International Journal of Computer Science and Information Security (IJCSIS), Vol. 14, No. 8, August 2016

Android-based Basic Math Skill Builder Zunaira Batool Institute of Computing and Information Technology Gomal University, D.I.Khan, Pakistan [email protected]

Shakeel Ahmad Faculty of Computing and Information Technology in Rabigh (FCITR), King Abdulaziz University, Jeddah, Kingdom of Saudi Arabia Email: [email protected]

Muhammad Zubair Asghar Institute of Computing and Information Technology Gomal University, D.I.Khan, Pakistan Email: [email protected] The application is complex and confusing for beginners, due to lack of proper sections and step wise options.

Abstract— With the growing interest of people in android-based applications, it has been observed that mobile devices can be used to increase the educational skills of school going children instead of leaving them to waste their time on only playing games. Therefore, development of educational application is essentially required, especially, to improve the mathematics-related skills of children. Although many applications exist online for such purposes, however, there is a need to develop a simple, interactive and easy to use android-based application for enhancing the skill of children in basic mathematical concepts. In this work, we develop an educational application, named “Basic Math Skill Builder” by using MIT App inventor framework, which can assist the beginners in math to learn basic math operations. Moreover, they can check their skill level by attempting quizzes by using visual images and audio support. The developed application is very interesting and provides with the students school like environment. Keywords-Android; operation

App

inventor;

Skill

I.

INTRODUCTION

Builder;

An application, named “easy Math?” is proposed by [4]. It is used to check user’s calculation speed by attempting simple addition problems. A fixed time slot is given for questions to determine users’ skill level. However, it is fast enough for kids, who are not very speedy in calculation, which makes it difficult for use. Different content analysis and android-based studies [5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18] are conducted, which focus on how to facilitate uses in different perspectives. From such studies, we motivated to develop math skill builder application. II.

METHODOLOY

The proposed framework is comprised of three major modules, shown in Fig 1.

Maths

With the advent of WWW and especially smart phones, android-based applications are getting attention of end users for performing different tasks, such as games, education, weather forecast, etc. Android-based educational applications are widely appreciated by children as well as by their parents. Most of the school going kids faces problems in learning mathematics. Therefore, different math-related apps are developed. RekenTest supports basic math operations like addition, subtraction, multiplication, division and as other fractions [1]. The applications consist of sessions. In sessions, student is offered a problem in which they need to answer The web-based dream box learning system is proposed by [2] to enhance the skills of beginners in basic math learning. The site is attractive with respect to outlook; however, it is complex and seems more like a game than the educational application. Moreover, it is paid content, which puts financial burden on the users.

Figure 1. Proposed system

The Android-based math applications for primary school children is proposed by [3], which aims at increasing math skills of children by providing number of questions to users.

Namely (i) Input (ii) Processing (iii) Results 1) Input

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International Journal of Computer Science and Information Security (IJCSIS), Vol. 14, No. 8, August 2016

3.QuestionIndex←1 4. If (AnswerBtn is clicked) and (Textbox. Text = item in RightAnswerList, QuestionIndex) Then 4.Display “Correct” 5.Else 6.Display “Incorrect” 7.Call Correct() 8.If (NextBtn is clicked) then 9. QuestionIndex←QuestionIndex+1 10.If get global QuestionIndex > length(QuestionList) then 11. QuestionIndex←1 12.End if 13.QuestionLabel .text ← select item in list( QuestionList,QuestionIndex) 14.Image1.Picture ← select item in list (PictureList,QuestionIndex) 15.Call Sound2() 16.End if 17.If (SubBtn is clicked) then 18.VSubtration.visible←True 19 HorizantalArrangement2.Visible ← True 20HorizantalArrangement1.Visible ← False 21.Questionlabel1.visible ← False 22Subbutn.visible←False 23.AdditionHorizantalArrangement.Visible ← False 24. HorizantalArrangement3.Visible ← True 25. HorizantalArrangement4.Visible ← True Training in Subtraction 26. Question2List ← Create a list “How many eggs are there?”, “8-3=?”10-3=?”, “How many strawberry?”, “12-2=?” 27.RightAnswer2List ← “8”, “5”, “6”, “12” 28.PicturerList2 ← Create a list “Subt.png”,”Sub5.png”, “11sav.png”, “12str.png” 29.QuestionIndex← 1 30. If (SubButn is clicked) and (Textbox2.Text =select item in RightAnswer2List, QuestionIndex2) Then 31.Display “Correct” 32.Else 33.Display “Incorrect” 34.If (SubtNextBtn is clicked) then 35.QuestionIndex2 ←QuestionIndex2+1 36.If QuestionIndex2 > length( Question2List) then 37. QuestionIndex2 ←1 38.End if 39.QuestionLabel2 .text ← select item in list (Question2List, QuestionIndex2) 40.Image2.Picture ← select item in list ( Picture2List,QuestionIndex2)

Input module is used to enter answer of displayed question on screen. There are two sub modules namely: (i) Training and Quiz (ii) Mixedquiz 2) Processing In Training and Quiz modules, we compare the user given answer with the correct answer .In processing module there are sub modules namely (i)Training (ii)Quiz (iii)Mixed Quiz 3) Training In training module there are five training sessions: (i) Training in addition (ii) Training in subtraction (iii) Training in Multiplication (iv) Training in Division & (v) Training in Fraction A. Training Module 1) Training in Addition & Subtraction In training section, students, who are beginners in math, or who have difficulty in learning addition and subtraction, can learn in user friendly ways. It is supported by images of animals to explain addition and subtraction operations. The audio and visual options are also incorporated in the training section to make the application more interactive. The flowchart for Training in Addition &Subtraction is shown in Fig 2.

Figure 2. Flow chart for Training in Addition and Subtraction

Algorithm1.Training in addition and subtraction Input: Answer(Numeric) Output: Message of” Correct answer “or” Incorrect answer” Begin 1. QuestionList ←Create a list “1+3=?”, “4+3=?”, “5+4=?” 2.Picture List ← Create a list “Addition.png”,”8rbts.png”,”M5.jpg

2) Training in muliplication and division This module assists the users to learn multiplication and Division concepts with given images to provide an interactive

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International Journal of Computer Science and Information Security (IJCSIS), Vol. 14, No. 8, August 2016

way of Leaning Division and new way of understanding the multiplication. The flowchart of this module is depicted in Fig 3.

20.Display “Correct” 21.Else 22.Display “Incorrect” 224.PresentQuestionInde←PresentQuestionIndex+1 25.If PresentQuestionIndex > length(QuestionList) then 26.PresentQuestionIndex←1 27.End if 28.QuestionLabel .text ← select item in list (QuestionList, PresentQuestionIndex) 29.Image1.Picture←select item in list ( PictureList,PresentQuestionIndex)

3) Training in fraction This module is used to assist users in learning fraction through visual images and text to speech component by providing daily life examples. The flowchart for this module is given in Fig4.

Figure 3. Flow chart of training in multiplication and division

Algorithm 2. Training in multiplication and division Training in Multiplication Input: Answer Output: Message of Correct/Incorrect answer 1. QuestionList← Create a list “How many eggs are there?”,“2x2=?”2x4=?”, “2x5=?”, “2x6=?”, “2x7=?” , “3x5=?” 2.AnswerList ← “4”, “8”, “10”, “12”, “14” , “15” 3.PicturerList2←Create a list “2x2.png”,” 2x4.png”, “2x5.png”, “2x6.png”, “72.png” , “33.png 4.CQuestionIndex ← 1 5.If (BtnAnswer is clicked) and(Textbox1.Text = select item in AnswerList, CQuestionIndex) Then 6.Display “Correct” 7.Else 8.Display “Incorrect” 9.If (Button2 is clicked) then 10. CQuestionIndex ←CQuestion +1 11.If CQuestionIndex > length(QuestionList) then 12. CQuestionIndex←1 13.End if 14.QuestionLabel .text ← select item in list (QuestionList, CQuestionIndex) 15.ImageMult.Picture ← select item in list (PictureList,QuestionIndex) Training in Division 16.QuestionList←Create empty list 17.PictureList ← Create a list “Div2.png”, “Chk.png”,”wii.jpg”, “dog.gif” 18. PresentQuestionIndex←1 19.If (SubmitBtn is clicked) and (Textbox.Text = item in AnswerList ,PresentQuestionIndex) Then

Figure 4. Flowchart for Traning in fraction

Algorithm 3.Training in fraction

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International Journal of Computer Science and Information Security (IJCSIS), Vol. 14, No. 8, August 2016

1. qi ← create a empty list 2.PictureList ← Create a list “Frt.png”, “6.jpg”, “f1.png”, “f2.png” , “f3.png” , “F4.png” , “imp2.png” , “imp.png” , “mix.png” , “Y.png” , “Ni.jpg” 3.currentQuestionIndex←1 4.If (Button1 is clicked) then 5.currentQuestionIndex←currentQuestionIndex+1 6.Label .text ← select item in list (qi, currentQuestionIndex) 7.Image1.Picture ←select item in list ( PictureList,currentQuestionIndex)

13.If (btn4Answer is clicked) then call btnselected(button= btn4answer) 14.End if 15.Procedure btnselected(button) 16.Add items to list ← listAnswer,Item, Button.Text of component Display button 17.Call newQuestion() 18.If (Button1 is clicked) then 19.Index←0 20.listAns ←Create empty list 21.AnswerLbl.Text←" " 22.Button1.Text←False 23.Call newQuestion() 24.End if 25.Procedure newQuestion() 26.If global Index < length of list(QuestionList) 28.Then 29.Index←Index+1 30.Listanswer ← Copy list (select list item(listanswer),Index( Index)) 31.randomInteger←0 32.For each button in list btncomps 33.randomInteger ← randomInteger from 1 to length of list( listanswer) 34.Button.Text of component(button) ← select list item(listanswer),Index(random integer) 35.Remove list item←

B. Mixed quiz In Mixed quiz, questions appear randomly on screen and user input one answer from list of four choice answers. Flowchart for the mixed quiz is given in Fig 5

(listanswer),Index(random Index) 36.Else 37.call endgame() 38.End Procedure 39.Procedure endgame() 40.index ←0 41.For each Ques in list( QuestionList) 42.index←index+1 43.Local userAnswer ← select list item (listAnswer)Index ( index) 44.Local correctAnswer ←select list item(Answerlist),Index(index) 45.If userAnswer=correctAnswer 46.Then 47.correctQuestion← correctQuestion+1 48.End if 49.Display“ \n---\n”Append AnswerLbl.text ,Ques, “\nyour answer=”,userAnswer, “\n” 50.If user=correctAnswer 51.Then Display “your answer is correct” 52.Else 53.Display “sorry, the correct answer is”, correctAnswer, “\n---\n” 54.End if 55.HorizentalArrangement3 .visible←True 56.Display correctQuestion 57.End Procedure

Figure 5. Flowchart for Mixed Quiz

Algorithm 5. Mixed quiz 1.listAns←Create empty list 2.BtnComps ← Create empty list 3.Index←0 4.QuestionList Create list “5+7” , “3x6” , “5-3” , “2x3” , “7+4” , “6/2” , “9-1” 5.AnswerList ← Create a list “12” ,“14” ,“15” ,“10” , “18” ,“14” ,“12” ,“16” , “2”, “1”, “4” ,“3” ,”6” “5”, “8”, “4” , “11”, “12”, “10”, “13”, “3”, “2” “4” ,“1 “, “8”, “6”, “7” ,“5” 6.correctQuestion←0 7.If (btnAnswer is clicked) then call btnselected(button= btnanswer) 8.End if 9.If (btn2Answer is clicked) then call btnselected(button= btn2answer) 10.End if 11.If (btn3Answer is clicked) then call btnselected(button= btn3answer) 12.End if

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International Journal of Computer Science and Information Security (IJCSIS), Vol. 14, No. 8, August 2016

22.If (Screen3 is initialized) then 23. numbers ← Create empty list 24.For each number from 1 to random integer from 1 to 5 by 1 25.Add items to list ← (numbers) 26.Label3.Text ← numbers

C. Quiz In quiz, there are four modules namely (i) Addition Quiz (ii)Subtraction Quiz (iii) Multiplication Quiz & (iv) Division Quiz 1) Addition quiz In Addition quiz, there are numeric values are displayed when screen is initialized, which are to be solved by students .The flow chart for Addition Quiz is shown in Fig 6.

2) Subtraction Quiz In Subtraction quiz, numeric values are displayed when screen is initialized, which are to be solved by students .The flow chart for Subtraction Quiz is shown in Fig 7.

Fig.6 Flowchart for Addition Quiz

Algorithm 6. Addition Quiz 1.Addition Quiz 2.numbers←Create empty list 3.total←0 4.If (AnswerBtn is clicked) then 5.total←0 6.For each item in list ← numbers 7.total← total item 8.If total = TextBox1.text 9.Then (call TextToSpeech1.Speak message) “wow it is Correct” 10.Label3.Text ← Correct 11.(call TextToSpeech1.Speak message) “Oh no incorrect” 12.Display “Incorrect” 13.If (NextBtn is clicked) 14.then 15.Global total ← create empty list 16.For each number from 1 to random integer 1 to 5 by 1 17.add items to list (numbers),item(random integer from 1 to10 18.For each item in list (number) 19.Label3.Text ← Label3.Text 20.Display number, “+” 21.Label3.Text← text(Label3.Text),Start(1),length(Label3.Text-1)

Figure.7 Flow chart for Subtraction Quiz

Algorithm 7. Subtraction Quiz Subtraction Quiz 1.numbers ← create empty list 2.total ← 0 3.If (AnswerBtn is clicked) then 4.First number ←Select list item (numbers),Index(1) 5.Subtrahend ← (0) 6.Removelist item from list ← (numbers),Index(1) 7.For each Subtrahend in list numbers 8.Subtrahends ← Subtrahends+ Subtrahend 9.If(TextBox.text = FirstNumber-Subtrahend ) 10.Then Display “Correct” 11.(call TextToSpeech1.Speak message) “wow it is Correct” 12.Label3.Text ← Correct 13.Else 14.(call TextToSpeech1.Speak message) “Oh no incorrect” 15.Display “Incorrect” 16.End if 17.If (NextBtn is clicked) then 18.if HappyArrng.visible = true 19.then 20.total ← create empty list

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International Journal of Computer Science and Information Security (IJCSIS), Vol. 14, No. 8, August 2016

21.For each number from 1 to random integer 1 to 3 by 1 22.add items to list ← ( numbers),item(random integer from 1 to 12 23.For each item in list ← (number) 24.SubtractNumbers.Text← SubtractNumber.Text,Item 25.Display number, “-” 26.SubtractNumbers.Text← text(SubtractNumbers.Text Start(1),length(SubtractNumbers.Text -1) 27.If (Screen4 is initialized) then 28. numbers ← Create empty list 29.For each number from 1 to random integer from 2 to 3 by 1 30.Add items to list ← (numbers),Items(1 to 20) 31.Label3.Text ← numbers 3) Multiplication Quiz In Multiplication quiz, numeric values are displayed when screen is initialized, which are to be solved by students.

Figure 8. Flowchart for Division Quiz

Algorithm 9. For Division Quiz 1.Division Quiz 2.QuestionIndex ← 1 3.QuestionList ← create a list “4/2”, “5/5”, “6/2”, “8/2”, “9/3” “10/5”, “12/3” ,“15/3” , “16/2” , “24/4” 4.DivideAnswerList “2”, “1” “3” “4” “3” ,“2” ,“4”, “5”, “8” ,“6” 5.If (AnswerBtn is clicked) 6.Then 7.If(TextBox.text= Select list it← DivideAnswerList,Index (QuestionIndex) 8.Display “Correct” 9.Else 10.Display”Incorrect” 11.End if 12.If (NextBtn is clicked) 13.QuestionIndex ← QuestionIndex+1 14.IfQuestionIndex>length(QuestionList) 15.Then 16.QuestionIndex ← 1 17.Display next Question

Algorithm 8. Multiplication Quiz Multiplication Quiz 1. numbers ← create empty list 2.total ← 1 3.If (MulAnswerButton is clicked) then 4.For each item in list← numbers 5.total ← total * Item 6.If total = TextBox1.Text 7.Then Display “Correct” 8.(call TextToSpeech1.Speak message) “ Correct” 9.Else 10.(callTextToSpeech1.Speakmessage) “Incorrect” 11.Display “Incorrect” 12.End if 13.If (NextButton is clicked) then 14.total ← create empty list 15.For each number from 1 to random integer 1 to3 by 1 16.add items to list( numbers),item(random integer from 1 to 6 17.For each item in list (number) 18.MultNumberLabels.Text← MultNumbersLabel.Text,Item 19.Display number, “x” 20.MultNumberLabels.Text← text(MulNumbersLabel.Text Start(1),length(MultNumbersLabel.Text -1) 21.If (Screen9 is initialized) then 22. numbers ← Create empty list 23.For each number from 1 to random integer from 1 to 5 by 1 24.Add items to list ← (numbers),Items(1 to 20) 25.MutNumberLabel.Text ← number 4) Division Quiz In Division quiz, numeric values are displayed when screen is initialized, which are to be solved by students .The flow chart for Division Quiz is shown in Fig 8.

III.

EXPERIMENTAL SETUP

A. Implementation 1) Training in Addition

Figure 9. Code block for training in addition

2) Training in Subtraction

Figure 10. Code block for training in subtraction

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International Journal of Computer Science and Information Security (IJCSIS), Vol. 14, No. 8, August 2016

3) Training in Multiplication

Figure 15. Code block for addition quiz

2) Subtraction Quiz Figure 11. Code block for training in multiplication

4) Training in Division

Figure 16. Code block for subraction quiz

3) Multiplication Quiz

Figure 12. Code block for training in Division

5) Training in Fraction

Figure 13. Code block for training in fraction

B. Mixed Quiz Figure 17. Code block for multiplication quiz

4) Division Quiz

Figure 18. Code block for division quiz Figure 14. Code block for mixed quiz

IV.

1) Addition Quiz

RESULTS

We have executed our Basic math skill builder application using Android based plate form, which allow user to increase and check there skill level of primary level education of math subject. The result are obtained by executing our application through different screen shots.

Identify applicable sponsor/s here. (sponsors)

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International Journal of Computer Science and Information Security (IJCSIS), Vol. 14, No. 8, August 2016

A.

appears with Image of smiley on the screen along with voice pronouncing “Correct”. If the user types wrong answer in textbox, then “Incorrect” message appears with image of smiley on screen, as shown in Fig. 21

Training Module

This module is used to train the users in different mathematical operations, such as addition, subtraction, multiplication and division. 1) Training in addition Purpose of this screen is to provide training session in addition module, as shown in Fig 19. For example, when user enters 4 as an answer in the textbox and clicks the submit button, then “Correct” message appears on the screen along with voice pronouncing “Correct”.

Figure 19. Training in addition

B. Mixed Quiz Module Purpose of this screen is to provide Quiz in which users have to select one among four answers .When the user attempts last question, result appears with score and answer keys, as shown in Fig 20.

Figure 21. Quiz addition screen-I

V.

DESCRIPTIVE ANALYSIS OF DATA

1) Basic Statistics of age The term minimum and maximum presents the least and largest numeral answer option that collected at least one response. The minimum value is absolutely to the left and maximum value is absolutely to the right. The minimum and maximum of 1.00 and 3.00 demonstrate that there were 3 responses in the upper answer (28) and also 3 responses in the lower answer (40). Mean provides the average of all responses. We get the mean by adding all the numerals answer

Figure 20. Mixed quiz

C.

Addition quiz

Purpose of this screen is to provide quiz in which users have to remember the answer of first question and then add next question’s answer. When user enters 15 as an answer in the textbox and clicks the submit button, then “Correct” message

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International Journal of Computer Science and Information Security (IJCSIS), Vol. 14, No. 8, August 2016 Fig 23 Chart Math is difficult subject

options and then divide by the total number of answer options. The mean of 2.00 shows that overall respondents came in somewhere between age 28 and 40.The median is the intermediate or midpoint of the answer options. Median partially divides the answer options. The median of 2(higher than 1.00 mean) shows that there are an equal number of respondents whom age is 28 and 40.Finally, the standard deviation shows the spread or variation of your responses. So, here the standard deviation is 0.77. TABLE I.

In survey the general question was asked to parents of children that whether they agree that there child feels difficulty in studying maths subject. The responses collected are: 80% people agree that their child feels difficulty in studying maths while 20% people disagree that their child feels difficulty when studying maths.0% People don’t know about their child’s study. 3) Basic Statistics of app is helpful The minimum and maximum of 1.00 and 2.00 demonstrate that there were 8 responses in the upper answer (Agree) and also 2 responses in the lower answer (Disagree). Mean provi Sr.no Basic Statistics des Minimum Maximum Median Mean Standard deviation the 1. 1.00 3.00 2.00 2.00 0.70 avera ge of all responses. The mean of 1.20 shows that overall respondents came in somewhere between Agree and Disagree. The median is the intermediate or midpoint of the answer options. The median of 2(higher than 1.20 mean) shows that there were more respondents who were Agree than respondents who were Disagree. Finally, the standard deviation shows the spread or variation of your responses. So, here the standard deviation is 0.40.

AGE

Figure 22. Chart of age TABLE III.

In survey people at the age of 28 are 30% .People ages of 30 took part in survey and there percentage is 40. 30% people of age 40

Sr.no

2) Basic Statistics of math is difficult subject The minimum and maximum of 1.00 and 2.00 demonstrate that there were 8 responses in the upper answer (Agree) and also 2 responses in the lower answer (Disagree). Mean provides the average of all responses. The mean of 1.20 shows that overall respondents came in somewhere between Agree and Disagree. The median is the intermediate or midpoint of the answer options. The median of 2(higher than 1.20 mean) shows that there were more respondents who were Agree than respondents who were Disagree. Finally, the standard deviation shows the spread or variation of your responses. So, here the standard deviation is 0.40.

1.

APP IS HELPFUL

Basic Statistics Minimum

Maximum

Median

Mean

Standard deviation

1.00

2.00

1.00

1.20

0.40

Figure 24. Chart of App is helpful TABLE II. Sr.no

1.

In survey 80% people agree that the Basic Math Skill Builder app is helpful for their child’s study, 20% people disagree that Basic math skill builder app is helpful for their child study. 4) Basic Statistics of app increases math child’s ability The minimum and maximum of 1.00 and 2.00 demonstrate that there were 8 responses in the upper answer (Agree) and also 2 responses in the lower answer (Disagree). Mean provides the average of all responses. The mean of 1.20 shows that overall respondents came in somewhere between Agree and Disagree. The median is the intermediate or midpoint of the answer options. The median of 2(higher than 1.20 mean) shows that there were more respondents who were Agree than

MATH IS DIFFICULT SUBJECT

Basic Statistics Minimum

Maximum

Median

Mean

Standard deviation

1.00

2.00

1.00

1.20

0.40

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International Journal of Computer Science and Information Security (IJCSIS), Vol. 14, No. 8, August 2016

respondents who were Disagree. Finally, the standard deviation shows the spread or variation of your responses. So, here the standard deviation is 0.40 TABLE IV. Sr.no

1.

In survey 80% people agree that Training sessions in Basic Math Skill builder app are interesting and helpful, 20% people disagree that Training sessions in Basic Math Skill Builder app are interesting and helpful.0% people says probably. 6) Basic Statistics of motivation The minimum and maximum of 1.00 and 2.00 demonstrate that there were 8 responses in the upper answer (Agree) and also 2 responses in the lower answer (Disagree). Mean provides the average of all responses. The mean of 1.20 shows that overall respondents came in somewhere between Agree and Disagree. The median is the intermediate or midpoint of the answer options. The median of 2(higher than 1.20 mean) shows that there were more respondents who were Agree than respondents who were Disagree. Finally, the standard deviation shows the spread or variation of your responses. So, here the standard deviation is 0.40.

APP INCREASES MATH’S CHILD ABILITY

Basic Statistics Minimum

Maximum

Median

Mean

Standard deviation

1.00

2.00

1.00

1.20

0.40

Figure 25. Chart of App increases child’s math ability

In survey 80% people agree that Basic math skill builder app increases their child’s math ability while 20% people are disagree and 0% people don’t know 5) Basic Statistics of training session intersting The minimum and maximum of 1.00 and 2.00 demonstrate that there were 8 responses in the upper answer (Agree) and also 2 responses in the lower answer (Disagree). Mean provides the average of all responses. The mean of 1.20 shows that overall respondents came in somewhere between Agree and Disagree. The median is the intermediate or midpoint of the answer options. The median of 2(higher than 1.20 mean) shows that there were more respondents who were Agree than respondents who were Disagree. Finally, the standard deviation shows the spread or variation of your responses. So, here the standard deviation is 0.40. TABLE V. Sr.no

1.

TABLE VI. Sr.no

1.

Median

Mean

Standard deviation

1.00

2.00

1.00

1.20

0.40

Maximum

Median

Mean

Standard deviation

1.00

2.00

1.00

1.20

0.40

In survey 80% people agree that Mixed Quizzes in Basic Math Skill Builder app motivates their Childs to take interest in Math Quizzes. 20% people Disagree. 7) Basic Statistics of fascinating result The minimum and maximum of 1.00 and 2.00 demonstrate that there were 8 responses in the upper answer (Agree) and also 2 responses in the lower answer (Disagree). Mean provides the average of all responses. The mean of 1.20 shows that overall respondents came in somewhere between Agree and Disagree. The median is the intermediate or midpoint of the answer options. The median of 2(higher than 1.20 mean) shows that there were more respondents who were Agree than respondents who were Disagree. Finally, the standard deviation shows the spread or variation of your responses. So, here the standard deviation is 0.40.

Basic Statistics Maximum

Basic Statistics Minimum

Figure 27. Chart of Motivation

TRAINING SESSION INTERSTING

Minimum

MOTIVATION

Figure 26. Chart of Training sessions interesting TABLE VII.

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FASCINATIND RESULT

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International Journal of Computer Science and Information Security (IJCSIS), Vol. 14, No. 8, August 2016

Sr.no

1.

The minimum and maximum of 1.00 and 2.00 demonstrate that there were 8 responses in the upper answer (Agree) and also 2 responses in the lower answer (Disagree). Mean provides the average of all responses. The mean of 1.20 shows that overall respondents came in somewhere between Agree and Disagree. The median is the intermediate or midpoint of the answer options. The median of 2(higher than 1.20 mean) shows that there were more respondents who were Agree than respondents who were Disagree. Finally, the standard deviation shows the spread or variation of your responses. So, here the standard deviation is 0.40.

Basic Statistics Minimum

Maximum

Median

Mean

Standard deviation

1.00

2.00

1.00

1.20

0.40

TABLE IX. Sr.no

Figure 28. Chart of fascinating result

Survey conducted about Basic Math Skill Builder app shows 80% people agree Results of every question in app were fascinating for student. While 20% people Disagree. 8) Basic Statistics The minimum and maximum of 1.00 and 2.00 demonstrate that there were 8 responses in the upper answer (Agree) and also 2 responses in the lower answer (Disagree). Mean provides the average of all responses. The mean of 1.20 shows that overall respondents came in somewhere between Agree and Disagree. The median is the intermediate or midpoint of the answer options. The median of 2(higher than 1.20 mean) shows that there were more respondents who were Agree than respondents who were Disagree. Finally, the standard deviation shows the spread or variation of your responses. So, here the standard deviation is 0.40. TABLE VIII. Sr.no

1.

1.

Median

Mean

Standard deviation

1.00

2.00

1.00

1.20

0.40

Maximum

Median

Mean

Standard deviation

1.00

2.00

1.00

1.20

0.40

In survey 80% people agree that Basic Math Skill Builder App is easy to use .20% people Disagree. 10) Basic Statistics of attractive way of learning math The minimum and maximum of 1.00 and 2.00 demonstrate that there were 8 responses in the upper answer (Agree) and also 2 responses in the lower answer (Disagree). Mean provides the average of all responses. The mean of 1.10 shows that overall respondents came in somewhere between Agree and Disagree. The median is the intermediate or midpoint of the answer options. The median of 2(higher than 1.10 mean) shows that there were more respondents who were Agree than respondents who were Disagree. Finally, the standard deviation shows the spread or variation of your responses. So, here the standard deviation is 0.30.

Basic Statistics Maximum

Basic Statistics Minimum

Figure 30.Chart of App is easy

LEARNING STRAGETIES

Minimum

APP IS EASY

TABLE X.

Figure 29.Chart of fascinating result Sr.no

In survey 80% people agree that all leaning strategies were present in Basic Math Skill Builder App .20% people Disagree.

1.

ATTRACTIVE WAY OF LEARNING MATH

Basic Statistics Minimum

Maximum

Median

Mean

Standard deviation

1.00

3.00

2.00

1.10

0.30

9) Basic Statistics of learning strageties

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https://sites.google.com/site/ijcsis/ ISSN 1947-5500

International Journal of Computer Science and Information Security (IJCSIS), Vol. 14, No. 8, August 2016 [5]

[6]

[7]

[8] Figure 31. Chart of attractive way of learning math [9]

Survey conducted and results shows that 90% people agree that Basic Math Skill builder app is an attractive way of learning Maths while 10% people are disagree. VI.

[10] [11]

CONCLUSION AND FUTURE WORK [12]

In this work, we developed an android-based application for building basic math-related skill development of beginners. The proposed system is comprised of two major modules, namely (i) Training module, and (ii) Quiz module. The training module aims at training the kids in math operation, such as addition, subtraction, multiplication, division, and fraction with images and text to speech features .The images demonstrate the daily life examples with attractive colors, which are liked by kids. In quiz module, there are two quizzes, one is mixed quiz and other is simple quiz. The mixed quiz offers multiple choices with answer keys given at the end. In simple quiz, there are multiple quizzes for addition, subtraction, multiplication, and division. In this quiz, users have to remember the first answer and then answer of the next question is added to the previous answer. Future Directions: Following are the possible future directions for further work, (i) enhancing the application with more features like animated graphics, which can work on user touch, and can perform some mathematical operation. (ii) Adding tables to increase the mathematical abilities of school, and (iii) The sound features can be enriched by incorporating non-English national and local languages, such as Urdu, Saraiki, Pashto, Balochi, and Sindhi.

[13] [14] [15] [16] [17]

[18]

Asghar, Dr, Muhammad Zubair, and Dr Ahmad. "A Review of Location Technologies for Wireless Mobile Location-Based Services." Journal of American Science 10.7 (2014): 110-118 Asghar MZ, Asghar MJ. Expert System For Online Diagnosis of RedEye Diseases. International Journal of Computer Science & Emerging Technologies (IJCSET). 2010;1(2). Asghar MZ, Habib A, Habib A, Zahra SR, Ismail S. AndorEstimator: Android based Software Cost Estimation Application. arXiv preprint arXiv:1605.02304. 2016 May 8. Asghar, Dr, and Muhammad Zubair. "An intelligent agent for a vacuum cleaner." International Journal of Digital Content Technology and its Applications 3.2 (2009): 143-146. Asghar MZ, Batool U, Bibi F. Financial Studio: Android Based Application for Computing Tax, Pension, Zakat and Loan. Asghar MZ, Gul F, Fakher S. Android based Conversion and Estimation Application. Asghar MZ, RahmanUllah AB, Khan A, Ahmad S, Nawaz IU. Political miner: opinion extraction from user generated political reviews. Sci. Int (Lahore). 2014 Jan 1;26(1):385-9. Kundi FM, Asghar MZ. Lexicon-Based Sentiment Analysis in the Social Web. Journal of Basic and Applied Scientific Research. 2014;4(6). Asghar MZ, Khan A. Sentiment Classification through Semantic Orientation Using SentiWordNet. Life Science Journal. 2014;11(10). Asghar MZ, Khan A, Kundi FM, ur Rehman N. Clustering-based High Trend Identification in Dataset. InNational Conference on Information and Communication Technologies, Bannu, Pakistan; 2007. Ahmad S, Kundi FM, Tareen I, Asghar MZ. Lexical Based Semantic Orientation of Online Customer Reviews and Blogs. arXiv preprint arXiv:1607.02355. 2016 Jul 8. Asghar MZ, Sana I, Iqbal H, Nasir K. Quizzy: Quiz Application Development Using Android-Based Platform. Asghar, Muhammad Zubair, Iqra Sana, Khushboo Nasir, Hina Iqbal, Fazal Masud Kundi, and Sadia Ismail. "Quizzes: Quiz Application Development Using Android-Based MIT APP Inventor Platform." INTERNATIONAL JOURNAL OF ADVANCED COMPUTER SCIENCE AND APPLICATIONS 7, no. 5 (2016): 4354. Asghar, Muhammad Zubair, Anam Habib, and Naila Shams. "ThesisANDROID-BASED HEALTH-CARE MANAGEMENT SYSTEM." (2016).

REFERENCES [1] [2] [3] [4]

Android based application for Basic Math Skill Builder www.commonsense.com www.xulusoft.com https://play.google.com/store/apps/details?id=com.ccphim.easymath

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https://sites.google.com/site/ijcsis/ ISSN 1947-5500