ONLINE LECTURERS' ASSESSMENT SYSTEM

A CASE STUDY OF I(IU WC

BY

ATUI-IUlVIUZA WINNIE

BIT/0005/113/DU

A RESEARCH REPORT SUBMITTED TO THE FA CUL TY OF SCIENCE AND

TECHNOLOGY IN PARTIAL FULFILMENT OF THE REQlJIREMENTS

FOR THE A WARD OF BACHELORS DEGREE OF INFORMATION

TECHNOLOGY OF KAMPALA INTERNATIONAL UNIVERSITY

SEPTMEMBER, 2013

DECLARATION

I ATUHUMUZA WINNIE declare that the work presented in this project report is mine and has never been submitted in any university or any other higher institution of learning for a ny award.

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APPROVAL

This project report has been submitted for Examination with the approval of the supervisor

Sig~ ~ Date ¼fo! b~~ Mr. ALITWEZA JOSHUA

Department of computing

Faculty of Science and Technology

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DEDICATION

I dedicate my research vvork to my family members and friends. Special thanks goes to my

loving parents; MR. BEGUMANYA MILTON and MRS. BEGUMANYA HOPE whose words of

encouragement and push for firmness ring in my ears. My sisters SHALLON, WITNESS,

!REN, SHEILLA, brother CREANALD and NELSON have never left me side. I also dedicate

this research work to my many friends who have supported me throughout the process

especially Mr. Eliot Arinaitwe, Mr. Alitweza Joshua, my best friends Victor, James and

Maureen for being there for me throughout the entire program. You have been my best

cheerleaders.

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ACKNOWLEDGEMENT

First and foremost, I would like to thank my supervisor Mr. ALITWEZA JOSHUA for the

valuable guidance and advice that inspired me greatly towards completion of this project.

His willingness to motivate me contributed tremendously to my project. l would like to

take this opportunity to thank all Lecturers under computing department of Kampala

International University (KIU) for the knowledge and assistance given to me during my

study. In addition, I would also like to thank the quality assurance department of KIU which

provided the valuable information towards completion of my project. Finally, an honorable

mention goes to my family and friends for their understandings and support to me in

completing this project. Without their support, l would this project would not have been a

reality

MAY GOD BLESS ALL.

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Table of contents

DECLARATION ........................................................................................................................... i

APPROVAL ................................................................................................................................. ii

DEDICATION ............................................................................................................................. iii

ACKNOWLEDGEMENT ............................................................................................................. iv

Table of contents ........................................................................................................................ v

List of figures ............................................................................................................................... viii

List of tables .............................................................................................................................. ix

ABBREVIATIONS ........................................................................................................................ x

ABSTRACT ................................................................................................................................ xi

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

1.0 INTRODUCTION ................................................................................................................... 1

1.1 Background ...................................................................................................................... 2

1.2 Problem Statement ....................................................................................................... 3

1.3 Main Objective ...................................................................................................................... 3

1.3.1 Specific Objectives ......................................................................................................... 4

1.4- Scope ................................................................................................................................. 4

1.5 Significance ...................................................................................................................... 4

CHAPTER TWO ............................................................................................................................... 5

LITERATURE REVIEW ............................................................................................................... 5

2.1 INVESTIGATION OF THE CURRENT SYSTEM .................................................................... 5

2.1.1 Weaknesses of the Existing System ............................................................................... 6

2.1 .2 E-assessment versus manual assessment ................................................................. 5

2.2 The design and development of the online assessment system .................................. 7

2.2.1 Benefits of e-assessme nt .................................................................................................. 7

2.2.2 Challenges of e-assessment .............................................................................................. 8 ? ,., _ . .)

2.4

Test, Validity and implementation of e-assessment.. ................................................... 9

Conclusion ...................................................................................................................... 9

CHAPTER THREE ......................................................................................................................... 10

METHODOLOGY ....................................................................................................................... 10

3.1 Introduction ....................................................................................................................... 10

3.1.1 Area of study ................................................................................................................. I 0

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3.1.2 Study Population ........................................................................................................... I 0

3.1.3 Sample size ................................................................................................................... 10

3.2 Procedure of data collection ............................................................................................. 10

3.3 Data collection methods .................................................................................................... I 0

3.3.1 Oral Interviews ............................................................................................................. 11

3.3.2 Review of the existing system and documents ............................................................. I I

3.4• Data and system analysis .................................................................................................. 12

3.4.1 Data analysis ................................................................................................................. 12

3.4.2 System analysis ............................................................................................................. 12

3.5 System design ..................................................................................................................... 12

3.6 System implementation ................................................................................................ 13

3.7 System testing and Validation ...................................................................................... 13

CHAPTER FOUR ............................................................................................................................ 14

SYSTEM STUDY ANALYSIS AND DESIGN ............................................................................... 14

4.1 System Study .................................................................................................................. 14

4.1.1 System study and investigation of the current system ............................................. 14

4.1.2 Strengths of the Existing System ............................................................................. 14

4.1.3 Weaknesses of the Existing System ........................................................................ 14

4.2 The designed system ..................................................................................................... 15

4.3.1 Functional Requirements ......................................................................................... 15

4.3.2 Non-Functional Requirements ................................................................................. 16

4-.4 Minimum Hardware and software Requirements .......................................................... 17

4.4.1 Hardware Requirements ............................................................................................... 17

4.4.2 Sothvare Requirements ............................................................................................ 17

4.4.2 Security Requirements .................................................................................................. 17

4.4.3 Authorization Levels ............................................................................................... 18

4.5 System Analysis ............................................................................................................. 18

4·.6 System design ................................................................................................................ 19

4.6.1 Architectural design of the system .......................................................................... 19

4.6.2 Process design .......................................................................................................... 20

4.7 Conceptual Database Design ........................................................................................ 24

4.7.1 Determining cardinalities between entities in a relationship ........................................ 24

4.7.2 Lecturer on line assessment system Entity Relation Diagram (ERD) .......................... 25

4.8 Physical database design ................................................................................................. 25

CHAPTER FIVE ............................................................................................................................. 27

SYSTEM IMPLEMENTATION AND TESTING ................................................................... 27

VI

5.1 System Implementation ............................................................................................... 17

5.1.1 Horne page ............................................................................................................... 27

5. l .2 Assessment page ...................................................................................................... 28

5.1.3 Administrator default page ...................................................................................... 29

5.2 Testing ............................................................................................................................ 30

5.3 System Validation .......................................................................................................... 30

CHAPTER SIX ................................................................................................................................ 31

SUMMARY. RECOMMENDATION AND CONCLUSION .................................................. 31

6.1 Achievements ................................................................................................................. 31

6.2 Limitations ..................................................................................................................... 31

6.3 Recommendations ......................................................................................................... 32

6.4· Conclusion ...................................................................................................................... 33

6.5 Future Work ................................................................................................................... 33

APPENDICES ............................................................................................................................. 35

Appendix A: Interview guide for the students and lecturers ............................................... 35

Appendix B: Sample Questionnaire for students .................................................................. 36

Appendix C: Budget .................................................................................. ................................ 39

E qui pn1 ent ................................................................................................................................ 39

A1nount ...................................................................................................................................... 39

Appendix D: Time frame .......................................................................................................... .40

Tim.e frame ............................................................................................................................. .40

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List of figures

Fig. 4.1 source primary data ...................................................................................................... 19

Fig. 4.2 source primary data ...................................................................................................... 20

Fig. 4·.3 Architectural design of the system ............................................................................... 21

Fig. 4.4 context flow/ level O diagram ..................................................................................... 22

Fig. 4-.5 level 1 data flovv diagram for the systern ..................................................................... 23

Fig. 4·.6 systen1 flow ..................................................................................................................... 24

Fig. 4.7 ER diagram for the system .......................................................................................... 26

Fig. 5.1 Home page ..................................................................................................................... 28

Fig. 5.2 Registr·ation .................................................................................................................. 29

Fig. 5.3 Adininistrator ................................................................................................................ 30

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List of tables

Table 4.4-.1 Hardware requirements .......................................................................................... 18

Table 4.4·.2 Software requirements ............................................................................................ 18

Table 4.3 Physical design for the student ................................................................................. 26

Table 4.LJ. Data dictionary for course .......................................................................................... 27

Table 4·.5 Data dictionary for Administrator. ............................................................................ 27

Table 5.1 system validation ......................................................................................................... 31

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OLAS

JCT

DFD

ERD

GB

RAM

lGU

ABBREVIATIONS

Online Lectures Academic System

Information Communications Technology

Data Flow Diagram

Entity Relationship Diagram

Giga Byte

Random Access Memory

Kampala International University

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ABSTRACT

This study was carried out in order determine the current mode of lecturer assessment at

Kampala International University WC so as to come up vvith a better assessment method.

Descriptive, explanatory and evaluative research designs were adopted in order to come up

with valid and reliable information. Information was obtained from both primary and

secondary sources. Secondary data and questionnaires were used to get information from

the respondent. Research findings revealed that the current mode of assessment was

manual where by students could be picked at random to carry out the assessment on

paper. This had disadvantages for example, many students could not get a chance to carry

out the assessment, and there was no validation to ensure that only legitimate students

assess lecturers among others.

Basing on the above, there was need to design and implement an online lecturer

assessment system for IOU in a computer-oriented environment of today that is more up to

date and reliable in terms of technology in order cope up with the changing environment.

The objectives of the study were achieved using tools like interviews, observation and

existing literature. Data Flow Diagrams and Entity Relationship Diagrams were used in the

analysis and design of the system. The technologies used in the implementation involved

PI-IP, HTML, and the Database Management System (DBMS) with MySQL embedded in

Warnp web server.

The achievements of the developed system include generation of timely

information/assessment reports to management, easy accessibility that is to say any time

and in any location for as long as one can access internet, High reliability. Authenticating

the users of the system ensures that only authorized users are allowed access to the

system.

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CHAPTER ONE

1.0 INTRODUCTION

Online assessment system is a web-based management information system used in a

specific type of data processing integrated in computer systems with the aim to furnish

database management with information that may be of assistance in record keeping, file

sharing, efficient communication, control, planning, monitoring, implementation,

maintenance and making decisions practiced over a network or Internet. Web-based

management of data is being used in most areas where data is collected from scattered

parts to a centralized database, for example in the Banks for Financial transactions that use

Financial management information system, Human Resource that use Human resources

management information systems which is concerned with activities related to workers,

managers, and other individuals employed by the any organization, Business that use

marketing management information system, Manufacturing management information

systems and many others. These MIS systems collect data from scattered areas to a

centralized database through Web-based technologies, (Schwabe and G. Rossi, 1998).

All over the world, universities play a vital role for active participation in the knowledge

societies which ultimately leads towards faster economic growth. Because universities in

any country develop human capital (students) for not only better contribution in different

professions but in society as whole, they are responsible for successful development of an

open and democratic civil society. A quality education providing institute always proves to

be a model for modern civil society (Batool and Qureshi, 2007).

Although universities always run by teaching and administration both, yet major

responsibility of developing students as professionals comes in teacher's hand (Batool and

Qureshi, 2007). To achieve world class standards, effective performance management of

university lecturers is always major concern in any university. A sustainable and

progressive performance evaluation mechanism for teaching of the universities' lecturers

ultimately benefits major stakeholders who are students in terms of enhancement of

employment opportunities, improvement of education and training of upcoming human

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capital, flourishing the learning environment and enriches academic and intellectual

knowledge management of university as a whole.

Quality of higher education in universities cannot be achieved without continuous

assessment and improvement of lecturer's performance. Thus, professional development

of university lecturers requires an effective performance evaluation system throughout

their professional career, by which lecturers are not only informed by the fact they are

expected to do, but also what resources they have to achieve their tasks and how their

performance will be evaluated. This research focuses on performance evaluation of

lecturers of Kampala International University to analyze their performance by exploring

challenges and influential factors associated with implementation of systematic

performance in the university.

1.1 Background

Kampala International University has a number of schools, faculties and departments such

as the faculty of science and technology all having large number of lecturers whose

performance needs to be managed. Assessment is meant to improve on the quality of

teaching and service delivery to the students. When assessment is made, a report is

generated which is evaluated by management to check on lecturer's performance. Also

assessment is used to check if students are contented with the services rendered to them.

The administration uses assessment to find out areas that would need improvement and

also management uses the reports generated to account for the assessed lecturers in

different areas for example payments, appraisals and promotions among others. The main

beneficiaries of the system are the students and the administration.

Normally, assessment is done once a year on paper with a provision of only five course

units where students are picked at random to carry out the exercise. This method of

assessment is ineffective as lecturers are assessed once in academic year which doesn't

give reliable results, and some students never get a chance to carry out assessment. This

mode of assessment currently used is faced with many challenges some of which include

the following; data storage and retrieval are hard, it's not easy to tell whether the assessors

are students of the university offering that particular course unit. The fact is that it is a

manual based system, this mode of assessment is tiresome and students can't make

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assessments at their own time of convenience.

With the use of ICT (Information Communication Technology) in assessment, data storage

and retrieval becomes easy, the assessment process becomes less tiresome as compared to

the current mode of assessment, and there is always high data security and integrity unlike

manual mode of assessment. Unlike the current system, with the use of ICT students are

given chance to carry out assessment at their own time and place of convenience.

Therefore there is need for developing an online lecturer assessment system as this will

produce better results as compared to the current mode of assessment. For example,

higher percentage of students will get a chance to carry out assessment provided they are

registered university students unlike the current system that gives a chance to only a few

students of whom some may not be university students which may lead to improper /

incorrect results in the long run.

1.2 Problem Statement

The lecturer evaluation and assessment practice at Kampala International University is one

of the measures put to ensure effective academic delivery by lecturers intended to help

institutional managers make connections between students' progress and the specific

performance of their lecturer that may be contributing to their progress. However the

manual system being used is not meeting the intended goal and eventually is crippling the

whole system. Hardcopy assessment forms are given to students who fill them and return

the filled copies within a specific time frame. This method is lacking as there are delays in

returns, some are not even returned at all leading to inefficiency of the system. This

research study therefore takes on duty to design a web based assessment system that will

be used by students to assess their lecturers online without hustling with paperwork which

is inefficient in terms of information storage and access. The new system will help the

management to efficiently and timely retrieve students' assessment information of their

lectures online.

1.3 Main Objective

To develop an Online Lecturers Assessment System (OLAS) for Kampala International

University that will effectively and timely provide institution Administration with lecturers'

assessment online

1.3.1 Specific Objectives

1. To investigate the effectiveness of the current system used in assessment of lecturers at

Kampala International university

2. To design and develop an efficient online assessment system that will enhance the mode

of study, lecturer performance at Kampala International University

3. To test, validate and Implement the system.

1.4 Scope

The system will be carried out at Kampala International University WC and resultantly

come up with an online lecturers' Assessment System that will be used by KIU students to

assess their lecturers' academic performance on line

1.5 Significance

The study findings (OLAS) provide all lecturers with regular feedback that helps them grow

as professionals. It gives institution management the information they need to build the

strongest possible instructional teams and most importantly, makes lecturers focus on

university activities by doing what is required. More so it ensures accountability and

professional growth of lecturers as accountability is important as it assures that lecturers

are delivering the services as per requirements of institution and performance

improvement which leads to professional growth and development of a lecturer and the

whole university at large.

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CHAPTER TWO

LITERATURE REVIEW

The purpose of this section is to present an analysis of the theme of online assessment by

other researchers. This section discusses the previous work related to online assessment

systems vis-a-vis the relation of such work to this research. This is done with the aim of

discovering more information and ideas that may be relevant to this project, give a deeper

insight and a better understanding of the research study about operations of existing

assessment methods.

2.1 INVESTIGATION OF THE CURRENT SYSTEM

The researcher studied the existing assessment system and observed the way assessment

is done with intent to get a clear understanding of the subject. Currently, at KIU (WC)

assessment is done manually where students use paper forms that are distributed by

quality Assurance randomly to students, this process is very tiring in terms of paper

distribution by administrators and time consuming and less effective as there's no

guarantee that every student will fill and return the forms thus leading to un effectiveness

in the current system and high need for an online assessment system.

2.1.1 E~assessment versus manual assessment

Ozden et al (2004-) asserts that manual assessment basically involves the traditional

methods of assessment for example use of paper materials for assessment where as e­

Assessment is the end-to-end electronic assessment processes where ICT is used for the

presentation for assessment activity, and the recording of responses.

Unlike manual assessment, e-assessment saves time. This is perfectly true at the point of

delivery; it is possible to process the results for a summative assessment for a class of, for

example around 700 students within a couple of hours of the last one logging off, including

error checking and results analysis. This has to be balanced against the time, and skill,

needed to create the assessment in the first place.

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Online lecturer assessment/evaluation potentially offers advantages over traditional

modes of assessment, including, greater speed of marking, immediate feedback to both

learners and assessors, and a more entertaining assessment experience with immediate

feedback to students. It also allows rehearsal and revision, immediate feedback to staff,

evaluation of a course's strengths and weaknesses which can be linked to other computer­

based or online materials.

2.1.2 Weaknesses of the Existing System

I. The system is highly prone to loss of data since paper based and book based filing of

information has the weakness of being misplaced if not well archived, and cases of

files disappearing is still very rampant.

II. There is also space wasting since files need a lot of space to store and to be kept.

Additionally, students don't have the opportunity to carry out assessments at their

time of convenience.

III. Retrieval of assessment information is difficult and time wasting as it takes a lot of

time to search for a particular piece of information as there is a lot of data captured

and stored.

IV. Few students normally get a chance to carry out the assessment at the expense of

others of which those that carry out assessment may not be qualified university

students which may ref1ect poor results as there is no validation made to ensure

that only legitimate students carry out the assessment

V. There is always late receiving of the questionnaires as students tend to spend much

time without returning them to their respective class representatives which delays

the entire assessment~evaluation process leading to a delay in returning assessment

results from management or at a time when it's no longer relevant for example in

the middle of the preceding semester.

VI. There is a low response from students as they are not much attracted to this mode

of assessment, they never give it time and additionally the questionnaires designed

always cater for 5 course units only affecting students that offer more than 5 course

units in a given semester

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2.2 The design and developn1ent of the online assessment Systen1

According to Walker et al (2008), online lecturer evaluation systems provide a centralized,

electronic means for documenting, storing, and reviewing critical information, allows

cross-listed courses to be evaluated by their various cross-listings in the student view, and

can aggregate and analyze the results under the primary lecturer individually. One click

report exportation (Microsoft Excel™ & Word"', XML, HTML, PDF) to satisfy all your

institutional research needs, single site logon interfaces with your current software

packages and some have the ability to handle other evaluations your school needs such as

first year experience evaluation, Alumni evaluations, etc.

2.2.1 Benefits of e-assessment

According to Bouzidi eta! (2009), online lecturer assessment/evaluation improves the

lecturers output and the general academic standards, harmonizes all the academic

programmes in order to curb duplication of courses as well as enhance the quality of the

university's academic awards

Online lecturer assessment systems give accurate records as data is gathered from

legitimate university students and with such systems every student will has a chance to

carry out the assessment

Looking at online lecturer evaluation/assessment, Yilmaz (2010) found that students

benefit from evaluating the work of their lecturers as it causes them to evaluate and reflect

on their own work The lecturer assessment process provides participants with an

enriching experience that promotes deeper understanding and a better appreciation of

their own strengths and weaknesses.

According to Chen and Tsai (2009), assessment scores after a series of lecturer

evaluation/e-assessment activities, scores increase after each round of assessment

indicating that participants benefit from both lecturer and expert assessment. This shows

that there is a positive relationship between online lecturer assessment and the quality of

students' work.

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With reference to Ozden et al (2004), immediate feedback motivates and contributes

positively to students' achievements. Majority of students use lecturer e-assessment as a

pro-active diagnostic tool to gauge their knowledge and identifying areas for further

revision by management.

Online lecturer assessment is perceived as fair reliable, secure, accessible, and adds value

to students learning. Students also believe that computer based assessment is

contemporary, less stressful, enjoyable and capable of identifying their learning needs.

(Costa, et al 2010)

According to Dermo (2009). Perceptions of online lecturer evaluation/assessment remain

positive regardless of the age and gender of the users. It boosts collaboration, promotes

effective feedback and illustrates diversity. Students benefit from lecturer assessment, and

their work is improved by the process.

Chen and Tsai (2009) cited that students believe that anonymous lecturer e­

assessment/evaluation promotes overly critical comments. Students express a belief that

lecturer anonymity reduces peer pressure, maintain confidentiality, and allows for more

constructive and honest feedback.

Lecturer e-assessment is motivational to majority of students, it also encourages higher

order thinking, reinforces learning, and serves as an effective method to identify gaps in

their knowledge. Online assessment promotes deeper understanding, encourages the

evaluation and reflection on students own work. It provides them with a better

appreciation of their own strengths and weaknesses thus online assessment has a positive

impact on the quality of students work (Ozden, et al 2004}

2.2.2 Challenges of e-assessment

i) Equity and Diversity

Equity and diversity - when computers are involved in the lecturer e-assessrnent process,

there are equity issues for different student groups relating to language status and gender

and issues around computer anxiety and exam equivalence. Brosnan (1999) suggests that:

'computer anxiety can lead to simplification of conceptual reasoning, heightened

polarisation and extremity of judgment and pre-emption of attention, working memory and

processing resources.

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ii) Issues of Equivalence

The issues of equivalence between different forms of lecturer assessment/evaluation are

highlighted by Clariana and Wallace (2002) who assert that you cannot necessarily expect

that equivalent measures of lecturer's performance will be produced from computer-based

and paper-based assessments. McDonald (2002) concurs, expressing the belief that

inconsistent findings relating to lecturers' scores in computer-based and paper-based

assessments often result from different levels of exposure to changing technologies. It is

probably fair to observe generally that lecturers perform differently under different

conditions of assessment, and that innovations in CAA (Computer Aided Assessment)

simply introduce a new range of variants on this construct theme.

2.3 Test, Validity and implementation of e-assessment

Bouzidi and Jaillet (2009) assert that the evidence confirms that lecturer

assessment/evaluation is valid when it is applied to exact science fields and when the

assessment is marked by more than five experts. Lecturer grades are highly correlated with

the instructor scores. According to Yates and Beaudrie (2009) unsupervised online

assessment have great impact on students grades to determine whether the results differ

from those acquired by online students taking exams in an in-person, proctored

environment. There is no significant difference in grades between the two conditions

suggesting that the online results are as valid as those conducted in person. To eliminate

problems with reliability and validity, students must be provided with detailed rubrics,

training, and support mechanisms so that they know what is expected of them and are

equipped with the tools required fulfilling their responsibility,

Conclusion To support students in their role as the assessors in the on line lecturer assessment system,

the administration should provide sufficient training, rubrics, timely feedback and

meaningful responses so that the assessment can have a positive impact on both student

and lecturers' achievements, therefore students should be familiar with the assessment

environment prior to its use.

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CHAPTER THREE

METHODOLOGY

3.1 Introduction This section involves the steps, procedures and techniques that were used to collect, store,

analyze and present information. A formal method of system development, system

development life cycle (SDLC), was used in the design and construction of the system.

3.1.1 Area of study

The research was carried out at Kampala International University WC

3.1.2 Study Population.

The primary target population of the study was Students ( 45) and Teaching Staff

(lecturers) (5) of Kampala international University; these respondents provided data from

professional experiences, and personal situational observations.

3.1.3 Sample size

A suitable sample frame from the target population of SO both students and lecturers was

chosen. The sample chosen was then divided into two (2) non repeating groups (strata)

and the researcher was able to select a sample from each group using a random sampling

technique. The individuals chosen were thereafter subjected to data collection tools like

questionnaires and interviews.

3.2 Procedure of data collection

Prior to the study, an introductory letter was obtained from the Faculty of science and

Technology. At the end of data collection, questionnaires, notes taken, and documents

collected were compiled/ put together for data processing.

3.3 Data collection methods

This section discusses the methods, procedures and main fact-finding techniques or data

collection techniques that were used to establish the requirements of the proposed system.

The following tools were used to collect relevant data for the new system

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3.3.1 Oral Inte1·views

An interview schedule was drawn and guiding questions prepared as tools to coliect data.

The interviews were conducted on the strata formed, that is; students and teaching staff.

This method was chosen because of the following

i. investigate issues in an in depth way

ii. discover how individuals think and feel about a topic and why they hold certain

opinions

iii. investigate the use, effectiveness and usefulness of particular library collections and

services

Questionnaires were designed basing on the sample size and distributed to respective

individuals i.e. (students and teaching staff) in the chosen sample for answering. This

method was chosen because of the following

i. Large amounts of information can be collected from a large number of people in a

short period of time and in a relatively cost effective way

ii. Can be carried out by the researcher or by any number of people with limited affect

to its validity and reliability

iii. The results of the questionnaires can usually be quickly and easily quantified by

either a researcher or through the use of a software package

iv. Can be analyzed more 'scientifically' and objectively than other forms of research

3.3.2 Review of the existing syste1n and documents

The researcher reviewed the existing documents/literature regarding to the existing mode

of assessment at Kampala international University. Such literature includes assessment

forms, files and regulations. This method was chosen because; Literature reviews were

versatile. They can be conducted for almost any topic and can provide information either at

the overview level or in-depth, Document reviews are relatively inexpensive and efficient.

A large amount of data can be collected quickly at minimal cost and they provide a good

conceptual framework for further planning and study.

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3.4 Data and system analysis

3.4.1 Data analysis

Data was entered in a Microsoft's Excel spread sheet. Coding was done to represent

descriptive data in terms of numbers. Numbers from 1-5 were used where by 1, 2,3,4-,5

represented strongly disagree, average, agree, and strongly agree respectively.

After data was processed ( coded) and errors corrected, analysis started. Thereafter,

conclusions and system specifications was made based on the outcome of data analysis.

3.4.2 System analysis

At this stage the researcher employed the following tools to analyze the system. Data Flow

Diagrams (DFDs) were used in modeling of information in the proposed system and

showing the movement of information from one point to another. Additionally under DFDs,

the Context Diagram were used to show the system under consideration as a single high­

level process and then the relationship that the system has with other external entities

(systems, organizational groups, external data stores).

Entity Relationship Diagrams (ERDs) were used to show the relationships between

different entities and their associated attributes in the online lecturer assessment system

3.5 System design

The system was designed on Microsoft windovvs platform, using Apache server, MySQL for

database design and PI-IP scripting language while Dream weaver MX was used to design

user interface forms. It is web-based and therefore can be installed on a computer (server)

on 21 Local Area Network (LAN) or Wide Area Network (WAN) depending on the

environment being used. Once the application is installed, any authenticated user can

access it from any work station by using hypertext protocol, server name, and port number.

System design done in two different levels, that is logical design and physical design. Under

the logical design, sequence diagrams were used to show the interactions between the

users and system, under the physical design programming languages like Dream weaver,

Php were used and Msql for data base management.

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3.6 System implementation

The system was implemented using the different software/tools for different purposes that

is to say;

i. MySql for creating the database. This stores students assessment records, course

offered in a semester among others

ii. WampServer for hosting the system. This created a working environment for the

systems as it is web based and any website has to be hosted by a web server. In this

case i used WampServer

iii. Dream weaver for designing user interface and coding. This helped in the

developing different system views. That is to say the students have a different view

from the Administrators. The user interface also enables both the students and the

Administrators interact with the system

iv. PHP for connecting to the server, process requests from the user end make some

validations like password check among others

3. 7 System testing and Validation

The testing aimed at checking for errors existing in the attribute or capability of a program

or system and determining that it meets its required results. Mainly three types of testing

were used including;

i) Unit testing

Involved testing individual software components or modules. Typically done by the

programmer and not by testers, as it required detailed knowledge of the internal program

design and code.

ii) Integration testing

This involved testing the integrated modules to verify combined functionality after

integration. Modules are typically code modules, individual applications, and client and

server applications.

iii) Functional testing

This involved focusing on the output is as per requirement or not. This type is geared to

functional requirements of an application ignoring the internal parts of the system

13

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CHAPTER FOUR

SYSTEM STUDY ANALYSIS AND DESIGN

This chapter discusses how the analysis, design, investigations and interpretations of data

collected were carried out. It further gives concern to sources of data, scope of the study

and finally the problems encountered in the existing system.

4.1 Syste1n Study

4.1.1 System study and investigation of the current system

Currently students at KIU wc use a manual mode of assessment where by information is

captured using forms/Questionnaires that are distributed randomly to at most five

students giving a provision of only five course units and normally this exercise is carried

out once a semester. The documents arc then returned to the administration that makes

analysis accordingly depending on the responses from the various students. Basing on the

results, administration identifies students' requirements, services that need improvement,

lecturer performance, make accountability for the payments made to different lecturers

among others, all under control of Quality assurance department at the university

4.1.2 Strengths of the Existing System.

I. Paper based system is cheap and easy to implement. It is cheap in terms of costs

because they do not spent a lot of money purchasing books and files compared to

purchasing hardware, software and also maintaining them

II. It favors those without the skills in computer usage since it does not require

knowledge on technology

4.1.3 Weaknesses of the Existing System

VII. The system is highly prone to loss of data since paper based and book based filing of

information has the weakness of being misplaced if not vvell archived, and cases of

files disappearing is still very rampant.

14

VIII. There is also space wasting since files need a lot of space to store and to be kept.

Additionally, students don't have the opportunity to carry out assessments at their

time of convenience.

IX. Retrieval of assessment information is difficult and time wasting as it takes a lot of

time to search for a particular piece of information as there is a lot of data captured

and stored.

X. Few students normally get a chance to carry out the assessment at the expense of

others of which those that carry out assessment may not be qualified university

students which may reflect poor results as there is no validation made to ensure

that only legitimate students carry out the assessment

XL There is always late receiving of the questionnaires as students tend to spend much

time without returning them to their respective class representatives which delays

the entire assessment-evaluation process leading to a delay in returning assessment

results from management or at a time when it's no longer relevant for example in

the middle of the preceding semester.

XII. There is a low response from students as they are not much attracted to this mode

of assessment, they never give it time and additionally the questionnaires designed

always cater for 5 course units only affecting students that offer more than 5 course

units in a given semester

4.2 The designed system The designed system is a computerized online system where all assessment information is

availed on internet where students access them from. It totally eliminates any paper work,

any activity to be done assessment.

4.3 System Requirements

These requirements are classified as functional and non-functional requirements

4.3.1 Functional Requirements

These are specific functions, tasks or behaviors the system must support. They include;

I. The system should be able to capture, save and retrieve assessment

details/information.

II. The system should limit assessment. That is to say allow a student to make one

assessment for a given course unit.

15

III. The system should be able to compute the percentage score and grade the lecturer

by getting the average score.

IV. The system should be able to capture students' details fully, in other words it should

support students registration for assessment that is carried out every semester.

V. The system should be able to provide timely assessment and registration reports for

management whenever there is need to.

VI. The system should enable administration to make any system updates such as

making changes in the assessment questions and course units

4.3.2 Non-Functional Require1nents

I. The system should be platform independent, that is to say; it must be able to

run on any operating system.

II.

l I I.

It should be efficient, reliable and should allow timely acquisition of required

information at convenience.

The administrator should have overall rights over the system.

IV. The system should have security for authorized users to access it and difficult

for the unauthorized users to gain access.

V. The system should be easy to understand and use.

VI. The system should have a very good interactive graphical user interface

design.

VII. The system should have a high performance to anyone using the system.

VIII. The system should enable students to successfully carry out assessments

within the required time set by administration.

16

4.4 Minimum Hardware and software Requirements

441H d R .. ar ware equirements ~----"" ~

Hardware Minimum Reasons

specifications -~---

Processor Pentium Ill Faster and affordable

Memory Minimum 512 MB Faster in performance.

Disk space 256 MB Enough storage capacity for assessment and

registration details

Table 4.1: Hardware requirements

4.4.2 Software Requirements

I. The system should be installed on a machine that runs an efficient database server

and a web browser that is PHP and Java enabled, so that a web browser can interact

with the database server through a web page interface handled by the web server.

II. The database server chosen for this project was MySQL database server because of

its interaction with PHP enabled web servers, ability to serve many parallel client

requests and cost friendly for the project since its open source when used for

academic ends.

Software requirements

--,.,, ·-·~·-· , ____ ,_,,_

Software Minimum specifications

Operating System for the client Windows XP and above/Linux

Database Management System(DBMS) MySQL,

Operating System for the server Windows server 2003/2008 . ---~-- , ____ ---- ~ ~, -- ·-· ·---··--•""'""~~--- -~- ,_,, ___ ,_

Table 4.2: Software requirements

4.4.2 Security Requirements

The system model designed should restrict access. Assessments can only be made after one

has registered using a valid student registration and student number, then log in using the

credentials submitted at registration time.

17

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4.4.3 Authorization Levels

The system should enable creation of different access levels such that users/students can

only register, login and make assessments or make simple comment. Administrators should

have full control over the system. They can make system updates, retrieve, add or delete

records through logging in. The users should have encrypted passwords to guard against

unauthorized entry.

4.5 System Analysis

The analysis was done using various tools such as pie charts and bar graphs.

Correspondents also used a SWOT analysis to determine mainly the possible strengths and

weaknesses of the system. For example strengths included, high response time, 24 hour

availability and weaknesses included computer illiteracy among some students.

Opportunities included, free computer literacy seminars, stable internet connectivity and

power supply and threats include, introduction of a better lecturer assessment system by

another university or researcher at very low costs.

Below is a pie chart showing the students support for the development of the system

',-<.'!-

Figure 4. l students support for the development of the system

Source primary data

Basing on the analysis made, the biggest percentage of students was in support of the

proposed system represented with a 'yes' and percentage of 82% on the chart, Few

students never supported the system development and others didn't know anything

regarding assessments as clearly shown on the chart above with a percentage of 12% and

6% respectively thus calling for a go ahead with the development process

18

Below is a pie chart indicating students' perception toward the existing mode of

assessment

□ Weaknesses

Strengths

Figer 4.2 students' perception toward the existing mode of assessment

Source primwy data

According to the analysis made, results showed that the current mode of assessment had

many weaknesses as compared its strengths represented with percentages of 94 and 6

respectively. These weaknesses included; delayed return of assessment forms, lack of

validation to ensure that only registered university students make the assessments among

others.

4.6 System design

This section provides a detailed description of the system .System design involved the

summary and description of the entire system using Entity relationship diagram, Context

diagram, I7low chart and architecture design.

4.6.1 Architectural design of the system

The proposed application architecture is 3-tier standards web based component

architecture. The data tier/layer provides persistence for the application data, the business

application layer contains all the business logic/rules and the user interface (UI) layer

handles the 10 support for consistent browser based look and feel functionality.

19

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.. :-.......

student1

Student 2

Student 3

Lecturer assessment Server

Requests & responses ~

0

Scripting Language PHP to query the

database

Leturer assessments Database

Figure 4.3: Architectural Design of the system

4.6.2 Process design

4.6.2.1 Context diagram/or the system

The Context Diagram shows the system under consideration as a single high-level process

and then shows the relationship that the system has with other external entities (systems,

organizational groups, external data stores). Another name for a Context Diagram is a

Context-Level Data-Flow Diagram or a Level-0 Data Flow Diagram.

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A context diagram for the system

Registration, Assessment & login details

Students

Success/Error messages

/

·'

1 Lecturer assessment system

Figure -L4: Context flow/level O diagram

Key symbols used

\

Process

Data flow

Reports

r--· I i Administration

Login details.System updates e.g modifying student, lecturer & course

details

External entities

21

4.6.2.2 Data flow diagram for the proposed system

A Data Flow Diagram (DFD) is a diagrammatic representation of the information flows

within a system, showing: how information enters and leaves the system, what changes the

information, where information is stored.

Registration details

Registration 1.0

Student ,- - ·•-----'~~_9_e~ Registration

I◄- . _:_~--~-~ Success/error

message

Login details check

, Login details -~----~- -~

-~--~ : ---~- ~I ----==--~ 2.0

User Authentication

Assessment details

Error meesage/ Welcome page

Assessrnentdelails SuccesslF a1lure

message

---► Assessment archive 40

Report

,~~-~~-'----. , Quality assurance , ' personnel -~-~~T

Admin login details

Report queries

Updates 5.0 j c.

-- ··.e. ___ -' updates :J- Feedback/

Reports

- -- ------ -~-~------ 1---~

Sq I-queries ' System Update

Figure 4.5 : Level 1 dataflow diagram for the system

22

Assessment report

Sq I-queries

Key symbols used

El

Start

Login

Are you registered?

es

Processes

Data flovv

System boundary

Data stores

External entities

No Create account

~A_c_c_e_p_t _u_se_r_/ s_'t_u_c1e_1_1 t_· ~----►~1 IVI a ke assess 111 en t

Figure 4.6: system flow

23

► Logout

Stop

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4·. 7 Conceptual Database Design

This involves identification of entities, attributes and relations between data and the

constraints on the data to be stored in the database. The new system's design involves the

following;

4.7.1 Determining cardinalities between entities in a relationship.

CStudent f i:..: '--*------'A~ss=--e=-=s=s _____ ~_---=-1 _*_-------►l._ __ L_e_c_tL-11-·e_rs _ _,

A student can assess one or many lecturers whereas one many lecturer can be assessed by many students.

Qua I ity assurance personnel Issues assessment forms to ~--* Students

It's one administration that issues many assessment forms to many students and many

students get assessment forms from the administration.

c..-_L_e_c_tl-ll-·e_r _ __,[1-' J _____ T_e_a_c_h_es_· -----~-·: _____ l_* __ _.► ~-c_o_L_1r_se_u_n_i1_· __,

One lecturer can teach one or many course units and one course unit can be taught by one

lecturer

~--S-tL-id_e_n_t _ _:-r ._l _____ S_tu_d_le_s _____ ~_--___ -i_' -*---►'--1_c_o_L_1rs_·e_u_n_il----'

One student can study many course units and many course units can be studied by one or many

students

24

4.7.2 Lecturer online assessment system Entity Relation Diagram (ERD)

1 -

,--- -- - - --- - - -- -- -I

Student I

$,_Lujl_ en\\g' Student_name

Gender Course

programme

! 1 •

Issues Assessment Forms

1 1

Quality assurance personnel -r~ - "~~~~-~"--7

Personnel name Personne Id

Gender Username Password

Studies

Figure 4. 7: ER-Diagram for the system

4.8 Physical database design

Yos

Sem

• 1

Course Unit

Course urnt name Credit units

Course code Lecturer

Makes

' ·--~-~ - -- -

Assessments 1--- - ---- -

Course code Studenl_no

Score

Registers

-~- -- -- - -- ......_.. ---· ~--- _......_ - ---- ---· ~- --.....,·~---'--•------··---~ _______ _, __ ~-· --·-----~--~- ~----Username Varchar 10 Usernamc

-- ---,,--- "' ___ ......._·--+---------+-------+-------;-----•"-~--------< Password Varchar 15 Password

Programme Varchar 4 Programme

[E~~-- --~~---·- ·-· Varchar 6 Course offered i --""'------~---------.. -·--· .. _,.. ____ __J

Table 4.3: Physical design for student

25

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Data Dictionary for course

Field Type Length Key Description

std_no Varchar 10 FK Students' Number

Cos Varchar 10 Course offered

cosl Varchar 10 Course offered

cos2 Varchar 10 Course offered

cos3 Varchar 10 Course offered

cos4 Varchar 10 Course offered ------·-··

Table 4.4: Data Dictionary for course

Data Dictiona,y for administrator/Quality assurance

Field Type Length Key Description

username Varchar 15 Administrator username -- .. ~.

password Varchar 15 Administrator Password

Id Int 10 PR! Administrator ID Number

Table 4.5: Data Dictionary for administrator/Quality assurance

26

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...................... , ... , .... , ....

CHAPTER FIVE

SYSTEM IMPLEMENTATION AND TESTING

This chapter consists of results and findings of the system model developed. The results were

presented basing on the research of the proposed system.

5.1 System Implementation

Researchers embarked on implementation task through the creation of the database using

MySQL by performing some basic data definition language (DDL) commands. The user

interfaces were developed with Hypertext markup Language (HTML) and extensible

Hypertext Markup Language (XHTML). The development environment for interfaces

building was Cascading Styling Sheets (CSS). In order to capture the data entered at the

user interfaces and stored it in the database, the two components needed to be connected

to each other by the use of a scripting language which in this case was mainly PI-IP and

JavaScript.

5.1.1 Home page

The home presents a login interface for users as well as new users' registration form. The

page requires that a user enters his or her own login details that is username and the

password submitted at the time of registration in order to access the system. The username

and password should be correct for him/her to be allowed to access the system else if not

yet registered, one can as well click on the register button so as to qualify as a legitimate

system user.

Figure 5.1: Home page

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5.1.2 Assessment page

This page enables the student to carry out lecturer assessment by attempting all the

questions displayed on the page. On submission, the assessment details are captured into

the database.

Students' details are captured from this page, with success in registration the account is

activated instantly then one can always login to make assessments. The administration has

all rights for example adds record, alter or delete record.

Kampala Intematioual University

\.in,,' N 1,:turcr

D1J\1r',1:rnt

((,:,r:,J.:1,1 (',,.lf',CJ<l!

Figure 5.2: Registration page

28

5.1.3 Administrator default page

This page enables the administrator to login into the system and query the database for

assessment details, comments and students' registration details.

Figure 5.3:Administrator page

J};,u.:'c.;Ht~to . .

P12-,~n.,tll

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5.2Testing

Testing entails running software products under known conditions with defined inputs and

documented outcomes that can be compared to their predefined expectations. The system

was tested for efficiency, usability and security.

Component testing was carried out which involved testing individual components making

up the system, Integration testing was also used as a method for testing. This involved

building a system from its components and testing the resultant system for problems that

arise from component interactions and system testing was also used which involved

integrating components to create a system or sub-system and testing it for any errors that

might arise from component interactions.

5.3 System Validation

This was carried out using a sample population of ten (10) stake holders including nine (9)

students and one (1) quality assurance personnel. These enabled us to come up with a clear

justification for the development of the new system against other related lecturer

assessment systems as well as ensuring that the system meets all the user requirements.

Below are the results from the study showing the percentage number of students who

agree that the system meets a given criteria or not;

System validation ~~-- ·--~--- ---~--- ~- ---~~-·-

Criteria Yes No

Performance 80% 20% - - ---- -----~--- ~--- -- -- "~---~~ --~~ -•--- -~ -~- ------ ~ --~---

Usability 90% 10% --·~----- -~-..... -~---~--~ ~------ ~--- ·•---Reliability 90% 10%

~----•-·~~~--,,---··- -·----·· ----

Security 95% 5% -· ,. -~-· Storage/ Robustness 90% 10%

Table 5.1: System validation The results from the validation indicated that the system to greater extent meets all the user

requirements both functional and non functional requirements

30

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CHAPTER SIX

SUMMARY, RECOMMENDATION AND CONCLUSION

This Chapter discusses what the study has achieved and the limitations if any. It also

concludes on the recommendations of what and how i.e. ideas that were thought of to

better the efficiency of the system but were not implemented for some reasons. It identifies

the recommendations and the problems encountered during the system development

process.

6.1 Achievements

i. The system is able to provide timely reports to the administration whenever a

request is made. This may concern assessment record, views and comments among

others

ii. The system is able to capture a students' details during registration fully, avails the

processed information to the administration from any point in time when there is

need

iii. The system is able to avail assessment questions and any related information at any

time and from anywhere for as long as one can access internet on his/her computer.

1v. The system is able to store large amounts of data about students, assessment

records among others

v. The system is able to enhance security by use of authentication techniques i.e.

usernames, passwords and status (level of access) for each user. This ensures that

only authorized user can access the information in this system.

6.2 Limitations

i. The system being computer based means that the users who are computer illiterate

cant not use the system and therefore they has to be trained before the new system

is put into use.

ii. Since the University depended mostly on manual system of lecturer assessment,

there is a problem with adopting with change, acquiring hardware equipment like

computers, printers, cables and software's needed for the system functionality.

31

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The problems brought about by manual system of lecturer assessment were identified by

the study and researchers tried to solve them by developing an online lecturer assessment

that will effectively and efficiently meet the objectives.

Unlike the manual system, the automated lecturer assessment system has various

components that make it desirable and applicable for use, for example user authentication,

compiling and deleting of items and other more functionalities

The system was tested by the intended users and the following services have been

achieved.

L Effective user interaction during assessment, 24 hour accessibility and from any

point of location provided one's computer is online, large storage capacity

ii. In cases of updating, deleting and retrieval of data can be done with faster

response.

iii. The system has been found user friendly. The users can be able to interact with it

and achieve the intended objectives.

Other limitations include:

i. Lack of enough time There was no adequate time due to interruptions such as

abandoning the project for a while in preparations for tests and exams.

u. Availability of literature and other reading materials Availability of resources

that are related to our system study were rare hence slowed down the progress of

the report writing.

Iii. Other limitations such as irregular internet availability, lack of enough money for

research, low response by some of the interviewees, also were a contribution to

slowing down writing the report.

6.3 Reco1nmendations

i. The researchers recommend management and KIU WC to adopt the online lecturer

assessment System as it will enable them achieve coordination and efficient

management.

32

ii. The researchers recommend that more research should be carried out in line with

this project so that more functionality are added to the system model that may not

have been worked on as a result of time and other resource constraints.

6.4 Conclusion

In conclusion the main objective being to develop an online lecturer assessment system

that enables efficient lecturer assessment, timely report generation, high level of data

security among others has to a greater extent been achieved. The system described in the

report has been properly implemented, it has also ensured the ease of usage, and provides

user friendly interfaces. However coming up with a complete online lecturer assessment

system and its documentation was not easy; this is because completion, coding and

documenting the whole project required high skills in different languages, such as HTML,

PHP and JavaScript.

6.5 Future Work

The system that has been developed can still be improved upon. The following are

recommended as further work:

i. The system can have the capability to be used in different languages. Further work

is recommended so that it can have the capability of being used in local languages.

ii. The system can be integrated with other University systems to enable effective

communication and coordination.

iii. A mobile version of the system can also be developed so as to enable people access

the system using their handheld devices such as java enabled mobile phones from

any where at any time of convenience

33 I

References

1. 13ouzidi L., & Jaillet, A. (2009). Benefits of lecturer e-assessments Evaluation

Technology & Society, 12(4), 257-268. Retrieved 11/02/2013 from

http://www.ifets.info/journals/12 4/22.pdf

2. Chen, Y., & Tsai, C. (2009). Service delivery improvement facilitated by online

lecturer evaluations. Innovations in Education and assessment International,.

3. Costa, D., Mullan, 13., Kothe, E., & 13utow, P. (2010]. A web-based teacher assessment

tool for Masters Students: A pilot study. Computers & Education, 54( lJ, 1248-1253.

4-. Dermo, J. (2009]. Lecturer E-evaluation and the student learning experience: A

survey of student perceptions of e-assessment and evaluation. British Journal of

Educational Technology, 40(2), 203-214·.

5. Gaytan, J., & McEwen, 13. (2009). Effective online instructional and lecturer

evaluation strategies. The American journal of evaluation systems, 21(3), 117-132.

Retrieved from ~/edtech.boisestate.edu/elearn/assessmenWlli.f

6. Wallace & McDonald (2002).Cha!lenges of e-assessments Canadian journal of on line

teacher evaluation and Technology, 34(2). Retrieved from

http_;_fbYww.cjlt.ca /index.php/cjlt/article/viewArticle/ 497 /2 28

7. Ozden, Y., Erturk, I., & Sanli, R. (2004). Student perceptions of online lecturer

assessment systems: A case study. Journal of Distance Education and teacher

evaluation systerns, 192)

8. Walker, D., Topping, K., & Rodrigues, S. (200f3). Student reflections on lecturer e­

assessment: expectations and perceptions. Learning, Media and Technology.

9. Yates, R., & Beaudrie, 13. (2009). The impact of online lecturer assessment on service

delivery in community college istitutions. The American Journal of e-assessment.

34

APPENDICES

Appendix A: Interview guide for the students and lecturers

l. What kind of system does Kampala International University use to carry out lecturer

assessment?

2. What details are captured from during lecturer assessments?

3. I-low often is the assessment carried out?

4. Are you contented with the current mode of assessment?

5. How many students carry out the assessment and how?

6. Is this mode of assessment genuine and fair?

7. How is the information captured and processed during a case process stored and

how can it be accessed by the relevant authority?

8. How is validation done to ensure that legitimate / qualified university students

carry out the assessment?

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Appendix B: Sample Questionnaire for students

1. As a student of Kampala International University, how do you rate the general

academic performance of students?

a. 100%

b. 80%

c. 50%

d. 20%

e. 5%

2. How do you rate the current mode of assessment?

a. Excellent

b. Very good

C. Good

d. Fair

e. Poor

3. Briefly explain how the current assessment is carried out?

4-. What are some of the weaknesses or problems with such a mode of assessment

explained in (3) above?

5. What are some of the requirements should the new system have/meet?

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6. Comment about the current mode of assessment.

7. How often is assessment carried out?

a) Once an academic year

b) Monthly

c) Twice a month

ct) I don't know

B. In your faculty do lecturers give you course outlines and do they follow them in the

due course of covering the course unit.

9. How many of the lectures give course work and tests in the semester?

a. 100%

b. 80%

C. 50%

d. 20%

e. 5%

And do they return the scripts in time?

10. As a student what are some of the weaknesses you have observed among lecturers

that do retard students' performances?

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Appendix C: Budget ·- -'T .,_, ____ - - --•----

-

Amount Equipment

Computer set 500,000=

4GBs removable flash disk 50,000=

Compact disks (6) 6000=

Stationary

5 reams of photocopying papers 40,000=

----·- ···--- ------ n•- -· Pens and papers 20,000=

Transport and facilitation 300,000

·-·~·'" -------~~~--- -- ·-Softwares

---·- -~-MySql, wamp server 25,000=

-·· ·ff·~~----~ Dream weaver, php 25,000=

Others .,

Photocopying and printing and binding 80,000=

--Internet services 100,000=

Back up I

70,000=

TOTAL 1,216,000=

.. ---~ ... - -· -----·--- ··------- -----

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Appendix D: Time frame

Time frame

Date Activity

APRIL 2013 Submission of concept

paper

APRIL -MAY 2013 Proposal writing -----·

MAY 2013 Approval and

submission of proposal

JUNE 2013 Data gathering

JULY-August 2013 Report writing ·--

September 2013 Submission of report ---~-- -~---

-·

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Duration )

1 week

~,-~ .-~-1 Month

-~-·-- - .

2 weeks

1 Month

2 Months ·-- ---~~---

1 Month ·---·

5 Months and 3 weeks ·---~~