CHAPTER I

Introduction

This section outlines Background of the Study, Statement of the Problem, Research

Questions, the Scope and Limitation of the study, and Significance of the study. The study

aims at improving the accessibility and usability of the proposed researches by the use of Online

Grading System in San Jose del Monte National High School.

People nowadays are living in an information age dependent upon digital information.

Digital information is electronic information, the result of computer processing. Each type of job

relies upon getting information, using it, managing it, and relaying information to others.

Computer enable the efficient processing and storage of information.

A grading system plays a key role in the management system of any school. But such

systems do not often relate expectations, outcomes and performance. As each student desires to

achieve a good score for each assignment, exam, project and/or report, the whole process adds a

heavy work load for teachers in order to make their evaluation fair, comprehensive, and accurate.

From the faculty perspective, these are necessary to avoid disagreement from students and

parents. A computerized grading system is a highly desirable addition to the educational tool-kit,

particularly when it can provide less effort and a more effective and timelier outcome.

Grading system are designed to provide incentives for achievement and assist in

identifying problem area of a student. It is the most commonly used means of analyzing student

performance, talents, and skills. Student’s grades are vital information needed in advancing to

the next grade/year level and its accuracy is very important.

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 Many teachers feel that the time they take in recording and computing for the grades of

their students is time that could be better spend elsewhere, like preparing lessons, researching or

meeting with their students. With the advent of computer technology, more and more schools,

are taking advantage of a variety of grading system available both off-line and online that can

help save time on administrative tasks and give teachers more time to attend to other important

functions. However, a greater majority, especially small schools, government schools, and

schools in remote areas, still utilize the manual method of recording and computing for the

grades of the students.

The proponents of this study wish to reduce the workload of teachers by eliminating the

need for manual computation and recording of each grade. The common problems encountered

in manual recording and computation are error-and-file-handling, and redundancy. As the work

load gradually increases with growing amounts of grades and student lists that need to be

attended, it becomes tedious on the part of the teacher to proficiently manage them in time for

documentation and file submission to higher education authorities. As such, this paper aims to

produce a workable computerized grading system will address these issues.

Background of the Study

San Jose del Monte National High School is a large public school in San Jose Del Monte,

Bulacan. It was established 25 years ago and utilizing the manual system in almost all phases of

their school work.

The school maintains a small staff of teachers and personnel as compared to its growing

population. There are teachers handling as much as two to three different subjects, aside from

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being a class adviser and area coordinator. Majority of the teachers handle two different grade

levels.

San Jose del Monte National High School uses the manual way of computing grades and

adding information or records of both students and professors. The process entails a lot of effort

and by computing and storing of data manually the process is prone to error especially for the

professors who handle two or more classes. By using the manual way of computing and storing

data, being prone to error is possible and just by a single mistake, repeating the process may be

required.

Developing an online grading system for San Jose del Monte National High School

would make the task of recording and computing grades easier for the teachers. This will not

only benefit the teachers of the school but will also benefit the students because of the

improvement in the accuracy of calculations and in the proficiency and productivity of the

teachers.

Statement of the Problem

San Jose del Mote National High School seeks to provide teachers and students with

efficient Online Grading System. It can provide benefits, not only for students, teachers, and

parents but for other researchers which can be their reliable sources to their certain research.

The researchers want to develop an Online Grading System also the researchers want to

know the level of satisfaction of the Senior High School students in San Jose del Monte National

High School. Specifically, it will seek to answer the following questions:

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The problem that gave rise to this study system from the continues use of Paper-Based System of

dispensing academic details in the institution and the slow process of San Jose Del Monte

National High School.

These are the problems that need to solve by the researcher.

1. What is the demographic profile of the respondents be discussed in terms of the

following:

1.1 Grade

1.2 Strand

1.3 Gender

2. What are the design considerations of propose outcome in the development of Online

Grading System in terms of:

2.1 Functionality

2.2 Accessibility

2.3 Reliability

2.4 Responsiveness

2.5 Layout

2.6 Interactive

3. Based on the gathered data the researchers want to determine the satisfaction of the

respondents regarding on the propose outcome in the development of Online Grading System.

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Significance of the Study

The purpose of this study is to develop online grading system that can be access through

website. It is an exercise in the professional judgment on the part of the teachers. The system is

very liable and faster and more usable if it is made online. Using this system gives advantages to

the parents or a guardian for it allows them to view the performance of his/her child through

online, anytime, anywhere provided there is an internet connection.

The computers provide convenience to its user through the easier and faster way of

recording information. Population of students in almost all- educational institution is rapidly

increasing so great demand in teaching force is also becoming higher. Grading System is a very

important aspect of a school’s operations and goals. The students are graded to measure their

performance and knowledge in every grading period. Teachers spend massive time to accurately

compute the grades of the students using their calculators, and, in earlier times, teachers

manually solve grades using paper and pen. The basic objective of a grading system is to

communicate to parents a periodic evaluation summarizing significant factors of the student’s

adjustment in the total education program. The cumulative purpose of the grading system is to

supply the parent a composite statement of educational process in a specified period of time for

the student in selected areas of learning. A computerized grading system for Ministry Catholic

School will provide a marked improvement in the way teachers record and compute for the

grades of students. The study will be a great help to the following:

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 Faculty Teachers

Teachers would be able to record and compute for the grades of their students faster

thereby lessening their workload and providing them with added time to attend to other

functions. This in turn would improve their efficiency as teachers.

 School Administrators

School Administrators no longer have to re-compute the grades of each student to check

on their accuracy. Reports such as grading sheets and class records can be submitted on time.

 Students

Students can now look forward to better lessons since their teachers would have added

time to prepare for them their lesson plans.

Future Researchers

Future researchers who will conduct studies will realize that the traditional grade

reporting process can be enhanced from manual processing to an online paperless system.

Scope and Delimitation

The Online Grading System offers more than just a class card function, encoding of the

students’ personal data and issuance of summary grading sheets which include the grades of

students. The system will lessen the workloads of teachers because the grades will be stored

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directly into a database. Users from the department would be able to access information they will

need anytime. This grading system is exclusively designed for the faculty members, and trusted

staff of the school. It is off limits to the students, meaning students are not given the privilege to

find out their grades before their actual report card is released.

The proposed system will not compute for the grades of the students and is only for

viewing grades for students. Only authorized personnel can edit and enter grades for students.

Also, the researchers want to know the level of satisfaction of the senior high school students of

San Jose Del Monte National High School. The participants of this research are Grade 11

students only. Participants are chosen by random sampling. This study will last for two months.

Conceptual Framework

Propose Outcome in
Development of
Demographic Profile Online Grading Expected Feedback
of the Respondents System in terms of: Most of Grade 11
In Terms Of: Senior High School
a. Functionality
Age student's are satisfied
b. Accessible on the development of
Gender
c. Reliability Online Grading
Year Level System
d. Responsiveness
Strand
e. Layout
f. Interactive Features

FIGURE 1

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 Figure 1 describes the conceptual framework of the study wherein the input is consisting

of the following: gender, year level, and strand which describe their demographic profiles. It also

includes the satisfaction and perception of the respondents in terms of accessibility of Online

Grading System.

On the other hand, the process being used is through questionnaire, descriptive survey,

statistical treatment such as percentage, mean and tallied. The expected feedback, most of the

Grade 11 Senior High School students are highly satisfied on the accessibility of the proposed

Online Grading System.

The researchers want to find out the accessibility and usability of the Online Grading

System and the student’s level of satisfaction prior to the initiation of the treatment: The table

shows how the researchers researched, surveyed, and solved their thesis statement or the

statement of the problem.

Definition of Terms

The following terms were defined operationally for a better understanding of this study.

Average -It is derived by adding all the grades in every grading component, then dividing it by

the total of number of grading component.

Grade -It is the achievement of each student in every subject.

Grading Sheet/ Class Record -It is composed of all the components needed to make a final

grade; a tally of the students’ performance based on a certain component.

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Online - A connected to, served by, or available through a system and especially a computer or

telecommunications system.

Record - Set down in writing or other permanent form.

Database - Collection of information that is organized so that it can be managed and updated.

MySQL -It is also called “My Sequel” the world’s second most widely used open-source

relational database management system. It is named after co-founder Michael Widenius’

daughter. The SQL phrase stands for Structured Query Language.

Php -It is a server-side scripting language designed for web development but also used as a

general-purpose programming language.

Administrator -A person in charge of recording and maintaining student information and

grades.

User-Friendly -A program easy to use even though an individual is not knowledgeable about the

system.

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 CHAPTER II: REVIEW OF RELATED LITERATURES

Introduction

In this chapter, the researchers had presented some past literatures about Online Grading

System. This may be helpful to deeply understand what is Online Grading System is all about, it

contains: problems encountered in manual system, student’s mastery of skills, obstacles of

grading reform. To be familiar with the study, the researchers gathered some information

through surfing the internet and scanning text book to improved their related literature and

studies.

Problems Encountered in Manual System

Richard (2004) emphasized that information about students’ grades is vital, but

time‐consuming to manage and it is essential that the most effective tools be used to aid both

staff and students go about their work and studies. The Cambridge Student Grading System

(CAMSGS) replaced various student records system used by the colleges, departments and

universities. CAMSGS provides comprehensive and accurate information about student’s grade

body and also improves data quality, reduce the administrative burden dramatically and provides

better services to both academic staff and students.

According to Desousa (2008), Web based application have four core benefits. These are

the following: 1) Compatibility. Web based applications are far more compatible across

platforms than traditional installed software like web browsers. 2) Efficiency. Everyone hates to

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deal with piles of paper unless they do not have any other alternatives. The benefit of web-based

solution makes services and information available from any web‐facilitated Personal Computer

(PC). 3) Security of live data. Normally in more complex systems data is moved about separate

systems and data sources. In web-based systems, these systems and processes can often be

merged by reducing the need to move the data around. Web‐based applications also provide an

additional security by removing the need for the user to have access to the data and back end

servers.4) Cost Effective. Web‐based applications can considerably lower the costs because of

reduced support and maintenance, lower requirements on the end user system and simplified

plans.

Students Mastery of Skills

Haystead and Marzano (2009) found that using higher-order thinking strategies resulted

in students making a 16 percentile-point gain over students not exposed to instructional

strategies. Risko and Walker-Dalhouse (2010) advised teachers to tailor instruction, promoting

higher level thinking skills needed to meet the educational challenges confronting students. Use

of higher order thinking provided the foundation for the use of standards-based learning. Report

card standards note whether a student has exceeded, mastered, or not mastered grade level

standards. Students who are meeting individual grade level standards are communicating

knowledge through analyzing, and evaluating material. Through peer communication students

can share thoughts and ideas while demonstrating mastery of the standards.

Obstacles to Grading Reform

Guskey (2011) viewed the beliefs as “obstacles to grading reform”. Grades should be

based on the mastery of skills, not based on the differing performance of students within the

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classroom. A bell-shaped curve of assessment data can result without teacher intervention such

as strong instructional support. Guskey (2011) promoted high instructional quality matched to

student learning needs. Student mastery of skills documents individual achievement by each

student, not a comparison to the performance results of other students in the classroom.

Guskey (2011) shared that research does not support the belief that poor academic grades

will make students work harder. Often students with poor academic performance have less

motivation to succeed. Guskey (2011) advised that giving poor grades or one grade for a course

are additional obstacles to grading reform. Often teachers and parents do not support the concept

of re-teaching and reassessment, worried that children are not being prepared for the real world.

This process of re-teaching and reassessment created increased additional work for teachers.

Standards-based reform requires multiple grades for student achievement, showing separate

grades for the mastery of individual standards. School Improvement Teams need to have

meaningful conversations about grading, setting policies that provide grades and promote

achievement based on individual student performance.

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 CHAPTER III: METHODOLOGY

In this chapter, the researchers will discuss the research design and sampling technique

that will be using in the study. It contains the overall population, the chosen sample size, and

lastly the method and instruments in data collection.

Research Design

Based on Burns and Groove (2003) define research design as a "blueprint for conducting

study with maximum control over factors that may interfere with the validity of the findings".

Polit et al (2001) define a research design as "the researchers over all for answering the research

question or testing the research hypothesis"

The researchers will be using the Descriptive Research Design in conducting the study.

Descriptive Research Design was chosen because of its compatibility to the problem. As stated

by Sanchez (1998), the Descriptive Method provides a comprehensive input for a quantitative

study of current condition, practices and phenomena of studies.

Population and Sample

This study will be conducted in San Jose Del Monte National High School. Grade-11

Students are the chosen respondents, because they are more knowledgeable and related to our

topic. In getting the sample size for this study, first, the researchers get the overall population of

the respondents, and then the researchers apply the Slovin's Formula and Cluster Sampling

Technique. After solving the researchers come up with 120 respondents.

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Research Instrument

To provide and gather as much informative and relative evaluation descriptive method

was used. This method includes the use of questionnaires and interviews. The tools used by the

researcher are discussed. A questionnaire was used as the main data-gathering instrument for this

study. It was divided into two main sections: the profile and the proper questionnaire. The profile

contains socio-demographic characteristics of the respondents such as name, gender, age,

year/level, and strand.

The questions were structured using the Likert format. In this survey type, five choices

are provided for every question or statement. The choices represent the degree of agreement each

respondent have on the given question. The Likert survey was the selected questionnaire type as

this enables the respondent to answer the survey easily. In addition, this research instrument

allowed the research to carry out the quantitative approach effectively with the used of statistics

for data interpretation.

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 CHAPTER IV

DATA ANALYSIS & INTERPRETATION

This chapter deals with the presentation and interpretation of the findings of the study which

done in relation to the reviewed literature and regards to specific objectives, the researchers

followed the process of questionnaire used in the study.

Percentage of Sample Size

17%
24%

19%

23%
17%

ICT - CP ICT - TD HUMSS B ABM A ABM B

Figure 1: Sample Size Percentage

The figure shows the percentage of the sample size of the respondents in terms of their

specific strands. After using cluster sampling technique, the result shows that 24% of the

respondents are from 11-ICT-CP, 23% of the respondents are from 11-ICT-TD, 17% of the

respondents are from 11-HUMSS B, 19% of the respondents are 11-ABM A students and lastly

17% of the respondents are 11-ABM B students.

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A.) Functionality

Functionality

Strands 5 4 3 2 1 Total

ICT CP 5% 18% 1% 0 0 24%

ICT TD 4% 16% 3% 0 0 23%

HUMSS B 3% 14% 0% 0 0 17%

ABM A 1% 16% 2% 0 0 19%

ABM B 5% 9.5% 2.5% 0 0 17%

TOTAL 18% 73.5% 8.5% 0 0 100%

Table 1: Level of Satisfaction in Terms of Functionality

In table 1, it demonstrates the level of satisfaction of the respondents in terms of the

functionality of the Online Grading System. It shows that in ICT CP, 5% are very satisfied, 18%

are satisfied, and only 1% are neutral. In ICT TD, 4% are very satisfied, 16% are satisfied, and

3% are neutral. In HUMSS B, 3% are very satisfied, 14% are satisfied, and 0% are neutral. In

ABM A, 1% are very satisfied, 16% are satisfied, and 2% are neutral. In ABM B, 5% are very

satisfied, 9.5% are satisfied, and 2.5% are neutral. In Total, 18% of our respondents are very

satisfied, while 73.5% are satisfied, 8.5% are neutral and no one of our respondents is not

satisfied in terms of the functionality of the Online Grading System.

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B.) Accessibility

Accessibility

Strands 5 4 3 2 1 Total

ICT CP 12% 8% 4% 0 0 24%

ICT TD 13% 7% 3% 0 0 23%

HUMSS B 10% 5% 2% 0 0 17%

ABM A 13.5% 5.5% 0% 0 0 19%

ABM B 14% 3% 0% 0 0 17%

TOTAL 62.5% 28.5% 9% 0 0 100%

Table 2: Level of Satisfaction in Terms of Accessibility

In table 2, it demonstrates the level of satisfaction of the respondents in terms of the

accessibility of the Online Grading System. It shows that in ICT CP, 12% are very satisfied, 8%

are satisfied, and only 4% are neutral. In ICT TD, 13% are very satisfied, 7% are satisfied, and

3% are neutral. In HUMSS B, 10% are very satisfied, 5% are satisfied, and 2% are neutral. In

ABM A, 13.5% are very satisfied, 5.5% are satisfied, and 0% are neutral. In ABM B, 14% are

very satisfied, 3% are satisfied, and 0% are neutral. In Total, 62.5% of our respondents are very

satisfied, while 28.5% are satisfied, 9% are neutral and no one of our respondents is not satisfied

in terms of the accessibility of the Online Grading System.

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C.) Reliability

Reliability

Strands 5 4 3 2 1 Total

ICT CP 20.5% 3.5% 0% 0 0 24%

ICT TD 21% 2% 0% 0 0 23%

HUMSS B 16% 1% 0% 0 0 17%

ABM A 16% 2% 1% 0 0 19%

ABM B 14.5% 2.5% 0% 0 0 17%

TOTAL 88% 11% 1% 0 0 100%

Table 3: Level of Satisfaction in Terms of Reliability

In table 3, it demonstrates the level of satisfaction of the respondents in terms of the

reliability of the Online Grading System. It shows that in ICT CP, 12% are very satisfied, 8% are

satisfied, and only 4% are neutral. In ICT TD, 13% are very satisfied, 7% are satisfied, and 3%

are neutral. In HUMSS B, 10% are very satisfied, 5% are satisfied, and 2% are neutral. In ABM

A, 13.5% are very satisfied, 5.5% are satisfied, and 0% are neutral. In ABM B, 14% are very

satisfied, 3% are satisfied, and 0% are neutral. In Total, 62.5% of our respondents are very

satisfied, while 28.5% are satisfied, 9% are neutral and no one of our respondents is not satisfied

in terms of the reliability of the Online Grading System.

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D.) Layout

Layout

Strands 5 4 3 2 1 Total

ICT CP 10% 10% 4% 0 0 24%

ICT TD 13% 10% 0% 0 0 23%

HUMSS B 10% 7% 0% 0 0 17%

ABM A 14.5% 3.5% 1% 0 0 19%

ABM B 13% 4% 0% 0 0 17%

TOTAL 60.5% 34.5% 5% 0 0 100%

Table 4: Level of Satisfaction in Terms of Layout

In table 4, it demonstrates the level of satisfaction of the respondents in terms of the

layout of the Online Grading System. It shows that in ICT CP, 10% are very satisfied, 10% are

satisfied, and only 4% are neutral. In ICT TD, 13% are very satisfied, 10% are satisfied, and 0%

are neutral. In HUMSS B, 10% are very satisfied, 7% are satisfied, and 0% are neutral. In ABM

A, 14.5% are very satisfied, 3.5% are satisfied, and 1% are neutral. In ABM B, 13% are very

satisfied, 4% are satisfied, and 0% are neutral. In Total, 60.5% of our respondents are very

satisfied, while 34.5% are satisfied, 5% are neutral and no one of our respondents is not satisfied

in terms of the layout of the Online Grading System.

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E.) Responsiveness

Responsiveness

Strands 5 4 3 2 1 Total

ICT CP 7% 15% 2% 0 0 24%

ICT TD 8% 14% 1% 0 0 23%

HUMSS B 1.5% 15.5% 0% 0 0 17%

ABM A 2% 16% 1% 0 0 19%

ABM B 1% 16% 0% 0 0 17%

TOTAL 19.5% 76.5% 4% 0 0 100%

Table 5: Level of Satisfaction in Terms of Responsiveness

In table 5, it demonstrates the level of satisfaction of the respondents in terms of the

responsiveness of the Online Grading System. It shows that in ICT CP, 7% are very satisfied,

15% are satisfied, and only 2% are neutral. In ICT TD, 8% are very satisfied, 14% are satisfied,

and 1% are neutral. In HUMSS B, 1.5% are very satisfied, 15.5% are satisfied, and 0% are

neutral. In ABM A, 2% are very satisfied, 16% are satisfied, and 1% are neutral. In ABM B, 1%

are very satisfied, 16% are satisfied, and 0% are neutral. In Total, 19.5% of our respondents are

very satisfied, while 76.5% are satisfied, 5% are neutral and no one of our respondents is not

satisfied in terms of the responsiveness of the Online Grading System.

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F.) Interactive Features

Interactive Features

Strands 5 4 3 2 1 Total

ICT CP 4% 20% 0% 0 0 24%

ICT TD 5% 18% 0% 0 0 23%

HUMSS B 2% 15% 0% 0 0 17%

ABM A 4% 15% 0% 0 0 19%

ABM B 3% 14% 0% 0 0 17%

TOTAL 18% 82% 0% 0 0 100%

Table 6: Level of Satisfaction in Terms of Interactive Features

In table 6, it demonstrates the level of satisfaction of the respondents in terms of the

interactive features of the Online Grading System. It shows that in ICT CP, 4% are very

satisfied, 20% are satisfied, and only 0% are neutral. In ICT TD, 5% are very satisfied, 18% are

satisfied, and 0% are neutral. In HUMSS B, 2% are very satisfied, 15% are satisfied, and 0% are

neutral. In ABM A, 4% are very satisfied, 15% are satisfied, and 0% are neutral. In ABM B, 3%

are very satisfied, 14% are satisfied, and 0% are neutral. In Total, 18% of our respondents are

very satisfied, while82% are satisfied, 0% are neutral and no one of our respondents is not

satisfied in terms of the interactive features of the Online Grading System.

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Development of the Online Grading System

22
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 CHAPTER V

SUMMARY OF THE FINDINGS, CONCLUSION AND RECOMMENDATIONS

Summary of the Findings

This chapter presents the summary of the findings, conclusions and recommendations

based on the data analyzed in the previous chapter. This study was conducted to assess the level

of satisfaction of our respondents in San Jose del Monte National High School on the

development of Online Grading System.

 The sample population has been chosen using cluster sampling technique. The

researchers have come up with the total respondents of 124 senior high school students.

23 ABM-A students, 21 ABM-B, HUMSS students, 30 ICT-CP students, and 29 for ICT-

TD. The respondents were selected considering the number of sections in each strand and

track.

 Based on the data gathered, most of the respondents are satisfied in the propose outcome

of the Online Grading System in terms of its functionality, accessibility, reliability,

responsiveness, layout and the interactive features. In terms of its functionality 73.5% of

the students are satisfied, in its accessibility 62.5% of the students are very satisfied, in its

reliability 88% of the students are very satisfied, in its responsiveness 60.5% of the

students are very satisfied, in its layout 76.5% of the students are satisfied and lastly in its

interactive features 82% of the students are satisfied. This proofs that some of our

respondents are very satisfied and some are satisfied only with the propose outcome of

the development of Online Grading System.

26
Conclusion

Based on the findings of the study, the following conclusions are drawn:

 In this study, the researchers found out that most of the senior high school students of the

San Jose del Monte National High School are satisfied in the Online Grading System in

terms of its functionality, accessibility, reliability, responsiveness, layout and its

interactive features.

Recommendation

The recommendation arising from the propose outcome in the development of Online

Grading System, is that the system is an important advance that will benefit the academic

personnel, students through the following:

 To the future researchers, we recommend to widen the scope of the respondents, instead

use grade 11 and 12 students, to have more respondents and have a more reliable result.

 We also recommend in the development of Online Grading System is allow more time to

develop a good and reliable system for a certain grading system.

 Finally, the development of Online Grading System, will need the experts to validate and

critic the system before they can begin using the proposed development.

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 REFFERENCES

 Kirchenbaum, H. (1971). Wad-ja-get. New York: Hart.

 Haystead, M.W. & Marzano, R.J. (2009). Meta-Analytic synthesis of studies conducted
at Marzano research laboratory on instructional strategies. Englewood, CO: Marzano

 Guskey, T.R. (2011). Five obstacles to grading reform. Educational Leadership, 69(3),
16-21. Retrieved from http://www.ascd.org/publications/educational-
leadership/nov11/vol69/num03/abstract.aspx.

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