Social Learning Management System (Slms) For Technical Vocational Education And Training (Tvet) Program With Filtered Foul Words

This study aimed to develop, deploy and evaluate a Social Learning Management System for the Technical Vocational Education Training (TVET) Programs with Filtered Foul Words as a tool for the faculty and students in the institution. Specifically, this sought to identify the challenges met and experienced by the respondents in conducting academic services and teaching-learning activities; levels of satisfaction on the features offered by the proposed system; and the issues encountered in the facilitation of the proposed system. After developing SLMS, researcher-made questionnaire was administered to the randomly selected 338 students and 14 faculty members from the Polytechnic University of the Philippines Institute of Technology to evaluate the proposed system. Rate and Weighted Mean were utilized in treating the information. The study reveals the challenges met and experienced by the respondents in conducting academic services and teaching learning activities. Aside from that, respondents are very satisfied in the usability, functionality, efficiency, reliability and portability features of the developed system. There were very minimal number of problems during the deployment of the system


Introduction
Information systems give chances to improve understudy learning by giving exchange approaches to students to utilize innovation in learning conditions and to upgrade the board abilities of instructors just as school overseers. Information systems provide opportunities to improve student learning by providing alternate ways for learners to use technology in learning environments and to enhance management capabilities of teachers as well as school administrators. Information system is an important tool in delivering educational services which educational innovators must give emphasis on producing computer learning system facility.
Learning management system (LMS), which is available in some educational institutions, allows anyone to create, track, manage and distribute learning materials of any kind. In addition, LMS is considered as an integral asset for associations that practice preparing; and offices that are hoping to show signs of improvement handle on proceeding with instruction.
Its effect has been felt for the most part outside of the traditional education institutions; however, the equivalent technological and market powers are drastically changing the present classroom also. Thus, educational administrators must have a concentration on how these changes will be properly accepted and utilize by their institutions. LMS gives the learning institutions potentialities to improve their educational services in almost all facet. On this context, social learning management system was undertaken.

Materials And Methods
Descriptive method of research was used. This strategy, as indicated by Zikmund (2003), is to depict attributes of an issue of a populace or phenomenon. It looks to decide the responses to who, what, when, where, and how questions.
The population of students of the Polytechnic University of the Philippines Institute of Technology is 2185. With the use of the courses offered at Itech as the strata of distribution, the research lifted random samples from each; therefore, the inspecting method is called stratified random sampling. This testing includes the division of a populace into littler gatherings known as strata. Strata are framed dependent on individuals' shared qualities or attributes. In this study, the strata are the six (6) recognized courses.
The expected population of the faculty members was fourteen (14). Purposively, the respondents were regular and permanent employees.

3.
Results and Discussion  Table 2 shows the weighted mean distribution of responses of faculty on the academic service challenges. Without the proposed system the academic services rendered by the faculty were facing different challenges. The "limitation of time in discussion" has obtained the weighted mean of 4.84 with verbal understanding "always." The inefficiency of the distribution of teaching tools is "always" with the weighted mean of 4.76. Subsequently, the impossibility of conversations and counselling with the students gained 4.69, "always;" and the submission of documents were not "always" properly secured and documented with the same weighted mean of 4.69. Discussing obsolete subject matter; and rendering time on checking quizzes and examinations with inaccurate results are 4.53 with the interpretation "always". Likewise, there is a very low availability of research materials as shown in the computed weighted mean 4.45, "always." Finally, with the weighted mean of 4.15, managing and scheduling of activities are not "often" organized and implemented.

4.04
Often Table 3 shows the weighted mean distribution of learning challenges faced by the students. The following are the challenges encountered by students before the deployment of the proposed system.
Students" submission of their requirements is not "often" received on time with the weighted mean of 4.04. Their classroom activities are ""often" limited of time which has gained a weighted mean of 3.90. Similarly, there is an "often" inefficiency of distribution of learning materials which has obtained 3.83. "Their lessons are not "often" updated"; "Feedbacks and results of examinations are "often" received immediately"; "Consulting and approaching teachers are "often" possible"; "The research materials and links are not "often" accessible"; and "The schedules of activities are not "sometimes" organized and participants are not "sometimes" informed" gained respectively the weighted means of 3.78, 3.78, 3.75, 3.69, and 3.26.  Table 4 shows the overall faculty level of satisfaction on the features of the system. The system"s usability gained 4.82, very satisfied; functionality, 4.73, very satisfied; efficiency, 4.73, very satisfied; reliability, 4.69, very satisfied; and portability, 4.63, very satisfied. The respondents are very satisfied, 4.72, on the system"s features. Evaluation of the students with respect to level of satisfaction: usability, 4.34; functionality, 4.35; efficiency, 4.34; reliability, 4.34; and portability, 4.61 the overall evaluated score is 4.39, very satisfied.
These five characteristics of the international standards for evaluation of software"s quality control, assurance and process improvement were sufficed as these were evaluated by the users (faculty and students). This ensures that the proposed system reached excellently the expectation of the institution"s objectives using the international standards.   Table 5 shows the respondent"s issues encountered in the facilitation of the proposed system. Three (3) or 21% of the faculty respondents say that, "Technical inputs and data were not accurately responded by the system." Two (2) or 14% of them say that, "The number of computers used during the facilitation of the system were not sufficient"; and two (2) or 14% of them responded that, "The technical support person for system was needed." There were some subjects used that were not appropriate according to one (1) or 7 percent of the faculty respondents. Finally, "Various functions of the system were not properly integrated" according to one (1) or 7 percent of the faculty respondents.
One hundred forty-nine (149) or 44% of the student respondents say that "The number of computers used during the facilitation of the system were not sufficient." One hundred thirty-eight (138) or 41% of them agree that the system needed technical support. "The visual aspects and graphical technicalities of the system are not appropriate" based on the one hundred seventeen (117) or 35% of the student respondents. One hundred four (104) or 31% of them say that, "Technical inputs and data were not accurately responded by the system" and "The quizzes and examinations were not properly implemented." According to the ninety-five (95) or 28% of the student respondents, the subjects used were not appropriate for the system. Various functions of the system were not properly integrated based on the ninety-one (91) or 27% of the respondents, while the links provided in the material are not clearly visible agreed by the ninety (90) of the respondents. Lastly, eighty-seven (87) or 26% of the respondents say that, "Scores and quantitative evaluations were not correctly computed." The data reveal that there were very minimal number of problems during the deployment of the system. External difficulties and factors were expected to be experienced by the researcher and the institution. The ratio of number of students and computer is evident.

CONCLUSION
The study reveals the challenges met and experienced by the respondents in conducting academic services and teaching learning activities. Aside from that, respondents are very satisfied in the usability, functionality, efficiency, reliability and portability features of the developed system. There was exceptionally insignificant number of issues during the deployment of the system.

RECOMMENDATION
The administrators should consider integrating information technology to enhance alternative ways of teaching opportunities of the faculty and learning venues of the students. Administration should also invest to information technology facility for better implementation of technologically enhanced curriculum.
Faculty members should undergo orientation and training on using learning management system as part of their teaching methodologies and strategies. They should be trained on utilizing the system to maximize the features and benefits in facilitating classroom instruction using LMS. Faculty and technical person should be provided with system"s guide. Subjects should be prepared appropriately to the system"s features.
Students should be made aware of the learning opportunities which they can gain from LMS appropriate for technical vocational courses. They should be consistently and persistently guided by the administration and faculty members on the proper usage of the system. They should be provided with students" system guide.