AN INFORMATION SYSTEM FOR STUDENTS REPORT GENERATION IN SECONDARY SCHOOLS

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AN INFORMATION SYSTEM FOR STUDENTS REPORT GENERATION IN

SECONDARY SCHOOLS

CASE STUDY: LAKE SIDE COLLAGE LUZIRA SECONDARY SCHOOL

BY

THEMBO JIMMY

IT TECHNICIAN KYAMBOGO UNIVERSITY


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TABLE OF CONTENTS

LIST OF TABLES ................................................................................................................................. iv

LIST OF FIGURES ........................... .......................... .......................... ......................... ......................... v

ABSTRACT ......................... .......................... .......................... ......................... .......................... ........... vi

CHAPTER ONE ..................................................................................................................................... 1

BACKGROUND OF THE STUDY ......................... .......................... ......................... .......................... ... 1

1.1Introduction ........................................................................................................................................ 1

1.2 Case Study Description ......................... ......................... ........................... ......................... ................ 2

1.3 Problem Statement ....................... .......................... .......................... ......................... ......................... 2

1.4 Project Objectives ........................ .......................... .......................... ......................... ......................... 3

1.4.1 General Objective of the Study ........................................ ......................... ........................... ........... 3

1.4.2 Specific Objectives ......................................... ......................... ........................... .......................... .. 3

1.5 Scope of the study ............................................................................................................................. 3

1.6 Justification of the Study....................... ......................... ........................... ......................... ................ 3

CHAPTER TWO................................................................................................................................... 4

LITERATURE REVIEW ..................................................................................................................... 4

2.2 Information Systems ......................... .......................... ......................... .......................... .................... 4

2.3 History of Information Systems ................ .......................... ......................... ........................... ........... 6

2.4 Types of Information Systems ...................... .......................... ......................... ........................... ....... 6

2.4.1 Transaction Processing System (TPS) ....................................................................................... 6

2.4.2 Management Information System (MIS) ................................................................................... 7

2.4.3 Decision Support System (DSS) ................................................................................................ 7

2.4.4 Executive Support System (ESS) ............................................................................................... 8

2.5 Components of Information Systems ................. ......................... .......................... ........................... .. 8

2.5.1 Hardware ........................................................................................................................................ 8


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2.5.2 Software ......................................................................................................................................... 8

. 2.5.3 Data ....................... .......................... ......................... ........................... .......................... ............... 8

2.5.4 Procedures: ......................... .......................... .......................... ......................... .......................... ... 9

2.6 Application of Information Systems ....................... .......................... ......................... ......................... 9

2.7 Conclusion ........................................................................................................................................ 9

CHAPTER THREE............................................................................................................................. 11

METHODOLOGY.............................................................................................................................. 11

3.1 Introduction ..................................................................................................................................... 11

3.2 system study .................................................................................................................................... 11

3.2.1 Questionnaire................................................................................................................................ 11

3.2.2 Interviews .................................................................................................................................... 12

3.3 System Design ......................... .......................... .......................... ......................... .......................... . 12

3.3.1Logical design ............................................................................................................................... 12

3.3.2 Physical design ......................... .......................... .......................... ......................... ....................... 12

3.4 System Implementation ................................................................................................................... 13

3.5 System Testing ................................................................................................................................ 13

3.6 System Validation ........................................................................................................................... 14

CHAPTER FOUR ........................... .......................... .......................... ......................... ....................... 15

SYSTEM DESIGN AND IMPLEMENTATION................................ .......................... ...................... 15

4.1 System Design ......................... .......................... .......................... ......................... .......................... . 15

4.1.1 Functional requirements .......................... ......................... .......................... ......................... .......... 15

4.1.2 Functional requirements .......................... ......................... .......................... ......................... .......... 15

4.1.3 Physical design ......................... .......................... .......................... ......................... ....................... 15

4.1.4 Logical design .............................................................................................................................. 15

4.2 A physical Entity Relationship Diagram........................................... ......................... ....................... 16

4.3 Physical Design of the Database Tables in details .......... ........................... .......................... ............. 16


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4.4 Logical Design of the Entity Relationship Diagram .......................... ......................... ....................... 22

4.5 Data Flow Diagrams ......................... .......................... ......................... .......................... .................. 23

4.5.1 Context Diagram........................................................................................................................... 23

4.5.2 Level 1 Logical Data Flow Diagram ................... .......................... ......................... ....................... 23

Logical Level 1 Data Flow Diagram ........................ .......................... ......................... .......................... . 24

4.6 System Implementation ................................................................................................................... 25

4.6.1 Implementation Requirements ......................... .......................... ......................... .......................... . 25

4.6.2 Program Execution sequence .................................. ........................... ......................... .................. 25

LIST OF TABLES

Table 1 shows the students table ................................................................................................ 17


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Table 2 shows the staff table ..................................................................................................... 18

Table 3 shows the combination table ......................................................................................... 18

Table 4 shows the fees table ...................................................................................................... 19

Table 5 shows the Olevel_subs table ......................................................................................... 19

Table 6 shows the OlevelResult table ........................................................................................ 21

Table 7 shows the AlevelResults table ....................................................................................... 22

LIST OF FIGURES


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Figure 2.1 shows an information system ......................................................................................5

Figure 2.2 showing history of information systems ......................................................................6

Figure 4.1 shows a physical Entity Relationship diagram. ......................................................... 16

Figure 4.2 shows a logical Entity Relationship Diagram ............................................................ 23

Figure 4.3 shows a Context Diagram ......................................................................................... 23

Figure 4.4 shows a Logical Level 1 Data Flow Diagram............................................................ 24

Figure 4.5 shows the welcome form .......................................................................................... 26

Figure 4.6 shows the login form. ............................................................................................... 26

Figure 4.7 shows the MDI form................................................................................................. 27

Figure 4.8 shows the staff registration form. .............................................................................. 28

Figure 4.9 shows the combination registration form .................................................................. 29

Figure 4.10 shows the O-Level subjects Registration form ........................................................ 30

Figure 4.11 shows the students registration form ....................................................................... 31

Figure 4.12 shows the A-level Results entry and manipulation form .......................................... 32

Figure 4.13 shows the O-level Results entry and manipulation form .......................................... 33

Figure 4.14 shows the O-Level Report ...................................................................................... 34

Figure 4.15 shows the A-level Report........................................................................................ 35

Figure 4.16 shows the Fees Summary report. ............................................................................ 36

Figure 4.17 shows the A-level Results Analysis form ................................................................ 37

LIST OF ABBREVIATION


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CBIS Computer Based Information System

CPU Central Processing System

DFD Data Flow Diagram

DSS Decision Support System

ERD Entity Relationship Diagram

ESS Executive Support System

GB Giga Byte

MB Mega Byte

MIS Management Information System

RAM Random Access Memory

TPS Transaction Processing System

XML Extensible Markup Language

ABSTRACT


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This report summaries the results of a study done on the handling, analysis and management of

the data associated with secondary schools and prescription processes carried out at Lakeside

college school. The study aims at designing and developing a management information system

that is cable of capturing this data as well as providing quick and efficient ways of manipulating

and analyzing it.

The study is based on open interviews which were conducted at the Lakeside college premises,

direct observation of the activities involved in the processes and reading of the existing data at

schools. The researchers used Microsoft Access as a database language to create a database for

the school and Visual Basic as programming language to design user interfaces for manipulation

of database created. The user interface is menu-driven providing forms for data entry and

database searching, and reports for data output.

The system design is a computerized approach to efficient data storage, analysis and retrieval

and therefore should be adopted by the school. This would enable making of students reports as

well as planning future operations basing on the previous report.


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CHAPTER ONE

BACKGROUND OF THE STUDY

1.1Introduction

Modern schools have become more and more dependent on information systems to deal with the

complexity and changeability of the context in which they operate and consequently their

internal organization structures. Up-to-date, complete and accurate information has become a

necessity to survive in an increasingly competitive world (Eric Yu, 2004).

Developments like dynamic cooperation networks, mass customization of products and services,

and end-to-end process control require automated means to control operational school processes,

for the simple reason that humans cannot oversee the entire operation in an efficient and

effective way anymore. Consequently, school requirements to information systems increase at a

dazzling pace (Eric Yu, 2004).

On the other hand, the rapid developments in information technology give way to application

types that simply were not feasible just a few years ago. These developments range from basic

computing technology via communication technology and a broad spectrum of data and process

management technology to complete frameworks for enterprise information systems and e-

learning systems. Consequently, technology push forces have a major influence on current

developments (Eric Yu, 2004).

Lake Side Collage secondary school is one the leading secondary school in Uganda, offering

secondary educations to thousands of students in Uganda. Lake Side Collage Secondary School

started as a small training Centre for Adventists in 1989 with a small number of students. But

within the last ten years Lake Side Collage secondary school student population has grown

exponentially in numbers yet the school still employ a manual system of report and result

processing.


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Lake Side Collage secondary currently uses a manual system to manage student record and

generate reports, this manual system is slow, time consuming and its very difficult to monitor

students performance as a result of the distributed nature of storing students report and results.

A report regenerating information system is a computerized information system that will

automate the process of report generation, and grading, automate result calculation and keep

records of all the students in the school there by making it easy to track students performance all

around the years they have been at Lake Side Collage secondary school by just a click of the

mouse (Wikipedia, 2012)

1.2 Case Study Description

Lake side collage started as a small primary school in 1989 to provide low level education for

Adventist living around Luzira village. In 1992 Lake Side Collage was transformed into a

secondary school for both Ordinary level and Advanced level. Today lake side collage secondary

school is one of the leading secondary schools in Uganda providing ordinary and advanced level

education. The school currently uses a manual system of reporting and result processing. This

manual system is slow, tiresome and makes it impossible to track students performance.

1.3 Problem Statement

The current system is manual, this system is slow, prone to error and it makes it impossible to

track students performance from class to class. The designed system will automate result

processing and report generation, store student details there by making it easy and efficient to

track a students performance throughout his life time at Lake Side Collage School


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1.4 Project Objectives

1.4.1 General Objective of the Study

To develop an information system that will handle result and report processing as well as

store student records for easy access and monitoring

1.4.2 Specific Objectives

i. To study the current system identifying its inefficiencies and its strengthii. To design an information system to keep track of students report as well facilitate report

and result processing

iii. To implement the developed result and report processing information systemiv. To test and validate the developed system by use of case study

1.5 Scope of the study

The scope of this project will be limited to keeping student records, generate termly reports and

compute student marks at the end of every term. The project will also make it easy to track

student records and performance throughout the course of the students study at lakeside collage

Luzira. However the system excludes computing teacher salaries and other administrativeactivities

1.6 Justification of the Study

With the current increases in the population of students, at lake side collage the manual system

employed by lake side collage will not be able to track student performance, generate reports on

time, and compute student marks with minimum delay, hence an automated report and result

processing system is necessary and justifiable.


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CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

With the apparently simple premise of universal connectivity and accessibility, Internet computing is

changing the field of information systems fundamentally. It is redrawing the map of information

systems. As barriers to connectivity are removed, products and processes are being redefined.

Quality criteria are shifting. New social structures are emerging around syst ems both in the users

world and in the developers world. Peoples conception of what computers can do, and what they

can be trusted to do, are evolving. (Michael Papazoglou, 2001)

A Report Generator is an application whose purpose is to take data from a source such as an

XML data feed or any application like spread sheet and then use it to produce a document in a

format which satisfies a particular human readership. Report generation functionality is almost

always present in database systems, where the source of the data is the database itself. It can also

be argued that report generation is part of the purpose of a Spreadsheet. (John Mylopoulos, 1998)

Information Systems theory specifies that information delivered to a target human reader must be

Timely, Accurate and Relevant. Report generation software targets the final requirement by

making sure that the information delivered is presented in the way most readily understood by

the target reader. Report generators are used to store data by a user and retrieve information from

files (Rob Kling, 1996)

2.2 Information Systems

Information System is a combination of people, hardware, software, communication devices,

network and data resources that processes (can be storing, retrieving, transforming information)

data and information for a specific purpose. The operation theory is just similar to any other

system, which needs inputs from user (key in instructions and commands, typing, scanning). The

inputted data then will be processed (calculating, reporting) using technology devices such as

computers, and produce output (printing reports, displaying results) that will be sent to another

user or other system via a network and a feedback method that controls the operation. The
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picture below shows the procedure of Information System when it works (Langer, Arthur M,

2008)

Figure 2.1 shows an information system

Data; InformationInstruction

Input

Calculating

Programming, Storing

Processing

Printing; Reports

Gra hics

Output

Feedback


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2.3 History of Information Systems

Figure 2.2 showing history of information systems

Information systems have evolved from data processing systems in the 1950s and 1960 to

Electronic commerce information systems that support e-business with each being an

improvement of the previous version.

2.4 Types of Information Systems

2.4.1 Transaction Processing System (TPS)

A Transaction Processing System (TPS) is a type of information system that collects, stores,

modifies and retrieves the data transactions of an enterprise. Not so long ago, Transaction

Processing Systems were the exclusive domain of mainframe computers. Typical examples of

such systems would be Airline Reservation Systems, Banking Systems, or the Accounting

System of almost any large company. Because of this, Transaction Processing Systems are

mostly unknown to the world of personal computers.


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But all of this is about to change drastically, and it's all because of the Internet. Today, many

small companies, non-commercial organizations, and even private individuals are discovering

applications that can benefit from a Transaction Processing System (Langer, 2008)

The main problems addressed by Transaction Processing Systems are:

The need to handle hundreds, even thousands of simultaneous Users The need to allow many Users to work on the same set of data, with immediate updating The need to handle errors in a safe and consistent manner

2.4.2 Management Information System (MIS)

A Management Information System is used by managers throughout the organization to help

them in directing, planning, coordinating, communicating, and decision-making. MIS is a

formalized computer information system which can integrate data from various sources to

provide the information necessary for decision-making at the management level. An organized

assembly of resources and procedures required to collect, process, and distribute data for use in

decision-making (Eckstein, spring 2007)

MIS refers broadly to a computer-based system that provides managers with the tools for

organizing, evaluating and efficiently running their departments. In order to provide past, presentand prediction information, an MIS can include software that helps in decision-making, data

resources such as databases, the hardware resources of a system, decision support systems,

people management and project management applications, and any computerized processes that

enable the department to run efficiently (Eckstein, Spring 2007)

2.4.3 Decision Support System (DSS)

A Decision Support System (DSS) is a collection of integrated software applications and

hardware that form the backbone of an organizations decision making process. Companies

across all industries rely on decision support tools, techniques, and models to help them assess

and resolve everyday business questions. The decision support system is data-driven, as the

entire process feeds off of the collection and availability of data to analyze. Business Intelligence


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(BI) reporting tools, processes, and methodologies are key components to any decision support

system and provide end users with rich reporting, monitoring, and data analysis (G.M.Marakas

1999)

2.4.4 Executive Support System (ESS)

A ESS (or DSS more in general) is a software system under control of one of many decision-

makers that assists in their activity of decision making by providing and organized set of tools

intended to impart structure to portions of the decision making situation and to improve the

ultimate effectiveness of the decision outcome". (G.M. Carte, 1992)

Sharing the same concepts of a DSS, an ESS focuses more in the end-user requirements of

maximum interactivity and user-friendliness. An ESS can be understood as a friendly, fullycustomized and interactive DSS to be mostly used by top executives and policy-makers to get

permanent and updated assessment in relation to key questions (information and knowledge).

While a complete DSS will have efficient links to external large databases and

advanced models, an ESS focuses only on interactive and executive assessment tools, those

which can be used personally by end-users. An ESS requires a previous expert work filtering

information and knowledge into meaningful indicators and tools. (Turban E, 1998)

2.5 Components of Information Systems

2.5.1 Hardware

The term hardware refers to machinery. This category includes the computer itself, which is

often referred to as the central processing unit (CPU), and all of its support equipment. Among

the support equipment are input and output devices, storage devices and communications

devices. (Richard T. Watson, 2007).

2.5.2 Software

The term software refers to computer programs and the manuals (if any) that support them.

Computer programs are machine-readable instructions that direct the circuitry within the
http://www.prenhall.com/marakashttp://www.prenhall.com/marakas


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hardware parts of the CBIS to function in ways that produce useful information from data.

Programs are generally stored on some input / output medium, often a disk or tape. (Richard T.

Watson, 2007).

2.5.3 Data

Data are facts that are used by programs to produce useful information. Like programs, data are

generally stored in machine-readable form on disk or tape until the computer needs them.

(Richard T. Watson, 2007).

2.5.4 Procedures:

Procedures are the policies that govern the operation of a computer system. "Procedures are to

people what software is to hardware" is a common analogy that is used to illustrate the role of

procedures in an Information System (Richard T. Watson, 2007).

2.5.5 People

The people component of an information system encompasses all those individuals who are

directly involved with the system. These people include the managers who define the goals of the

system, and the users. Information Systems needs people if it is to be useful. Often the most

over-looked element of the Information System are the people, probably the component that

most influence the success or failure of information systems (Richard T. Watson, 2007).

2.6 Application of Information Systems

Information system has been applied in many fields, in business Transaction processing systems

to track sales, in schools admission information systems to handle admissions, in flights,

reservation information systems for airlines and many more other fields in Computer science

2.7 Conclusion

It is time to consider that the failure to improve learning might lie precisely in the assumption

that the problem is one of performance to be solved by pushing the existing model to do better.

Rather, we have instead a design problem, a need for radically different forms of schooling that


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can better educate the majority of students who, relative to their potential, are underachieving in

the factory model of school and the solution lie in information systems that require less human

interaction


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CHAPTER THREE

METHODOLOGY

3.1 Introduction

This chapter describes the tools, techniques that were employed to achieve the specific objectives

of the Report generating information system. The development of the System was based on the

waterfall mode life cycle. It involves feasibility study, requirement analysis, requirement

determination, system design, implementation, testing and validation. This approach below

describes the following sequence of steps.

3.2 system study

This involved studying the current system to identify its weaknesses and its strength. To achieve

this researcher employed two methods of data collection.

3.2.1 Questionnaire

A questionnaire is a research instrument consisting of a series of questions and other prompts for

the purpose of gathering information from respondents. This was carried out on the school staff,

the teachers who are the current users if the manual system. A set of questions were drafted

regarding the efficiency of the current system. The questionnaire were distributed and later

picked when they had been answered. The respondents views were analyzed.

This method had the following advantages

i. This method gave the respondents enough time to understand the questions and this wasreflected in the answers given

ii. This method provided clear mind facts about the current system and this helped theresearcher in understanding fully the weaknesses and strength of the manual system in

use

However this method also had some disadvantages

i. Some hand writings were un readableii. Some respondents misfired on some questions

Because of these disadvantages of questionnaire the researcher used a second method in

order to better understand the current system


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3.2.2 Interviews

This was carried out on heads of department who are responsible for generating reports for their

respective departments. A set of interview guide questions were set and the researcher had a one

on one meeting with each head of department. This method helped the researcher to learn aboutthe current system in the words of the immediate users of the manual system. In here the

researcher was exposed to firsthand information directly from the users

The analysis of the results of the two methods of data collection here made the researcher to

understand the weaknesses and the strength of the current system hence the researcher achieved

her first objective

3.3 System Design

Systems design is the process of defining the architecture, components, modules, interfaces, and

data for a system to satisfy specified requirements. One could see it as the application ofsystems

theory to product development. There is some overlap with the disciplines of systems analysis,

systems architecture and systems engineering. This was divided into logical and physical design

3.3.1Logical design

The logical design of a system pertained to an abstract representation of the data flows, inputs

and outputs of the system. This was conducted via modeling, using an over-abstract (and

sometimes graphical) model of the actual system. In the context of systems design are included.

Logical design included Entity Relationship Diagrams. The data base design was based on the

relational data model and the database was designed using Microsoft access 2003

3.3.2 Physical design

The physical design relates to the actual input and output processes of the system. This is laid

down in terms of how data is input into a system, how it is verified/ authenticated, how it isprocessed, and how it is displayed as output. This was broken down into three sub-tasks:

1. User Interface Design2. Data Design
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3. Process Design

User Interface Design was concerned with how users add information to the system and with

how the systems presents information back to them. Data Design was concerned with how the

data is represented and stored within the system. Finally, Process Design was concerned with

how data moves through the system, and with how and where it is validated, secured and/or

transformed as it flows into, through and out of the system. At the end of the systems design

phase, documentation describing the three sub-tasks was produced and made available for use in

the next phase. In here the researcher achieved here second objective

3.4 System Implementation

This involved making the new system available to a prepared set of users (the deployment), and

positioning on-going support and maintenance of the system within the school (the transition). At

a finer level of detail, deploying the system consisted of executing all steps necessary to educate

the Consumers on the use of the new system, placing the newly developed system into

production, confirming that all data required at the start of operations was available and accurate,

and validating that all school functions that interact with the system are functioning properly.

Transitioning the system support responsibilities involves changing from a system developmentto a system support and maintenance mode of operation, with ownership of the new system

moving from the Project Team to the school. The system was implemented on a Pentium III

computer running windows XP operating system and also having Microsoft office 2003 and

visual basic programming language. In here the researcher achieved her third objective

3.5 System Testing

System testing was conducted on a complete, integrated system to evaluate the system's

compliance with its specified requirements. This was performed on the entire system in the

context of a Functional Requirement Specification and System Requirement Specification.

System testing was not only limited to the design, but also the behaviour and even the believed

expectations of the customer. It was also intended to test up to and beyond the bounds defined in
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the software/hardware requirements specification. The aim here was to identify errors that could

arise while using the system. In here the researcher achieved her last objective

3.6 System Validation

The system was used by different departments to generate student reports, enter and calculate

student grades and track student performance. This helped the researcher to achieve her last

objective


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CHAPTER FOUR

SYSTEM DESIGN AND IMPLEMENTATION

4.1 System Design

This comprises two parts physical design and logical design.

4.1.1 Functional requirements

System should be faster in producing reports. System should System should be secure to some level.

4.1.2 Functional requirements

System should provide fast searching capabilities. System should surmmarise the results for the administration. System should follow up on fees defaulters.

4.1.3 Physical design

Under the physical design the researcher implements the system using design strategies that

describe how the data will be stored including data types for the database and the locations where

the data will be stored. It includes the physical ERD and the tables.

4.1.4 Logical design

This is an abstract representation of the system without the physical storage of the data and the

format in which the data is to be stored. This includes the logical ERD capture from the database

management system and the logical DFD.


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4.2 A physical Entity Relationship Diagram

Figure 4.1 shows a physical Entity Relationship diagram.

4.3 Physical Design of the Database Tables in details

a) Students table


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Field name Data type Description

Reg_Index Text Being a students Registration or index number

First_name Text The first name of a student

last_name Text The other names of a student

Residence Text The pace of residence

D_O_B Date/Time The date of birth

Gender Text The students gender

Address Text The address of the students residence

Guardian Text The immediate guardian of the student

Tel_guad Text Contacts of the guardian

Level Text Level attended by student

Class Text Class of the student

Combination Text Combination if in A level

sudjects_cod Text Subjects code for O-levelers

imagepath Text The path for the image on the disk

Table 1 above shows the students table

b) Staff table

Field name Data type Description

Staff_id text The staffs identification number

First_name Text The staffs first name

Last_name Text Second name of the staff

D_O_B Date/Time The date of birth of the staff


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Resicence Text The place of residence of the staff

Address Text The address of the place of residence

Contact Text The contacts of the staff

Post Text The post held by the staff

Subjects Text The subjects qualified by the staff

Level text The level taught by the staff

Table 2 above shows the staff table

d) Combination table

Field Name Data type description

combination Text A combination offered at school

Sub1 Text First subject

Sub2 Text Second subject

Sub3 Text Third subject

Sub4 Text Fouth subject

Sub5 Text Fifth subject

Table 3 shows the combination table

e) Fees table

Field Name Data Type Description

Reciept_NO AutoNumber Number identifying a Receipt

Reg_Index Text Index or Registration Number of student


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Amount Currency Money deposited by student

Balance Currency The balance left unpaid

Required Currency The amount each students is supposed to pay

Comment Text Comment on receipt

Table 4 shows the fees table

f) Olevel_subs

Field Name Data type description

Subject_cod Text A combination offered at school

Sub1 Text First subject

Sub2 Text Second subject

Sub3 Text Third subject

Sub4 Text Fouth subject

Sub5 Text Fifth subject

Sub6 Text Six subject

Sub7 Text Seventh subject

Sub8 Text Eighth subject

Sub9 Text Ninth subject

Sub10 Text Tenth subject

Table 5 shows the Olevel_subs table

g)OlevelResult


Oresult_no Text Number identifiying a result


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Term Text The term the exam was done

Year Number Year of study

No_of_subs Number Number of subjects a student offers

subjects_code Text The code identifying the subjects

mark1 Number Mark for the first subject

mark2 Number Mark for the second subject

mark3 Number Mark for the third subject

mark4 Number Mark for the fourth subject

mark5 Number Mark for the fifth subject

mark6 Number Mark for the six subject

mark7 Number Mark for the seventh subject

mark8 Number Mark for the eighth subject

mark9 Number Mark for the ninth subject

mark10 Number Mark for the Tenth subject

grade1 Text Grade for the first subject

grade2 Text Grade for the second subject

grade3 Text Grade for the third subject

grade4 Text Grade for the fourth subject

grade5 Text Grade for the fifth subject

grade6 Text Grade for the six subject

grade7 Text Grade for the seventh subject

grade8 Text Grade for the eighth subject


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grade9 Text Grade for the ninth subject

grade10 Text Grade for the Tenth subject

points Number Points from total grades

Staff_id Text Staff identity responsible

Table 6 shows the Olevel Result table

e) AlevelResult table


Oresult_no Text Number identifiying a result


Term Text The term the exam was done

Year Number Year of study

comb Text Combination offered by student

No_of_subs Number Number of subjects a student offers

mark1 Number Mark for the first subject

mark2 Number Mark for the second subject

mark3 Number Mark for the third subject

mark4 Number Mark for the fourth subject

mark5 Number Mark for the fifth subject

grade1 Text Grade for the first subject

grade2 Text Grade for the second subject

grade3 Text Grade for the third subject

grade4 Text Grade for the fourth subject

grade5 Text Grade for the fifth subject


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points Number Points from total grades

Staff_id Text Staff identity responsible

Table 7 shows the AlevelResults table

4.4 Logical Design of the Entity Relationship Diagram


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Figure 4.2 shows a logical Entity Relationship Diagram

4.5 Data Flow Diagrams

4.5.1 Context Diagram

This is logical representation of the entire system as a whole. It shows how the system interacts

with external entities.

Figure 4.3 shows a Context Diagram

4.5.2 Level 1 Logical Data Flow Diagram

This is the first break down of the contest diagram, it shows the first level sub processes that

make up the report generating system.


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Logical Level 1 Data Flow Diagram

Figure 4.4 shows a Logical Level 1 Data Flow Diagram


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4.6 System Implementation

This describes step by step how the system runs and what is required for the system to run

properly.

4.6.1 Implementation Requirements

For the Report Generation system to be implemented, the following software and hardware

requirements must be met.

The system requires a well installed computer that has; a mouse, keyboard, a printer,monitor and a tower or desktop. The CPU show at least be a Pentium IV in order to

improve the speed to the require one. The system also requires RAM not less that 512MB

and a disk space of about 80GB minimum.

The system should be installed on a windows operating system specifically windows XPor later versions but not earlier versions.

4.6.2 Program Execution sequence

This describes the steps gone through when running the system has been installed.

a)

Welcome interface

This is the first interface on running the system and it presents options for logging in and quitting

if the user is not interested.


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Figure 4.5 shows the welcome form

b) Password form

Figure 4.6 shows the login form.

This is for user verification; it is also used by the admin to add users to the system and edit the

credentials of existing users.


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c) MDI formThis is where all the other forms are loaded from it appears when the user logs in successfully.

Figure 4.7 shows the MDI form

d) Staff Registration formThis is where the staff details are entered when creating their records. It has several navigation

buttons and database manipulation buttons for saving, deleting records, clearing the form and

searching for records in the database.


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Figure 4.8 shows the staff registration form.

e) Combination Registration and creation form.This is the form used to create and register the combinations that are offered at Lakeside College

Luzira. The form also has all the database manipulation and navigation buttons.


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Figure 4.9 shows the combination registration form

f) O-level Subjects Registration formThis is used to record the different subjects done by different students in O-Level at the college.

The form also has database manipulation and navigation buttons.


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Figure 4.10 shows the O-Level subjects Registration form

g) Students Registration formThis is the form used for registering students at Lakeside College Luzira. The form is also used

for both navigating through the students records and manipulating them.


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Figure 4.11 shows the students registration form

h) A-Level results data entry formThe form is used to enter and manipulate Records concerning the marks for the A-level students

at Lakeside College Luzira.


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Figure 4.12 shows the A-level Results entry and manipulation form

i) O-Level Result Entry and Manipulation formThe form is used to enter and manipulate Records concerning the marks for the A-level students

at Lakeside College Luzira.


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Figure 4.13 shows the O-level Results entry and manipulation form

j) O-level ReportThis is an automatically generated report that is one of the main goals of the project. The report

contains a variety of information concerning the student yet stored in different location hence

maintaining data integrity.


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Figure 4.14 shows the O-Level Report

k) A-Level ReportThis like the previous contains information regarding the performance of the students in A-Level

and any other relevant information from the database.


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Figure 4.15 shows the A-level Report

l) Fees summary reportThis is a report generated form management to monitor fees for students before they are handed

their reports.


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Figure 4.16 shows the Fees Summary report.

m)Result Analysis formThis is for analyzing the results for all or particular students.


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Figure 4.17 shows the A-level Results Analysis form


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CHAPTER FIVE

DISCUSSION, CONCLUSION AND RECOMMENDATION

5.1 Discussion

Today technology is controlling the way everything is done, from medical research to education,

to manufacturing and as everyone joins the bandwagon so are secondary schools. Technology

has a reciprocal relationship with teaching and school operations, the emergence of new

technologies pushes educators to understand and leverage these technologies for classroom use;

and school result processing activities. While many new technologies have emerged throughout

history, so has the cry for educators to find meaningful ways to incorporate these technologies

into the classroom and other school activities be it the typewriter, the television, the calculator, or

the computer for result and report processing.

But while some professional educators may have become numb to this unwavering call and for

good reason, it is crucial to consider that the excitement that comes with technology over games

and social networking. This isnt just about business and industry crying wolf. Indeed, those

previous technologies have a powerful place in instruction and the classroom and all other school

activities; but without them, school objectives can still be achieved. With these more recent

technologies, however one would think educators should take the call, even if only on a trial

basis.

So as populations in secondary schools soar, the increasing call for educators to implement

technology and replace manual system with automated systems is becoming evident and since it

is clear that education is no different from the other sectors in its need to adapt and modify to the

transforming world, it is also clear that many educators currently already implement excellent

teaching practices and are able to skillfully create dynamic learning environments and adapt to

changing social, economic and political needs of society


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5.2 Conclusion

Many agree that technologies have much to offer to the education sector. Yet while the benefits

of these offerings are still making themselves apparent, a growing number of educators are

making sure they are on the front-end of the wave. The impact of technology is evident in every

ramification of the education sector. This research supports the idea of technology to enhance

report generation in secondary schools much as the question still looms of where this work

headed? And what does the future look like? While no one can say for sure, it is clear that the

strong academic examples and applications of information technology is growing exponentially.

And as other school refuse to join the bandwagon citing expenses, the schools that have

embraced information system for report generation offer us a glimpse at where the front-runners

of the field are headed.

5.3 Recommendation

The researcher recommends the following about the system:

a) The researcher recommends that the administrators and staff of Lake Side Collage betrained on how to use the system, thus enabling them to understand the functionality of

the entire system.

b) More research on this system is required to fully identify and eliminate some of theweaknesses and integrate it with banks to enable online payment

c) There is need for the system upgrade as users requirements increase. User requireme ntsdiffer with time, therefore, it is of great help for the system to be flexible enough.

d) Other researchers can use this project report as a basis during future study of Reportgenerating system

e) The system should be made affordable so as to encourage other schools in patronizing thesystem


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References

1. Eric Yu (2004), Information Systems (in the Internet Age)2. Michael Papazoglou (2001) Agent-oriented technology in support of e-business.

Communications of the ACM 44(4): 71-77.

3. John Mylopoulos (1998) "Information Modeling in the Time of the Revolution", InvitedReview, Information Systems 23(3/4): 127-155.

4. Rob Kling (1996) Computerization and Controversy: Value Conflicts and Social Choices.2nd ed. Academic Press

5. Eckstein, Spring( 2007) Management Information Systems Rutgers Business School /Undergraduate New Brunswick

6. Microstrategy(2012), http://www.microstrategy.com/decision-support-system/ retrievedon 6

thJune 2012

7. G.M.Marakas (1999) "Decision Support Systems in the 21th Century",8. G.M. Carter, M.P.Murray, R.G. Walker, W.E.Walker (1992)"Building Organizational

Decision Support Systems",

9. Turban E. & Aronson J.E. ( 1998) "Decision Support Systems and Intelligent Systems",1998"Decision Support Systems and Intelligent Systems",

10.Richard T. Watson, (2007). Information Systems by the Global Text Project11.Langer, Arthur M (2008) Analysis and Design of Information Systems 3rd edition
http://www.microstrategy.com/decision-support-system/http://www.prenhall.com/marakashttp://www.rand.com/http://www.prenhall.com/turbanhttp://www.prenhall.com/turbanhttp://www.rand.com/http://www.prenhall.com/marakashttp://www.microstrategy.com/decision-support-system/


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12. Ted kolderie and Tim mcdonald | ,(2009) How Information Technology Can Enable 21

Century Schools


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APPENDICES

Appendix A: Interview Guide Questions

Name: .

Section: ..

Qn 1: How long have you been working with Lake Side collage school?

Qn 2: Have you ever heard of a report generation system. If yes what is your view about it?

Qn 3: Have you ever used a report generating system?

Qn 4: How long does it take you to process a report for a single student?

Qn 5: How is student information stored currently?

Qn 8: On a scale of 10 how would you rate the current system you are using in relation to those

used by other school?


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Appendix B: Questionnaire

Am Achieng Susan a student of Kyambogo pursuing Bachelors of Information Technology and

Computing, am carrying out research on Report generation Information System as part of the

requirements for completing the course. Am currently collecting data on the manual system of report

generation by Lake Side Collage Luzira. Please help me by answering the questions under listed below.

Information provided here will be kept private. Thank you

Q1. How do you rate the overall service provided by the current system?

1. Very good2. Fair3. Needs improvement4. Very poor

Q2. What is your view about automated report generating system?

.............................................................................................................................................

Q3.Would you recommend an automated report generation system?

Q4.What is the mode of student detail storage currently?

.

Q5 How is student grades generated?

Q6. How are the marks of students computed?

Q7. What recommendations would you make regarding automated report generation system?


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Thank you

Documents

AN INFORMATION SYSTEM FOR STUDENTS REPORT GENERATION IN SECONDARY SCHOOLS