TUP-T Guidance and Information System Documentation Chapter 1 to 5
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Transcript of TUP-T Guidance and Information System Documentation Chapter 1 to 5
Chapter 1The Problem and Its Background
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Chapter 1
The Problem and Its Background
This chapter contains the background of the research project. It
also discusses regarding the problem, general and specific objectives, scope
and delimitation, opportunities and hindrances of the project.in developing a
Guidance Student Information for Technological University of the Philippines –
Taguig Campus which leads this research project for being accepted.
1.1 Introduction
Guidance Program has become an integral part of the overall
educational program. With the basic assumption that all students need
direction in their personal, educational, and career planning, it has become
the instructional responsibility of the guidance counselor, administrator and
staff to provide the students the specific knowledge and skills required to
address the needs ( Arevalo, 2009 ).
An important aspect of the Guidance program is the recognition
that some students require special assistance in dealing with developmental
problems and immediate crisis. With this teacher and other staff who are in
direct contact with the students require support that can best be supplied by
the guidance program. Guidance program moreover is based on the belief
that all students, including those with challenging needs have the right to
benefit from effective instruction to ensure optimal development.
The Manual systems are things of the past. It’s a quite tedious,
time consuming, less efficient, more error prone and inaccurate in comparison
to computerized system. A manual-based system will see information
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recorded and kept in different ways such as in files in paper form. While a
computer based information system will see data stored on various
computer programs including on databases, Word documents, Excel etc. Both
types of information system are designed to help a business carry out its daily
running and operations. In recent times, computer-based systems are
generally considered to be more popular as more businesses are choosing to
keep up with the developments in information technology.
The Technological University of the Philippines - Taguig
Campus Guidance Office has been using the manual processing of guidance
information and monitoring student information for many years now. With the
growth of population of students enrolled in the university, the guidance office
must perform more efforts in maintaining a reliable and accurate data. They
also suffer from a very time-consuming retrieval of student information for
academic purposes. With that stated problem, the researchers proposed a
system called TUP – T Guidance Information and Monitoring System (TUP-T
GIMS). It is a software application for educational establishments to manage
and monitor student data. This system is designed to provide capabilities for
managing student’s information, such as tracking student attendance,
penalties, and assessments of other student-related data in schools, colleges,
or universities.
The University does not implement any application regarding
organizing files or records of the students, so, as researchers they would like
to create one for the University. They will develop a system that will
concentrate on the Guidance Center to make the management of student
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records be a lot easier, efficient, less time consuming and reliable without
sacrificing quality.
1.2 Statement of the Problem
The TUP -T Guidance Office is currently using a manual operation in
monitoring students’ activities and performance. To a large extent, the work
load is very taxing to retrieve files, generating reports and track attendance
and offense, and implements standards adhere from the student manual.
Considering that these are the factors subjectively experienced by the
guidance counselors, the researchers prompted to develop the Guidance
Information and Monitoring System ( GIMS ) for better quality service. These
problems need to be addressed promptly. Specifically, it should answer the
following:
1.2.1. How to prevent losing of information of students' records?
1.2.2. How to easily monitor the students' records especially attendance and
offenses?
1.2.3. Will a paperless management system lessen the hassle and time
consumption during work?
1.2.4. Is the current method in monitoring students' records consistent and
reasonably convenient?
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1.3 Objectives
1.3.1 General Objective:
The general objective is to develop, design and implement a Guidance
Information and Monitoring System in TUP-Taguig Campus.
1.3.2 Specific Objectives:
The proposed project specifically aims the following:
1.3.2.1. To develop a system that will give detailed
information of the students such as basic information,
educational background and parent’s information.
1.3.2.2. To create a module that will track the student’s
attendance such as absent and late.
1.3.2.3. To create a module that will track student’s
penalties.
1.3.2.4. To create a module that will trace employed and
unemployed alumni of TUPT.
1.3.2.5. To test and evaluate the effectiveness of the
project study in terms of implementation.
1.4 Significance of the Project Study
This project study aims to develop a Guidance Information and
Monitoring System that will help the university to have an easier management
on student’s records.
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The system will give benefit to the university, especially guidance office
because the system will provide a secure and an automated records keeping
system for creating records. It will provide an up-to-date and accurate record
of students and will resolve the possibility of losing the information because it
has database. It will track students' offenses and attendance. The system will
also offer easily retrieval of records and generates report such as student’s
information, disciplinary action records and attendance monitoring sheet
information.
The system will give benefit to the faculty because it will give
convenient in passing student attendance and it can easily track the student’s
status regarding with their attendance.
The system will give benefit to the students because it will provide
sufficient information about the Guidance office such as their services and
hierarchy and they’ll be aware of committing offense because they’ll receive a
notification from the Guidance.
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1.5 SCOPE AND DELIMITATION
This project study was proposed to automate the manual operation of
Guidance office in monitoring students' records. The functions focus into the
students’ information/profile, mission and vision of the school, rules and
regulations based on the handbook, problems, and proposed solutions to
problems.
This section explains about the scope and delimitation of the project to
fully understand the possible opportunities and restrictions of the study.
1.5.1 Scopes:
1.5.1.1. Provides faculty accounts as end user.
1.5.1.2. Provides database for student’s information (personal
information, educational background, and offenses and
attendance).
1.5.1.3. Provides student tracer to monitor alumni students.
1.5.1.4. Provides accessible information about Guidance
services.
1.5.1.5. Monitor the students' status such as no records,
warning and dropped.
1.5.1.6. Generate reports for offense/penalty records,
absences/late per month, and student’s exit interview.
1.5.1.7. Provides sending of notification in the student’s e-mail
account.
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1.5.1.8. Provides comment page for Guidance Personnel and
faculty.
1.5.1.9. Provides dashboard for Student’s records statistics.
1.5.2 Delimitations:
1.5.2.1 No access to students.
1.5.2.2 No prototype for electronic signature for the guidance
officers.
1.5.2.3 Only authorized personnel (Guidance Center, O.S.A,
ADAA department and faculty) will be allowed to use the
system.
1.5.2.4 Does not include registrar office.
1.5.2.5 No capture of student’s picture.
1.5.2.6 Does not include time in Student’s attendance.
1.6 SWOT ANALYSIS
SWOT Analysis is useful method for understanding the Strengths and
Weaknesses, and identifying the Opportunities and Threats of the project.
Analyzing using the SWOT framework will help the researchers make attention
into the areas where the system is strong and where the greatest opportunities
lie. Strengths and weaknesses are often internal to your project, while
opportunities and threats generally relate to external issues.
The TUP-T Guidance Information and Monitoring System face several of
these variables and are shown in Table 1.
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STRENGTHS WEAKNESSES
Fast, efficient and ease of managing student’s information.
Monitoring of students’ records. Open-source (Free License) Accuracy of data. Provides security for the system
data. Fast, organized, and accessible
flow of information. Database Backup.
Inaccessible data when the system is down.
No back-up power.
OPPORTUNITIES THREATS
Open to future developments. Contribution in University’s
growth and success. Asset to stand out against other
universities. Lead the university to the new
technology. Answer to accreditation
requirements.
Prone to viruses, hackers, and piracy.
Emerging other related system.
Table 1.6.1 TUP-T Guidance Information and Monitoring System SWOT Analysis
Table 1.6.1 shows the TUP-T GIMS SWOT analysis. In project strengths,
the researchers consider from both an internal outlook, and from the point of view
of the client, the Guidance office. One of the strengths of this project is the ease
of managing and accessing student’s information because they will provide a
search function to find an existing record of a student. The system can monitor
student’s record and determine their status regarding to the offenses they
commit. In terms of project’s weaknesses, the database cannot be accessed
when the system is down because it uses MySQL. User can only access your
data by Windows command. To access the system in the Guidance office, it
requires to network the University.
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A useful approach when looking at opportunities is to look at your
strengths and ask yourself whether these open up any opportunities. One of the
highlight of our project’s opportunities is it’s a good asset to stand out against
other universities because as stated earlier that others are made by an It expert
and not by their students. Next is the contribution in TUP-T growth and success,
as we all know TUP-T is not in a high-end level, so this project will help for the
productivity and infrastructure of the university. And for the threats, piracy is now
severe in our country, viruses and hackers are inevitable.
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Computer Knowledge
Users Guidance Counselor/AdminFaculty
Hardware ComputerServerRouter/Switch Software Operating System XamppWeb Browser
Yes
TUP-T GUIDANCE INFORMATION AND MONITORING SYSTEM
1. Problem IdentificationProviding an easy and modern way of Student Data Management in TUPT Guidance Office.
2. Data GatheringLook into websites and books to guide in preparing the study.Outline initial Part 1 paper for title defense.Interview guidance personnel. See Figure 3.3.5.1.Conduct a survey in faculty and students. See Figure 3.3.5.1.Organized and analyzed the gathered data for final title defense.Present papers to the respected panelist.Revised the papers for printing based on the panelist’s suggestions.
3. Design and ProcedureDesign Program FlowchartERDDFDDevelopment FlowchartDraft System Web Layout
4. System DevelopmentSystem CodingSystem Design
5. Testing and EvaluationTesting and debugging the program.
System Ok?
6. System ImplementationDeployment.
No
Yes
Diagram 1.7.1 Conceptual Framework of TUP-T GIMS
1.7 CONCEPTUAL FRAMEWORK
INPUT PROCESS OUTPUT
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A conceptual framework is very useful in a research to outline the possible
processes. It illustrates how and why a project takes place, and about how we
understand its activities. An indication of designs and practices that shape the
way work is done in a project.
The diagram 1.7.1 illustrates the Input-Process-Output concept of TUP-T
Guidance Information and Monitoring System. The input framework is composed
of requirements in terms of the user, software and hardware. The user
requirements consist of the ID number and password of the authorized personnel
such as the Guidance Center. The system will run in an Operating system that
must be Windows XP or higher, XAMPP version 5.2x or higher and a web
browser (Mozilla Firefox, Internet Explorer, or Google Chrome). The process
framework is composed of 6 processes, the problem identification, data
gathering, design and procedure, design development, testing and evaluation
and system implementation. If the process 1 – 5 is successfully done it will
precede to the last process, if not it will proceed to the process 3 and lastly the
output framework, the TUP-T Guidance Information and Monitoring System.
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1.8 Gantt Chart and Perth CPM
LEGEND:- VILLANUEVA, Vergee O.- PANTALEON, Charmanne F.- Vergee and Charmanne
ACTIVITIES Predecessor Duration WK1
WK2
WK3
WK4
WK5
WK6
WK7
WK8
WK9
WK10
WK11
WK12
WK13
WK14
A. Planning - 2 weeks C C CB. System Proposal A 1 week CC. Chapter 1: The Problem and its Background B 1 week
C.1. Introduction B 1 week CC.2. Statement of the Problem C.1 1 week CC.3. General and Specific Objectives C.1, C.2 1 week CC.4. Significance of the Study C.2, C.3 1 week CC.5. Scope and Delimitation C.1, C.4 1 week CC.6. SWOT Analysis C.5 1 week C
D. Chapter 2: Project Concept C 2 weeksD.1. Review of the Related Literature and Studies C.1 2 weeks C C
D.1.1. Related Foreign Studies C.2, C.3 1 week C CD.1.2. Related Foreign Literature D.1.1 1 week CD.1.3 Related Local Studies C.2, C.3 1 week CD.1.4 Related Local Literature D.1.3 1 week C
D.2 Conceptual Framework D.1 1 week C C CD.3 Definition of Terms - 2 weeks C C
E. Chapter 3: Methodology C,D 2 weeksE.1. Methods and Research D.1 2 weeks C C C CE.2. Sample and Sampling Technique E.1 2 weeks C CE.3. Research Instrument and Technique E.1 1 week C C C CE.4. Data Gathering Procedure E.2, E.3 3 weeks C C C
E.4.1. Problem Identification - 2 weeks C C C CE.4.2. Data Gathering - 3 weeks C C C C C C
E.5. Statistical Treatment E.4 1 week C CE.6. Entity Relationship Diagram - 2 weeks C CE.7. Development Flowchart - 1 week CE.8. Data Flow Diagram - 2 weeks C C
F. Finalization E 2 weeks C CG. Title Defense F 1 week C
Table 1.8.1. TUP-T GIMS Chapter 1, 2, and 3 Gantt Chart
13
14
Figure 1.8.1 Critical Path Method of TUP-T GIMS
1.9 Gantt Chart and Perth CPM PS2 Gantt Chart for PS2
LEGEND:
- VILLANUEVA, Vergee O.- PANTALEON, Charmanne F.- Vergee and Charmanne
15
C - CriticalACTIVITIES Duration Predecessor WK
1WK
2WK
3WK
4WK
5WK
6WK
7WK
8WK
9WK10
WK11
WK12
WK13
WK14
A. Designing and Coding 5 weeks - C C C C C C C CB. Testing and Debugging 3 weeks A C C C CC. Chapter 4: Project Testing and Evaluation 2 weeks
C.1. Trial and Testing 1 week B C C C C.2. System Evaluation 1 week C.1 C C.3. Financial Feasibility 1 week - C C.4. Benefits of the System 1 week - C C.5. Analysis 1 week C.1, C.2, C.3, C.4 C
D. Chapter 5: Summary, Conclusion, Recommendation
2 weeks
D.1. Summary of Findings 1 week C C D.2. Conclusion 1 week D.1 C D.3. Recommendation 1 week D.2 C
E. Defense 1 week - CF. Revisions 1 week - C
Table 1.9.2. TUP-T GIMS Chapter 4 and 5 Gantt Chart
16
Figure 1.9.1. Critical Path Method of TUP-T GIMS
17
S A B C
D
EF
5 weeks 3 weeks 2 weeks
2 weeks
1 week
1 week
(0, 0) (5, 5) (8, 8) (10, 10)
(12, 12)
(13, 13)(14, 14)
Chapter 2Review of Related Literature and Studies
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Chapter 2
Review of Related Literature and Studies
Project Concept
This chapter contains related Foreign and Local literature and studies.
It also includes the definition of terms.
2.1. Related Foreign Literature
2.1.1. CaptureIT is a trademark of Vizual Management Solutions
Limited. © 2009. Vizual is a leading supplier of Student Attendance Monitoring
Systems. One of their projects is the International Student Attendance
Monitoring and Recording System to help with Tier 4 compliance and to
reduce the administration cost. It eliminates the unreliability associated with
manual registers and the difficulty of all those manually maintained
spreadsheets of attendance data. The system keeps fully informed about the
student’s attendance, inform about the students to be reported at the United
Kingdom Board Agency (UKBA), and those whose attendance behavior is
putting them at risk.
2.1.2. WebEIM is a student information management solution that was
developed to accomplish the requirements of different schools. The mission of
Teledata Systems and Services, WebEIM's parent company is to develop an
automated Student Information System capable of handling every bit of
information in a school's database and delivering results in an accurate and a
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hassle free method. This solution has been designed with the unique set of
features:
2.1.2.1. Integrated: From the time a new student is registered
in a schools database to when he graduates to middle
school WebEIM moves data seamlessly and
transparently.
2.1.2.2. Configurable: WebEIM allows schools to use their
specific codes can be configured while restructuring
the work process.
2.1.2.3. Centralized: WebEIM eliminates the need for double
inputting data. When a teacher supervises his/her
individual class, the principal can supervise the entire
school as one without any duplication of effort.
2.1.2.4. 100% Web-based: Information on WebEIM can be
accessed from anywhere at any time with a standard
browser on a Mackintosh or Microsoft platform.
2.1.3. Rediker Software's student information system, Administrator's
Plus®, is the trusted choice of school administrators across the USA and in
over 110 countries. Founded over 30 years ago by school educators for
educators, their software is designed to meet the unique student information
management needs of all types of schools and districts, public, private,
charter and international, elementary to post-secondary. Every day more than
550,000 students log on to Focus' student information system to check
homework, take quizzes and engage electronically. Our SIS has a focus on
affordability, interoperability, usability, and scalability. Focus School Software
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offers advanced school management software. The implementation process
of its school management software has four key components: Installation,
Data migration, Integration, and Training.
2.1.4. Focus’ mission is to deliver an affordable, flexible, scalable, and
easy-to-use student information system that will allow the client to easily
manage their data and make informed, timely decisions. They are committed
to delivering the very best online student information systems on the market
that will increase efficiency and facilitate higher attendance and test scores.
“The program is very user-friendly. If I do run into any problems, I simply pick up the phone or email tech support and I get a response in a timely manner. Everyone at Focus has been very helpful!”
Patricia G. Mahaney - Director of Guidance - Kenston Forest School
“When describing Focus to another district, I tell them that it is user-friendly, very intuitive and that the company is always adding functions that meet teacher’s needs.”
Meg Brown - Director of Technology - Flagler County Schools
2.1.5. Follett Software Company is dedicated helping the K-12
community reinvent education for the 21st century. Their integrated
educational technologies are designed to help to create and withstand a rich,
collaborative, technology-enabled environment that supports the life cycle of
active learning and inspires student success. Last Feb. 16, 2011 Follett
Software Company has announced the release of version 3.1 of Aspen, its
student information system, with sets of improved features focused in the
fields of navigation, scheduling, health management, conduct and special
education. The Aspen Student Information System is a popular web-based
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application for school that combines the resources across the education
community. Simplifying school data management through the integration of
key K-12 applications, Aspen is used by more than 700,000 students in eight
states.
According to Brad Lindaas, Vice-president of business operations for
the Aspen product line, Aspen 3.1 continues the direction of simplifying
features, making Aspen more natural and providing automated assistance to
end users.
2.2. Related Foreign Studies
2.2.1. The Tanzania Student Association Hyderabad Student
Information System (TSAH SIS) is contributed and programmed by Nassib
Junior is programmed by Bachelor of Computer student. The software has
complete database system, but there are some other panels in the software
that the user can develop by you like staff registration panel etc. He develops
this software to help our student association in India-Hyderabad. The TSAH
SIS used the Visual Basic 6 platform, Microsoft Access for the database, and
Crystal Report v8.5 for printing of reports. The following figures are the
screenshots of TSAH SIS. The programmer will soon develop version 2.0 by
using SQL Server 2008 for the database, Crystal Report V9/10 and Microsoft
Visual Studio 2010 for the platform.
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Figure 2.2.1.1. TSAH SIS Login
Figure 2.2.1.1. shows the Login form of the system. The user name
and password is provided by the programmer (Username: admin Password:
1234).
Figure 2.2.1.2 Student Registration Panel
Figure 2.2.1.2. shows the Student Registration Panel wherein the user
allows to input the needed information of a certain student and records it in
database
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.
Figure 2.2.1.3. Student General Information Panel
Figure 2.2.1.3. shows the saved student information. It allows the user
to search, delete, and view the full profile of the student. The Staff
Registration Panel and the Graduates Student Information Panel are under
maintenance.
2.2.2. The School of Math Engineering Technology and Science at
Olympic High School of North California uses the Google groups to create
Guidance and Student Services. The site is composed of Home (OCS
Guidance Webpage shown in Figure5, school profile, and the sitemap),
Procedures (Appointments, Transcripts, Recommendations, Drivers’
Education, and Worker’s Permit), Senior and Junior Information,
Scholarships, and College Admission.
Figure 2.2.2.1. Math Engineering Technology and Science at Olympic High
School Site
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Figure 2.2.2.2. Olympic Community of Schools (OCS) Guidance and Student
Services
Figure 2.2.2.2 shows the OCS Guidance and Student Services it
consist of OCS Guidance Website (METS Guidance, International and Global
Studies Guidance, International Business and Communications Guidance,
and Renaissance Guidance), Requirements for graduation, Scholarship and
financial aid, Community resources, Credit recovery, and an Anti-bullying
article.
2.2.3. The CIBER Enterprise Solutions of Ohio present a result in
discovery and planning process for Ohio University’s application of Oracle’s
PeopleSoft Campus Solutions. OHIO has used the Informs SIS products
(previously owned by AMS – American Management Systems and currently
owned by Informs, Inc.) for more than fifteen years, and it is the official system
of record for student information including, but not limited to Admissions,
Advising, Student Records, and Student Accounts. The replacement of the
current student system started when Informs announced that their support
would be discontinued for its middleware (Enterprise Server aka CORE)
25
product. The replacement for the Informs Student Information System was
approved and implemented on 2006.
According to O'Malley (2011), it has been said that change is inevitable
at Ohio University including in their systems and even in their schedules. Over
the next several weeks students, faculty and staff will be learning about the
new SIS. The Ohio University provides a website to learn more about the new
SIS shown in Figure6.
Figure 2.2.3.1 OHIO University Tutorial Site
2.2.4. The Illinois State Board of Education is planning to have a
Student Information system increase the state's capacity to follow a student's
progress over time, provide better quality data to drive more enlightened
policy decisions resulting in enhanced educational opportunities for all
children; reduce data collection burden on schools and districts; and enhance
the use and relevance of state data by districts and schools.
26
Figure 2.2.4.1. Illinois State Board of Education SIS information
Figure 2.2.4.1. shows the Illinois State Board of Education SIS (ISBE
SIS) announcement. The ISBE SIS has a resource panel that composed of
Data Elements (approved codes and indicators), Excel Template (student
data input into SIS), File Format Layout, User Manual, Key Dates, and
Archived Webinars and Presentations.
2.2.5. Electronic Student Profile, or ESP, is an online system that
manages student records and enables the parents to keep in touch with their
child’s performance and development at the school. It is the first online
student profile system in Australian public schools for the primary-levels. It
compiles the entire student’s data in all Australian public schools and acts as
a central Student Profile System. Although this kind of system will need a
quite amount of time to be finished and implemented, external cooperation is
critical for this system. The main page contains a brief explanation of the
system,
27
Figure 2.2.5.1. Australia’s Electronic Student Profile for public schools.
2.3. Related Local Literature
2.3.1. Calibara, Desiree V., Co, Ruben Jr., D. and Luriz, Edneil Josef
B. (2010), created a system for their project study. The system is entitled
“TUP-T Student Information System”. This system is similar to Student Data
Management. According to them TUP-T Student Information System is a big
help for the guidance personnel and for the student assistant for managing
Student Information. And it will also provide more functional and reliable
module for organizing the student information achieving accurate data. The
system they made will also serve as an electronic data bank for the Guidance
Center.
These are the following features can be access by the designated
officer: Manipulating of student’s records, attendance and offenses.
Retrieved from
http://ivythesis.typepad.com/term_paper_topics/ 2010/07/student-information-
system-review-of-related-literature.html, Fabe created a review on related
literature on student information system (SIS). His pointing out that student
information systems has been changing very fast over the time since the
28
presence of the internet was introduced. For him Student Information System
can be categorized on how big the systems scope. He is also said that SIS is
really a big help in a certain schools. These are selected quotations from his
work:
Notably, student information system or SIS incurs such application
software designed for educational establishments to manage student data.
Student information systems provide capabilities for entering student test and
other assessment scores, building student schedules, tracking student
attendance as well as managing many other student-related data needs within
the institution university. Thus, many of these systems applied in the
Philippines can be scaled to different levels of activity and can be configured
by their home institutions to meet local needs. Student information systems
have been changing and are fast adopted through the presence of a web
medium as a channel for accessing SIS without any hassle upon viewing
student details and information. Educational institutions are under constant
pressure to demonstrate both willingness and capacity to incorporate the
latest developments in student information systems along with
communications technology supporting various teaching ways.
2.3.2. Elsa V. Isip and Melissa P. Picones (2010), created a journal
entitled “Interactive Students’ Performance Monitoring System for Guidance
and Counseling Center”. According to them this system will help the guidance
counselors, psychometrician, and staff of the Guidance and Counseling
center in tracking and monitoring the academic performance of the students.
This system was conceptualized in view of the difficulty of the GCC in
29
managing and monitoring students’ academic performance as well as their
guidance records. The developed system is capable of managing, monitoring
and organizing student academic performance and guidance records. It
integrates a decision support system that automatically interprets
psychological exam results based on standard table used by the guidance
counselors, and it also provides an interactive virtual interview module to
record interview sessions with the students. The system will give easily
retrieval of records and generation of reports.
2.4. Related Local Studies
Figure 2.4.1. Sibugay Technical Institute Inc. Guidance Information System
Figure 2.4.1. shows the Guidance Information System of Sibugay
Technical Institute Inc. of Mr. Rommel Roldan. This system will help the
guidance office to manage student’s records and exclusively for the guidance
office of Sibugay Technical Institute Inc. To access the system, the user must
enter his/her username and password.
The main form consists of commands for transactions, maintenance,
utilities, report, about, edit and manipulation of student’s records. It also views
time, date and developers.
30
The functions of the system included the following:
2.4.1.1. User Verification.
2.4.1.2. Add, edit, delete and save commands for manipulating
student’s records.
2.4.1.3. Search student records.
2.4.1.4. View records of all students, transactions, maintenance
and utilities
2.4.1.5. Add new counselor for student.
2.4.1.6. Displays information about STII Guidance office.
2.4.1.7. Add, edit, delete and save commands for Guidance office
transactions.
2.4.1.8. Add, edit, delete and save commands for Guidance office
maintenance.
2.4.1.9. Add, edit, delete and save commands for Guidance office
utilities.
2.4.1.10. Generate reports.
Figure 2.4.2. Student Guidance System Main Form
Figure 2.4.2. shows the Student Guidance System of Carlos Hilado
Memorial State College Fortune Towne Campus. This system will help the
31
guidance office in utilizing student’s records and exclusively for the guidance
office of Carlos Hilado Memorial State College Fortune Towne Campus. To
access the system, the user must enter his/her username and password. This
main form consists of command buttons for Student, Test, Counselor,
Counseling, Testing, Report, User administration, about and Exit.
The functions of the system included the following:
2.4.2.1. User Verification.
2.4.2.2. Add, edit, delete, search and save commands for
manipulating students records.
2.4.2.3. View records of all students, counselor, counseling,
test and testing.
2.4.2.4. Displays information about CHMSC Guidance office.
2.4.2.5. Add, edit, delete and save commands for Guidance
office counselor.
2.4.2.6. Add, edit, delete and save commands for Guidance
office counseling.
2.4.2.7. Add, edit, delete and save commands for Guidance
office test and testing.
2.4.2.8. Generate reports.
Figure 2.4.3. Main form of Student Information System
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Figure 2.4.3. shows the main form of student information system
created by Mr. Jake Rodriguez Pomperada, an Instructional Technology
Programmer, Teacher, Computer Technician and Electronics Technician. He
developed this system to help those programmers that developing a SIS and
to spread his work to all the users who are visiting in his site. He also accepts
programming jobs like assignments, projects and thesis in a very reasonable
and affordable price.
The system he made will help the guidance office in managing
student’s records. The functions of the system are users can add records,
delete records, modify records and view list of records.
Figure 2.4.4. University of the East Users Login
Figure 2.4.4. shows the login page of UE. This system allows students
to manage their profiles and view other related activities. This system also is
exclusively for students of the UE. To access the system, the user must enter
his/her student number and access code. It system allows students view
student information, lectures discussions, resources and other services. This
33
also facilitates communication between professors and students beyond class
hours and is available. This page is composed of the User Verification form
that includes fields for student no, access code, terms of use, disclaimer and
contact us.
Figure 2.4.5. Far Eastern University Users Login
Figure 2.4.5. shows the login page of FEU. A system of the Far
Eastern University that views detailed information about the University for
Users. This system is exclusively for students of the FEU. To access the
system, the user must enter his/her student number and student password. It
system allows students to view online their schedules. This system also
constantly updated upon enrollment for each semester.
This page is composed of the User Verification form that includes fields
for student no, student password, and student password Recovery.
34
Figure 2.4.6. Far Eastern University – East Asia College Users Login
Figure 2.4.6 shows the login page of FEU-EAC. A system of the Far
Eastern University – East Asia College that views detailed information about
the University for Users. This system is exclusively for students of the FEU-
EAC. To access the system, the user must enter his/her student username
and password. It allows students to view information, registration and other
school transactions. Students can also view their personal information, current
class schedule, academic grades, assessment, clearances, and curriculum. It
also view list of regular and irregular students per day in pdf form.
This page is composed of the User Verification form that includes fields
for student no, student password, academic calendar, and directory and
contacts us.
35
Figure 2.4.7. Loyola Schools Guidance Office (LSGO) Portal
Figure 2.4.7. shows the Guidance office information portal of Ateneo de
Manila. A system of the Ateneo de Manila Loyola Schools that views detailed
information about the University for Users. This system allows students to
view information, registration and other school transactions. They don’t have
users login because of this anyone can view their portal. This page is
composed of contact information, services, individual inventory,
Faculty/Parent Consultations Research, Educational & Occupational
Information, Introduction to Ateneo Culture (INTACT), Scholar’s Program,
Special Program Designs/Workshops, Academic/Probation Follow-up
Program and announcements.
36
Figure 2.4.8. QCCA Guidance Department Portal
Figure 2.4.8. shows the Guidance Department portal of Quezon City
Christian Academy. A system of the Quezon City Christian Academy that
views detailed information about the University for Users. This system shows
also the mission statement of QCCA Guidance Department, offices,
academics, admission, students, faculty, parents and Chinese department.
This not also required users login because they allow anyone to view their
portal.
2.5. DEFINITION OF TERMS
2.5.1. Computer – an electronic device designed to manipulate data
so that useful information can be generated.
2.5.2. Computer-based system - system which uses a computer for
performing task with database for storing data and a
programming language for its platform.
2.5.3. Data - raw facts.
37
2.5.4. Data Flow Diagram (DFD) - show the flow of data from the
system user in storing the information in the database.
2.5.5. Database - a collection of information that is arranged so that it
can easily accessed and managed.
2.5.6. Entity Relationship Diagram (ERD) - a data modeling
technique that shows relationship between entities (one-to-one
relationship, one-to-many relationship and many-to-many
relationship).
2.5.7. Flow chart - graphical representation of a system process.
2.5.8. Guidance Information- displays the information about the
Guidance Office mission, vision, officer hierarchy, services, and
office location.
2.5.9. Guidance Monitoring – supervised the students’ records such
as attendance, offenses, exit, and students’ information.
2.5.10. Hard disk (HDD) - the main data storage device in a
computer.
2.5.11. Hyper Text Markup Protocol (HTML) - computer
language designed to allow website creation.
2.5.12. Local Area Network (LAN)- a computer network that
links computers in a limited area (home, school, and etc.).
2.5.13. Manual-based system - system which does not use any
computer devices, thus all data would be kept in paper.
2.5.14. Memory- internal storage areas in the computer wherein
the data of the system are stored.
38
2.5.15. MYSQL- is an open source relational database
management system.
2.5.16. Operating System (OS) - the most important program
that runs on a computer. It performs basic tasks, keeping track
of files and directories on the disk, and controlling peripheral
devices.
2.5.17. Personal Computer (PC) - a computer designed for use
by one person at a time.
2.5.18. PHP Hypertext Preprocessor (PHP) - an open-source,
server-side scripting language.
2.5.19. Primary data - data that has not been previously
published or the so-called first-hand data.
2.5.20. Processor - a chip that processes the basic instructions
that drives a computer.
2.5.21. Prototype- a model that represents a product suitably for
designers to visualize and test the design.
2.5.22. Secondary data - data that have been already collected
readily available from other sources or the so-called second-
hand data.
2.5.23. Software- different kinds of programs used and installed
to operate computers and related devices.
2.5.24. System - organized assembly of resources and actions
united to accomplish a set of specific functions.
39
2.5.25. Video Graphics Adapter (VGA)- an integrated circuit
card in a computer or a monitor that provides digital-to-analog
conversion so that data can be sent to a computer's display.
2.5.26. Windows command prompt- command line interpreter
that allows the entering of commands and then executes those
commands to the operating system.
2.5.27. X (to be read as "cross", meaning cross-platform)
Apache, MySQL, PHP and Perl (XAMPP)- a free and open
source cross-platform web server solution stack package .
40
Chapter 3Methods of Research and Procedure
Chapter 3
Methods of Research and Procedure
41
This chapter deals with the methods of research used, sample
and sampling technique, statistical treatment, data gathering procedure and
instrument used.
3.1. Research Method
This research was conducted in order to determine whether the
questionnaire play a significant role in the study. The method used by the
researchers is the descriptive research method. To define the descriptive type
of research, Calderon (1993) stated that the descriptive method of research
describes and interprets what it is. It is about the conditions of relationships
that exists; practices that succeed; beliefs, processes that is going on; effects
that are being felt, or trends that are developing. Descriptive research on the
other hand is a type of research that is mainly concerned with describing the
nature or condition and the degree in detail of the present situation.
In this study, the researchers choose to use this research
method considering the objective to obtain first hand data from the end user. It
involves the recording, description, analysis and the presentation of the
present system, composition or processes of phenomena. The descriptive
method is very useful for the researcher due to its flexibility; this method can
use either qualitative or quantitative data or both, giving the researcher
greater options in selecting the instrument for data gathering.
3.2. Sample and Sampling Technique
42
The researchers randomly selected 50 respondents for the
study and a formal interview to the guidance counselor. Calderon ( 1993 )
defined Sampling as measuring a part of population and making a general
report about the whole. Under the Descriptive Research Method, the
techniques used are the face-to-face interview and the survey method. Face-
to-face interview is the most widely used in the research of any topic and
based on a direct meeting between interviewer and interviewee while the
survey is collecting measurable information to find the condition of the
respondents with an accurate interpretation. The researchers used the two
methods because in those methods it can easily display their point of view
comfortably. They’re using the Guidance counselor as a respondent from the
TUP-T Guidance Office in the first method, the face-to-face interview and the
students of TUP-T in the second method, the survey, in order to gather
relevant data; the descriptive method is then appropriate as this can allow the
identification of interviewee answers. For this research, two types of data
were gathered. These included the primary and secondary data types. The
primary data were derived from the answers of the interviewee gave during
the interview process. The secondary data on the other hand, were obtained
from published documents and literatures that were relevant to TUPT-GIMS.
Additionally, the development of the system and the design, the
researchers used PHP for their front-end, MYSQL for the back-end, and some
picture editing application software like Paint, Adobe Photoshop, and
Macromedia Fireworks, Flash and Dreamweaver.
3.3. Research Instrument and Technique
43
The survey questionnaire was used to gather the data to draw
conclusions. This instrument was validated by the specialist and experts that
suit the needs of the study. Likewise, it was item analyze to infer the
components needed for the study, in the same manner to relate the
objectives. In addition, some tools are interviews, observations, research and
analysis used in the study.
3.3.1. Research. Research is the systematic search for related information on
a specific topic or problem. The research materials are drawn from internet,
books, theses, articles and newspapers. It is for the purpose of answering
questions posed by the researcher. This technique includes the most of the
part of Chapter 2: The Review of Related Studies.
3.3.2. Observation. This technique is used when the researcher cannot
secure valid data through the use of the two methods, the face-to-face
interview and the survey.
3.3.3. Interview. An Interview is an act of questioning to receive a desired
answer that is necessary in solving a specific problem. This is where data
gathering occurs by asking questions for much needed information from the
interviewee verbally and directly.
3.3.4. Analysis. Analysis is the process of summarizing the whole study into
its essential parts of the data gathered according to the specific questions
under the statement of the problem.
3.3.5. Questionnaire. A sequence of questions used in gathering important
information’s from one or more persons. This will be distributed to the
44
students and faculties of the TUP-T in order to satisfy the researcher’s goal,
which is to get and measure the opinions and polls of the respondents of the
study. The questionnaire used for data gathering is a self-made that consists
of 5 questions intended to the guidance counselor while 10 questions were
equally distributed to the students and faculties.
TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINESTAGUIG CAMPUS
45
We, Ms. Charmanne Pantaleon and Ms. Vergee Villanueva of Bachelor of Technology in Information Technology
would like to conduct a survey regarding our Project Proposal entitled TUP-T Guidance Information and Monitoring
System (TUP-T GIMS). Your cooperation is highly appreciated. Thank you!
Name (optional):_________________________ Tech/Dept:__________________________ Date:___________
Respondent Classification:
Faculty Student
Please answer the following questions properly. Encircle your desired answer.1. Do you have sufficient information about the Guidance office like their mission and
vision, Guidance officer’s hierarchy, and office location together with the activities?a. Yes b. No
2. Does the Guidance Office provide adequate assistance to students and faculty that may need such information follow-up, program, and activities?
a. Yes b. No3. Is the Guidance Office a place accessible for wide dissemination of information in the
campus?a. Yes b. No
4. Do you experience problems to process request, certificates, and other papers?a. Yes b. No
5. Does the record available anytime for efficient purpose?a. Yes b. No
6. Are you aware on how the guidance office monitors students’ attendance such as absences, tardiness, and sickness?
a. Yes b. No7. Do you agree if the guidance office wanted the faculty to pass student attendance per
month?a. Yes b. No
8. Does the Guidance Office keep record for confidentiality?a. Yes b. No
9. Are you aware of the TUP-T SIS (Student Information System)?a. Yes b. No
10. Does the guidance office need the TUP-T Guidance Information and Monitoring System (TUP-T GIMS) to closely monitor the performance of the students?
a. Yes b. No
Figure 3.3.5.1. Survey Questionnaire Form
46
Comments/Suggestions:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINESTAGUIG CAMPUS
We, Ms. Charmanne Pantaleon and Ms. Vergee Villanueva of Bachelor of Technology in Information Technology would like to conduct a survey regarding our Project Proposal entitled TUP-T Guidance Information and Monitoring System (TUP-T GIMS). Your cooperation is highly appreciated. Thank you!
Please answer the following questions properly. Encircle your desired answer.
1. Is the current procedure for managing student’s records time consuming?
□ Yes□ No
2. Do you find difficulties in monitoring students records especially offenses and attendance?
□ Yes□ No
3. Do you have a database for your documents?
□ Yes□ No
4. Do you find difficulties in managing and organizing student’s records?
□ Yes□ No
5. Do you prefer to use a system?
□ Yes□ No
o If yes, what are the things you want to see in this system?
o If no, what are the reasons why you’re not prefer to use system?
Figure 3.3.5.2 Interview Questionnaire Form
3.4. Data Gathering Procedure
3.4.1. Problem Identification
47
This study covers the student record, tracking and monitoring
attendance, performance and offenses.
3.4.2. Data Gathering
To gather the needed information the researchers conducts the following:
3.4.2.1. Gather information about the existing systems related in this
study.
3.4.2.2. Identify the research material needed in this study.
3.4.2.3. Delve into related literature and study of the proposed project
for the development of this study.
3.4.2.4. Conduct an interview in the officer that managing students
records.
3.4.2.5. Organized, interpreted and analyzed the data gathered.
3.4.2.3.1 Interview Results
1. Is the current procedure for monitoring student’s records time consuming?
Yes2. Do you find difficulties in monitoring students records especially
offenses and attendance?
Yes3. Do you have a database for your documents?
No4. Do you find difficulties in managing and organizing student’s records?
Yes5. Do you prefer to use a system?
Yes
48
User Friendly Logging name Main Menu Basic Information of TUP-T Students Educational Background of TUP-T Students Parents Information of TUP-T Students Student Disciplinary Action Form Attendance Monitoring Sheet Exit Interview Form Generates Report
Figure 3.4.2.3.1. Result of Interview Conducted
Figure 3.4.2.3.1. shows the result of the interview that the researchers
conducted. Based on this table the researchers find out that the main problem
is how this system will help the guidance office to have an easier
management on student’s records and at the same time to monitor also the
student’s records. The guidance officers have difficulties in managing,
organizing and monitoring student’s records. Specific problems time
monitoring and possible loss of records. To solve this problem the
researchers proposed a project study regarding in this method that has title of
TUP-T Guidance Information and Monitoring System.
In the first question the officer answered it yes. This means that the
current procedure they used in monitoring students records is time consuming
since there’s a lot of students in TUP-Taguig and they are only few who will
do this job. In question no.2 the officer answered it yes. The officer finds
difficulties in monitoring student’s records because they cannot easily track
the student’s offenses and attendance. In question no.3 the officer answered
it no. Since they don’t have a database for their documents there’s a
possibility of losing data. In question no.4 the officer answered it yes. The
officer finds difficulties also in organizing and managing student’s records. In
49
the last question the officer answered it yes and with a certain things that the
officer wants to see in a system.
The officer wants to see this following in the system
3.4.2.3.1 The system must be user friendly/easy to use.
3.4.2.3.2 There’s user verification.
3.4.2.3.3 In the main form of the system there are commands for
search, new record/update, delete and save data.
3.4.2.3.4 For basic information of students it must have id number,
students name, provincial address, address, date of birth,
place of birth, nationality, civil status, gender, telephone
number/mobile number, course, year graduated, degree
course, technician course, projects, organization and
activities.
3.4.2.3.5 For educational background it must have elementary
information, high school information, awards, organization
and scholarship.
3.4.2.3.6 For parents information it must have father and mother
name, occupation and address. And In case of emergency
this will consists of contact person, telephone number and
relationship.
3.4.2.3.7 For student disciplinary action this must contain of major
offense and minor offense.
3.4.2.3.8 For attendance monitoring sheet this must contain of year
and section, name of student, absences, tardiness, total
number of absences and tardiness.
50
3.4.2.3.9 For exit interview form this must contain the reasons why the
students leave the university.
3.4.2.3.10 System must have reports for the following
3.4.2.3.10.1 Students offenses
3.4.2.3.10.2 Students courses
3.4.2.3.10.3 Attendance
3.4.2.3.10.4 Scholarship
3.4.2.3.10.5 Information about exit interview form
3.4.2.3.10.6 Number of students in certain area
3.4.2.3.10.7 In every operation officer conduct it must have
reports.
3.4.3. Statistical Treatment of Data
Statistics is one approach of getting the information’s organized. The
data will be treated in relation to what was asked in the specific objectives.
These data will be tabulated, analyzed and interpreted
3.4.3.1 Percentage
P= f/n*100
Where P = percentage
f= number of respondents who answered yes/no in a
particular question.
n= total number of respondents
3.4.3.2 Weighted Mean
51
Weighted points 5, 4, 3, 2 and 1 were allocated to the responses for
qualitative analyses.
X = Σfx / n
Where X = computed weighted mean
Σ = summation symbol
x = scale value
f = frequency response
n = total number of respondents
Rating Weight Equivalent5.00 – 4.51 5 Excellent4.50 – 3.51 4 Very good3.50 – 2.51 3 Good2.50 – 1.51 2 Fair1.50 – 1.00 1 Poor
Table 3.4.3. Likert Scale
3.4. Activity Diagram
52
Figure 3.5.1 Activity Diagram of Administrator Login
Figure 3.5.1 shows the activity diagram for the Administrator’s login
process. The administrator will undergo to the Login box or process and
he/she must enter his/her account. The system will check if the username and
password combination are correct and stored in the database. If yes, the
process will go to the off-page connector which is the Figure 3.5.2 (see
below), if no, the process will go to the inputting of account.
53
Figure 3.5.2 Activity Diagram of Administrator Access Rights
After the activity diagram administrator login, it will undergo to the
Administrator’s access rights. In this activity, the administrator will access this
process if he/she has entered the correct username and password
combination. Figure 3.5.2 shows the following activities that the admin may
possibly do.
54
3.6. Use Case Diagram
Figure 3.6.1 TUP-T GIMS Administrator Use Case
Figure 3.6.1 shows the Use case of the Administrator. Use case
describe the interactions that take place between actor (Administrator) and
55
systems during the processes. Based on the shown figure, the Administrator
can manage Student’s basic information, tracer, exit, offense and etc.
Figure 3.6.2 TUP-T GIMS Faculty Use Case
Figure 3.6.2 shows the Use case of the Faculty. To access the system,
administrator gives their combination of the username and password. The
faculty can add their schedule, check student’s attendance and manage their
account.
56
3.7. Entity Relationship Diagram
Diagram 3.7.1 ERD of Students
Diagram 3.7.1 show that student has a one to one or many
relationships with table student section and student course. One student table
can have one exit and basic information table. It has a one to zero, one or
many relationship with table email notification and tracer and has a one to
many attendances.
A Course is for one or many student course. A Section is for one or
many student section. Student and Offense has a one to zero, one or many
relationship with table student offense.
57
Diagram 3.7.2. ERD of Faculty
Diagram 3.7.2 shows that a faculty has one or many schedule. One
Schedule has one or many subject schedule and student schedule table.
Student is for many student schedules and Subject is for many subject
schedules.
3.8. Data Flow Diagram
Data flow diagram (DFD) is a graphical presentation of the flow
of data into, though, and out of an information system. Its components
symbolize the flow of the data; (1) the process symbol is where the
manipulation or work that converts data, perform computations, and making
decisions or logic flow, (2) the data flow or the arrow is the movement of data
between the external agent, the process, and the data storage, (3) the data
storage is where the process stores data for later retrieval by the same
process, (4) and the external agent is the source or destination of the data.
58
Diagram 3.8.1. TUP-T GIMS Context Diagram
Diagram 3.8.1 illustrates the broadest overview of the TUP-T Guidance
Information and Monitoring System data flow. It is composed of two main
external agents, the administrator and the user. The major input of the admin
is the combination of their username and password, student records, and the
student number in the system. It outputs whether their account is valid or
invalid and the student report, while the major input of the user are the
combination of their username and password, schedule id, and student
attendance. It outputs whether their account is valid or invalid and the student
attendance record.
59
Diagram 3.8.2. TUP-T GIMS Administrator Level 1
Diagram 3.8.2 illustrates a higher level view of the system; it identifies the
major process and data stores and it lists the incoming and outgoing data flow
with a corresponding process that receives and generates data. In order to
access the system, the administrator required to enter a valid account. The
administrator is the source and destination of all the data, respectively,
Manage student basic information, Manage student’s attendance, Manage
60
students’ offense, Manage students’ exit information, Manage offense,
Generate/view student basic information, Generate/view student offense, and
Generate/view student attendance.
Diagram 3.8.3. TUP-T GIMS User Level 1
Diagram 3.8.3 illustrates the access rights of the users. The user is
required to enter a valid account to access some part of the system like
managing student attendance, faculty schedule, update user account, and
generating/viewing of reports.
61
Diagram 3.8.4. TUP-T GIMS Level 2 Administrator
NOTE: The other remaining process (Process 2 – 10) is the same with
diagram 3.8.4.
62
Manage Student Basic Information
3.7. Development Flow Chart
Diagram 3.7.1. TUPT GIMS Development Flowchart
Diagram 3.7.1 shows the flowchart for the development of the project.
The system development starts with problem identification the reason why the
63
Start
Problem Identification
Planning
Data Gathering
System Designing and Coding
System Testing and Evaluation
System Ok?
Project Implementation End
Yes
No
study is being conducted. Next is planning where the researcher plan the
things need to do to finished the desired output of this project study which is
the system. Then it proceeds to data gathering where the researcher made
some interviews with the client/end user and additional research was done
which served as secondary data for the system. After these activities, the
researcher proceeds to system designing and coding followed by system
testing and evaluation. If the desired output of the system is completed then
the system will be ready for the implementation if not the process will go back
to system designing and coding.
64
Chapter 4Research Analysis, Presentation and Interpretation of Data
65
Chapter 4
Research Analysis, Presentation and Interpretation of Data
4.1 Trial and Testing
Trial and testing is a method of resolving and repairing an error that
occur during system run-time until error is sufficiently reduced or eliminated.
TUP-T GIMS is exclusively for Guidance personnel and faculty members. It
stores confidential records of the students; the researchers should check and
secure the accuracy of data in the system. Testing in different accounts must
be done to determine each access rights.
TUP-T Guidance Monitoring and Information System will be tested
through dry run method by Guidance personnel and faculty members. Trial
and testing must be done continuously until the bugs are removed and the
system is fully polished.
4.1.1 Functionality Testing
Navigation Panel appears in every module and has its corresponding
links that will direct the end user to another module (shown in Figure 4.1.1.1).
In form validation, error messages are shown (shown in Figure 4.1.1.2 and
Figure 4.1.1.3) whenever the user entered invalid inputs and leave the
required fields empty.
66
Figure 4.1.1.1 Navigation Panel
Figure 4.1.1.2 Error Messages for Wrong Inputs
Figure 4.1.1.3 Error Messages for Wrong Inputs
67
4.1.2 Security Testing
To test its security, the user is required to enter a valid username and
password otherwise an error message will prompt the user (shown in Figure
4.1.2.1). If the user attempts to enter the system by changing the web page
url without logging in, an error message will pop up (shown in Figure 4.1.2.2).
Figure 4.1.2.1 Login Error Prompt
Figure 4.1.2.2 Unauthorized Access Error Pop Up Message
68
4.2 Evaluation
4.2.1. Pre-Assessments Survey Results
4.2.1.1. The Size and Study of Population
The TUP-Taguig students have a population of more than 1000
in the Technician and Degree program and The TUP-Taguig faculties have a
population of more than 100. Fifty ( 50 ) respondents participated in the
survey.
DEPARMENT NO. OF RESPONDENTS PERCENTAGE
Faculty 25 50%
Students 25 50%
Total 50 100%
Table 4.2.1.1. Number of Respondents
Table 4.2.1.1.. shows the breakdown of number of respondents.
The respondents are composed of 25 students and 25 faculty of TUP –
Taguig. Below is the formula used to arrive to the computation.
1. Percentage= f/n*100
Where f= number of respondents in a particular department
n= total number of respondents
69
4.2.1.2 The Survey Questionnaire Tally
QUESTIONS YES NO
PERCENTAGE
YES NO
1. Do you have sufficient information about the Guidance office like their
mission and vision, Guidance officer’s hierarchy, and office location
together with the activities?
16 34 32% 68%
2. Does the Guidance Office provide adequate assistance to students and faculty that may need such information follow-up, program, and activities?
30 20 60% 40%
3. Is the Guidance Office a place accessible for wide dissemination of information in the campus?
26 24 52% 48%
4. Do you experience problems to process request, certificates, and
other papers? 28 22 56% 44%
5. Does the record available anytime for efficient purpose?
20 30 40% 60%6. Are you aware on how the guidance office monitors students’
attendance such as absences, tardiness, and sickness? 23 27 46% 54%
7. Do you agree if the guidance office wanted the faculty to pass student
attendance per month? 35 15 70% 30%
8. Does the Guidance Office keep record for confidentiality? 42 8 84% 16%9. Are you aware of the TUP-T SIS (Student Information System)?
5 45 10% 90%
10. Should the Guidance Office closely to interact to monitor the performance of the students via TUP-T Guidance Information and Monitoring System (TUP-T GIMS)?
42 8 84% 16%
Table 4.2.1.2.1. Survey Tally Results per Question
Table 4.2.1.2.1.shows the tally of votes per question. The
researchers have 20 respondents, they breakdown the votes per question to
have an accurate result. Below is the formula used to arrive to the
computation.
Percentage= f/n*100
Where f= number of respondents who answered yes/no in a
particular question.
70
n= total number of respondents
Question No.1: Do you have sufficient information about the Guidance office
like their mission and vision, Guidance officer’s hierarchy, and office location
together with the activities?
Yes No0510152025303540
16
34
Choices
no. o
f vot
es
Figure 4.2.1.2.1 Graphical representation of data for Question No.1
Figure 4.2.1.2.1 shows that majority of students and faculties
don’t have sufficient information about the Guidance office.
Question No.2: Does the Guidance Office provide adequate assistance to
students and faculty that may need such information follow-up, program, and
activities?
Yes No05101520253035 30
20
Choices
no. o
f vot
es
Figure 4.2.1.2.2. Graphical representation of data for Question No.2
71
Figure 4.2.1.2.2 shows that 30 out of 50 respondents agreed
that the Guidance Office provide adequate assistance to students and faculty
that may need such information follow-up, program, and activities
Question No.3: Is the Guidance Office a place accessible for wide
dissemination of information in the campus?
Yes No23
24
25
26
27
26
24
Choices
no. o
f vot
es
Figure 4.2.1.2.3. Graphical representation of data for Question No.3
Figure 4.2.1.2.3 shows that almost half of the respondents
agreed that the Guidance Office a place accessible for wide dissemination of
information in the campus.
Question No.4: Do you experience problems to process request, certificates,
and other papers?
Yes No0
5
10
15
20
25
30 28
22
Choices
no. o
f vot
es
Figure 4.2.1.2.4. Graphical representation of data for Question No.4
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Figure 4.2.1.2.4 show that the most of the respondents
experienced problems in processing a document in the Guidance office.
Question No.5: Does the record available anytime for efficient purpose?
Yes No05101520253035
20
30
Choices
no. o
f vot
es
Figure 4.2.1.2.5 Graphical representation of data for Question No.5
Figure 4.2.1.2.5 shows that the most of the respondents
answered that the records are not available anytime for efficient purpose.
Question No.6: Are you aware on how the guidance office monitors students’
attendance such as absences, tardiness, and sickness?
Yes No21
22
23
24
25
26
27
28
23
27
Choices
no. o
f vot
es
Figure 4.2.1.2.6 Graphical representation of data for Question No.6
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Figure 4.2.1.2.6 shows that 27 out of 50 respondents are not aware on
how the guidance office monitors students’ attendance such as absences,
tardiness, and sickness.
Question No.7: Do you agree if the guidance office wanted the faculty to pass
student attendance per month?
Yes No0510152025303540
35
15
Choices
no. o
f vot
es
Figure 4.2.1.2.7 Graphical representation of data for Question No.7
Figure 4.2.1.2.7 shows that most of the respondents agreed that if the
guidance office wanted the faculty to pass student attendance every month.
Question No.8: Does the Guidance Office keep record for confidentiality?
Yes No051015202530354045 42
8
Choices
no. o
f vot
es
Figure 4.2.1.2.8. Graphical representation of data for Question No.8
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Figure 4.2.1.2.8 shows that most of the respondents agreed that the
Guidance Office keep record for confidentiality.
Question No.9: Are you aware of the TUP-T SIS (Student Information
System)?
Yes No05101520253035404550
5
45
Choices
no. o
f vot
es
Figure 4.2.1.2.9. Graphical representation of data for Question No.9
Figure 4.2.1.2.9 shows that most of the respondents are not aware of
the TUP-T SIS (Student Information System).
Question No.10: Does the guidance office need the TUP-T Guidance
Information and Monitoring System (TUP-T GIMS) to closely monitor the
performance of the students?
Yes No0
10
20
30
40
5042
8
Choices
no. o
f vot
es
Figure 4.2.1.2.10 Graphical representation of data for Question No.10
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Figure 4.2.1.2.10 shows that majority of the respondents want to
implement the Technological University of the Philippines-Taguig Guidance
Information and Monitoring System (TUP-T GIMS).
4.2.2. Post-Assessments Survey Results
Table 4.2.2.1 Sample Evaluation Sheet
Table 4.2.2.1 shows the sample evaluation sheet using a 5-point scale
rating based on Enhanced TUP-T Online Grading System of Mr. Arjay
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Macabia, that is disseminated to the 12 Faculty members and 1 Guidance
Counselor. It comprises criteria refer to the project’s functionality, contents,
aesthetics, and security.
The researchers come up with a population of 13 because they used
the Sloven’s Formula based on the Systematic Random Sampling lecture of
Mr. Marc Rivera in Statistics subject. This formula is frequently used for
estimating the sample size as representative of the population.
n = 1 + 3.322 log / N
where: n= sample size as representative of population
N = total number of population
The results gathered from the evaluation were interpreted and tallied
using statistical computation to determine the satisfactoriness of the system to
the end users. The mean for the criteria was computed to determine the ratio
of the respondents. The interpretation of mean data was based on the
following scale:
Rating Equivalent5.00 – 4.51 Excellent4.50 – 3.51 Very good3.50 – 2.51 Good2.50 – 1.51 Fair1.50 – 1.00 Poor
Table 4.2.2.2. Rating Scale
Table 4.2.2.2. shows the corresponding rating and its equivalent. For
the Excellent its rating range is from 4.50 to 5.00, for the Very Good its rating
range is from 3.51 to 4.50, for the Good its rating range is from 2.51 to 3.50,
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for the Fair its rating range is from 1.51 to 2.50, and for the Poor rating range
is from 1.00 to 1.50.
Criteria 5 4 3 2 1 Average Equivalenta. Functionality
Interactivity Speed User-friendliness Flexibility
6887
5424
2132
0000
0000
4.514.764.604.60
ExcellentExcellentExcellentExcellent
Average: 4.61 Excellentb. Content
Style of content Interest in content Presentation of content Content
7978
4355
2110
0000
0000
4.604.844.684.84
ExcellentExcellentExcellentExcellent
Average: 4.74 Excellentc. Aesthetic
Color Layout Images Font size
111088
2244
0111
0000
0000
4.854.694.544.54
ExcellentExcellentExcellentExcellent
Average: 4.66 ExcellentOverall Average: 4.67 Excellent
Table 4.2.2.3. Frequencies of Response of Evaluators
Table 4.2.2.3 shows the frequencies of response of the evaluators. The
evaluators are composed of 13 populations, 12 faculties and 1
Guidance Counselor. 4.67 is the overall average that is equivalent to
an Excellent rating.
Criteria Averagea. Functionality
Interactivity Speed User-friendliness Flexibility
4.514.764.604.60
Overall Average: 4.61Table 4.2.2.4. Functionality Results of 13 evaluators
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Table 4.2.2.4. shows the average results for the Functionality
criteria. The researchers used the mean for the statistical treatment to
get the percentage of its sub category. The overall average is 4.61
which is equivalent to Excellent.
4.51; 24%
4.76; 26%
4.6; 25%
4.6; 25%
Functionality
InteractivitySpeedUser-friendlinessFlexibility
Figure 4.2.2.1 Pie chart of Functionality Percentage
Figure 4.2.2.1 shows the percentage of the functionality criteria.
Speed criteria got the highest percentage which is 26%. It means that
the evaluators’ feedback to the proposed system agreed to its speed
function in terms of generating the data.
Criteria Averageb. Content
Style of content Interest in content Presentation of content Content
4.604.844.684.84
Average: 4.74Table 4.2.2.5 Content Results of 13 Evaluators
Table 4.2.2.5. shows the average results for the Content criteria.
The researchers used the mean for the statistical treatment to get the
percentage of its sub category. The overall average is 4.74 which is
equivalent to Excellent.
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8.2; 59%
3.2; 23%
1.4; 10% 1.2; 9%
Content
StyleInterestPresentationContent
Figure 4.2.2.2 Pie chart of Content Percentage
Figure 4.2.2.2 shows the percentage of the content criteria Style
got the highest percentage which is 59%. It means that the evaluators’
feedback to the proposed system agreed to its style content.
Criteria Averagec. Aesthetic
Color Layout Images Font size
4.854.694.544.54
Average: 4.66Table 4.2.2.6. Aesthetic Results of 13 Evaluators
Table 4.2.2.6. shows the average results for the Aesthetic
criteria. The researchers used the mean for the statistical treatment to
get the percentage of its sub category. The overall average is 4.66
which is equivalent to Excellent.
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4.85; 26%
4.69; 25%
4.54; 24%
4.54; 24%
Aesthetic
ColorLayoutImagesFont Size
Figure 4.2.2.3 Pie Chart of Aesthetic Percentage
Figure 4.2.2.3 shows the percentage of the content criteria Style
got the highest percentage which is 26%. It means that the evaluators’
feedback to the proposed system agreed to the combination of color
used in designing the system.
4.3. Financial Feasibility
4.3.1 Estimated Development Cost
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Table 4.3.1 Estimated Development Cost for the TUP-T GIMS
Table 4.3.1 shows the development cost of TUP-T GIMS. Salaries and
wages, equipment/installation, facilities, utilities are the components used by
the researchers from the initiation of the project to implementation.
4.3.2 Estimated Annual Operating Cost
Table 4.3.2 Operating Cost for the TUP-T GIMS
Table 4.3.2 shows the Operating Cost of TUP-T GIMS. It is the estimated
amount of the operating cost every year.
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4.3.3 Tangible benefits
Table 4.3.3 Tangible Benefits for the TUP-T GIMS
Table 4.3.3 shows the Tangible benefits of TUP-T GIMS. It is the real
benefit that is straight forward to the Guidance Office.
4.3.4 Intangible Benefits
4.3.4.1 Benefits for the Guidance Personnel:
4.3.4.1.1 Ease of retrieving students’ records.
4.3.4.1.2 Ease of managing students’ information.
4.3.4.1.3 Ease of monitoring students’ record such as offense and
attendance.
4.3.4.1.4 Increased level of service.
4.3.4.1.5 Provides accurate and efficient student records.
4.3.4.1.6 Act as data storage of student information or record for other
purposes.
4.3.4.1.7 Faster release of student reports.
4.3.4.1.8 Lessen the work load.
4.3.4.2 Benefits for Professors:
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4.3.4.2.1 Eliminates printing of students’ attendance.
4.3.4.2.2 Ease of recording and checking students’ attendance.
4.3.4.2.3 Ease of monitoring students’ attendance.
4.3.5 Cost Benefit Analysis
Table 4.3.5 Cost Benefit Analysis of TUP-T GIMS
Table 4.3.5 shows the cost benefit analysis of TUP-T GIMS in 6 years.
Computing the CBA is like that the researchers determine whether the system
will turn out if it is good or bad. The output payback period is in 9 months.
The researchers calculated the Return on Investment (ROI) with this formula:
Time Adjustment Lifetime Benefits - Cumulative Time Adjusted Cost
Return of Investment = Over Lifetime X 100 %
Cumulative Time Adjusted Over Lifetime
Return of Investment = 70,479.99 - 57010.23 X 100 %
57010.23
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Return of Investment = 23.63%4.3.6. Comparison to Other Commercial System
There will be a cost advantage from the other Guidance Information
and Monitoring System, unlike the Aeries Student Information System -
Perpetual Licensing worth $5000.00 (Php 225,000.00) and Student
Information System of ITHelpMe worth $250.00 (Php 11,250.00) which is
developed by a third party company. It is a great opportunity and benefit to
the TUP-Taguig because it will minimize the development cost and will lead
the way on having its own Guidance Information and Monitoring System.
4.4 Analysis
4.4.1 Relevance of the Related Studies in the Proposed System
4.4.1.1 The Guidance Information System of Sibugay Technical
Institute Inc. gave the researcher an idea on how will be the
process of the proposed system. It suited one of the bases of
the study because of its concepts and its functions of inputting,
viewing of student information and records.
4.4.1.2 The Student Guidance System of Carlos Hilado Memorial
State College Fortune Towne Campus serves a big help to the
proposed system because it contains the same process with
the TUP-T Guidance Information and Monitoring System.
4.4.1.3 The TUP-T Student Information System of Calibara, Desiree
V., Co, Ruben Jr., D. and Luriz, Edneil Josef B. (2010), this
system is similar to Student Data Management. TUP-T
Student Information System is a big help for the proposed
85
system to be the one of the basis. It is not yet implemented
because of some error issues so that the researches develop
a web application version of it. This system provides functional
and reliable module for organizing the student information
achieving accurate data. The system they made will also serve
as an electronic data bank for the Guidance Center.
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Chapter 5Summary of Findings, Conclusion and Recommendation
87
Chapter 5
Summary of Findings, Conclusion and Recommendation
5.1. Summary of Findings
This project study purposively develop a web application for the
Guidance Office to easily monitor and manage students’ record as data
bank and would benefit the Accreditation system and the TUPT.
A descriptive method was employed in gathering data. The study
conducted to 25 or 50% faculty respondents and 25 or 50% students
respondents. Survey-questionnaires was used to obtain data as positively
validated. The trial and testing of the project or the so-called project
evaluation of the end user’s helped the researchers to determine the
effectiveness of the project incurred in the conclusion. With all the financial
constraints and budget allocation, this study, therefore, in effect is feasible
and sustainable.
5.2 Conclusion
After analyzing and interpreting stage of the study that has been
completed and with the outcome of the evaluation of the TUP-T Guidance
Information and monitoring System, it is recognized that the system can be a
beneficial to the University, especially the Guidance Office. This will entails
innovative change in technology, modernize the process and system, and
reduce time and efforts work by the Guidance Counselor.
88
This study made use of quality management system the guidance
office serves to the stakeholders, students, faculty and administrations.
5.3 Recommendation
Based from the findings and conclusion formulated, the following
recommendations are hereby proposed:
5.3.1. TUP-T Guidance Information and Monitoring System will be
introduced to the University’s management for approval of
system implementation;
5.3.2. Conduct some orientations and training before its actual
deployment and implementation;
5.3.3. Enhance the system for better functionality; and,
5.3.4. Provides one (1) unit of computer for every department for
checking the student’s attendance.
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References
Theses
Calibara, Desiree V. Co, Ruben Jr., D. and Luriz, Edneil Josef B. ( 2010 ) TUP-T Student Information System.
Arevalo, V. (2009) The Guidance Program in Selected Public Secondary Schools in the Division of Taguig-Pateros: An Evaluation. A Thesis.
Book
Buskist, William and Gerbing, David ( 1990 ), Psychology, Boundaries and Frontiers, Foresman and Company, copyright 1990
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