Category: Issues

JOEY M. DE LA CRUZ
https://orcid.org/0000-0002-9564-1761
joeyjmdelacruz@admin
Abra State Institute of Sciences and Technology
Bangued, Abra, Philippines

EXCEL PHILIP B. GUIDANG
https://orcid.org/0000-0001-7080-8230
rieann12@admin
Abra State Institute of Sciences and Technology
Lagangilang, Abra, Philippines

Abstract

Getting student’s feedback is very important because it can provide insights on course offerings, quality teaching, subject contents, and student experiences to ensure effective delivery of services. Specifically, It achieved the following objectives: 1) Determine the activities of students as reflected in Computer Education Syllabus; 2) Determine the tone of experiences in student activities along tentative, fear, anger, joy, analytical and confident; and 3) Develop a recommender system for syllabus revisit.

The data were analyzed along tentative, fear, anger, joy, analytical and confident tones of experiences. These tones of experiences are grouped into negative and positive. Negative tones include tentative, fear, and anger while positive tones are joy, analytical and confident.

Analytical tone is dominant in all the eleven activities wherein, activities 2 (MS Excel), 4 (MPEG4 MS PowerPoint), and 7 (Creating Flyer) got the most frequency of tone of 20, 22, 21 respectively. The study also found that the Tentative tone as negative experience appeared in all the eleven activities and only activity 9 on designing and creating Tarpaulin using MS Publisher got the highest frequency. Sad tone existed only in activities 3 and 9 on creating slides, inserting objects and animations using MS PowerPoint and designing and creating Tarpaulin. The activities 1, 3, 5, 6, 8, 9 and 10 got almost the same frequency of 15 to 19, while activity 11 (Video conversion using VLC) got the least frequency of 14. 

 “Analytical” tone represents the overall positive feedback of the students. “Tentative” tone as negative appeared in all the 11 activities while “Sad” tone only existed in Activities 3 and 9. Student experiences are a rich source for extracting student feedback. It can be used to determine whether an activity in a Syllabus is to be retained or to be replaced

Keywords

Tone analysis, text mining, student’s feedback, recommender system

References

Harvey, L. (2003). Student feedback. Quality in higher education, 9(1), 3-20.

Hunter, L. (2012). Challenging the reported disadvantages of e-questionnaires and addressing methodological issues of online data collection. Nurse researcher, 20(1), 11.

Garland, E.L., Fredrickson, B., Kring, A.M., Johnson, D.P. Meyer, P.S., & Penn, D. L. (2010). Broaden-and-Build Theory. Clinical psychology review. 30(7), 849-864.

Rashid, A., Asif, S., Butt, N. A., & Ashraf, I. (2013). Feature level opinion mining of educational student feedback data using sequential pattern mining and association rule mining. International Journal of Computer Applications, 81(10).

Plapinger, T. (2017). A Beginners Guide to Natural Language Processing. Retrieved from https://towardsdatascience.com

Shetty, B. (2018). Natural Language Processing (NLP) for Machine Learning. Retrieved from https://towardsdatascience.com

Sas. (2019). Natural Language Processing what it is and why it matters. Retrieved from https://www.sas.com.

Fayyad, U., Piatetsky-Shapiro, G., & Smyth, P. (1996). The KDD process for extracting useful knowledge from volumes of data. Communications of the ACM, 39(11), 27-34.

Hearst, M. (2003). What is text mining? SIMS, UC Berkeley.

Hotho, A., Nürnberger, A., & Paaß, G. (2005, May). A brief survey of text mining. In Ldv Forum (Vol. 20, No. 1, pp. 1962).

Abd-Elrahman, A., Andreu, M., & Abbott, T. (2010). Using text data mining techniques for understanding free-style question answers in course evaluation forms. Research in Higher Education Journal, 9, 1.

IBM Watson Tone Analyzer. (2019). Tone Analyzer. Retrieved from https://tone-analyzer-demo.ng.bluemix.net/

AURELIO TAURO
atauro@asist.edu.ph
Abra State Institute of Sciences and Technology
Bangued, Abra, Philippines

ARMANDO VISTE
aviste@asist.edu.ph
Abra State Institute of Sciences and Technology
Bangued, Abra, Philippines

JASON M. MONTEJO
https://orcid.org/0000-0002-2771-7701
jmontejo@asist.edu.ph
Abra State Institute of Sciences and Technology
Bangued, Abra, Philippines

Abstract

The increasing number of Buildings leads to new challenges in balancing supply and demand. While buildings are responsible for 100% of total electricity demand in the Abra State Institute of Sciences and Technology, Bangued Campus, Bangued, Abra, a good understanding of their consumption and load profiles. This paper proposes an approach for the load balancing of line connections to avoid overloading. This study particular in the Abra State Institute of Sciences and Technology, Bangued Campus, Bangued, Abra emphasis will be given to the peak load development, which is considered increasingly relevant for balancing supply and demand and maintaining security of supply.

The study generally aims to provide detailed load profile of the different buildings in Abra State Institute of Sciences and Technology, Bangued Campus, Bangued Abra and statistics on the actual current drawn from the 3 phase power system, more specifically in the load identification per building at Abra State Institute of Sciences and Technology Bangued Campus, Bangued, Abra, the time duration of usage or consumption of electricity during peak hours, reading will be in Kilo Watt Hour consumption per day, the load balancing on 3 phase lines and Line current (actual) per phase. The study utilized descriptive method and analyzed data using statistical treatment. Variables like load profile, time of usage, Kilo Watt Hour consumption per day, average load/day.

It has been found out that the maximum hours of Lighting Outlets being used is eight (8) hours per day wherein it is focused in Admin Building. Moreover, the least records two (2) hours per day with the following building:  Practical Arts, GYM, VIT Student Center and Pre-Fab Marcos Type. It has been found out that almost all of the Buildings were using Convenience Outlets in the maximum 8 Hours office hour per day. Moreover, the least is the VIT Student Center wherein no appliances or any gadgets were plugged into the outlets. The Convenience Outlets remains intact but they are not being used for safety measure the main source is turned off. Electric Fan is one of the common appliances located in the different buildings in the Abra State Institute of Sciences and Technology, Bangued Campus, Bangued, Abra. It was found out that Line A has the highest current which leads to unbalanced load. 

Keywords

Load Profile, Electrical Energy Consumption, Load Balancing, Convenience Outlet, Unbalanced Load

References

The World Energy Council. Electricity consumption. Retrieved on Feb. 5, 2016 from https://www.owlapps.net/owlapps_apps/articles?id=6168349.

Electricity Generation. Retrieved on Feb. 8, 2016 from https://en.wikipedia.org/wiki/Electric_energy_consumption

Electrical Consumption. Retrieved on March 20, 2016 from https://en.wikipedia.org/wiki/Electricity_consumption

Electrical Consumption. Retrieved on Aug. 8, 2017 from https://en.wikipedia.org/wiki/Worldwide_electricity_consumption

ORLANDO A. LOMBOY
https://orcid.org/0000-0002-0235-5257
orlanlomboy@yahoo.com
Abra State Institute of Sciences and Technology
Bangued, Abra, Philippines

Abstract

Quality education has been a mandate of all Higher Education Institution in the country. The delivery of quality instruction in particular through provision of conducive classrooms and state-of-the art equipment had been their main concern. In this manner, the delivery of instruction is very crucial.  Most of the time, effective delivery of lessons happen in an ideally conducive classroom. And classroom in particular should be designed to be a good ambiance for learning. Several studies had shown that classroom ambiance had a significant effect on the academic performance of students. Classroom lighting in particular depicted an apparent effect on students’ performance. Often times, lighting is perceived as adequate though technically it is insufficient to cater the minimum illuminance requirement of a conducive classroom. The researcher opted to investigate the illuminance level of existing laboratory and lecture rooms in ASIST Bangued Campus. This study revealed that rooms being used are not compliant to illumination minimum quality standards and that they need to augment the lacking illuminance requirement in order to serve its purpose most effectively.

Keywords

Lumen, Design, Illumination, Coefficient, Quality

References

Harper G. 2017. Lighting for Schools, Colleges and Universities. Retrieved on August 30, 2018 from https://www.lyco.co.uk/advice/lighting-for-schools-colleges-and-universities/

Gentile, N., Goven, T., et al. 2016. A field study of fluorescent and LED classroom lights. Retrieved on August 29, 2018 from https://doi.org/10.1177/1477153516675911.

Lighting Upgrade Manual. 1995. Retrieved on August 30, 2018 from https://www.researchgate.net/publication/311301869

Mott, S., Robinson, D., et al.  lluminating the Effects of Dynamic Lighting on Student Learning. Retrieved on August 30, 2018 from https://doi.org/10.1177/2158244012445585.

Oliver K. 2014. Influence of blue-enriched classroom lighting on students׳ cognitive performance. Retrieved on August 29, 2018 from https://doi.org/10.1016/j.tine.2014.09.001.

Usman, Yunusa D. et.al. 2019. Evaluation on the Effect of Learning Environment on Students’ Academic Performance in Nigeria. Retrieved on July 8, 2021 from https://files.erc.ed.gov.

Wali, Yagana S., et.al. 2019. Impact on Classroom Environment on Students’ Performance in English. Retrieved on July 8, 2021 from https://core.ac.uk.

JANELYN A. TALINGDAN
https://orcid.org/0000-0002-6332-0568
janelyn.ambre@asist.edu.ph
Abra State Institute of Sciences and Technology
Lagangilang, Abra, Philippines

JOVENTINO T. TRINIDAD JR.
https://orcid.org/0000-0002-7391-7712
jjrtrinidad@asist.edu.ph
Abra State Institute of Sciences and Technology
Lagangilang, Abra, Philippines

Abstract

With the proliferation of technology-based edutainment among the young generation, it is very timely to employ a trending technique in learning called gamification. Education is precisely one of the main fields that could benefit from this trend. This study is an assessment of the impact of a developed gamified reviewer on Alternative Learning System (ALS) learners. Printed Accreditation and Equivalency test reviewers were used as input in the creation of a framework for and adopted the ADDIE model in the development of a gamified reviewer. It is a Windows-based application for ALS learners and facilitators to reinforce engagement, enjoyment and learning among learners in preparation for the Accreditation and Equivalency test. The respondents perceived the gamified reviewer as excellent with a System Usability Scale (SUS) score of 82.12 and they strongly agreed that it is highly engaging, enjoying and learnable. The results show that this particular implementation of gamification to improve learning has beneficial impact.

Keywords

Alternative Learning System; Learning; Gamification; Engagement

References

[1] I. Glover, Play as you learn: gamification as a technique for motivating learners, 2013.

[2] C. Cheong, J. Filippou, and F. Cheong, Towards the gamification of learning: Investigating student perceptions of game elements. Journal of Information Systems Education, 25(3), 2014, 233.

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[7] J. G. A. Pilar, Education Beyond Borders: Lived-Experiences in Teaching Basic English Grammar among ALS Teachers in Bacolod City, Philippines. Asia Pacific Journal of Multidisciplinary Research, 3(4), 2015.

[8] J. Brooke, SUS: A Retrospective. Journal of Usability Studies, 8(2), 2013, 29-40.

[9] C. Cheong, F. Cheong, and J. Filippou, Quick Quiz: A Gamified Approach for Enhancing Learning. In PACIS (p. 206), 2013, June.

[10] R. De Asmundis, An evaluation model to measure
impact and usability of a serious game (Doctoral
dissertation, Master Thesis, University of Bari), 2014.

[11] J. Harms, S. Biegler, C. Wimmer, K. Kappel, and T. Grechenig, Gamification of online surveys: Design process, case study, and evaluation. In Human-Computer Interaction (pp. 219-236). Springer International Publishing, 2015, September.

[12] G. Barata, S. Gama, J. Jorge, and D. Gonçalves, Improving participation and learning with gamification. In Proceedings of the First International Conference on gameful design, research, and applications (pp. 10-17). ACM, 2013, October.