performance
checklists. The research evidence, taken together, indicates that the checklist
indicators have a substantial evidence base for each of the performance checklist
practices. Strengths and limitations of the meta-review are described.
As stated by Michelle J. Neuman, et.al, the past 15 years have witnessed
worldwide recognition of the importance of investing in the early years of children’s
lives, with rapid expansion of Early Childhood Care and Education (ECCE) services
around the world (UNESCO, 2015). However, progress in preprimary coverage has
not been experienced equally across regions and within countries, and delivering
quality ECCE at scale remains a challenge in many contexts. The recent global
education framework, Education 2030, includes a target focused on expanding
equitable and quality provision, including one year of free and compulsory pre-
primary education. The ability to recruit, retain, and support qualified personnel for

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ECCE settings is critical for ensuring that this target is met. Evidence-based
approaches are needed to address these challenges. Yet, limited information is
available on ECCE teachers, including their training and professional development,
classroom practices, and working conditions in low- and middle income countries
(LMICs) (UNESCO, 2012). This literature review seeks to synthesize existing
evidence and identify knowledge gaps about pre-primary teachers in LMICs and the
settings in which they work. This literature review was commissioned to inform the
development of a common survey instrument for the UNESCO pilot Survey of
Teachers in Pre-Primary Education (STEPP) which will collect data on ECCE
personnel in selected LMICs.
As stated by Carl J. Duns, 2018 that the research evidence for early childhood
intervention practices performance checklists is described. Performance checklists
include lists of the tasks or steps required to complete a practice competently. The
checklists were developed using a conceptualization-operationalization-measurement
framework where findings from research syntheses and empirical studies informed
the selection or development of checklist indicators. This paper includes a meta-
review of empirical evidence demonstrating practice-outcome relationships
consistent with the purposes and goals of each of the performance checklists. Findings
from more than 200 narrative reviews, meta-analyses, integrative reviews, and other
types of research syntheses were the sources of evidence and foundations for 26 early
childhood intervention performance checklists. The research evidence, taken
together, indicates that the checklist indicators have a substantial evidence base for

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each of the performance checklist practices. Strengths and limitations of the meta-
review are described.
Local Literature
According to Michele Wiens, The Early Childhood Care and Development
(ECCD) Law which was enacted in 2000, recognizes the importance of early
childhood and its special needs, affirms parents as primary caregivers and the child's
first teachers, and establishes parent effectiveness, seminars and nutrition counseling
for pregnant and lactating mothers. The Law requires the establishment of a National
Coordinating Council for the Welfare of Children which: (a) establishes guidelines,
standards, and culturally relevant practices for ECCD programs; (b) develops a
national system for the recruitment, training, and accrediting of caregivers; (c)
monitors the delivery of ECCD services and the impact on beneficiaries; (d) provides
additional resources to poor and disadvantaged communities in order to increase the
supply of ECCD programs; and (e) encourages the development of private sector
initiatives. The Republic Act 6972, the “Barangay (village) Level Total Protection of
Children Act”, has a provision that requires all local government units to establish a
day-care centre in every village; the law institutionalized the features of the day-care
programme that provide for young children’s learning needs aside from their health
and psychosocial needs. Since the decentralization of basic health and social services
in 1990, the local government unit is directly responsible for the management and
operation of day-care centres. Pre-schools are required to seek a permit to operate and
register with the Department of Education. DECS Order No. 107s, 1989, “Standards

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for the Operation of Pre-schools (Kindergarten level)”, provides guidelines for the
establishment of private pre-schools. The DepEd requires the preparation of a
feasibility study by prospective school administrators as an initial step in applying for
a permit to operate a pre-school programme.
According to Jere Behrman, increasing attention and resources have been
devoted in recent years to early childhood development (ECD) in low to middle
income countries. Rigorous studies on the effectiveness of ECD-related programs for
improving children’s cognitive skills and nutritional status in the developing world
are scant. We evaluate an important ECD initiative of the Philippine government
using longitudinal data collected over three years on a cohort of 6,693 children age 0-
4 at baseline in two “treatment” regions that received the ECD program and a
“control” region that did not receive the intervention. The main method we use to
estimate the program impact is to match children in the treatment and control regions
with respect to a variety of observed characteristics measured at the municipality,
barangay, household, and child level, and to then estimate the relative change in ECD
across time in treatment compared to control regions (i.e. the “differencein-
difference” estimator). The results indicate that there has been a significant
improvement in weight-for-height Z scores among children age 5 and above in the
third survey round (age 3 and above at baseline). We also find evidence of substantial
increases in cognitive, social, and motor development scores for children age 3 and
below who reside in ECD program areas relative to those who do not. Finally, there

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is evidence of an important decline in the proportion of children below age 4 with
worms in program compared to non-program areas.
As stated by Samuel Ngaruiya , this comparative study explored the influence
of different pre-school models on school readiness among pre-school children from
different urban socio-economic status (SES) neighbourhoods. The study sampled 207
pre-school children attending different pre-school models in different SES
neighbourhoods within the city of Nairobi in Kenya. In the study, school readiness
was conceived as the ability of children to learn and handle primary school tasks.
Assessment was done through teachers' rating of children's level of developmental
and functional skills using a School Readiness Assessment Instrument (SRAI), which
was adopted and modified from the Early Development Instrument (EDI). The study
compared school readiness outcomes amongst pre-schoolers aged five and six years.
School readiness outcome was also correlated with the level of developmentally
appropriate practice of the different pre-schools, assessed through observation and
interviews. Major findings from this study were that, pre-school children who
attended Private pre-school models outperformed their peers from public pre-schools
in school readiness scores and children from low SES neighbourhoods had lower
school readiness scores compared with children from middle and high SES
neighbourhoods. The study recommends a paradigm shift from an academically
oriented pre-school model to one that embrace a holistic approach in program and
assessment of children's school readiness. It also recommends further studies on the

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influence of cultural variations on school readiness and primary school readiness to
receive pre-schoolers.
Synthesis
The purposed of Early Childhood Education and Care (ECEC) programs was
to evaluate the association between child-staff ratios in preschool ECEC programs
and children’s outcomes. Cross-sectional or longitudinal studies that evaluated the
relationship between child-staff ratios in ECEC classrooms serving preschool aged
children and child outcomes were independently identified by two reviewers. This
paper includes a meta-review of empirical evidence demonstrating practice-outcome
relationships consistent with the purposes and goals of each of the performance
checklists. In Early Childhood Care and Development Checklist System rights, after
all, to have quality education and exposure to a healthy environment, one that is good
for the development of their well-being and good morals. The examiner can monitor
the child’s improvement in evaluation. The ECEC programs will help the ECCD
Checklist to improve the evaluation and make it fast the functionality of the system.
Foreign Studies
As stated by Leah T. Salas, the main objective of the study was to design,
develop, and evaluate a Web and Mobile- Based Faculty Evaluation System for higher
education institutions to enhance faculty evaluation procedures. Specifically, it sought
to benchmark the criteria and policies of the traditional evaluation system of the
different higher education institutions, to design and develop the proposed evaluation
system through the identified system requirements, and to evaluate the acceptability

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and utility of the customized system based on ISO 9126 standards. Based on the data
regarding the faculty evaluation procedures and processes of different educational
institutions, the system was developed through the RAD’s construction phase. PHP
was used as the programming language with the support of JavaScript and Cascading
Style Sheet (CSS). WAMP package was used to utilize the Apache Server as web
server, MySQL as administrator, and phpMyAdmin as database. Evaluation results
revealed that there is a constructive approval on the web and mobile-based faculty
performance evaluation system from the respondents as affirmed by the excellent
ratings given to six criteria namely: functionality, reliability, usability, efficiency,
maintainability, and portability.
As stated by Peter Weiler, the faculty evaluation system was developed to be
an automated aid for evaluating faculty. The instructor submits a request for
questionnaires. Questionnaires are printed on Scantron readable forms. The forms are
read by a Scantron card reader and the results of the questions are interpreted to
produce reports. The evaluation system was designed by using all of the phases of
development for a large software system. The specifications and requirements of the
system were approved by the thesis committee. A logical design of the system was
then developed. The logical design consisted of data flow diagrams and PSL/PSA
reports describing the diagrams. The programs were written. As stated by the
specifications and followed very closely the structure set up by the logic design. The
programs were tested mostly under actual operation conditions. All of the programs
were found to operate. As stated by the specifications set up for them. In closing

20
problems encountered in developing the system and recommendations for future
software projects are discussed.
Local Studies
According to Imelda M. Taguiam, in the evaluation of teaching effectiveness,
critical factors being considered may vary depending on the use of results. At higher
education institutions, results of evaluation usually merit-academic milestones such
as tenure and promotion. The search for outstanding employees, on the other hand,
may require a more rigorous scheme of evaluation. Furthermore, positive results may
lead to a nomination for a scholarship grant. As methods of assessing teaching
effectiveness change, concerns about the fair play of alternative methods come up.
The researcher used the Methodology by Nunamaker et al. (1990) in designing the
Web-based Faculty Evaluation System, which was created on a PHP/MySQL
platform. There are various Methodologies, but the Multi-Methodological Approach
of Nunamaker et al. (1990) is the most compelling and comprehensive due to its
iterative nature and full circle and continuous development that is required to produce
a sustainable and scalable system. The data gathered were classified, tallied, analyzed
and interpreted using frequency, percentages, and mean. The findings of this study
automating evaluation process will improve the accuracy of the report generated and
eliminates issues such as the possibility of manipulating the evaluation result. User
acceptance test questions can be formulated based on its Usability. From the
questionnaires survey, the respondents strongly agree that the operation of the system
is useful, as revealed from the tables presented in the result and discussion.

21
The proposed project entitled “LAN-Based Student Faculty Evaluation
System for Our Lady of Fatima University” is all about how the students will evaluate
their professor by using the computer. As a student of Our Lady of Fatima University
we observed that the guidance had a hard time in counting the evaluation form. This
LAN-Based Student Faculty Evaluation System for Our Lady of Fatima University is
to serve as one several sources to provide data for the improvement of teaching and
learning. The LAN-Based Student Faculty Evaluation System for Our Lady of Fatima
University will give the school and the student an easy way in evaluating the faculty
members within the school facilities.
All the information given by the students will be treated with utmost
confidentiality. This LAN-Based Student Faculty Evaluation System for Our Lady of
Fatima University will be a designed like an Internet Cafe in that case before the
students can use the computer they have to wait for the administrator to open all the
computers and wait for the instructions. The students can only evaluate one professor
at a time if they tried to evaluate again the administrator will ignore this kind of
situation.
The CFES or the Computerized Faculty Evaluation System will give way to
easy collection and more accurate data analysis of faculty evaluation in lesser time.
The Computerized Faculty Evaluation System is a paperless process in which the
evaluator (students, co-teacher, and supervisor) will use the computer and the system
to evaluate the teacher.

22
Teaching performance evaluation is a necessary step in ensuring good
instruction. Traditionally teaching performance evaluation is used as a tool to apprise
teachers on how they are doing their job. Performance is defined as a set of outcomes
produce during a certain period of time, and does not refer to the traits, personal
characteristics or competencies of the performer. It is designed to identify teaching
strength and weaknesses.
Synthesis
A trial of an automated essay grading was conducted at Curtin University of
Technology in Perth, Western Australia which is the purpose was not to check their
own grading but to see how consistent the computer system handled the assessment
or how good the grading system is. Automation has had a notable impact in a wide
range of industries beyond manufacturing like grading system in San Sebastian
College. We all know that making an Automated Grading System means making the
task for professors in computing and calculating grades will become easy and
accurate. But there has a system which can provide educators, examiners and a child
care worker about a child’s level growth and development. The Early Childhood Care
and Development (ECCD) Checklist can shows the information about the child
capabilities or the level of the child can understand. The examiner can monitor each
child separately using individualized checklist as reference and able to formulate the
appropriate treatment for each child and also helping to build the existing aptitude
already present in the child.

23
CHAPTER III
Research Methodology
This chapter starts with the detailed discussion of the project design
methodology. The second section presents the development process. The third section
provides operation and testing procedure. It is usually based on some philosophical
view. Methodology can regard as a generalized description of the activities of a series
of design projects, together with a theory that explains why those projects were
successful, and it may be seen as an abstraction from good practice.
Research Locale
The study was conducted at San Juan, Botolan, Zambales.
Figure 2. Map of San Juan NCDC, Botolan, Zambales
Respondents of the study

24
In order to determine whether Automated ECCD functions efficiently, a total
of 30 respondents were asked to participate. To achieve pertinent information, certain
inclusion criteria were imposed. The participants qualified for sample selection must
be the employees of Automated ECCD who will be using the system. The researchers
used a standard questionnaire.
Data Gathering Procedure and Data Analysis
Research Instruments
The researcher designs a self-administered questionnaire for the data
gathering process to get qualitative data. The primary aim of the questioner is to
determine the efficiency of the Automated ECCD. This research used a mixture of
closed questions and more open comments in the questionnaire. Through closed
questions, the researcher will be able to limit responses that are within the scope of
this study. The questionnaire has three parts. The first part is the respondents’
profile which contains the age, sex, course and organizational affiliation. The
second part Respondent’s Perception in terms of software quality using the ISO/IES
9126 metrics and the Level of Acceptability of the Automated ECCD.
Data Gathering Procedures
After a careful validation of the questionnaire, the researchers secured a letter
of approval from the Thesis Adviser and for the school’s Dean for the distribution of
the questionnaire. The questionnaire was distributed personally to the respondents and
explained how their responses would give importance in the completion of the study
as an expected output.
25
A. ANALYSIS OF ASSESSMENT DATA
Based on the related literature and studies reviewed, the proponents used a
standard questionnaire to assess the performance of the program and it was distributed
to the respondents. The evaluation instrument was based on the characteristics and
sub characteristics provided by ISO/IES 9126 suggests only five software metrics
(Excellent, Very Good, Good, Fair and Poor).
ISO/IEC 9126 Data Instrument. Product quality is an international standard
for the evaluation of software quality. The fundamentals objective of this standard is
to address some of the well-known human biases that can adversely affect the delivery
and perception of a software development project. These biases include changing
priorities after the start of a project or not having any clear definition of “success”.
By clarifying, then agreeing on the project priorities and subsequently converting
abstract priorities (compliance) to measurable value (output data can be validated
against X with zero intervention), ISO/IEC 9126 tries to develop a common
understanding of the project’s objectives and goals.
Economic Feasibility. For any system, if the expected benefits equal or
exceed the expected costs, the system can be judged to be economically feasible. In
economic feasibility, cost benefit analysis is done in which expected costs and
benefits are evaluated. Economic analysis is used for evaluating the effectiveness of
the proposed system.
In economic feasibility, the most important is cost-benefit analysis. As the
name suggests, it is an analysis of the costs to be incurred in the system and benefits
derivable out of the system.

26
Cost-benefits analysis (CBA) estimates and total up the equivalent money
value of the benefits and costs to the community of project to establish whether they
are worthwhile.
Data Analysis Plan
Based on the related literature and studies reviewed, the researchers used a
standard questionnaire to assess the performance of the program. The questionnaire
will be distributed to the respondents. The evaluation instrument is based on the
characteristics and sub-characteristics provided by ISO/IEC 9126. ISO/IEC 9126
which suggest only five software metrics (excellent, very good, good, fair and poor).
Excellent – 5 Very good – 4 Good – 3 Fair – 2 Poor - 1
TABLE 1
Likert scale
In interpreting the weighted mean, the following scale will be used:
Scale Qualitative
4.20 to 5.00 Excellent (E)
3.40 to 4.19 Very Good (VG)
2.60 to 3.39 Good (G)
1.80 to 2.59 Fair (F)
1.00 to 1.79 Poor (P)
The likert scale is a series of questions or items that ask your customer to select
a rating on a scale that ranges from one extreme to another.

27
Statistical Treatment of Data
The data obtained from the respondent were tabulated systematically in order
to obtain accurate information related to each element of the target population.
Frequency Distribution. Each entry in the table contains the frequency or
count of the occurrences of values within a particular group or interval, and in this
way, the table summarizes the distribution of values in the sample.
Formula:
Where: P = percentage
f = frequency
N = total number of respondents
Percentage Distribution. To calculate the percentage distribution, divide the
class frequency by the total number of items grouped and multiply by 100.
Weighted Average Mean. Weighted Average Mean utilized to determine the
weight of the individual option as to levels of efficiency of both existing procedures
and the proposed automated system in terms of security of data and information, speed
of processing, accuracy of data and information, user friendliness and the alleviation
of procedures in accomplishing tasks.
Sloven’s formula
Formula:
Where:
wx = Weighted Average Mean = Sum of all the product of f and x, where f is
Frequency of each weight and x is the weight of 5, 4.

28
B. PROJECT USER TESTING AND ASSESMENT
The respondents of the study include child development teacher and the
student as the users. They were also those who responded to the questionnaire that
we are given by the researchers. The researchers used a standard questionnaire
The researchers’ conducted a testing to the San Juan NCDC student and
personnel’s were the users, they were also the beneficiaries of the said project.
Requirement Documentation
Design of Software, Systems, Product/Processes
Figure 3. Evolutionary Prototyping Model
Evolutionary prototyping is a software development method where the
developer or development team first constructs a prototype. After receiving initial

29
feedback from the customer, subsequent prototypes are produced, each with
additional functionality or improvements, until the final product emerges.
This prototyping scheme differs from the rapid or throwaway prototyping, in
that the developer begins with the best understood requirements; whereas in rapid
prototyping, the developer implements the least understood requirements.
Furthermore, the first prototype need not be built quickly. Note that evolutionary
prototyping is similar to incremental development in that parts of the system may be
inspected or delivered to the customer throughout the software life cycle model.
Requirement Analysis
Requirement analysis phase, the proponents visit the National Child
Development Care (NCDC) and studies their system requirements, the proponents
asked some question on how the day care system was run, it also take note all the
answered question and get some application form that the Child Development
Teacher used to process the Checklist of each students and start the plan for system
development. After planning, the proponents provides a document that holds the
different specific recommendation for the proposed system. It is also consists personal
assignment to understand what type of system to be built, the system analyst must
study all the data gathered for the software as well as understand function, behavior,
performance and interfacing. The main purpose of requirements analysis phase is to
find the need and to define problems that need to be address. Analyst gathered the
information requirement for the system.
Project Plan

30
The project was developed using the Prototyping model. The Prototyping
model is a system development technology in which the work is divided into a
number of phases and management is conducted for each phase.
D. NARRATIVE EXPLANATION FOR MANUAL/EXISTING SYSTEM
The Early Childhood Care and Development Checklist (ECCD) uses a manual
class evaluation. The CDT used paper and pen to create checklist. If the checklist is
done, the CDT keep it to cabinet. See appendix (p. 2121211)
E. NARRATIVE EXPLANATION FOR PROPOSED SYSTEM
The proposed system is a computerized Checklist which will help the Child
Development Teacher CDT to make a fast and easy making of class evaluation of the
student. It lessens all the paper works of the CDT because the system itself has its
own way to filter all the time and check if evaluation is done. In the partial
implementation of the system, all components were successfully tested. The initial
stage of evaluation preparation was data input. In this stage, details about the checklist
entities were entered. Most evaluation preferences and constraints depend on these
inputted parameters. Hence, the system offers a module for easy management of these
data. The system being WAMP-enabled allows users to work concurrently and
collaboratively. A user can switch views on the checklist of the different entities. See
appendix (p. 2121212)

31
Proposed System
The system's user interface draws heavily from Google's minimalist interface,
using colors to accentuate certain elements on the pages as well as to improve the user
experience. Links and headers are colored to differentiate them from other content.
Buttons are colored appropriately depending on their perceived purpose; green
indicates important actions such as saving progress, while gray indicates that the
button is disabled.
Figure 4. Log-in Form
Since there is only one user, the login page features a single text field for
writing password, and a button to confirm the typed password.

32
Figure 5. Home Page
After successfully logging in, the user is immediately transferred to the home
page. The home page features a list of students. The list displays the names of
available students as links, as well as their progress. The user may click on one of
them, wherein he/she will be transferred to the information of that particular student.
The student's record page features a detailed table of the student's scores.
Figure 6. New Student Page
At the New Student Page, the user can add new student entry on the system. Ther user
must fill up all of the required fields indicated in the form. After ther user adds a new

33
student entry, the system will redirect the user to he home page with the name of the
newly added student included in the list.
Figure 6. Checklist Page
The Checklist Page can be accessed from the navigation bar indicated by a
link. This page consists of the domains of the ECCD Checklist. The domains,
arranged in a list can be sortable which will reflect their apperance when commencing
an evaluation. The domains themselves are links which will redirect the user to the
domain page when clicked.

34
Figure 8. Domain Page
The Domain Page displays the items of a previously clicked link containing
the ID of the items’ parent domain. The items are also sortable as well as editable,
which will also appear on the evaluation.
Figure 9. Student’s Record Page

35
Each new student is provided their own record page. The Record Page logs
the progress of a particular student’s development.After each evaluation, the results
are displayed on the table, per period. The results displayed have been automatically
computed.
Figure 10. Evaluation Page
The Evaluation Page displays all of the domains and their items on evaluation.
Each item has a corresponding checkbox for the score and a textarea for comments
which can be supplied by the user.
Chapter IV
RESULTS AND DISCUSSION
This chapter presents the data gathering of the study, interpretation of the
results from the conducted survey and the software product analysis.
TABLE 2.
Frequency Distribution of respondents according to organizational affiliation

36
Respondents Frequency
DSWD Staff 10
Teachers 20
Total 30
Table 2 shows the frequency distribution of the respondents. There were 30
respondents interviewed in this system. The respondents were the Child Development
Teacher (CDT) and DSWD Staff. Evident from the table on the high frequency of the
respondents who came from teachers respondents followed by DSWD Staff.
TABLE 3.
Evaluation of the Respondents towards the proposed ECCD Checklist System in
terms of Functionality
Level Efficiency
E AVE G BA P AWM Q
In terms of
(5) (4) (3) (2) (1) I
Functionality
1. The system covers all the 23 7 0 0 0
specified tasks and user objectives. (115) (28) (0) (0) (0) 4.77 E
2. The system provides the correct 20 8 2 0 0
results with the needed degree of (100) (32) (6) (0) (0) 4.6 E
precision.
3. Facilitate the accomplishment 18 12 0 0 0
of specified tasks and objectives. (90) (48) (0) (0) (0) 4.6 E

37
Overall Weighted Mean 4.58 E
Table 3 shows the evaluation of the respondents towards the proposed ECCD
Checklist System in terms of functionality.
For indicator 1, “Functions required for the system are implemented”, twenty-
three (23) responded on Excellent (E); seven (7) for Average (VG); nobody
respondent on Good (G); nobody respondent on Below Average (BA) and Poor (P).
Obtained a weighted mean value of 4.77 and interpreted as Excellent (E).
For indicator 2, “Functions accuracy is provided (accurateness)”, thirty (30)
responded on Excellent (E); eight (8) for Very Good (VG); two (2) respondent on
Good (G); nobody respondent on fair (F) and Poor (P). Obtained a weighted mean
value of 4.6 and interpreted as Excellent (E).
For indicator 3, “Functions meet specification (compliance)”, eighteen (18)
responded on Excellent (E); twelve (12) for Very Good (VG); nobody respondent on
For indicator 4, “Ease of connecting with other systems is provided
(interoperative)”, seventeen (17) responded on Excellent (E); ten (10) for Very Good
(VG); three (3) respondent on Good (G); nobody respondent on fair (F) and Poor (P).
Obtained a weighted mean value of 4.47 and interpreted as Very Good (VG).
For indicator 5, “Substantial security is provided (security)”, sixteen (16)
responded on Excellent (E); thirteen (13) for Very Good (VG); one (1) respondent on

38
The Overall computed weighted mean of the Functionality obtained 4.58 and
interpreted as Excellent (E).
TABLE 4.
Evaluation of the Respondents towards the Proposed ECCD Checklist System in
terms of Reliability
Level Efficiency
In terms of
E VG G F P AWM QI
Reliability
(5) (4) (3) (2) (1)
1.Software includes no bug: 17 10 3 0 0
(maturity) (85) (40) (9) (0) (0) 4.47 VG
2. A certain system level is 16 11 3 0 0
maintained even when a (80) (44) (9) (0) (0) 4.43 VG
trouble occurs (fault
tolerance)
3. Normal operation are 16 14 0 0 0
restored readily, when a (80) (56) (0) (0) (0) 4.5 E
failure occurs
(recoverability)
Overall Weighted Mean 4.42 VG
Checklist System in terms of Reliability.

39
For indicator 1, “Software includes no bug: (maturity)”, seventeen (17)
responded on Excellent (E); ten (10) for Very Good (VG); three (3) respondent on
value of 4.47 and interpreted as Very Good (VG).
For indicator 2, “A certain system level is maintained even when a trouble
occurs (fault tolerance)”, sixteen (16) responded on Excellent (E); eleven (11) for
Very Good (VG); three (3) respondent on Good (G); nobody respondent on fair (F)
and Poor (P). Obtained a weighted mean value of 4.43 and interpreted as Very Good
(VG).
For indicator 3, “Normal operation are restored readily, when a failure occurs
(recoverability)”, sixteen (16) responded on Excellent (E); fourteen (14) for Very
Good (VG); nobody respondent on Good (G); nobody respondent on fair (F) and Poor
(P). Obtained a weighted mean value of 4.5 and interpreted as Excellent (E).
interpreted as Very Good (VG).
TABLE 5.
terms of Usability
Level Efficiency
In terms of
E VG G F P AWM QI
Usability
(5) (4) (3) (2) (1)
1.Easy to operate 22 8 0 0 0
(understandability) (110) (32) (0) (0) (0) 4.73 E

40
2. Easy to remember 24 6 0 0 0
(learnability) (120) (24) (0) (0) (0) 4.8 E
3. allows easy operation 22 6 2 0 0
management (operability) (110) (24) (6) (0) (0) 4.67 E
Table 5 shows the evaluation of the respondents towards the proposed EECD
Checklist System in terms of Usability.
For indicator 1, “Easy to operate (understandability)”, twenty-two (22)
responded on Excellent (E); eight (8) for Very Good (VG); nobody respondent on
For indicator 2, “Easy to remember (learnability)”, twenty-four (24)
responded on Excellent (E); six (6) for Very Good (VG); nobody respondent on Good
(G); nobody respondent on fair (F) and Poor (P). Obtained a weighted mean value of
4.8 and interpreted as Excellent (E).
For indicator 3, “allows easy operation management (operability)”, twenty-
two (22) responded on Excellent (E); six (6) for Very Good (VG); two (2) respondent
on Good (G); nobody respondent on fair (F) and Poor (P). Obtained a weighted mean

41
TABLE 6.
terms of Performance Efficiency
Level Efficiency
In terms of
E VG G F P AWM QI
Efficiency
(5) (4) (3) (2) (1)
1.Provides good responses a 17 12 0 0 0
high throughput (time (85) (48) (0) (0) (0) 4.43 VG
behavior)
2. Allows effective use of 18 10 2 0 0
system resources (resource (90) (40) (6) (0) (0) 4.33 VG
behavior)
Overall Weighted Mean 4.38 VG
Checklist System in terms of Efficiency.
For indicator 1, “Easy to operate (understandability)”, seventeen (17)
responded on Excellent (E); twelve (12) for Very Good (VG); nobody respondent on
value of 4.43 and interpreted as Very Good (VG).
For indicator 2, “Easy to remember (learnability)”, eighteen (18) responded
on Excellent (E); ten (10) for Very Good (VG); two (2) respondent on Good (G);
nobody respondent on fair (F) and Poor (P). Obtained a weighted mean value of 4.33
and interpreted as Very Good (VG).

42
TABLE 7.
terms of Maintainability
Level Efficiency
In terms of
E VG G F P AWM QI
Maintainability
(5) (4) (3) (2) (1)
1.Allows easy analysis of 19 11 0 0 0
design documents and (95) (44) (0) (0) (0) 4.63 E
program when a bug is
found (analyzability)
2. Allows easy expansion and 19 8 3 0 0
modification of the system (95) (32) (9) (0) (0) 4.53 E
(changeability)
3. Modification of the system 16 13 1 0 0
does not affect others (80) (52) (3) (0) (0) 4.5 E
(stability)
4. Laborious test are not 18 10 2 0 0
required after a (90) (40) (6) (0) (0) 4.53 E
modification is made
(testability).

43
Checklist System in terms of Maintainability.
For indicator 1, “Allows easy analysis of design documents and program when
a bug is found (analyzability)”, nineteen (19) responded on Excellent (E); eleven (11)
for Very Good (VG); nobody respondent on Good (G); nobody respondent on fair (F)
and Poor (P). Obtained a weighted mean value of 4.63 and interpreted as Very Good
(VG).
For indicator 2, “Allows easy expansion and modification of the system
(changeability)”, nineteen (19) responded on Excellent (E); eight (8) for Very Good
(VG); three (3) respondent on Good (G); nobody respondent on fair (F) and Poor (P).
For indicator 3, “Modification of the system does not affect others (stability)”,
sixteen (16) responded on Excellent (E); thirteen (13) for Very Good (VG); one (1)
respondent on Good (G); nobody respondent on fair (F) and Poor (P). Obtained a
weighted mean value of 4.5 and interpreted as Excellent (E).
For indicator 4, “Laborious test are not required after a modification is made
(testability)”, eighteen (18) responded on Excellent (E); ten (10) for Very Good (VG);
two (2) respondent on Good (G); nobody respondent on fair (F) and Poor (P).

44
TABLE 8.
terms of Portability
Level Efficiency
In terms of
E VG G F P AWM QI
Portability
(5) (4) (3) (2) (1)
1.Provides flexible 23 4 3 0 0
environment (adaptability) (115) (16) (9) (0) (0) 4.67 E
2. Providing easy installation 21 6 3 0 0
work (installability) (105) (24) (9) (0) (0) 4.6 E
3. Complying with porting 19 8 3 0 0
specification (conformance) (95) (32) (9) (0) (0) 4.53 E
4. Allows easily replacement 20 8 2 0 0
with other software (100) (42) (6) (0) (0) 4.93 E
(replaceability).
Checklist System in terms of Portability.
For indicator 1, “Provides flexible environment (adaptability)”, twenty-three
(23) responded on Excellent (E); four (4) for Very Good (VG); three (3) respondent
on Good (G); nobody respondent on fair (F) and Poor (P). Obtained a weighted mean

45
For indicator 2, “Providing easy installation work (installability)”, twenty-one
(21) responded on Excellent (E); six (6) for Very Good (VG); three (3) respondent on
For indicator 3, “Complying with porting specification (conformance)”,
nineteen (19) responded on Excellent (E); eight (8) for Very Good (VG); three (3)
respondent on Good (G); nobody respondent on fair (F) and Poor (P). Obtained a
weighted mean value of 4.53 and interpreted as Excellent (E).
For indicator 4, “Allows easily replacement with other software
(replaceability)”, twenty (20) responded on Excellent (E); eight (8) for Very Good
(VG); two (2) respondent on Good (G); nobody respondent on fair (F) and Poor (P).
Obtained a weighted mean value of 4.93 and interpreted as Very Good (VG).
TABLE 9.
Weighted Mean of the Proposed ECCD Checklist System In terms of
Software Characteristics
Software Characteristics AWM QI
Functionality 4.58 E
Reliability 4.42 VG
Usability 4.73 E
Efficiency 4.38 VG
Maintainability 4.54 E

46
Portability 4.68 E
Average Computed Mean 4.55 E
The respondents’ overall evaluation on the level of effectiveness of the ECCD
Checklist System for Functionality, Reliability, Usability, Efficiency,
Maintainability, and Portability were perceived as Excellent (E) and obtained a
weighted mean of 4.55.

47
CHAPTER V
SUMMARY, CONCLUSION, AND RECOMMENDATION
This chapter detailed for the conclusion and recommendation of the

computerized ECCD Checklist System for the beneficiaries.
A. SUMMARY
The proposed system processes are working properly; the system can accept
any inputs from the user such as any characters, numbers and symbols as long as it
doesn’t conflict with the other information stored earlier. The dean or program
coordinator can add, edit and delete subject schedules on their own department. The
Child Development Teacher can create class programs easier using the proposed
system.
The users can make class programs easier using the proposed system because
its parts are well organized, and the system design is easy to understand. It consumes
less time because there is no need for Child Development Teacher to convene with
the instructors.
The summary of the Weighted Mean of the Proposed ECCD Checklist System
towards the Software Characteristics:
For indicator 1, “Functionality”, obtained a weighted mean value of 4.58 and

For indicator 2, “Reliability”, obtained a weighted mean value of 4.42 and


48
For indicator 3, “Usability”, obtained a weighted mean value of 4.73 and

For indicator 4, “Efficiency”, obtained a weighted mean value of 4.38 and

For indicator 5, “Maintainability”, obtained a weighted mean value of 4.54

and interpreted as Excellent (E).
For indicator 6, “Portability”, obtained a weighted mean value of 4.68 and

The overall computed weighted mean for the software Characteristics

obtained 4.55 and interpreted as Excellent (E).
B. CONCLUSION
Based on the result and discussion from the previous chapter, the researchers
concluded the following:
1. The researcher concluded that the ECCD Checklist System for the San Juan
NCDC obtained a computed average weighted mean of 4.55 interpreted as
Excellent based on the standard questionnaires distributed to the respondents.
2. The researchers concluded that the ECCD Checklist System provides program
coordinator with an extensive option for improving class schedule through
computerization.
3. The researchers concluded that the ECCD Checklist System is generating
instantly the summarized schedule and loads of the CDT.
4. The researchers concluded the fast, easy and systematic way of creating
schedules and CDT loads.
5. The researchers concluded that the ECCD Checklist System is generated
correctly, accurate and reliable schedules quickly.

49
6. The user respondents and software experts evaluated the software quality of the
ECCD Checklist using the ISO/IEC/IEEE 42010:2011 as excellent which means
that the system is ready to use.
C. RECOMMENDATIONS
Based on the findings and conclusions, the following are recommended:
1. Based on the result of the study, the researchers recommended the full
implementation of the computerized ECCD Checklist System to help the Child
Development Teacher to improve the services they provide for their students.
2. The researchers recommend for further study to widen the scope of the proposed
system.
3. The researchers are recommending conducting training for the Child
Development Teacher and regular updating for the class schedules.
4. The researchers would like to propose an online application for further
improvement of this system.
5. The CDT recommending to use the NCDC in design’s background.

50
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http://unesdoc.unesco.org/images/0023/002349/234988E.pdf
” Research Foundations for Evidence-Informed Early

51
Childhood Intervention Performance Checklists” last modified Sep 06 2018,
2017https://www.researchgate.net/publication/320292290_Research_Foundations_
for_Evidence-Informed_Early_Childhood_Intervention_Performance_Checklists
“Early Childhood Care and Education (ECCE) programmes”, last modified 2006,
http://unesdoc.unesco.org/images/0014/001472/147225e.pdf
“Evaluating the Early Childhood Development Program in the Philippines”, last
modified 15 March 2005, file:///E:/rrl/51027.pdf
A Web and Mobile-Based Faculty Performance Evaluation System, last modified
2015, https://ejournals.ph/article.php?id=9558
Faculty evaluation system”
https://scholarworks.umt.edu/cgi/viewcontent.cgi?article=5717&context=etd
”Web-Based Faculty Evaluation System of Apayao State College, Philippines”, last
modified
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“Student faculty evaluation system” https://www.scribd.com/doc/56626395/student-
faculty-evaluation-system
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“Automation of Grading System, last modified 2010”
https://www.academia.edu/20193945/Sample_Grading_System_Documentatio

52
Automation of Grading System in San Sebastian College last modified 2010
https://www.academia.edu/20193945/Sample_Grading_System_Documentatio

53
Appendix A
Title Proposal
SYSTEM ANALAYSIS AND DESIGN
PROJECT PROPOSAL
TITLE: Automated Early Childhood Care and Development (ECCD)
Checklist for San Juan NCDC
1. Submitted by:
NAME CONTACT NUMBER
Pudol, Jethro Q. 0908 942 8694
Castillo, Elizha D. 0948 939 1932
Collado, Donna F. 0955 371 2261
2. Description of the Current Situation:

2.1. Describe the existing process, including a brief history.
 The Early Childhood Care and Development Checklist is an implement
developed by the Philippine Government to be purposefully used by the
National Child Development Center in Brgy. San Juan to help monitor

54
and evaluate a child’s level of development.First, the examiner (daycare

worker/child development worker) will fill up a form describing the
child’s sociodemographic profile, which acts as profiling medium. The
examiner then conducts an observation through activities based on what
is listed in the checklist. If the behavior is present, or the response is
successful, the examiner will put a check to the corresponding item; if
the behavior or response is not met, the examiner will put a hyphen (-)
instead. After that the examiner will collect and compute the scores.
He/she will then fetch all the hyphenated items and transfer them to a
treatment plan based on the assessment results, one per each student.
Based on the scores, if the child’s score is below than desired, the
examiner will conduct a second-tier evaluation performed either by the
same examiner or another individual based on the treatment plan. The
passing scores are transferred into another form, summarizing the
results. Then all of it are stored in a drawer. This is done manually by
the examiner, and each student has its own records, so, given that the
process is repetitive, it is done periodically – however, these are normal
procedures. The real problem could stem from data redundancy, record
miskeeping and breach.
 Data redundancy is the repetition of data, a common issue in record-
keeping and computer storage systems.
 Record miskeeping results from poor records management, which
may consequently result in missing files.
 The existing system is also subject to breach, due to it being stored
in a vulnerable storage location.
2.2. Is it tied in to other manual or automated systems?
 The ECCD Checklist Child’s Record 2, used in the NCDC in Brgy. San
Juan, is used in a test-like sort of manner, to determine which of the
students can proceed to attend elementary. The students who didn’t pass
are given a specialized training program that focuses to help them based
on their evaluation results. Meaning to say this program could be said
to be tied up to the traditional manual school system of the NCDC.
2.3. Does it impact, or is it impacted by, other departments? Indicate the level
of involvement, and how this project will impact their business processes.
 As the name suggest, it focuses on helping parents to determine their
child’s level of growth and development. The minimal involvement
required for the system is the cooperation of the parents. However as
described earlier if the child does not meet the average score on the
checklist he/she might have to have second-tier examinations and
specialists to whom the child must be referred. These specialists could
either be nurses, teachers, or other health care workers.
2.4. How many people/workstations access the system? How many might be
accessing it concurrently?

55
 The ECCD Checklist is administered by the National Child

Development Centers (NCDC), distributed across barangays. It might
be that in some locations this system is used by other
organizations/foundations or camps for children, Either way, the
purpose is all the same thereof.
3. Description of the Proposed Project:
3.1. Describe the project briefly, including the scope and the expected
outcome.
 The scope of the project will encompass the evaluation as well as the
computation of the results. The process of the system will be very
similar to its physical counterpart; the user (examiner) will need to fill
up a form describing a child’s sociodemographic profile, then he/she
will be redirected to the checklist where he/she needs to check the items
corresponding to the child’s performance. The results are then
automatically sorted and calculated; the system will make a Treatment
Plan Form and Summary of Assessment Results Form, one for each
students, which could be printed as well. If the proposed system is
implemented, the workload and time spent conducting the program
might greatly reduce. Not only that, as each checklist is a collection of
sensitive information about a child, the system will have the option to
upload the information to the web, where a valid user could freely fetch
it whenever needed. This way, privacy will be ensured and security will
be preserved.
3.2. How many people/workstations would access the system? How many
might be accessing it concurrently?
 If the proposed system is deemed effective, it can be distributed to other
NCDC’s in other barangays. This will greatly ease the work done.
3.3. List the business objectives (the business reasons for doing the project).
For each objective, explain the following:
3.3.1. Describe the objective.
a) The system will be designed so that, all the user needs to do is to provide
input, and the system should be able to handle the process of evaluating
and computing the results in the background.
b) Security and privacy. The system handles classified information about
children. It should be noted that only the childcare worker and the parent
knows about this information.
3.3.2. Is this a new or existing objective?
a) The beneficiary has been trying to find ways to make the system easier.
Meaning it is an existing objective.

56
b) This is an existing objective. This is a serious issue addressed by the

beneficiary. We will try to deliver this so as to protect the welfare of the
children and their parents.
3.3.3. If new, does it enhance any existing objectives? Support new
ones? Does it replace or contradict any previous objectives?
Explain how.
 None
3.3.4. Does it add any value, business or other, such as improved service,
reduction, improved data access? Explain.
a) If the proposal is implemented, the system will far outweigh the
previous one, due to the fact that our system will be electronic, as
opposed to the things said thereof. All the user needs to do is to provide
input and the system should do the rest.
b) Improved security, as opposed to the previous system in which the data
is tangible and is vulnerable to have a breach.
3.4. Why does this project need to be addressed at this time?
 As the previous “system”, that is, using the ECCD checklist, is a manual
ordeal for the beneficiary -- the same system that helps aid children
development, this project will, if not innovate, at least help to start a
dynamic in building and developing the children.
3.5. What are the consequences if the project is NOT undertaken, for
example, loss of functionality, or non-compliance with legal guidelines?
 Should our proposal succeed, it is still not as good as to not have any
risk/s in it. Like for example, accidental loss of data, among others. We,
as the proponents of this project, may face legal charges (although this
is far-fetched, but possible. I hope not).
3.6. Did someone or some agency outside your department mandate this
project? If so, who? (For example, government agency).
 No, this is not mandated by outside agencies.
3.7. What other projects, if any, are dependent upon the completion of this
one?
 This may be used as a reference or a tool by other institutions for
research purposes.
4. Considerations:
4.1. Describe potential solutions, if any were discussed.
 We haven’t quite determined yet about whether we’ll make the system
completely native or completely online. Either way, the storage is what
matters, so we prioritized it to have an online storage for contingency
purposes.
4.2. What business functionality was discussed, but excluded from this
project?
 Tying it with an enrollment system. However it was excluded because
the enrollment system of NCDC in San Juan calls for a door-to-door
type of approach.
4.3. What client resources will be available for analysis and design?

57
 The ECCD Checklist Child’s Record 2, used for ages 3 to 5 years

 Treatment Plan Based on Assessment Results Form
 Summary of Assessment Results Form
4.4. (Optional) List any known technology constraints.
5. Program Specification:
 Visual C# or PHP
 SQL Server or MySQL
6. Hardware Specification:
 [Any 2.0Ghz processor or higher]
 [1Gb DDR2 memory (Recommended)]
 [500 GB disk storage]
7. Approval:
The proposed project entitled Automated Early Childhood Care and
Development (ECCD) Checklist for San Juan NCDC has been examined and
recommended for acceptance and approval in partial fulfillment of the
requirements for the subject System Analysis and Design.
Board of Panel:
MARYJANE A. DIZON, LPT

Chairman
Date Signed
OSCAR RAQUIDAN JR.

Member
Date Signed
MARK JULIUS B. ANOCHE, LPT

Member
Date Signed
PAUL RICHIE F. ASUNCION, LPT

SAD Adviser
Date Signed

58

59
Appendix B
User Manual
USER’S MANUAL
1. General Information
General Information explains in general terms the system and the purpose for which it is
intended.
1.1 System Overview
PCB Computer-Based Inventory System is a web-based software system which allows
the user to input data and keep records for inventory. The system provides electronic

60
version form used in manual record-keeping. The system saves data collected to
database. Its operational status is fully developed. PCB CBIS operates on any devices.
The Automated ECCD Checklist is a web-based system which allows the user to input
data and keep records from evaluation of students using the ECCD Checklist. The
system provides a digital version of the ECCD Checklist used in manual record-
keeping. The system saves data collected to a database. Its operational status is fully
developed. It also operates on any devices.
1.2 Documentation
The documentation of the system serves as the manual in which the user may refer to.
It consists of five sections: General Information, System Summary, Getting Started,
Using the System, and Reporting.
General Information explains in general terms the system and the purpose for which it
is intended.
System Summary section provides a general overview of the system. The summary
outlines the uses of the system’s hardware and software requirements, system’s
configuration, user access levels and system’s behavior in case of any contingencies.
Getting Started section explains how to access PCB CBIS. The section presents briefly
system menu.
Using the System section provides a detailed description of system functions.
Reporting section describes in what way information collected by the application are
presented and how to access the information.
2. System Summary
System Summary section provides a general overview of the system. The summary outlines
the uses of the system’s hardware and software requirements, system’s configuration, user
access levels and system’s behavior in case of any contingencies.

61
2.1 System Configuration
The system operates on any devices. In Android, it is compatible with Android 1.5 API
level 3 and higher versions. The application does not requires connection to Internet in
order to save data to database. Data saved in database can be seen using any major
Internet Browser.
2.2 User Access Levels
Only the assigned teacher of San Juan Day Care can access the system and is able to
use it.
2.3 Contingencies
The system needs Javascript in order to function. Also, in case of devices were forced or
accidentally shutdown while data is currently transmitted to the database, data is not
saved in the internal memory of the operating device.
3. Getting Started
Getting Started section explains how to access the system. The section presents briefly
system menu.
3.1 Registration and Logging In
The system caters a single admin account. Accessing the system requires the user to
boot up the system’s server and visit eccd.local, after which the user can type in the
required password in the log-in page in order to login.
3.2 System Architecture

62
The system introduces a simple architecture, as evidenced by its layout. The login
page only consists of a single text field and a button for password authentication.
Figure 1. Login Form

The login form allows the authorized users to access the system.
Figure 2. Navigation Menu
Let you switch pages effortlessly.

63
Figure 3. Student Menu
Student Menu displays the list of students and their status
Figure 4. New Student Form
Snippet of form used to add new students to the system

64
Figure 5. List of Domains
The list of domains, aka categories, of the checklist
Figure 6. List of Domain Items
The list of items in a checklist domain, accessed after the user clicks on one of the
domains on the domains list

65
Figure 7. Student’s Record Table
The student’s record table displays the status as well as the computed scores of the student
Figure 8. Evaluation Form
The evaluation form to which the user inputs data to be computed and displayed at the
student’s record table

66
4. Using the System
This section provides a detailed description of the system functions
4.1 The Login Form
The Login form consists of a single (1) password field and a button. The
password must contain at least five (5) characters and accepts special
characters. The login button is at the bottom of the password field. When
clicked, it lets the system know whether the user input an authorized
account. The system will refresh when accessed by an unauthorized user.
4.2 The Navigation Bar
The navigation bar consists of three (3) links from which you can access
different pages. These links are: Home, Checklist, and New Student. The
Home link redirects the user to the home page where the student list is
located. The Checklist link redirects the user to the Domains Page where the
list of domains are located. The New Student link redirects the user to the
New Student Page where the user can add a new student.
4.3 The Home Page
The Home Page displays the list of students. The list consists of the students’
names as well as their current status. The names are links which can be
clicked upon to navigate to that student’s checklist data.
4.4 The New Student Page
The New Student Page has a form for inputting new student data. It consists
of various input fields such as for names, birthdate, address, etc. When the

67
required input fields are satisfied, the user may then submit the form,
redirecting to the Home Page, where the newly added student’s entry is
included in the student list.
4.5 The Checklist Page
This page displays the list of domains of the checklist. The domains are
categories divided by thoroughly researched tenets of early childhood
learning. While technically they can be renamed in the system, they cannot
be altered completely and/or removed. When clicked, they redirect the user
to its list of items.
4.6 The Domain Page
The Domain Page can be accessed by clicking on one of the domains in the
Checklist Page. Doing so will display each respective domain’s list of items.
These items are sortable as well as editable by the user. One domain,
particularly the Self-Help Domain, has its items divided further into four (4)
subcategories, which can be sorted along with its items.
4.7 The Student’s Record Page
This page consists of a Score table for displaying the student’s current data.
The data displayed are the calculated score of the student following the
ECCD Checklist’s guidelines. In order to progress, the Student’s Record
Page has a call-to-action (CTA) link to the Evauation Page of the student to
begin an evaluation.
4.8 The Evaluation Page

68
The Evaluation Page consists of the domains along with its items and
subdomains. Beside each items, are a checkbox for the student’s score for
that particular item, and a textarea for user feedback on the same item. In
order to save the results, the user must click on the submit button at the very
bottom of the page, after which the user will be redirected back to the
Student’s Record Page, with the preceding evaluation results displayed on
the score table.

69
Appendix C
Data Flow Diagram
70
Data Flow Diagram

71
Appendix D

72
Letter of Request
Republic of the Philippines

Client’s Acceptance Form
Mr. Albert Galera

PCB MIS Office
Dear Sir:
The undersigned bachelor degree candidates are presently enrolled in SAD (IT
312) which requires making a research output as a partial fulfillment for the degree
of Bachelor of Science in Information Technology.
In connection to this, we would like you to serve as our client in our thesis
entitled "Polytechnic College of Botolan Computer-Based Inventory System”, this
First Semester A.Y. 2018-2019.
Please affix your signature under Conformer certifying your acceptance of this
appointment.
Thank you very much.
Very truly yours, Approved:
Angel Lyn D. Dial
Paul Richie F. Asuncion
Adviser 73
Cindy M. Rivera
Christian Figueroa
Conformer:
Mr. Albert Galera
PCB MIS Staff

74
Appendix E
Evaluation Instruments
Automated ECCD Checklist
General Direction: Please provide the necessary information needed for the
completion of the study. Rest assured that all responses will be treated with utmost
confidentiality.
I.Profile of the Evaluator
Please put a check mark on the answers most applicable to you on the space
provided.
a. Organizational Affiliation ( ) Staff ( )
Admin
II.Evaluation on Efficiency of the PCB Computer-Based Inventory System.
Kindly put a check mark at the right of the software evaluation characteristics
under the proper heading to indicate your assessment on the software product
based on the specified indicator. Below are the scale and corresponding descriptive
rating which can help you evaluate the system.
5 Excellent (E)
4 Good (G)
3 Average (A)
2 Below Average (BA)

75
1 Poor (P)

76
5 4 3 2 1
Functional Suitability
The system covers all the specified tasks and
user objectives.
The system provides the correct results with
the needed degree of precision.
Facilitate the accomplishment of specified
tasks and objectives.
5 4 3 2 1
Performance Efficiency
Response and processing times and
throughput rates of a product or
system, when performing its functions,
meets requirements.
Amounts and types of resources used by the
system when performing its functions
meet requirements.
Maximum limits of a product or system
parameter meet requirements.
5 4 3 2 1
Compatibility
A system can perform its required functions
efficiently while sharing a common
environment and resources with other
systems, without detrimental impact
on any other system.
Two or more systems, products or
components can exchange information
and use the information that has been
exchanged.
5 4 3 2 1
Usability
Users can recognize whether a product or
system is appropriate for their needs.
A system can be used by specified users to
achieve specified goals of learning to
use the product or system with
effectiveness, efficiency, freedom from
risk and satisfaction in a specified
context of use.

77
A system protects users against making

errors.
A user interface enables pleasing and
satisfying interaction for the user.
System can be used by people with the
widest range of characteristics and
capabilities to achieve a specified goal
in a specified context of use.
5 4 3 2 1
Reliability
The system product or component meets
needs for reliability under normal
operation.
The system, product or component is
operational and accessible when
required for use.
The system, product or component operates
as intended despite the presence of
hardware or software faults.
The system, product can recover the data
directly affected and re-establish the
desired state of the system.
5 4 3 2 1
Security
The system ensures the security of data that
accessible only to authorized users.
The system prevents unauthorized access to,
or modification of, computer programs
or data
Actions or events can be proven to have
taken place, so that the events or
actions cannot be repudiated later.
The actions of an entity can be traced
uniquely to the entity
The identity of a subject or resource can be

proved to be the one claimed.
5 4 3 2 1
Maintainability

78
A system or computer program is composed

of discrete components such that a
change to one component has minimal
impact on other components.
An asset can be used in more than one
system, or in building other assets.
Effectiveness and efficiency with which it is
possible to assess the impact on a
product or system of an intended
change to one or more of its parts, or
to diagnose a product for deficiencies
or causes of failures, or to identify
parts to be modified.
A system can be effectively and efficiently
modified without introducing defects
or degrading existing product quality.
Effectiveness and efficiency with which test
criteria can be established for a system
product or component and tests can
be performed to determine whether
those criteria have been met.
5 4 3 2 1
Portability
A system can effectively and efficiently be
adapted for different or evolving
hardware, software or other
operational or usage environments.
Effectiveness and efficiency with which a
product or system can be successfully
installed and/or uninstalled in a
specified environment.
A system can replace another specified
software product for the same purpose
in the same environment.

79
Appendix F
80
Gantt chart
PCB Computer-Based Inventory System

Project Management Gantt chart

81

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POLYTECHNIC COLLEGE OF BOTOLAN

ECCD CHECKLIST SYSTEM

PAUL RICHIE F. ASUNCION

COLLEGE OF INFORMATION AND COMMUNICATION TECHNOLOGY

COLLEGE OF INFORMATION AND COMMUNICATION TECHNOLOGY

This project is submitted to the Information and Communication Technology

Polytechnic College of Botolan at Batonlapoc, Botolan, Zambales. It is a

result/creation of our own work as a group except of some assets/materials we use

COLLEGE OF INFORMATION AND COMMUNICATION TECHNOLOGY

Republic of the Philippines

and recommended for acceptance and approval in partial fulfillment of the

requirements for the subject System Analysis and Design.

MARYJANE A. DIZON, LPT

MARK JULIUS B. ANOCHE, LPT

OSCAR G. RAQUIDAN JR.

PAUL RICHIE F. ASUNCION, LPT

COLLEGE OF INFORMATION AND COMMUNICATION TECHNOLOGY

continually provide their moral, spiritual, emotional, and financial support.

their words of advice and encouragement to finish this study.

life. All of these, we offer to you.

COLLEGE OF INFORMATION AND COMMUNICATION TECHNOLOGY

and patience in guiding them in completing the study.

Ms. Maryjane A. Dizon, the Program coordinator of Information and

Communication Technology Program, for all the motivations and encouragement

helps at many stages in carrying out this study.

continuous love, support, understanding and encouragement.

COLLEGE OF INFORMATION AND COMMUNICATION TECHNOLOGY

The research study focused in the Polytechnic College of Botolan Computer-

Based Inventory System to alleviate the school inventory record-keeping.

A descriptive research design was used by the researcher determining,

describing, and analyzing of data regarding the school inventory record-keeping. T-

average assessment of the respondents was 4.00 interpreted as “GOOD”.

Based on the findings, the system is highly recommended to be used in

without the use of Internet.

COLLEGE OF INFORMATION AND COMMUNICATION TECHNOLOGY

ACCEPTANCE SHEET/ APPROVAL SHEET ii

COLLEGE OF INFORMATION AND COMMUNICATION TECHNOLOGY

Significance of the Study 5

CHAPTER II – REVIEW OF RELATED LITERATURE AND STUDIES

Review of Related Literature 13

CHAPTER III- METHODOLOGY

Statistical Treatment of Data 27

CHAPTER IV- RESULTS AND DISCUSSION

Results And Discussion 36

COLLEGE OF INFORMATION AND COMMUNICATION TECHNOLOGY

CHAPTER V- SUMMARY, CONCLUSION, AND RECOMMENDATION

COLLEGE OF INFORMATION AND COMMUNICATION TECHNOLOGY

framework and statement of the problems. It also covers the background,

influence of relationships and experiences. However, many of children across the

deprived, are developmentally on-track we need to start early.

Philippines tasked with implementing special programs with the objective of

promoting education and development for young children. They primarily

implement their programs and activities in various National Child Development

COLLEGE OF INFORMATION AND COMMUNICATION TECHNOLOGY

By using the checklist, they will be able to determine if a child is developing

adequately, or is at risk for developmental delays. In addition to that, the examiners

aptitude already present in the child.