CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

The term Computer Assisted Learning (CAL) covers a range of computer-based

packages, which aim to provide interactive instruction usually in a specific subject

area and many predate the internet. These can range from sophisticated and

expensive commercial packages to applications developed by projects in other

educational institutions or national initiatives to simple solutions developed by

individuals with no funding or support to tackle a very local problem. The amount

of time and money invested in development is high and partly because of the very

subject specific nature of the education market as well as the very personalized

nature of the teaching process- particularly at FE and HE level- means that

commercial success is difficult to achieve and work done in one subject area rarely

transfers to others subject areas.

In general, the use of computer in education through CAL has been sporadic a great

deal of effort was expended with little general impact. Many of those academics that

took part in that earlier crusade are now cynical about effectiveness of computers in

teaching.

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There are still good reasons to use CAL rather than internet based technologies. CAL

is run either straight from a CD or floppy disk drive or over a local network so the

constraint of the internet-slow download times for multimedia materials may not

apply. This, couple with the fact that CAL technology has been around a bit longer,

means that CAL packages have the potential to offer more advanced, interactive,

multimedia learning experience than it is currently reasonable to expect from the

web. This has been changing as web technologies develop and bandwidths improve

but there are currently many things that can only be achieved with CAL rather than

the web and CAL has been an integral part of the curriculum in many departments

at Warwick for some time.

1.2 STATEMENT OF PROBLEM

Owing to the following problems:

i. The difficulties people face during learning

ii. Lack of conducive learning environment

iii. Time consuming due to the calculative nature of mathematics

iv. The vast scope of mathematics

v. Inability of some people to understand mathematics during classroom learning

due to lack of concentration

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 The need arise for the development of software for computer aided learning

system on mathematics in order to solve these problems.

1.3 AIMS AND OBJECTIVES OF THE STUDY

The objectives of this project are as follows:

 Develop a systematic way to make the study of mathematics more enjoyable.

 Create an interaction through the tutor, which gives the student the feeling of

being aided by a teacher.

 Help the students improve in mathematics. This is possible by making user-

solve questions at different steps while the answers to frequently asked

questions are stored in the software to aid the student.

 To eliminate time wasted when educating people on mathematics

1.4 SIGNIFICANCE OF THE STUDY

With the growth in information technology, the study offers numerous examples in

software tutor. People do not need to depend totally on mathematics lecturers to

know more about mathematics but slot aided learning system software on

mathematic to learn it. Time wasted in educating people on mathematics is reduced

to the bare minimum as the software help to facilitate work. Individuals on their own

can also buy the software in order to know more about math.

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1.5 ASSUMPTION OF THE STUDY

One of the major assumptions made in this project work is that manual methods of

enlightening on mathematics are times ineffective, time wasting and high level of

energy dissipation. It is also assumed that with level of development in information

technology, there is serious demand to join this trend of information technology.

It is also assumed that computerized aided learning system on mathematics software

will enhance and facilitate educational work.

1.6 SCOPE OF THE STUDY

This project is a tutorial on senior secondary school mathematics but it is restricted

to the following topics:

 Simple interest

 Algebra

 Set theory

 Number system

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1.7 LIMITATIONS OF THE STUDY

Due to time constrains resulting from other schools activities, the topics treated are

limited compared to the whole scheme of work for senior secondary schools (senior)

with an automated test center of maximum of seven questions per topic. This means

that the user can only answer seven questions on any area of his choice. But it is

advisable that the user studies through the tutor before answering questions.

However it is noteworthy that the tutor is complementary to teacher’s effort and not

a replacement for the teachers’ effort.

1.8 DEFINITION OF TERMS

Internet: a network that links computer networks all over the world by satellite and

telephone, connecting users with service networks such as e-mail and the World

Wide Web

CD plate: this is optical disk on which sound is recorded in a digital format by

assigning numerical value to measurement of the sound.

Computer: electronic device that accepts processes, stores and output data at high

speeds according to programmed instruction.

Website: An address identifying the location of the file on the internet, consisting

of the protocol, the computer on which the file is located, and the file’s location on

that computer.
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Tutorial: A chapter of book or manual, or a sector of a computer program, designed

to provide instrument or training using exercise and assignment.

Software: programs and applications that can be run on a computer system, e.g.

word processing or database packages

Pedagogy: This is concerned with the theory of youth learning most of us have

already had this experience. It is teacher centered, teacher taking full responsibility

of deciding what will be learned

Andragogy: This deals with adult learning. Learning is understood to be a process

of self-advancement, where the teacher is a guide

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 CHAPTER TWO

LITERATURE REVIEW

Learning is a continuous process, only the forms and methodology changes;

development worldwide has been on rapid increase, helping to redefine learning

process. I review learning broadly and gradually narrow my scope to the project as

follows:

 The learning process

 Computer aided learning

 Computer aided learning of mathematics

2.1 The Learning Process

In designing an instructional technique, the principles of learning are considered.

However “no current learning theory is close to being complete” (Bork, 2015, p. 86).

The student being considered in writing this project is growing youths. I then

consider the difference in learning of adults and children, bearing in mind that youth

are in between.

Malcolm Knowles (2010-pp54-61) give us two sets of assumptions.

i. Pedagogy

ii. Andragogy

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2.1.1 Pedagogy

This is concerned with the theory of youth learning most of us have already had this

experience. It is teacher centered, teacher taking full responsibility of deciding what

will be learned. Some of these methods include:

i. Reproach to knowledge: They are interested to know only what the teacher

is teaching. They see knowledge as the ability to pass exams and get

promoted. Consequently, the need to expand their scope by self-effort is not

deemed necessary.

ii. Personal Concept: This explains the orientation. They are dependent only on

what they are taught. How to learn and what to learn is rather imposed on

them (with or without their wish). The child dreams high in his educational

pursuit but sees the teachers” wish as the only step to that height. He has

nothing to add to his pursuit except perhaps, doing his assignment.

iii. The role of Learner’s Experience: His experience is of little or no value as

resources for learning. His only experience is the classroom teaching and that

of the textbook writer. No major responsibility has been assigned to him to

test his level of experience.

iv. Readiness to Learn: Learning depends on when they are told to do so. It is

never a self-taught. The teacher’s duty is to teach, they are to learn when the

teacher is ready to teach.

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 v. Motivation: Children are motivated to learn mainly by external pressure

either from parents or teachers. They might think of better quality of life, but

it is not motivation towards learning.

2.1.2 Teenager stage

This is a drifting stage from the pedagogy to the andragogy stage. The teenagers see

the need to hold on to more than the classroom work, either because he will be

writing external exams or seeking jobs in the labour market. Either way, a little more

than classroom experience is required so he has to go for it. The features include:

i. Approach to Knowledge: Though they do not control freely what to learn,

they try to extend what they already know so as to get to the next level (or be

in line with their peers). Its significance is that a little effort is added on their

own.

ii. Personal Concept: They develop personal interest to learn. Not necessarily

because they now enjoy it but because they would like to be in a higher level

with their peers.

iii. Role of Learner’s Experience: They are about to gain experience or have

just gained little experience, which he is eager to test. At this stage the love

for exploration is high.

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iv. Readiness to Learn: This varies among individuals, while some detest

academic learning for technical/business skills. Others devote spare time to

academic pursuit. Personal interest to learn starts developing above external

pressure.

v. Motivation: they want to get to a higher level in life and have something to

boast about to their peers or try to cutout a personality for themselves.

In all stages of learning, there is always an action complementing the teachers’ effort.

Today, the world is getting computerized, with the computer performing virtually

all types of task. Since everybody now, irrespective of the degree of learning uses

computer, it becomes necessary to use the much-enjoyed computer as a tool for

learning.

2.2 ORIGIN OF COMPUTER

Mechanical counting systems existed long ago and have even since been improved

upon. Dating back, the abacus (about 500Bc) paper (100Ad), printing press (1458)

were earlier stages of counting and data processing. Then came the mechanical era

when computers were operated upon using gears, chains and pulleys. This method

was not really convenient but ushered in the earliest known computers, or better still

calculators. The system then were capable of addition and subtraction but was later

modified to include division and multiplication by Gottfield Leibnitz.

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Computer had been then evolved in five generations. Computers of today are mainly

single user systems but have multi-user environment. They perform various tasks

such as business computing; information transfer, games etc, this makes it a

necessity for every home as it cover almost every facet of life.

2.3 EVOLUTION OF COMPUTER AIDED LEARNING (CAL)

Computer aided learning means personalizing a learning process with the help of a

computer system so as to learn, teach or solve the problem ([Link]).

Computer aided was first used in Bren wood School in California. CAL is also

coming into our country gradually. CAL developers should be encouraged as it

makes a very tedious task like teaching business very simple and easy to understand.

This is because computer aided learning is always very interactive there by making

it easy to understand.

CAL system is advantageous in many ways:

 The computer does not have emotions and so have no form of partiality in

itself when dealing with different kinds of individuals.

 Since computer is involved, many people are always attracted to make use of

such software.

 CAL system facilities learning and makes it faster.

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  CAL systems are usually interesting because of their interactive nature with

users.

In the absence of a clear definition what should the term “CAL” actually refer to?

The use of a single program within the classroom. In the past, developers have used

the term “CAL” when describing the creation and performance of a computer

program particularly those used as library-type resource. This is in fact a common

misinterpretation of “CAL” and example of its misuse.

Computer aided learning describes an educational environment where a computer

program, or an application as they are commonly known, is used to assist the user in

learning a particular subject. The key issue is the word assist, which means that the

program is not alone in this aim and that there are other methods involved CAL

according to my usage of the term refers to an overall integrative approach of

instructional methods and is actually part of the bigger picture.

When used in this context CAL describes an integrated approach to teaching a

subject in which learning technology forms a part and which only comes about after

re-assessment of the current teaching methods. This is Computer Aided Learning-

in that the computer, being a program of some sort, is an aid to an overall learning

strategy- which in itself is a conglomeration of other methods of instruction, (e.g.

the lecture, tutorial sheets, test books etc).

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So CAL is not a single computer program but art of an educational strategy devised

to teach a particular subject. The relative part each method of instruction plays within

the strategy is determined through the re-evaluation of the subject being taught. Re-

evaluation examines the educational objectives of the subject and their associated

learning outcomes and determines the success with which the current methods of

teaching and assessment are achieving them in terms of knowledge gain. Thus, re-

evaluation helps to determine the areas or objectives of the subject in which the

traditional methods are failing and where the computer program can help.

Furthermore re-evaluation determines the level at which the program operates-the

educational objectives which the program along cannot teach and thus the level of

required support from methods. Thus re-evaluation results in a coherent education

strategy, within which each instructional method compliments and supports the

other, ensuring that no area of the subject is overlooked.

2.3.2 Mathematics Basics

Mathematics is a science (or group of related sciences) dealing with the logic of

quantity, shape, and arrangement” (word net. Princeton: edu). It develops the use of

abstraction and logical reasoning from counting calculation, measurement and study

of shapes and also physical objects.

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Mathematics is older than man, from the Christian believe, “God created light on the

first day, man on the sixth day and rested on the seventh day” (genesis: 1). There has

always been a need to count and keep accurate data of information and data. As the

bedrock of numbers of science, mathematics developed with civilization. During the

Egyptian civilization, it was primarily concerned with counting (this is due to the

Egyptian believe in their gods, which hindered their ability to explore). When

civilization moved to Greece and Rome, their less dependence on divine intervention

led to exploring natural quantities and development of fundamental laws of nature

(physics and chemistry). Different fields of science are rising daily with new

problem solving mathematical breakthrough.

Today, mathematics is concerned not only with numbers but also with the rate of

change of variable quantities with time and the behavior of matter in abstract fields.

Some major fields include:

1 Number system

2 Abstract fields

3 Calculus

4 Functional analysis

5 Optimization

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This project will base its implementation on senior secondary school study fields

(study of real number). Subjects taught in senior secondary schools include: sets,

quadratic equation, simultaneous equation and so no.

Mathematics is vast and incorporates other sciences into it. Its study and

understanding is therefore of paramount interest if more headway is to be made

technological. Studies have shown that regular use of computers across varied

curricular can have a beneficial and mathematical influence on students teaching

(cox, 2017). In another study by Ravenscourt and Hartely (2018), students reported

that computers makes a subject more interesting and lead to high level empowerment

which according to Cox (2017) are two strong indicators of motivation, therefore

there is a general feeling that the computers can serve as a catalyst to mathematics

learning.

2.4 COMPUTER AIDED LEARNING OF MATHEMATICS

computer aided learning of mathematics (calm) project started in the department of

mathematics at Heriot – Watt University in Edinburgh in 2015 (Heriot-Watt

University, 2011). Calm 1, as the first calm was called, was based on classroom

lecture and wasn’t interactive. However it has the advantage of offering the user a

learning opportunity anytime he wanted and the control over his software. Calm 2

had improvement over the former in the sense it used the teaching method i.e. step-

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to-step explanations and example were included to make the understating of topic

less stressful.

The current modification, called PASS-IT, is interactive, its greatest achievement

being the automated question and answer ability of the software. Today, must

mathematics software for different mathematics level is available. This project is

based on Nigeria secondary school scheme using PASS-IT method, to put a stop to

mathematics phobia.

Advantages of this project are already stated in chapter one of this project.

2.5 JUSTIFICATION OF PROJECT TOPIC

Virtually everybody will benefit from using this software package. The tutor is

handy: therefore it can be transferred between hands. A lot of people can learn at

difference time in difference place.

The automated questions and answers to stored problems and step-to-step solution

that is offered by the tutor will help the student improve faster. User can learn

mathematics at the slightest opportunity since he always has his aid (the tutor) with

him, with a laptop, he can learn anywhere any time.

User is allowed to learn at his own pace because he directs the tutor on chapters he

wishes to learn. The rush for computer is wide spread and people enjoy variety on

system while working, or playing games, the user can also learn, this is a big plus to
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the IT world. The emphasis here therefore is to encourage student’s exploration in

the world of mathematics using the power of computers in order to build their

mathematics knowledge. This makes the students understand the power of the

computer as a tool for learning mathematics and lets them accept the principles of

computer based investigation, increase their inquisitiveness and improve their

heuristic problem solving and investigative skills (Beilby, 2017).

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 CHAPTER THREE

METHODOLOGY AND SYSTEM ANALYSIS

3.1 OVERVIEW

This chapter contains what is to be done. Let us take a look at the existing educational

model as a guide to the software we wish to develop. We will use the soft engineered

approach (i.e. getting information from the software in the software development)

for this analysis and our choice of system life cycle is the linear life cycle.

3.2 PROBLEMS DEFINITION

“Learning makes man”. The society places priority on education. This creates future

leaders that will paddle the leadership’s boat. However, recent development shows

that love for sciences among today’s youth is fast declining. One of the reasons for

this is mathematics phobia. Due to the calculative nature (and also time consuming),

students are no longer interested in devoting much time to the subject. There is need

to recapture the interest of the student by encouraging/complementing the

little/much they put into learning. We try to develop a teaching aid to:

i. Complement teacher’s effort

ii. Capture students interest

iii. Make students understand and enjoy mathematics

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The problem now is to see if we can increase student’s interest though the use of

educational software. This is because of the love students have for computer.

Computer is both an educational and entertainment tool, being able to implement

sound, graphics, color, animation etc, Esther Steinberg (2011, pp. 142-143) explains

that graphic display can supplement understanding and can increase learner

motivation and concentration. Fukuzawa, (2019, pp.24) says “well designed lesson

with animation have improved students score more than presentations with graphics

and text or text alone”. According to R. C. Anderson, research on human learning

indicates that students will learn more if they can relate new information to what

they already know. In information presentation, the student is introduced to

something new. We make use of the human lessons as regards to human information

processing psychology often than not, educational software is used alongside

teachers and other media to complete the instructional process; Therefore, the

elements are shared between them.

3.3 SYSTEM MODEL

Educational model are broadly classified into four, namely:

 Tutorials

 Drills

 Simulations

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  Tests

Whichever is used, it is designed to interact with learners.

3.3.1 Drills

The drill and practice program is an educational model that tries to help the users to

enhance his performance. Most times, drills are used where 1Q (intelligence

quotient) ability needs to be enhanced. They are used to complement classroom

instruction by reinforcing already learned skills. The computer programmer uses

distinct pattern to repeat a process. Geisert and Futrell (2010, pg.85) explain that the

routine is commonly quite simple.

The learner is represented with a question or problem that corresponds to the target

level of performances. The learner responds by typing the answer the computer

evaluates the answer and provides the feedback on accuracy; if the answer is correct,

the learner is presented with another question or problem, if that answer is not

correct, the learner is afforded the opportunity to try again.

Drills work well in a self paced educational system giving opportunity to fast

learners to advance rapidly in the hierarchical levels of performance when the

questions are fully answered; the software evaluates the number of correct responses

in relation to the total number of drill questions. This gives the assessment of the

learner. This method of assessment is best as compared to singe response.

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3.3.2Simulation

Simulation as an educational model has its own method, which implores the use of

reasoning ability to solve problems. According to (Lille, 2019, pg. 39), the

interactions of the learners are not responses to question but rather decisions they

make is a role-playing situations. This distinguishes simulation from drill. “The

computer responses depend on choices made by student”. The computer responses

depend on choices made by student”. Geisert and Futrell (2010, pg. 96).

Allies and Trollop (2015, pg. 171) divide simulation into four categories:

i. Physical simulation: here, physical reality is modeled, such as aeroplane

cockpit is modeled with which the user must interact.

ii. Procedural simulation: This presents a series of action that constitutes a

particular procedure to be learned, such as diagnosing faults in automotive

electronic circuit.

iii. Situational simulation: situational simulation compares human interaction

with his environment. The learner is allowed to experiment on what we will

do in different situations but in a safe environment.

iv. Tests: While other educational software help to enhance the learner’s outcome

in different situation. Tests are questions the user answers to test his

understanding or assess his achievement. The test questions and answers are

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 usually stored in the system database. “The concept of database refers to a rich

collection of questions, which provides an answer to the problem of avoiding

repetition of the same question by allowing for the construction of equivalent

tests on the subject matter (Venezky and Osin cited in Garba, 2014, pg 11).

Scoring is accomplished by matching the learner’s response to that which has

been recorded for that item in the test key” (Garba, 2014, pg. 11). According

to Lillie (2019. Pg.104). “True-false, multiple choice and matching questions

are easily handled because the answer is finite and specific and can be

expressed in a précised number or letter”.

3.3.3Tutorials

Tutorials are programs “designed to replace the regular classroom teaching by

providing full instruction of the learning material “(Shlecter, 2011, pg. 105). They

try to provide both theoretical and practical explanation of the topic matter. Tutor

requires an expert for the skills being taught. This is because the subject matter

scheme is necessary to be followed just like the classroom study. Help screen may

provide assistance to solve difficult problems or suggest ways of attacking the

problem by following some expert examples.

Introductory Present Question/

section Information Response

Closing
Feedback/ Judge
Remediation 22 Response
Fig 1: Structure and flow of a tutorial (Alessi and Trollop, 2015)

Information is presented and explained, questions are asked to which learners

respond. The program assesses the response and gives feedback according to the

correctness of the decision the user makes the cycle continues until the lesson is

complete.

However, educational software does not have to be strictly either of the software

models. Software (educational) can consist of one or more of the models described.

The educational software model we will use will incorporate more than one

educational model. An extra addition will be that the tutor will allow regular user

participation so as to hold his attention. This is achieved through the use of drills and

simulations. After each topic, questions are then asked. A model of the software

hierarchical partition and functional system are drawn below:

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 Software

Lesson Tutorial
notes
FAQ Tests

Fig 2: hierarchical model of educational software

Drills Tutorial Simul

ation

Tutorial Tutorial

Fig 3: functional model of the tutorial functional unit

Tutorial unit is aimed at capturing the interest of the user. The user participation at

intervals during the tutorial is implemented using drills and simulations as the

tutorial progresses; this sharpens the understanding of the user.

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ests questions are then made available to the user after each topic. The user is also

allowed to ask questions. The answers are however limited to already store

questions. This facility is available in the FAQ (frequently asked question) unit.

3.4 DATA FLOW DIAGRAM

This is to determine the logical data flow through each unit of the software. This

helps to show proper relationship among software units and a better understanding

for software analyst.

LESSON NOTES

TEST
CENTRE TUTOR DRILLS USER

QUIZ

Fig 4: the data flow diagram

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3.5 SYSTEM DESIGN

3.5.1 Data Design

Various data types are used to pass information between the software and the user.

The questions from the drills, simulation and tests are made available using the file

management. The inputs from the user to the questions asked are tests, which will

be built using characters and integers. Options are made available to the user to

choose from. These options are characters, with unique key that links each question

to answer.

3.5.2 Architectural Design

“The computer as an illustrational medium offers learners self pacing and with its

strong graphical capabilities have more dynamic representations than a black or

white board. However a computer lacks the breath of interaction that a teacher can

provide” (GARBA, 2014, pg 19). “Through tone or voice, facial expression and

other body language, a human teacher provides important extra information, both

cognitive and effective, that a computer cannot express” (Larkin and Chabby, 2012,

pg 154 as cited by GARBA, 2014). Since computer is mainly a visual medium, we

try as much as possible to create a design similar to what learning with teachers in

front of a classroom might seem like. We use some properties of the computer to

achieve these features.

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 i. Sound: Tone of voice of the instructor is stored in a media file and linked to

the tutor. The sound is implemented to rhyme with the current process of the

software. The user is given a feel that an instructor is guiding him through the

learning process.

ii. Video/Animations: Body movement expressions both cognitive and

affectionate are qualities of human instructor. The software, in other to be

complementary or independent of classroom teaching, will try to achieve

these qualities videos clips and object animation can be used to pass

information, show expression and achieve required result.

iii. Text: these have many uses. It is a collection of character data type made

available in any computer program. Text presents information by logical

organizing characters into meaningful statement. Questions are also asked

through the use of text. Other uses include explanation of pictures, diagrams,

and task also provides feedback. On learners response, we used the

conventional read/write method in the computer software, ie. Reading/writing

from left to right, and from top to bottom. Sentences and paragraph are

formatted on the display. These means that line should not end in the middle

of a word or paragraph should neither start on the last line of a display nor end

on the first line of the next display. They should not also be squeezed into half

of the display leaving the rest empty. Scrolling should always be avoided. This

27
 maker reading less stressful to the user since the conventional reading/writing

method is adopted.

iv. Objective: “There is consensus among instructional design professional that

the presence of appropriate measurable objective improves the probability of

a lesson’s success”. (Hannifin and peck 2018, pg 17). “A concise and accurate

statement which includes what the learners will be able to do at the end of the

learning program is highly described to focus the learners attention more

intensively on the attainment of the specified outcome. (GARBA, 2014, pg

25). Using lesson notes, the instruction software will have objectives, which

must be achieved at each stage.

v. Questions: Strinberg (2011, pg 103) says that questions may be presented

before, during or after learning has been completed that they serve different

purposes at different points. Questions are an important element of the

learning process and effective teachers use them regularly to keep students

attentive to the lesson and to access recall and comprehension. Questions are

bi-directional. Some difficulty may be in the student’s ability to understanding

or the teacher trying to access the student’s understanding.

A survey of frequently asked questions is undertaken so as to help solve difficulties

students may encounter using the software. Since the computer does not have the

reasoning ability, we code in questions that may arise during each topic. The

28
software on its own part can also ask input questions to the user. Questions presented

before learning serve as a placement device, they reveals the knowledge level of the

user. The software tries to start each user at a level in which the user may be able to

cope from. He is made to skip area he seems familiar with to avoid boredom. This

is achieved by having different entry level for the various aspect of the program.

During learning, questions serve to follow purpose used to gain or maintain learner’s

attention by piquing their curiosity help learners’ process information by focusing

their attention on critical features of the materials to be learned:

Faster remembering Questions presented after learning are useful in three ways:

 They access each learner’s knowledge and skills.

 They can provide information about performance of a group

 The access the effectiveness of a lesson.

This factors/ ability of the software makes it similar to classroom instruction.

However, certain features that can be implemented using the computer give it an

edge over classroom teaching. They include.

i. Branching: The educational path should take one of several alternatives

depending whether learners master the material rapidly or vice versa,

“Branching is the most prominent element that makes the computer a valuable

tool for individualizing instruction” (schaefermey, 2010, pg p). Branching

29
 may take learners forward in a program: meaning that they skip some

information if they demonstrate competence in questions and exercises:

sideway to a remediation section if they identify unfamiliar areas of

knowledge or record an incorrect response; or backwards to previous screen

if they need to do so.

ii. Remediation: “remediation refers to the more extensive presentation of

information for the students who is not learning the materials” (Alessi and

Trolip, 2015, pg 119). In these circumstance,

3.6 WEAKNESS OF THE CURRENT SYSTEM

Due to insufficient teachers in secondary school, the current system has the

following weaknesses.

 Lack of qualified teachers to handle various subjects as one teacher takes the

students in all the subjects

 Delay in impacting knowledge to students due to insufficient time for teachers

 Students cannot learn on their own

 Test of knowledge is done manually which is obsolete.

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3.7 JUSTIFICATION FOR THE NEW SYSTEM

The software developed among other things will offer the user the following

advantages over the current system.

 Students can learn mathematic using tutor

 The mathematics tutor developed will easy the work of teacher by allowing

students to learn mathematics using the mathematics tutor

 Test of knowledge can carried out using the tutor.

 It is user friendly

 Students can learn faster as they can go through the tutor over and over again.

 Knowledge is preserved through digitalizing some of the subjects.

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 CHAPTER FOUR

SYSTEM DESIGN

4.1 DESIGN STANDARDS

The system designed made use of top-down design in processing data. Access to

information is made through the home page. All the sub systems in the program

perform a specified task. Each module is tested before the final integration and

testing of the whole system.

4.2 INPUT SPECIFICATION AND DESIGN

The input to the new system is designed to enable users select topics from the menu.

The input can be achieved by clicking on the menu option. Also the design for the

login input page is as follows

User name:………………………………..

Password:…………………………………..

4.3 OUTPUT SPECIFICATION AND DESIGN

The output from the system is a tutorial on mathematics. This guides the users on

the classification of algebra, elementary algebra, law of algebra, set theory, numbers

system, simple interest, etc. the output can be printed out if required

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4.4 FILE DESIGN

In a database, all the data is defined together rather than each file being defined

separately. A database is a collection of structured data with the structure of data

being independent of any particular application.

During the course of the study, one table was built for the storage of records. Below

is the database structure for the software designed.

Table: Student Information

Field name Data type (Size) Description

ID Integer (11) Primary Key
Full Name Varchar (50) -
Gender Varchar (6) -
DOB Date & Time (10) -
Address Varchar (250) -
City Varchar (15) -
Email Varchar (15) -
Tel Integer (11) -

33
4.5 PROCEDURE CHART

Login form

Welcome page

Main Menu

Algebra Set theory Number Simple Help Exit

system Interest

Classification
Of Algebra Developer

Elementary
Algebra

Abstract
Algebra

Law of Elementary
Algebra

Properties of
Algebra

Fig 5: design procedure Chart

34
4.6 SYSTEM FLOWCHART

Input Date

Input from the Results of

keyboard Screen

Control Unit

Disk Output (Report)

Storage

Fig 6: system flowchart

35
4.7 SYSTEM REQUIREMENT

The requirements needed to implement this system are as follows

Hardware Requirement

The software designed needed the following hardware for an effective Operation of

the newly designed system

i. Pentium VI system

ii. The random access memory (RAM) should be at least 250MB

iii. Enhanced keyboard

iv. At least 20GB hard disk

v. E.G.A/V.G.A a colored monitor

Software Requirements

The software requirement includes:

i. A window 7 or higher version for faster processing

ii. Visual studio 10

36
4.8 FLOWCHART

Start

Display
tutor Menu

Select Menu
Option

Tutor Yes
Display the
selected topic
No

Help Yes
Display Help

No

Question Yes Enter answer

to Question

No
Yes Solve Maths
Solutions
problems

No

Fig 7: program flowchart Stop

37
 CHAPTER FIVE

SUMMARY RECOMMENDATION AND CONCLUSION

5.1 SUMMARY

In summary, this is a project on senior secondary schools mathematics and it actually

cut across some topics in mathematics, which will be of great interest to students in

senior secondary schools. Today, research effort and development has made it

possible for man to be able to have interaction with machines (computers).

This work has made it possible for us to develop a computer-aided tutor. In this

work, some topics relating to senior secondary mathematics were treated. By the end

of learning with this tutor, the students would be able to answer questions in those

topics confidently. The user now knows what is meant by a finite set, union and

intersection of set. He can proudly solve any word problem leading to quadratic or

linear equations. He can also learn not to be afraid of any mathematical problem

having understood that there is no much stress in the subject as they usually think.

The tutor has achieved its interactive nature by the use of sound, voice and video.

Being able to use his software without a teacher is also an added achievement.

38
5.2 RECOMMENDATION

To ensure teaching effectiveness, very often educators or trainers need to give extra

support to the slower performers. There should be a system that allows and structures

tutorial sessions to be carried out by a peer teacher or student taking the role of the

original teacher in similar manner as the original lesson has been taught.

Therefore, there should be a system that can support cross cultural teaching and

learning to allow students to learn together and progress at individual pace without

affecting his peers too much.

No matter how well a teaching and learning process is designed and how experienced

the teacher is in applying the process to teach, students may fail to perform the way

they should in light of the many distractions facing them. Hence, a good system

should be equipped with a control to appraise effectiveness and most importantly

suggest remedial action accordingly.

5.3 CONCLUSION

The invention is a computer aided method and system that effectively apply

information technologies to turn teaching and learning process into a fun-filled

interactive logical guessing game, which can address the above educational

problems by incorporating scientific education management methodologies into

teaching and learning.

39
 REFERENCES

Alessi, S. M and Trollip, S. R (2015). Computer-Based Instruction: Methods and

Development. Englewood Cliffs, New Jersey: Prentice- Hall.

Beevers, C. E and Paterson, J. S, (2011). Automatic Assessment of Problem Solving

Skills in Mathematics: In LTSN MSOR CAA Series at.

Criswell, E.L. (2019). The Design of Computer-Based Instruction: New

York:Macmillan Publishing Company.

Dirk F.M., (2014). CAA in Context: A Case Study School of Mathematics and
Statistics University of Birmingham Edgbaston Birmingham.

Martin, Robin, H., (2013). PDF Support materials for Learning Mathematics:
UNIVERSITY of Plymouth, Plymouth.
Geisert, P. and Futrell, M, (2010). Teachers, Computers, and Curriculum:
Microcomputers in the Classroom. Needham Heifgts, MA: Allyn and Bacon.

Haunafin, M. J and Peck, K. L, (2018). The Design, Development, and Evaluation

of Instructional Software. New York: Macmillan Publishing Company.

Hermans, F.M. (2012). Embedding intelligent Web Based assessment in a

Mathematics Learning Environment. International Symposium on Symbolic
and Algebraic Computation (ISSAC2012): Internet Accessible
Mathematical Computation Workshop, Lille.

Hermans, F. M. (2013). Intelligent on–line Assessment of Mathematics using AIM:

Proceedings of the 6th International conference on TECHNOLOGY in
Mathematics teaching, Volos, Greece.

Theodore & Van den Bergh, Norbert, Klai, S. K (2010). Using Maple and the Web
to Grade Mathematics Tests. International Workshop on Advanced
Learning technologies, Palmerston, New Zealand.

Lillier, S.L Hannum, W.H and Stuck, G.B, (2019). Computers and Effective
Instruction: Using Computers and software in the classroom. White Plains,
NY: Longman.

40
Macrac, M.F. Kalejaiye, A. O ZI Chima, C.U. Garba, N. O. Ademosu, J.B. Channon.
A Mcleish Smith. NC Head Longman. Professor Adrian, S. (2014). Making
Mathematics Count UK

Sangwin, C. J. (2012). Encouraging Higher Level Mathematics Learning using

Computer aided Assessment: Proceedings of International congress of
Mathematics, Satellite Conference on Mathematics education, Lhasa, Tibet.
Strickland, N.A (2012). Interactive Mathematics: MSOR Connections,
2(1) 27-30

41
 APPENDIX I
PROGRAM INTERFACE

42
43
44
 APPENDIX II
PROGRAM SOURCE CODE
Imports [Link]
Imports [Link]

Public Class frmAdd_Record

Dim ResizedImage As Image
Dim bytImage() As Byte
Private Sub TextBox5_TextChanged(ByVal sender As [Link], ByVal e As
[Link]) Handles [Link]

End Sub

Private Sub Button1_Click(ByVal sender As [Link], ByVal e As [Link])

Handles [Link]

End Sub

Private Sub btnExit_Click(ByVal sender As [Link], ByVal e As [Link])

Handles [Link]
[Link] = False
[Link] = True
End Sub

Private Sub btnBrowse_Click(ByVal sender As [Link], ByVal e As [Link])

Handles [Link]
Dim OpenFileDialog1 As New OpenFileDialog

[Link] = "Picture Files (*)|*.bmp;*.gif;*.jpg"

45
 If [Link] = [Link] Then
[Link] = [Link]([Link])

Dim NewSize As New Size(100, 100)

ResizedImage = New Bitmap([Link], NewSize)
[Link] = ResizedImage

End If
End Sub

Private Sub picPassport_Click(ByVal sender As [Link], ByVal e As

[Link]) Handles [Link]

End Sub

Private Sub frmAdd_Record_Load(ByVal sender As [Link], ByVal e As

[Link]) Handles [Link]
Call connection()
End Sub

Private Sub btnScan_Click(ByVal sender As [Link], ByVal e As [Link])

[Link] = True

End Sub

Private Sub Timer1_Tick(ByVal sender As [Link], ByVal e As [Link])

Handles [Link]
End Sub

46
 Private Sub btnSave_Click(ByVal sender As [Link], ByVal e As [Link])
Handles [Link]
Try
Dim ms As New [Link]
Dim bmpImage As New Bitmap([Link])

[Link](ms, [Link])
bytImage = [Link]()
[Link](bytImage, 0, [Link])
[Link]()
cm = New [Link]
With cm
.Connection = cn
.CommandType = [Link]
.CommandText = "INSERT INTO tblFingerprint
(Full_Name,Gender,DOB,Address,City,Email,Tel,Passport) VALUES
(@Full_Name,@Gender,@DOB,@Address,@City,@Email,@Tel,@Passport)"

.[Link](New [Link]("@Full_Name",
[Link]))
.[Link](New [Link]("@Gender",
[Link]))
.[Link](New [Link]("@DOB",
[Link]))
.[Link](New [Link]("@Address",
[Link]))
.[Link](New [Link]("@City",
[Link]))
.[Link](New [Link]("@Email",
[Link]))
.[Link](New [Link]("@Tel",
[Link]))

47
 .[Link]("@Passport", bytImage)

' RUN THE COMMAND

[Link]("@Full_Name").Value = [Link]
[Link]("@Gender").Value = [Link]
[Link]("@DOB").Value = [Link]
[Link]("@Address").Value = [Link]
[Link]("@City").Value = [Link]
[Link]("@Email").Value = [Link]
[Link]("@Tel").Value = [Link]
[Link]("@Passport").Value = bytImage

[Link]()
MsgBox("Record saved.", [Link])
Exit Sub
End With
Catch ex As Exception
MsgBox([Link], [Link])
End Try
End Sub

Private Sub optFemale_CheckedChanged(ByVal sender As [Link], ByVal e As

[Link]) Handles [Link]
If [Link] = True Then
[Link] = "Female"
ElseIf [Link] = True Then
[Link] = "Male"
End If
End Sub

48
 Private Sub optMale_CheckedChanged(ByVal sender As [Link], ByVal e As
[Link]) Handles [Link]
If [Link] = True Then
[Link] = "Female"
ElseIf [Link] = True Then
[Link] = "Male"
End If
End Sub

Private Sub btnReset_Click(ByVal sender As [Link], ByVal e As [Link])

Handles [Link]
[Link] = ""
[Link] = ""
[Link] = ""
[Link] = ""
[Link] = ""
[Link] = ""
[Link] = ""
End Sub
End Class
Public Class frmHome

Private Sub LoginToolStripMenuItem_Click(ByVal sender As [Link], ByVal e As

[Link])

End Sub

49
 Private Sub HelpToolStripMenuItem_Click(ByVal sender As [Link], ByVal e As
[Link]) Handles [Link]
[Link] = False
[Link] = True

End Sub

Private Sub AddRecordToolStripMenuItem_Click(ByVal sender As [Link], ByVal e

As [Link]) Handles [Link]
[Link] = False
frmAdd_Record.Visible = True

End Sub

Private Sub ExitToolStripMenuItem_Click(ByVal sender As [Link], ByVal e As

[Link]) Handles [Link]
End

End Sub

Private Sub frmHome_Load(ByVal sender As [Link], ByVal e As [Link])

Handles [Link]

End Sub

Private Sub AlgebraToolStripMenuItem_Click(ByVal sender As [Link], ByVal e As

[Link]) Handles [Link]
[Link] = False
[Link] = True
End Sub

50
 Private Sub SimpleInterestToolStripMenuItem_Click(ByVal sender As [Link], ByVal
e As [Link]) Handles [Link]
[Link] = False
[Link] = True

End Sub

Private Sub SetTheoryToolStripMenuItem_Click(ByVal sender As [Link], ByVal e As

[Link]) Handles [Link]
[Link] = False
[Link] = True
End Sub

Private Sub NumberSystemToolStripMenuItem_Click(ByVal sender As [Link], ByVal

e As [Link]) Handles [Link]
[Link] = False
frmNum_Sys.Visible = True

End Sub

Private Sub MenuStrip1_ItemClicked(ByVal sender As [Link], ByVal e As

[Link]) Handles [Link]

End Sub
End Class
Imports [Link]
Imports [Link]

Public Class frmAdd_Record

51
 Dim ResizedImage As Image
Dim bytImage() As Byte
Private Sub TextBox5_TextChanged(ByVal sender As [Link], ByVal e As
[Link]) Handles [Link]

End Sub

Private Sub Button1_Click(ByVal sender As [Link], ByVal e As [Link])

Handles [Link]

End Sub

Private Sub btnExit_Click(ByVal sender As [Link], ByVal e As [Link])

Handles [Link]
[Link] = False
[Link] = True
End Sub

Private Sub btnBrowse_Click(ByVal sender As [Link], ByVal e As [Link])

Handles [Link]
Dim OpenFileDialog1 As New OpenFileDialog

[Link] = "Picture Files (*)|*.bmp;*.gif;*.jpg"

If [Link] = [Link] Then
[Link] = [Link]([Link])

Dim NewSize As New Size(100, 100)

ResizedImage = New Bitmap([Link], NewSize)
[Link] = ResizedImage

52
 End If
End Sub

Private Sub picPassport_Click(ByVal sender As [Link], ByVal e As

[Link]) Handles [Link]

End Sub

Private Sub frmAdd_Record_Load(ByVal sender As [Link], ByVal e As

[Link]) Handles [Link]
Call connection()
End Sub

Private Sub btnScan_Click(ByVal sender As [Link], ByVal e As [Link])

[Link] = True

End Sub

Private Sub Timer1_Tick(ByVal sender As [Link], ByVal e As [Link])

Handles [Link]
End Sub

Private Sub btnSave_Click(ByVal sender As [Link], ByVal e As [Link])

Handles [Link]
Try
Dim ms As New [Link]
Dim bmpImage As New Bitmap([Link])

[Link](ms, [Link])
bytImage = [Link]()

53
 [Link](bytImage, 0, [Link])
[Link]()
cm = New [Link]
With cm
.Connection = cn
.CommandType = [Link]
.CommandText = "INSERT INTO tblFingerprint
(Full_Name,Gender,DOB,Address,City,Email,Tel,Passport) VALUES
(@Full_Name,@Gender,@DOB,@Address,@City,@Email,@Tel,@Passport)"

.[Link](New [Link]("@Full_Name",
[Link]))
.[Link](New [Link]("@Gender",
[Link]))
.[Link](New [Link]("@DOB",
[Link]))
.[Link](New [Link]("@Address",
[Link]))
.[Link](New [Link]("@City",
[Link]))
.[Link](New [Link]("@Email",
[Link]))
.[Link](New [Link]("@Tel",
[Link]))
.[Link]("@Passport", bytImage)

' RUN THE COMMAND

[Link]("@Full_Name").Value = [Link]
[Link]("@Gender").Value = [Link]
[Link]("@DOB").Value = [Link]
[Link]("@Address").Value = [Link]

54
 [Link]("@City").Value = [Link]
[Link]("@Email").Value = [Link]
[Link]("@Tel").Value = [Link]
[Link]("@Passport").Value = bytImage

[Link]()
MsgBox("Record saved.", [Link])
Exit Sub
End With
Catch ex As Exception
MsgBox([Link], [Link])
End Try
End Sub

Private Sub optFemale_CheckedChanged(ByVal sender As [Link], ByVal e As

[Link]) Handles [Link]
If [Link] = True Then
[Link] = "Female"
ElseIf [Link] = True Then
[Link] = "Male"
End If
End Sub

Private Sub optMale_CheckedChanged(ByVal sender As [Link], ByVal e As

[Link]) Handles [Link]
If [Link] = True Then
[Link] = "Female"
ElseIf [Link] = True Then
[Link] = "Male"

55
 End If
End Sub

Private Sub btnReset_Click(ByVal sender As [Link], ByVal e As [Link])

Handles [Link]
[Link] = ""
[Link] = ""
[Link] = ""
[Link] = ""
[Link] = ""
[Link] = ""
[Link] = ""
End Sub
End Class

56