71 a methodological and systematic approach to test

71 CHAPTER VI TESTING 6.1 Introduction According to Zafar (2012), testing is an evaluation process of a software to detect differences between the given input and expected output. Other than that, testing also can be said as a verification and a validation process. This can be supported by Sharma (2016), testing is done to check whether the specific requirements, needs, and expectations of the customer are satisfied.

Furthermore, the purpose of testing is to find software bugs, defects or errors. The activity involved in this phase is a test plan, test strategy, test implementation and test results and analysis.72 6.2 Test Plan Ahamad (2005), stated that the testing plan is a methodological and systematic approach to test a system such as software. It also is known as an effective way of finding errors and flaws in a system. Figure 6.1: The flowchart about the procedure to get the testing done.

We Will Write a Custom Essay Specifically
For You For Only $13.90/page!


order now

Getacasestudyletterfromthefaculty•Fillintheinformationinthebookprovidedatthefacultyoffice•Waitfor2workingdaysforthelettertobeissuedContact the school office to get certainty about the procedure to get the permission to do the test•Went to the school office to make an appointment with Penolong Kanan 1 (Dato’ Hj. Zainal)•Explain about the project, and the test procedure•Wait for a call from him to notify the appropriate date to do the testGot a called from the Penolong Kanan 1•Were ask to brief again about how the testing will be run•Stated that he will ask a Mathematic teacher to call meGot a called from the Mathematic teacher•Brief to the teacher about the project and the testing procedure.•Discuss about the appropriate date to do the test•Result of the discussion, the date set for the test was Monday on 23 July 2018Testing day•Came earlier to the school to brief again to the teacher•the testing were finished within 1 hour.

73 6.2.1 Test User There are 2 types of users will be involved in the testing process. They are the teacher that teach Mathematics Chapter 9: Earth as Sphere and students who learn Mathematics.

The student is a Form 5 student from Sekolah Menengah Kebangsaan Durian Tunggal. They are from the same class and they are students of Science stream class. The students will be given a set of questions for pre-test and post-test. The comparison of the result between the pre-test and post-test can define whether they have a better understanding of the topic. 6.2.1.1 Mathematics teacher.

The expert is the person that acknowledges the information used in the animation are true. Furthermore, she will evaluate the content of the animation before it can be shown to the target user. The expert is a teacher from Sekolah Menengah Kebangsaan Bukit Puchong 2. Besides, the teacher that has been interviewed are from Sekolah Menengah Kebangsaan Durian Tunggal.74 6.2.1.

2 The student in form 5. The role of form 5 students in this project is to be the respondents who answered questions for testing pre-test and post-tests. The limitation of this testing is the school’s Penolong Kanan only allow one class to participate in this testing and the class only contains 27 students.

The students can determine whether the animation can be easily understood. 6.2.2 Test Environment Test environment stated by Jayathi (2014) is where the project undergoes an experiment in a safe manner in case it has a severe impact on the software or environments. Hence, it can be fixed to reduce downtime in the production stage.

The testing was held at Sekolah Menengah Kebangsaan Durian Tunggal on Monday 23 July 2018. The number of the respondent is 27 students and a mathematics teacher. The hardware and software required during the testing are shown in table 6.1.75 Table 6.1: Requirement for testing Hardware and Software requirement Description Laptop Contain the project and was connected to project by using HDMI cable. Projector and LCD screen Prepared by the school and it was used to show the animation to students in the hall. Test question Contains 4 questions each for the pre-test and post-test.

Animation The main product for this project. 6.2.3 Test Schedule This testing only undergoes two steps. The steps consist of Mathematics teacher that teach the subject and the second step consists of the form 5 students from Sekolah Menengah Kebangsaan Durian Tunggal. The students are requested to answer pre-test and post-test. Table 6.2: Test activity schedule Step 1 Step 2 Tester Mathematics teacher Form 5 students Number of testers 2 27 Durations 30 minutes & 1 hours 1 hours Date 26 June 2018 & 23 July 2018 23 July 201876 6.

3 Test Strategy Ghahrai (2017) stated that a test strategy is normally developed by a project manager and it can be considered as a high-level document. Mochal (2001), stated that testing strategy purposes are to define the summarize the context for the entire testing process. Besides that, the test strategy is to justify the major task and challenges of the test project (Bach,1996). There are two steps of tests conducted during the testing process, they are pre-test and post-test. Therefore, to get the respondent, I seek help from the school’s Penolong Kanan and a math teacher to organize a 1-hour session for me to do the testing with the students. The procedure on how to get the testing done is shown in figure 6.1. the duration to proceed the testing phase took about one week working days.

The content of the animation was checked by a Mathematics teacher from SMK Bukit Puchong 2 before the testing was done at Sekolah Menengah Kebangsaan Durian Tunggal. The teacher was contacted throughout the whole process during the development of the 2D animation. This is to ensure that all the information used in the animation are correlated with textbooks.77 6.4 Test Implementation The test for this project was conducted at a secondary school in a single durian area. The school only has 8 classes per level. The average number of students in each class in the school was only 26 students.

The procedure to get the testing done is showed in Figured 6.1. While the testing process is showed in Figured 6.2. Figure 6.

2: Flowchart about the testing process. The day of testing•Go to school offices and meet the teacherWait for the students to come•Setting up thehall •The projector were setup by a technician.The student arrive at the hall•Explain to them about this project and what are they going to do.•Spread the question sheet and give them 10 minutes to answer•Play the animation•the student answer the post-testEnd of the testing•Interview with the Mathematics teacher78 Figure 6.3: Interview session with Mathematics teacher. Figure 6.4: Explaining the animation to the student Figure 6.

5: Pre-test session with the students79 Figure 6.6: Displaying the animation Figure 6.7: Student giving their attention to the animation80 6.4.1 Test Description The testing process were carried out by using a laptop that is connected to a projector to play the animation. Any type of laptop can be used to play the animation.

The first step is, the pre-test will be distributed to the student to get them to answer the question given. After that, the animation will be displayed on the LCD screen display. Throughout this process, the students can watch and learn while watching this animation. All the solution regarding the question given in the test is shown in the animation.

The question in the test covers all subtopics within the chapter. The questions were made by combining the actual question that was asked in the Sijil Pelajaran Malaysia from the previous years. For the expert target user, they will also watch the animation with the students. Instead of answering some test questions, there is an interview held with the experts. There are several questions will be asked to the expert. The first question is regarding the information used inside the animation.

Whether all the information conveyed is correct. What is her feedback regarding the animation, whether the student can get the benefit while using the animation. Next question is regarding what her opinion about using this animation in her teaching sessions and how she plans to use the animation in the class. All the questions given to the students and the expert user is important.

The data collected will tell the developer whether the animation is effective to help in increasing the student understanding towards a certain subject. Besides, the result from the data collected will tell whether the objective of this project is full filled or not.81 6.4.2 Test Data The questions used during the test are as below. All questions were taken from the trial question and the previous Sijil Pelajaran Malaysia examination questions.

Figure 6.8 show the first question in this test encompasses the first learning objective of understanding and using the concept of longitude. Next, the second question in this test encompasses the second learning objective of understanding and using the concept of longitude is shown in figure 6.

9. Besides, in figure 6.10 shows the third question in this test encompasses the third learning objective of understanding the concept of location of place. Lastly, the last question in this include the last subtopic which is to understand and using the concept of distance on the surface of the earth to solve a problem. Figure 6.8: Question number 182 Figure 6.9: Question number 2 Figure 6.10: Question number 383 Figure 6.

11: Question number 4 The results from pre-test and post-tests have been recorded and placed in table 6.3. Table 6.3: Marks of Pre-Test and Post-Test Number of students Marks (%) Pre-test Post-test 0 2 0 50 7 0 75 5 5 100 13 22 Table 6.4: Number of student answer correct for each question in Pre-Test and Post-Test Pre-Test Post-Test Question 1 24 27 Question 2 20 26 Question 3 20 25 Question 4 17 2584 Table 6.

5: The total number of student answers per questions for Pre-Test. Number of students get Correct answer Wrong answer Question 1 24 3 Question 2 20 7 Question 3 20 7 Question 4 17 10 Table 6.6: The total number of student answers per questions for Post-Test. Number of students get Correct answer Correct answer Question 1 27 0 Question 2 26 1 Question 3 25 2 Question 4 25 285 6.

5 Test Results and Analysis The purpose of this is carried out because to know whether this project can help in student understanding of the chapter by giving them answering the pre-test and the post-test. The result from the test can be compared, therefore we could know whether this project is helpful towards the students or not. The collected data being showed in the form of a bar chart including the result from pre-test and post-test. Figure 6.12: Bar graph for pre-test and post-test scores Figure 6.12 shows that the bar chart for pre-test and post-test scores, calculated by using the number of students and the mark they earn. What can be seen on the graph in figure 6.12 for the post-test is that none of the students gets 0 and 50 marks.

But, the total number of students with a score of 75 remains the same as in the pre-test. Surprisingly, the number of students who have gained 100 marks in post-test has increased to 22 students compared to pre-test whereby only 13 students who got full marks. 2751300522152505075100Number of studentsMarks %Marks of Pre-Test and Post-TestPre-testPost-test86 Figure 6.13: Bar graph for the total number of students who answer correctly each question in pre-test and post-test Figure 6.13 shows a bar chart for the total number of students who can answer correctly for each question in the pre-test and post-test. For question number 1 there was an increase of 3 students who got the correct answer, from 24 students to 27 students.

For the second question, an increase in the number of students who can answer the question correctly is 6 students. Wherein the pre-test, only 20 students were able to answer the question. For question 3, the total number of students who have answered the question correctly is 5 students. In the pre-test, only 20 students were able to answer the question correctly. While during post-test the total number of students who successfully answered the question correctly is 25 students. For question 4 the number of students increased was the highest compared to the previous questions.

Only 17 students successfully answered questions correctly and increased to 25 students in post-test. 2420201727262525Q U E S T I O N 1Q U E S T I O N 2Q U E S T I O N 3Q U E S T I O N 4NUMBER OF STUDENTSQUESTIONN U M B E R O F S T U D E N T T H AT A N S W E R A L L C O R R EC T LYPre-TestPost-Test87 Figure 6.14: Bar graph for the total number of students who answer correctly and incorrectly for each question in the pre-test. Figure 6.14 shows a bar chart for the total number of students who answer correctly and incorrectly for each question in the pre-test. For the first question, the total number of students who successfully answered the question correctly are 24 students and there are only 3 students who could not answer correctly. For the 2nd and 3rd questions, there are 20 students who answered correctly and there are 7 students who could not answer the question. For the last question, 17 students can answer the question while the remaining 10 are not able.

As a conclusion, question 4 is the question that the most number of students could not answer. 2420201737710051015202530Question 1Question 2Question 3Question4Number of studentsQuestionResult for Pre-Testcorrect answerwrong answer88 Figure 6.15: Bar graph for the total number of students who answer correctly and incorrectly for each question in the post-test. Figure 6.15 shows a bar chart for the total number of students who answer correctly and incorrectly for each question in the post-test. For the first question, all of the students succeed to answer the questions correctly.

For the second question, most of the student able to get the correct answer only one student who failed. The next questions, the number of students able to answer correctly reduce by 2 the first questions; which 25 students. The number of students that able to answer correctly remains same as the previous question as the number of student able to answer the question is 25 students only. 272625250122051015202530Question 1Question 2Question 3Question4Number of studentsQuestionResult Post-TestCorrect answerWrong answer89 6.

6 Conclusion In a nutshell, the required element in the testing process has been identified in this chapter. The testing phase is a very crucial part of every product development. The testing process is carried out to test whether the product is complete and can be used by the target user. The content of this project is checked by a mathematics teacher. Besides, the animation was tested on 27 form 5 student from Sekolah Menengah Kebangsaan Durian Tunggal. During the testing process, what can be observed is students are having fun during the animation is played in front of the hall. Each of the students was giving their full attention towards the animation.

Other than that, the students are seen giving a positive feedback to the animation. It is very important to receive a feedback by test user so that the developer know what can be improved on the product.

x

Hi!
I'm Mary!

Would you like to get a custom essay? How about receiving a customized one?

Check it out