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Chapter 1

THE PROBLEM AND ITS SCOPE

Introduction

A software programme called a learning management system (LMS) is made

expressly to produce instructional content, distribute and oversee its delivery. The LMS

may be hosted as a standalone product on the company’s server or as a cloud-based

platform hosted by the software provider. The school year 2020-2021 posed a significant

challenge for Tawi-Tawi Regional Agricultural College due to the anticipated pandemic,

which imposed restrictions on the movement of the people in Tawi-Tawi. On the other

hand, the Philippine Commission on Higher Education (CHED) advised Higher

Education Intstitutes (HEI’s) to continue the deployment of available flexible learning

and another alternative mode of delivery in place of on-campus learning (CHED, 2020).

The College has to innovate and develop alternative teaching strategies that would allow

a more conducive learning environment for the learners amidst the restrictions of face-to-

face classes. Teachers were given trainings and seminars on the different teaching

modalities which aimed to encourage students to continue learning.

In light of the previous situation, all schools are now urged to implement

flexible learning, which includes online courses. This presented extra difficulties for

Tawi-Tawi students, who had trouble connecting to the internet and obtaining learning

materials because of their remote location and lack of telecommunications towers.

Also, if students have questions about their courses or activities, it takes a considerable

time to send and receive emails. Learning Management System (LMS) serves as a

communication for both learners and professors. To address the issue, the researcher
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aimed to develop online or blended courses that can be delivered at the school using a

learning management system (LMS) like Moodle, Blackboard, Desire2Learn, Sakai,

Canvas, etc. LMS served as the central hub for the repository online courses. In

general, they have basic tools for assessment, communication, content management,

data collection and reporting. Some LMS also provide tools for both synchronous and

asynchronous communication.

An all-inclusive platform called Learning Management System (LMS) used to

make training programs and instructional content easier to manage, deliver and track. It

was essential to contemporary education and corporate training because it provided a

centralized location for planning, managing and enhancing educational opportunities.

It was a fundamental digital environment designed to make the production,

sharing and administration of instructional materials more efficient. It serves as a

virtual entry point, bringing together students, teachers and administrations for a

smooth and effective educational experience.

Learning Management System (LMS) are revolutionizing training and

education in the digital age. An LMS is a flexible platform that makes data-driven

insights available, improves collaboration, and streamlines the delivery of content. In

our fast-changing environment, it holds the key to enabling effective, scalable and

customized learning experiences.

Universities employed LMS as an alternate and supplementary instrument to

help the educational process prior to the corona virus’s outbreak. However, its

performance was sub-optional ⸺ mainly due to sporadic use by both teachers and

students. The widespread adoption of distant learning in the context of self-isolation

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has raised demand for the platform while also highlighting the clear drawbacks of

using this (Zharove et al., 2021).

In terms of learning management systems and online education, there has been

a significant improvement in recent years. The availability of open source LMS and

their simplicity of customization are the main drivers of this expansion, allowing to

swiftly and effectively rework and reword the content (Rai et al., 2013).

Open source learning management systems are software applications that

enable educational institutions and other organizations to create, manage and deliver

online learning experiences. Open source LMS platforms were free to use, modify and

they are typically hosted on the organizations’ own servers.

Open source learning management systems (LMS) are widely used to create

and manage online courses, monitor student progress, and give instructors feedback. In

addition, they can be used to establish and oversee virtual communities, promote

cooperation, and grant access to materials. Open source learning management systems

are growing in terms of popularity because of their scalability, affordability and

flexibility.

The researcher used one of the most popular applications for an open source

learning management system which is the Object-Oriented Dynamic Modular Learning

Environment (OODMLE), that includes the following features such as; students

progress tracking, course scheduling, forum creation, tracking, controlling

administration and managing courses (Dharmendra Patel, 2017).

At every level of the software development and usage, the behavior of aspects

as a component of learning Management Systems is being studied. Learning

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management system were distinguished by the fact that diverse areas of educational

activity were linked to their operational situations. Particular importance is given to

user, guidance for motivational and functional emotional behavior (Bisikalo,

Kovalenko & Palamarchuk, 2017).

Theoretical and Conceptual Framework

The following are the theories that relevantly guided the researcher in conducting

the study.

Learning Management System (Khalid, 2016), is a learning content, student

engagement, assessment tools and reports of student learning progress and activities

using web-based software application. Online learning materials are accessed through an

LMS, which enable students to view and engage with learning resources using web

browsers on any computer or mobile device and operating system. Hence, the study

arrayed on LMS. In order to realize the desired output, the theory states the five platforms

that are included in developing learning management system, such as: learning systems,

course management systems, content management systems, portals and instructional

management systems.

LMS Moodle platform (Aman Rai, 2013) and (Zharova, 2021) has demonstrated

its dominance in the LMS market with a significant number of implementations to date.

Additionally, as the product was open source, much might be done to modify it to better

suit the requirements of the majority of the user on the school. This platform has several

uses and a variety of communication instruments, which serves as one of its benefits. It

provides an array of options to facilitate interactions between teachers and students,

students with peers, teachers and administrators and teachers with technical specialists.
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The fundamental functioning principle of TRAC LMS is illustrated by its

alignment with by the major characteristics of an e-learning platform like Moodle. It

involves the integration of key stakeholders like students, teachers, administrators and

technical specialists. The learners had the option of consulting and/or downloading the

resources that the teacher has placed at their disposal, design their own learning activities

while following the training guidelines. The teacher in-charge of one or more modules is

tasked to develop and administer educational content including the content that they want

to broadcast on the platform. They also process the capability to create tools for keeping

track on students' activities. Teachers, through the permission of these tools, oversee each

learner’s progress and communication. Lastly, the administrator was responsible for the

platform’s customization, having the rights for tasks such as system installation,

maintenance and access management (Mohammed Ouadoud, 2018).

Input-Process-Output (IPO) model, offers a systematic way for determining the

system’s goals and objectives as outputs and how those output may be assessed to assess

process method choices. Second, the IPO’s structured approach encourages the use of gap

analysis to determine which inputs are necessary to produce outputs. In a situation like

this, using an IPO framework enables the decision-makers to view the entire system as a

black box and use a life-cycle approach to evaluate several suggested treatment options,

even if they lack the technical competence required for certain process and method

selections. From the perspective of life-cycle analysis, where concentration on the

objective of sustainability as assessed in terms of cost of systems inputs and advantages

of system outputs, one can gauge choices approaches in the process (MacCuspie et al.,

2014).
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The first stage describes the functional and data requirements such as; learning

materials, presentation tools, quizzes, assignments, teachers and students profile. For

software requirements such as; internet browser (Google Chrome or Mozilla Firefox),

operating system atleast Windows 10, 32/64 bit, PHP Admin and MySQL for database.

Lastly, the hardware requirements such as; storage capacity must be at least 4Gb to 8GB,

desktop or laptop with minimum requirements of a hardware, Intel Core i3 to i5 and

AMD Ryzen 3 to 5 for the processor, built-in or graphics card for graphics display, and

512MB to 1TB+ for Hard Disk Drive (HDD).

Agile project management is a framework that may be instructive in LMS

migration. The Manifesto for Agile software development’s values and tenets provide

software development projects for agile attitude (Cottam, 2020). Consecutive

approximation and iterative that is agile. There are numerous ways to describe it but can

be called as “agile L&D development,” which refers to the process of creating learning

solutions in tiny, incremental steps (Palacios, 2020).

The specific details of an Open Source Learning Management System schema

may vary depending on the systems design and requirements. It is important for

developers and administrators to understand the schema to manage data effectively,

ensure data integrity, and create custom reports or integration.

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Figure 1. Schema of the Study

Statement of the Problem

The study aimed to develop an Open Source Learning Management System using

Moodle Platform for Tawi-Tawi Regional Agricultural College during the Academic

Year 2023-2024.

Specifically, the study aims to answer the following questions:

1. What are the current practices among students and teachers during the

assessment of their learning modality in terms of submission of students

output online, follow-up questions/clarifications on the students submitted

outputs online, teachers distribution of modules and feedback?

2. How can the open source learning management system platform be

developed?

3. What features can be combined to come up with an open source learning

management system aside from other online LMS platform?

4. What level of standard is the open source learning management system can be

assessed using the ISO 25010 in terms of the following:

4.1 Functionality;

4.2 Reliability;

4.3 Usability;

4.4 Efficiency;

4.5 Maintainability;

4.6 Portability; and

4.7 Security?
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Significance of the Study

This research aimed to design an open source learning management system using

Moodle platform. In the study, an open source learning management system is utilized to

the selected students, regular faculty, administrator, and IT specialist of A.Y. 2023-2024

of Tawi-Tawi Regional Agriculture College, Nalil, Bongao, Tawi-Tawi where the

Bangsamoro Autonomous Region in Muslin Mindanao. The significance of this study

primarily revolves around its emphasis on effective learning management. It centralizes

the management of learning content, monitoring and assessing students progress, as well

as recording of students’ achievement through a comprehensive gradebook. Additionally,

it facilitates the creation of individual or group learning plans grounded in competencies

and scales, enhancing their self-guided learning journey. Furthermore, the system

proficiently controls the sequence timing of learners’ completion of tasks with activity

completion plus it enables teacher to restrict the availability of any activity or even a

course section based on dates, completion of previous activities or grades achieved. The

system also allows the teacher to reward learner’s progress and encourage engagement

through the use of badges, which can be used as incentives to record and motivate

learners.

The results of this study are beneficial to the following:

Tawi-Tawi Regional Agricultural College. This study would be beneficial to

the college since this is the first Learning Management System to be implemented in the

school and be owned by the college exclusively. The data privacy and integrity of the
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system is in safekeeping. With the LMS, the college would minimize the cost expenses in

the reproduction of learning materials and could accommodate the students more than the

normal classroom size.

TRAC Administrators. Monitor the performance of all the faculty for their

evaluation. Revisit and modify faculty instructions uploaded in the LMS anytime if there

is a need for modification or revision. Easy to update for some changes in the curriculum

where the platform serves as the repository of all the instructional materials to ensure that

all content remains current and aligned with CHED CMO standards. In the long run the

administration must provide a back-up server or cloud server in case the server would

crash due to fast growing of users. Must hire an additional MIS employee to be incharge

only in this system. Can provide a printable copy for the students reference it may done

in the registrars office or in the MIS office.

TRAC Faculty. Customize the lessons and choose the types of tests or activities

that align with their preferences which they can easily upload their tailored materials into

the system. Lessons are organized in units or chapters for easy distributions of modules.

The system facilitates the monitoring of student’s performance by generating log reports

that provide insights into the students downloaded the LMS or uploaded the

activity/performance tasks for tracking their progress and provide additional support.

Work from home by just downloading/uploading online student’s activities and be

browsed offline. Allows them to save time on checking papers activities and grading the

outputs of the students. Learning materials are consolidated into one place so students can

access the lesson conveniently. Set unified learning standards and assessments in
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developing student knowledge regularly. The system does not include the grading system

for the assessment of individual students.

Future researcher. The study’s result can serve as the basis for a subsequent

study with more conclusive findings addressing the benefits and drawbacks of open

source learning management system. May enhance the study by embedding a real time

camera to capture the physical appearance and other activities of the user taking the quiz

or exams. They may also expand their content by adding additional feature such as

Admission Exam fro freshmen enrollees. In the long run they may increase the capacity

of the bandwidth of the system in order to cater the fast growing number of the user.

TRAC Students. Download/upload online the lessons and activities or

performance tasks required by their teachers and browsed offline. Access the material in

any place from any device such as; mobile phone/laptop/desktop/tablet and return the

content on the deadlines. Collaborate with peers during the learning process, whether the

student can ask the instructor or a peer for a certain question for a deep understanding of

the lesson. Track individual learning progress. The system is organized by units or

chapters that the students cannot proceed to the next unit/chapter if they are not done

answering the activity or performance task of that particular units/chapters. Students had

individual accounts to use for record keeping and data security.

Scope and Delimitation of the Study

This study focuses on the development of open source learning management

system using Moodle platform to served as the repository of all instructional materials for

Tawi-Tawi Regional Agriculture College and located in Nalil, Bongao, Tawi-Tawi

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during the Academic Year 2023-2024. The research is limited to three key steps: data

collection and input into the system, which includes teachers and students profile,

learning materials, presentation tool, quizzes and assignments. Another requirements are

the software and hardware prerequisites. The second step is the development life cycle

using the Agile model which was the process in developing the system. The Agile

software development life cycle model is restricted to requirements gathering, design,

development, testing, deployment and review. The third is the collection of feedbacks

and used it as the baseline for the maintenance.

Moreover, the selected regular faculty, administration, IT specialist and the

officially enrolled students of academic year 2023-2024 were the respondents of the

study to assess the current practices, activities employed and the problems encountered

during in the development of the system. To evaluate the status of the new open source

learning management system along functionality, reliability, usability, efficiency,

maintainability, portability and security. The study administered a questionnaire to

respondents-evaluators, who was classified into four groups such as Administrator, IT

specialist, faculty and students.

Furthermore, there were some limitations in this study such as; the developed

system would be access through a local host during the demonstrations purposes only due

to initial setup complexity and requires a significant effort in terms of time, resources,

and expertise since the college doesn’t have an official website during the development

of this study. Setting up the system, migrating, existing content and training for the users.

The system was also tested using a mobile phone to access the content using the internet

provider. There was an integration challenges arised like compatibility issues leading to
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the difficulties in creating a seamless and integrated learning environment. The researcher

opted to have a manual registration for the users since the number of students and faculty

members were in minimum numbers only and for security reason. But for future

implementation the researcher would recommend the administration to hire a particular

staff to handle system dealing a large number of users, if the college experience rapid

growth. This can also result in performance issues and may require additional

infrastructure investments. The system does not checked the quality of the learning

materials. If the learning materials were outdated, irrelevant or poorly designed. It can not

checked an essay type of evaluation. Also the system can not monitor the physical

appearance of the user, since it does not have a real time camera embedded to the system.

The system provides only a limited bandwidth for demonstration purposes only.

In the case of the admin user the researcher opted to assign only one Administrator for

the demonstration purposes only. The researcher gives the decision to the college if they

would hire additional MIS employee to be incharge only for this system. The system does

not provide a printable results for the exams, registration or other documents.

Teachers assigned to a particular course would be responsible for officially

enrolling students in that course throughout implementation. This is to prevent students

from inputting incorrect personal information and utilizing "allias."

Definition of Terms

For better understanding of the study, the following terms are hereby

operationally define:

Acceptance. Refers to the approval that a specific computer software meets the

standard requirements and is peer-friendly, making it suitable for every deployment.

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Application. It refers to a type of software application which the open source

learning management system is categorized to perform specific tasks or functions tailored

to the needs of the end user.

AGILE model. A term that refers to a type of model in System Development Life

Cycle used for project management methodology used to prioritize cross-functional

collaboration and continuous improvement that divides the project into a smaller phases

to guide the researcher through the development cycle.

Algorithm. A step-by-step set of instructions that can be followed to solve a

specific problem. A systematic approach to solve problems using computer programs.

Deployment. The term describes the process of implementing an open source

learning management system in its intended user’s context and making it operational in

order to research the different patterns noticed by the end user.

Design. A term used to break the big tasks into groups of sub-tasks before the

development of the entire project of the open source learning management system.

Development. Refers to the coding or programming the algorithms needed to

perform the tasks for the operation of the open source learning management system

before it would be tested.

End-user. This refers to the consumer or the user of the open source learning

management system. They were trained on how to use the system and how to monitor it.

Efficiency. This refers to the capability of the open source learning management

system to deliver satisfactory performance relative to the number of resources and

standards used in contrast with the current process.

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Functionality. Refers to its ability to fulfill its intended function and satisfy end

user’s needs when the open source learning management system is used for acceptance,

implementation, testing, integration and deployment.

Implementation. The process of putting the planned open source learning

management system software into action or use. It involves practical steps and actions

needed to build, install and make the system operational.

Integration. Refers to the combination of different components of the open

source learning management system enabling them to work together as a unified and

cohesive whole.

Maintainability. The term refers to describe the open source learning

management system’s capacity to be customized or modified as needed. This can

encompass actions such as addressing requirements rectification, updating functional

specification and system enhancements or adaptations to operational environment

changes.

Moodle. This word refers to a type of learning management system education

platform that is used in developing the open-source learning management system. This

platform can be accessed from anywhere in the world and on various devices including

personal computers, tablets and smartphones.

Open source. The term refers to computer programmes whose source code was

used to develop the open source learning management system to be publicly accessible

and open to be scrutinized by other parties. It can also be utilized, modified and shared

by individuals or organizations for free.

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Portability. This refers to the open source learning management system’s

capacity to be transported between environments and functional on many devices.

Reliability. The term refers to the open source learning management system’s

capacity to reliably carry out either its intended functions or the end-user’s necessary

functions.

Requirements. The word refers to the stage in agile model where the end users

specify the requirements for the open source learning management system including who

would use the system and the particular details of any unique requirements they may have

for the software.

Review. The term refers to the stage of the agile model that follows the

completion of the open-source learning management system’s development. The

researcher checks the system and go through the results to ensure that the requirements

were fulfilled.

Security. The word refers to the variable used by the researcher in developing the

open source learning management system to test the effectiveness of the technical

defenses against possible attacks with a strong reliance on operational security.

System Development Life Cycle. The stage that refers to the framework utilized

by the researcher as a reference for developing the open-source learning management

system. It delineates the responsibilities at each level of the software development

process encompassing requirements, design, development, testing, deployment and

review.
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Testing. It involves systematically evaluating and inspecting the components,

functions or features of the open source learning management system to identify and

correct errors, defects or issues.

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Chapter 2

REVIEW OF RELATED LITERATURE

This chapter provides important readings that were carefully selected for their

relevance and potential to support the study. These readings came from websites, books

and journals.

Open Source Learning Management System

Learning Management Systems (LMSs) have a number of drawbacks including

hidden expenses, hazy user experiences, hefty development and administrative manuals,

restrictions on interoperability, integration, localization and bandwidth needs. A common

issue in web-based education was the need for careful consideration while choosing the

best LMS to employ. One option to use computer-assisted methods to automate this

evaluation process. In this article, the researcher has concentrated on the concept of

automating the evaluation process and has created an electronic tool called Easy Way to

Evaluate LMSs (EW-LMS) for the rapid and effective evaluation of LMSs, particularly

for developing nations where the concept of using LMS may be relatively new (Nadire

Cavus, 2013).

D. Patel and H. Patel (2017) mentioned that the benefit of blended learning for

modern schooling organizations had increase. Blended learning that was affordable was

possible. Utilizing a learning management system built on open source contains a variety

of capabilities that could be used via straightforward architecture. The primary goal was

student satisfaction modern educational system’s goal which was accomplished by media

combining in-person and online instruction such like MOODLE, an open source LMS.
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Open Source Learning Management System using Moodle Platform

Cavus and Zabadi (2014) identified the learning management system with the best

communication features to make it simpler for instructors who wished to select the best

learning management system. Additionally, six well-known LMS are highlighted:

ATutor, Claroline, Dokeos, Ilias, Moodle, and Sakai. When the six open source LMSs are

compared, it became clear that Moodle and ATutor had the finest communication

features and the most intuitive user interfaces. Object-Oriented Dynamic Modular

Learning Environment (OODMLE) is one of the most well-liked application for open

source learning management system with the following components of tracking,

controlling administration, managing courses, student progress, course scheduling,

creating forums for discussions and student orientations (Dharmendra Patel, 2017).

Using Moodle as a key tool for managing colleges without modifications to the

basic Moodle package has proven effective. By doing so, simplify a number of college-

level tasks that often need time and effort. Today, when automation is the key to success,

faculty and students would benefit from the application of these ideas. Automating

common place activities would provide both students and faculty more time, ultimately

leading to overall improvement (Rai et al., 2015).

Not every Moodle LMS project has been successful. According to Zharova et al.

(2021), when distance learning became widely used, many instructors and students

believed that utilizing the LMS MOODLE would only make learning more difficult and

that it was worthless. Both educators and learners favor using the same email channel for

social and interpersonal correspondence. Furthermore, MOODLE did not use its LMS as

a tool for their operations before the COVID-19 quarantine.

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Learning Management System Theory

There has been a significant increase in progress in learning management systems

(LMS) online learning in recent years. The main causes of this expansion were the

accessibility of open source learning management systems and customization. This essay

suggested a few new characteristics for these existing LMS, particularly Moodle, in order

for the same LMS used could serve as a management system for colleges and

universities. Daily attendance idea, automatic effort evaluation made by each student

individually, the individual reports generated by students and staff as well as the

integrated leave management system for the department’s head and automatic report were

generated while the person was away (Rai et al., 2013).

Fariza Khalid (2016) stated that not every platform can be combined with

different systems. The only three available platforms are Moodle, Sakai and SumTotal.

E-learning system’s integration with users of other systems may have access to and use

the offered e-learning resources. Considering synchronicity and asynchronicity. There

are four platforms that support both synchronous and asynchronous interaction to be

possible: Blackboard, Moodle, Sakai, and ATutor. However, only two platforms offer

private space where users can write drafts and managing confidential information and

keeping journal: Sakai and Moodel. Users can view in Moddle and Sakai who are logged

in.

Input Process Output Scheme

To comprehend and evaluate systems, processes or activities, one may use the

conceptual framework known as the Input-Process-Output (IPO) scheme. It divides a

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system or procedure into three major parts: first, the “input” refers to the data, knowledge

or resources needed to start or complete the process. It can involve informational inputs

like data or instructions as well as physical inputs like raw materials or equipment.

Second, is the “process”. The activities, operations or transformations that are carried out

using the inputs are referred to as the process. It represents the operations or procedures

used to transform the inputs into the intended outputs. This can involve a variety of

processes, calculations, choices or other actions needed to change the inputs. Lastly, the

“output” which refers to the representations of the process’s results. It may be real or

intangible deliverable that was created as a result of the process such as a good or service

or piece of information. The output can take the form of tangible products, informational

materials, decisions or any other desired result.

IPO is therefore more thorough than other models. Additionally, authors contend

that this approach would be simple for some project stakeholders to understand who are

technically untrained, as wanted it. This was specifically relevant to the stakehoders’

“key informant” role in the project measurement studies (Subiyakto and Rahman, 2014).

System Development Life Cycle

The Systems Development Life Cycle (SDLC) consists of a series of stages a

developer engages in when creating an information system. It is the complete process of

creating, putting into practice and decommissioning information systems in a staged

manner from conception to conclusion, analysis to design to execution and from upkeep

to disposal. SDLC involves a model that provides a thorough strategy for creating and

implementing the software, often considered a comprehensive plan detailing the

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software’s function. The Agile development model is one of them (Custodio and Castro,

2016).

Agile Development Model

A kind of SDLC methodology that combines iterative and models of incremental

processes that emphasize the process flexibility and speedy delivery increase customer

happiness of functional software. It was believed that each project needed to be

approached differently and that the existing methodologies needed to be modified to

better suit the needs of the project, using the Agile methodology. Agile divides work into

time boxes (short time frames) to provide particular features for a release. It has consists

of six stages : requirements, design, development, testing, deployment, and review.

Iterative strategy is taken after each step was done, a functioning software build was

produced. Each build includes progressively more features. All the functionalities that the

client requested were present in the finished build (Custodio and Castro, 2016).

Agile Development Process

Agile is a broad term for a set of software development principles. It is a

theoretical framework for software engineering that starts with planning phase before

moving on to the path leading to deployment phase with incremental and iterative

interactions across the project’s entire life cycle. Agile approaches’ initial objective is to

reduce the overhead in the software development process by enabling the adoption of

without endangering the process or requiring extensive rework (Al-Saqqa, Sawalha, &

AbdelNabi, 2020). According to Al-Saqqa, Sawalha, & AbdelNabi (2020), the Agile

Manifesto has a priority to assigned in any case where a decision must be taken instead of
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the ones in its right, toward the elements on the left of each core of its value. These four

values are:

Individuals and interactions over processes and tools

The first value of Manifesto suggested that is inappropriate to emphasized the use

of abstract formal procedures and their technical context as major determinants in the

development of software. The level of engagement, communication and human software

developers that these elements support is crucial.

Working software over comprehensive documentation

Any supporting documentation is crucial and useful component of software

development in the Agile approach, however the quantity control and optimization of the

time and resources allocated to it were necessary to prevent overburdening the software

development process. The extensive documentation’s usability is one of the conventional

development constraints as developing and maintaining current synchronization of the

documentation with the code is time-consuming work, especially of the requirements

change frequently. Additionally, these records include rarely utilized after first

deployment.

Consequently, the evidence that the documentation supports the functioning

software offers value are what matters in Agile. According to the Manifesto, Agile

methodologies have made significant advancements are evaluated via the tested,

functional program as opposed to the documentation since it was clearer and could

provide an instant response as to whether or not they match the requirements.

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Customer collaboration over contract negotiation

Agile software development is created to accommodate needs changes at any step.

As a result, client input, negotiation and engagement with the development team are

necessary and are frequently needed throughout any procedure to meet the actual

necessary needs, rather than by means of a formal agreement and contracts to customers.

Though, the agreements defining the partnership between the development team and

customers and characterize the software industry are still needed.

Responding to change over following a plan

In the course of developing software both the developer and the clients would

learn more throughout the project improved system understanding which led to the

addition or removal of several requirements could be required. The Agile manifesto

prioritizes the following: response to the life cycle shift of the growth process as opposed

to achieving client happiness as the ultimate objective. A clear defined plan was required.

Technology Evaluation and Acceptance Model

The technology acceptance model (TAM) is a theory of information systems that

describes how consumers come to accept and use technology. The real system usage was

the point at which people interacted with technology. People utilized technology because

of their behavioral intentions.

The research looked on the acceptability of technology. TAM is used to

investigate the behavioral intentions of students at technological schools and universities,

and a Learning Management System is used as a tool to evaluate their technical ability in
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student learning, the technology acceptance model may be used to explain why users are

woulding to utilize a web-based learning management system.

Conceptual Framework for e-Learning.

The current method of Moodle modification is through activities, plugins and

others. Other suggestion was to add the basic Moodle package and has now included a

new feature that called MODULES (A. Rai, D Yadav & A Yadav, 2013).

Conceptual framework of Modules. The fundamental idea of using Modules is

standardization. A separate package called Moodle where new features could simply add

packages modifying even a Moodle Standard Package contained just one file. Distinct

modules then be made an available that could function independently. Having its own

unique database while including certain data from Moodle is just to be used for database

reading.

Benifits over Present Case. At the moment, if we want to add a specific

functionality, we must look for plugins for Moodle. What if, however, the plugin was

unavailable or the plugin does not fully satisfy the requirement specifications. Using

MODULES would enable to custom-build any necessary software on any platform and

easily link it with the MODULES portion of the platform about Moodle. Any person

would only be given read permission. A Moodle module is created or added the

information included in multiple modules would be sourced from Moodle. A one-way

synchronization would now be used to synchronize the data in Moodle with the data in

the module’s own separate databases.

 26

Working of Modules. The moodules would operate in an easy way. A Moodle

and the standard platform would be connected by modules. All the participants would

share that one platform modules and would provide the modules with data. By doing so,

using the built-in Moodle features that are previously established a regular sync module

would then be created after that for every module that needed to be combined. This

syncing module would provide the module with data from the Moodle database. The

remaining data, if any, can be added to the database either manually or by using the new

module the moment the data is available, which can expand the functionality in a number

of Moodle.

Uses of Modules. The standard procedure of making our task easier. The full

module can be constructed as a different project, incorporate a sync panel there and pull

the data from the special created module is prepared or use with Moodle without being

reliant on the Moodle version. Additionally, if a specific function necessitates a large

database can use modules because the data is stored in a different location database and

used in accordance with the needs.

The database would be completely new and less complex. Feature or service

addition is possible. All of this could be helpful in the institution’s adoption of Moodle,

industry-standard software, unique modules for it to carry out a variety of functions.

Moodle, the same program, might now be utilized also as an institution management tool,

keeping a free record, attendance, grades, leave and performance data. Records the

creation of timetables, salary calculations and many more additional features may be

easily implemented and could quickly become the norm for use in all institutions.
 27

The retrieved information Moodle may be regarded as genuine and would be

genuine data that colleges must provide on Moodle. Over time, this would standardize

Moodle; we may compare different colleges' Moodle by integrating it based on their own

information or to plan events for several mass-level colleges.

Some Possible Modules. The module offers the function on entry of attendance

for both instructors and students. Faculty members record student’s attendance and is

confirmed by the student themselves. Additonally, any student’s attendance is simply

accessible to the relevant academics. The Head of the Department has the full authority to

access and change the data of the department. It may have attributes like reports creation

and automated letter generation, automatic mail if attendance is low and many additional

features. At the student level, access is limited to viewing the attendance data of the

respective student. At the faculty level, only the attendance data of students of the faculty

is visible.

Marks Module The module also provided the feature of inputting marks for

students. The marks of students are entered by academic faculty members and verified by

the students themselves. Also the marks of any students are only visible to the

corresponding faculty in charge. The Head of the Department holds the complete

authority to view and edit the statistics including attributes such as report generation and

automatic generation of letter to guardian, automatic mail if marks are low, internal

markers that are generated by themselves based on general performance of student and

many more. At the student level, only viewing their own grades was permitted. At the

faculty level, access is permitted to view and modify the grades details for within that

specific faculty. At the Head Department level, seeing and modifying the marks is
 28

permitted. Including obtaining information on every student in every topic under that

division. Additionally, it is possible to create automated interior markings based on

specific parameters. The possibility of extra-circular activities is also considered along

with the process of creating internal markings.

Potential Effect of LMS to the Teachers

Torsten Andersson (2019), concluded in his study that there is an effect of the

implementation of LMS to the teacher such as; (1) the concern with time management is

shown to be the primary element that affected the teachers. Ways to schedule training,

teaching, conducting research and creating new course. (2) pedagogical effect shown on

the implementation of Moodle, as instruments that would enable them in certain

instructional strategies, such employing more quizzes, defining benchmarking that

students must meet in order to advance to the next stage, and assisting in the use of peer

review. At the beginning of the semester, a tool is accessible for use immediately.

Synthesis and Gap

The situation at Tawi-Tawi Regional Agricultural stands apart and the literature

expertly delves into the nuances of employing LMS. While the colleges circumstances

differs, the literature offers guidance on how the institution can process to make LMS a

beneficial tool for faculty members and students. The literature emphasizes

encouragement, expedited process integration and enhanced overall output. It

acknowledges the evident growth and affordability of LMS but also notes the increasing

costs and limitations of certain applications such as storage space, having subscription-
 29

only features with few options and gaining knowledge of various keyboard

functionalities. However, if the college has already experienced benefits from LMS, it

suggested a position trajectory despite their challenges gained from LMS.

The system can help the faculty in recording, tracking and monitoring students’

performance. The system would generate report such as daily records of faculty and

students who accessed the system. The system would offer an easy way to understand

directions and a user-friendly interface for the faculty and students. The system would

also provide a more comfortable and faster searching and viewing of relevant information

stored in its database.

Considering the following advice can significantly enhance the participation of

students and teachers while ensuring their satisfaction with LMS Moodle’s performance

quality: (1) The system’s interface and layout should undergo technical improvements to

enhance user-friendliness . (2) Ensure that task files were easily accessible for download

providing clear information on sizes and formats. (3) Incorporate a “reminder” plugins to

assist users in keeping track of due dates for tasks and important events. (4) The interface

design has to be more user-friendly and if the design is minimal, a switch to enable or

disable the display of functions, easy and user-friendly iconography, hints, an auto-

complete function, etc. (5) Address any issues with the chatroom to provide a seamless

communication experience.
 30

Chapter 3

RESEARCH METHODOLOGY

This chapter explains the research design used to carry out the planned study, as

well as the approach employed, the study environment, the system development life cycle

procedure, the application project design, the calendar of activities, the respondents,

research tools, validation tools and other topics that were covered in this chapter.

Methods Used

The study on the Open Source Learning Management System employed the

developmental research method. This approach involved the methodical requirements,

analysis, design, development, testing and review of computer process programs to

satisfy internal standards for both reliability and efficiency. The framework for

developmental research and its methodology were in the sphere of information and

communication technology holds significant importance. In this research, an examination

and description of the system development process and the outcome was put into used,

tested and assessed.

Research Environment

The study was conducted at Tawi-Tawi Regional Agricultural College- Main

Campus, Nalil Bongao Tawi-Tawi. The Tawi-Tawi Regional Agricultural College

formerly known as Sulu National Regional Agricultural College was established in 1957.

It was amended under Batas Pambansa Blg. 384 on April 08, 1983. It is located in the

Municipality of Bongao, Province of Tawi-Tawi.

In the A.Y. 2022-2023 there was an average of 3,687 students enrolled in

undergraduate programs; Bachelor of Science in Agri-Business, Bachelor of Science in

 31

Agricultural Education, Bachelor of Science in Agriculture Major in Animal Science,

Crop Science, Soil Science and Agicultural Economics, Bachelor of Science in Forestry,

Bachelor of Science in Computer Science, Bachelor of Science in Information

Technology, Bachelor of Science in Information System, Bachelor of Science in Home

Technology, Bachelor of Science in Hotel Restaurant Resort Management, Bachelor of

Science in Hospitality Management, Bachelor of Science in Criminology, Bachelor of

Technology in Vocational-Technical Education, Bachelor of Technology in Livelihood

Education and Bachelor of Science in Social Work, where majority of the students were

coming from different islands of Tawi-Tawi. The province of Tawi-Tawi was previously

part of the province of Sulu. It was on September 11, 1973, pursuant to Decree No. 302,

when the new province of Tawi-Tawi was officially created and separated from Sulu

province. It has 11 municipalities Bongao, Languyan, Mapun, Panglima Sugala, Sapa-

Sapa, Sibutu, Simunul, Sitangkai, South Ubian, Tandubas and Turtle Island.

Project Design

The project design used an Input-Process-Output (IPO) framework, a simple but

widely used concept in computer technology and system analysis to understand the flow

of information and activities in a system or a process. It helps in breaking down complex

systems into manageable components.

The Input is the initial data or information where the researcher need to feed into

the system or process to initiate its functions. These inputs came from the respondents

and stakeholders of the study in different forms such as personal information of the

administrator, teachers and students, learning materials, presentation tools, quizzes, and

assignments, which were the data requirements. While for the software minimum
 32

requirements the system would need specific software applications to be able to develop

the study. These applications are Google Chrome or Mozilla Firefox. Implemented a

secured network firewall appliance with software. For operating system at least Windows

10 (32/64 bit). Server minimum requirements: Web Server (Apache, Nginx, IIS). For

database (MySQL, PostgreSQL, MicrosoftSQL Server, PHP.

The recommended requirements depends on various factors such as; the size of

the organization, the number of users and the complexity of the courses. For the hardware

requirements, the researcher needed tangible aspects in order to develop the study

smoothly and effectively like storage capacity of at least 4GB to 8GB. Must comply the

the hardware of a Desktop/Laptop, Intel Core i3/i5 AMD Ryzen 3/5 for the Processor,

Must have a built-in or Graphics Card for graphics display and a 512 MB to 1 TB+ Hard

Disk Drive. A server and domain for continuous running regardless of the number of

users online and an uninterruptible power supply for back up power supply. For mobile

phone users specially android operating system. The recommended Android Package Kit

(APK) is the latest version or at least 4.0 version. The Moodle application for android can

be downloaded through Google Play.

For the Process stage, it refers to the set of actions performed by the researcher to

transform input into meaningful output. This involves a series of systematic steps to

achieve the desired results gathered were stored in the database for easy access and

retrieval. The researcher opted to use AGILE MODEL for the system development of the

study, since Agile model is a popular and iterative approach to software and system

development that emphasizes collaboration, flexibility, and customer-centricity. Agile is

particularly well-suited for projects where requirements and goals might evolve over time
 33

and good for project development within one (1) year. It has 6 smaller iterations typically

lasting 1-4 weeks. Feedback analysis would help the researcher to identify areas for

improvement and make necessary changes to the system.

Project Development Process

Project Development Process is the complete process of designing the Open

Source Learning Management System using Agile Model. Based on the system

development life cycle, which provides an overview of the conversion of an automated

system into a conventional system shown in Figure 2 displays the planned, analytical,

and iterative information system development method from planning, requirement

analysis, development, testing, deployment and feedback.

Requirement Analysis. Once the requirement analysis is done, the next stage is to

document the software specifications and get them approved by the project stakeholders.

This is accomplished through the Software Requirements Specifications (SRS)

documents which embraces all the system elements created and developed during the

project life cycle.

Planning. In this phase, the researcher conducted meetings to gather all the

requirements of the client which were the deans/program heads and quality assurance for

curriculum development of TRAC. Interviews and questionnaires are among the

analytical tools for the collection of information and these were evaluated and served as

the foundation for the system design and development. The researcher gathered

information like what to include in the system, who would be the end-user and what was

the purpose of the project before developing the Open Source Learning Management

System.
 34

The researcher investigates how the system operates as well as the desires, needs

and requirements of the users before recommending a solution. To learn about the system

criteria, the researcher conducted an interview to the administrator, teachers and students.

Then evaluated the results conducted research on relevant literature and studies and

finalized the project plan after the interview. On the project work plan, the researcher

utilized the Gantt chart shown in Table 1 method for monitoring and planning the system.

The Gantt chart method was the process employed in planning and analyzing the system.

Janusska Inrarajah, Enlear Acaademny

 35

Figure 2. Agile Model

The Open Source Learning Management System (OSLMS) architecture is

typically a multi-tiered system consisting of several components that work together to

provide a seamless learning experience.

The User Interface (UI) is the front end of the OSLMS. It is where learners,

teachers and administrators interact with the system. The UI is responsive, accessible,

and user-friendly offering features like course navigation content viewing, discussion

forums and assessment interfaces.

The back end is responsible for managing data, user accounts, course content and

authentication. Common components included web server, application servers and

databases. Key functionalities included user authentication, authorization content storage

ad retrieval and user activity tracking.

The application layer contains the core business logic of the OPLMS. It manages

course enrollment, user progress tracking, assessments scoring and communication

between different components. Implementing an Application Programming Interface

(API) allows for flexibility and integration with other systems, such as external content

providers or analytic tools.

The OSLMS includes a Content Management System (CMS) to manage course

content. This could be text-based materials, videos, quizzes, assignments, etc. The CSM

allows version control, content organization and easy updates by teachers. Integration

with external authoring tools or content repositories was necessary.

 36

Security is a superior concern. To address this concern, robust authentication and

authorization mechanisms should be implemented to protect user data and prevent

unauthorized access. Use encryption HyperText Transper Protocol Security (HTTPS) for

data in transit and encryption for data at rest. Regular update and patch all software

components to address security vulnerabilities.

OSLMS is designed to handle a large number of concurrent users. Employ load

balancing, horizontal scaling and caching techniques to ensure optimal performance

during peak usage. It also implemented data analytic tools to track learners progress,

engagement and course effectiveness. Provide reporting dashboards for instructors and

administrators to make data-driven decisions.

The OSLMS ensures the accessibility on mobile devices through responsive

design or dedicated mobile apps. It supports integration with third-party tools services,

such as video conferencing platforms, learning analytic systems and single sign-on (SSO)

providers.

It implemented backup and disaster recovery mechanisms to ensure data integrity

and availability in case of system failures. Consider regulatory compliance requirements,

such as GDPR for data privacy or ADA Section 508 for accessibility. Implemented

rigorous procedures, including unit testing, integration testing and user acceptance testing

to ensure system reliability and functionality.

It established a process for regular updates and improvements based on user

feedback and emerging educational technologies.

 37

Architectural Design

The size of the user base, the anticipated load and the performance requirements

are some of the variables that influenced the server architecture choice. A distributed

server environment might be necessary for bigger installations but a single server

architecture might be adequate for smaller deployments. To guarantee peak performance,

think about distributing incoming traffic among several servers via load balancers. In

Figure 3 shows the server would upload content of the open source learning management

system to the cloud.

The users could access the content of the Open Source LMS by launching the

web browser on its device, it could be a desktop, laptop or mobile phone. And then, enter

the URL of the Open Source LMS platform in the address bar and enter. The user should

log in directly in the dashboard and input their username and password assigned to each

user whether a student, faculty or administrator.

If the users (students) would use mobile phones to access the OSLMS, they need

to launch the web browser on their mobile phone (Chrome, Firefox, Safari). Then they

would type in the web address (URL) of the OSLMS given by the administrator in the the

browser’s address bar. One the OSLMS website loads, the student would log in by using

their username and password. Now the student can navigate the specific course they

needed. They could see announcements, upcoming assignments or lectures. They can also

view other resources typically organized within the course content. To download the

course materials, users can click the corresponding modules. The system can let the user

view the content offline.

 38

Figure 3. Architectural Design

Structural Design

Structural Design shown in Figure 4 describes the events of an OPLMS software

application or platform designed to facilitate the management, delivery and tracking of

educational courses, training programs and other learning experiences. The discussion of
 39

the key components and considerations in the structural design of an Open Source

Learning Management System was as follows:

The user interface (UI) serves as the form-facing part of the Open Source

Learning Management Learning System where users interact with. The researcher created

a well- designed UI that is very intuitive, user-friendly and visually appealing. It allow

easy navigation and access to various features including course catalog, progress tracking

and assessment tools. Responsiveness and accessibility across different devices (e.g.,

desktops, tablets, smartphones, laptop) were also concern and important aspects of the UI

design. Users were identified as the admin, teachers and students.

In terms of authentication and User Management, the Open Source Learning

Management System employed a robust authentication mechanism to ensure secured

access. It supports various authentication methods such as username/password. User

management features allows administrators to create, modify and deactivate user

accounts, assign roles and permissions appropriately.

Course Management, is the central aspect of an Open Source Learning

Management System. It includes functionalities to create and organize courses, uploaded

course content (e.g., videos, presentations, quizzes) and set enrollment options. Open

Source Learning Management System administrators was able to schedule and manage

course offerings effectively.

As to the Content Delivery, the Open Source Learning Management System

provided a range of options for content delivery. This includes support for multimedia

contents, documents, downloadable resources, embedded videos and more. Additionally,

 40

the Open Source Learning Management System handled different formats and optimized

content for seamless delivery across different devices and network conditions.

In terms of Assessment and Grading, Open Source Learning Management System

supports various assessment types such as quizzes, assignments and exams. It has

features to automatically grade certain types of assessments while allowing teachers to

manually grade subjective components. Gradebooks and performance analytic helped in

tracking and evaluating student’s progress.

Security and Data Privacy. Security is a paramount in the Open Source Learning

Management System which it deals with sensitive teacher and students data. Encryption

secure socket layer (SSL) certificates and data access controls are essentials in protecting

user information. Compliance with data privacy regulations such as General Data

Protection Regulation (GDPR) was considered. The General Data Protection Regulation

(GDPR) was a comprehensive data privacy and protection regulation that came into

effect in the European Union (EU) during May 25, 2018. This is designed to safeguard

the privacy and personal data of EU citizens by imposing strict rules on how

organizations collects, processes, stores and handles such data. Non-compliance with

GDPR could result in significant fines, making it crucial for organizations to adopt robust

data protection measures and practices to ensure compliance with these regulations. Key

aspects of GDPR includes Consent, Data Rights, Data Portability, Data Secuirty, Breach

Notification, Data Protection Officer (DPO) and Territorial Scope.

Reporting and Analytics. The Open Source Learning Management System uses

comprehensive reporting and analytics features. These help administrators and teachers

track student’s engagement, performance and course completion rates. The data
 41

generated by the Open Source Learning Management System is used for continuous

improvement and to identify areas of the course that might require revision.

For Scalability and Performance, as the students increase and course offering

grows, the Open Source Learning Management System is capable of scaling to

accommodate increased demand. Proper infrastructure and performance optimization

ensures that the system handled a large number of concurrent users without significant

performance degradation.

Overall, the structural design of the Open Source Learning Management System

is a complex process that required careful planning and consideration of the needs of

various stakeholders, including students, teachers, administrators and IT support teams. It

provided a seamless and enriching learning experience while also being robust, secure

and adaptable to future requirements.

 42

Software Components and Consideration

Teachers User Interface (UI) Students

Log in/out
Log in/out
Username
Username Authentication and User Management
Password
Password

Create/Organize/Upload courses Course Management Enroll/Download courses and submit assignments

Multimedia content, Document Content Delivery Multimedia content, Document

Gradebooks and performance analytics Assessment and Grading Quizzes, Assignments, Exams

General Data Protection Regulations Secure Sockets Layer learner’s data

Security and Data Privacy

Evaluate Students Report Grades

Reporting & Analytics

Performance Optimization Scalability and Performance Increase number of Students

Online/Offline Accessibility Online/Offline

Figure 4. Structural Diagram

 43

Designing an e-learning project platform is a complex undertaking that requires

collaboration between instructional designers, developers, UI/UX designers and subject

matter experts. The platform is designed align with the specific goals and needs of the

educational institution ensuring that services provided offer a seamless and engaging

learning experience for users. Figure 4. Structural Design

The project design of the Open Source Learning Management System (OSLMS)

is a complex and multi-faceted project. OSLMS being a software application play a

crucial role in helping the organization manage, deliver and track educational content and

training programs. Whether developing the OSLMS from scratch or customizing an

existing one, the project designed process involved:

The project initiated is to define the objectives and to analyze the stakeholders.

For this project, the objective provided learning materials for formal education and the

stakeholders are the college administrator, teachers and the learners.

The project proceeded to assess the User requirements and analyze the content by

collecting input from each stakeholder group. This involved a comprehensive

understanding of their specific needs, including features, user experience and scalability

requirements.

The project carefully selected the right technology such as programming

languages, databases, frameworks, etc. that aligned with the project’s requirements

scalability, and budget.

Another requirement is Information Architecture where in the database design and

user roles were included. Database structure is planned for user data storing, course
 44

content, assessments and progress tracking. The different roles and permissions, such as

admin, teacher and student to manage access and functionality were defined.

There is a need to provide User Interface (UI) and User Experience (UX)

designed like wireframing and prototyping and designed guidelines. Created wireframe

and prototypes of the OSLMS interface to visualize the user journey and gather feedback.

And established guidelines designed for consistency in layout, color schemes, typography

and navigation.

The Front-End Development and Back-End Development are integral aspects of

creating a cohesive and functional web application. It builds user interface using

Cascading Style Sheets (CSS). The back-end developed the server-side components,

including user authentication, content management and communication features and it

has integration for integrating third-party tools if necessary (e.g., video conferencing or

analytics). It also provides security for robust security measures to protect user data and

prevent unauthorized access.

The Content Management for content creation and content uploading. Has tools or

integrations for content creation including text, images, videos and assessments. It also

implements features for uploading and organizing course materials.

It passes through Testing and Quality Assurance. To test the functionality,

usability, and security. Thoroughly tested, the OSLMS ensured that all features work as

expected. Usability testing with representative users to identify and address usability

issues was also conducted. And perform security assessments and penetration testing to

uncover vulnerabilities.
 45

Next is the Deployment, Server Setup and Data Migration. Deploying the

OSLMS on a production server ensured that it can handle the expected user load and can

migrate from an existing system to transfer data seamlessly.

The developer conducted Admin and User Training for administrators, teachers

and student and Created Documentation such as operating manuals and troubleshooting

and maintenance.

Launching and Monitoring. Planned smooth launching of the system and

considered gradual roll outs were planned. The monitoring tools to track system

performance, user engagement and any technical issues that might arise were

implemented.
 46

Figure 5. Project Design

Project Design
 47

Unified Modeling Language – Use Case Diagram

Use case diagram shown in Figure 6 described the events of a system and their

flows. The input, output and functions are the only elements of the use case diagram,

which can be compared to a block box. During various stages of software development,

this was used to establish system requirements, validate design, test software and produce

an outline for online support and user guides. The term “use case” has two (2) meaning in

software and system engineering: a scenario for how a piece of software might be used

and a prospective scenario for how a system might receive an external request and

respond to it.

The User represents the generic user of the Open Source Learning Management

System. This includes administrators, teachers and students that interact with the system

to perform various actions. The Teachers who used the Open Source Learning

Management System have additional functionalities compared to regular users. Such as

creating courses, uploading courses materials, creating assessments and grading

assignments.

The administrator user allows the user to (1) Assign roles to the other user involve

in the system such as faculty and students. (2) Data management, the administrator can

manage the data capacity of the system to maximize the data storage such as assigning

enough data capacity per modules or per subjects. (3) In case of trouble shooting or

system crashed problem arise, the administrator has the authority to troubleshoot or to

have system settings intended for this specific system. (4) Software update. As the users

and data increases, the needs also increases. So the administrator has the privileged to

update the system like additional applications needed for the system or increase data
 48

capacity or update versions of the system application. (5) Security management. The

administrator has the overall in charge in generating all accounts of the users to have a

smooth access to the system in case of forgotten username and password and to avoid

data breaching. (6) Reporting analytics, administrator could print report of the users both

faculty and students. Reports could be used for assessments. (7) Training and support, the

administrator also in charge in training users (faculty, students) in using the system. And

lastly, providing support to the users both technical and system support.

The components of teachers’ role in the Open Source Learning Management

System were Manage Courses, which allows teachers to manage their courses with in the

Learning Management System. It includes tasks such as (1) creating new courses, where

the faculty would enable the Edit mode indicator to allow him/her to edit the content.

Next is to click the Site administration and choose Courses to allow him/her to add new

course. (2) Faculty can edit course information, like adding or removing course materials,

and managing enrollments. It can also Upload Course Materials and teachers use this

case to upload various materials such as lecture notes, presentations, reading materials,

multimedia content or supplementary resources. The faculty would just proceed on the

course content and click the particular course and click the upload files button to upload

course materials. Another use case is (3) Creating Assignments, which enables teachers

in create assessments for their courses, such as quizzes, exams, or assignments. Teachers

would have the same process with uploading course materials. Then, choose Plugins and

click Quiz, Activity or Assignments. Then the faculty would defined assessment

parameters, set questions and specify grading criteria. Lastly, in (4) Grading

Assignments, teachers used this case to review and grade students from submitted
 49

assignments. Faculty could track students activity report in the particular course. Faculty

may click the Reports button and click “get these logs”, then the system would

automatically show students reports and scores of the particular course or activity. It

involved accessing submitted assignments, providing feedback and assigning grades

based on pre-defined criteria. The use case diagram highlights the main functionalities

available to teachers in the Open Source Learning Management System. It shows the

high-level interactions and action that teachers can perform within the system.

For students, they used the Open Source Learning Management System and they

have their own set of functionalities within the system. Student use cases include

enrolling in courses, accessing course materials, submitting assignments and tracking

assessments. The components of students’ role in the Open Source Learning Management

System are (1) Enroll in Courses, which allowed students to enroll in courses offered

within the Open Source Learning Management System. Student would create and account

using their username and password given by the administrator. Once they were in the

system they would choose Site administration and click Plugins. They would choose

manage authentication and set the setting for their account and input personal

information. (2) Accessing course material, once they were already enrolled in the

particular course. They could access available courses by logging in their username and

password in the system and choose what particular course they were going to access.

Access Course Materials which students accessed various course materials made

available by teachers. This includes lecture notes, presentations, reading materials,

multimedia content and other resources that facilitated their learning. (3) Taking

activity/assignment/quiz. Student would access the system by logging in using username

 50

and password then select particular course and click either quiz, activity, assignment

uploaded by the teacher then click Start attempt. (4) Submit activity/assignment/quizzes.

Student would submit taken activity/assignment/quiz after answering. They would just

click finish attempt. Then click Submit and finish button. Right after the

activity/assignment/quiz was submitted, the result would automatically appear. This was

possible for an objective type of questions. But for essay type of question the teacher

should be the one to rate the answer of the student. Submit Assignments which students

used the use case to submit assignments to their teachers. It involved uploading their

completed assignments within the Open Source Learning Management System and

providing any required additional information; lastly, they could take Assessments

assigned by their teachers such as quizzes, exams or online tests. Students accessed the

assessments within the Open Source Learning Management System, answered the

questions and submitted their responses for evaluation. The use case diagram showcases

the main functionalities available to students in the Open Source Learning Management

System. It outlined the high-level interaction and actions that students could perform

within the system.

Administrator
 Assign Roles
51

Data Management

Troubleshooting

Software Update

Software Update

Reporting Analytics

Training & Support

Creating Course

Uploading Course Materials

Creating Assignments

Grading Assignments

Enroll in Courses

Accessing Course Materials

Taking Assignments

Submit Assignments

Teacher
 52

Student

Figure 6. Use Case Diagram

Unified Modeling Language – Class diagrams

Figure 7 showed the links between classes or objects represented and explained

via class diagram. It was a type of static structure diagram that showed the classes,

attributes, processes and object relationships of the system to show how it was structured.

This was most crucial element of object-oriented modeling. Additionally, it was used for

both the general conceptual modeling of the model’s conversation into programming

code. The architectural blueprints for the application or subsystem were represented by a

class diagram. Class diagram used to depict the many components of the system,

demonstrated how they were connected, detailed the features and services that each

object provides. At numerous stages of the system designed process, class diagrams were

useful. The important elements, the interactions that occured inside the programme and

the class that was coded were all represented by the classes in a class diagram. A class

defined the properties and variables of an object, which was a specific entity in a

programme or the unit of code that represents that entity.

Similar to this, class diagrams were useful throughout many stages of the system

design. During the analysis stage, a class diagram helped to understand the requirements

of the issued domain and identify its components. Early object-oriented software projects

used class diagrams to represent the classes that later be translated into actual software
 53

classes and objects when code was written. Later, it was possible to improve earlier

analysis and conceptual models into class diagrams that showed the specific system parts,

like user interfaces and logical implementations among others. The class diagrams gave a

visual representation of the system’s operation, the interactions between its various

components at different levels and the proposed implementation of those components.

The Learning Management System class represents the main component of the

Open Source Learning Management System. It contained methods like login(), logout(),

enrollCourse(), dropCourse(), viewCourse(), viewEnrollCourse(),

submitAssignment(), gradeAssignment(), createQuiz(), and gradeQuiz() which

provided the functionalities of the system.

The Course class represents the courses offered in the Open Source Learning

Management System. It has attributes like courseID, title, teacher, credits, capacity,

enrolledStudents, assignments, and quizzes. The assignments and quizzes attributes

represented the collection of assignments and quizzes associated with the course.

The Student class represents the students using the Open Source Learning

Management System. It has attributes like studentID, name, email, enrollCourses, and

completedCourses. The enrolledCourses and completedCourses attributes are

collections of courses that the students had either enrolled in or completed.

The Assignment, and Quiz, classes represent specific components of a course.

They are associated with a particular course (Course) and may have specific attributes

and methods related to their functionalities.

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Class diagram provided a high-level view of the static structure of the LMS

system. They are valuable during the design and development phases to ensure that the

system’s components and relationships are well-defined. It also aids in communication

between developers and stakeholders by offering a visual representation of the system’s

architecture.

Learning Management System

+ login() Course
+ logout() -courseId: int
+enrollCourse() -title: string
+dropCourse() -teacher: string
+viewCourses() -credits: int
+viewEnrolledCourses() -capacity: int
+submitAssignment() -enrolledStudents: int
+createQuiz() -assignments: Assignment[]
+gradeQuiz() -quizzes: Quiz[]

Student
-studentId: int
-name: string
-email: string
-enrolledCourses: Course[]
-completedCourses: Course[]

Assignment Quiz
-assignmentId: int -quizd: int
-title: string -title: string
-description: string -description: string
-dueDate: date -dueDate: date
-maxScore: int -maxScore: int
-course: Course -course: Course
+submitAssignment() +gradeQuiz()
+getSubmissionStatus()
+getGrade()
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Figure 7. Class Diagram

Unified Modeling Language- Sequence Diagrams

The entire process of how operations carried out a specified series of messages

received and their corresponding occurrence specifications on the lifeline is depicted by a

sequence diagram shown in Figure 8. It depicts the logical representation of the system

under development typically mixed sequence diagrams with use case realizations.

A sequence diagram shows the interaction diagram that illustrated how objects in

a system interacted and communicated with each other over specific scenarios. In the

context of Open Source Learning Management System, the process refers to student

accessing and viewing a course module. This scenario involves the student, the course

module and the Open Source Learning Management System itself.

Let’s assume that the student’s already logged into the Open Source Learning

Management System. The LMS handled the authentication and authorization process.

The LMS has the database to store course information and user data. After authentication

and authorization, students viewed the course module. The student initiated a request to

view a specific course modules within the LMS. The request was sent to the LMS,

indicating the student’s intention to view the module. The LMS verifies whether the
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student has the required permission to access the requested course module. If the student

has the necessary permission (i.e., is ennrolled in the course), the LMS granted the

permission. After receiving permission, the LMS retrieved the necessary data for the

course module from the database. The LMS sent the module data back to the student. The

student’s LMS interface received the module data and displayed it to the student. The

sequence ends with the students viewing the course module content.

Student’s submitted an assignment and took a quiz in Open Source Learning

Management System. The sequence starts when the student logged into the Learning

Management System. The student requested a list of available courses from the LMS and

the course options. The student selected a specific course from the list and received

course details from the LMS. The student selected either an assignment or a quiz from the

course. If the student selected an assignment and submitted it to the LMS which would be

responded with a confirmation of submission. If the student selected a quiz, they start the

quiz and received quiz questions from the LMS. The student answered each question and

received feedback on the answers until the quiz was completed. After completing the

quiz, the student submitted it into the LMS which would be responded with the quiz

results. The student then reviewed their course progress, grades and other relevant

information in the LMS. Finally, the student logged out of the LMS, and the LMS sent a

confirmation of the log out.

The teacher’s logged into the Open Source Learning Management System. The

LMS handled the authentication and authorization process. The LMS has database to

store course information and user data. The sequence diagram shows the teacher created

and published a course module and initiated a request to create new course module
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within the LMS. The request was sent to the LMS, indicating the teacher’s intention to

create module. The LMS validated the teacher’s permissions to create a course module.

Then, the teacher had the necessary permission (e.g., is an instructor in the course), the

LMS granted permission to proceed. The teacher provided the necessary details of the

new course module (e.g., title, description, content, etc.). The LMS created the module

using the provided details and stored it in the database. The LMS sent a confirmation

back to the teacher, indicating that the module had been successfully created. The teacher

then decided to publish the newly created module. The teacher’s action to publish was

sent to the LMS. The LMS marked the module as published, making it accessible to the

enrolled students. The LMS sent a confirmation back to the teacher, indicating that the

module has been published. The sequence ends with the teacher having created and

published the module.

The sequence diagram depicts the process of teachers viewing or downloading

student’s submitted assignments in the Open Source Learning Management System. The

teacher logged in into the Open Source Learning Management System. The LMS

displayed the teacher’s dashboard which included various options and information related

to the courses and assignments. The teacher navigated the assignments section to view

the list of assignments. The LMS displayed the list of assignments available to the

teacher. The teacher selected a specific assignment to view the submissions for the

assignment. The LMS fetched and displayed the submitted assignments for the selected

assignment, showing the students who had submitted their work. The teacher chose a

particular student’s submission to view or download. The LMS presented the details of

the student’s submitted assignment including any attached files or additional information.
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The teacher viewed or downloaded the student’s submitted assignment. If there are no

submitted assignments for the selected assignment, the teacher was informed accordingly.

LMS Course Module

Administrator

Enroll Teacher/Students

Storage Update

Report Analytics

Log out

Course Module LMS

Student S Student

Request to view module

Verify permission

Retrieve moule data

Permission granted
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Module data

Log out

Course Module LMS

Teacher

Create Module request

Validate permissions

Input module details

Permission granted

Publish module Module created

Module published
Log out

Figure 8. Sequence Diagram

Unified Modeling Language – Activity Diagram

Activity diagrams are important in Open Source Learning Management

System who served several reasons like;

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Visual Representation activity diagram provided a clear and visual representation

of the flow of activities and interactions within the LMS. They helped stakeholders,

including administrators, teachers and students to understand the system’s behavior and

process easily.

Process Understanding by presenting the sequence of actions, decision points

and loops, activity diagrams aided in understanding the step-by-step processes involved

in various LMS functionalities. This is particularly helpful during system design,

development and testing phases.

Identifying Bottlenecks and Improvements activity diagram revealed potential

bottlenecks or inefficiencies in the LMS workflow. By analyzing the diagram, the

developer and administrators identified areas that required optimization or improvement

to enhance the user experienced.

User Experience Design for a user-friendly LMS, it is essential to consider the

user experience (UX). Activity diagram helps UX designers by showcasing user

interactions, paths and decision-making, allowing them to create intuitive interfaces that

aligned with user needs.

Training and Onboarding activity diagrams are used as training and on-boarding

materials for teachers and students. They served as reference to guide users through

various processes, helping them understand how to use the LMS effectively.

System Integratio, activity diagram aided in understanding how the LMS

interacts with other systems or external services. This was valuable in integrating the
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LMS with other tools, such as authentication systems, content repositories or external

learning platforms.

Error Handling and Exception Scenarios activity diagrams included error-

handling paths and exception scenarios. These assisted developers in designing robust

systems that handled unexpected situations gracefully, ensuring a better user experience.

Documentation activity diagrams served as essential documentation for the

LMS’s functionality. They helped in communicating the system’s design and behavior of

various stakeholders including developers, project managers and quality assurance teams.

In summary, the activity diagram played a crucial role in the development, understanding

and optimization of Open Source Learning Management Systems, contributing to a

smoother and more effective learning experience for both teachers and students.

An activity diagram for an Open Source Learning Management System illustrated

the flow of activities and interactions between different entities. Here are key elements

found in the diagram.

User Actions: These include activities like “Login”, “View Courses”, “Enroll in

Courses”, “Take Quiz”, and “View Grades”.

Admin Actions: Activities related to administrators, such as “Manage Courses”,

“Create User Accounts”, “Generate Reports”, and “Monitor Progress”.

Course Management: Activities to manage courses like “Create Course”,

“Update Courses Content”, and “Set Course Schedule”.

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Communication: Actions for communication between users, like “Send

Message”, “Receive Notification”, and “Reply to Message”.

System Actions: These represents bacground processes or automated tasks, such

as “Enrollment Validation”, “Grade Calculation”, and “Course Progress Tracking”.

Decision Points: Conditions branches that directed the flow of activities based on

certain conditions such as “Is the Course Full?”, or “Has the Assignment been

Submitted?”

Loops: Represented by iteration symbols, loops depict repetitive actions, like

“Repeat Quiz until Passed”.

Remination Points: Indicated the end of specific activities of the entire

process.The sequence diagram provides a simplified representation of the login process

and role verification within the LMS. It depends on the specific functionality and features

of the LMS, the sequence can be expanded to include additional steps and decision

points.

Activity Diagram

Figure 9 displays the user logged in process are the user chose what type of role

to be accessed whether an Administrator, Teacher or a Student. After choosing the role it

directed to the specific tasks per roles. After performing the tasks, the user logged out

from the system.

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Unified Modeling Language - Data Flow Diagram

A Data Flow Diagram (DFD) for an Open Source Learning Management System

represents the flow of information within the system. It typically include processes, data

stores and data flows. The DFD illustrate how data is inputted, processed, stored and the

output within the LMS.

A Level 0 Data Flow Diagram (DFD) provided a high-level overview of the data

flow in a system without going into much detail. In the context of an Open Source

Learning Management System, the Level 0 DFD showed the main external entities

interacting with the system and the major processes involved. Here’s an example of a

level 0 DFD for Open Source Learning Management System:

In this Level 0 DFD, it has three main external entities: Administrator, Teachers,

and Students. The LMS was the central system that managed the learning process. It
 64

interacts with Teachers who provided course content and Students who wanted to enroll

courses.

The LMS processed two primary data flows: Course Content and Enrollments.

The Course Content flow included all the necessary materials and resources for each

course while the Enrollment flow managed the enrollment data of students in various

course.

Teachers Administrator Student

Assign Roles
Course Content Enroll Courses
Learning
Management
System

Figurre 13. Data Flow Diagram Level 0

In Level 1 Data Flow Diagram (DFD), it provided a more detailed view of the

processes and data flows within the Open Source Learning Management System. It

breaks down the main processes identified in the Level 0 DFD and shown how data

moved between them.

The administrator entity was responsible for managing and configuring the LMS.

The administrator performs administrative tasks such as course management and user

management.

Course Management: Provides course information such as course name,

description and teachers details. Another was the process of managing existing courses

within the LMS. The administrator updates course information, adds or removes teachers

and manages enrollments.

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Course Access: The process through which students gained access to a course.

Students were enrolled in specific courses, allowing them to access course content and

participate in activities. Allowing also teachers to access the LMS teaching specific

courses.

Course Content: The process of managing and delivering course materials to

students. Teachers upload course materials, such as lectures, e documents or multimedia,

which students accessed.

Assignments: The process of creating, submitting, and grading assignments.

Teachers create assignments, students submit their work and teachers provide feedback or

grades.

Assessments: the process of creating and taking assessments such as quizzes or

exams. Teachers create assessments, students complete them and results were recorded.

Help menu: provide a help button that has a search engine to help users robust

access to the system. Allows user to navigate particular data that they needed to access.

Tutorial button: allows users to view significant activities in the system for them

to have a full understanding in accessing the system.

Administrator Student
Teacher
Access LMS Admin Actions Access LMS

Course Creation Course Content

Course Content

Assignments Course Management Assignments

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Create Course Course Information View

Course

Published Course Update Submit

Create Quiz/Exams Access to Users

Submit Grades Complete Quiz/Exams

Figure 14. Data Flow Diagram Level 1

Entity Relationship Diagram

The Entity Relationship Diagram (ERD) was a thorough and logical depiction of

the informational elements of a company, commercial entities and organizations. It was a

data modeling technique that could be used as the foundation for a relational database and

to help develop business processes (Pressman, 2014).

The Open Source Learning Management System used the Entity Relationship

Diagram (ERD) for several reasons:

Database Design: An ERD provided a clear visualization of the database

structure and the relationships between different entities. This helped in designing a well-

organized and efficient database schema, ensuring proper storage and retrieval of data.
 67

Data Integrity: With an ERD, developers could define the relationships and

constraints between entities, ensuring data integrity and preventing inconsistent or

erroneous data entries in the system.

Clarity in Development: ERD helped the developers, designers and stakeholders

understand the system’s data model and relationships, leading to better collaboration and

a clear understanding of the project’s scope.

Scalability: ERD allowed the identification of potential bottlenecks and

scalability issues early in the development process. It helped in making informed

decisions on how to optimized the database for future growth.

User Experience: a well-designed ERD impacted the user experienced positively.

It ensured that relevant data was available to users in a structured manner, making it

easier for them to accessed the information they need.

Maintenance and Updates: ERD simplified the process of maintaining and

updating the system. Changes in the system can be analyzed and implemented efficiently,

minimizing the risk of data corruption or inconsistencies.

Documentation: ERD served as essential documentation for the Open Source

Learning Management System project, making it easier for future developers or team

members to understand the system’s underlying data structure and relationships.

The Administrator is represented by user of the learning management system.

This entity attributes such as user_id, username, email, password and role are

determined if the user was an administrator, teacher or student.

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The Teacher is represented by the teacher in the learning management system. It

is associated with a user through the user_id attribute and included additional attributes

like teacher_id, department and specialization.

The Student is represented by a student in the learning management system. It is

associated with a user through the user_id attribute and includes attributes such as

student_id, student_number, major and year level.

The Course offered in the learning management system. Included attributes like

course_id, course_name, start_date, end_date, and is associated with a teacher through

the teacher_id attribute.

The Course Material uploaded by the teachers. It is associated with a course

through the course_id attribute and includes attributes like material_id, title, content

and upload_date.

Assignment/Quiz/Activity represented an assignment given in a course. It is

associated with a course through the course_id and includes attributes like

assignment_id, title, description and due_date.

Submission is made by a student for an assignment. It is associated with an

assignment and student through the assignment_id and student_id attributes,

respectively. It includes attributes like submission_id, submission_date, file_path and

grade.

Teacher Administrator Student

teacher_id (PK) user_id (PK) student_id (PK)
user_id (FK) username user_id (FK)
department email student_number
specialization password major
role year level

Submission
submission_id (PK)
assignment_id (FK)
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Figure 15. Entity Relationship Diagram

Development Phase. In this stage, the exact development begins and the

programming was built. The execution of design began with script code. Developers

followed the coding guidelines and programming tools like compilers, interpreters,

debuggers are used in generating and implementing the code. PHP is used as the

programming languages and MySQL as the database.

Testing. The program’s implemented software module is checked for proper

performance during the process. At this stage, any bugs or errors found are removed. A

series of tests and test cases are run during software testing to ensure that the proposed

system is free of bugs, defects and other errors. Also, it is tested against the specifications
 70

to ensure the system is solving the needs directed and inferred during the requirements

stage.

During this stage, functional testing of the proposed system is done such as

system testing and user acceptance testing. Testing all the functionalities is done by

providing appropriate input by the respondents such as the IT specialists, deans, program

heads, students and the quality assurance in curriculum development, to verify security,

portability, maintainability, efficiency, usability, reliability and functionality.

During the conduct of the system testing, the application is integrated to

evaluate the system’s compliance with its specified requirements, and the completed

proposed system is verified to ensure whether it works with the intended output or not.

Furthermore, the user acceptance testing is done by the end users along with the testers to

validate the functionality of the application. After the successful conduct of the

acceptance testing, formal alpha testing is conducted to determine whether an application

was developed as per the requirement and would allow the administration to accept or

reject the system or application. Also, the researcher used Cronbach Alpha to test the

reliability of the research instrument. The questionnaire is distributed containing items

patterned after the International Organization for Standardization, (ISO 25010).

Deployment Phase. When the software is approved and no bugs or errors are

asserted, it is them deployed. Then, based on the assessment, the software is delivered as

it is or with suggested augmentation in the object segment. After the deployment of the

software, its sustenance began. The release phase is traditionally associated with

production, deployment and post-production activities. It generally includes maintenance

and support of the system or software that has been developed.

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The distribution of the final version of the system is released. A software release

generally provides information to the office of the administration and constitute the initial

generation of a new or upgraded application. A release is preceded by the distribution of

the alpha version of the software.

During the deployment the security is concern. Security is a critical consideration

for a Learning Management System (LMS), especially for open source code is accessible

to the public. Researcher features some essential security that was present in the LMS:

(1) Secure Authentication, advise user to have a strong password policies like

alphanumeric and eight (8) or more fields size. To enhance user authentication security;

(2) Access Control and Role-Based Permission, allowed teachers to confirm students

access to ensure officially enrolled to a particular subject. (3) Data Encryption, used

encryption protocols (SSL/TLS) for secure stored data such as credentials and other

sensitive information and data transmission between the user’s browser and the LMS

server; (4) Secure File Uploads, validate and secure uploaded files such as limited storage

capacity or file formats to prevent malicious files from being uploaded to the system; (5)

Intrusion Detection and Prevention System (IDPS), implement IDPS to detect illegal

intrusion and respond to potential security threats; (6) User Activity Loggings, implement

logging and monitoring user activities within LMS for audit trails, helping identification

of suspicious behavior; (7) Data Backups and Disaster Recovery, impose regular backing

up data and implement a robust disaster recovery plan to ensure data integrity and

availability in case or data loss or system failure.

Feedback Phase. Once the client started using the developed learning

management system, the real issues started coming up, and feedback is required to meet
 72

client satisfaction. In this stage, the researcher or developer is required to fix the issues,

roll out new features and refine the functionalities as required. This stage is the critical

component of the system’s lifecycle. It involves collecting, analyzing and acting upon the

feedback from various stakeholders including administrators, teachers and students. This

phase is essential for continuous improvement and ensuring that the LMS meet its

intended goals. The methods by which feedback is taken care for the finished product is

known as maintenance.

Ma Oc
Activities Jan Feb Apr May Jun Jul Aug Sep Nov Dec
r t

Analysis

Design

Develop

Implement

Evaluate

Table 1. Gantt Chart

Gantt Chart
 73

This chart helped the researcher in planning and scheduling of project in times to

visualize the accomplishment of the project at a given time frame. It also aided in keeping

tracks of the development of the project as it illustrated how every task links to one

another.

Respondents Ƒ %

Dean 1 2%

IT Personnel 3 6%

ICS Program Head 2 6%

BSCS, BSIT, BSIS Faculty 26 6%

Members
BSCS, BSIT, BSIS 270 80%
Students
Total 100%

Table 2. Distibution of the Respondents

Respondents of the Study

The respondents of this study were grouped into five (5), namely: IT

professionals, Institute of Computing Studies Dean, Program Heads of BSCS, BSIT, and

BSIS, faculty members and students of the mentioned programs. These respondents were

provided with all the information regarding the practices in the learning management

system setting. The first group was composed of 3 or (6%) IT professionals of the total

number of the respondents. The second group comprised 1 or (2%) Dean of the Institute

of Computing Studies. The third group was comprised of 3 or (6%) Program Heads. The

fourth group was composed of (3) or (6%) faculty members. While the last group was

composed of 311 or (80%) students. The total number of ICS Student as of S.Y 2023-
 74

2024 is 1,038 where, 311 was the 30% of the total Population and this served as the

Student respondents.

Research Instrument

The study used an adopted survey based on ISO 25010, an International

Organization for Standardization. It assessed the Open Source Learning Management

System’s degree of functionality, reliability, usability, efficiency, maintainability,

portability and security. The utilized ISO 25010 instrument was put through internal

consistency testing using the Cronbach Alpha Reliability Coefficient, which gauges an

instrument’s level of reliability based on the value of alpha which ranges from 0 to 1.

This instrument focused on the assessment of the internal quality of a software product as

it can be assessed upon the output of the system. An instrument’s reliability would be

indicated by a lower rating since it did not capture the genuine score. Nevertheless, alpha

must have a value larger than 0.

Scoring Procedure

The five-point Likert scale was also used together with the quantitative

description in order to elicit feedback regarding the degree of functionality of the Open

Source Learning Management System.

Functionality. This describes the characteristics of a system that can support the

automation of the Open Source Learning Management System and whose particular

characteristics satisfy requirements like appropriateness, accuracy, interoperability,

security and compliance. The following scores ranges, verbal descriptions and

interpretations were used to gauge functionality.

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5 – Very much Functional. This is a rating given to the system which is very

much serviceable for automation of the Open Source Learning Management System.

4 – Much Functional. This is a rating given to the system which is much

serviceable for automation of the Open Source Learning Management System.

3 – Functional. This is a rating given to the system which is serviceable for

automation of Open Source Learning Management System.

2 – Fairly Functional. This is a rating given to the system which is fairly

serviceable for automation of the Open Source Learning Management System.

1 – Not Functional. This is a rating given to the system which is not serviceable

for automation of the Open Source Learning Management System.

The scoring is done by multiplying “very much functional” by five (5); “much

functional” by four (4); “functional” by three (3); “fairly functional” by two (2); and “not

functional” by one (1). The weighted mean is obtained using the following:

Scale Range of Values Description

5 4.21 – 5.00 Very Much Functional

4 3.41 – 4.20 Much Functional

3 2.61 – 3.40 Functional

2 1.81 – 2.60 Fairly Functional

1 1.00 – 1.80 Not Functional

Reliability. The system’s capacity to continuously meet the requirements set forth

by its end users. According to fault tolerance, recoverability and compliance, this
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category is graded. The five-point Likert scale is also employed to extract respondent’s

responses in relation to reliability as follows:

5 – Very Much Reliable. This is a rating given to the system with excellent

performance of the required functions of end-users and subscribers.

4 – Much Reliable. This is a rating given to the system with very satisfactory

performance of the required functions of end-users and subscribers.

3 – Reliable. This is a rating given to the system with satisfactory performance of

the required functions of end-users and subscribers.

2 – Fairly Reliable. This is a rating given to the system with poor performance of

the required functions of end-users and subscribers.

1 – Not Reliable. This is a rating given to the system which failed to perform the

required functions of end-users and subscribers.

Scoring is done by multiplying “Very Much Reliable” by five (5); “Much

Reliable” by four (4); “Reliable” by three (3); “Fairly Reliable” by two (2); and “Not

Reliable” by one (1). The weighted mean is obtained using the following:

Scale Range of Values Description

5 4.21 – 5.00 Very Much Reliable

4 3.41 – 4.20 Much Reliable

3 2.61 – 3.40 Reliable

2 1.81 – 2.60 Fairly Reliable

1 1.00 – 1.80 Not Reliable

Usability. A group of characteristics that affect how much work is required to

utilize something as well as how each user evaluates their own use whether explicitly or
 77

implicitly. The following factors are used to rank this category: compliance,

understandability, operability and attractiveness. The five-point Likert scale was also

used with the following description of ratings to elicit comments regarding the degree of

usability of the Open Source Learning Management System.

5 – Very Much Usable. This is a rating given to the system which the system’s

design enables it to manipulate the program with ease and facility within two (2) seconds.

4 – Much Usable. This is a rating given to the system which the system’s design

enables it to manipulate the program with ease and facility within five (5) seconds.

3 – Usable. This is a rating given to the system which the system’s design enables

it to manipulate the program with ease and facility within ten (10) seconds.

2 – Fairly Usable. This is a rating given to the system which the system’s design

enable it to manipulate the program with ease and facility within fifteen (15) seconds.

1 – Not Usable. This is a rating given to the system which the system’s design

does not enable end-user to manipulate the program.

Scoring is performed by multiplying “Very Much Usable” by five (5); “Much

Usable” by four (4); “Usable” by three (3); “Fairly Usable” by two (2); and “Not Usable”

by one (1). Weighted mean is obtained using the following:

Scale Range of Values Description

5 4.21 – 5.00 Very Much Usbale

4 3.41 – 4.20 Much Usable

3 2.61 – 3.40 Usable

2 1.81 – 2.60 Fairly Usable

1 1.00 – 1.80 Not Usable

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Efficiency. This group of characteristics showed the connection between the

software’s level of performance and the quantity of resources required. The five-point

Likert scale was also used with the stated explanation of ratings in order to elicit

comments with reference to level of efficiency. Likewise, to draw out the responses as

regards level of efficiency, the five-point Likert scale was also employed with the

indicated description of ratings, as follows:

5 – Very Much Efficient. This is a rating given to the system that allowed

unlimited service to clients at any given time.

4 – Much Efficient. This is a rating given to the system that allowed unlimited

service to clients at certain time or hour of the day.

3 – Efficient. This is a rating given to the system that allowed unlimited service to

clients only if the computer server is open.

2 – Fairly Efficient. This is a rating given to the system that allowed limited

service to clients.

1 – Not Efficient. This is a rating given to the system that do not allow unlimited

service to clients.

Scoring is performed by multiplying “Very Much Efficient” by five (5); “Much

Efficient” by four (4); “Efficient” by three (3); “Fairly Efficient” by two (2); and “Not

Efficient” by one (1). Weighted mean is obtained using the following:

Scale Range of Values Description

5 4.21 – 5.00 Very Much Efficient

4 3.41 – 4.20 Much Efficient

3 2.61 – 3.40 Efficient

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2 1.81 – 2.60 Fairly Efficient

1 1.00 – 1.80 Not Efficient

Maintainability. It is the simplicity with which a software system may be altered

by adding or replacing the capabilities, enhancing functionality or fixing flaws. This

category is rated using the following standards; analyzability, changeablility, stability,

and conformance. It is described as the likehood of carrying out a successful executing a

repair action in a specific amount of time. In other words, maintainability assesses how

quickly and easily a system can be brought back online following a failure.

In the same manner, to draw out the responses as regards the level of

maintainability, the five-point Likert scale is also employed with the indicated description

of rating, as follows:

5 – Very Much Maintainable. This is a rating given to the excellent

characteristics of the system and its installation can be restored to its normal operable

state within a given timeframe, using the prescribed practices and procedures.

4 – Much Maintainabale. This is a rating given to a very satisfactory

characteristics of the system and its installation can be restored to its normal operable

state within a given timeframe, using the prescribed practices and procedures.

3 – Maintainable. This is a rating given to a satisfactory characteristics of the

system and its installation can be restored to its normal operable state within a given

timeframe, using the prescribed practices and procedures.

2 – Fairly Maintainable. This is a rating given to a poor characteristics of the

system and its installation can be restored to its normal operable state within a given

timeframe, using the prescribed practices and procedures.

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1 – Not Maintainable. This is a rating given to the system were installation can

not be restored to its normal operable state within a given timeframe, using the prescribed

practices and procedures.

Scoring is performed by multiplying “Very Much Maintainable” by five (5);

“Much Maitainable” by four (4); “Maitainable” by three (3); “Fairly Maitainbale” by two

(2); and “Not Maitainable” by one (1). Weighted mean is obtained using the following:

Scale Range of Values Description

5 4.21 – 5.00 Very Much Maintainable

4 3.41 – 4.20 Much Maintainable

3 2.61 – 3.40 Maintainable

2 1.81 – 2.60 Fairly Maintainable

1 1.00 – 1.80 Not Maintainable

Portability. It is the simplicity with which the system can be changed to function

in a setting different from the one for which it was intended.

Moreover, to draw out the responses as regards the level of portability of the

Open Source Learning Management System, the five-point Likert scale is also used with

the indicated description of ratings, as follows:

5 – Very High Portability. This is a rating given to the system which is very

much transferable from one environment to another.

4 – High Portability. This is a rating given to the system which is very

transferable from one environment to another.

3 – Moderate Portability. This is a rating given to the system which is

moderately transferable from one environment to another.

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2 – Low Portability. This is a rating given to the system which is hardly

transferable from one environment to another.

1 – Very Low Portability. This is a rating given to the system which is not

transferable from one environment to another.

Also, scoring is performed by multiplying “Very High Portability” by five (5);

“High Portability” by four (4); “Moderate Portability” by three (3); “Low Portability” by

two (2); and “Very Low Portability” by one (1). Weighted mean is obtained using the

following:

Scale Range of Values Description

5 4.21 – 5.00 Very High Portability

4 3.41 – 4.20 High Portability

3 2.61 – 3.40 Moderate Portability

2 1.81 – 2.60 Low Portability

1 1.00 – 1.80 Very Low Portability

Security. It is the ease with which software systems can be protected from the

cyber attacks. To evaluate the potential weaknesses and address security flaws. The

following criteria are used to rate this category: security, privacy, integrity and

compliance. It is defined as the regular measuring and enhancing the security of Open

Source Learning Management System. The educational institution could create a safer

and more reliable platform for effective teaching and learning.

To draw out the responses as regards the level of security, the five-point Likert

scale is also employed with the indicated description of ratings as follows:

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5 – Very High Security. This is a rating given to the system with very much high

security measures and have the system’s ability to safeguard information to the highest

degree.

4 – High Security. This is a rating given to the system with very high security

measures and have the system’s ability to safeguard 80% of the information.

3 – Moderate Security. This is a rating given to the system with moderate

security measures in the system and have the system’s ability to safeguard 60% of the

information.

2 – Low Security. This is a rating given to the system with low security measures

in the system and have the system’s ability to safeguard 40% of the information.

1 – Very Low Security. This is a rating given to the system with was very low

security measures in the system and have the system’s ability to safeguard only 20% of

the information.

The scoring is performed by multiplying “Very High Security” by five (5); “High

Security” by four (4); “Moderate Security” by three (3); “Low Security” by two (2); and

“Very Low Security” by one (1). Weighted mean is obtained using the following:

Scale Range of Values Description

5 4.21 – 5.00 Very High Security

4 3.41 – 4.20 High Security

3 2.61 – 3.40 Moderate Security

2 1.81 – 2.60 Low Security

1 1.00 – 1.80 Very Low Security

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Data Gathering Procedure

Permission to conduct the survey was be sought from the administration of Tawi-

Tawi Regional Agricultural College. Questionnaires were used, and initial

implementation was be conducted to gather information from the respondents. Following

a careful discussion-orientation of the research focus, the questionnaires were personally

administered by the researcher. Every respondent was provided with a letter containing

the study’s purpose to make an appropriate decision as a respondent. Sufficient time was

provided for an efficient and effective accomplishment of the questionnaires. To be able

to elicit honest answers from the respondents, the researcher expressed the confidentiality

of the information that they provide. This process ensured 100% retrieval of the data

from the respondents.

The researcher also conducted Reliability test to a group of faculty and students of

Mahardika Institute of Technology (MIT), Bongao, Tawi-Tawi, Philippines. Selected

Bachelo of Science in Information Technology (BSIT) students were given the survey

instrument randomly about 30 students. And three (3) Bachelor of Science in Information

Technology faculty of the same institution.

In order to gauge the system’s development, the researcher also gave respondents

a questionnaire. This was made during the conduct of the demonstration of the Open

Source Learning Management System. Throughout the study, no resources or

infrastructure were damaged. Moreover, the respondents were not subjected to any

physical, mental or emotional harm. Following the evaluation, all data relevant to the

development systems features were gathered, analyzed and confirmed.

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The Reliability test using Cronbach Alpha show the following results. The

statement “The system allows recovering forgotten passwords” got the lowest mean of

4.40 and is interpreted as “Highly Acceptable,” while the statement “The system ensures

the continuity of the operations in the event of failures” got the highest mean of 4.45 and

it is also interpreted as “Highly Acceptable” since both of the two statement means fall in

the legend range of 4.21-5.0: Highly Acceptable. The composite mean is 4.41 which is

interpreted as “Highly Acceptable.” It indicates that the Open Source Learning

Management System is Highly Reliable.

Statistical Treatment of the Data

The statistical tool used in treating the data is weighted mean.

Weighted Mean. This is employed to find out the levels of functionality,

reliability, usability, efficiency, maintainability, portability and security of the system.

Computation is performed by getting the product of the weight of the scale and the

frequency of each scale divided by the total respondents using the formula:

Weighted Mean =

where: Σ = Summation

X = Frequency of each scale

W = Weight of each scale

N = Total Number of Respondents

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The data, comprising analysis and interpretation of the results are laid out in this

chapter in the form of figures and tables. All data supplied here is laid out, examined and

evaluated in accordance with the issues revealed.

Chapter 4

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents, analyzes and interprets the gathered data to provide a

comprehensive understanding of the research outcomes and their implications,

contributing to the body of knowledge along this field.

Transformative Growth and ICT Integration at TRAC

Tawi-Tawi Regional Agricultural College known as TRAC, is one of the colleges

in Tawi-Tawi. Established in 1957, it was formerly known as Sulu National Regional

Agricultural School under Batasang Pambansa 384 (Parliamentary Bill No. 728). The
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college was authorized to offer the following courses such as; Bachelor of Science in

Home Technology, Bachelor of Science in Agriculture, Master of Science in Agricultural

Education, Master of Science in Home Technology and Master of Science in Agriculture.

In its 66 years of existence, the college has significantly expanded its academic

offerings, namely; Bachelor of Science in Forestry (BSF), Bachelor of Science in

Agricultural Business (BSAB), Bachelor of Science in Computer Science (BSCS),

Bachelor of Science in Information Technology (BSIT), Bachelor of Science in

Information System (BSIS), Bachelor of Technical Vocational Teacher Education

(BTVTED), Bachelor of Technical Livehood Education (BTLED), Bachelor of Science

in Criminology (BSC) and Bachelor of Science in Social Work (BSSW).

The use of Information and Communication Technology (ICT) in everyday life

has increased in recent years. To mold educational institutions to reflect technological

advancements and students of twenty-first century, the Commission on Higher Education

(CHED) mandates that all institutions must increase the capacity and the potential of

education by enhancing online learning environments and internet access, strengthening

online content to share best practices and maximizing the use of ICT for distance and

self-paced learning.

Problems Encountered in using ICT as Mode of Learning

Currently, the faculty of Tawi-Tawi Regional Agricultural College utilize social

media platforms, specifically the Facebook application to share learning contents, quizzes

and exams. Similarly, the students used the same platform to download learning

materials, submit quizzes and exams.

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The challenges encountered by the faculty and students when using the said

platform was on the part of managing and sharing the learning content. Faculty members

encounter difficulties in maintaining full control of the created group intended for the

particular subject since the Facebook groups can change the policies, features and

functionalities. The Facebook also has an algorithm to decide what content could be

shared to the members, meaning not all of the content would reach all members.

Facebook moderation team has the authority remove group members for violations of the

platform’s terms and conditions. Lastly, the lack of control over the online community

can make some members feel uncomfortable, as they may be unaware about the rules in

place or how their data was being used.

It has also a privacy concern. Facebook can collect data on group members and

might use it for other purposes. This data collection could lead privacy breaches where

group members’ personal information would be exposed to people who were not

authorized to see it. Such breaches could lead to legal issues and could damage the

organization’s reputation. With these issues, there are lack of trust among the group

members, resulting in decreased engagement and lower member retention.

A low engagement rate is a pressing issue largely due to Facebook’s algorithm

that controls what content to be shown for members and this can limit the shared content.

The algorithm can generate the likes, comments and shares which can result in limited

visibility for shared content. The Facebook platform also provided a little discussion or

interaction between members. So, members do not feel motivated to engage with each

other if the content is not relevant or engaging. In addition, if the group administrator is
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not actively managing or encouraging engagement, the group can become stagnant and

experience member attrition.

Facebook’s design and layout can be distracting with notifications and other

features distracting members from group content and discussions. Since Facebook’s

primary revenue source is advertising, this economic focus is reflected in the platform’s

approach to groups. The platform can display advertisement within the groups, which can

distract and disrupt the members. These advertisements can occupy valuable space on

members’ feeds and may not be relevant to the group’s interests or goals. Additionally,

notifications from other Facebook feature, such as messages and friend requests, may

distract members from engaging with group content.

Developing the Open Source Learning Management for Tawi-Tawi Regional

Agricultural College
The researcher presented an innovative method of learning management system

using the Moodle application platform. In this method, the researcher developed an open

source learning management system that can share and manage content as the mode of

instruction in flexible learning.

This platform is highly customizable with a wide range of inbuilt features, plugins

and integrations suited to specific needs. The faculty can scale the platform to any size

from a small to large classroom depending on the given class size per section and per

year level.
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This ensures the security of the learning managements system and its data. As an

open source platform, Moodle platform is committed to safeguarding the data security,

user privacy and security controls. For complete control, Moodle can easily deployed on

a private secure cloud server.

The study used an adopted survey based on ISO 25010, an International

Organization for Standardization (ISO). It assessed the Open Source Learning

Management System’s degree of functionality, reliability, usability, efficiency,

maintainability, portability and security.

Feature Combination toward a Hybrid Learning Management System

The Learning Management System is a hybrid system which combined the feature

of the following:

User Friendly Interface that offers an easy to use interface and navigation for both

teachers and students. Users can easily navigate the interface of buttons, icons and

ribbons of the system. Adaptable and available on a variety of platforms. Users can

access the system by using any android mobile unit, laptop, tablets and desktop computer.

User can customized the layout display of the interface of the system based on their

preferences. Provide compatibility tools that allow third party applications and sign on

capabilities for seamless access.

Course Content Management users can easily upload and share various content formats

such as text, music, videos and presentations. Has a version control for alteration and

updates of data. Students can upload or download content online but it can be browse

offline. This can lead to synchronous and asynchronous type of flexible learning. In the
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evaluation of the learners, faculty can set different types of quiz, activity or exams. This

can be in multiple choice, matching type or essay. Provide badges, leaderboards and

rewards in a completed task that gives the students the motivation to achieve more.

Integration of communications tools used for discussion forums, messaging and video

conferencing.

Learning Analytics can monitor and evaluate the development and involvement of the

learners. Faculty can track the students progress and participation in the course. Has

assessment tools for evaluating students performance individually, giving the faculty a

faster rating remark grades of the students. Students also can view their individual

progress in a particular subject, where student would be aware of their individual

academic performance standing. Provide attendance tracking for both online access.

LMS using MoodlePotential Effect of LMS to Teachers LMS Theory

Tracking Daily Attendance
Controlling Administration Schedule Training Automatic effort Evaluation
Managing Courses Teaching Individual Reports Generation
Student Progress Conducting Reseach
Course Scheduling Creating New Courses
Creating Forums Employing more Quizzes
Student Orientation

Fused Application Features of the Open Source

Learning Management System
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Figure 16 Hybrid Open Source Leearning Management System for Tawi-Tawi

Regional Agricultural College

The Agile processed is applied during the development of the system, specifically

where the needs for software, hardware, and peopleware are determined. Then the

system’s structure and architecture are designed during the second phase. In the

development phase, the writing of the hard code of the software came next. The fourth

phase involved testing the newly created system. A reliability test is conducted with a

randomly selected group of students who are not the target respondents and the

interpretation yielded “Highly Acceptable” result. Next, is the deployment of the newly

developed system. A pilot testing is conducted to the three different users such as the

student user, teacher user and the administrator user. Before the whole method is done, a
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review is conducted by administering a survey questionnaire to the respondents with a

result of “Highly Accetable” remark.

Table 1. Open Source Learning Management System – in Terms of Security

SECURITY MEAN INTERPRETATION

1. The system anonymized confidential

data store in the database using 4.23 Highly Acceptable
encryption( ex. User accounts)
2. The system can protect the user
account by encrypting their passwords 4.25 Highly Acceptable
when stored in the database
3. The system requires a username and
password before accessing the system ( 4.43 Highly Acceptable
ex. Login System)
4. The system has different user level
with different privileges in accessing 4.43 Highly Acceptable
the system
5. The system prevents duplication of
action when performing a single
4.53 Highly Acceptable
transaction. ( ex. Click on the button)

Composite Mean
4.37 Highly Acceptable

Legends:
4.21-5.0: Highly Acceptable 3.41-4.20: Very Acceptable 2.61-3.40: Acceptable
1.81-2.60: Moderately Acceptable 1.0-1.80: Not Acceptable

The Security of the system based on the user’s evaluation is shown in Table 1

above. The Statement “The system anonymized confidential data store in the database

using encryption (Ex. User Accounts) got the lowest Mean of 4.23 and it is interpreted as

“Highly Acceptable,” while the statement “The system prevents duplication of action

when performing a single transaction (ex. Click on the button) got the Highest Mean of

4.53 and is interpreted as” Highly Acceptable,” since both the statements fall in the
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Legend range of 4.21-5.0: “Highly Acceptable.” The composite mean is 4.37 which is

interpreted as “Highly Acceptable”. It indicates that the Open Source Learning

Management System is highly secured.

According to research, Open Source Learning Management Systems

(LMS) have gained popularity in educational institutions due to their cost-effectiveness

and flexibility. However, ensuring the security of these systems is paramount to protect

sensitive educational data. The research findings discuss key aspects of system security in

open source LMS, highlighting the challenges and best practices in this domain

(Adersson T., 2018).

In support with the findings of Table 1 presented above, Authentication and

authorization are fundamental security concerns in open source LMS. Research by

Mitchell et al. (2018) emphasized the need for robust user authentication to prevent

unauthorized access. Effective authorization mechanisms are also crucial to control user

privileges within the system (Smith, 2019). Implementing strong authentication and fine-

grained authorization can mitigate security risks. Protecting sensitive data is vital.

Encryption mechanisms played a crucial role in safeguarding data in transit and at rest.

Research conducted by wouldiams (2020) highlighted the need for end-to-end encryption

in open source LMS to prevent data breaches and maintain the privacy of users and

learners.

In conclusion, System security in open source learning management systems is a

multifaceted challenge that demands attention to authentication, vulnerability

assessments, data encryption, third-party integrations, compliance and community

involvement. Educators and administrators must proactively adopt best practices and stay
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updated on the evolving security landscape to ensure the safety of educational data and

the continuity of learning in open source LMS.

Table 2. Open Source Learning Management System – in Terms of Portability

PORTABILITY MEAN INTERPRETATION

1. The software product is designed to be

compatible with different operating 4.40 Highly Acceptable
systems
2. The software product supports
multiple hardware platforms without 4.40 Highly Acceptable
requiring significant modification
3. The software product has clear
documentation and guidelines for 4.38 Highly Acceptable
porting to different platforms
4. The software product seamlessly
integrate with other system and 4.34 Highly Acceptable
applications
5. The software product can be easily
migrated or transferred to a different
4.43 Highly Acceptable
environment without a significant
effort or disruption
Composite Mean
4.39 Highly Acceptable
Legends:
4.21-5.0: Highly Acceptable 3.41-4.20: Very Acceptable 2.61-3.40: Acceptable
1.81-2.60: Moderately acceptable 1.0-1.80: Non Acceptable

The Portability of the system based on the user’s evaluation is shown in Table 2

above. The Statement “The software product has clear documentation and guidelines for

porting it to different platforms” got the lowest mean of 4.38 and it is interpreted as

“Highly Acceptable,” while the statement “The software product can be easily migrated

or transferred to a different environment without a significant effort or disruption” got the

highest mean of 4.43 and is interpreted as “Highly Acceptable” since both the statement

means fall on the Legend range of 4.21-5.0: Highly Acceptable. The composite mean is
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4.39 which is interpreted as “Highly Acceptable.” It indicated that the Open Source

Learning Management System is Highly Portable for the users.

In support with the findings of table 2, Open Source Learning Management

Systems (LMS) have gained popularity in educational settings due to their flexibility and

cost-effectiveness. Ensuring system portability is crucial to enable seamless use across

different platforms and institutions. This research findings explore the concept of system

portability in open source LMS, discussing its significance and challenges. Cross-

platform compatibility is a central aspect of system portability. Research by Smith (2019)

underscores the importance of open source LMS being accessible and functional across

various operating systems and devices. This ensures that users can access educational

content regardless of their technology preferences. Standards and interoperability are key

factors in achieving system portability. Johnson (2020) emphasizes the role of standards

like IMS Common Cartridge and Learning Tools Interoperability (LTI) in enabling data

and content exchange between different LMS and educational systems. Adhering to these

standards enhances system portability.

According to research, Cloud integration is becoming increasingly important for

system portability. Brown (2018) discussed how open source LMS could leverage cloud

infrastructure to make content and data available from anywhere, allowing users to access

their educational materials without geographic limitations. Data migration and export

capabilities are vital for system portability. wouldiams (2021) highlighted the need for

open source LMS to provide tools and features for easily migrating data and course

content between instances, which is particularly valuable when institutions change LMS

platforms.
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In conclusion, ensuring Content portability within open source LMS is vital. Kim

(2019) explored the use of open standards like SCORM and API to package and

distribute learning content. This approach ensured that educational materials can be used

in various LMS and platforms. System portability in open source learning management

systems is essential to accommodate the diverse needs of educational institutions and

learners. Achieving cross-platform compatibility, adhering to standards, enabling cloud

integration, providing data migration capabilities, supporting mobile accessibility and

ensuring content portability are key factors in enhancing the portability of open source

LMS.

Table 3. Open Source Learning Management System – in Terms of Maintainability

MAINTAINABILITY MEAN INTERPRETATION

1. The software product is designed

with clear and well-structured code 4.43 Highly Acceptable
that is easy to understand and modify
2. The software product have
comprehensive documentation
including design, documents, 4.41 Highly Acceptable
technical specification and user
manuals
3. Coding standards and guidelines
followed during the development 4.38 Highly Acceptable
process
4. The version control system is in
place to track changes and manage
4.53 Highly Acceptable
different versions of the software
product
5. There is a process in place for bug
tracking, issue management, and the
4.47 Highly Acceptable
timely resolution of reported
problems
Composite Mean
4.45 Highly Acceptable

Legends:
4.21-5.0: Highly Acceptable 3.41-4.20: Very Acceptable 2.61-3.40: Acceptable
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1.81-2.60: Moderately Acceptable 1.0-1.80: Not Acceptable

The Maintainability of the system based on the user’s evaluation is shown in

Table 3 above. The statement “Coding standards and guidelines followed during the

development process is established” got the lowest mean of 4.38 and it is interpreted as

“Highly Acceptable,” while the statement “The version control system in place to track

changes and manage different versions of the software product” got the highest Mean of

4.53 and it was also interpreted as “Highly Acceptable,” since both of the two statements

Means fall in the legend range of 4.21-5.0: Highly Acceptable. The composite mean is

4.45 which is interpreted as “Highly Acceptable.” It indicated that the Open Source

Learning Management System is Highly Maintainable.

According to research, Open Source Learning Management Systems (LMS) had

became increasingly popular in educational institutions. Ensuring the maintainability of

these systems is crucial to guarantee their long-term functionality and adaptability. This

research findings deeps into the concept of system maintainability in open source LMS,

discussing its importance and key considerations. Proper documentation and knowledge

transfer are vital for system maintainability. Johnson (2020) emphasized the importance

of comprehensive documentation to ensure that administrators and developers can

efficiently manage and troubleshoot the LMS. Scalability and performance monitoring

are essential for maintainability as educational institutions grow. wouldiams (2018)

discussed the importance of assessing the system's scalability and monitoring its

performance to ensure that it can handle increasing user loads.

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In conclusion, Backup and disaster recovery strategies are necessary for

maintaining system availability. Mitchell (2016) explored the implementation of robust

backup and recovery plans to protect educational data and ensure system resilience in

case of unexpected events. System maintainability in open source learning management

systems is crucial for ensuring their long-term functionality and adaptability. This

requires effective update management, modular architecture, comprehensive

documentation, community support, scalability monitoring, robust backup and recovery

strategies. A well-maintained open source LMS can continue to meet the evolving needs

of educational institutions and learners.

Table 4. Open Source Learning Management System – in Terms of Efficiency

EFFICIENCY MEAN INTERPRETATION

1. Requesting data from the server/cloud

is done asynchronously to avoid 4.40 Highly Acceptable
waiting time
2. The system can use appropriate
resources such as spreadsheets and 4.43 Highly Acceptable
images for its function
3. The system only displays a certain
amount of content at a time by
4.48 Highly Acceptable
providing pagination and scrollbars to
transverse the partially hidden content
4. The system can store substantial
amount of data and considerable file
4.48 Highly Acceptable
size to be saved into the database or
servers storage
5. The software system responds to user
actions within an acceptable 4.52 Highly Acceptable
timeframe
Composite Mean
4.46 Highly Acceptable

Legends:
4.21-5.0: Highly Acceptable 3.41-4.20: Very Acceptable 2.61-3.40: Acceptable
1.81-2.60: Moderately Acceptable 1.0-1.80: Not Acceptable
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The Efficiency of the system based on the user’s evaluation is shown in Table 4

above. The statement “The system can use appropriate resources such as spreadsheets

and images for its function” got the lowest mean of 4.43 and it is interpreted as “Highly

Acceptable,” while the statement “The software system responds to user actions within

an acceptable timeframe” got the highest mean of 4.53 and it is also interpreted as

“Highly Acceptable” since both of the two Statement Means fall in the Legend range of

4.21-5.0: Highly Acceptable.” The composite mean is 4.46 which is interpreted as

“Highly Acceptable.” It indicated that the Open Source Learning Management System is

Highly Efficient.

In support with the findings presented in table 4, Open Source Learning

Management Systems (LMS) are widely used in educational settings and their efficiency

is a critical factor in ensuring smooth operations and a positive user experience. This

research findings explores the concept of system efficiency in open source LMS,

highlighting its importance and key considerations. Performance optimization is a crucial

aspect of system efficiency in open source LMS. Research by Smith (2018) emphasized

the need for continuous monitoring and optimization of the system's performance to

ensure responsive user experiences, particularly in large-scale implementations. Efficient

resource utilization and scalability are essential for accommodating varying workloads.

Brown (2019) discussed how open source LMS can effectively allocate resources and

scale to meet increasing demands, making the most of available infrastructure.

According to research, responsive design and a positive user experience served as

indicators of system efficiency. Johnson (2020) explored the role of responsive design in

adapting to different devices and screen sizes, ensuring that users can access educational
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content seamlessly. Efficient content delivery is critical for a smooth learning experience.

wouldiams (2021) highlighted the importance of content distribution mechanisms and

load balancing to evenly distribute the traffic and reduce server load for optimal

performance. Efficient course management tools are crucial for instructors and

administrators. Mitchell (2017) discussed features that allowed educators to create,

manage and update course content with ease, ultimately enhancing the efficiency of the

LMS.

In conclusion, Efficiency can be improved through data analytics and insights.

Kim et al. (2018) examined the role of analytics in providing administrators and

educators with valuable data for improving course design, resource allocation and user

engagement. System efficiency in open source learning management systems is essential

to deliver a responsive user experience, effectively manage resources and optimize

performance. To achieve system efficiency, institutions should focus on performance

optimization, resource utilization, responsive design, content delivery, course

management and data analytics. An efficient open source LMS enhances the learning

experience and streamlines administrative tasks.

Table 5. Open Source Learning Management System – in Terms of Usability

USABILITY MEAN INTERPRETATION

1. The system provides proper tooltip

4.40 Highly Acceptable
and labels for ease of use
2. The system provides brief instruction
on some of the complicated 4.50 Highly Acceptable
functions.
3. The system provides search
functionality for looking at a specific 4.40 Highly Acceptable
information
4. The system gives visual cues in 4.48 Highly Acceptable
showing positive and negative
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actions (ex. Red boxes indication an

error)
5. The system interface is correctly
placed where the user should expect 4.40 Highly Acceptable
it
Composite Mean
4.43 Highly Acceptable

Legends:
4.21-5.0: Highly Acceptable 3.41-4.20: Very Acceptable 2.61-3.40: Acceptable
1.81-2.60: Moderately Acceptable 1.0-1.80: Not Acceptable

The Usability of the system based on the user’s evaluation is shown in Table 5.

The Statements “The system provides proper tooltip and labels for ease of use,” “The

system provides search functionality for looking at a specific information,” and “The

system interface is correctly placed where the user should expect it,” all got the lowest

mean of 4.40 and are interpreted as “Highly Acceptable.” While the statement “The

system provides brief instruction on some of the complicated functions.” Got the highest

mean of 4.50 and it is also interpreted as “Highly Acceptable” since all of the statements

means fall in the legend range of 4.21-5.0: Highly Acceptable. The composite mean is

4.43 which is interpreted as “Highly Acceptable.” It indicated that the Open Source

Learning Management System is Highly Usable.

In connection with the findings in table 5, Open Source Learning Management

Systems (LMS) are widely used in education and ensuring their usability is essential for

effective teaching and learning. This research findings dives into the concept of system

usability in open source LMS, highlighting its significance and key factors that contribute

to user satisfaction. Usability begins with user-centered design. Research by Smith

(2018) emphasized the importance of designing open source LMS interfaces with the

end-users in mind. It discussed principles of user-friendly interface design that could

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enhance usability. Accessibility and inclusivity were integral to system usability. Brown

(2019) explored the significance of making open source LMS accessible to all users,

including those with disabilities. The study digs into best practices for achieving

inclusivity.

According to research, Efficient navigation and well-organized information

architecture contribute to usability. Johnson (2020) investigated how clear navigation

pathways and well-structured content made it easier for users to find and interact with

educational materials. User training and support played a vital role in usability.

wouldiams (2021) discussed the importance of providing adequate training and support

resources for educators, administrators and students to maximize the benefits of the LMS.

The rise of mobile devices necessitates responsive design. Mitchell (2017) explored how

responsive design ensured that open source LMS were usable on various devices,

enhancing the overall user experience and usability.

In conclusion, Usability evaluation methods and user feedback are valuable tools

for improvement. Kim et al. (2018) delved into the use of usability testing and feedback

collection to identify usability issues and made data-driven improvements. System

usability in open source learning management systems was crucial for providing an

effective and satisfactory learning experience. Achieving usability involves user-centered

design, accessibility, navigation, user training, responsive design and ongoing usability

evaluation. Ensuring that the LMS is user-friendly and responsive to user needs is

essential for the success of educational institutions and learners.

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Table 6. Open Source Learning Management System – in Terms of Reliability

RELIABILITY MEAN INTERPRETATION

1. The information provided in the system

4.34 Highly Acceptable
is correct, up-to-date, and consistent.
2. The system responses quickly to the
4.44 Highly Acceptable
user’s selection and action
3. The system catches errors properly and
4.44 Highly Acceptable
resumes normal operation when detected
4. The system allows recovering forgotten
4.40 Highly Acceptable
passwords
5. The system ensures the continuity of the
operations in the event of failures. 4.45 Highly Acceptable

Composite Mean
4.41 Highly Acceptable

Legends:
4.21-5.0: Highly Acceptable 3.41-4.20: Very Acceptable 2.61-3.40: Acceptable
1.81-2.60: Moderately Acceptable 1.0-1.80: Not Acceptable

The Reliability of the system based on the user’s evaluation is shown in Table 6

above. The statement “The system allows recovering forgotten passwords” got the lowest

mean of 4.40 and is interpreted as “Highly Acceptable,” while the statement “The system

ensures the continuity of the operations in the event of failures” got the highest mean of

4.45 and it is also interpreted as “Highly Acceptable” since both of the two statement

means fall in the legend range of 4.21-5.0: Highly Acceptable. The composite mean is

4.41 which is interpreted as “Highly Acceptable.” It indicated that the Open Source

Learning Management System is Highly Reliable.

In support to the aforementioned findings, Open Source Learning Management

Systems (LMS) have become essential tools for educational institutions. Ensuring system

reliability is crucial to provide uninterrupted access to learning materials. This research

findings explored the concept of system reliability in open source LMS, discussing its

significance and key considerations. High availability and redundancy are essential for
 104

system reliability. Research by Smith (2019) highlighted the importance of designing

open source LMS infrastructure with redundancy and failover mechanisms to minimize

downtime and ensure uninterrupted access. Disaster recovery and backup strategies are

vital for system reliability. Brown (2020) discussed the implementation of robust backup

and disaster recovery plans to protect educational data and ensure system resilience in

case of unexpected events.

According to research, Continuous server and network monitoring play a

significant role in system reliability. Johnson (2018) explored the use of monitoring tools

to detect issues in real-time, allowing for timely intervention and prevention of service

disruptions. Scalability and load balancing were key factors in ensuring system reliability

as user loads fluctuate. wouldiams (2021) highlighted the importance of assessing the

system's scalability and implementing load balancing mechanisms to maintain optimal

performance.

In conclusion, Security and vulnerability management are integral to system

reliability. Mitchell (2017) discussed how open source LMS should regularly apply

security updates and patches to protect against vulnerabilities that could compromise

reliability. Service Level Agreements (SLAs) could guarantee system reliability. Kim et

al. (2018) explored the role of SLAs in defining expectations for uptime, performance

and support, ensuring that educational institutions could rely on the LMS. System

reliability in open source learning management systems is critical for providing

continuous access to learning materials. Achieving system reliability involves high

availability, redundancy, disaster recovery, monitoring, scalability, security and SLAs.

 105

Educational institutions can ensure uninterrupted learning experiences by prioritizing

reliability in their open source LMS implementations.

Table 7. Open Source Learning Management System – in Terms of Functionality

FUNCTIONALITY MEAN INTERPRETATION

1. The system specified functional

requirements outlined in the project 4.35 Highly Acceptable
documentation
2. System provides all the essential features
4.44 Highly Acceptable
and capabilities expected by the users
3. The system handles concurrent user
interactions or multi-user scenarios 4.44 Highly Acceptable
without issues or data conflicts
4. The system provides appropriate error
message or feedback to users when errors 4.40 Highly Acceptable
or invalid operations occur
5. The system adheres to relevant industry
standards, conventions, or regulation for 4.45 Highly Acceptable
its intended functionality
Composite Mean
4.41 Highly Acceptable

Legends:
4.21-5.0: Highly Acceptable 3.41-4.20: Very Acceptable 2.61-3.40: Acceptable
1.81-2.60: Moderately Acceptable 1.0-1.80: Not Acceptable

The Functionality of the system based on the user’s evaluation was shown in

Table 7 above. The statement “The system specified functional requirements outlined in

the project documentation” got the lowest mean of 4.35 and is interpreted as “Highly

Acceptable,” while the statement “The system adheres to relevant industry standards,

conventions, or regulation for its intended functionality” got the highest mean of 4.45 and

is also interpreted as “Highly Acceptable,” since both of the two statement means fall in

the legend range of 4.21-5.0” Highly Acceptable. The composite mean is 4.41 which was

interpreted as “Highly Acceptable.” It indicated that the Open Source Learning

Management System is Highly Functional.

 106

According to research, Open Source Learning Management Systems (LMS)

played a pivotal role in modern education. Ensuring that these systems offered robust

functionality is essential for effective teaching and learning. This research findings

explored the concept of system functionality in open source LMS, discussing its

importance and key factors that contribute to successful educational experiences. One of

the central functions of an LMS is course content management. Research by Smith

(2019) emphasized the importance of easy-to-use tools for educators to create, manage

and update course materials within the LMS, contributing to effective teaching and

learning. Efficient assessment and grading functionalities are essential for educators.

Brown (2020) explored how open-source LMS can provide tools for creating quizzes,

assignments and assessments while simplifying the grading process, streamlining

administrative tasks for instructors.

In support of the findings of this study, User roles and permissions are key for

system functionality. Johnson (2018) delved into the management of user roles and

permissions within the LMS, allowing institutions to control access and assign specific

roles to educators, administrators and students. Effective communication and

collaboration tools enhance functionality. wouldiams (2021) discussed the importance of

providing features such as discussion forums, chat and collaboration spaces, allowing

educators and students to interact and collaborate seamlessly. Data-driven decision-

making is facilitated by reporting and analytics. Mitchell (2017) explored how open-

source LMS can provide reporting tools to track student progress and performance,

enabling institutions to improve teaching strategies.

 107

In conclusion, the ability to integrate and customize the LMS is crucial. Kim et al.

(2018) investigated how open-source LMS could offer integration options with other

educational software and allow for customization to meet the specific needs of

institutions and learners. System functionality in open-source learning management

systems is vital for delivering effective educational experiences. It encompasses course

content management, assessment and grading, user roles and permissions,

communication and collaboration tools, reporting and analytics, and integration and

customization. A well-functioning LMS empowered educators, administrators, and

students to achieve their educational goals effectively.

Summary of Outputs
Table 8. Open Source Learning Management System
Criteria MEAN INTERPRETATION

SECURITY 4.37 Highly Acceptable

PORTABILITY 4.39 Highly Acceptable
MAINTAINABILITY 4.45 Highly Acceptable
EFFICIENCY 4.46 Highly Acceptable
USABILITY 4.43 Highly Acceptable
RELIABILITY
4.41 Highly Acceptable

FUNCTIONALITY 4.41 Highly Acceptable

Composite Mean 4.41 Highly Acceptable

Legends:
4.21-5.0: Highly Acceptable 3.41-4.20: Very Acceptable 2.61-3.40: Acceptable
1.81-2.60: Moderately Acceptable 1.0-1.80: Not Acceptable

Table 8 illustrates that the summary output of the proposed Open Source Learning

Management System for Tawi – Tawi Regional Agricultural College is Highly

 108

Acceptable with the Composite Mean of 4.41. The Security got the lowest Mean of 4.37

and the Efficiency got the highest Mean of 4.46, both is interpreted as “Highly

Acceptable.”

In conclusion, open source learning management system offer a cost-effective and

customizable solution for educational institutions, fostering collaboration, innovation and

accessibility in the field of online education. Their open nature encourage a community-

driven approach to development and support, making them a valuable resource for a wide

range of learners and educators.

Table 9. Open Source Learning Management System – Reliability Test – Cronbach

alpha
CRITERIA Cronbach INTERPRETATI
’s Alpha ON

SECURITY .884 Excellent

PORTABILITY .932 Excellent
MAINTAINABILI .881 Excellent
TY
EFFICIENCY .904 Excellent
USABILITY .941 Excellent
RELIABILITY .911 Excellent
FUNCTIONALITY .911 Excellent

Cronbach’s Alpha .909 Excellent

Legend:
0.81-1.00: Excellent 0.61-0.80: Good 0.41-0.60: Reliable
0.21-0.40: Questionable 0.0-0.20: Unacceptable

Table 9 illustrated that the summary output of the proposed Open Source

Learning Management System for Tawi – Tawi Regional Agricultural College, in terms

of Reliability using the Cronbach’s Alpha Reliability testing, and is interpreted as

 109

“Excellent” with the Cronbach’s Alpha of .909 based from the legend range of 0.81-

1.0:Excellent. The Security got the lowest of .884 and the Usability got the highest

of .941, regardless, both are interpreted as “Excellent” since they fall in the Legend range

of 0.81-1.0: Excellent.

In conclusion, open source learning management system have revolutionized the

education landscape by providing accessible, flexible and cost-effective solutions for

institutions and learners. With their collaborative development model and customizable

features, they empowered educators to create engaging online learning experiences and

promote inclusivity. These system played a pivotal role in advancing the digital learning

ecosystem and democratizing education.

Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter shows the brief summary of the whole study, the findings of each

probem, the conclusions and the recommendations based on the data and analysis.

Summary
 110

The study aimed to develop an Open Source Learning Management System using

Moodle Platform for Tawi-Tawi Regional Agricultural College during the Academic

Year 2023-2024.

Specifically, the study aims to answer the following questions:

1. What are the current practices among students and teachers during the

assessment of their learning modality in terms of submission of students

output online, follow-up questions/clarifications on the students submitted

outputs online, and teachers distribution of modules and feedback?

2. How can the open source learning management system platform be

developed?

3. What features can be combined to come up with an open source learning

management system aside from other online LMS platform?

4. What level of standard is the open source learning management system can be

assessed using the ISO 25010 in terms of the following:

4.1 Functionality;

4.2 Reliability;

4.3 Usability;

4.4 Efficiency;

4.5 Maintainability

4.6 Portability; and

4.7 Security?

During the development of the system the Agile methodology is used.

Commending with the identification of the requirements, the researcher meticulously

 111

identified both tangible and intangible requirements. The second step involved designing

the system’s structure and architecture. Next step is the development of the system,

where the creating and coding of the software of the system. It includes the assigning of

privileges and constraints to the users based on their roles. The fourth step constituted the

testing of the newly developed system. The researcher conducted a random reliability test

to a particular group of students of Mahardika Institute of Technology (MIT), Bongao,

Tawi-Tawi. Also, the IT Professionals, Institutute of Computing Studies Dean and

Faculty, and the Institute of Computing Studies Students of Tawi-Tawi Regional

Agricultural College.

Findings

The following findings were revealed:

1. The teachers and students of Tawi-Tawi Regional Agricultural College, used

the traditional way of delivering of instructions to the students and same as

with the submission of the accomplished task of the students to their teachers.

Most of the time ended into a delayed evaluation of the students grades.

2. The reseracher effectively follow the Agile model in the development of the

system. The Open Source Learning Management System was developed

using the seven (7) phases of System Development Life Cycle. First phase is

the Planning, to conduct a Requirement analysis for the project. Identify

tangible and intangible requirements needed in the development of the system.

Second phase is the Design, where in the researcher must figure out the

Architectural design, Structural design, Project design and the system design.
 112

To fully understand the flow of the system this phase is very important before

proceeding to the next phase. The third phase is the Development of the

system. The researcher needs to develop the system following the design

approved. Fourth phase is the Testing, in here the researcher set up the

architectural and the structural design of the system to test if the system

developed is working according to what is expected. Fifth phase is the

Deployment, if the result of testing is successful then the deployment would

take over. This would allow all the users to have an access to the system and

with full observation. The sixth phase is the Review, in this phase the

researcher would take notes all the activities from phase one to fifth phase in

order to identify some problems, loop holes or bugs. This phase would lead to

the seventh phase which is the Feedback. In this phase researcher would

answer or solve both positive and negative feedbacks from the users. This is

also important to consider for the betterment of the entire system.

3. The Open Source Learning Management System can be download/upload

learning materials online. After downloading, students can browse the

learning material offline. In terms of submission of a particular task, student

can submit even it is offline but in a “pending” status, until such they can be

online, then it would be submitted to the system. It has an individual report

generation where students can automatically assess their academic

performance in every course. Also, the teacher can track students progress,

needed for evaluation.

 113

4. The researcher administered survey questionnaire to evaluate the system’s

performance upon completion of the deployment phase. The survey result

indicated a rating of “Highly Acceptable.” All rated the system in terms of

security with the composite mean of 4.37 or “highly acceptable,” portability

with the composite mean of 4.39 or “highly acceptable,” maintainability with

the composite mean of 4.45 or “highly acceptable,” efficiency with the

composite mean of 4.46 or “highly acceptable,” usability with the composite

mean of 4.43 or “highly acceptable,” reliability with the composite mean of

4.41 or “highly acceptable” and functionality with the composite mean of 4.41

or “highly acceptable.”With the summary output of the proposed Open Source

Learning Management System for Tawi-Tawi Regional Agricultural College

is “Highly Acceptable” with the Composite Mean of 4.41. In the same manner

the Reliability test using the Cronbachs Alpha’s Reliability testing was

interpreted as “Excellent” with .909 based from the legend range of 0.81-1.0.

Conclusions

Based on the results of the proposed Open Source Learning Management System,

the Tawi-Tawi Regional Agricutural College (TRAC), may adopt the system for as it

received a rating of “Highly Acceptable” in various aspects including security,

 114

portability, maintainability, efficiency, usability, reliability and functionality with a

composite mean of 4.41.

Recommendations

Based on the findings and conclusions, the researcher recommends the following:

1. Future researchers should consider further enhancing and expanding the

system while keeping the study up-to-date. They may customize the Open

Source Learning Management System to align with their organization’s brand,

logo, and user interface (UI) that will fit to their field of specialization. They can

also include integration with other existing systems that they have, such as

advanced reporting for data analytics.

2. The Institute of Computing Studies of Tawi-Tawi Regional Agricultural

College may consider the adoption of the newly-developed system, Open

Source Learning Management System. With a growing number of enrollees

every school year, the institute faces challenges related to classroom availability.

This open source learning management system, offer a solution to address this

shortage by enabling a blended learning approach. It allows for a mix of students

attending face-to-face classes and those engaging in virtual learning, offering

flexible for both. The system also provides cost-effectiveness benefit because of

paperless type of modules, test questionnaires and answer sheets.

3. Implementation Flow. Researcher recommend the college to have a policy in the

implementation flow of the system. This policy will serve as a guide for each user
 115

in using the system. In the future they may hire a staff specifically to be assign to

the OPLMS to become the administrator of the system in order to have smooth

transaction and access of each users. In this case, the system requires the students

to used the issued email to them once they enrolled for them to register in the

system on their own.

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 118

APPENDICES

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

S1 311 3.00 5.00 4.2315 .81385

S2 311 3.00 5.00 4.2540 .78480
S3 311 3.00 5.00 4.4309 .71451
S4 311 3.00 5.00 4.4373 .74602
S5 311 3.00 5.00 4.5305 .67552
 119

Valid N (listwise) 311

Reliability

Case Processing Summary

N %

Valid 311 100.0

Cases Excludeda 0 .0

Total 311 100.0

a. Listwise deletion based on all variables in the

procedure.

Reliability Statistics

Cronbach's Alpha N of Items

.884 5

Descriptives

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

P1 311 3.00 5.00 4.4051 .71606

P2 311 2.00 5.00 4.4019 .77618
P3 311 2.00 5.00 4.3891 .79092
P4 311 2.00 5.00 4.3473 .78801
P5 311 3.00 5.00 4.4341 .69653
Valid N (listwise) 311

Reliability

Case Processing Summary

N %

Cases Valid 311 100.0

a
Excluded 0 .0
 120

Total 311 100.0

a. Listwise deletion based on all variables in the

procedure.

Reliability Statistics

Cronbach's Alpha N of Items

.932 5

Descriptives

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

M1 311 3.00 5.00 4.4341 .75860

M2 311 2.00 5.00 4.4148 .71728
M3 311 3.00 5.00 4.3859 .73110
M4 311 2.00 5.00 4.5305 .68027
M5 311 3.00 5.00 4.4727 .69912
Valid N (listwise) 311

Reliability

Case Processing Summary

N %

Valid 311 100.0

a
Cases Excluded 0 .0

Total 311 100.0

a. Listwise deletion based on all variables in the

procedure.

Reliability Statistics

Cronbach's Alpha N of Items

.881 5
 121

Descriptives

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

E1 311 3.00 5.00 4.4084 .74734

E2 311 3.00 5.00 4.4373 .69219
E3 311 2.00 5.00 4.4887 .71777
E4 311 2.00 5.00 4.4855 .74419
E5 311 3.00 5.00 4.5241 .68995
Valid N (listwise) 311

Reliability

Case Processing Summary

N %

Valid 311 100.0

a
Cases Excluded 0 .0

Total 311 100.0

a. Listwise deletion based on all variables in the

procedure.

Reliability Statistics

Cronbach's Alpha N of Items

.904 5

Descriptives

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

U1 311 3.00 5.00 4.3987 .74609

U2 311 3.00 5.00 4.5016 .69503
U3 311 2.00 5.00 4.4019 .84004
 122

U4 311 3.00 5.00 4.4823 .73540

U5 311 3.00 5.00 4.4084 .77696
Valid N (listwise) 311

Reliability

Case Processing Summary

N %

Valid 311 100.0

a
Cases Excluded 0 .0

Total 311 100.0

a. Listwise deletion based on all variables in the

procedure.

Reliability Statistics

Cronbach's Alpha N of Items

.941 5

Descriptives

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

R1 311 3.00 5.00 4.3441 .77498

R2 311 3.00 5.00 4.4469 .69763
R3 311 3.00 5.00 4.4405 .76759
R4 311 2.00 5.00 4.4051 .76401
R5 311 3.00 5.00 4.4566 .71654
Valid N (listwise) 311

Reliability

Case Processing Summary

N %

Cases Valid 311 100.0

 123

Excludeda 0 .0

Total 311 100.0

a. Listwise deletion based on all variables in the

procedure.

Reliability Statistics

Cronbach's Alpha N of Items

.911 5

Descriptives

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

F1 311 3.00 5.00 4.3441 .77498

F2 311 3.00 5.00 4.4469 .69763
F3 311 3.00 5.00 4.4405 .76759
F4 311 2.00 5.00 4.4051 .76401
F5 311 3.00 5.00 4.4566 .71654
Valid N (listwise) 311

Reliability

Case Processing Summary

N %

Valid 311 100.0

a
Cases Excluded 0 .0

Total 311 100.0

a. Listwise deletion based on all variables in the

procedure.

Reliability Statistics

Cronbach's Alpha N of Items

.911 5
 124

Research Questionnaire
Name (Optional): ______________________________________________________
Designation: ________________________________Position/Rank: _______________

ISO 25010 /IEC quality of a software product through seven (7) characteristics which are
Security, Portability, Maintainability, Efficiency, Usability, Reliability, and
 125

Functionality. Based on your experience in using the system, kindly rate your level of
agreement in each statement. Put a check mark on the box matching the option in the
Likert scale you choose below.
Very
Not Fairly Much
FUNCTIONALITY Functi Much
Functio Functi Functi
onal Functi
nal onal onal
onal
1 2 3 4 5
The system specified functional
requirements outlined in the project
documentation.

System provides all the essential

features and capabilities expected
by the users.

The system handles concurrent user

interactions or multi-user scenarios
without issues or data conflicts.

The system provides appropriate

error message or feedback to users
when errors or invalid operations
occur.
The system adheres to relevant
industry standards, conventions, or
regulations for its intended
functionality.

Not Fairly Reliable Much Very

Reliable Reliable Reliable Much
RELIABILITY
Reliable

1 2 3 4 5
The information provided in the system
is correct, up-to-date, and consistent.

The system responses quickly to the

user’s selection and action.
 126

The system catches errors properly and

resumes normal operation when
detected.

The system allows recovering forgotten

passwords.
The system ensures the continuity of the
operations in the event of failures.

Not Fairl Usable Much Very

Usable y Usable Much
USABILITY
Usabl Usable
e
1 2 3 4 5
The system provides proper tooltip and
labels for ease of use.

The system provides brief instructions on

some of the complicated functions.

The system provides search functionality

for looking at a specific information.

The system gives visual cues in showing

positive and negative actions. (ex. red
boxes indicating an error)
The system’s interface is correctly placed
where the user should expect it.

Not Fairly Efficien Much Very

EFFICIENCY Efficient Efficien t Efficien Much
t t Efficien
t
1 2 3 4 5
Requesting data from the server/cloud are
done asynchronously to avoid waiting time.
The system can use appropriate resources
such as spreadsheets and images for its
functions.
 127

The system only displays a certain amount

of content at a time by providing pagination
and scrollbars to traverse the partially
hidden content.
The system can store substantial amount of
data and considerable file size to be saved
in to the database or server’s storage.
The software system responds to user
actions within an acceptable timeframe.

PORTABILITY Not Fairly Portabl Much Very

Portable Portabl e Portabl Much
Not e
Fairly Maint Much e
Very Portabl
Maintai Mainta ainabl Mainta Much e
MAINTAINABILITY 1 2 3 4 5
nable inable e inable Maintai
The system anonymized confidential data nable
store in the database using encryption. (ex.1 2 3 4 5
Usersoftware
The accounts)product designed with
clear
The and well-structured
system code
can protect the that
user is
account by
easy to understand and modify.
encrypting their passwords when stored in
the database
The software product have
comprehensive documentation
The system
including design requires
documents,a technical
username and
password before
specifications, accessing
and user the system. (ex.
manuals.
Login system)
Coding standards and guidelines
followed
The system during the development
has different user level with
process is established.
different privileges in accessing the system.
The version control system in place to
The system prevents duplication of action
track changes and manage different
when performing a single transaction. (ex.
versions of the software product.
Click on a button)
There is a process in place for bug
tracking, issue management, And the
timely resolution of reported
problems.
 128

Not Fairly Secure Much Very

SECURITY Secured Secured d Secured Much
Secured

1 2 3 4 5
The system anonymized confidential data
store in the database using encryption. (ex.
User accounts)
The system can protect the user account by
encrypting their passwords when stored in
the database
The system requires a username and
password before accessing the system. (ex.
Login system)
The system has different user level with
different privileges in accessing the system.

The system prevents duplication of action

when performing a single transaction. (ex.
Click on a button)
 129

Research Questionnaire for IT Professional

Name (Optional): ______________________________________________________
Designation: ________________________________Position/Rank: _______________

ISO 25010quality of a software product through seven (7) characteristics which are
Security, Portability, Maintainability, Efficiency, Usability, Reliability, and
Functionality. Based on your experience in using the system, kindly rate your level of
agreement in each statement. Put a check mark on the box matching the option in the
Likert scale you choose below.
Very
Not Fairly Much
FUNCTIONALITY Functio Much
Functio Functio Functio
nal Functio
nal nal nal
nal
1 2 3 4 5
The system specified functional
requirements outlined in the project
documentation.

System provides all the essential

features and capabilities expected by
the users.

The system handles concurrent user

interactions or multi-user scenarios
without issues or data conflicts.

The system provides appropriate error

message or feedback to users when
errors or invalid operations occur.
 130

The system adheres to relevant

industry standards, conventions, or
regulations for its intended
functionality.

Not Fairly Reliable Much Very

Reliable Reliable Reliable Much
RELIABILITY
Reliable

1 2 3 4 5
The data offered by the system is
accurate, current, and reliable.

When a user makes a choice or takes an

action, the system reacts fast.
When mistake are found, the system
promptly detects them and continues
normal operation.

Passwords can be recovered through the

system.
In the case of problems, the system
ensures that operations continue.

Not Fairl Usable Much Very

Usable y Usable Much
USABILITY
Usabl Usable
e
1 2 3 4 5
For user convenience, the system offers
the appropriate tooltip and labels.

On some of the more complex functions,

the system offers brief instructions.

For the purpose of finding specific

information, the system offers search
capabilities.
 131

Positive and negative acts are shown

visually by the system. (red boxes that
indicate errors)
The user should expect to find the
system’s interface where it is put
correctly.

Not Fairly Efficie Much Very

EFFICIENCY Efficient Efficie nt Efficie Much
nt nt Efficie
nt
1 2 3 4 5
Have a procedure in place for managing
issues, monitoring bugs, and resolving
them as soon as they are reported.
For its functions, the system can make
use of suitable resources like spreadsheet
and pictures.
The system offers pagination and
scrollbars to navigate the partially
hidden content because it only displays a
specific amount of content at a time.
The system has the capacity to hold files
with significant file sizes that can be
stored to a database or server’s storage.
User activities are responded to by the
software system in a timely manner.
Not Fairly Maint Much Very
Maintai Mainta ainabl Mainta Much
MAINTAINABILITY
nable inable e inable Maintai
nable
1 2 3 4 5
The software product has well-
structured, understandable code that is
simple to modify.
Comprehensive documentation for the
software package is available,
including design documents, technical
specifications, and user manuals.
In development phase, coding
standards and rules are defined.

The software product has a version

control system in place to keep track
of changes and manage various
software versions.
There is a procedure in place for
managing issues, monitoring bugs,
and resolving reported issues quickly.
 132

Not Fairly Portab Much Very

PORTABILITY Portabl Portab le Portab Much
e le le Porta
ble
1 2 3 4 5
The software application created to work with
many operating systems.

It supports various hardware platforms

without needing major adjustments.

The software product comes with detailed

instructions for converting it to several
platforms.
The software’s integration with other
programs and systems was effortless.
The software product can be quickly relocated
or transferred to a different environment
without difficulty.

Not Fairly Secure Much Very

SECURITY Secured Secured d Secured Much
Secured

1 2 3 4 5
The project documentation defined the
system’s functional requirements.

The system offers all the necessary

functionalities and features that users
would expect.
There are no problems or data conflicts
while handling multiple user situations or
concurrent user interactions.
When problems or incorrect operations
occur, the system notifies users with the
appropriate error message or feedback.
 133

The system operates in accordance with

the norms, rules, and standards that are
appropriate for the industry.

JANICE A. SARMIENTO
Upper Capitol, Tubig boh, Bongao, Tawi-Tawi
09639246211/ 09453793413
janic.esarmiento40@gmial.com

Date of Birth : November 03, 1981

Place of Birth : Oroquieta City, Misamis Occidental
Age : 42 years old
Civil Status : Married
Height : 5’1’
Weight : 56 kg.
Religion : Christian
Nationality : Filipino
Language : Sinug, Tagalog, Bisaya, English

Education
Master of Science in Information Technology (CAR)
Bulacan State University
Graduate School (2011-2016)

Bachelor of Science in Computer Science

Tawi-Tawi Regional Agricultural College
Bongao, Tawi-Tawi
Tertiary (1996-2003)

Tawi-Tawi Regional Agricultural Laboratory High School

Tawi-Tawi Regional Agricultural College
Nalil, Bongao, Tawi-Tawi
Secondary (1992-1996)

Notre Dame of Bongao

Bongao, Tawi-Tawi
Elementary (1986-1992)

Trainings
Foundations of Computer Emergency Response Team (CERT) Operations
DICT (May 20, 2022)
 134

STEM Education Master Course for Teachers

DICT, ILCDB, UP College of education (Nov. 12- Dec 17, 2022)

Skills Training on Web Development using Government Web Template

DICT (October 04-05, 2022)

Data Privacy Awareness and Philippine National Public Key Infrastructure (PNPKI)
Orientation
DICT (October 06, 2022)

Programming Languages Java: C/C++/C#

CIB.O Connect (October 21, 2022)

Training of Teachers on Flexible Learning A Re-entry Action Project of UPOU Model

Trainers (October 09-13, 2021-TRAC)

RDLead-TRAC Engagement Activities (September 27-October 4, 2021-NRCP)

DOST-NRCP, UPLB-TRAC R&D Leadership Program and Research Engagement

(September 27-October 3, 2021- NRCP)

Naïve Bayes and K-Nearest Neighbors Classification: Data Mining (October 15, 2021-
BulSU)

Digital Governance and Management Training (October 19-22, 2021- DICT)

Image Processing (October 29, 2021-BulSU)

Assessment Moderation (July 29-31, 2021- MBHTE)

Digital Teachers Training Program (June 21-25, 2021- DICT)

Enriching Faculty Teaching Competencies toward Quality Assurance in Pursuit of

Philippine Framework (PQF) Amidst 4.0 (December 12-13, 2020-TRAC)

Facilitate eLearning Sessions (July 14-20, 2020- TESDA)

In-Service Training for Teachers (October 31, 2018-MHPNHS)

Re-Orientation Training on Homeroom Guidance Program & Integrative and

Collaborative Learning (ICL) (August 4, 2017-DepED Region III)
School Orientation on RPMS Manual for Teachers and Mater Teacher (July 6, 2018-
MHPNHS)
Division Orientation on the Adoption and Implementation of the Philippine Professional
Standards for Teachers (February 2, 2018- MHPNHS)
 135

Trainers Methodology Training (April 1- May 20, 2017- TESDA)

Teaching with Technology 2016 (April 03, 2017- Microsoft)
Regional Mass Training for Senior High School Teachers in Information and
Communication Technology (November 25-27, 2016- DepEd Region III)
ICT Training for Vector Graphics (June 18-24, 2016-MHPNSH)
ICT Training for Print Media (June 25-July 1, 2016- MHPNHS)
Visual Graphic Design NC III (July 24, 2016- TESDA)
Computer System Servicing NC II (November 20, 2015-TESDA)
Teaching Methodologies, Strategies and Techniques, Assessment of Student Learning and
Test Construction (January 20-21, 2015- BulSU)
E-Commerce and Payment Gateway (February 6, 2014- BulSU)
Research Writing as a 21st Century Skill (November 26, 2013- BulSU)
Introduction to Microsoft Server Technology with Active Directory Management (May 4-
18, 2013- BulSU)
Enhancing Pedagogical Skills of Faculty (October 22-23, 2013- BulSU)
Arduino (April 23, 3013- BulSU)
Cloud Computing (November 16, 2012- PLDT)
Eco-Waste Management Seminar Workshop 2012 (November 27, 2012-BulSU)
New Policies and Guidelines in Accreditation (August 22, 2012- BulSU)
Emerging Trends in ICT (June 6, 2012- BulSU)
Classroom Quality Assessment on Test Construction and Validation (February 15, 2012-
BulSU)

Experiences
Instructor 1- (July 2019-present)
SG 12-1
Tawi-Tawi Regional Agricultural College
Bongao, Tawi-Tawi

Contact Tracer - (October-December 2020)

MILG- Bongao, Tawi-Tawi

Teacher 1- (June 2016- April 2019)

Marcelo H. del Pilar National Senior High School
Malolos, Bulacan
 136

Part-time Instructor (July 2011- March 2016)

Bulacan State University (CICT)
Malolos, Bulacan

Smartmatic PCOS/ VCM Coordinator/Technician- (2010, 2016, 2019)

COMELEC National Election

Skills
Technical Summary:
Microsoft Word, Excel, PowerPoint, Prezi, Publisher, Access
Internet Savvy (Google, email)
Adobe Photoshop, CorelDraw
Programming C++, Visual Basic, SQL