1.0 Project Description
In this section, the researchers discussed the overview of the current state of technology of the clientele, the project objectives which consist of the general and specific objectives of the system, scope and limitations where the researchers stated the scope of the project and the system‟s general constraints, as well as the significance of the project.
1.1 Overview of the current state of technology
The birth of Internet empowers today‟s generation to maximize the use of technology. Many businessmen use the internet for marketing and work-related purposes. The advantage of using the Internet is almost near to infinity. Nowadays, internet is no longer just about e-mail and websites. The net has become the critical medium, powering a growing list of revenue-generating business activities from e-commerce and e-supply chain management to online marketplaces and collaboration. The sum of all these activities can acquire the term web services. Students and teachers use the internet for academic information interchange.
In relation to academics, internet nowadays is truly a big help to schools whether in primary, secondary, or tertiary level. Schools today already have websites where the different services such as online enrollment, online admission tests, online university application and others are being utilized. The school services have been developed by the internet in the present day and it made efforts less complex.
Marcelo H. del Pilar High School, formerly Provincial High School (MHPNHS), which later became the Bulacan High School, was founded in Baliuag in 1902, under the leadership and administration of two American teachers. It resembled then an elementary
in 1905. The first building of the school, constructed in Malolos in 1906 was used until 1950. In 1918 the elementary classes were pulled out making the school a purely secondary school. In 1951, through Republic Act No. 618 the school‟s name was changed to Marcelo H. del Pilar High School in honor of the great hero and propagandist, Marcelo H. del Pilar, a native of Bulacan. Today, the school stands on a 9.3 hectare lot in Sta. Isabel which cost the provincial government 1.8 million pesos. The school‟s big enrolment which has continuously increased through the years and which could no longer be accommodated in the old site with a total land area of only 3.5 hectares. However, the old school having been repaired by the provincial government is being utilized by the Bulacan Public Community College.
Throughout the years and within the limits of its resources, MHPNHS has stood for academic excellence and discipline as its guiding principles. MHPNHS seeks also to develop the teenage students spiritually, morally, intellectually, physically and socially through the various disciplines to become an individual who can survive and get ahead in, and cope with this highly complex and competitive world. It further seeks to develop the del Pilarian into a responsible member of the Philippine society.
One of the important services offered by MHPNHS is their Guidance Service. It is geared to assists the students achieve maximum development of their potentials both in academic and non-academic aspects and enable them to be functional, work oriented, productive and self-directing individuals. The Guidance Center helps the students understand their strengths and limitations and to enable them to adjust to their social and
emotional life to the fullest. It offers the following services which is given by the guidance personnel: individual counseling, group counseling, and administration of the following tests: mental ability, personality, interest, etc.
Every time a student committed a violation, a witness may complain it to the guidance counselor and the student may be sent to the guidance office for counseling. After that, the student will fill out an agreement about the information and the violations made. The agreement will then be given to the guidance counselor. The guidance counselor will now browse the logbook (records of student‟s violations) to find if the student already did a violation before. Depending on the violation of the student, the counselor will determine if it is necessary to ask the student‟s guardian to come to school. The counselor will give an invitation letter to the student to give it to the student‟s guardian.
The usual problem encountered by the counselor is when the agreement paper is being misplaced. That is why sometimes counselors do not notice that other violations have not been recorded. As it happens, counselors would not know what punishment will be given. The counselors are also having a problem when it comes to finding records because of the large population. Due to manual operation recording of consecutive complaints encounter delays. Another problem is when the student did not tell the guardian about the violation. In addition, students who witnessed the misconduct of their fellow student have a fear of retaliation if they send complaints to the guidance office considering the publicity of the complainant‟s identity.
aimed to be applied by the researchers.
General Objective
To design and develop a Web-based Student Guidance Information System for Marcelo H. del Pilar National High School.
Specific Objectives
1. To develop and establish an efficient and effective way of communication between the guidance office and students through the system‟s online counseling and forums.
2. To develop a computer-based record tracking feature that would keep the student‟s violation information.
3. To incorporate the following features to the system: 3.1 Online Counseling
3.2 Career Guidance 3.3 Personality Tests
3.4 Non-standardized IQ Tests 3.5 Forums
3.6 Virtual Bulletin Board 3.7 Student Violations Report 3.8 Members Report
4. To integrate security in the Online Counseling and Forum feature of the system.
1.3 Scope and Limitations of the Project
This study focused on computerizing the recording of the complaints and problems of students directed to the guidance office.
The system provides different levels of security for the users. There is an account for the school‟s student counselors, an account for the administrator, an account for the advisers and another account for the students. The administrator can log in to monitor the system, print and view reports and verify the accounts of students and advisers. The advisers are the one who will input the list of students on the database and the advisers are the one who is capable of archiving student‟s account when the students already graduated or dropped out of the school. The student counselor can log in to provide service to the students which is online counseling. Counselors‟ profile can be edited by the counselor. Student‟s profile can be viewed by the counselor but is not permitted to modify it. The counselor can access and add records. On the other hand, the students that will log in can view counselor‟s profile but is restricted to modify it and is also limited to accessing student records. The students can edit their profile once they are logged in.
The system includes Career Guidance that is based on two factors: the personal preferences and academic competency of the students. It has career review tests designed for senior high school students who want to pursue their education in college. The test does not intend to force the students to take the suggested course assured. Instead, it acts as a guide to career choices. The information section of the system allows the user to
The system comprises of a forum where students of MHPNHS can ask for advice and will be answered by the counselor or fellow students. There is a “Report Abuse” button in the forum to avoid spamming of messages, offensive, foul and abusive words. Students can also be counseled by the counselor through online counseling which is done through private messaging. In online counseling, students can choose to send the message anonymously or with the identity. It contains personality tests and Non-standardized IQ tests for the students to take to evaluate the personality type and level of intelligence.
In addition, the system is able to show the school events by the virtual bulletin board present in the home page.
The system is limited of giving an online counseling to group of students. The system is only intended for an individual counseling. The data included in the system shall cover from the academic year 2011-2012 for the sole purpose of testing of the said system.
1.4 Significance of the Project
The purpose of this research is to help bring the guidance counselor, the guardians/parents work together to create a positive learning environment for student growth. It provides comprehensive testing to determine student‟s personality type. The school will improve its guidance service with the help of the system. The school events and announcements can be posted by the guidance counselor on the system for the
students‟ awareness. The school can handle several records of student‟s violations through keeping a database of students‟ information.
The counselors will increase their productivity because the system can save their time. The time that the counselors previously spent administering and scoring tests will be freed for other counseling functions. And the time consumed by the counselor in recording student‟s violations will be lessened.
Students can use this system to learn about their personality and get guidance at their own pace. Through the career review tests present in the system, students can evaluate and assess their abilities in different fields and students can be guided on what career to choose in pursuing studies in college. On the other side, personality tests help the students evaluate student‟s personality type and Non-standardized IQ tests help assess the student‟s level of intelligence. Students learn about the multiple dimensions of their own personality, which can be applied to many areas of the student‟s life.
Future researchers may see the findings useful as relevant information in developing a website that will be suitable and may greatly help in the development of their system. This study could provide them necessary information regarding the ways of how to be productive in terms of developing sensible projects.
The purpose of this study is to develop and establish an efficient and effective way of communication between the guidance office and students. And to incorporate the following features: Online Counseling, Career Guidance, Personality Tests, Non-standardized IQ Tests, Forums, Bulletin Board, Student Violations Report, Members Report.
This article reviews the online-counseling literature with an emphasis on current applications and considerations for future research. It focuses on primary themes of counseling psychology. It explores current gaps in the literature from a counseling psychology framework, including the field‟s focus on normal and developmental challenges and tasks, client strength and resilience, education and career development, prevention and wellness, and multiculturalism. In general, current evidence indicates that online counseling may be a viable service option for some clients, especially those who are typically isolated; however, questions remain regarding the effectiveness and appropriateness of online counseling.
Ivan Goldberg, M.D., began answering questions online about the medical treatment of depression (Skinner & Zack, 2004). John Grohol, Psy.D., developed a free mental health advice website (Young, 2005). Fee-based mental health services offered to the public began to appear on the Internet in the mid-1990s and consisted primarily of mental health advice services that offered to answer one question for a small fee (Ainsworth, 2002). The first known fee-based Internet mental health service was established by Sommers (Skinner & Zack, 2004). Rather than just answering a single question, Sommers sought to
establish longer term online therapeutic relationships. Needham became the first practitioner to offer e-therapy via real time chat (Ainsworth, 2002). By the late 1990s, counsellors began experimenting with online counseling as extensions of their existing private practices (Young, 2005). E-clinics then emerged and offered member therapists resources such as secure websites, active marketing and other practice management tools (Skinner & Zack, 2004). The founding of the International Society for Mental Health Online (ISMHO), an organization that promotes the understanding, use and development of online communication, information and technology for the international mental health community, in 1997 was a key milestone in the development of e-therapy (Walker, 2007).
It is difficult, if not impossible, to estimate the current prevalence of online counseling. Attempts to determine the number of professionals providing online counseling services have been made in the past.
Today, a Google search of the term “online counseling” yields approximately 468,000 results while a search of the term “e-therapy” yields approximately 130,000 results. These searches result in listings for individual therapists (see, for example, www.e-mailtherapy.com or www.asktheinternettherapist.com), as well as e-clinics that offer the online services of a number of therapists (see, for example, www.liveperson.com or www.helphorizons.com). The International Society for Mental Health Online (ISMHO) currently has over 400 members throughout the world (ISMHO, 2008). It is expected that the provision of online counseling services will continue to grow. In a Delphi poll conducted by Norcross, Hedges, & Prochaska (2002), 62 psychotherapy experts predicted psychotherapy trends in the next decade. Technological interventions, including e-mail
virtual reality as the therapeutic intervention third most likely to increase the greatest by 2010.
On the other hand, a wide range of activities, from telephone call services to in-depth face-to-face interviews may be included here. In practical terms, it may be advisable to adopt the approach taken by Killeen and White (2000) in their study of the impact of career guidance on adult employed people. They chose to restrict their sample to recipients of guidance services which were publicly available, across a range of mechanisms.
Meanwhile, the ability of career guidance to initiate or encourage attitudinal changes is held to be highly significant in the literature. Hughes et al (2002:10), in considering the economic benefits of guidance, provide a set of categories for measuring this impact, with “motivation and attitudinal change” being placed alongside learning outcomes; participation in learning; student retention and achievement; job search/reduced unemployment; employment; and economy.
As reported by Miller, Springer and Cowger (2004) person-environment theories draw on ideas of congruence in which the unique needs of the individual must be matched with the unique needs of the environment. When congruence is achieved in this context, it will be possible for the individual to garner considerable satisfaction from his or her career choice. Thus, by applying this theory, the counselor can create a comprehensive assessment that will provide the client with a meaningful understanding of how well his or her personal needs will be met in a particular environmental context (Miller, et al.,
2004). Given that counselors have a clear obligation to ensure positive outcomes for clients; this approach appears to provide a salient tool for achieving this goal.
Review of Related Studies
The goal of career guidance and career counseling programs is to have individuals attain the proper position on the continuum of vocational development as to their life stage of development and age.
The New Zealand study found that eighty percent of the respondents claimed that they had made changes related to work as a result of their career counseling session. Of these, 28 percent had entered a job which matched their aspirations or skills and 27 percent had embarked on relevant education or training. Moreover, 86 percent of the sample felt that Careers Services had been influential in their employment-related decision-making. Hughes et al (2002) provide the following examples, largely drawn from evaluations of programs or initiatives which incorporated some element of career guidance, showing a positive outcome emanating from the intervention: James (2001) found that patients who consulted a „Learning Adviser‟ based within health centre settings reported that their motivation and self-esteem had improved; Barham, Hughes and Morgan (2000) in their study of New Start pilots found that some young people were thought to have made significant gains in terms of self-confidence and self-esteem; Hasluck (2000) found that young people (18-24 year olds) on New Deal reported improved motivation and self-confidence; Winterbotham et al (2001) reported on the impact and effectiveness of the New Deal 25+ for long-term unemployed. They indicated that those who had participated in courses in job search skills as part of the „Gateway‟ had gained confidence. However, computer managed counseling helps counselors reduce their clerical and administrative
testing and computer-adaptive testing.
When asked about the activities that take up more than 20 percent of guidance staff‟s time, the most-often cited activity (with almost half of the schools naming this activity) was assisting students in their choice and scheduling of high school courses. The second-most-commonly cited activity was postsecondary admissions and selections, and one-third of the schools said that dealing with student attendance and discipline took up more than 20 percent of their guidance staff‟s time. Knauth and Makris (2000) argue that the distribution of counselors‟ time contributes to the creation of “an 8 index of the opportunities those schools give their students to learn about the steps they need to take to move from high school into college or the workplace” (p. 169).
While it appears that high school counselors are not spending much time directly engaged in assisting students with career planning, the NCES survey (Parsad et al., 2003) shows that guidance programs are generally equipped with tools students can use on their own. The vast majority of schools stock computerized and non-computerized career information sources and college catalogues, as well as conduct testing for career planning.
The above articles and books can provide framework to understand the concept and process of guidance counseling, career guidance, responsibilities of students and teachers, conditions. Research study becomes a guide and unique in determining the current position of online guidance system by clarifying the developing perspectives towards
online counseling and system from the perceptions of participants based on qualitative research and quantitative research study results.
With regards to personality tests, research shows the benefits of optimism and a positive frame of mind are huge: optimists enjoy better health, stronger relationships, are more productive, and experience less stress, among other things. This is because optimists tend to take more risks, and blame external circumstances if they fail, maintaining a 'try again' mindset; this makes them more likely to succeed in the future, and less upset by failure in general. Pessimists, on the other hand, tend to blame themselves when things go wrong, becoming more reluctant to try again with each negative experience in life. They begin to look at positive events in their lives as 'flukes' that have nothing to do with them, and expect the worst. In this way, optimists and pessimists both create self-fulfilling prophecies.
When you understand this, it becomes clearer how optimism and positive self-talk can impact your stress levels, as can pessimism and negative self-talk. Negative events are less stressful when you see them as 'not your fault', and less likely to recur. Similarly, positive events are even sweeter when you see them as evidence of more to come, and see yourself as the master of your own fate. Additionally, because of the difference in behavior in optimists vs. pessimists, those who habitually practice positive thinking tend to experience more success, which can add up to a less stressful life.
So how can you use this information to reduce your stress level? Fortunately, optimism can be learned. With practice, you can change your self-talk (your inner dialogue, what you say to yourself about what you're experiencing) and your explanatory style (the specific ways that optimists and pessimists process their experiences).
think they're optimists; however, optimism is defined by specific criteria. If you know where you lie on the optimism-pessimism spectrum, you'll have a better idea of what may need changing.
Once you understand your current way of seeing things, you can make a conscious effort to look at things differently as you're presented with situations.
Positive affirmations can also help you reprogram yourself and your way of thinking so that positive thinking becomes more automatic and less something you need to think about consciously in each new situation.
On IQ test, it is generally believed that a person's IQ rating is hereditary and that the rate of development of a person's mental age remains constant until about the age of 13 years, after which it slows up. Beyond the age of 18 little or no improvement is found. Tests that measure the IQs of children are standardized and an average score is recorded for each age group. Thus a child of 10 years of age who scores the results expected of a child of 12 would have an IQ of 120, calculated as follows:
(mental age/chronological age) x 100 = (12/10) x 100 = 120
However, because little of no improvement in IQ rating is found in adults, they have to be judged on an IQ test whose average score is 100 and their results graded above and below this norm according to known scores (Philip Carter & Ken Russell, 2008).
Among various electronic data collection methods, online forums (web message boards) are prominent in terms of allowing asynchronous interactions, through which participants can join in the discussions at their convenience unlike other methods requesting
synchronous interactions (e.g., chat groups). Asynchronous online forums have been reported to be observable, relatively easy to use, accessible, and safe (Hsiung, 2000). Online forums have been reported to provide a more comfortable forum for some people to discuss sensitive personal health issues, and have been suggested as a feasible alternative to traditional face-to-face focus groups (Kramish et al., 2001). The effectiveness of the emotional and informational support that online forums provide has been reported (Hsiung, 2000).
Also, online forums require that a user register and either create or be given a password so that confidentiality of the data can be easily ensured. Compared with other types of Internet data collection methods that are accessible to the public without passwords, online forums are safer (Saba & McCormick, 2001).
course of designing or developing the project.
The System Development Life Cycle (SDLC) is a set of activities developers used to build an information system. It helped the researchers establish a system project plan, because it sets the overall list of processes and sub-processes required in developing a system.
The researchers used Agile Model for the proposed system. Agile Model uses iterative development as a basis but advocates a lighter and more people-centric viewpoint than traditional approaches. Agile Model uses feedback rather than planning as its primary control mechanism. It is essential since the researchers focuses on the client‟s needs.
In Project Identification & Selection, the researchers developed a preliminary understanding of the situation that has caused for a new information system. In this phase, the researchers interviewed the client and conduct a preliminary understanding of the business situation. The researchers also proposed the project title in this phase. In relation to that, the project title was approved by the panelists.
In Project Initiation and Planning, the researchers defined and studied the problem with the group members. Moreover, the researchers conversed to the client and recommended solutions to the problem. Corresponding to this, the solutions were approved by the client.
In analysis, the researchers analyze the business situation thoroughly to determine requirements, to structure those requirements, and to select among competing
system features. Requirements were reviewed by the researchers with the client. Furthermore, in this phase, the requirements were completed.
In Designing, the researchers develop all technology and organizational specifications. In this phase, the researchers described the functions and operations in detail, including screen layouts, business rules, process diagrams other documentations. Documents were reviewed and completed in this phase.
In Implementation, the researchers wrote programs, built data files, test and install the new system, and finalize documentation. This phase involved converting design specifications into executable programs. This procedure helped the researchers to clearly understand program design and functional requirements.
The researchers used the Agile Model because it is appropriate for medium sized projects. The agile model does not design for change; instead change reactively. The researchers used agile model to study the step-by-step process that will be undergone by the system. This model helped the researchers develop the Web-Based Student Guidance Information System.
Conceptual Framework
The flows and procedure of developing the Web-Based Student Guidance Information System for MHPNHS consists of input, process, and output frames.
In the input frame, it consists of reference materials such as books and online materials that provide all the necessary information that support the system development as well as interviews from psychology teachers and guidance counselors. The researchers went through different college libraries to collect enough and concrete
The second frame is the process frame. This frame includes different phases such as Project Identification & Selection, Project Initialization & Planning, Analysis, Designing and Implementation.
After gathering all the necessary inputs and passed through different process, the output of the study is the Web-Based Student Guidance Information System for MHPNHS.
Figure 1: Conceptual Framework About MHPNHS o Goals and Objectives o History o Rules and Regulations o Guidance Service List of Schools in Bulacan o List of courses the school offer Online References Interviews to Psychology teachers and Guidance Counselors Review of Related Literature and Studies Hardware and Software Requirements Web-Based Student Guidance Information System For MHPNHS Project Identification & Selection Project Initialization & Planning Analysis Designing Implementation
The system is capable of performing an online counseling through message with the help of the counselor. In relation to that, the system has the ability of generating reports such as Student Violation Report that can be used as reference and has significant details about a student who is subjected to sanction. The system can also manipulate student records for instance, adding, editing, viewing and even deleting (if necessary) records of students who had a transaction in the Guidance Office particularly general and disciplinary counseling and saves it for referencing and demographic purposes. The system includes career review test designed for senior high school students who want to pursue their education in college. The career review test acts as a guide to career choices. Career guidance also includes the information where students can browse different universities and colleges within Bulacan and some parts of Metro Manila. Students can communicate, ask for advice, discuss school events or simply say “hi” to each other through the system‟s forum. Students may take the Personality and Non-standardized IQ tests to evaluate their personality type and level of intelligence. Homepage serves as the Virtual Bulletin Board. Students can view news, updates and upcoming school events found in homepage.
The following are the major function of the system:
Online Counseling
Figure 2: Online Counseling
Students can be counselled by the counselor through online counseling which is done through private messaging. Students can choose to send the message anonymously or with their username.
Figure 3: Forum
The system comprises of a forum where students of MHPNHS can talk about school events, academics or anything as long as it is not offensive to other students. There will be a “Report Abuse” button to avoid spamming of messages, offensive, foul and abusive words.
Figure 4: Tests
The system consists of three tests: Career Review, Personality and Non-standardized IQ test. Career review test was designed for senior high school students who want to pursue their education in college. The personality and non-standardized IQ test were created as an added feature for the student to evaluate their personality type and level of intelligence.
4.1 System Overview
The Web-based Student Guidance Information System for MHPNHS provides record tracking feature that would keep the student‟s violation information. It establishes an efficient and effective way of communication between the guidance office and
students through online counseling and forums. The system includes some features that are essential to students‟ development such as personality and Non-standardized IQ tests, career guidance, online counseling and forums.
4.2 System Objectives
This study focused on computerizing the recording of the complaints and problems of students directed to the guidance office.
The system provides different levels of security for the users. The system comes with user access levels to maintain the security of data records and retain the safety of some restricted area where administrator are the only ones who can access.
The system includes security features such as the “Report Abuse” found in forums to avoid foul and offensive words that are very intolerable given that most of the website users are high school students which are approximately aging from 12-16 years old.
The system also provides an option of either being anonymous or having the user‟s identity posted as the asker on the online counseling function. This is especially made for students who are anxious to spill the problems and or complaints to the counselor.
The purpose of the study is to improve the school‟s guidance services through the proposed system. Through the system, the school could handle several records of student‟s violations. The system can also raise awareness to students through the News and Events section.
assess their personality type, level of intelligence and abilities.
Counselors increased their productivity because the system will save their time. One of the features required by the client is to efficiently record students‟ violations, the researchers created an auto-fill function in recording student violation. So instead of writing down records manually, they will just search the student‟s name and the system will do the filling up of the Student Violation Form.
Another user requirement is to have the system generate reports. The researchers created a .pdf file report generator to fulfill the aforementioned user requirement.
Future researchers may see the study useful as relevant information in developing a website that will be suitable and may greatly help in the development of their system. This study could provide the future researchers necessary information regarding the ways on how to be productive in terms of developing projects.
4.3 System Functions
This section listed all the functions that must be performed or delivered by the system.
4.3.1 Specific Requirements
The specific requirements of the system are divided into the following sections:
4.3.1.1 User Requirements
1. Recording of Student Violations
2. The system should generate Student Violation Report 3. The system should generate Members‟ Report
4.3.1.2 System Requirements
1. Logging in and out, Registering, and Profiles
1.1 Only members of the site is able to log in and log out 1.2 The site must be usable over internet connection 2. Generating Reports
2.1 The system should generate students‟ violation report and members‟ report whenever needed.
3. Updating of News and Events
3.1 The news and events page should be updated by the administrator when a new event/announcement is up.
4. Adding of Student Violation Records
4.1 The system should be able to add, save, and archive student violation records.
Figure 6: Ask for an advice
Students may choose from the menu bar the function of online counseling that the student needs. The student may opt for “Complaints” link or “Advice” link.
Figure 7: Forum Categories
Forum categories were created to easily locate and sort the topic that the student is searching.
Figure 8: Forum Topics
This forum is especially created for the members of the site (students, advisers and counselors). Students of MHPNHS can ask for advice and will be answered by the counselor or fellow student. Students and advisers can also communicate and discuss school events in this forum.
Figure 9: Personality Tests
Personality test comprises of four category questionnaires namely “Are you a Parent, Adult or Child?”, “Are you a people person?”, “Optimist or Pessimist” and “Humour.”
Figure 10: Non-standardized IQ Tests
The system provides the Non-standardized IQ Test for the students to assess their level of intelligence. These tests will evaluate the scores depending on what the student answer and then display result that comes with some advice and recommendation.
Career review test serves as a mock exam for the senior students to prepare them for the real “Career Test” which is given by the DepEd every school year. It is especially designed for senior high school students to take who want to pursue college level education.
Figure 12: Universities and Colleges
The students may also browse Universities and Colleges from the system and the programs they offer.
Figure 14: Student Information List
The system can generate Student Information List report and can be viewed, saved or printed.
Figure 15: Student Violations Report
The system also generates Students‟ Violations Report. Data collected will be arranged using the format of the report and may be printed for record purposes if necessary.
4.3.1.3 Interface Requirements
1. The font size for the tests is bigger than the other text in the system. This is to make the questionnaires easy to read for the students who will take the tests.
2. The researchers made use of lively colors for the system in shade of green since the researchers would like it to fit the color of the logo of the school and at the same time to attract students and other viewers of the website.
4.4 Physical Environment and Resources
This section discusses the hardware/software resources that are needed to implement and to execute the system.
Assumptions and Dependencies
The system can be implemented with the given requirements specified below:
Table 1
System Requirements
Minimum Recommended
Processor: Pentium 3 Processor: Pentium Core2Duo or higher
RAM: 512 MB RAM: 1GB or higher
Browser: IE, Firefox, Chrome, Safari,
Opera
Browser: IE, Firefox, Chrome, Safari,
Opera
The system, like any other systems, is made with a solid foundation. The researchers created a database schema and entity-relationship diagram (ERD) for its database and a context diagram plus a data flow diagram (DFD) to show the program‟s flow. To explain the program flow in detail, flowcharts have been added as well.
(ethel have the updated flowchart) F T T F T F T F T F T F T F 6 Contact Us 1 2 3 4 5 Homepage Request to Unblock About Us Log In Sign Up If choice = “Sign Up” If choice = “Login” If choice = “Request to unblock” If choice = “About Us” Start End 7 8 Display Home Screen If choice = “Close” If choice = “Contact Us” If choice = “Home”
Figure 18.1: System Login Function T 8 F F T T F T T F F Admin Page 9 Counselor Page 38 Adviser Page 46 If ctr<=3 Input Username Password If username && Password == “Admin” If username && Password == “Adviser” If username && Password == “Student” 54 If username && Password == “Counselor” ctr=ctr+1 Student Page
Figure 18.1.1: System Sign up Function Input Student Information T Input Sign up ID Initialization of memory variables If choice = “Sign up” If choice = “Cancel” T F F 2 7 7 Sign up
F T F Request to Unblock Does username exist? Is password correct? Input Username Input Password T T F F If choice = “submit” T If choice = “Cancel” 7 7
Figure 18.1.2: Request to Unblock
T
A B
F
News view more Load News &Event
Database 4 If choice = “see more” If choice = “back” A B F T
Load News &Events Database
Figure 18.1.4: About Us Function
F
T
If choice=
”History” History Page A
A
A
If choice=
“Goals and Objectives” Goals and Objectives Page
A
If choice=
“Academic Information” Information Academic
A
If choice=
“Service Information” Service Information Page
A
If choice=
“Rules and Regulation” Regulation Page Rules and
T F T T T T F F A
Figure 18.1.5: Contact Us Function T 6 Contact Us Page F If choice=
6 10 7 8 4 5 Home Page About Us 14 15 Contact Us Forum Help Account T T T T T T T T If choice = “Contact” F If choice = “Logout” If choice = “Close” If choice = “Home” If choice = “About Us” F If choice = “Forum” If choice = “Help” If choice = “Account” F F F F F F
Figure 18.2: Main Menu for Administrator
Figure 18.2.1: Forum Function
If choice= “Sports” If choice= “Personal” If choice= “Others” If choice= “Academic” Load Forum Database 10 11 Personal Category 11 Others Category 11 Academic Category 11
Sports & School Events Category T F T F T F T F
Figure 18.2.2: Forum Function 10 If choice= “Forum Home” Load Forum Database 12 T F T F B If choice= “Create New Topic”
Reply to Post Create New Topic If choice= “Subject Title” T F
Figure 18.2.3: Forum Function 12 10 11 13 [
Input topic title
Input topic message T T T F F F F If choice = “Topic Title” If choice = “Forum Home” If choice = “Create my topic now”
Topic title and message send
If choice = “Cancel” T T F T T A F F F Input response message 3 If choice = “Submit” If choice = “Post a response” If choice = “Post a response”
Load News & Event Database Input type of abuse A If choice = “send” If choice = “back” F F T T Report abuse submitted 13 13
Figure 18.2.4: Forum Function
Figure 18.2.5: Help Function
Help page Return to Menu If choice = “Back” T F 4
T T T T T T F F F F F If choice = “Graduated Student Account” If choice = “Graduated Student Detail” If choice = “Move Student Account” If choice = “Remove Student Account” If choice = “Remove Student Account” If choice = “Modify Counselor Account” If choice = “Modify Adviser Account”
16 8 23 28 29 30 59 If choice = “Verify Student Account” If choice = “Verify Student Account” If choice = “Modify Adviser Account” If choice = “Modify Counselor Account” If choice = “Move Student Account”
Figure 18.2.6: Account Function T T T T T T F F F F F If choice = “Change Password” If choice = “Unblock Members” If choice = “Moderate Forums” If choice = “Update Events” If choice = “Dropped Student Account” 35 36 37 32 31 9 If choice = “Dropped Student Detail” 59 15 If choice = “Change Password” If choice = “Home” If choice = “Unblock Members” If choice = “Moderate Forums” If choice = “Update Events”
If choice = “Section” If choice = “Lastname” If choice = “Year level” If choice = “School year” If choice = “Delete Sign Up” Approve Student A A A A
Load all students Equal to SY
Load all students Equal to year level
Load all students Equal to section
Delete Sign Up Are you sure
do you want to delete? A T T T T T F A 17 F F F If choice = “Validate Student Account”
Figure 18.2.8: Verify Student Accounts
Figure 18.2.9: Approve Student Accounts T F F T T 16 A A Validate Student Validate Student F 17 A If choice = “Cancel” If choice = “Approve” If sign up = “School member” A A A
Figure 18.2.10: Modify Adviser F 22 21 If choice = “Generate Report” If choice = “View Archive” F F T T F B T F F T F T T 18 20 If choice = “Add Adviser” Edit Form B Archive Adviser Add Form 19 If choice = “Edit Adviser” If choice = “Archive Adviser” B V Are you sure? Archive View Report
Figure 18.2.11: Add Adviser 19 Save adviser Account T F F 18 T Input Adviser Information If choice = “Save” If choice = “Cancel” 20 Update adviser Account T F F 18 T Update Adviser Information If choice = “Update” If choice = “Cancel”
Figure 18.2.13: View Adviser Archive
Load adviser archive database If choice = “cancel” T F 18 22 Load adviser Report If choice = “Generate reports” T F 18 Generate Report
Figure 18.2.14: View Adviser Report
Figure 18.2.15: Modify Counselor
A 25 Edit Form A Archive Adviser Add Form 24 Are you sure? Archive 26 Viewreport 27 T T T T T If choice = “Add Counselor” If choice = “Edit Counselor” If choice = “View Archive” If choice = “Generate Report” If choice = “Archive Counselor” 23 A F F F F F F T
Figure 18.2.16: Add Counselor Save Counselor Account T F F 23 T Input Counselor Information If choice = “Save” If choice = “Cancel” 25 Update Counselor Account T F F 24 T Update Counselor Information If choice = “Update” If choice = “Cancel”
Figure 18.2.17: Edit Counselor
Figure 18.2.18: View Counselor Archive
Figure 18.2.19: View Counselor Report 26
Load counselor archive database If choice = “cancel” T F 23 27 Load counselor Report If choice = “Generate reports” T F 23 Generate Report
F Graduated Student A Is graduated? T If choice = “remove student “ T Dropped Student A Is dropped? T A If select =”school year”
Load all students whose school year is
equal to sy A T F If select =”year level”
Load all students whose year level is
equal to year A T F If select =”section”
Load all students whose section is equal
to section A T F If select =”lastname ”
Load all students whose last name is
equal to last name
A T F F F A 15
Figure 18.2.20: Remove Student Detail F 29 A If select = ”school year”
Load all students whose school year is
equal to sy A
T
F
If select = ”year level”
Load all students whose year level is
equal to year A
T
F
If select =” section”
Load all students whose section is equal
to section A
T
F
If select = ”lastname”
Load all students whose last name is
equal to last name A
T F F A 15 T T If choice = “remove student “ Move Student A If choice = “Move Student” Input username and password
Figure 18.2.22: Graduated Student Detail
Figure 18.2.23: Dropped Student Detail 30 If choice = “View reports” T F 15
Load Graduated Student Report 31 If choice = “View reports” T F 15
Load Dropped Student Report
Figure 18.2.24: Update Events 33
Save News and Events T F F 32 T Input Events Information If choice = “Save” If choice = “Cancel” T F T 34 If choice = “Add Events” Edit Events Add Events 33 If choice = “Edit Events” 32 B T T B F B Delete Events If choice =
“Delete Events” you sure? Are
Figure 18.2.26: Update Events
Update News and Events T F F 32 T Update Events Information If choice = “Update” If choice = “Cancel” 34 A T T If choice = “add word“ A If choice = “Add”
Input bad word Add Bad word
T T A F A If choice = “Delete” Are You sure? A
Figure 18.2.27: Moderate Forum
Figure 18.2.28: Unblock Members
If choice = “Unblock”
Update News and Events T F 36 32 If choice = “update” Update password F T 37 confirmed new password Input new password Input old password
T F T F T F T F F T R T T F T F T F T F If choice = “Contact us” If choice = “Help” If choice = “Complaints” If choice = “Logout” If choice = “Close” If choice = “Accounts” If choice = “Advice” If choice = “Forum” F If choice = “Home” If choice = “About us” 4 5 7 8 Contact us 6 10 Forum 14 Complaints 39 Advice 39 40 Accounts About us Help Homepage
Figure 18.3: Main Menu for Counselor
Figure 18.3.1: Inbox Function
Input Message Are you Sure? Message delete A Load Message T 39 If choice= “message” If choice= “delete message” If choice= “message ” If choice= “reply” F T F Reply Sent A A A A F F T T T F
Figure 18.3.2: Accounts for Counselor Student Violation Report Y N Y N Y N Hotlist 41 44 45 37 Student Counseling If choice = “Student counseling” If choice = “Hotlist” If choice = “Student violation report” Y N 40 If choice = “Change password”
Figure 18.3.3: Student Counseling
If choice = “Cancel” Select Student
information
Input problem & recommendation
If choice = “Add”
T
Add new record A
T F F A A 42 41 42 43 Delete record A Edit record Y N Y N Y N Add record If choice = “Add record” A 41 A A
Are you sure? If choice =
“Edit record”
If choice = “Delete record”
Figure 18.3.5: Edit Record If choice = “update” If choice = “cancel” Update record T A T F A F 41 Update student record 43 A
Figure 18.3.6: Hot List Load Hotlist 40 T T 44 F View Report If choice = “view report” If choice = “cancel” View Report 40 45 F If choice = “view report” If choice = “back”
If choice = “Help” If choice = “Account” If choice = “About us” If choice = “Contact us” If choice = “Logout” If choice = “Close” If choice = “Forum” If choice = “Complaints” If choice = “Home” Contact us Help 6 10 14 7 Accounts 49 8 Forum 47 Complaints About us 4 5 Homepage N Y N Y N Y N Y N Y N Y N N Y Y Y N
Figure 18.4: Main Menu for Adviser Figure 18.4.1: Complaints Send complaint 39 48 F T 47 F If choice = “send complaint” If choice = “inbox” If choice = “send” T Input your username
Input subject & message complaints
Message sent
F 48
Figure 18.4.3: Accounts Adviser 52 37 Edit student Add student 50 51 View student 53 View reports If choice =
“view student detail”
If choice = “add student detail”
49
If choice = “change password”
If choice = “Edit student detail”
If choice = “view reports” T F T F T F T F T F
Figure 18.4.4: View Student
If choice =
“Add” Add student Input student information F T 51 Load all Student T 50 A A A T F F If choice = “view student” No row selected If row
Is selected? View student detail
Figure 18.4.6: Edit Student
Figure 18.4.7: View Student Reports
Update student information
F
T
If choice =
“update” Update student
52 Load student Detail report If choice = “close” F T 53 49
Y N Forum 6 10 Y N Contact us 54 If choice = “About us” If choice = “Career” If choice = “Home” If choice = “About us” If choice = “Test” If choice = “logout” If choice = “Close” Y N Advice 47 55 Y N If choice = “Advice” Complaints If choice = “Complaints” If choice = “Contact us” 14 Y N Help T N About us 4 5 T N Homepage Y N Career 57 58 Y N Test Y N Y N 8 7 If choice = “Forum”
Figure 18.5.1: Ask Advice
Figure 18.5.2: Sending Advice
If choice = “Advice” F 39 T Ask advice 56 T If choice = “Ask advice” If choice = “inbox” F T Input your username
Input subject & message advice
F 56
If choice =
Figure 18.5.3: Test
Figure 18.5.4: Career Review Test
58 Load Universities and Colleges If choice = “Universities and Colleges” If choice = “Career Review Test” F F A A A See Result T F T T Answer Career Review Test Questions If choice = “submit” T F T T T F F If choice = “Personality Test” Answer Personality Questions 57 If choice = “submt” A A A A If choice = “IQ Test” If choice = “submit” Answer IQ Test
Questions See Result
Entity-Relationship Diagram Business Rules
Figure 20: Business Rule #1
Each ADVISER creates an ACCOUNT; each ACCOUNT is created by an ADVISER.
Figure 20.1: Business Rule #2
Each ACCOUNT makes a FORUM MESSAGE; any number of FORUM MESSAGE can be made by an ACCOUNT
Figure 20.2: Business Rule #3
Each ACCOUNT has a COUNSELOR; each COUNSELOR has an ACCOUNT
Password User_Type Year_Level Username Login_Id creates ADVISER ACCOUNT Contact_No Gender Address Email_Address Adviser_Id L_Name M_Name First_Name Password User_Type Year_Level Username Login_Id Gender Address Email_Address Counselor_Id L_Name M_Name First_Name Contact_No has ACCOUNT COUNSELOR Password User_Type Year_Level Username Login_Id FORUM MESSAGE makes ACCOUNT Message Time_Sent Forum_Id
Figure 20.3: Business Rule #4
Each STUDENT creates an ACCOUNT; each ACCOUNT is created by any number of STUDENTS
Figure 20.4: Business Rule #5
Each VIOLATION is committed by any number of STUDENTS; each STUDENT commits any number of VIOLATIONS;
Figure 20.5: Business Rule #6
Any number of FORUM MESSAGE contains FORUM SUBJECT; each FORUM SUBJECT is contained in any number of FORUM MESSAGE
creates STUDENT ACCOUNT Password User_Type Year_Level Username Login_Id Section Gender Address Student_Id L_Name M_Name First_Name Year_Level SY FORUM MESSAGE FORUM SUBJECT contains Message Time_Sent Forum_Id Subject Subject_Id Date_Created commits VIOLATION STUDENT Section Gender Address Student_Id L_Name M_Name First_Name Year_Level SY Time_Sent Violation_Id Student_Problem
Figure 20.6: Business Rule #7
Each STUDENT verifies a STUDENT; each STUDENT is verified by a STUDENT
Figure 20.7: Business Rule #8
Each STUDENT sends any number of COMPLAINTS MESSAGE; each COMPLAINTS MESSAGE is sent by a STUDENT
Figure 20.8: Business Rule #9
Each COMPLAINTS MESSAGE is received by a COUNSELOR; each COUNSELOR receives any number of COMPLAINTS MESSAGE
Section Gender Address Student_Id L_Name M_Name First_Name Year_Level SY Section Gender Address Student_Id L_Name M_Name First_Name Year_Level SY
STUDENT verify STUDENT
Section Gender Address Student_Id L_Name M_Name First_Name Year_Level SY Message Time_Sent Message_Id COMPLAINTS MESSAGE sends STUDENT COMPLAINTS
MESSAGE receives COUNSELORUNT
Message Time_Sent Message_Id Gender Address Email_Address Counselor_Id L_Name M_Name First_Name Contact_No
Figure 20.9: Business Rule #10
Each COMPLAINTS MESSAGE includes COMPLAINTS SUBJECT; each COMPLAINTS SUBJECT is included in any number of COMPLAINTS MESSAGE
Figure 20.10: Business Rule #11
Each STUDENT asks for any ADVICE MESSAGE; each ADVICE MESSAGE is asked by a STUDENT
Figure 20.11: Business Rule #12
Each COUNSELOR gives any number of ADVICE MESSAGE; each ADVICE MESSAGE is given by a COUNSELOR
ADVICE MESSAGE asks STUDENT Section Gender Address Student_Id L_Name M_Name First_Name Year_Level SY Message Time_Sent Advice_Id Gender Address Email_Address Counselor_Id L_Name M_Name First_Name Contact_No Message Time_Sent Advice_Id gives
COUNSELOR MESSAGE ADVICE
COMPLAINTS MESSAGE COMPLAINTS SUBJECT includes Subject Subject_Id Date_Created Message Time_Sent Message_Id
Figure 20.12: Business Rule #13
Each ADVICE MESSAGE comprises of an ADVICE SUBJECT; each ADVICE SUBJECT is comprised in any number of ADVICE MESSAGE
comprises ADVICE MESSAGE ADVICE SUBJECT Message Time_Sent Advice_Id Subject Subject_Id Date_Created
5.0 Design/Implementation Issues and Implementation Plan
This section provides the design/implementation issues and deployment plan that was created during the development of the proposed system.
Design Issues
The researchers selected a color scheme for the system that suits well with the client‟s target mood for it is in shades of green, signifying calmness, peace and harmony. (Precisionintermedia.com, 2010).
The researchers made the system interface user-friendly by providing an on-screen instructions to guide the user in every actions to take.
Even simple systems like information systems are also prone to software bugs or pieces of code that does not do what is intended to do, like faulty outputs in the system‟s transactions, page/functions being irresponsive to specified commands, errors in the back-end part such as integrity constraints due to normalization errors, update anomalies, among others. Such errors may greatly affect the general performance of the system and thus, lead to a faulty one.
Implementation Issues
The expected users of the system are the MHPNHS guidance counselors and advisers per section and year level. Since the system is aided by the guidance office of the school, the researchers have to meet MHPNHS‟s Head Counselor Mrs. Ma. Rebecca V. Tiongson and relay to her information concerning the project.
Firstly, schedule training date and have each end user be trained by the researchers by visiting them in the school. Secondly, provide the user‟s manual to each end user. And lastly, teach IT personnel of the school regarding the troubleshooting of the system.
6.0 Results and Observations
To ensure that the researchers produced a quality system for their client, they conducted a series of observations and tests in order for this system to fit for the needs of the client.
Observations
As previously mentioned, the researchers put the proposed system under evaluation. The evaluators included five MHPNHS Guidance Counselors namely: Mrs. Ma. Rebecca V. Tiongson (Head Counselor), Mrs. Francisca A. Mendoza (1st Year Level), Mr. Bernabe S. Castillo (2nd Year Level), Mrs. Elvira D. Manguiat (3rd Year Level) and Mr. Cirilo E. Queruz (4th Year Level), evaluators also includes the Capstone Project Instructor Ms. Jane Kristine G. Suarez, IT Adviser Mrs. Rosemarie M. Bautista, Asst. Professor 3 Ms. Eunice B. Custodio, IT Manager (Leighton Contractors (Phils.), Inc.) Mr. Joey C. Alba, Systems Developer (Leighton Contractors (Phils.), Inc.) Mr. Fulgencio F. Lindo, Jr., System Engineer (Leighton Contractors (Phils.), Inc.) Mr. Ludi M. Reyes, IT Systems Administrator (Leighton Contractors (Phils.), Inc.) Mr. Leonard M. Vidal.
The criteria for system evaluation and its subcategories are as follows:
A. Functionality
1. Suitability. Functions are appropriate to specifications. 2. Accurateness. Functions are correct.
B. Reliability
1. Maturity. Absence of failures.
2. Fault tolerance. Ability to withstand and recover from component failure. 3. Recoverability. Ability to bring back a failed system to full operation,
including data and network connections.
4. Correctness. Ability to produce correct computations, output and reports.
C. Usability
1. Understandability. Ease of which the systems functions can be understood. 2. Learnability. Learning effort for different users, i.e. novice, expert, casual etc. 3. Operability. Ability of the software to be easily operated by a given user in a
given environment.
4. Provisions for comfort and convenience.
D. Maintainability
1. Analyzability. Ability to identify the root cause of a failure within the software.
2. Changeability. Software adjusts well to different screen dimensions, color depths, and font sizes. Different interfaces can be chosen to suit beginners and more advanced users.
3. Stability. Characterizes the sensitivity to change of a given system.
E. Portability
1. Adaptability. Ability of the system to change to new specifications or operating environments.
2. Installability. Are the different options available for installation? Is software easy to install?
3. Replaceability. Ease of exchanging given software component within a specified environment system coupling.
4. Software compatibility. Provision for portability of operating system used. 5. Build environment portability. Absence of other software requirement such as
runtime system or standard database management engine.
F. Training and Documentation
1. Availability of guides and printed documentation (technical or user‟s manual). 2. Provision for trainings/tutorials or real interactive learning.
3. Provision for help component. Text should be clear and use language correctly, with appropriate headings and subheadings. Unfamiliar terms should be defined and explained. Organization should be logical. All information should be readily accessible for reference.
Rating Description 5 Excellent 4 Very Good 3 Good 2 Fair 1 Poor
The table represents the range of mean and its corresponding interpretation together with a descriptive rating from the evaluation instrument for the system evaluation according to the five criteria previously mentioned in the project paper.
The gathered data was tabulated and analyzed. To interpret the results, the researchers used this formula to get the average value or the mean for each given criteria:
M=∑fx
N
Where: M = mean
f = total number of respondents for a particular rating x = value of the rating
N = total number of respondents
Table 3
Reference Table to Obtain Mean Value Scores
Range of Mean Descriptive Rating
4.51 – 5.00 Excellent
3.51 – 4.50 Very Good
2.51 – 3.50 Good
1.51 – 2.50 Fair
Results
The results for the initial system evaluation are shown below:
Table 4
Table for Functionality (initial)
Functionality Mean Descriptive Rating
Functions are appropriate to specifications 4.67 Excellent
Functions are correct 4.42 Very Good
Software can interact with other components or systems 4.33 Very Good
Adherence to standards. 4.50 Very Good
Provision for security requirements. 4.50 Very Good
TOTAL 4.48 Very Good
The table shows the criterion for the functionality of the system. The total mean for the said criterion is 4.48, equivalent to a rating of Very Good. The evaluators observed that the system is easy and convenient to operate, therefore giving credit to the functionality of the system.
Table 5
Table for Reliability (initial)
Reliability Mean Descriptive Rating
Absence of failures. 4.17 Very Good
Ability to withstand and recover from component failure. 4.25 Very Good Ability to bring back a failed system to full operation,
including data and network connections.
4.33 Very Good
Ability to produce correct computations, output and reports.
4.67 Excellent
TOTAL 4.35 Very Good
The criterion focuses on how reliable the system is. The total mean for this criterion is 4.35, equivalent to a rating of Very Good. The evaluators observed that the system is reliable in terms of producing correct computations, output and generating reports.
