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Math Alternative Assessment and Monitoring

System with QR Code

A thesis proposal

In Partial Fulfillment of the Requirements for the degree of

Bachelor of Science in Information Technology

Arnel A. Rosillo
Joebert O. Tacogdoy
Researchers

Dexter Romaguera
Adviser

June 2021
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APPROVAL SHEET

This thesis entitled Math Alternative Assessment and Monitoring System with QR Code,
prepared and submitted by Arnel A. Rosillo and Joebert O. Tacogdoy, in partial fulfillment of the
requirements for the degree of Bachelor of Science in Information Technology is hereby
accepted.
.

Dexter Romaguera
Research Paper Adviser

Junrie B. Matias, IT.D.

Chair, Defense Panel

Melbert R. Bonotan, MSc Edsel Matt O. Morales

Panel Member Panel Member

Accepted and approved for the conferral of the Bachelor’s Degree of Science in Information Technology.

Dr. Rolyn C. Daguil

Dean, CCIS
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DEDICATION

This study is wholeheartedly dedicated to the beloved parents, who have been a source of

inspiration and strength when thought of giving up, for continually providing their moral,

spiritual, emotional, and financial support despite the pandemic.

To their siblings, instructors, classmates, and friends who were there to share their words

of advice and encouragement throughout the whole duration of the study.

Lastly, the researchers humbly dedicate this work to the Almighty God for His out-

pouring blessings and divine providence. By His grace, the researchers were able to finish the

study. Most of all of these, the researchers offer it to all of them.

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ACKNOWLEDGMENT

We would like to express our sincere gratitude to the following people who took part in

this thesis endeavor.

To Sir Dexter Romaguera, our research adviser, His advice and assistance helped inspire

us to continue working on our undergraduate thesis.;

To the members of the oral examination panel, Sir Melbert R. Bonotan, and Sir Edsel

Matt O. Morales, their invaluable advice has greatly aided in the completion of this work.;

To our friends and colleagues, especially, Sir Kent Espejon, for his support and

encouraging words that have sustained us into finally completing our thesis;

To the Chairman of the board of panel, Dr. Junrie B. Matias, His friendly and supportive

words inspired us to complete our studies at this university. He is also deserving of many

blessings for his unwavering support for his coworkers and subordinates.;

To our family, their patience and unending support were simply uplifting and inspiring.;

and

to the Almighty Father, with His grace, everything was possible. Truly, He is an

Amazing God.
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Table of Contents
APPROVAL SHEET...................................................................................................................................1
DEDICATION............................................................................................................................................2
ACKNOWLEDGMENT.............................................................................................................................3
CHAPTER 1................................................................................................................................................6
INTRODUCTION.......................................................................................................................................8
1.1 Background of the Study..................................................................................................................8
1.2 Statement of the Problem................................................................................................................9
1.3 Objectives........................................................................................................................................10
1.4 Significance of the study.................................................................................................................10
1.5 Characteristic of proposed system.................................................................................................11
1.6 Scope and limitation.......................................................................................................................11
CHAPTER 2..............................................................................................................................................12
REVIEW OF RELATED LITERATURE........................................................................................................12
2.1 Theoretical Framework...................................................................................................................12
2.3 Scanning QR code...........................................................................................................................15
2.4 Scanning QR code to generate question........................................................................................16
2.4 Data Analysis..................................................................................................................................17
2.5 Expert system.................................................................................................................................18
CHAPTER 3..............................................................................................................................................21
METHODOLOGY....................................................................................................................................21
3.1 Conceptual Framework...................................................................................................................21
3.2 To add QR code feature in MAALAM system.................................................................................22
3.2.1 Generated Quick Response Code..............................................................................................22
3.2.2 Web Scanner............................................................................................................................23
3.3 To make the MAALAM system an expert-based system that auto generate the teachers
comments and advice on every student based on their performance in the entire month...............23
3.3.1 Data Transformation.................................................................................................................23
3.3.2 Fetching data from the database................................................................................................24
The researchers performed a query to collect data from the database, as shown in Figure 3-4..........24
3.3.3 Formula of getting the Average Scores.....................................................................................24
CHAPTER 4..............................................................................................................................................26
RESULTS AND DISCUSSION...................................................................................................................26
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4.1 QR Code Generator User Interface.................................................................................................26

4.2 Downloading Section of QR Code...................................................................................................27
4.3 Student’s ID with QR Code Design..................................................................................................27
4.4 QR Code Scanning Section..............................................................................................................28
4.5 Code for Web Scanner....................................................................................................................29
4.6 Random Question User Interface...................................................................................................29
4.7 Student List Interface......................................................................................................................30
4.8 Result of student’s monthly performance......................................................................................30
4.9 Generating Status User interface...................................................................................................31
4.10 Data Formatting............................................................................................................................32
4.11 Comment and Advice implementation code................................................................................33
4.12 Measurable Results.......................................................................................................................34
CHAPTER 5..............................................................................................................................................35
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS......................................................................35
5.1 Summary.........................................................................................................................................35
5.2 Conclusions....................................................................................................................................35
5.3 Recommendations.........................................................................................................................36
REFERENCES..........................................................................................................................................37
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LIST OF FIGURES

Figure 2- 1 Theoretical Framework of study.............................................................................................12

Figure 2- 2 Fields in the QR code..............................................................................................................13

Figure 2- 3 Qr Code detection using Mobile Phone...................................................................................16

Figure 2- 4 formula in getting the average score.......................................................................................17

Figure 2- 5 Block Diagram of the CHIRON Expert System......................................................................18

Figure 2- 6 use case diagram for an expert system that includes recommendations..................................19

???????

Figure 4- 1 Filling data..............................................................................................................................26

Figure 4- 2 Generating QR code 1.............................................................................................................27

Figure 4- 3 Generated QR code (PNG)......................................................................................................27

Figure 4- 4 Web QR Scanner with authentication.....................................................................................28

Figure 4- 5 Implementation of Web Scanner.............................................................................................29

Figure 4- 6 Random Question Math Quiz..................................................................................................29

Figure 4- 7 Student List Interface..............................................................................................................30

Figure 4- 8 Result of student performance with expert system..................................................................30

Figure 4- 9 Generating Student’s Status User interface.............................................................................31

Figure 4- 10 Generating Student’s Status (Pdf Format).............................................................................32

Figure 4- 11 Code Implementation............................................................................................................33

Figure 4- 12 Measurable Results...............................................................................................................34

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ABSTRACT

This study addressed the Math Alternative Assessment and Monitoring (MAALAM)

system that helps Basag Elementary School students improve their math skills. According to the

data provided by the teachers at Basag Elementary School, the researchers surveyed to evaluate

the lack of an existing system, the MAALAM System. The students' issue is memorizing their

LRN, which can make the assessment process take more time. Over a month, manually

providing comments and recommendations for each student's performance might add to the

teacher's burden. With the help of adding the QR code and making the system expert can lessen

the task given to the teachers and make it convenient for them to use. The results also indicate

that the effectiveness of the Module added to the current System is improving the existing

system.

Keywords: Math, Alternative Assessment, Monitoring, QR code, Expert System

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CHAPTER 1

INTRODUCTION

1.1 Background of the Study

Today's educational system relies heavily on assessment, Lynch (2021). Assessment is

used to evaluate individual performance as well as to compare performance across a range and

populations. Assessment is used to obtain important information about a student's performance

or development and establish a student's interest to make decisions about their learning process.

Following receipt of this information, teachers can reflect on their teaching programs by

reflecting on each student's level of achievement and the group's tendencies. The continuous

assessment gives feedback on the learning and teaching process daily. The effectiveness of

teaching and learning can be reinforced through assessment. It also promotes the view of

teaching as a formative process that grows in response to feedback.

MAALAM (Math Alternative Assessment and Monitoring) is a system that helps

students from Basag Elementary school improve their mathematical skills and abilities.

A teacher was responsible for taking care of the initial setup to guide the pupils on the

system's assessment and monitoring procedures. The pupil's responses and basic information will

be recorded using an electronic base data storage. Every time the pupil interacts with the system,

he/she will input his/her LRN (Unique Learner Reference Number) number as a primary key for

his identity. The LRN number is the unique identifier for each pupil.

There are three levels of difficulty in the system. The teacher will choose the option or

the level of difficulty for the pupil. The system will give a random draw of multiplication
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questions answered by the pupil within 10 seconds. If the pupil could not answer within 10

seconds, it is considered incorrect already. This will be done during their remediation sessions.

Comments and advice will be generated from the system. It can be filtered monthly per

student, which includes their names and scores daily in tabular form. Data will then be analyzed

and will be the basis for determining the pupils' next level of difficulty.

????

The researchers surveyed Basag Elementary School to know the lack of the existing

system which is the MAALAM System, according to the data provided by the teachers of the

said institution. The LRN's memorization is one of the problems for the students. LRN, which

consists of 11 numbers, is difficult for Basag Elementary School students to memorize since they

are young. Making comments and recommendations for each student's performance manually

over a month can add to the teacher's burden.

1.2 Statement of the Problem

The use of the MAALAM System during assessment and reporting was inconvenient and

ineffective. Thus, this study seeks to find solutions to the following specific problems.

● The use of LRN during the Assessment process was inconvenient for the students of

Basic Elementary School.

● Generation of comments and advice on the assessment at the end of the month was

inconvenient and ineffective for the teachers.

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1.3 Objectives

The general objective of this study is to make the MAALAM System convenient and

effective to use during assessment and reporting. Thus, this study aimed to achieve the following

objectives herein;

● To add a QR Code feature in the MAALAM System.

● To make the MAALAM system an expert-based system that auto generate the teacher’s

comments and advice on every student based on their performance in the entire month.

1.4 Significance of the study

This study will be useful to the DEPED Basag teachers when they use the MAALAM

System. The expert-based QR code system will allow the previously mentioned team to conduct

Monitoring and Assessment of their students more conveniently and efficiently. This study's

results will significantly improve their current Monitoring and Assessment activities. Moreover,

this study will be beneficial for the following:

Basag Deped. Students' time management at school is determined by the task assigned to

them by their teachers. This can also benefit teachers because the main goal is to monitor

students' scores during assessments. This may help ease the teacher's problem of generating

comments and advice on students’ assessments based on scores every end of the month.
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Parents. The results of the study and recommendations of the research will assist parents

in monitoring and encouraging their children to implement and practice effective time

management not only in school, including in academic matters but also at home.

Students. The results of this study may assist students in keeping a record of all their

tasks and improving time management which they can use as a base to effectively perform and

perform their tasks without difficulty.

Researchers. The system will generate comments and advice at the end of the month and

allows them to quickly assist and monitor the pupil's improvement in their mathematical skills.

Future researchers. This study may be used as a base for future researchers who wish to

develop and conduct similar research.

1.5 Characteristic of the proposed system

 Convenience and Effectiveness

 Auto comment and advice result

 Paperless Reporting

1.6 Scope and limitation

This research covers the implementation of making the MAALAM an expert-based

system and adding a QR code for authentication of LRN from the student. This research focuses

solely on generating student results every end of the month for students’ progress in

mathematics. The study focuses on improving the MAALAM system by making an expert-based

and adding QR code authentication.

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CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter presents the related studies which are relevant to the research that will be

conducted. Some of the methods presented will be utilized as the basis for the concept that will

be generated.

2.1 Theoretical Framework.

This section presents the theoretical framework of the study. This study intended to fully

understand what is to be done in the current study and be guided in the entire process.

Figure 2- 1 Theoretical Framework of the study

As shown in Figure 2-1, the collection, maintenance, analysis, dissemination, and

utilization of education data in an EMIS occur in a cyclical manner which is referred to in this

framework paper. The system keeps track of inputs and helps assess the quality of policies and

institutions, ultimately informing decision-makers on student learning and other outcomes and
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policy actions. Information produced by the system is provided back to the data provider (e.g.,

schools) to be reviewed, acted on, and improved. This also includes feedback on improving the

effectiveness (Saber, 2014).

2.2 Generating QR code

QR codes are developed by a Japanese company that has been around for fifteen years.

With the advent of smart and Web capable mobile devices, Soman et al. (2013) proposed the

usage of two-dimensional (2D) barcodes, which have the capability of storing data, to assist in

reducing the action of hardcopy forgeries.

2.2.1 Fields in the QR code

FigureFigure
2- 22-2
Fields
Fields inin
the the QR code
QR code

2.2.1.1 Finder Pattern

The finder pattern (1) consists of three identical structures that are located in all

corners of the QR Code except the bottom right one. Each pattern is based on a 3x3 matrix of

black modules surrounded by white modules that are again surrounded by black modules. The
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Finder Patterns enable the decoder software to recognize the QR Code and determine the correct

orientation.

2.2.1.2 Separators

The white separators (2) have a width of one pixel and improve the

recognisability of the Finder Patters as they separate them from the actual data.

2.2.1.3 Timing Pattern

Alternating black and white modules in the Timing Pattern (3) enable the decoder

software to determine the width of a single module.

2.2.1.4 Alignment Pattern

Alignment Patterns support the decoder software in compensating for moderate

image distortions. Version 1 QR Codes do not have Alignment Patterns. With the growing size

of the code, more Alignment Patterns are added.

2.2.1.5 Format Information

The Formation Information (5) section consists of 15 bits next to the separators

and stores information about the error correction level of the QR Code and the chosen masking

pattern.

2.2.1.6 Data

Data (6) is converted into a bit stream and then stored in 8-bit parts (called

codewords) in the data section.

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2.2.1.7 Error Correction

Similar to the data section, error correction codes are stored in 8-bit long

codeword in the error correction section.

2.2.1.8 Remainder Bits

This section consists of empty bits (8) of data and error correction bits cannot be

divided into 8-bit codeword without remainder. The entire QR Code has to be surrounded by the

so-called Quiet Zone, an area in the same color shade as white modules, to improve code

recognition by the decoder software.

2.3 Scanning QR code

It was concluded by Galgo (2020) that scanning is a reliable application wherein

teachers could conveniently use it to monitor class attendance by simply scanning the QR code

embedded in each student’s ID. During registration, the personalized data of students including

the passport photographs are captured and converted to a string of bytes before dynamically

generating an image of a 2D Barcode containing the information provided and affixing the

barcode image on the ID Card. The encrypted information in form of a Barcode is then printed

along with the students’ Identity Card (ID). During authentication, the presented ID Cards by

students would be scanned with a barcode reader, and the image would be converted back to the

text for matching with the stored template Egwuche et al. (2019). Data-hiding methods and the

embedded QR Code are used to provide secure authentication. In the initiative, students scan QR

codes with their smartphones, which the teacher then shows. When students scan this QR code,

their attendance is immediately recorded based on their user id. It also goes through how the

system checks student identities to prevent bogus registrations. When students scan this QR
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code, their attendance is immediately recorded based on their user id, Patel et al. (2019).

Examine the coding and decoding procedure of the QR code picture to improve the practical

application property of the two-dimensional barcode Quick Response (QR) code. The barcode is

an actual data reading mechanism. Data can be saved, embedded, and shown using a scanning

device. The data store was read.

2.4 Scanning QR code to generate question

Soman et al. (2013) suggested that two-dimensional (2D) barcodes, which can store data,

can help reduce the use of hardcopy forgeries. It introduces a QR code-based application for

automatic assessment. In this case, they employ a QR code to generate a question paper; each

student takes a picture of the QR code, which is then decoded, and a question paper is generated

on the mobile phone. Students can use their cell phones to provide answers.

Figure 2- 2-3
Figure 3 QrQrCode
Code detection usingMobile
detection using Mobile Phone
Phone
?

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2.4 Data Analysis

Najafabadi et al. (2015) explore how Deep Learning can be utilized for addressing some

important problems in Big Data Analytics, including extracting complex patterns from massive

volumes of data, semantic indexing, data tagging, and fast information retrieval, and simplifying

discriminative tasks. It also investigates some aspects of Deep Learning research that need

further exploration to incorporate specific challenges introduced by Big Data Analytics,

including streaming data, high-dimensional data, scalability of models, and distributed

computing. Chung et al. (2017) designed employed freeware including Java applications,

MySQL, and R packages to drive their proposed expert-based system. The Web-based model

supports both modes, step-by-step analysis, and auto-computing process, respectively for

preliminary evaluation and real-time computation. Tanaka et al. (2016) formulated a formula, for

each score of the group that is normalized by each student’s mid-term grade (expressed from

zero to 100) and the average grade of all students at mid-term. The normalized students’ quiz

score 𝑆𝑛 is calculated from the following formula:

Figure 2- 4 formula in getting the average score

Figure 2-4 shows the formula used. In this formula, 𝑆 is a score of a student, 𝐺𝑚 is a

student’s grade at mid-term, and 𝐺𝑎𝑣𝑒 means an average grade of every student. As the result,

the average value of 𝑅𝑎𝑛𝑘𝑖𝑛𝑔 is slightly lower (0.5) than 𝑁𝑜𝑛-𝑟𝑎𝑛𝑘𝑖𝑛𝑔; there is no significant
 18

difference between them. More than 20 students comment in their questionnaire such as “I forgot

about the quiz.” therefore, students in the 𝑅𝑎𝑛𝑘𝑖𝑛𝑔 group might not prepare for the quiz.

Figure 2- 5 Block Diagram of the CHIRON Expert System

Figure 2-5 shows a developed system that is an intelligent agent that displays a

customized course by referring to its knowledge based on the user’s educational history and

selected learning modes. The learning quotient model, which is based on the classification of

students into four classes: beginner, intermediate, advanced, and expert, determines the user’s

learnability. Sridhana et al. (2021).

2.5 Expert system

Simsek et al. (2019) developed a system that records the data of the student and the

student's interaction with the system and determines the questions to be used to measure the
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knowledge level of the student and the order of the system by the information obtained from the

student. An innovative approach is proposed by Hwang et al. (2011), and it develops the

knowledge base of an expert system by analyzing the online problem-solving behaviors of the

teachers. Consequently, the expert system works as an instructor to assist the students in

improving their web-based problem-solving ability.

Figure 2- 6 use case diagram for an expert system that includes recommendations.

Figure 2-6 depicts an expert system that provides advice and recommendations

depending on data entered by the user into the system. During the procedure, the user interface is

how the system communicates with the user. "Questions" is one of three panes on the user

interface. The user might see an implied link between the data entered and the answers given by

the user’s explanation of how the system makes decisions Tabibi et al. (2013).

2.4.1 Application area of Expert System

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The major application areas for expert systems include but are not limited to the

following (Shu-Hsien, 2005): Interpretation, Prediction, Diagnosis, Planning, Design,

Monitoring, Debugging, Instruction, and control.

 Interpretation: Based on raw data to generate meta-information

 Prediction: Predict the future status based on the current status.

 Diagnosis: Diagnose the problems based on current conditions.

 Planning: Create a flexible correctable initial plan.

 Design: Generate design with a given set of data.

 Monitoring: Monitor the predefined goals, and record and compare the data.

 Debugging: To issue instructions to correct the defects.

 Instruction: To educate the user regarding diagnosis or debugging.

 Control: Systematically controlling of actions.

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CHAPTER 3

METHODOLOGY

The proposed system's whole process was explained in this chapter. In this section, the

researchers will explain the entire method, including how to use the QR code system to get the

desired result.

3.1 Conceptual Framework

Figure 3- 1 Conceptual Framework of the study

The proposed system in Figure 3-1 There is already an existing system, which is the

MAALAM system. To fill the lack of the old system, the researchers included new modules such

as a QR code scanning authentication, as well as making the system expert. As illustrated in the

framework, it has an input and it represents the data of the student, after that the student must

present their id card with a QR code to take the assessment. After that, the answers of the student
 22

will be direct store in the database. The inputted data will be used, and the student data will be

collected and transformed into a table, then it will match and analyze the iterated comments and

advice for the students in the database. It will display the comments and advice on the system's

user interface and print the student results in pdf format at the end of the month.

3.2 To add QR code feature in MAALAM system

3.2.1 Generated Quick Response Code

Figure 3- 2
Generated QR code

The QR code created is shown in Figure 3-3. The researchers will employ

a QR code to save the student's information, which will be attached to the student's ID

card. QR codes have a square shape and include three square outlines in the bottom-

left, top-left, and top-right corners. These square outlines define the orientation of the

code. The dots within the QR code contain format and version information as well as

the content itself.

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3.2.2 Web Scanner

The researchers will scan the generated QR code attached to the student's

identification card with a web scanner. Utilizing a camera for dynamic authentication

of embedded code. A piece of imaging equipment, such as a camera, reads the Quick

Response Code until the image can be analyzed appropriately.  QR scanners,

however, are designed to capture 2D images printed on paper or displayed on a

screen.

3.3 To make the MAALAM system an expert-based system that auto generate the teachers

comments and advice on every student based on their performance in the entire month.

3.3.1 Data Transformation

The researchers used the MAALAM system's present data as the basis for turning the

system into an expert-based system.

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Figure 3- 3 Current Data of MAALAM System

The researchers will turn the data into tables after obtaining it from the

MAALAM database. Figure 3-4 shows a student's current data in the MAALAM system,

which contains the student's whole month’s assessment results.

3.3.2 Fetching data from the database

Figure 3- 4 fetching data

The researchers performed a query to collect data from the database, as shown

in Figure 3-4.

3.3.3 Formula of getting the Average Scores

The average scores per student will be calculated by the researchers using the

formula below:

Where:
SELECT count(answer) FROM sma WHERE answer = realans.

Figure 3- 5 Formula for Average

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The average formula that the researchers will apply is shown in Figures 3-

4. It will be based to display the student's current status, which ranges from 0% to 100%.

The usual range of “Very Good” status is 100 percent – 80 percent, “Good” is 79.99 percent

– 60 percent, “Average” is 59.99 percent – 40 percent, “Lower Average” is 39.99 percent –

20 percent, and “Poor” is 20 percent below. Every status will have a comment and advice.

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CHAPTER 4

RESULTS AND DISCUSSION

This section serves the purpose of explaining program implementation and the entire

process of the program implementation. It covers the input interface, output interface, admin

interface, system testing, computer program authoring and testing, and procedures that enable the

new system to function properly and fulfill its objectives.

4.1 QR Code Generator User Interface

Figure 4- 1 Filling data

This figure shows the sample MAALAM SYSTEM admin side. The admin needs to input

the required data of a student for generating a QR code manually. Once the admin inputted all

the needed data, the admin then clicks the button 'submit' to generate the QR code intended for

the student data inputted.

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4.2 Downloading Section of QR Code

Figure 4- 2 Generating QR code 1

Figure 4-2, illustrates that clicking the submit button will generate a QR code, displayed

after the code has been generated. The administrator will subsequently download the produced

QR code by clicking the download button.

4.3 Student’s ID with QR Code Design

Figure 4- 3 Generated QR code

(PNG)

Figure 4-3 Attached QR code in Student’s ID

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Figure 4-3, shows a sample student ID in Basag Elementary School with the attached QR

code downloaded by the administrator.

Figure 4-4, shows a generated QR code for student authentication.

4.4 QR Code Scanning Section

Figure 4- 4 Web QR Scanner with

authentication

Figure 4.5 The first image shows that the QR code is invalid for scanning or it has not

been registered in the database, whereas the second image shows that the scanning result is valid

for authentication.
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4.5 Code for Web Scanner

Figure 4- 5 Implementation of Web Scanner

Figure 4.5 shows the line code, the scanner is already implemented, and the scanned QR

is submitted to the server. The server subsequently allows produced random questions to the

student.

4.6 Random Question User Interface

Figure 4- 6 Random Question Math

Quiz
Figure 4.6 It appears after the student scans the QR code; at this point, the student must

answer the random math questions.

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4.7 Student List Interface

Figure 4- 7 Student List Interface

Figure 4.7 This section of the interface shows the number of students who participate in

the assessment.

4.8 Result of student’s monthly performance

Figure 4- 8 Result of student performance with expert system

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Figure 4.8 shows the student monthly performance based on their daily activity scores,

and the expert system will provide a comment based on the student monthly performance.

4.9 Generating Status User interface

Figure 4- 9 Generating Student’s Status User interface

Figure 4.9 shows all of a student's records based on monthly assessments and is ready to

print.
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4.10 Data Formatting

Figure 4- 10 Generating Student’s Status (Pdf Format)

Figure 4.10 shows the PDF reports that are being generated. The figure shows that in

January, the system automatically displays the student's status based on their monthly scores. It

also implies that it reduces the teacher’s effort during the evaluation of the students.
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4.11 Comment and Advice implementation code

Figure 4- 11 Code Implementation

Figure 4-11 shows the code implementation in PHP. It displays the student's

current status, which ranges from 0% to 100%. The usual range of “Very Good” status is 100

percent – 80 percent, “Good” is 79.99 percent – 60 percent, “Average” is 59.99 percent – 40

percent, “Lower Average” is 39.99 percent – 20 percent, and “Poor” is 20 percent below. Every

status will have a comment.

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4.12 Measurable Results

Math Alternative Assessment and Monitoring

System with QR Code

25; 25%

50; 50%

25; 25%

Convenient Effectiveness Comment and Advices

Figure 4- 12 Measurable Results

As shown in Figure 4-12, The Pie Chart shows the outcome of improving the existing

system, the MAALAM system in Basag Elementary School, by adding the module LRN and

generating comments and advice to make the system expert.

Convenient (25%)

Effectiveness (25%)

Generate Comments and Advice (50%)

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The effectiveness of the Module added to the current System may be observed in the

diagram. This data is collected once a month to track the system's progress.
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CHAPTER 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter will focus primarily on the project output and emphasize the study’s

objectives, whether or not they have been met. Conclusions and recommendations for further

system improvement are made based on the results discussed in the previous chapters.

5.1 Summary

The researchers in this study are focused on making the Math Alternative Assessment

and Monitoring System (MAALAM) an expert-based system to evaluate the student according to

their daily performance and auto generate comments and advice in every end of the month and

add a QR code feature to obtain students' LRNs to generate random questions from the Math

Alternative Assessment and Monitoring System (MAALAM) to be able the students to answer

during the assessment.

Furthermore, the implementations of an expert-based system and adding Qr code feature

to the Math Alternative Assessment and Monitoring System (MAALAM), as well as the benefits

of adding QR Code feature, are analyzed and evaluated based on the characteristics described in

this research. Aside from that, the scenarios presented in this study show that making MAALAM

an expert-based system and adding a QR code feature can improve both teacher and student

performance.

???

5.2 Conclusions
 37

The system can be described as an expert-based system with excellent efficiency based

on the preceding study and results. After completing the project, we can be confident that the

present system's lack would be resolved. Making Math Alternative Assessment and Monitoring

System an expert-based system and adding QR Codes is computerized to improve efficiency and

decrease student error. All entries and data are saved in the localhost/PhpMyadmin database,

from which they may be simply erased and retrieved. Editing has also been made more flexible,

as the authority only needs to provide the required information and then generate a report every

end of the month based on the student's performance. In addition, a QR code containing detailed

information about the student has been introduced, which can be scanned in a single second

using the webcam provided. The computerization of making the Math Alternative Assessment

and Monitoring System an expert-based system and adding QR codes will minimize and improve

teacher and student stress.

5.3 Recommendations

The researchers would like to recommend the following:

 Researchers will be unable to test the two schemes due to Covid-19: the server

application. The researchers are recommended that the next researcher test the

program to see the system's positive outcome.

 To add SMS feature for Math Alternative Assessment and Monitoring System.
 38

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