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MATI-lFUN-LEARNING MATHEM A TI CS FOll GO VE R NME NT PRIMARY SCHOOL YEAR

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STUDENTS USING ANDR O ID APP LICATION

Tl laga Kun a;;aka r an

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Bachelor of Computer Science with Honor"

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MathFun-Learning Math, ment Primary School

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Year 1 Studell 1000288362 )plication

TILAGA KUNASAKARAN

This project is submitted in pal1ial fulfillment of

the requirements for the degree of Bachelor of Computer Science with Honours (Software Engineering)

Faculty of Computer Science and Information Technology

UNIVERSITI MALAYSIA SARAWAK

2015

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UNIVERSITI MALAYSIA SARAWAK THESIS STATUS ENDORSEMENT FORM

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hereby agree that this Thesis* shall be kept at the Centre for Academic Information Services. Um versiti JvIalaysia Sara'A'ak, subject to the following tellTIS and condilLODs:

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4. The Centre for Academic lnformation Services is given full rights to produce copies of this Thesis as part of its exchange item program between Higher Learning Institutions [ or for the purpose of interlibrary loan between HLI ]

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RESTRICTED (Contains restricted infonnalJOn as dictated by the body or orgnmzation \vhere the research \vas conducted)

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(AUTHOR'S SIGNATURE) (SUPERVISOR'S SIGNAnJRE)

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DECLARATION

I hereby declare that this research is based on my original work except for quotations and citations which have been quoted respectively [ also declare that no portion of the work referred to in this report has been submitted in support of an application for another degree at Universiti Malaysia Sarawak (UNIMAS) or qualification of this or any other university or institution of higher learning.

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. . (Tilaga Kunasakaran)

33303 JULY 2015

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ACKNOWLEDGEMENT

Firstly, I would like thank my supervisor Mr.Norfadzlan Bin Yusup for hi s guidance and advice throughout the completion of this final year project. I appreciate all his guidance and support during the time I had problems with the completion of the project.

Apart from that, I would like to express my deepest gratitude to my family members that provided me with full moral support and encourages me, every time to try harder and to never give up at any point. My sincere thanks also go to all my friends that helped me in providing suggestion and help for the completion of the project.

Finally, I would thank all the people that helped me directly and indirectly in completing the project successfully.

Thank you.

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... ..

^{.... .S5} 4.2.10 The Menu for Writing ... . . ... ... 56

4.21 1 The Layout for Writing Numbers in Digit ... ... ... 56

4.2. 12 The Layout for Writing Numbers in Words ...60

4.2. 13 The Layout for "Latihan Tambah" . ... 61 4. 2.14 The Pop Up Message for Resetting Quiz ... ... . . ... 63

4.2 1S The Layout for "Latihan Tolak" ... ... 65

4.2.16 The Layout for "Latihan Penyelesaian Masalah" ... . ... 66

4.2.17 The Layout for "Jam Main" ... .... 4.2. 18 The Main Layout for " Boleh Ingaf· ... ... ... . . ... 68

4.2. 19 The Levell Layout for "Boleh Ingat" ... . . ... 70

4.2.20 The Main Layout for "Susun Saya" ... ... . . ... 72

4.2.21 The Game Layout for "Sllsun Saya" ....74

4.3 Application Testing ... .. . ... .. ... ... 76

4. 3.1 Functional Testing ... . . ... 76

4. 3.2 User Acceptance Testing. ... 77

4.4 Summary ... ... .. ... 80

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CHAPTER 5 ... 85

CONCLUSION AND FUTURE WORK... . 85

5.1 Introduction ... .. ... . ... 85

5.2 Main Contribution ... ... .. ... ... 85

5.3 Limitations of MathFun Application ... ... .. . ... 86

5.3.1 The Limitation on Tracing Drawn Path for Writing Activity .. . ... 86

5.3.2 Limitation on Screen Sizes ... .. ... .. .... ... .... 86

5.4 Future Work ... ....86

. '~ 5. 5 Concl usion .. .. ... .. ... .. . .... ..... .. REFERENCES ... 88

APPENDICES ... ... 92

Appendix A: Project Schedule .. . ... 92

Appendix B: Interview Questions ... 93

Appendix C: Questionnaire ... ... . .. ... ...94

Appendix D: The Sample Midtelm Paper Questions of Sk Muara Tuang .. . ... ... 98

Appendix E: Functional Testing ... . .102

Appendix F: Feedback Questionnaire For MathFun ... .... ... ... ... . 105 Appendix G: User Manual ... . . ... .. ... . ... 107

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LIST OF TABLES

Table 2 . I: Compalison Between Existing Application and Proposed Application ... .. ...26

Table 3 . l: Interviewees ... ... ... . . . ... ... 32

Table 3 . 2: Hardware Requirements for MathFun ... ... . .... ... ... .... . ... .. 37

Table 4 . 1: User Observation ... ....7

Table 4 . 2: Feedback for MathFun Application .. .. ... . ... 81 Table 4.3: Result for Quiz Activity ... . ...•... ," ." "",83

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LIST OF FIGURES

Figure 2 . 1: The main screen of kids numbers and math ... .. ... ... 15

Figure 2.6 The main screen ofmaths for kids lite ... . Figure 3 .6: The jom main layout for MathFun ... ..

...

^~o Figure 2. 2: The next layout of the kids numbers and math ... .15

Figure 2 . 3: Learning numbers from 1 to 20 layout of the kids numbers and math ... 16

Figure 2.4: The maximum number identification layout of the kids numbers and math ... 17

Figure 2.5: The addtition activity in kids numbers and math ... 17

Figure 2.7' The layout for learning numbers ofmaths for kids lite ... ... 19

Figure 2.8: The layout for guessing the bigger number between two numbers ... ...20

Figure 2.9: The layout to learn equation involving addtion and subtraction ... 21

Figure 2 . 10: Layout for learning problem solving questions ... . ... 22

Figure 2. II: Main screen ofkids lealll math ... . . .... ...23

Figure 2 . 12: Layout for leaming numbers in kids leam maths ... . .. . . ... 23

Figure 2. 13: Practice layout for number identification. ... 24

Figure 2 . 14: Layout for learning to add . ... . . . . . ... . . .... 25

Figure 3 . 1: Students Mathematics Background Pali A .... 35

Figure 3 .2 Students Mathematics Background Pali B ... . ... . . . ... 36

Figure 3 . 3: Main interface of MathFun ... . ... 38

Figure 3 . 4: The belajar layout of Mathfun ... .. . ... 39

Figure 3 . 5: The latihan layout of MathFun ... . . .... 39

Figure 3 .7: The Use Case Diagram for MathFun Application ... 41 Figure 3 . 8 The Activity Diagram for MathFun Application .. . ... .42

Figure 3 . 9 Level 0 Data Flow Diagram for MathFun Application ... .43

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Figure 3 . 10: Level I Data Flow Diagram for MathFun Application ... ... .. .

. . .. .. 4-+

Figure 4 . I: Splash Screen of Math Fun ... ... . . ... .47

Figure 4 . 2: Code Snippets for Splash Screen ... .

. ... .-+ 7

Figure 4 .3: Main Menu of Math Fun ... . .... ... .. ...48

Figure 4.4 Code Snippets for Main Menu of Math Fun ... . ... .49

Figure 4 . 5: Code Snippets for Balloon Animation in Main Menu ... . ... .49

Figure 4 . 6: "Jom Belajar" Menu for MathFun ... 50

Figure 4. 7: "Mengenal Nombor" Menu for MathFun ... .. ... ... 51

Figure 4.8: Video Layout for "Mengenal Nombor" ... . . ... 51 Figure 4 . 9 Code Snippets for "Mengenal Nombor" Video Layout . . . ... . . ... 52

Figure 4 . 10: Video Layout for "Tambah" ... 53

Figure 4 .11: Video Layout for "Tolak" .. . .... .... ... 53

Figure 4 . 12: Video Layout for "Penyelesaian Masalah" ... . . ... 54

Figure 4 . 13 The Layout for "Latihan" . . . ... . ... 55

Figure 4 . 14: The Layout for "Latihan Menulis Nombor" ... . . ... 56

Figure 4 .15 The Layout for Writing Numbers in Digit ... . . ... 57

Figure 4.16: Code Snippets for Instantiation of Variables in Drawing Class ... . .57

Figure 4 . 17: Code Snippets for Detect User Touch on Canvas ... ... .58

Figure 4.18: Code Snippets for Changing The Picture for Writing ... . .59

Figure 4 . 19: The Layout for Writing Numbers in Word ... ... ... . .60

Figure 4 .20: The Layout for "Latihan Tambah" ... . . .... 61

Figure 4 . 21: Code Snippets for Loading Questions in Quiz. .. ...62

Figure 4 . 22: Pop Message for Resetting Quiz ... ... . ..63

Figure 4 .23: Code Snippets for Displaying The Scores ... ... ... 64

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69

Figure 4 . 24: The Layout for "Latihan Tolak" ... ... ... 65

Figure 4 . 25: The Layout for "Latihan PenyeJesaian Masalah" . ...66

Figure 4 . 26: The Layout for "Jom Main" ... . . ... ... 67

Figure 4 .27: The Main Layout for "Boleh Ingat" ... ... . . ... 68

Fif,'1lre 4 . 28: Code Snippets for Level Selection in "Boleh Ingat" Game ... . . Figure 4 . 29 The Levell Layout for "Boleh Ingat" ... .. . ... 70

Figure 4 . 30 Code Snippets for Matching Two Boxes .. . ... 71 Figure 4 .3 1: The Main Layout for "Susun Saya" ... ... . ... 72

Figure 4 . 32: Code Snippets for Main Layout of "Susun Saya" ... . . . ... 73

Figure 4 .33: The Game Layout for "Susun Saya". ... 74

Figure 4 . 34: Code Snippets for Game RestaJ1 in "Susun Saya" .. . ... . 75

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ABSTRACT

Mathematics is One of the important subject that is being thought in the primary school in Malaysia. According to the new Kurikulum Standard Sekolah Rendah (KSSR) syllabus the students have to master a particular skill in a chapter before moving to the next chapter.

CUlTently, the students in Year 1 of the primary school !Ire facing SOme problems in Il:arning mathematics. So, this project is aimed to assist the students in learning and acquiring the necessary knowledge in mathematics. The Android application developed in this project can assist the students to learn some basic concept of mathematics like recognizing numbers, writing the numbers cOlTectly in words and digit, addition and subtraction concept and problem based mathematics questions, The students can learn mOre as the application is designed to be interactive and uses valiotls fornl of multimedia elements that can provide a enjoyable learning process, The content of the application is in Malay language which is parallel with the syllabus ofYear 1 Mathematics.

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A BSTRAK

Malemalik merupakan salah saw subjele penling yang diajar di semua sekolah renda" di Malaysia. Berdasarkan sukalan pelajaran Kurikulum Siandard Sekolah Rendah(KSSR}.

pelajar hartlS menguasai kemahiran dalam saw bab sebelum mempelajari bab-bab yang laill.

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Berdasarlean kajian. pelajar Tahun 1 masih mengalami m.asalah dalam memahall1i konsep asas dalam malemalik. Jadi. pr()jek in; dibangunkan Ul1lule membanlu pelajar dalam mempelajari dan mendapal pengelahuan yang lebih Iuas dalam malematik. Aplikasi Android ini dapal membanlu pelajar unluk be/ajar konsep malemalik seperli mel1.genal 11.0mbol;

mel1ulis nombor dalam Qngka dan perkaraan, komep tambah dan lolak dan cora Limuk menyelesaikan masalah yang melibatkan ayal malemalik.Pelajar olean herasa lebih cenderung mempelajari matel17ati/c menggunalwn aplikasi ini kemlla penggunaan pelbagai eiemen mullimedia dalam aplikasi ini yang dapal mewujudkan suasana pembelajaran yang lebih seronok. Selain ilu, aplikasi ini menggunakan Bahasa Melayu vang selaras dengan sukalal1 pelajarall bagi pelajar Tahun 1.

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CHAPTER 1 INTRODUCTION

1.1 Project Title

MathFun-Learning Mathematics For Government Primary School Year 1 Students Using Android Application

1.2 Introduction

Hom (2013) stated that "Mathematics is the science that deals with the logic of shape, quantity and anangement" . Mathematics helps us to understand the world that we are living in today. It is essential to learn mathematics as we can manage our money and solve many problems that occur in our daily life. The knowledge of mathematics should be acquired by all children at early preschool level so that they will be able to use mathematics in their daily life without any problems. It is also important for them to master mathem tics so that they can have a promising career in future as most of the jobs like in engineering field. accounting and science related studies require advanced mathematics skills and knowledge. According to Nautiyal (2012), technology sectors depend on mathematics application directly or indirectly and the advancement of technology is impossible without mathematics.

In Malaysia, children that join the primary school Year I will be introduced to some of the basic concept of mathematics like whole numbers, addition, subtraction and money The students will be first exposed to numbers from I to 100 so that they can use the numbers to carry out operations like addition and subtraction. The school uses the textbook as a primary

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source to teach the children. The Ministry of Education Malaysia bas introduced KSSR (Kurikulum Standard Sekolah Rendah) for the students in primary school to improve the cunent syllabus and to ensure that the students are occupied with the necessary knowledge, skills and values which is important to face the challenges of the 21 st century.

Various ways have been used to learn mathematics. An easier way of learning mathematics is by using fingers and toes for doing simple calculations. Pebbles, twigs, counting board and abacus are used to handle more complex calculations. In this modem day, the power of technology made tbe learning process become much easier. Children can start learning mathematics using applications installed in computers and mobile devices. These applications help the children to learn, understand and add more fun while learning mathematics.

1.3 Problem Statement

As learning mathematics is considered to be an important knowledge, the concept of mathematics should be properly delivered so that the students will not face difficulties in understanding the concept. The students need a tool that basically helps them to learn mathematics in a more advanced and interactive way. Based on an interview conducted with Mr. Osman Bin Edi, a teacher in Sekolah Kebangsaan Dato Traoh Muara Tuang, it is known that the students of Year 1 are facing a few problems in learning mathematics. The problems are divided into few categories such as human, technology and teacJllng pedagogy.

Ail the problems mentioned regarding the students learning ability are related to human factor. One of the problems is that the students are unable to recognize numbers. For example, w.iting the numbers upside down and in a different pattern from a normal way of writing and writing the numbers in incorrect order. Apart from that, students face problems in recognizing

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and putting infonnation in a logical sequence. For example, they have difficulties to determine which operation to be carried out in a problem statement question and solving it step by step. To be specific, the skills for them to solve a problem based mathematics question are still low. Besides, it is understood that the students are making mistakes in terms of spelling when writing the numbers in words.

As for the technology factor, there are very less android based applications available for the students in Year 1 to leam mathematics especially in Malay language. For the teaching pedagogy factor, the traditional way of teaching like using flash cards is not very interactive for the students. There is no two way communication as the students just flip the manila cards to leam numbers and it is not attractive as well because there is no multimedia elements used which can cause the students to easily lose focus.

1.4 Objectives

The objectives of this project are:

1) To design and develop an android application where the students of Year 1 can learn mathematics.

2) To design games so that the student can have more interaction and fl ll1 while learning.

3) To improve understanding of students in learning mathematics by providing math based questions.

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1.5 i\lethodo)ogy

Methodology is a schema used by the developers to properly structure, plan and manage the process involved in developing a system or applications (So{nvare Developmen/

Methodology, n.d.). Choosing the correct model for developing software and applications is necessary as it has great impact On the success of the project. Rapid Application Development (RAD) methodology is used to develop the application in this project. The reason for the selection is due to time constraint. As the time given for developing the application is ShOI1, Rapid Application Development is chosen to be the suitable development methodology for this project.

James Martin introduced RAD in the year 1991. RAD emphasizes more on the development compared to the planning pari and this eventually accelerates the development of the system. Rapid Application Development focuses mainly on the methodology, people, management and tools which according to Martin are given impOliance for the faster development of the system (Agarwal et aI, 2000). The user involvement will be throughout the RAD cycle so that the requirements are clearly understood. A prototype will be developed that is presented to users so that they can give comments on the functionallty and necessary changes can be made. There are four main stages in RAD lifecyde to make sure that the developers are building the system that is only required by the user (Whal is Rapid App/icalion Development?, n.d.).

The four main stages in RAD are:

a) Req uirements Planning. The requirements are listed as well as the project scope. The required entities are also identified in this stage. In this project, the requirements are obtained from the Mathematics teacher in Muara Tuang and Dato Mohd Musa pnmary school to identify the necessary functions that can be included in the application.

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b) User Design. The prototypes developed dUling this phase represent all the inputs, output and processes done by the applications. For this project, the obtained requirements will be transformed into logical statements. Unified Modelling Language (UML) will be used to describe the requirements.

c) Construction. Developer will work together with the users to come up with the final design of the applications. The necessary documents and instructions for the application to operate are created at this stage. The coding for this,project will be developed using the Java language once the design is confilmed.

d) Implementation. The application is installed after finalized. The user wi ll have to do the testing and necessary training is provided to the user. For this project, the application will be tested by choosing a few students in the school to use it. The students will be guided on how to use the application.

1.6 Scope

The scope of the project includes:

a) The application ^I^S designed mainly for the Year I primary school students to learn mathematics.

b) The application can be only used in an android based smartphone or tablets.

c) The content of the application will be based on KSSR syllabus.

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1.7 Significance of Project

The application allows the students to understand and follow the correct way of writing the numbers. This minimizes the mistakes they make when writing the numbers. The application also enables the students to write the numbers in words correctly without making spelling mistake. The application comprises questions in the fo nn of quiz that can help to improve the student's understanding on mathematics. This quiz helps them to recognize on the mistakes they have made after answering the questiQns. Apart from that, the application comprises games that basically help the students to get more involved in the learning process as multimedia elements like sound, images and text will be used in the games.

1.8 Project Schedule

Please refer to Appendix A for the project schedule.

1.9 Expected Outcome

The expected outcome of this project is an android application for the students to leam mathematics by providing attractive graphics and sounds that enable a more interactive and engaging learning. Moreover, the students can leam and wlite numbers properly by using the application. The students will be able to receive feedback for the 11lputs so that the learning process will be more interactive. Mathematics based questions in the applications will be used to test the understanding of the students and they can view the scores at end of the activity.

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1.10 Su mmary

In conclusion, this chapter includes project's title, problem statement, objectives, methodology, ignificant of the project and also the expected outcome. The project is aimed to develop an android application for the students of Year 1 in the primary school to leam Mathematics. The application enables the students to leam and also test their understanding on a particular concept by doing the mathematics based questions. The students can view their scores after they have finished an activity. Also the application incluQes games which can add more fun in tl,eir learning process.

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CHAPTER 2 LITERATURE REVIEW

2.1 Introduction

This chapter mainly focuses on companson of the existing application with the proposed application. Other than that, effective pedagogy practices in teaching mathematics and an overview of mobile based application is also included in this chapter. Also the chapter includes the impact of multimedia in learning process, the use of mobile devices for learning mathematics and an overview of the proposed application. A table is used to represent the comparison of the existing applications. A summary of the chapter in overall is included at the end of this chapter.

2.2 Effective Pedagogy Practices in Teaching M athematics

Pedagogy can be defined as the combination of skills and knowledge that are essential for an effective learning process. Chapuis (2003) mentions that pedagogy can be described as the science or alt of teaching that creates a variation between the intellectual and sOCIal growth of students. Few pedagogy practices have been identified which can affect the student's leaming process.

One of the effective practices in teaching mathematics is classroom community (Anthony

& Walshaw. 2009). It is found that an effective teacher aid in learning process by caling about students involvement. The teachers encourage classroom relationship by making the students to think, ask questions and to take some intellectual risks. The activities carry out in the

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c1a~sroom is very important in developing the student's mathematical thinking. The teachers provide opportunity for all the students to scuffle with mathematics. The developed reiationship in classroom becomes the source in improving the students· competencies and integrity.

The second practice is ananging for learning. The teachers need to provide a working arrangement for the students that can be re~ponsive fo r their needs (A nthony & Walshaw, 2009). The students sometimes need to work indep~ndentJy away hom other student's clashing context. At other times, the students work in a group with their paliner or peers that provide context for allocating ideas and for learning with each other. The group arrangements are helpful in interchanging and testing ideas and developing a higher level of thinking besides boosting engagement.

Tools and representations used in teaching mathematics are also important. Effective teachers use valious tools that can aid in student's mathematical development. Tools like graphs, diagrams, models, images, stories, textbooks and technology can support and enhance matJlcmatical reasoning and sense making. Student's conceptual and computatIonal flexibility can be improved by giving them access to various representation, (Anthony & Wa:silaw, 2009). These tools can assist in communicating ideas that are difficult to be expressed The technological applications like interactive whiteboard, digital and mobile technologies and the Internet can provide an 0ppOliUnity for students and teachers to communicate, represent and analyze mathematical concepts.

Teachers also make connections between different ways of solving problems that can help the students in understanding mathematical concept. The students have to develop the understanding of how the concepts are connected to other mathematical ideas in valious ways (Anthony & Walshaw, 2009). Teachers help students in maki ng connections by using an ana),

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