CAPSTONE CH 1 3 Revise 5 2 2024

Republic of the Philippines
ILOILO STATE UNIVERSITY OF FISHERIES SCIENCE AND TECHNOLOGY
OFFICE OF RESEARCH AND DEVELOPMENT
Dumangas, Iloilo | email: researchdumangascampus@gmail.com
website: iscof.edu.ph | Contact No: 3612 034
CHAPTER I
INTRODUCTION
In a dynamic educational landscape, reading comprehension is a cornerstone that
goes beyond mere word recognition and empowers people to derive meaning and
understanding from text. It is an important part not only in academic activities, but also in
daily communication, forming the structure of communities and societies. But in the
Philippines, as in many parts of the world, access to quality education remains a
challenge for certain segments of the population.
The Alternative Learning System (ALS) is emerging as a beacon of hope,
providing educational opportunities for those excluded from traditional school systems.
Despite its noble intentions, ALS struggles with obstacles that hinder its effectiveness in
promoting key skills such as reading comprehension. These challenges include slow
learning rates, limited learning resources and accessibility.
To understand the importance of addressing these challenges, we present
Capacitate Me: A Mobile Intervention Tool for Reading Comprehension. This innovative
solution aims to empower ALS students by providing them with a dynamic platform that
improves their reading comprehension. The Capacitate Me program empowers students
to participate in personalized learning experiences that transcend the boundaries of
traditional classrooms and empower them to learn at their own pace and in their own
space.
In this capstone project, we delve into the complexities of the Philippine
educational environment and explore the specific challenges ALS students face in
developing reading skills. By exploring the possibilities of Capacitate Me as a solution,
we aim not only to meet these challenges, but also to pave the way for a more inclusive
and user-friendly educational environment. Through rigorous research, evaluation and
stakeholder engagement, we strive to unleash the transformative power of technology in
education, harnessing its capabilities to bridge gaps, empower learners and create a
brighter future for all. This level of excellence represents not only a commitment to
academic research, but also a commitment to social impact as we strive to uplift and
empower ALS students throughout their educational journey.
Project Context
In the heart of Dumangas, Iloilo, Capacitate Me emerges as a transformative
initiative, poised to redefine education for ALS students. This innovative project
represents a beacon of hope, aiming to modernize traditional teaching methods and create
a more inclusive learning environment. Recognizing the challenges inherent in ALS
education, including limited resources, accessibility issues, and rigid teaching
approaches, Capacitate Me was born from a deep-seated motivation to bridge these gaps
and provide equitable educational opportunities for all learners. Traditional methods often
fall short in engaging students and fostering meaningful comprehension, resulting in
unequal learning outcomes.

With a focus on personalized learning experiences and innovative technology,
Capacitate Me seeks to overcome these challenges by empowering ALS students to learn
at their own pace and in their own way. Leveraging expertise in Android app
development, Java programming, and user interface design, Capacitate Me aims to create
an intuitive and engaging platform that resonates with ALS students. Integration with
relevant APIs and optimization for various Android devices ensure broad accessibility
and compatibility.
Through meticulous development and implementation, Capacitate Me endeavors
to empower ALS students, fostering a sense of confidence and capability in their
educational journey.
Purpose and Description
Capacitate Me is a cutting-edge educational application tailored for ALS
(Alternative Learning System) students. It provides a personalized learning environment
for enhancing reading comprehension skills and tracking progress seamlessly. Through
Firebase integration, it ensures efficient data management, enabling real-time progress
tracking for students and facilitating effective support from educators. Developed using
Java programming language, the application promises reliability and compatibility across
Android devices. Crafted with Android Studio, it delivers a polished and user-friendly
experience. Capacitate Me represents a significant advancement in ALS education,
empowering students and fostering confidence in their learning journey.

General Objectives:
The capstone project entitled “Capacitate Me: “A Mobile-based Intervention Tool for
Reading Comprehension aimed to design and develop an intervention tool for reading
comprehension for students who are taking the ALS (Alternative Learning System)
program within Dumangas, Iloilo.
Specifically, this study aims to:
1) To create an app that has personalized reading exercises, stories, and
informational texts adapted to different reading levels and interests.
2) To provide immediate and nuanced feedback that can analyze reading
comprehension through various tasks and offer feedback on strengths,
weaknesses, and areas for improvement.
Conceptual Framework
The Conceptual Framework which comprises the input, process, and output of the
project. The input of the project includes Signup/Login form, home, browse, quiz and
progress. The input connects to a process that includes actual activities of signing app in
the app, viewing home, browsing story, taking quiz and monitoring user’s progress. The
process is connected to the output, which is the Capacitate Me: A Mobile-based intervention
Tool for Reading Comprehension of ALS Students.

Input Process Output
Login/Signup Track Progress Capacitate Me: A

Mobile-based
Rate Student intervention Tool for
Read a Book Comprehension Reading
Comprehension of
Elementary Students
Take a Quiz
Quiz Scoring
FEEDBACK/EVALUATION
Figure 1. Conceptual Framework
Scope and Limitations of the study
This project entitled “Capacitate Me: A Mobile-based Intervention Tool for
Reading Comprehension of ALS Students” is a mobile-based intervention tool for
reading comprehension for targeted individuals which is taking ALS (Alternative
Learning System) program at Dumangas Central Elementary School, Dumangas, Iloilo.

The scope of the project includes several key activities, including implementing
Capacitate Me as part of the ALS program at the school, monitoring student use of the
program, collecting data related to reading comprehension, and pre- and post-assessment.
-intervention progress. ratings Additionally, the project aims to provide recommendations
for future integration of mobile intervention tools into ALS programs, contributing to
ongoing efforts to improve educational outcomes for ALS students.
However, several limitations must be considered when implementing this
Capstone project. First, Capacitate Me's accessibility is limited to Android devices, which
may prevent access for people using iOS devices. Second, the geographic specificity of
the study site, namely Dumangas, Iloilo, may limit the generalizability of the project
findings to other regions or educational contexts in the Philippines. In addition, external
factors such as Internet connectivity and device compatibility may cause problems with
the implementation and use of Capacitate Me.
Despite these limitations, the capstone project aims to provide valuable
information about the potential of mobile intervention tools to improve reading
comprehension in ALS students. Through careful planning, implementation and analysis,
the project aims to advance educational practices and policies aimed at promoting
academic success and empowerment among ALS students in Dumangas, Iloilo and
possibly beyond.
Significance of the study
The result of the study, would be most significant to the following:
Students. Utilizing the mobile application will enable students to enhance their
reading and comprehension abilities effectively. Through engaging content and

interactive features, students can sharpen their skills while enjoying a dynamic learning
experience tailored to their needs.
Teachers. The mobile app serves as a valuable tool for educators to support their
students' reading comprehension development. With access to diverse resources,
assessment tools, and progress tracking features, teachers can personalize instruction,
provide targeted feedback, and monitor student growth more efficiently.
Future Researchers. This project stands as a comprehensive reference for
upcoming researchers embarking on similar studies. By documenting methodologies,
outcomes, and insights gained from implementing the app, future researchers can build
upon this foundation to further explore and advance the field of reading comprehension
education through technology.
Definition of Terms
• Mobile-based: Designed for use on mobile devices, promoting accessibility and
convenience.
• Intervention Tool: A tool designed to intervene in specific areas, specifically
reading comprehension.
• Reading Comprehension: The tool focuses on improving reading comprehension
skills, including vocabulary understanding, main idea grasping, inference making,
and information synthesis.
Overall, the tool aims to enhance users' reading comprehension skill

CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter includes the review of related literature and studies which the researchers
have perused to shed light on the topic under study.
Foreign Studies
In the study of R. P. Maulida, F. M. Ivone and A. N. Wulyani (2021) entitled
“ReadyRead: App-based Supplementary Materials for Reading Comprehension” stated that
English coursebooks for senior high school do not sufficiently cover topics related to natural and
social sciences, so students have to find material to supplement the books. Yet, finding digital
language learning material for practicing reading on the Internet that suits their level of
proficiency as well those that fit the curriculum is not always easy. To address this common
problem, the study researched and developed ReadyRead, a mobile application-based
supplementary material for reading comprehension. Educational Design-based Research (DBR)
was employed in the study. Experts review conducted during the formative evaluation stage of
the product yielded constructive feedback for the refinement of the product, more specifically,
those concerning material development and multimedia presentations of the app. Students who
tried out the product also gave positive feedback on the use of the app. They were delighted with
the multimedia assistance and features built in the app, such as videos, popped-up glossaries,
games, as well as reading materials which are closely related to the topics they learn at school.
In the study “Use of Mobile Applications in Developing Reading Comprehension in
Second Language Acquisition” by Blanka Klimova and Katarina Zamborova (2020), stated that
Reading skills in one’s mother tongue are generally developed in the early stages of childhood.
However, learning to read in a foreign language brings new challenges and requires different
insights, so reading as a skill in English as Foreign Language (EFL) is still being researched.
Traditionally, reading together and listening are considered receptive skills, rather than being
connected to speaking and writing as productive skills, but more recent research has studied the
relationship of reading to different skills, most importantly the correlation between reading and
writing. Reading becomes an important aspect in people’s lives when they want to grow and
keep up with the abundance of information everywhere. It becomes an inevitable part of our
leisure time, study assignments, or work duties. It is especially important for university students,
as they are suddenly exposed to too many reading materials they have to handle for their studies.
They can choose from two forms—print or digital—in which the writers’ main goal is to keep
the readers’ attention and promote retention of the material. Text is often accompanied by videos
or pictures to make it more vivid and unforgettable, so readers now have a wide range of
possibilities of texts and formats to choose from, as almost everyone can become an author of a
text.
More significantly, according to Fletcher Janzen et. al., (2013) as cited by Almutairi
(2018), students must be able to comprehend what they are reading while participating in reading
activities. Reading comprehension is a critical component of reading that must be mastered. It

demands students to progress beyond decoding specific words and phrases to developing a
thorough knowledge of the material as a whole. Comprehension is a complicated process that
needs a collaborative effort between students' prior knowledge of the context, the goal of the
reading material, and the degree of vocabulary and language used by the writers to convey
meaning in a book. The procedure is complicated due to the fact that it demands students to
participate in a variety of cognitive tasks, processes, and abilities. These abilities include
decoding words effectively, comprehending language grammar, drawing conclusions, utilizing
prior knowledge, and regulating working memory appropriately. Even a brief passage of content
requires the reader to use strategic judgment in determining when and how to employ each of
these abilities.
Local Studies
In the study of Roberto Suson, Christna Baratbate, Wilfredo Anoos and Eugenio A.
Ermac entitled “Basic Reading Comprehension in Philippine Settings” it was stated,
Differentiated instruction has been a buzz word in Philippine education for many years.
Educators utilize differentiated approach in teaching to maximize and meet the expected learning
outcomes. Previous study pointed out that students vary in terms of learning style and
understanding the concept. This study aims to identify the role of differentiated instruction in
teaching reading and promoting comprehension in basic education. This paper looked at four
differentiated instructional strategies for teaching guided reading: Noting details, sequencing
events, getting the main idea and predicting outcomes. Moreover, it seeks to determine the
multiple intelligence profile and the performance in reading comprehension of the students. It
also determines whether a significant correlation exists between the profile and the performance
of the students. Data were generated using adapted multiple intelligences inventory instruments
and written passages, prescribed curriculum by the Department of Education. The data obtained
were analyzed using weighted mean, standard deviation, and chi-square. The findings revealed
that students learned from all aspects of intelligence they have, no matter what the situation is.
This was so intriguing because it was known that every individual has different learning
intelligence. Pedagogically, the findings recommended that educators need to innovate to help
meet the needs of diverse learners, enriched reading activities, and differentiated instructions
must be integrated to strengthen learner competence in basic reading comprehension. The
surprising finding is that, though students learn differently, there are also some learning contexts,
which students shared with the same entity. Therefore, teachers must recognize that students
have different versions of learning.

CHAPTER III
METHODOLOGY
This chapter outlines the project design and construction methodologies employed in
developing Capacitate Me: A Mobile-based Intervention Tool for Reading Comprehension.
Project Description
Capacitate Me is a mobile application designed to enhance reading comprehension skills
by offering users interactive exercises, personalized learning paths, and engaging content. (a) It
provides a diverse range of texts across various genres and topics, carefully curated to cater to
different interests and reading levels. (b) Users can create personalized learning paths based on
their skill levels and learning objectives, with the app tracking progress and adjusting activities
accordingly for targeted practice. (c) Feedback on exercise performance is provided instantly,
allowing users to monitor their progress over time and gain insights into areas for improvement.
(d) The app prioritizes accessibility, offering features such as adjustable text size, voice narration
options, and compatibility with screen readers. (e) Additionally, Capacitate Me fosters
community engagement through peer discussions and sharing insights, creating a collaborative
learning environment.
This project aims to address the challenges individuals face in comprehending written
texts by providing a convenient and accessible platform for improving reading comprehension
skills. Subsequent sections will elaborate on the methodologies employed in the design and
construction of Capacitate Me.
Activity Diagram
Figure 1. Activity Diagram of Capacitate Me: A Mobile-based intervention Tool for Reading Comprehension of ALS
Students.
Figure 1. shows the interaction of the end-user to the application where the end-user can
make activities in the application, User Login then authenticate, Browse the Content that will be
read and complete it with the exercises, exercises management, track the progress and the
feedback of the user’s progress.

Research Design and Procedure
This developmental research project focuses on system development methods, beginning
with an analysis of the problem, understanding its purpose, functions, and project scope.
Interviews with respondents were instrumental in gaining thorough knowledge about the system.
In the second stage, the emphasis shifted to process, planning, development, analysis, and
design of the system. This phase involved developing the feature set for the new design and
environment to enhance the project.
The third stage centered on experimentation, which included refining the design, coding,
and testing to ensure user understanding and usability.
The final stage encompassed system development, culminating in the final output that
completed the overall look and fulfilled the objectives and hypotheses of the project.
Project Development Process
System Development Methodology
The researchers used the Agile Methodology in the development process. It comprises the
following phases:
Brainstorming. In this phase, the researchers discussed how to give a solution to the
current problem of the environment today. The researchers see a big problem in students reading
comprehension. The researchers analyzed the problem and end up with the conclusion to develop
an application regarding this topic.
Designing. The design should follow the (Keep It Simple) principle. A simple design is
always preferred over a more complex representation. In this phase, the target user interacted
with the system analyst, programmers, and GUI designer to determine the main flow of the
system and to make a user-friendly design in result to have accurate and reliable information.
Development. In this phase, it is where the researchers come up with all of their ideas
from the first phase to meet the objectives and requirements of the projects. This phase is also the
building of the project for checking.
Quality Analysis. In this phase, the system analyst took part and tested to identify the
errors and resolve bugs. The researchers could check for some changes they could do in the
project and furnished them for the final output.
Feed backing. This is the fifth phase, where the researchers let the client and experts test
the project. In this phase, the researchers could also have additional information and ideas on
how to improve the project.
Accepting. This is the last phase of the project where the target users are satisfied with
what the developers have done. It is the phase where the researchers delivered their finished
product to their clients for implementation.

Use Case Diagram
igure 2. Use Case Diagram of Capacitate Me: A Mobile-based intervention Tool for Reading
Comprehension of ALS Students.
Figure 2. shows the interaction of the end-user to the application where the end-user can
make activities in the application.

Table 1. Hardware and software requirements
Software
Operating System Android device
Programming Software Android Studio
Hardware
Computer with at least 8 GB of RAM (16 GB recommended)
8 GB of disk space (for Android Studio installation)
Intel® i5 processor or higher
Operation, Testing and Evaluation
To test the application, trial and error was being used. Since the target future users are the
Elementary ALS, the researchers will invite one (1) Educator, ALS student and the adviser of the
researcher team to test the mobile application entitled Capacitate Me.
Operational acceptance testing was used to test the inner workings of the Capacitate Me
mobile application. Specifically, the logic and the structure of the code are corrected and bugs
within the Capacitate Me were identified to ensure that every program statement is error free.
This would give the user the opportunity to test whether the code or program has been
implemented correctly to the requirements or specification.

The purpose of the operational acceptance testing is to ensure that services can be
implemented and are operationally fit for purpose and to fulfill all the requirements for the
deployment of the application. Operational acceptance testing is used to test the inner workings
of the Capacitate Me mobile application, specifically the logic and the structure of the code and
to discover unidentified bugs within the Capacitate Me to ensure that every program statement is
error free. This would give the user the opportunity to test whether the code or program has been
implemented correctly to the requirements or specification. This test works with the “coding
standards” and working instructions set by the user and developer of Capacitate Me. In the
maintainability tests, the developer tries to install special features to detect failures, extensions,
and improvements of the mobile application.
Statistical Treatment of Data
To determine the data of pre-results of ALS reading comprehension, the researchers will
employ a qualitative and quantitative descriptive survey method of research to be able to gather
feedback. It utilized qualitative design because the researcher gathered the responses of the
participants recorded and will conduct a reading session to evaluate, monitor, and assess reading
results to determine the level of reading proficiency of ALS.

CAPSTONE CH 1 3 Revise 5 2 2024

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

CAPSTONE CH 1 3 Revise 5 2 2024

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

ILOILO STATE UNIVERSITY OF FISHERIES SCIENCE AND TECHNOLOGY

OFFICE OF RESEARCH AND DEVELOPMENT

Dumangas, Iloilo | email: researchdumangascampus@gmail.com

website: iscof.edu.ph | Contact No: 3612 034

In a dynamic educational landscape, reading comprehension is a cornerstone that

Philippines, as in many parts of the world, access to quality education remains a

challenge for certain segments of the population.

The Alternative Learning System (ALS) is emerging as a beacon of hope,

learning rates, limited learning resources and accessibility.

To understand the importance of addressing these challenges, we present

improves their reading comprehension. The Capacitate Me program empowers students

to participate in personalized learning experiences that transcend the boundaries of

ILOILO STATE UNIVERSITY OF FISHERIES SCIENCE AND TECHNOLOGY

OFFICE OF RESEARCH AND DEVELOPMENT

Dumangas, Iloilo | email: researchdumangascampus@gmail.com

website: iscof.edu.ph | Contact No: 3612 034

In this capstone project, we delve into the complexities of the Philippine

developing reading skills. By exploring the possibilities of Capacitate Me as a solution,

and user-friendly educational environment. Through rigorous research, evaluation and

stakeholder engagement, we strive to unleash the transformative power of technology in

empower ALS students throughout their educational journey.

In the heart of Dumangas, Iloilo, Capacitate Me emerges as a transformative

a more inclusive learning environment. Recognizing the challenges inherent in ALS

education, including limited resources, accessibility issues, and rigid teaching

fall short in engaging students and fostering meaningful comprehension, resulting in

unequal learning outcomes.

ILOILO STATE UNIVERSITY OF FISHERIES SCIENCE AND TECHNOLOGY

OFFICE OF RESEARCH AND DEVELOPMENT

Dumangas, Iloilo | email: researchdumangascampus@gmail.com

website: iscof.edu.ph | Contact No: 3612 034

With a focus on personalized learning experiences and innovative technology,

Capacitate Me seeks to overcome these challenges by empowering ALS students to learn

Through meticulous development and implementation, Capacitate Me endeavors

to empower ALS students, fostering a sense of confidence and capability in their

Purpose and Description

Capacitate Me is a cutting-edge educational application tailored for ALS

(Alternative Learning System) students. It provides a personalized learning environment

Firebase integration, it ensures efficient data management, enabling real-time progress

experience. Capacitate Me represents a significant advancement in ALS education,

empowering students and fostering confidence in their learning journey.

ILOILO STATE UNIVERSITY OF FISHERIES SCIENCE AND TECHNOLOGY

OFFICE OF RESEARCH AND DEVELOPMENT

Dumangas, Iloilo | email: researchdumangascampus@gmail.com

website: iscof.edu.ph | Contact No: 3612 034

program within Dumangas, Iloilo.

Specifically, this study aims to:

1) To create an app that has personalized reading exercises, stories, and

informational texts adapted to different reading levels and interests.

2) To provide immediate and nuanced feedback that can analyze reading

comprehension through various tasks and offer feedback on strengths,

weaknesses, and areas for improvement.

Tool for Reading Comprehension of ALS Students.

ILOILO STATE UNIVERSITY OF FISHERIES SCIENCE AND TECHNOLOGY

OFFICE OF RESEARCH AND DEVELOPMENT

Dumangas, Iloilo | email: researchdumangascampus@gmail.com

website: iscof.edu.ph | Contact No: 3612 034

Input Process Output

Login/Signup Track Progress Capacitate Me: A

Figure 1. Conceptual Framework

Scope and Limitations of the study

This project entitled “Capacitate Me: A Mobile-based Intervention Tool for

Reading Comprehension of ALS Students” is a mobile-based intervention tool for