Browsing by Author "Siti Aisyah binti Ismail"

Activity is one of the main components of context-aware study besides time, location and identity. Accurate recognition of user activity allows a device or application to deliver more accurate response to the user based on what it is designed for. Accelerometer has become one of the commonly used sensors for recognising user activity, especially with the recent availability of the sensor in smart phones. One key issue that arises together with accelerometers’ popularity is mainly the performance in recognising the activity, which is partially influenced by the classification algorithm used. Thus, this research is trying to look into the matter by evaluating the performance of the classifiers for activity recognition using smart phones. Instead of focusing solely on the classification accuracy, this research extends the offline performance evaluation to include other evaluation measures like precision, recall, F-measure (the weighted harmonic mean of the precision and recall), and Receiver Operating Characteristic (ROC) area so that a non-bias evaluation is acquired, and issue like accuracy paradox can be avoided. Other aspects that might influence the performance like the size of training data, sensor location and gender are also explored. Sample applications are further developed in order to ensure the performance of the shortlisted classifier is consistent when implemented on smart phones for real-time/ online activity recognition, given the limited resources and computing capability. Finally, the finding from the study is then implemented in an activity-aware emergency alert application to demonstrate how the activity context retrieved can contribute to creating a more context-aware and ubiquitous environment.

This study sought to investigate the effect of structured self-monitoring strategy on reading comprehension of elementary students with learning disabilities. The study was a mixed- between group design consisting of control and experimental groups of elementary students with 15 students in each group. The participants ranged in ages from 10 to 12 years old. All participants were identified as having learning disabilities. The independent variable in this study was the structured self-monitoring strategy which acted as the intervention whereas the dependent variable was scores on a comprehension quiz from a given passage. Participants in both groups were given four textbook passages to read then were asked to complete six comprehension questions for each passage. Nevertheless, participants in the control group received no intervention whereas the experimental group were taught the structured self-monitoring strategy while they read the passages. Results were analyzed using mixed within-between Repeated Measure ANOVA. The mean scores for the intervention group showed an improvement in correct reading comprehension questions from the pretest to the posttest. The results suggest that implementing structured self-monitoring strategy for elementary students with identified learning disabilities has a positive effect on reading comprehension.