TABLE OF CONTENTS

Certification

Dedication

Acknowledgement

Abstract

Table of content

CHAPTER ONE: INTRODUCTION

1.1 General Overview

1.2 Statement of the Problem

1.3 Objective of study

1.4 Scope of study

1.5 Research methodology

1.6 Definition of terms

CHAPTER TWO: LITERATURE REVIEW

2.1 Introduction to Computer aided learning (CAL)

2.2 Historical development of computer aided

2.3 Benefits of computer aided learning

2.4 Learning Computer aided learning and basic science subjects

2.5 Review of Related Works

2.6 Case Study

CHAPTER THREE: SYSTEM ANALYSIS AND DESIGN

3.1 Analysis of The Existing System

3.2 Description Analysis of The New System

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3.3 System Design

3.3.1 Output Design

3.3.2 Input Design
3.3.3 Database Design
3.3.4 System Flowchart
CHAPTER FOUR - SYSTEM IMPLEMENTATION AND DOCUMENTATION

4.1 System Implementation

4.2 Change Over Method

4.3 Hardware Specification

4.4 Choice of Programming Language

4.6 System Documentation

4.6.1 User Guide

4.6.2 System Maintenance
CHAPTER FIVE - CONCLUSION AND RECOMMENDATION

5.1 Conclusion

5.2 Policy Recommendation

5.3 Problem Encountered

5.4 Further Research

REFERENCES/BIBLOGRAPHY

APPENDICES

Appendix A – Sample output

Appendix B – Program Flowchart
Appendix C -Source Code

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 CHAPTER ONE

1.1 GENERAL OVERVIEW

Science is made of subjects that serve as bedrock to most scientific, engineering and medical

fields of study. Physics, chemistry and mathematics subject puts a lot of fear in the mind of

students. The fear of this subject is generally termed “Science Phobia”. Science and technology

is what is reigning in the world economy today and as a result students are encouraged to be

technology oriented.

The word science comes from a Latin word “Scentia”, meaning knowledge. Knowledge attained

through the study or practice or knowledge covering general truths of the operation of general

laws and tested through scientific study method concerned with the physical word. With the

difficulty pronounced there is need for students to study by making use of tools they will love to

use so as much so that their attention can be drawn to the basic subjects, just as kids are meant to

learn with toys. This work is intended to reduce this phobia through the use of multimedia

accesses available on the computer. It is also aimed at making science subjects easier, friendlier

and less stressful. The user can also carry out some other activities in his system while learning.

This idea, its invention and its level of development are treated in detail using the senior

secondary school.

1.2 STATEMENT OF THE PROBLEM

Mathematics, physics and chemistry are the basic foundation to student success in any science

field.

Most institution or learning still teach these subjects manually. These leads to many problems

such as student have poor follow-up after teaching by the tutor, poor performance of the student

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in basic science subject examination, Lack of effective communication which Some student finds

it hard and struggle with effective communication in classroom, while Some teachers are not

well equipped with the right I.T knowledge to make use of latest modern day I.T equipment.

1.3 OBJECTIVE OF THE STUDY

The objective of this research project work is to develop a computer aided learning for teaching

secondary school.

1.4 SIGNIFICANCE OF THE STUDY

Significance of this project is to stimulate students, interest in the learning processes to improve

their understanding of the subjects.

1.5 SCOPE OF STUDY

This study is about a tutorial on secondary school basic science subjects restricted to SS1

introductory subject topics in mathematics and chemistry.

1.6 LIMITATION OF STUDY

This project is limited to the teaching of using of computer aided learning of basic science

subject in SS1

1.7 DEFINITION OF TERMS

Teacher: Somebody who teaches, especially as a profession or an occurrence, idea, or object

from which something may be learned.

Tutor: a teacher who instructs an individual student or a small group of students, especially one

teaching students in need of remedial work.

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

processing or database packages Aided: an act of guiding one through something.

Test: In form of examination or evaluation. a series of questions, problems, or practical tasks to

gauge somebody’s knowledge, ability, or experience Science:

1. Study of physical world: the study of the physical and natural world and phenomena,

especially by using systematic observation and experiment (often used before a noun)

2. Branch of science: a particular area of study or knowledge of the physical world the life

sciences

3. Systematic body of knowledge: a systematically organized body of knowledge about a

particular subject the behavioral sciences

4. Something studied or performed methodically: an activity that is the object of careful

study or that is carried out according to a developed method the science of dressing for

success

5. Knowledge gained from science: the knowledge gained by the study of the physical world

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 CHAPTER TWO

LITERATURE REVIEW

2.1 INTRODUCTION TO COMPUTER AIDED LEARNING

Computer Aided Learning is an integrative technology, which describes an educational

environment where a computer program is used to assist the user in learning a particular subject.
(https://www.edudel.nic.in) CAL is a computer application that assist the learning process for
students in educational and training institutions. In many universities, students use traditional
handbooks, which include numerical files, that are transferred to a digital CAL format for
portable and accessible materials. CAL trains users to understand applications while also
learning the subject material. One advantage of CAL is that is uses visual displays which have an
impact on effective learning, then none visual for example analytical. Many companies and
educational institutions use CAL to enhance the learning process for employees and students.
Educational packages are available for users from various educational institutions. Computers
and software packages that are used to assist with the implementation of CAL are affordable for
most users. CAL uses high-quality visual elements, such as imagery, graphics, videos and text.
The use of digital effects is effective for disabled learners, such as sound effects for blind users
or visual images for deaf users.

2.2 HISTORICAL DEVELOPMENT OF COMPUTER AIDED LEARNING

Computer-aided learning (CAL), also known as computer-assisted instruction (CAI), has a rich
history dating back several decades. From the Early Beginnings in 1950s with Programmed
Instruction (PI): The roots of CAL can be traced back to the work of B.F. Skinner and Sidney
Pressey in the 1950s. Skinner developed the concept of programmed instruction, where material
is broken down into small steps, and learners move through these steps at their own pace And
Emergence of Mainframe Computers PLATO 1960s, one of the earliest computer-based systems
for education. It featured interactive lessons, quizzes, and games. In 1990 Internet Beginnings

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While the internet was in its infancy, early online education systems like the Electronic
University Network (EUN) and Electronic Emissary (1992) laid the groundwork for future
online learning. Internet and E-Learning and Web-Based Learning The internet's growth in the
1990s led to the development of web-based learning platforms, like Blackboard (1997) and
Moodle (1999). In 2006 Open Educational Resources (OER): Initiatives like MIT's
OpenCourseWare (2002) and Khan Academy’s made educational content freely available online.
With Mobile Learning and the rise of smartphones, mobile learning apps and platforms like
Duolingo (2011) and Coursera (2012) made learning accessible anytime, anywhere. Remote
Learning Expansion due to the COVID-19 pandemic accelerated the adoption of remote learning
tools and platforms, making online education more mainstream. With Continued Innovation AI
and Machine Learning: Integration of AI and machine learning into educational technology for
adaptive learning, intelligent tutoring systems, and grading automation as made huge
contribution towards learning. Throughout these decades, the development of CAL has been
driven by advancements in technology, educational psychology, and the changing needs of
learners and educators. Today, CAL continues to evolve with the incorporation of AI, big data
analytics, and a focus on accessibility and inclusivity in education.

2.3 BENEFIT OF COMPUTER AIDED LEARNING

Given the current limited availability of Computer aided learning for Information and
Communication and the inherent problems of Computer aided learning production it is necessary
to ask whether it worth producing Computer aided learning material. Theoretically Computer
aided learning might be considered attractive in that it is learner centered, Laurel Adams(2006)
and may be designed according to good educational strategies. Although a meta-analysis of
published work suggested that students learnt more in less time than with CAL than conventional
methods of learning Kulik Keane (2012), the true effectiveness of CAL has been questioned.
Nevertheless scalability, interactivity, information interconnectivity, automatic student logging
and multimedia content are important features of CAL, which may not only justify CAL
production but make CAL a genuinely cost-effective option. Computer-assisted Learning (CAL)
encompasses a set of key characteristics that define its nature and impact on education. These
characteristics highlight the unique attributes and functionalities that make CAL a distinctive
approach to learning. Here are the key benefit of CAL

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 I. Technological Integration

CAL involves the seamless integration of electronic devices, computers, and digital technologies
into the educational process, fundamentally changing the way students access and engage with
learning materials.

II. Multimedia Elements

CAL incorporates diverse multimedia lessons elements, such as audio, video, interactive
simulations, and graphics, to present educational content in a rich and engaging manner, catering
to various learning styles. III. Interactivity

Interactivity is a hallmark of CAL, allowing learners to actively participate in the learning

process.

Interactive exercises, simulations, and games enhance level of engagement and deepen
understanding.

IV. Self-paced Learning

CAL allows learners to progress at their own pace, providing opportunities for self-directed
learning. This flexibility accommodates different learning speeds and preferences.

V. Data-driven Insights

CAL platforms generate data on assessment of student performance and engagement among
students. Educators can use these insights to assess progress, identify challenges, and adapt
instructional strategies for more effective teaching.

VI. Collaborative Learning Opportunities

Many CAL tools incorporate features that promote collaboration among students. Online forums,
group projects, and virtual discussions facilitate interaction and shared learning experiences.

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VII. Real-time Feedback

CAL often provides instantaneous feedback to learners, allowing them to assess their
performance immediately. This timely feedback promotes a continuous learning loop and helps
students address areas of improvement promptly.

2.4 COMPUTER AIDED LEARNING AND BASIC SCIENCE SUBJECT

It is widely accepted that the integration of modern Information and Communication

Technologies (ICT) into the teaching learning process has great potential. In fact, it could be the
most important way by which states can meet their educational aspirations within reasonable
time and resources. Computer assisted learning (CAL) is not a new phenomenon. This field of
education has been growing since the introduction of computers into the learning environment.
Starting with the humble digital textbook, CAL has moved into the realm of creating learning
environments, where the participant has the ability and necessary tools to produce their own
learning paths and outcomes.

The use of computers in Post Primary class of SS1 classes is basically vision as a teaching and
learning aid besides to develop computer literacy amongst the children and Teenagers. Computer
aided learning will help us to make the present teaching learning process joyful, interesting and
easy to understand through audio-visual aids. Teachers will be resourced with Multimedia
Contents to explain topics better. Overall it will help us to improve quality of education in long
learn.

2.4.1 DEFINING THE TERM COMPUTER AIDED LEARNING

Computer-aided Learning comprises a diverse range of technologies and concepts. The Intense
School, specializing in computer and information technology, succinctly defines it as "the
utilization of electronic devices/computers to deliver educational instruction and facilitate
learning." On a broader scale, CAL incorporates the use of electronic devices like CD and MP3
players (or, in the 1960s, record players), DVD players, tablets, smartphones, and television.
These tools serve to enhance the teacher's communication of concepts or increase student
engagement.

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CAL also encompasses online courses and supplementary course materials employed in colleges,
homeschooling, and distance learning. Essentially, any form of technology that contributes to the
learning process likely falls under the expansive umbrella of CAL.

From students’ different contribution to google on Aided Learning. (www.google

/advsearch/ref.).

Computer Aided Learning is a learning Technique employed in order to educate students via the
use of computers or we can also define it as a computer program or file developed specifically
for educational purposes of Science subjects. Computer Aided learning is becoming a popular
tool of teaching, utilizing computers in the explanation, tutoring and testing of subject matter. In
the discipline of physics, mathematics there is a large potential for the use of CAL, for instance
in both the teaching and testing of science subject (usually called computer aided assessment)
computerized diagnostic tests are an integrated part of testing at Brunel university, especially
during the first few weeks when tutors want to understand the level of knowledge of new
foundation and level 1 student. As technology continued to grow and with the introduction of the
Internet, information on CAL of science subjects’ programs became more interactive, reflecting a
social need for flexible learning outcomes Marko Fitch (2017).

Computer programmers have been able to create science computer-assisted-instruction programs

that have served to increase science student learning by affecting cognitive processes and
increasing motivation. Current research shows the mechanisms by which computer programs
facilitate this learning:

(1) Personalizing information in science

(2) Providing practice activities that incorporate challenges and curiosity,

(3) Providing a learner with choice over his/her own learning of Physics, Chemistry and
Mathematics.

2.4.2 TYPES OF COMPUTER AIDED LEARNING

I. Tutorials
Tutorials within the realm of CAL serve as comprehensive guides, offering learners step-by-step
instructions and in-depth content to enhance their understanding of specific subjects. These

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 instructional modules provide a structured approach to learning, guiding students through
complex concepts with clarity and precision.

II. Simulations
CAL incorporates simulations, dynamic environments that replicate real-world scenarios. These
interactive simulations empower learners to engage in hands-on experimentation, allowing them
to apply theoretical knowledge in a practical context. Simulations bridge the gap between theory
and application, fostering a deeper understanding of complex concepts.

2.4.3 BASIC SCIENCE SUBJECT.

According to curriculum in science foundation (2012) foundation to better performance in any

science field is the foundation of basic science subjects which include Mathematics, chemistry or
physics, dealing with logic of quality, shape and arrangement. It develops the use of abstraction
and logic reasoning from counting, calculation, measurement and study of shapes and physical
objects. The need for basic science subject is for easy acquiring of knowledge, which uses
observation and experimentation to describe and explain natural phenomenon.

2.5 REVIEW OF RELATED WORKS

S/N Author Year Title Mythology Findings
Used

1 Yusuf Afolabi 2010 Effects of CAI Qualitative Investigated the effects of

on secondary Research CAI on secondary school
school
students' performance in
students'
performance in biology. A sample of 120
Oyo first year senior
State, Nigeria secondary school students
(SSS I) from three private
secondary schools, in Oyo
State, Nigeria was used.
The students' pre-test and
post test scores were
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 subjected to analysis of
covariance
(ANCOVA). The findings
of the study showed that
the performance of
students exposed to CAI
either individually or
cooperatively were better
than that of their
counterparts who were
exposed to the
conventional classroom
instruction.

2 Adeshina Hanna 2016 The effects of Qualitative Also carried out a study
CAI on Research that investigated the
independent effects of CAI on
learning skills independent learning
of economics skills of economics
students in students in secondary
secondary Schools in Kaduna
Schools in State, Nigeria. A twoby-
Kaduna State,
two pre-test, posttest quasi
Nigeria.
experimental control
group design was adopted.
A targeted population of
twenty-three thousand
four hundred and sixty
(23,462) public senior
secondary students (SS2)
in twelve educational
zones of Kaduna State was

12
 used. The results revealed
that students taught with
the use of CAI performed
significantly better than
those taught without

CAI

3 Laleye Joshua 2019 The efficacy Qualitative Used a quasi-

of a Research experimental pre-test-
computer
post-test design to find
assisted
instructional out the efficacy of a
package computer assisted
(CAIP) on instructional package
students’ (CAIP) on students’
performance
performance in basic
in basic
science in science in Ondo State,
Ondo State, Nigeria. Two secondary
Nigeria schools were purposively
selected and assigned to
experimental groups 1
and 2 in equal numbers.
Students in
experimental group 1 were
exposed to CAIP
individually and
experimental group II in
cooperative groups. An
equivalent school was
selected as the control.
The results of the analysis
revealed that students
taught with the developed

13
 package performed
significantly better than
their counterparts taught
with the conventional
method of instruction.

4 Samaila Aliya 2016 Developmen Qualitative Conducted research on

t of Research the development of
computer computer aided
aided
instruction for effective
instruction
teaching for use of
for effective
teaching electrical and electronic
devices at the Nigeria
Certificate in Education
(NCE) technical level in
north eastern
Nigeria. CAI was tested
by using it to teach an
experimental group (S1),
while control group (S2)
was taught using the
lecture method. The
results of the study
revealed that there was
variation between the
mean scores of students
taught about the use of
electrical and electronic
devices using CAI and
students taught using the
lecture method. The CAI
was found to be effective
in teaching use of

14
 electrical and electronic
devices. In a related
development.
5 Alasoluyi Alade 2011 The lack of Qualitative Relevant software and
relevant Research applications suitable to
software for
CAL the Nigerian education
system has been in short
supply, Even though,
software developers and
publishers in the
developed countries have
been trying for long to
develop software and
multimedia that have
universal application, the
differences in education
standards and
requirements has made
the integration of these
products into curriculum
across countries very
difficult.
has noted a great
discrepancy between
relevant software supply
and demand in
developing countries like
Nigeria.

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2.6 CASE STUDY

Saint Timothy’s College was established in the year 1986 to It’s located at No. 2, 31/32
Iwaya Road Onike, Yaba, Lagos state. It has been in the existence since them, Not Until the
year 2020 due to the pandemic in the country which had a negative effect on the education
system of the country due to the restriction of any gathering. Most student find hard to cope
with the new learning style due to lack of equipment and competent teacher in the science
department the student has not been performing better in their studies and exams majorly the
SS1 classes because they were not well groomed in the foundational studies of the basic
science subject, Biology, Physics, Chemistry and resulted in poor performance for most of
the student. The project is meant to Enlighten the student better on basic science subject with
the of computer aided learning.

ORGANISATION CHART

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 CHAPTER THREE

SYSTEM ANALYSIS AND DESIGN

3.1 ANALYSIS OF THE EXISTING SYSTEM

Teaching and learning process was done manually. One of the reasons for this is Mathematics, chemistry
science subject phobia. Due to the calculative nature (and time consuming) students are no longer
interested in devoting much time to these subjects. There is need to recapture the interest of the students
by encouraging/complementing the little they put into learning. We try to develop a teaching aid to
Complement teacher’s effort and Capture student’s interest.

3.2 DESCRIPTION OF THE NEW SYSTEM

The management system for JUSTBASIC SCIENCE WEB APP is developed using JavaScript, React.js,
Phyton and MySQL for database. This will assist basic science student in effective learning of the core
basic science subject. It is paramount to access a student’s understanding of what is taught after each
topic. Test questions are necessary to emphasize the importance of how well the students have learnt.

3.3 SYSTEM DESIGN

The proposed new system design will generate a lot of benefit to students. Capture students’ interest with
the use of computer aided programs students will be captured/attracted to learn or study science also

17
Knowledge Expansion of students would see different materials from different authors and compare them
to learn further.

3.3.1 OUTPUT DESIGN

The system would allow student have access to the materials for study, video tutorials on each subject on
the website. When it comes to viewing different subject tutorials, the student has a list of tutorials for each
subject which are well organised based on different basic science subject to choose from on the website.

SAINT TIMOTHY COLLEGE (STC)

LIST OF FACILITATORS FOR THE WEBSITE

S/N NAMES SUBJECT DESCRIPTION

1 xxxxxxxxx xxxxxxxxx xxxxxxxxx

2 xxxxxxxxx xxxxxxxxx xxxxxxxxx

3 xxxxxxxxx xxxxxxxxx xxxxxxxxx

SAINT TIMOTHY COLLEGE (STC)

LIST OF AVAILABLE SUBJECTS

S/N SUBJECT TOPIC FACILITATOR

1 xxxxxxxxx xxxxxxxxx xxxxxxxxx

2 xxxxxxxxx xxxxxxxxx xxxxxxxxx

3 xxxxxxxxx xxxxxxxxx xxxxxxxxx

SAINT TIMOTHY COLLEGE (STC)

LIST OF COMPLETED SUBJECT

S/N SUBJECT TOPIC QUIZ SCORE

1 xxxxxxxxx xxxxxxxxx xxxxxxxxx

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 2 xxxxxxxxx xxxxxxxxx xxxxxxxxx

3 xxxxxxxxx xxxxxxxxx xxxxxxxxx

SAINT TIMOTHY COLLEGE (STC)

STUDENT PERFORMANCE REPORT

S/N NAME NAME CLASS DEPARTMENT

1 xxxxxxxxx xxxxxxxxx SS1 SCIENCE

2 xxxxxxxxx xxxxxxxxx SS1 SCIENCE

3 xxxxxxxxx xxxxxxxxx SS1 SCIENCE

4 xxxxxxxxx xxxxxxxxx SS1 SCIENCE

5 xxxxxxxxx xxxxxxxxx SS1 SCIENCE

3.3.2 INPUT DESIGN

The system admin will update the content on the website e.g topics, video tutorials and student will have
to input their details and choose which subject they are looking for on the website.

Table Name: User

Purpose: Registration for new student on the website
Key field: Email
FIELD NAME FIELD TYPE WIDITH
First Name Text 10
Last Name Text 10
Address Varchar 12
Phone No Int 11
Email Varchar 15
Class Text 5
Subject Text 10

3.3.3 DATABASE DESIGN

Table Name: Student

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Purpose: Its entails registration details of the user and its will only serves as a request until the
system administrator management contact the potential user to check the registry of the student
and event necessary on the website.

Key field: UserName

FIELD NAME FIELD TYPE WIDITH

Name Text 20
Contact Varchar 15
Email Varchar 15
Subject Text 5
Status Varchar 3

START

LOGIN

Subject Selection

OVERVIEW SUBJECT LIST QUIZ

EDIT FIRST NEXT PREVIOUS LAST

3.3.4 FLOWCHART SRUCTURE

The figure below represents system flowchart.

20
Make your subject Database
selection File

Access Processes database

topics and updates

Displays
interaction
file.

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 CHAPTER FOUR

SYSTEM IMPLEMENTATION AND DOCUMENTATION

4.1 SYSTEM IMPLEMENTATION

This section of the project lays down the necessary steps and guidelines to be followed in order
to achieve the desired objectives of the proposed system (new system).

Basically, we can also say that implementation consist of converting the hardware, software to
the new system. Conversion is basically of four phases. Direct, Parallel, Phased and Pilot. We
should also note that at this phase, close coordination is put in place in order to make the system
work successful. It also touches area such as programming language used, computer support,
hardware and software involved.

4.2 CHANGE OVER METHOD

Changeover simply means moving from the old existing manual system to the new proposed
computer system. The main changeover method is.

i. Direct
ii. Parallel
iii. Pilot
iv. Phased change over.
But in this project we will ignore the rest and talk about parallel changeover because it is what is
used in this research project work.

Parallel procedure.

The old and new system are used simultaneously and run concurrently until the system processes
its reliability and satisfies the users. In this regard, if the output of the new system is proven
satisfactory, the old system at this point becomes operational. This procedure is expensive, but
however, the old system serves as a stand by in case the new system fails to meet the set
objectives.

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 4.3 HARDWARE SPECIFICATION

HARDWARE NAME MINIMUM SPECIFICATION

PROCESSOR Intel Core i3 6generation or higher
RAM 4gb ram or higher
MOUSE Hp mouse
UPS Blue Gate
OPTICAL DRIVE HP CD ROM

4.4 SOFTWARE SPECIFICATION

The software to build the website for the prosed system includes:

 Windows operating system (32bit or 64bit)

 Windows 7, 8.1, 10 (64 bit)

 Windows service pack 2

Development tools

 Visual Studio Code (IDE)

After the transformation of modules into actual design, we further transformed the design into
codes using high level language. These codes are such that are supported by the language
compiler that we employed. It is the compiler that will help to compiler, link and create codes that the
computer machines will generate.

4.4 CHOICE OF PROGRAMIING LANGUAGE

The program software is written in visual JavaScript, React.js And Phyton Programming
language. Like any other programming language, has some outstanding features that make it
suitable for this work. They include.

i. User Friendliness
ii. Object oriented.
iii. Ability to process at a faster note.

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iv. Flexibility and neat background.

4.5 SYSTEM DOCUMENTATION

Documentation is a written record that describes the entire instruction development and operation

program about the new system. When a system is well documented, the user finds it easier to use

and understand when problem arises and provide solutions to problems. During the design stage

of this system, the followings documentation was considered;

1. Lunch your web browser and type in the web address

2. A Homepage screen will appear showing the website as well as the list of course available

on the website.

3. From here, the Website the student is directed to click on any subject of there choice to learn
on

4.5.1 USER GUIDE

Step 1: From the desktop screen “Lunch your web browser”

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Step 2: Input the website URL to the web Browser the website opens up the Homepage

Step 3: Click on a Particular Subject to Learn from

Step 4: Select from the list of Topics on the subject

25
Step 5: Website direct you to Watch a Tutorial on the selected topics

4.5.2 SYSTEM MAINTENANCE

This is an ongoing process after the system has been implemented to ensure that system continue

to provide the desire services as planned. Maintenance includes program update with time as

need, debugging of the program, repairs, hardware/software changes as need be for safety and

management purposes, anti-virus software should be installed before using the new system to

avoid system failure. This following are recommended: Air conditioner or fans should be

provided to help in cooling the system, Ups, voltage regulator (stabilizer), lightening arrestors,

automatic fine alarm and smoke detector is also recommended to maintain the system.

26
 CHAPTER FIVE

CONCLUSION AND RECOMMENDATION

5.1 CONCLUSION

In conclusion, computer has the ability to serve as play tool and learning tool. Fear of teachers
can also hinder the understanding of a student. With the use of the software as an aided learning
controller, students grow at their own pace. He repeats lesson he did not understand or do well.
This way, he doesn’t feel shy since there is no teacher. Therefore, every student has the potential
of developing his

5.2 RECOMMENDATION

Interactive processes between teachers and students can be forgotten, misunderstood, lack of
concentration due to absence of new invented technological machine.

The use of computer in virtually everything is a great technology break through. There is need
compulsorily for us to embrace it since it helps in human capacity building. Rather than opening
continuity education centres (lesson centres) where students go to spend time each day after
school hours to learn. The software can help in making students do their household chores and
have lessons at home during free hours/period. In this way Childs welfare at both school and
home is taken care off. skills at his own pace with the software. This makes the project to be
laudable as a stepping stone to improving the educational standard in the country.

1. Problem of erratic power supply can be managed by providing alternative source of

supply. Stand by generators or solar power can be used to upgrade power supply from the
national grid to schools.

2. There should be on awareness campaign and computer literacy training program

particularly for teachers and school administrators through in-service training, seminars
and conferences to improve their technical know-how on computer application.

27
 3. Computer literacy and operation in schools should be encouraged while relevant and
user-friendly CAI packages should be developed for use within the Nigeria school
system.

4. Regular supervision and appraisal of educational programmes should be conducted. This

will assist in identifying lapses in programmed implementation processes.

5.3 PROBLEM ENCOUNTERED

There are numerous challenges faced during the process of these project, based on human effort
and resources needed

1. Finding the right school secondary school to who are facing the challenges posed by basic
science student.
2. Getting the right template design for our website, which would be able to incorporating the
view for basic science subject
3. Choosing the appropriate programming language for proper update and design on the website
and to incorporate both web view and mobile view.
4. Finding the appropriate web tools for student to watch and learn the different tutorials on
each subject.
5. Power Supply Problem during the design of website was faced a lot due to the issues related
to the strike action and gride failure.
6. System Crashed during the deploying of the website for testing due to the heavy graphics in
the design.

5.4 FURTHER RESEARCH

This project work is for beginners of Senior Secondary School classes and it cuts across some
biology and chemistry science subjects, which will be of interest to student beginners in senior
secondary schools. Researches today have made it possible for man to be able to interact with
machines. Education sector can never be left out because computer programs are now used to
impact knowledge into students and more research can be done to better further improve the
education standard in the country which include the following:

28
1. Specific needs to improve student learning (e.g., raising the average level of achievement,
remediating gaps among low performers, and challenging high performers to develop
higher-order skills);
2. Infrastructure to adopt technology-enabled solutions (e.g., electricity connection,
availability of space and outlets, stock of computers, and Internet connectivity at school
and at learners’ homes); and
3. Capacity to integrate technology in the instructional process (e.g., learners’ and
educators’ level of familiarity and comfort with hardware and software, their beliefs
about the level of usefulness of technology for learning purposes, and their current uses
of such technology).

29