Design, development and evaluation of a web-based interactive multimedia courseware in analytic geometry (http://members.aol.com/dlsilva1/index)

Date of Publication


Document Type


Degree Name

Doctor of Education Major in Educational Management

Subject Categories

Educational Assessment, Evaluation, and Research | Educational Leadership


Br. Andrew Gonzalez FSC College of Education


Educational Leadership and Management

Thesis Adviser

Revelino Garcia

Defense Panel Chair

Oscar O. Bautista

Defense Panel Member

Belen C. De Jesus
Dolly Mibolos
Flordeliza C. Reyes
Auxencia A. Limjap


This study designs, develops, evaluates, registers copyright, and deploys in the Internet an interactive multimedia courseware in Analytic Geometry as an aid to instruction.The first phase of the study, design and development of the courseware, went through the five-step Software Development Cycle. This process was based on the Eclectic Model developed after reviewing developmental models presented by Boehm (1976), Jensen (1979), Heinich (1985), Asgresti (1986), Stanley (1988), Carey (1986), and Heinich (1977). The eclectic model was also influenced by various theories and learning principles.Through the test item analysis performed on departmental final examinations in Analytic Geometry at the Mapua Institute of Technology (MIT), the researcher identified Circle and Parabola as relevant topics for study. Resource materials, instructional development and instructional delivery system were reviewed. Subject matter experts, computer experts and students were consulted. The researcher prepared the input-process-output specifications in designing the courseware program logic using flowcharts, pseudocodes, and storyboards designed to follow the normal classroom teaching sequence as outlined by Walter, Gagne and Rojas (1981). Authorware Version 4.0 was used for coding the courseware program and to make it Y2K compliant. The researcher documented the procedures, logic tool and testing results, following an initial review of the courseware program. This phase led to the initial version of the courseware, Circle and Parabolaet, made available in CD-ROM for easy access to evaluators and preparation for its deployment in the Internet.

In the second phase of the study, the completed courseware was presented to a group of MIT mathematics teachers and computer experts for final review and evaluation. The modifications were made before students in the experimental groups, who later were asked to evaluate the courseware. The qualitative evaluation of the teachers (5), computer experts (5), and students (20) using a likert scale questionnaire revealed that the courseware was an effective aid to instruction because of its clarity of presentation, because it is interactive, and because the lessons are less threatening because they were self-paced. For the quantitative evaluation, the Solomon four-group design was used. This involved 160 students randomly assigned to four groups (40 students per group), with two of the groups being pretested. One of the pretested groups and one of the unpretested were exposed to the experimental treatment. All groups were given the posttest which was initially for the pretest. The test results were analyzed using t-test for dependent samples, one-way analysis of covariance (ANCOVA) and two-way analysis of variance (ANOVA).Based on the findings, the study concluded that the designed and developed interactive multimedia courseware is an effective learning aid and it reflects the characteristics of an effective computer-aided material. The courseware made more learning taking place. Finally, teaching methods using the courseware and lecture-discussions and pretesting and unpretesting, taken together can not be expected to have any significant effect on the student's achievement. Combining them for improved students' performance is not necessary.

Abstract Format




Accession Number


Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

448 leaves ; Computer print-out.


Curriculum evaluation; Geometry--Study and teaching; Educational productivity; Multimedia systems; Webs (Differential geometry); Education--Curricula; Geometry, Analytic; Interactive multimedia

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