71 CHAPTER VI TESTING 6

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CHAPTER VI

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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.

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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.
Getacasestudyletterfromthefaculty
•Fillintheinformationinthebookprovidedatthefacultyoffice
•Waitfor2workingdaysforthelettertobeissued
Contact 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 test
Got 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 me
Got 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 2018
Testing day
•Came earlier to the school to brief again to the teacher
•the testing were finished within 1 hour.

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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.

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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.

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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 2018

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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.

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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 teacher
Wait 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-test
End of the testing
•Interview with the Mathematics teacher

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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 students

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Figure 6.6: Displaying the animation

Figure 6.7: Student giving their attention to the animation

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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.

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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 1

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Figure 6.9: Question number 2

Figure 6.10: Question number 3

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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 25

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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 2

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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.
2
75
13
0
05
22
1
5
25
05075100
Number of students
Marks %
Marks of Pre-Test and Post-Test
Pre-testPost-test

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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.
24
202017
27262525
Q 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 4
NUMBER OF STUDENTS
QUESTION
N 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 LY
Pre-TestPost-Test

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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.

24202017
37710
0
5
10
15
20
25
30
Question 1Question 2Question 3Question4
Number of students
Question
Result for Pre-Test
correct answerwrong answer

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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.

27262525
0122
0
5
10
15
20
25
30
Question 1Question 2Question 3Question4
Number of students
Question
Result Post-Test
Correct answerWrong answer

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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.