SUPPORT SYSTEM FOR ATTENTION DEFICIT
HYPERACTIVE DISORDER (ADHD) STUDENTS IN
PRIMARY SCHOOL
SITI NUR HASANAH AFIQAH BINTI ANIZAM
BACHELOR OF COMPUTER SCIENCE (SOFTWARE
DEVELOPMENT) WITH HONOURS
UNIVERSITI SULTAN ZAINAL ABIDIN
2021
SUPPORT SYSTEM FOR ATTENTION DEFICIT
HYPERACTIVE DISORDER (ADHD) STUDENTS IN PRIMARY
SCHOOL
SITI NUR HASANAH AFIQAH BINTI ANIZAM
BACHELOR OF COMPUTER SCIENCE
(SOFTWARE DEVELOPMENT) WITH HONOURS
UNIVERSITI SULTAN ZAINAL ABIDIN
ii
DECLARATION
I hereby declare that this report is my original work based on my research through
journals and related article except for quotations and citations, which have been stated
on references. I also declare that it has not been previously or concurrently submitted
for any other degree at Universiti Sultan Zainal Abidin or other institutions.
__________________________________
Name : Siti Nur Hasanah Afiqah binti Anizam
Date : 22nd June 2021
F.
iii
CONFIRMATION
This confirmation is to confirm that this project entitled Support System for Attention
Deficit Hyperactive Disorder (ADHD) Students in Primary School was prepared and
submitted by Siti Nur Hasanah Afiqah binti Anizam (Matric Number:
BTAL19056840) and has been satisfactory in terms of scope, quality and presentation
as partial fulfilment of the requirement for the Bachelor of Computer Science
(Software Development) with Honours in Universiti Sultan Zainal Abidin (UniSZA).
The research conducted and the writing of this report was under my supervisor.
_______________________________ Name : Prof Madya Ts. Dr Fatma
Susilawati binti Mohamad
iv ABSTRACT
Attention Deficit Hyperactive Disorder is a type of neurological disorder that can
impact the crucial part of brain which help in planning, focusing and executing task.
People with ADHD have difficulty with organizing, impulse-control, and behavioural
control during certain period of time which give a huge impact on their daily life.
They will definitely facing trouble in fitting themselves with society as they cannot
control their behaviour which in result affect their social skills. Early detection is very
important for both parents and people with ADHD to improve their education and
psychosocial issues. In this system, we are going to focus on ADHD in children age 6
until 12 years old in primary school. Normally, parents or teachers who suspect their
children suffers from ADHD needs to bring their child to hospital to take ADHD test
first, and if their child is diagnosed with ADHD, they need to set an appointment to
seek for specialist. This process is definitely time consuming and costly as the
appointment will be held several times. So, we propose to develop a support system
via online platform to assist these special children. The purpose of this study is to
develop a functional and helpful system for parents and teachers to support and
seeking professional help for their children. Parents and teachers can easily register
their children/students before taking the ADHD test for their children. It is intended
for an early detection whether these children has the symptoms or not. If the results
are positive, they can set an appointment with available specialist online. They can set
the appointment or re-set new appointment easily without having to actually go to
hospital which will definitely save time and cost. This system will also provide
assistance for parents and teachers to help and assist their special children and
v ABSTRAK
Attention Deficit Hyperactive Disorder adalah sejenis gangguan neurologi yang boleh mempengaruhi bahagian penting otak yang membantu dalam merancang, memfokus dan melaksanakan tugas. Golongan ADHD akan mengalami kesukaran untuk mengatur, mengawal impuls, dan mengawal tingkah laku dalam jangka masa tertentu di mana ia memberi kesan yang besar dalam kehidupan seharian mereka. Mereka akan menghadapi masalah untuk menyesuaikan diri dengan masyarakat oleh kerana kesukaran mereka untuk mengawal tingkah laku yang akhirnya mempengaruhi dan memberi kesan yang negative terhadap kemahiran sosial mereka. Pengesanan awal sangat penting bagi ibu bapa dan golongan ADHD untuk meningkatkan pendidikan dan masalah psikososial mereka. Sistem ini memfokuskan ADHD pada kanak-kanak berumur 6 hingga 12 tahun di sekolah rendah. Kebiasaannya, ibu bapa atau guru yang mengesyaki anak-anak mereka menderita ADHD perlu membawa anak mereka ke hospital untuk mengambil ujian ADHD terlebih dahulu, dan jika anak mereka didiagnosis dengan ADHD, mereka perlu membuat janji temu untuk mencari pakar yang bersesuaian. Proses ini pastinya memakan masa dan kos. Oleh itu, pembangunan sistem secara atas talian dapat membantu memudahkan urusan kanak-kanak istimewa ini. Tujuan kajian ini adalah untuk mengembangkan sistem yang berfungsi dan bermanfaat bagi ibu bapa dan guru untuk menyokong dan mencari bantuan profesional untuk anak-anak mereka. Ibu bapa dan guru boleh mendaftarkan anak / pelajar mereka dengan mudah sebelum mengambil ujian ADHD untuk anak-anak mereka bertujuan untuk pengesanan awal. Sekiranya hasilnya positif, mereka boleh terus membuat temu janji dengan pakar yang ada dalam talian.
vi TABLE OF CONTENT DECLARATION ... ii CONFIRMATION ... iii ABSTRACT ... iv ABSTRAK ... v TABLE OF CONTENT ... vi LIST OF FIGURES ... x
LIST OF TABLE ... xiv
CHAPTER 1 ... 1 INTRODUCTION ... 1 1.1 Background ... 1 1.2 Problem Statement ... 2 1.3 Objective ... 3 1.4 Scope ... 4 1.4.1 Admin ... 4 1.4.2 User ... 4 1.4.3 Specialist ... 5 1.5 Limitation of Work ... 5 1.6 Expected Result ... 5 1.7 Gantt Chart ... 6 CHAPTER 2 ... 8
vii LITERATURE REVIEW ... 8 2.1 Introduction ... 8 2.2 Existing System ... 9 2.2.1 Additude website ... 9 2.2.2 ADDA system ... 10 2.2.3 Psycom ... 11
2.3 Related Research Technique and Tools ... 12
2.4 Solution Approach ... 14
2.4.1 Rule-Based System (RBS) ... 14
2.5 Algorithm ... 15
2.5.1 Diagnostic of Attention Deficit Hyperactive Disorder Predominantly Inattentive Type ... 17
2.5.2 Diagnostic of Attention Deficit Hyperactive Disorder Predominantly Hyperactive-Impulsive Type ... 19
2.5.3 Diagnostic of Attention Deficit Hyperactive Disorder Combined Type ... 21
CHAPTER 3 ... 23 METHODOLOGY ... 23 3.1 Introduction ... 23 3.2 Agile Methodology ... 23 3.2.1 Requirement Phase ... 24 3.2.2 Design Phase ... 24
viii 3.2.3 Development Phase ... 25 3.2.4 Testing Phase ... 25 3.2.5 Deployment Phase ... 25 3.2.6 Review Phase ... 26 3.3 System Requirement ... 26 3.3.1 Hardware Requirement ... 26 3.3.2 Software Requirement ... 27 3.4 System Design ... 27 3.4.1 Framework Design... 28 3.4.2 Context Diagram ... 29
3.4.3 Data Flow Diagram... 30
3.5 Entity Relationship Diagram ... 36
3.6 Data Dictionary ... 37
CHAPTER 4 ... 39
IMPLEMENTATION AND RESULT ... 39
4.1 Introduction ... 39
4.2 Implementation of Support System for ADHD Students in Primary School ... 40
4.3 Interface Design ... 41
4.3.1 Admin Interface ... 41
4.3.2 Specialist Interface... 50
ix
4.4 Testing Analysis ... 73
4.4.1 Black Box Testing ... 73
4.4.2 White Box Testing ... 73
4.5 Test Case ... 74
4.5.1 Login Testing ... 74
4.5.2 Admin ... 76
4.5.3 Specialist ... 82
4.5.3 User - Parents / Teacher ... 87
4.6 Summary ... 94 CHAPTER 5 ... 95 CONCLUSION ... 95 5.1 Introduction ... 95 5.2 System Contribution ... 95 5.3 Result Discussion ... 96
5.4 Project Constraint and Limitation ... 96
5.5 Future Work ... 97
x
LIST OF FIGURES
FIGURES TITLE PAGE
2.1 Homepage additudemag.com 9
2.2 Homepage ADDA system 10
2.3 Homepage psycom.net 11
2.4 Type of ADHD diagnostic 15
3.1 Agile methodology 17
3.2 Framework Design 21
3.3 Context Diagram 22
3.4 Data Flow Diagram level 0 24
3.5 Data Flow Diagram level 1 for manage specialist 25
3.6 Data Flow Diagram level 1 for manage registration process 26 3.7 Data Flow Diagram level 1 for make appointment process 27 3.8 Data Flow Diagram level 1 for manage appointment process 28
3.9 Entity Relationship Diagram (ERD) 29
3.10 Data Dictionary For Admin 30
3.11 Data Dictionary For User 30
3.12 Data Dictionary For Student 30
3.13 Data Dictionary For Specialist 31
3.14 Data Dictionary For Question 31
3.15 Data Dictionary For Choice 31
3.16 Data Dictionary For Test 31
3.17 Data Dictionary For Result 31
xi
FIGURES TITLE PAGE
4.1 Admin Login Interface 41
4.2 Admin Dashboard 42
4.3 Specialist Report 43
4.4 Add New Specialist 44
4.5 Add New Specialist (continued) 44
4.6 Update Specialist Record 45
4.7 Update Specialist Record (continued) 45
4.8 List of Question 46
4.9 Add New Question 47
4.10 Add New Question (continued) 47
4.11 Update Question 48
4.12 Update Question (continued) 48
4.13 Parents Report 49
4.14 Teacher Report 49
4.15 Specialist Login 50
4.16 Specialist Dashboard 51
4.17 List of Schedule 52
4.18 Add New Schedule 53
4.19 Add New Schedule (continued) 53
4.20 Delete Schedule 54
4.21 Delete Schedule (continued) 54
4.22 Request List 55
4.23 Request List (continued) 55
xii
FIGURES TITLE PAGE
4.25 Cancel Booking by Specialist 57
4.26 Cancel Booking by Specialist (continued) 57
4.27 Appointment History Report 58
4.28 Update Profile 59
4.29 Update Profile (continued) 59
4.30 Homepage before login 60
4.31 Registration Form 60
4.32 User login 61
4.33 Student Registration Form 62
4.34 Student Registration Form (continued) 62
4.35 ADHD Information 63
4.36 ADHD Information (continued) 63
4.37 ADHD Test 64
4.38 ADHD Test (continued) 64
4.39 ADHD Test (continued) 64
4.40 ADHD Result 65
4.41 Choose Specialist 66
4.42 Specialist Details 67
4.43 Specialist Details (continued) 67
4.44 Specialist Schedule 68
4.45 Booking Details 68
4.46 Booking List 69
4.47 Booking List (continued) 69
xiii
FIGURES TITLE PAGE
4.49 Cancel Booking by User (continued) 70
4.50 Update User Profile 71
4.51 Update User Profile (continued) 71
4.52 Update Child Profile 72
xiv
LIST OF TABLE
TABLE TITLE PAGE
1.1 Gantt chart for FYP Semester 1 6
1.2 Gantt chart for FYP Semester 2 7
2.1 Advantages and disadvantages Additude website 9
2.2 Advantages and disadvantages ADDA website 10
2.3 Advantages and disadvantages Psycome website 11
2.4 Journal related to this research 12
2.5 Journal related to this research 12
2.6 Journal related to this research 13
2.7 Journal related to this research 13
2.8 Attention Deficit Hyperactive Disorder Inattentive Type 17 2.9 Attention Deficit Hyperactive Disorder Hyperactive-Impulsive
Type
19 2.10 Attention Deficit Hyperactive Disorder Combined Type 21
3.1 Hardware and specification 19
3.2 Software and specification 20
4.1 Test Case for Admin to log into the system 74
4.2 Test Case for Specialist to log into the system 75
xv
TABLE TITLE PAGE
4.4 Test Case for Admin to add new question 76
4.5 Test Case for Admin to update question 77
4.6 Test Case for Admin to delete question 78
4.7 Test Case for Admin to add new specialist 79
4.8 Test Case for Admin to update specialist 80
4.9 Test Case for Admin to delete specialist 81
4.10 Test Case for Specialist to add new schedule 82 4.11 Test Case for Specialist to delete schedule 83 4.12 Test Case for Specialist to accept appointment request 84 4.13 Test Case for Specialist to decline appointment request 85 4.14 Test Case for Specialist to cancel appointment 86
4.15 Test Case for User to register student 87
4.16 Test Case for User to update student 88
4.17 Test Case for User to perform ADHD Test 90 4.18 Test Case for User to add new appointment 91 4.19 Test Case for User to cancel appointment 93
1 CHAPTER 1
INTRODUCTION
1.1 Background
Attention Deficit Hyperactive Disorder or mostly known as ADHD, is a type
of neurological disorder that can impact the crucial part of brain which help in
planning, focusing and executing task. People with ADHD have difficulty with
organizing, impulse-control, and behavioural control during certain period of time
which give a huge impact on their daily life. They will definitely facing trouble in
fitting themselves with society as they cannot control their behaviour which in result
affect their social skills. Early detection is very important for both parents and people
with ADHD to improve their education and psychosocial issues. In this system, we are
going to focus on ADHD in children age 6 until 12 years old in primary school
2 1.2 Problem Statement
Currently, parents or teachers who suspect their children/students suffers from
ADHD needs to bring their child to hospital to take ADHD test, and if their child is
diagnosed with ADHD, they need to set an appointment to seek for specialist. This
whole process is definitely time consuming and costly as the appointment will be held
several times. Moreover, it is kind of hard for teachers to gain knowledge about the
correct way to handle students with ADHD especially in ordinary school as they do
not have special class for students with special needs. In addition, during this
pandemic crisis, priority is given to those with symptom of covid-19 and critical
disease only. All other inquiries are being hold as most hospital are fully occupied for
covid-19’s treatments. Furthermore, nowadays, most of parents both have a career
which make it hard for them to make times for their children. They tend to delay from
taking their child to hospital for diagnosis as it is kind of a complicated process and
less efficient especially for those with busy career. Hence, we came up with a better
solution by developing a helpful and convenient platform for parents, teachers and
3 1.3 Objective
The objectives of this system are identified as below:
a) To design a system as a platform for parents, teachers and specialist to manage
the whole process from diagnosis to treatment of ADHD in one place.
b) To develop a system based on rule-based algorithm in diagnosing whether the
students or children is suffered from ADHD by performing the test online
c) To test and evaluate the functionality of the system in executing accurate result
4 1.4 Scope
The system is developed as web-based and the user scope are Admin, User
(Parents and Teacher) and Specialist.
1.4.1 Admin
In this system, some of admin’s scope are:
i. This system allows admin to manage all the users which are parents, teacher
and specialist.
ii. Admin can view report of parents, teacher and specialist’s list.
iii. Admin can view report of students that are diagnosed with ADHD.
iv. Only admin is eligible to add new account for specialist to avoid data
falsification.
1.4.2 User
In this system, some of user’s scope are:
i. This system allows user to manage their children’s profile.
ii. User can take the ADHD test for their child and gain result.
iii. Parents can set appointment with specialist for further treatment.
iv. User can access information and article about ADHD on their dashboard.
v. User also can view ADHD test result’s history.
vi. Parents can access the previous appointments results of their children from the
specialist
vii. Parents can access parenting tips and guides for their children online while
5 1.4.3 Specialist
In this system, some of specialist’s scope are:
i. This system allows specialist to log into their account using username and
password created by admin beforehand.
ii. Specialist can manage their appointment such as create new appointment,
update, delete and view appointment’s record.
iii. Specialist also eligible to view their patient’s record throughout the treatment.
1.5 Limitation of Work
As for the limitation work, there are two limitation for this system which are:
a) This system will be implemented to only focus on supporting student age 6 to
12 years old in primary school.
b) This system will be focused on those in Terengganu area only.
1.6 Expected Result
There are three expected result for this system which are:
a) Rule-based algorithm can be implemented to generate accurate result of
diagnosis based on the test answered by parents and teachers.
b) The system will provide a helpful and basic knowledge on handling students
and children with ADHD.
c) This system will provide a functional platform for parents, teacher and
6 1.7 Gantt Chart
FYP SEMESTER I
Table 1.1 shows the gantt chart for FYP Semester I.
Table 1.1 Gantt chart FYP semester 1
Month October November December January
No Week 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1 Final Year Project I Briefing
Topic Discussion and Determination 2 Project Title Proposal
3 Proposal Writing Chapter 1 – Introduction 4 Proposal Writing
Chapter 2 – Literature Review 5 Proposal Writing
Proposal progress
6 Proposal Progress Presentation and Panel’s Evaluation 7 Proposal Writing Chapter 3 – Methodology 8 SEMESTER BREAK 9 Proposal Writing Chapter 3 – Methodology (Proof of concept)
10 Final Year Project Format Writing Workshop
11 Drafting Report of Proposal
12 Draft report submission to supervisor 13 Preparation for final presentation 14 Final presentation & Panel’s
evaluation
15 Final report submission & Supervisor’s Evaluation
7 FYP SEMESTER II
Table 1.2 shows the gantt chart for FYP Semester I
Table 1.2 Gantt chart for FYP Semester 2
Month February March April May
No Week 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3
1 Project meeting with Supervisor 2 Project Development 3 Project Development (continued) 4 Project Development (continued) 5 Project Development (continued)
6 Proposal Progress Presentation and Panel’s Evaluation 7 Project Development
(continued)
8 SEMESTER BREAK
9 Project Testing
10 Final Year Project Format Writing Workshop 11 Project Testing
(continued)
12 Draft report submission to supervisor
13 Submit poster & Preparation for final presentation 14 Seminar/Final presentation &
Panel’s evaluation 15 Final Thesis submission &
8 CHAPTER 2
LITERATURE REVIEW
2.1 Introduction
This chapter will discuss the selected literature review of developed systems
and explain about technique used for that particular system. The main purpose of
literature review is to identify research method, technique and strategies that might be
helpful in developing this system. This chapter also will discuss about previous
research and existing system that are related to this proposed system. Hence, the
literature review is carried out to be used as a references in developing the proposed
9
Figure 2.1 homepage interface for additudemag.com
2.2 Existing System
In this section, we are going to review three example of existing system that are
having almost the same function as the proposed system.
2.2.1 Additude website
Figure 2.1 shows the homepage interface for additude system which provides many
information and article about ADHD.
Table 2.1 shows the advantages and disadvantages for additude system.
Table 2.1 Advantages and disadvantages Additude website
Description Advantages Disadvantages
Additudemag.com is a website that provides many article and
information about ADHD which cover different layers of society.
Provides useful and helpful article for reference.
The interface for this website is not user friendly because there are too many ads.
Provide different types of ADHD test depends on gender and age.
This website only provide self-test without further treatment by specialist on their website.
10
Figure 2.2 homepage interface for ADDA website
2.2.2 ADDA system
Figure 2.2 shows the homepage interface for Attention Deficit Disorder Association
(ADDA) website.
Table 2.2 shows the advantages and disadvantages for ADDA system.
Table 2.2 shows advantages and disadvantages ADDA system
Description Advantages Disadvantages
Add.org is a web-based system that provide useful help and support for people with ADHD.
Have a large group of support for different purpose such as ‘Parent Support Group’ and ‘Virtual Peer Support Group – beginner’
Does not provide a specialist treatment through this system and the test is done manually.
Can join as a volunteer to help ADHD community grow.
There is a registration fee to get access through the support group.
11
Figure 2.3 homepage interface for psycom.net
2.2.3 Psycom
Figure 2.3 shows the homepage interface for psycom.net webpage which provide help
for almost all type of mental health.
Table 2.3 shows the advantages and disadvantages for PSYCOM system
Table 2.3 advantages and disadvantages for psycom
Description Advantages Disadvantages
Psycom.net is a web-based system that provide help and information for
various mental health such as autism, depression, eating disorder, bipolar disorder, schizophrenia and many more.
Provide many article and helpful content for various mental health issues.
This system just show result of the test and provide link to different website to reach
professional help. Provide free online test for
almost all type of mental health.
The treatment and appointment is done on different website which is name.org (National Alliance on Mental Illness)
12 2.3 Related Research Technique and Tools
Table 2.4, Table 2.5, Table 2.6 and Table 2.7 shows the information and details for all the journal related to this research.
Table 2.4 Journal related to this research
Table 2.5 Journal related to this research
Author / Year
Title Objective Problem
Statement Method Result Samy S. Abu Naser, Bashar G. Bastami (2016) A Proposed Rule Based System for Breast Cancer Diagnosis Proposed to implement Rule-Based System to help others by preventing with early detection as this cancer does not have cure yet.
By 2016, there are still no expert system that focus directly on diagnosis breast cancer. Rule-Based Method
The result for this study is produce an accurate result of breast cancer diagnosis and provide information about this disease. Author / Year
Title Objective Problem
Statement Method Result Prableen Kaur, Manik Sharma (2019) Diagnosis of Human Psychological Disorders using Supervised Learning and Nature-Inspired Computing Techniques: A Meta-Analysis
The goal of this research is to highlight the role of various supervised learning and nature-inspired computing techniques in the diagnosis of ten different major human psychological disorders such as stress, autism, ADHD, anxiety, depression, insomnia and others.
For the past few years, the total amount of people with psychological disorders has been significantly increased. Hence, this research is made to review these various types of disorder using different method. Supervised learning techniques, Nature-inspired techniques, Classification Accuracy The result for this study is produce the accuracy of various disorders using different techniques.
13
Table 2.6 Journal related to this research
Author / Year
Title Objective Problem
Statement Method Result Jesse C. Bledsoe, Danica Xiao, Art Chaovalit wongse, Sonya Mehta, Thomas J. Grabowsk i, Margaret Semrud-Clikeman, Steven Pliszka, and David Breiger Diagnostic Classificatio n of ADHD Versus Control: Support Vector Machine Classificatio n Using Brief Neuropsycho logical Assessment The main objective of this study is to determine the utility of machine learning in predicting and classifying children with ADHD-Combined presentation (ADHD-C) using neuropsychologi cal measures. Manual diagnosis typically include clinical interview, observation of patient and also report from parents and teacher. An evaluation from psychiatrist or other specialist can involve several times which are time consuming and costly for both patient and specialist. Decision Tree and Support Vector Machine (SVM) using Neuropsy chological Assessme nt 1. SVM model successfully produce accurate classification of individual children whether diagnosed with ADHD or not. 2. Decision tree identified people with and without ADHD-C with 100% specificity and sensitivity.
Table 3.7 Journal related to this research
Author / Year
Title Objective Problem Statement Method Result Senuri De Silva, Sanuwani Dayarathna, Gangani Ariyarathne, Dulani Meedeniya, Sampath Jayarathna, Anne M.P. MichalekGav indya Jayawardena A Rule-Based System for ADHD Identificatio n using Eye Movement Data The objective of this study is to analyse the accuracies of decision tree classifiers in order to identify ADHD subject.
There are many other studies that addressed
various data types in classifying ADHD such as fMRI, EEG, and others. However, the machine learning approaches still lack of accuracy to be implement in real practice. Eye movement, rule based, decision tree, classification rules. Result of this study is produce the diagnosis of ADHD using eye movement data with a rule-based approach to achieve the accurate result.
14 2.4 Solution Approach
This section is where we determine the possible approach that will be chosen
in developing this system. The capability of implementation using the approach
chosen need to be identified first in order to find the solutions. Hence, the technique
that will be used for this system is Rule-Based System (RBS).
2.4.1 Rule-Based System (RBS)
In this system, parents and teacher are required to perform ADHD test first
before proceed to seek for treatment from specialist. However, only parents whose
children’s diagnosed with ADHD are eligible to make appointment with specialist to
perform their therapy. In order to get final result of whether that particular person is
diagnosed with ADHD or not, Rule-Based technique will be applied to generate an
accurate result.
Rule-based system is a set of “IF-THEN” statements that is used to store and
manipulate data. The rules will be used to provide recommendations or diagnoses and
determine action to solve that particular problem. This algorithm approach is perfect
for this system as it help to generate accurate result of diagnosis based on the test
answered by parents and teachers. The term rule in Artificial Intelligence can be
defined as an IF-THEN structure which relates given information or facts in IF part to
other action in THEN part. Rule will provides the details on how to solve the problem.
15
Rule consists of two different parts which first, the IF part is called the
antecedent or premise while second, the THEN part is called the consequent or
conclusion. Rule also can have multiple antecedents joined by any keyword between
AND, OR and maybe a combination of both keyword.
2.5 Algorithm
There are three different type of Attention Deficit Hyperactive Disorder
diagnosis which are Combined Type, Predominantly Inattentive Type and
Predominantly Hyperactive-Impulsive type. Figure 2.4 shows the different type of
ADHD diagnostic.
16
Q1, Q2, Q3, … , Q18 stands for the question number related to the particular
ADHD type. The questionnaire used for this system is taken from Ministry of Health
Malaysia’s website. There are total of 18 questions which nine of them are related to
Inattentive type while another nine are related to Hyperactive-Impulsive type.
Question 1 until Question 9 focus on diagnosing user with Inattentive type while
Question 10 until Question 18 are focusing on Hyperactive-Impulsive type diagnostic.
As for the scoring method, user need to ensure that symptom of ADHD have
persisted for at least 6 months. If user answer ‘Yes’ for 6 or more symptom on
Question 1 until Question 9, hence user’s child or student is diagnosed with Attention
Deficit Hyperactive Disorder Predominantly Inattentive Type while if user answer
‘Yes’ for 6 or more symptom on Question 10 until Question 18, hence user’s child or
student is diagnosed with Attention Deficit Hyperactive Disorder Predominantly
Hyperactive-Impulsive Type. However, if both criteria is met, hence user’s child or
17
2.5.1 Diagnostic of Attention Deficit Hyperactive Disorder Predominantly Inattentive Type
Table 2.8 below shows an example of this technique to diagnose Predominantly
Inattentive Type.
Table 2.8 Attention Deficit Hyperactive Disorder Predominantly Inattentive Type
Rule ID IF THEN Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Y N 1 Y Y Y Y Y Y Y Y Y 1 0 2 Y Y Y Y Y Y Y Y N 1 0 3 Y Y Y Y Y Y Y N N 1 0 4 Y Y Y Y Y Y N N N 1 0 5 Y Y Y Y Y N N N N 0 1 6 Y Y Y Y N N N N N 0 1 7 Y Y Y N N N N N N 0 1 8 Y Y N N N N N N N 0 1 9 Y N N N N N N N N 0 1 10 Y N Y Y Y Y Y Y Y 1 0 81 N N N N N N N N N 0 1
18
An example of rule based taken from Table 2.8 is illustrated as below.
R1: IF Q1 is Yes AND Q2 is Yes AND Q3 is Yes AND Q4 is Yes AND Q5 is Yes AND Q6 is Yes AND Q7 is Yes AND Q8 is Yes AND Q9 is Yes
THEN {(Yes,1),(No,0)}.
R5: IF Q1 is Yes AND Q2 is Yes AND Q3 is Yes AND Q4 is Yes AND Q5 is Yes AND Q6 is No AND Q7 is No AND Q8 is No AND Q9 is No
THEN {(Yes, 0),(No, 1)}
For rule R1, user is diagnosed with ADHD Inattentive type because he/she fulfilled
the criteria by answering ‘Yes’ for 6 or more questions. While for rule R5, user is not
diagnosed with ADHD because he/she does not fulfilled the criteria by only answering
19
2.5.2 Diagnostic of Attention Deficit Hyperactive Disorder Predominantly Hyperactive-Impulsive Type
Table 2.9 below shows an example of this technique to diagnose Predominantly
Inattentive Type.
Table 2.9 Attention Deficit Hyperactive Disorder Predominantly Hyperactive-Impulsive Type
Rule ID IF THEN Q10 Q11 Q12 Q13 Q14 Q15 Q16 Q17 Q18 Y N 1 Y Y Y Y Y Y Y Y Y 1 0 2 Y Y Y Y Y Y Y Y N 1 0 3 Y Y Y Y Y Y Y N N 1 0 4 Y Y Y Y Y Y N N N 1 0 5 Y Y Y Y Y N N N N 0 1 6 Y Y Y Y N N N N N 0 1 7 Y Y Y N N N N N N 0 1 8 Y Y N N N N N N N 0 1 9 Y N N N N N N N N 0 1 10 Y N Y Y Y Y Y Y Y 1 0 81 N N N N N N N N N 0 1
20
An example of rule based taken from Table 2.9 is illustrated as below.
R1: IF Q10 is Yes AND Q11 is Yes AND Q12 is Yes AND Q13 is Yes AND Q14 is Yes AND Q15 is Yes AND Q16 is Yes AND Q17 is Yes AND Q18 is Yes
THEN {(Yes,1),(No,0)}.
R5: IF Q10 is Yes AND Q11 is Yes AND Q12 is Yes AND Q13 is Yes AND Q14 is Yes AND Q15 is No AND Q16 is No AND Q17 is No AND Q18 is No
THEN {(Yes, 0),(No, 1)}
For rule R1, user is diagnosed with ADHD Hyperactive-Impulsive type because
he/she fulfilled the criteria by answering ‘Yes’ for 6 or more questions. While for rule
R5, user is not diagnosed with ADHD because he/she does not fulfilled the criteria by
21
2.5.3 Diagnostic of Attention Deficit Hyperactive Disorder Combined Type
Table 2.10 below shows an example of this technique to diagnose Combined Type.
Table 2.10 Attention Deficit Hyperactive Disorder Combined Type
Rule ID IF THEN Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15 Q16 Q17 Q18 Y N 1 Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y 1 0 2 Y Y Y Y Y Y Y Y N Y Y Y Y Y Y Y Y N 1 0 3 Y Y Y Y Y Y Y N N Y Y Y Y Y Y Y N N 1 0 4 Y Y Y Y Y Y N N N Y Y Y Y Y Y N N N 1 0 5 Y Y Y Y Y N N N N Y Y Y Y Y N N N N 0 1 6 Y Y Y Y N N N N N Y Y Y Y N N N N N 0 1 7 Y Y Y N N N N N N Y Y Y N N N N N N 0 1 8 Y Y N N N N N N N Y Y N N N N N N N 0 1 9 Y N N N N N N N N Y N N N N N N N N 0 1 10 Y N N N N N N N N N N N N N N N N N 0 1 324 N N N N N N N N N N N N N N N N N N 0 1
22
An example of rule based taken from Table 2.10 is illustrated as below.
R1: IF Q1 is Yes AND Q2 is Yes AND Q3 is Yes AND Q4 is Yes AND Q5 is Yes AND Q6 is Yes AND Q7 is Yes AND Q8 is Yes AND Q9 is Yes AND IF Q10 is Yes AND Q11 is Yes AND Q12 is Yes AND Q13 is Yes AND Q14 is Yes AND Q15 is Yes AND Q16 is Yes AND Q17 is Yes AND Q18 is Yes
THEN {(Yes,1),(No,0)}.
R5: IF Q1 is Yes AND Q2 is Yes AND Q3 is Yes AND Q4 is Yes AND Q5 is Yes AND Q6 is No AND Q7 is No AND Q8 is No AND Q9 is No AND IF Q10 is Yes AND Q11 is Yes AND Q12 is Yes AND Q13 is Yes AND Q14 is Yes AND Q15 is No AND Q16 is No AND Q17 is No AND Q18 is No
THEN {(Yes, 0),(No, 1)}
For rule R1, user is diagnosed with ADHD Combined type because he/she fulfilled the
criteria by answering ‘Yes’ for all questions from question 1 until question 18. While
for rule R5, user is not diagnosed with ADHD because he/she does not fulfilled the
criteria by only answering five question with ‘Yes’ for question 1 until question 9 and
23 CHAPTER 3
METHODOLOGY
3.1 Introduction
In this chapter, we are going to discuss about the methodology that is going to
be used in developing this system. Methodology is a technique for developer to do
research which will provide effective ways in order to gather data, categorized and
analyse information to produce a conclusion. Project methodology is very important
during development as it help developer to organize research to overcome certain
problems. As for this system, it has been decided that the methodology that will be
used is Agile Methodology.
3.2 Agile Methodology
Agile Methodology is a process where a team can manage a project by
dividing it into several stages which are requirement, design, development, testing,
deployment and review phase. Agile Methodology involved constant collaboration
between developer and stakeholders and continuous improvement at every stage. Each
iteration is very well organized and for every iteration, it contains tasks such as adding
new functionalities, requirement analysing and planning, designing, coding, testing
and documenting. This methodology is popularized by the Manifesto for Agile
Software Development. Agile methodology is such a good practice that ensure the
24
Figure 3.1 agile methodology
3.2.1 Requirement Phase
For the first phase, the title for this propose system is determined which is a
Support System for Attention Deficit Hyperactive Disorder (ADHD) Students in
Primary School. Next, the Gantt Chart is created as a guideline for this project. All the
requirement needed to implement and develop this system are determined in this
phase. Based on thorough research of information, the method and technique approach
for implementing this system is decided.
3.2.2 Design Phase
After collecting data and information regarding the system, we will be working
on the design phase, which all the data is transformed into a diagram to show the flow
of this system. Some diagram that will be designed throughout this process are
Context Diagram (CD), Data Flow Diagram (DFD), and Entity Relationship Diagram
(ERD). All these diagrams will be helpful as a guideline in developing the system.
After succeeding in designing the diagram, we will be moving to design the database
25 3.2.3 Development Phase
During this phase, the implementation of the system will be done by coding
from the design made in previous phase. User requirement and system requirement
will be the main benchmark in developing this system. In order to develop this system,
Xampp server is used as a database, Sublime Text 3 as a medium to code and the
language chosen is PHP which is Hypertext Preprocesseor.
3.2.4 Testing Phase
In testing phase, the system will be tested in order to find any error and make
sure that the system is functioning well. Any bugs and error that occurs during this
phase will be fixed until the system meet its objective. For this phase, the functionality
of the Support System for ADHD Students in Primary School will be determined
whether the system can produce an accurate result of ADHD test perform by parents
and teacher.
3.2.5 Deployment Phase
During this phase, the Support System for ADHD students in Primary School
should be ready to use by users. After ensuring the system is functioning well during
26 3.2.6 Review Phase
Last but not least, as for the final phase, user will give their review and
feedback on the system to be used for maintenance of this support system. In this
phase will be determined whether the system meets both user and system requirements
as well as the main objectives of this system.
3.3 System Requirement
There are two important requirement that are needed in order to make sure the
project is success which are hardware requirement and software requirement. Both
hardware and software requirement used for this project are shown below.
3.3.1 Hardware Requirement
Table 3.1 shows type of hardware and its specification used in developing this system.
Table 3.1 Hardware and its specification
No Hardware Specification
1. Laptop Asus X55B
2. Processor AMD Dual Core A9
3. Random Access Memory 4 GB
4. Operating System Windows 10
5. System type 64-bit Operating System
27 3.3.2 Software Requirement
Table 3.2 shows type of hardware and its specification used in developing this system
Table 3.2 Software and its specification
No Software Specification
1. Xampp Server used to run localhost
2. Sublime Text 3 Used as a medium to write code
3. Hypertext Preprocessor (PHP) Programming language
4. Microsoft Word 2016 Used for system documentation
5. MySQL For system database
6. Chrome Browser used to run localhost
7. Draw.io Application to design CD, DFD and ERD
3.4 System Design
Modelling and design is important in order to represent the details which help
in explaining the mechanism or function of the system. It also helps in designing
database, interface and the way of implementation method in the system. The process
of data modelling requires the graphical representation of functions and processes in
the system before system implementation takes place. It is explained by framework
28 3.4.1 Framework Design
Figure 3.2 below shows the framework design of Support System for ADHD
Students in Primary School. This framework design will explain the main process
occurs in the system. There are three main elements which are admin, user and
specialist where user consists of two different type based on their relationship with
students either parents or teacher. All of the information will be saved directly into the
database. As for admin, only admin is eligible to register specialist. User will register
themselves as a parents or teacher, take ADHD test and make appointment with
specialist through the system. While specialist can manage appointment and give
consultation to user regarding their children’s ADHD result.
29 3.4.2 Context Diagram
This system consists of three different entities which are Admin, User and
Specialist. Admin can manage user and specialist, where admin can add new specialist
into the system and system will return report to admin. As for user, user can perform
ADHD test and gain result from the test. If positive, then user is eligible to make
appointment with specialist and receive appointment information from the system.
Last but not least, specialist can manage appointment and system will return
appointment information to the specialist. The context diagram for this system is
shown as figure 3.3 below.
30 3.4.3 Data Flow Diagram
There is one data flow diagram for level 0 and four process for data flow diagram
level 1. The diagram will be discuss as follows.
3.4.3.1 DFD Level 0
The Data Flow Diagram (DFD) Level 0 shows the main process that occurs in
this system. This system consists of three entities which are admin, user and specialist.
There are total of seven main processes that are involved in this system which are add
specialist, register, perform ADHD test, generate result, make appointment, manage
appointment and generate report. Admin has one process which is manage specialist
while user has four major process which are register, perform test, gain result and
manage appointment. While specialist has one major process which is manage
31
32
Figure 3.5 Data Flow Diagram level 1 for manage specialist
3.4.3.2 DFD level 1
Data Flow Diagram Level 1 shows the details of process that are involved in
this system which are manage specialist, manage registration, make appointment and
manage appointment.
3.4.3.2.1 Manage Specialist
Figure 3.5 below shows the details of manage specialist process perform by admin. Admin can add new specialist, update specialist and view list of specialist.
33
Figure 3.6 Data Flow Diagram level 1 for manage registration process
3.4.3.2.2 Manage Registration
Figure 3.6 below shows the flow for the process of manage registration. User can
create new account by register to the system and update their information while admin
34
Figure 3.7 Data Flow Diagram level 1 for make appointment process
3.4.3.2.3 Make Appointment
Figure 3.7 below shows the flow for the process of make appointment. User can create
35
Figure 3.8 Data Flow Diagram level 1 for manage appointment process
3.4.3.2.4 Manage Appointment
Figure 3.8 below shows the flow for the process of manage appointment perform by
specialist. Specialist can create available appointment, update available appointment
36
Figure 3.9 Entity Relationship Diagram (ERD)
3.5 Entity Relationship Diagram
Entity Relationship Diagram is a representative diagram which shows relationship
between one entities to another throughout the system. As for this system, there are
nine different entities which are admin, user, student, specialist, question, choices,
test, result and appointment. The full ERD for this system is shown as in figure 3.9
37
Figure 3.10 data dictionary for admin
Figure 3.12 data dictionary for student Figure 3.11 data dictionary for user
3.6 Data Dictionary
Data dictionary is a collection of tables with metadata. It contains all information
about the objects in the database such as data relationship, usage, meaning, format and
other information as well. Therefore, database management system software needs
38
Figure 3.15 data dictionary for choice
Figure 3.16 data dictionary for test
Figure 3.17 data dictionary for result
Figure 3.18 data dictionary for appointment Figure 3.13 data dictionary for specialist
39 CHAPTER 4
IMPLEMENTATION AND RESULT
4.1 Introduction
Implementation phase is a phase where a whole system is being developed to
meet the requirements of the system. During this phase, the project’s plan is put into
action where it involve the process of carrying out, execute, testing and model or
design based on the specification stated on user requirement. The main purpose of this
chapter is to explain the flow throughout the system which is Support System for
ADHD Students in Primary School. The method or technique that is being
implemented to this system which is Rule Based Technique is being used to diagnose
40
4.2 Implementation of Support System for ADHD Students in Primary School
In order to develop this system, XAMPP version 3.2.2 with Apache version
2.4.29 are used to run the local host server. As for the medium to write code, Sublime
Text version 3.0 is used to fulfil the task. Next, the interface for the system is design
using HTML and JavaScript to ensure user’s smooth experience. As for programming
language, Hypertext Pre-Processor or usually known as PHP is used as PHP is widely
known as a powerful tool for general-purpose scripting language that can be
embedded into HTML.
The rule based technique is implemented where system will produce or
generate a result based on questions answered by user to determine whether the user is
suffered from ADHD or not and the type of ADHD that match with their behaviour.
User must answer all the questions given and by clicking the submit button, system
will calculate user’s answers and produce the result of the type of ADHD based on the
scale set by Ministry of Health, Malaysia. There are three types of ADHD which are
41
Figure 4.1 admin login interface
4.3 Interface Design
The interface design for this system is shown as below, where it consists of
Admin’s Interface, Specialist’s Interface and User’s Interface. The interface is
developed based on the data decomposition and the system requirements.
4.3.1 Admin Interface
Figure 4.1 shows the login page for admin to fill in their details such as email
42
Figure 4.2 Admin Dashboard
Figure 4.2 shows the dashboard for admin after they have successfully log into
the system. Through the dashboard, admin can see total of parents registered, teacher
registered, specialist registered in their system and also total of appointment that are
43
Figure 4.3 Specialist report
Figure 4.3 shows the list of specialist that has been registered in the system.
Only admin is eligible to add new account for specialist to avoid data falsification. As
for the details shown in this page, admin can only view password that has not been
occupied by any specialist yet. If the account has been logged into the system by
specialist, then the password will be hide from admin view and admin cannot update
44
Figure 4.4 Add new specialist
Figure 4.5 Add new specialist (continued)
Figure 4.4 shows the form for admin to add new specialist. Admin need to
enter information such as email and password. This account will be created by admin
first before given to specialist for them to log into the system. After clicking on the
submit button, admin will be redirected to list of specialist interface and a successful
45
Figure 4.6 Update specialist record
Figure 4.7 Update specialist record (continued)
Figure 4.6 shows the interface for admin to update specialist record. Admin
can only update specialist record that has not been used by specialist yet. If the
account has been logged into the system by specialist, the edit icon will be hide from
admin view. After clicking on submit button, a successful message will be displayed
46
Figure 4.8 List of question
Figure 4.8 shows list of question that has been added by admin. All this
question will be used to determine type of ADHD that will be answered by user in the
ADHD Test menu. This questions is taken directly from Minister of Health (MOH)
47
Figure 4.9 Add new question
Figure 4.6 Update specialist record
Figure 4.10 Add new question (continued)
Figure 4.9 shows the form that admin need to fill in to add new questions. A
successful message will be displayed as shown in Figure 4.10.
48
Figure 4.11 Update question
Figure 4.12 Update question (continued)
Figure 4.11 shows the interface for admin to update question. This is useful if
there is any changes of questions made by MOH. After updating the question, a
49
Figure 4.13 Parents report
Figure 4.14 Teacher report
Admin also can view the report of parents and teacher registered into their
system. Only admin can view the information and details about the user registered in
50
Figure 4.15 Specialist log in
4.3.2 Specialist Interface
Figure 4.15 shows the login page for specialist to fill in their details such as
email and password. Specialist can only enter the email and password that has been
created by admin beforehand. After clicking the sign in button, specialist will be
51
Figure 4.16 Specialist dashboard
Figure 4.16 shows the dashboard for specialist where specialist can view the
total of patient registered under them, the total of booked appointment, pending
52
Figure 4.17 List of Schedule
Figure 4.17 shows the list of schedule for that particular specialist. There are
various type of status such as ‘Available’ which mean the schedule can be booked by
patient, ‘Pending’ that mean the schedule is waiting for an approval by specialist,
‘Booked’, where the schedule has been successfully booked by user, ‘Cancelled by
Specialist’ that mean the appointment has been cancelled by specialist and lastly,
53
Figure 4.18 Add new schedule
Figure 4.19 Add new schedule (continued)
Figure 4.18 shows the interface for specialist to add new schedule. Specialist
can simply click on Add Schedule button, and a form will popped up which need to be
filled by specialist. Information such as date, time start, time end and status is needed
in order to create a new schedule. After clicking on the ‘add’ button, a successful
54
Figure 4.20 Delete schedule
Figure 4.21 Delete schedule (continued)
Figure 4.20 shows the interface for specialist to delete the schedule. Only
schedule which their status is ‘Available’ can be deleted by specialist. Else, the delete
icon will be hide from specialist interface. After clicking on the icon, a successful
55
Figure 4.23 Request list (continued) Figure 4.22 Request list
Figure 4.22 shows list of request that are currently pending, waiting for
approval from specialist. Specialist has two choices, approve the request or decline.
Either way, a message will be sent to user to notify them whether their appointment is
approved or declined by specialist. For example, if specialist want to approve the
request, they can click the approve icon and a successful message will be displayed as
56
Figure 4.24 Booking details
Figure 4.24 shows the details of booking that has been approved by specialist.
Specialist can see information such as user’s name, their child information, results of
57
Figure 4.25 Cancel Booking by Specialist
Figure 4.26 Cancel Booking by Specialist (continued)
If specialist want to cancel the appointment, they can click on Cancel Booking
button and a confirmation message will be shown as in Figure 4.25. If they still want
to cancel the booking, proceed on clicking the confirm button and a successful
message will be displayed as shown in Figure 4.26. The status will be changed from
58
Figure 4.27 Appointment history report
Specialist also can view the report of appointment history. All the record of
appointment that has been booked, pending, and cancelled will be displayed as shown
in Figure 4.27. This is important so that specialist can keep track of their appointment
59
Figure 4.28 Update profile
Figure 4.29 Update profile (continued)
Figure 4.28 shows the interface for specialist to update their profile. They can
update their information as well as their profile picture in this page. After clicking the
submit button, a successful message will be displayed as shown in Figure 4.29 and the
60
Figure 4.30 Homepage before login
Figure 4.31 Registration form
4.3.3 User Interface
Figure 4.30 shows the interface of user homepage before log in. User can
register their account by clicking on the ‘Join Us’ menu and choose ‘Register’. A
registration form will be displayed as shown in Figure 4.31. User needs to fill in all
61
Figure 4.32 User log in
After clicking on the submit button, system will redirect user to log in page,
where user need to log in using the email and password created on registration page as
62
Figure 4.33 Student registration form
Figure 4.34 Student registration form (continued)
After logged into the system, a successful message will be displayed and user
is redirected to student’s registration page as shown in Figure 4.33. User need to fill in
their dependent’s information which are first name, last name and age. After clicking
63
Figure 4.35 ADHD information
Figure 4.36 ADHD information (continued)
Figure 4.35 and Figure 4.36 shows the page for ADHD info where several of
64
Figure 4.37 ADHD test
Figure 4.38 ADHD test (continued)
Figure 4.37 shows the interface for user to perform the ADHD test. User can
answer the test by simply clicking on the ‘Take New Test’ button. System will
65
Figure 4.39 ADHD test (continued)
Figure 4.40 ADHD result
After completing the first section, user will be redirected to Section B which is
the second section of the test as shown in Figure 4.39. After finish answering all the
question, user can click on the submit button, and system will generate the result
66
Figure 4.41 Choose specialist
If the result shows that user is diagnosed with either Inattentive type,
Hyperactive-Impulsive type or Combined type, user can proceed to book appointment
with specialist of their choice by clicking ‘book appointment’. If it is user first time to
book appointment, user need to choose a specialist first as shown in Figure 4.41.
67
Figure 4.42 Specialist details
Figure 4.43 Specialist details (continued)
After clicking the ‘Choose’ button, user can see the details of that specialist as
shown in Figure 4.42. If they wish to continue, simply click on confirm button and a
68
Figure 4.44 Specialist schedule
Figure 4.45 Booking details
Figure 4.44 shows the schedule of the chosen specialist. User can see the
available schedule and choose the schedule that they want by clicking on ‘Book Now’
69
Figure 4.46 Booking list
Figure 4.47 Booking list (continued)
If user wish to proceed, they can simply click on ‘Submit button and the
system will redirect user to booking list interface as shown in Figure 4.46. The status
will remain ‘Pending’ unless approved by specialist. After specialist has approved the
70
Figure 4.48 Cancel booking by User
Figure 4.49 Cancel booking by User (continued)
If user want to cancel the booking, simply click on the delete icon as shown in
Figure 4.48. System will show a success message and the status will be changed into
71
Figure 4.50 Update user profile
Figure 4.51 Update user profile (continued)
User also can update their profile by clicking on the dropdown button on
navigation menu and choose ‘Profile’. User will be redirected to update profile page
as shown in Figure 4.50. After updating their information, simply click on ‘Submit’
72
Figure 4.52 Update child profile
Figure 4.53 Update child profile (continued)
User also can update their child’s information by choosing the ‘Child Profile’
tab. System will show the form to update the information as shown in Figure 4.52.
After updating the details, a successful message will be displayed as shown in Figure
73 4.4 Testing Analysis
After the completion of this system, a test will be performed by using two
techniques for software testing which are black box testing and white box testing. This
is to ensure that this system run smoothly and minimize the possibilities of error and
bug.
4.4.1 Black Box Testing
Black box testing refers to a method of testing the system without knowing the
internal structure of the code or program. The main goal of this testing is to test the
behaviour of the software. The module involved in this testing are login, manage user,
manage student, manage question, manage specialist, manage schedule and manage
appointment.
4.4.2 White Box Testing
White box testing on the other hand is a testing method where it involved the
internal structure or the internal operation of the system. The module related to this
74 4.5 Test Case
A test case is a set of actions carried out to ensure that a specific feature or
functionality of the software or system is working properly. The method of developing
test cases often help in identifying the issues that might occur within the system. The
table below shows the test cases for some of the process in Support System for ADHD
Students in Primary School.
4.5.1 Login Testing
Table 4.1 Test Case for Admin to log into the system
Test Case for Admin to log into the system
Step Procedure Expected Result
1. Login page Preview page
2. Admin enter the details in the login form:
Email : ana@gmail.com
Password : ana Click Sign in button
Admin successfully logged into the system.
System will redirect admin to homepage.
75
Table 4.2 Test Case for Specialist to log into the system
Table 4.3 Test Case for User to log into the system
Test Case for Specialist to log into the system
Step Procedure Expected Result
1. Login page Preview page
2. Specialist enter the details in the login form:
Email : jannatul@gmail.com
Password : jannatul Click Sign in button
Specialist successfully logged into the system.
System will redirect specialist to homepage.
Test Case for User to log into the system
Step Procedure Expected Result
1. Click Join Us button and choose login menu. System will display the form for user to fill.
2. User enter the details in the login form:
Email : afiqah@gmail.com
Password : afiqah Click Sign in button
User successfully logged into the system.
System will redirect user to homepage.
