TUP-T Guidance and Information System Documentation Chapter 1 to 5

Chapter 1 The Problem and Its Background

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Chapter 1 The Problem and Its Background This chapter contains the background of the research project. It also discusses regarding the problem, general and specific objectives, scope and delimitation, opportunities and hindrances of the project.in developing a Guidance Student Information for Technological University of the Philippines – Taguig Campus which leads this research project for being accepted.

1.1 Introduction Guidance Program has become an integral part of the overall educational program. With the basic assumption that all students need direction in their personal, educational, and career planning, it has become the instructional responsibility of the guidance counselor, administrator and staff to provide the students the specific knowledge and skills required to address the needs ( Arevalo, 2009 ). An important aspect of the Guidance program is the recognition that some students require special assistance in dealing with developmental problems and immediate crisis. With this teacher and other staff who are in direct contact with the students require support that can best be supplied by the guidance program. Guidance program moreover is based on the belief that all students, including those with challenging needs have the right to benefit from effective instruction to ensure optimal development. The Manual systems are things of the past. It’s a quite tedious, time consuming, less efficient, more error prone and inaccurate in comparison to computerized system. A manual-based system will see information

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recorded and kept in different ways such as in files in paper form. While a computer based information system will see data stored on various computer programs including on databases, Word documents, Excel etc. Both types of information system are designed to help a business carry out its daily running and operations.

In recent times, computer-based systems are

generally considered to be more popular as more businesses are choosing to keep up with the developments in information technology. The Technological University of the Philippines - Taguig Campus Guidance Office has been using the manual processing of guidance information and monitoring student information for many years now. With the growth of population of students enrolled in the university, the guidance office must perform more efforts in maintaining a reliable and accurate data. They also suffer from a very time-consuming retrieval of student information for academic purposes. With that stated problem, the researchers proposed a system called TUP – T Guidance Information and Monitoring System (TUP-T GIMS). It is a software application for educational establishments to manage and monitor student data. This system is designed to provide capabilities for managing student’s information, such as tracking student attendance, penalties, and assessments of other student-related data in schools, colleges, or universities. The University does not implement any application regarding organizing files or records of the students, so, as researchers they would like to create one for the University. They will develop a system that will concentrate on the Guidance Center to make the management of student

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records be a lot easier, efficient, less time consuming and reliable without sacrificing quality.

1.2 Statement of the Problem The TUP -T Guidance Office is currently using a manual operation in monitoring students’ activities and performance. To a large extent, the work load is very taxing to retrieve files, generating reports and track attendance and offense, and implements standards adhere from the student manual. Considering that these are the factors subjectively experienced by the guidance counselors, the researchers prompted to develop the Guidance Information and Monitoring System ( GIMS ) for better quality service. These problems need to be addressed promptly. Specifically, it should answer the following: 1.2.1. How to prevent losing of information of students' records? 1.2.2. How to easily monitor the students' records especially attendance and offenses? 1.2.3. Will a paperless management system lessen the hassle and time consumption during work? 1.2.4. Is the current method in monitoring students' records consistent and reasonably convenient?

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1.3 Objectives 1.3.1 General Objective: The general objective is to develop, design and implement a Guidance Information and Monitoring System in TUP-Taguig Campus. 1.3.2 Specific Objectives: The proposed project specifically aims the following: 1.3.2.1.

To develop a system that will give detailed

information of the students such as basic information, educational background and parent’s information. 1.3.2.2.

To create a module that will track the student’s

attendance such as absent and late. 1.3.2.3.

To create a module that will track student’s

penalties. 1.3.2.4.

To create a module that will trace employed and

unemployed alumni of TUPT. 1.3.2.5.

To test and evaluate the effectiveness of the

project study in terms of implementation.

1.4 Significance of the Project Study This project study aims to develop a Guidance Information and Monitoring System that will help the university to have an easier management on student’s records.

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The system will give benefit to the university, especially guidance office because the system will provide a secure and an automated records keeping system for creating records. It will provide an up-to-date and accurate record of students and will resolve the possibility of losing the information because it has database. It will track students' offenses and attendance. The system will also offer easily retrieval of records and generates report such as student’s information, disciplinary action records and attendance monitoring sheet information. The system will give benefit to the faculty because it will give convenient in passing student attendance and it can easily track the student’s status regarding with their attendance. The system will give benefit to the students because it will provide sufficient information about the Guidance office such as their services and hierarchy and they’ll be aware of committing offense because they’ll receive a notification from the Guidance.

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1.5 SCOPE AND DELIMITATION This project study was proposed to automate the manual operation of Guidance office in monitoring students' records. The functions focus into the students’ information/profile, mission and vision of the school, rules and regulations based on the handbook, problems, and proposed solutions to problems. This section explains about the scope and delimitation of the project to fully understand the possible opportunities and restrictions of the study.

1.5.1 Scopes: 1.5.1.1.

Provides faculty accounts as end user.

1.5.1.2.

Provides database for student’s information (personal

information, educational background, and offenses and attendance). 1.5.1.3.

Provides student tracer to monitor alumni students.

1.5.1.4.

Provides accessible information about Guidance

services. 1.5.1.5.

Monitor the students' status such as no records,

warning and dropped. 1.5.1.6.

Generate reports for offense/penalty records,

absences/late per month, and student’s exit interview. 1.5.1.7.

Provides sending of notification in the student’s e-mail

account. 7

1.5.1.8.

Provides comment page for Guidance Personnel and

faculty. 1.5.1.9.

Provides dashboard for Student’s records statistics.

1.5.2 Delimitations: 1.5.2.1

No access to students.

1.5.2.2

No prototype for electronic signature for the guidance

officers. 1.5.2.3

Only authorized personnel (Guidance Center, O.S.A,

ADAA department and faculty) will be allowed to use the system. 1.5.2.4

Does not include registrar office.

1.5.2.5

No capture of student’s picture.

1.5.2.6

Does not include time in Student’s attendance.

1.6 SWOT ANALYSIS SWOT Analysis is useful method for understanding the Strengths and Weaknesses, and identifying the Opportunities and Threats of the project. Analyzing using the SWOT framework will help the researchers make attention into the areas where the system is strong and where the greatest opportunities lie. Strengths and weaknesses are often internal to your project, while opportunities and threats generally relate to external issues. The TUP-T Guidance Information and Monitoring System face several of these variables and are shown in Table 1.

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STRENGTHS       

Fast, efficient and ease of managing student’s information. Monitoring of students’ records. Open-source (Free License) Accuracy of data. Provides security for the system data. Fast, organized, and accessible flow of information. Database Backup.

WEAKNESSES  

OPPORTUNITIES     

Open to future developments. Contribution in University’s growth and success. Asset to stand out against other universities. Lead the university to the new technology. Answer to accreditation requirements.

Inaccessible data when the system is down. No back-up power.

THREATS  

Prone to viruses, hackers, and piracy. Emerging other related system.

Table 1.6.1 TUP-T Guidance Information and Monitoring System SWOT Analysis Table 1.6.1 shows the TUP-T GIMS SWOT analysis. In project strengths, the researchers consider from both an internal outlook, and from the point of view of the client, the Guidance office. One of the strengths of this project is the ease of managing and accessing student’s information because they will provide a search function to find an existing record of a student. The system can monitor student’s record and determine their status regarding to the offenses they commit. In terms of project’s weaknesses, the database cannot be accessed when the system is down because it uses MySQL. User can only access your

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data by Windows command. To access the system in the Guidance office, it requires to network the University. A useful approach when looking at opportunities is to look at your strengths and ask yourself whether these open up any opportunities. One of the highlight of our project’s opportunities is it’s a good asset to stand out against other universities because as stated earlier that others are made by an It expert and not by their students. Next is the contribution in TUP-T growth and success, as we all know TUP-T is not in a high-end level, so this project will help for the productivity and infrastructure of the university. And for the threats, piracy is now severe in our country, viruses and hackers are inevitable.

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1.7 CONCEPTUAL FRAMEWORK INPUT

PROCESS 1. Problem Identification  Providing an easy and modern way of Student Data Management in TUPT Guidance Office.

Computer Knowledge Users o

o

Guidance Counselor/Ad min Faculty

 



Computer Server Router/Switch

  

Software   

2. Data Gathering



Hardware   

OUTPUT

Operating System Xampp Web Browser

Look into websites and books to guide in preparing the study. Outline initial Part 1 paper for title defense. Interview guidance personnel. See Figure 3.3.5.1. Conduct a survey in faculty and students. See Figure 3.3.5.1. Organized and analyzed the gathered data for final title defense. Present papers to the respected panelist. Revised the papers for printing based on the panelist’s suggestions.

TUP-T GUIDANCE INFORMATION AND MONITORING SYSTEM

3. Design and Procedure





Design Program Flowchart o ERD o DFD o Development Flowchart Draft System Web Layout

4. System Development

 

System Coding System Design

5. Testing and Evaluation



Testing and debugging the program.

No

System Ok?

Yes 6. System Implementation



Deployment.

Diagram 1.7.1 Conceptual Framework of TUP-T GIMS

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A conceptual framework is very useful in a research to outline the possible processes. It illustrates how and why a project takes place, and about how we understand its activities. An indication of designs and practices that shape the way work is done in a project. The diagram 1.7.1 illustrates the Input-Process-Output concept of TUP-T Guidance Information and Monitoring System. The input framework is composed of requirements in terms of the user, software and hardware. The user requirements consist of the ID number and password of the authorized personnel such as the Guidance Center. The system will run in an Operating system that must be Windows XP or higher, XAMPP version 5.2x or higher and a web browser (Mozilla Firefox, Internet Explorer, or Google Chrome). The process framework is composed of 6 processes, the problem identification, data gathering, design and procedure, design development, testing and evaluation and system implementation. If the process 1 – 5 is successfully done it will precede to the last process, if not it will proceed to the process 3 and lastly the output framework, the TUP-T Guidance Information and Monitoring System.

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1.8 Gantt Chart and Perth CPM LEGEND: -

VILLANUEVA, Vergee O. PANTALEON, Charmanne F. Vergee and Charmanne

ACTIVITIES

Predecessor Duration WK 1

A. Planning B. System Proposal C. Chapter 1: The Problem and its Background C.1. Introduction C.2. Statement of the Problem C.3. General and Specific Objectives C.4. Significance of the Study C.5. Scope and Delimitation C.6. SWOT Analysis D. Chapter 2: Project Concept D.1. Review of the Related Literature and Studies D.1.1. Related Foreign Studies D.1.2. Related Foreign Literature D.1.3 Related Local Studies D.1.4 Related Local Literature D.2 Conceptual Framework D.3 Definition of Terms E. Chapter 3: Methodology E.1. Methods and Research E.2. Sample and Sampling Technique E.3. Research Instrument and Technique E.4. Data Gathering Procedure E.4.1. Problem Identification E.4.2. Data Gathering E.5. Statistical Treatment E.6. Entity Relationship Diagram E.7. Development Flowchart E.8. Data Flow Diagram F. Finalization G. Title Defense

A B B C.1 C.1, C.2 C.2, C.3 C.1, C.4 C.5 C C.1 C.2, C.3 D.1.1 C.2, C.3 D.1.3 D.1 C,D D.1 E.1 E.1 E.2, E.3 E.4 E F

2 weeks 1 week 1 week 1 week 1 week 1 week 1 week 1 week 1 week 2 weeks 2 weeks 1 week 1 week 1 week 1 week 1 week 2 weeks 2 weeks 2 weeks 2 weeks 1 week 3 weeks 2 weeks 3 weeks 1 week 2 weeks 1 week 2 weeks 2 weeks 1 week

C

WK 2 C C

WK WK WK WK WK WK WK WK WK WK WK WK 3 4 5 6 7 8 9 10 11 12 13 14 C

C C C C C C C C

C C C C C C C

C C

C

C

C

C C C C C C

C C

C C

C C C C C C

C C

C

C C

C C C

C

C C

C C

C

C

Table 1.8.1. TUP-T GIMS Chapter 1, 2, and 3 Gantt Chart 13

Figure 1.8.1 Critical Path Method of TUP-T GIMS 14

1.9 Gantt Chart and Perth CPM PS2 Gantt Chart for PS2 LEGEND:

C

-

VILLANUEVA, Vergee O. PANTALEON, Charmanne F. Vergee and Charmanne Critical

ACTIVITIES A. Designing and Coding B. Testing and Debugging C. Chapter 4: Project Testing and Evaluation C.1. Trial and Testing C.2. System Evaluation C.3. Financial Feasibility C.4. Benefits of the System C.5. Analysis D. Chapter 5: Summary, Conclusion, Recommendation D.1. Summary of Findings D.2. Conclusion D.3. Recommendation E. Defense F. Revisions

Duration

Predecessor

WK 1

WK 2

WK 3

WK 4

WK 5

WK 6

WK 7

WK 8

5 weeks 3 weeks 2 weeks 1 week 1 week 1 week 1 week 1 week 2 weeks

A

C

C

C

C

C C

C C

C C

C C

C

C

1 week 1 week 1 week 1 week 1 week

B C.1 C.1, C.2, C.3, C.4

C D.1 D.2 -

WK 9

WK 10

WK 11

WK 12

WK 13

WK 14

C C C C C

C C C C C

Table 1.9.2. TUP-T GIMS Chapter 4 and 5 Gantt Chart

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(0, 0)

S

(5, 5) 5 weeks

A

(8, 8) 3 weeks

B

(10, 10) 2 weeks

C (12, 12)

D (14, 14)

F

(13, 13) 1 week

E

Figure 1.9.1. Critical Path Method of TUP-T GIMS

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Chapter 2 Review of Related Literature and Studies

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Chapter 2 Review of Related Literature and Studies Project Concept This chapter contains related Foreign and Local literature and studies. It also includes the definition of terms.

2.1. Related Foreign Literature 2.1.1. CaptureIT is a trademark of Vizual Management Solutions Limited. © 2009. Vizual is a leading supplier of Student Attendance Monitoring Systems. One of their projects is the International Student Attendance Monitoring and Recording System to help with Tier 4 compliance and to reduce the administration cost. It eliminates the unreliability associated with manual registers and the difficulty of all those manually maintained spreadsheets of attendance data. The system keeps fully informed about the student’s attendance, inform about the students to be reported at the United Kingdom Board Agency (UKBA), and those whose attendance behavior is putting them at risk. 2.1.2. WebEIM is a student information management solution that was developed to accomplish the requirements of different schools. The mission of Teledata Systems and Services, WebEIM's parent company is to develop an automated Student Information System capable of handling every bit of information in a school's database and delivering results in an accurate and a

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hassle free method. This solution has been designed with the unique set of features: 2.1.2.1.

Integrated: From the time a new student is registered in a schools database to when he graduates to middle school

WebEIM

moves

data

seamlessly

and

transparently. 2.1.2.2.

Configurable: WebEIM allows schools to use their specific codes can be configured while restructuring the work process.

2.1.2.3.

Centralized: WebEIM eliminates the need for double inputting data. When a teacher supervises his/her individual class, the principal can supervise the entire school as one without any duplication of effort.

2.1.2.4.

100% Web-based: Information on WebEIM can be accessed from anywhere at any time with a standard browser on a Mackintosh or Microsoft platform.

2.1.3. Rediker Software's student information system, Administrator's Plus®, is the trusted choice of school administrators across the USA and in over 110 countries. Founded over 30 years ago by school educators for educators, their software is designed to meet the unique student information management needs of all types of schools and districts, public, private, charter and international, elementary to post-secondary. Every day more than 550,000 students log on to Focus' student information system to check homework, take quizzes and engage electronically. Our SIS has a focus on affordability, interoperability, usability, and scalability. Focus School Software 19

offers advanced school management software. The implementation process of its school management software has four key components: Installation, Data migration, Integration, and Training. 2.1.4. Focus’ mission is to deliver an affordable, flexible, scalable, and easy-to-use student information system that will allow the client to easily manage their data and make informed, timely decisions. They are committed to delivering the very best online student information systems on the market that will increase efficiency and facilitate higher attendance and test scores. “The program is very user-friendly. If I do run into any problems, I simply pick up the phone or email tech support and I get a response in a timely manner. Everyone at Focus has been very helpful!” Patricia G. Mahaney - Director of Guidance - Kenston Forest School “When describing Focus to another district, I tell them that it is userfriendly, very intuitive and that the company is always adding functions that meet teacher’s needs.” Meg Brown - Director of Technology - Flagler County Schools

2.1.5. Follett Software Company is dedicated helping the K-12 community reinvent education for the 21st century. Their integrated educational technologies are designed to help to create and withstand a rich, collaborative, technology-enabled environment that supports the life cycle of active learning and inspires student success. Last Feb. 16, 2011 Follett Software Company has announced the release of version 3.1 of Aspen, its student information system, with sets of improved features focused in the fields of navigation, scheduling, health management, conduct and special education. The Aspen Student Information System is a popular web-based 20

application for school that combines the resources across the education community. Simplifying school data management through the integration of key K-12 applications, Aspen is used by more than 700,000 students in eight states. According to Brad Lindaas, Vice-president of business operations for the Aspen product line, Aspen 3.1 continues the direction of simplifying features, making Aspen more natural and providing automated assistance to end users.

2.2.

Related Foreign Studies

2.2.1.

The

Tanzania

Student

Association

Hyderabad

Student

Information System (TSAH SIS) is contributed and programmed by Nassib Junior is programmed by Bachelor of Computer student. The software has complete database system, but there are some other panels in the software that the user can develop by you like staff registration panel etc. He develops this software to help our student association in India-Hyderabad. The TSAH SIS used the Visual Basic 6 platform, Microsoft Access for the database, and Crystal Report v8.5 for printing of reports. The following figures are the screenshots of TSAH SIS. The programmer will soon develop version 2.0 by using SQL Server 2008 for the database, Crystal Report V9/10 and Microsoft Visual

Studio

2010

for

the

platform.

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Figure 2.2.1.1. TSAH SIS Login Figure 2.2.1.1. shows the Login form of the system. The user name and password is provided by the programmer (Username: admin Password: 1234).

Figure 2.2.1.2 Student Registration Panel

Figure 2.2.1.2. shows the Student Registration Panel wherein the user allows to input the needed information of a certain student and records it in database

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. Figure 2.2.1.3. Student General Information Panel

Figure 2.2.1.3. shows the saved student information. It allows the user to search, delete, and view the full profile of the student. The Staff Registration Panel and the Graduates Student Information Panel are under maintenance. 2.2.2. The School of Math Engineering Technology and Science at Olympic High School of North California uses the Google groups to create Guidance and Student Services. The site is composed of Home (OCS Guidance Webpage shown in Figure5, school profile, and the sitemap), Procedures Education,

(Appointments, and

Worker’s

Transcripts, Permit),

Recommendations,

Senior

and

Junior

Drivers’

Information,

Scholarships, and College Admission.

Figure 2.2.2.1. Math Engineering Technology and Science at Olympic High School Site 23

Figure 2.2.2.2. Olympic Community of Schools (OCS) Guidance and Student Services Figure 2.2.2.2 shows the OCS Guidance and Student Services it consist of OCS Guidance Website (METS Guidance, International and Global Studies Guidance, International Business and Communications Guidance, and Renaissance Guidance), Requirements for graduation, Scholarship and financial aid, Community resources, Credit recovery, and an Anti-bullying article. 2.2.3. The CIBER Enterprise Solutions of Ohio present a result in

discovery and planning process for Ohio University’s application of Oracle’s PeopleSoft Campus Solutions. OHIO has used the Informs SIS products (previously owned by AMS – American Management Systems and currently owned by Informs, Inc.) for more than fifteen years, and it is the official system of record for student information including, but not limited to Admissions, Advising, Student Records, and Student Accounts. The replacement of the current student system started when Informs announced that their support would be discontinued for its middleware (Enterprise Server aka CORE)

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product. The replacement for the Informs Student Information System was approved and implemented on 2006. According to O'Malley (2011), it has been said that change is inevitable at Ohio University including in their systems and even in their schedules. Over the next several weeks students, faculty and staff will be learning about the new SIS. The Ohio University provides a website to learn more about the new SIS shown in Figure6.

Figure 2.2.3.1 OHIO University Tutorial Site

2.2.4. The Illinois State Board of Education is planning to have a Student Information system increase the state's capacity to follow a student's progress over time, provide better quality data to drive more enlightened policy decisions resulting in enhanced educational opportunities for all children; reduce data collection burden on schools and districts; and enhance the

use

and

relevance

of

state

data

by

districts

and

schools.

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Figure 2.2.4.1. Illinois State Board of Education SIS information

Figure 2.2.4.1. shows the Illinois State Board of Education SIS (ISBE SIS) announcement. The ISBE SIS has a resource panel that composed of Data Elements (approved codes and indicators), Excel Template (student data input into SIS), File Format Layout, User Manual, Key Dates, and Archived Webinars and Presentations. 2.2.5. Electronic Student Profile, or ESP, is an online system that manages student records and enables the parents to keep in touch with their child’s performance and development at the school. It is the first online student profile system in Australian public schools for the primary-levels. It compiles the entire student’s data in all Australian public schools and acts as a central Student Profile System. Although this kind of system will need a quite amount of time to be finished and implemented, external cooperation is critical for this system. The main page contains a brief explanation of the system,

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Figure 2.2.5.1. Australia’s Electronic Student Profile for public schools.

2.3.

Related Local Literature

2.3.1. Calibara, Desiree V., Co, Ruben Jr., D. and Luriz, Edneil Josef B. (2010), created a system for their project study. The system is entitled “TUP-T Student Information System”. This system is similar to Student Data Management. According to them TUP-T Student Information System is a big help for the guidance personnel and for the student assistant for managing Student Information. And it will also provide more functional and reliable module for organizing the student information achieving accurate data. The system they made will also serve as an electronic data bank for the Guidance Center. These are the following features can be access by the designated officer: Manipulating of student’s records, attendance and offenses.

Retrieved

from

http://ivythesis.typepad.com/term_paper_topics/2010/07/student-informationsystem-review-of-related-literature.html, Fabe created a review on related literature on student information system (SIS). His pointing out that student information systems has been changing very fast over the time since the 27

presence of the internet was introduced. For him Student Information System can be categorized on how big the systems scope. He is also said that SIS is really a big help in a certain schools. These are selected quotations from his work: Notably, student information system or SIS incurs such application software designed for educational establishments to manage student data. Student information systems provide capabilities for entering student test and other assessment scores, building student schedules, tracking student attendance as well as managing many other student-related data needs within the institution university. Thus, many of these systems applied in the Philippines can be scaled to different levels of activity and can be configured by their home institutions to meet local needs. Student information systems have been changing and are fast adopted through the presence of a web medium as a channel for accessing SIS without any hassle upon viewing student details and information. Educational institutions are under constant pressure to demonstrate both willingness and capacity to incorporate the latest

developments

in

student

information

systems

along

with

communications technology supporting various teaching ways.

2.3.2. Elsa V. Isip and Melissa P. Picones (2010), created a journal entitled “Interactive Students’ Performance Monitoring System for Guidance and Counseling Center”. According to them this system will help the guidance counselors, psychometrician, and staff of the Guidance and Counseling center in tracking and monitoring the academic performance of the students. This system was conceptualized in view of the difficulty of the GCC in 28

managing and monitoring students’ academic performance as well as their guidance records. The developed system is capable of managing, monitoring and organizing student academic performance and guidance records. It integrates

a

decision

support

system

that

automatically

interprets

psychological exam results based on standard table used by the guidance counselors, and it also provides an interactive virtual interview module to record interview sessions with the students. The system will give easily retrieval of records and generation of reports.

2.4.

Related Local Studies

Figure 2.4.1. Sibugay Technical Institute Inc. Guidance Information System Figure 2.4.1. shows the Guidance Information System of Sibugay Technical Institute Inc. of Mr. Rommel Roldan. This system will help the guidance office to manage student’s records and exclusively for the guidance office of Sibugay Technical Institute Inc. To access the system, the user must enter his/her username and password. The main form consists of commands for transactions, maintenance, utilities, report, about, edit and manipulation of student’s records. It also views time, date and developers. 29

The functions of the system included the following: 2.4.1.1.

User Verification.

2.4.1.2.

Add, edit, delete and save commands for manipulating student’s records.

2.4.1.3.

Search student records.

2.4.1.4.

View records of all students, transactions, maintenance and utilities

2.4.1.5.

Add new counselor for student.

2.4.1.6.

Displays information about STII Guidance office.

2.4.1.7.

Add, edit, delete and save commands for Guidance office transactions.

2.4.1.8.

Add, edit, delete and save commands for Guidance office maintenance.

2.4.1.9.

Add, edit, delete and save commands for Guidance office utilities.

2.4.1.10. Generate reports.

Figure 2.4.2. Student Guidance System Main Form Figure 2.4.2. shows the Student Guidance System of Carlos Hilado Memorial State College Fortune Towne Campus. This system will help the

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guidance office in utilizing student’s records and exclusively for the guidance office of Carlos Hilado Memorial State College Fortune Towne Campus. To access the system, the user must enter his/her username and password. This main form consists of command buttons for Student, Test, Counselor, Counseling, Testing, Report, User administration, about and Exit.

The functions of the system included the following: 2.4.2.1.

User Verification.

2.4.2.2.

Add, edit, delete, search and save commands for manipulating students records.

2.4.2.3.

View records of all students, counselor, counseling, test and testing.

2.4.2.4.

Displays information about CHMSC Guidance office.

2.4.2.5.

Add, edit, delete and save commands for Guidance office counselor.

2.4.2.6.

Add, edit, delete and save commands for Guidance office counseling.

2.4.2.7.

Add, edit, delete and save commands for Guidance office test and testing.

2.4.2.8.

Generate reports.

Figure 2.4.3. Main form of Student Information System

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Figure 2.4.3. shows the main form of student information system created by Mr. Jake Rodriguez Pomperada, an Instructional Technology Programmer, Teacher, Computer Technician and Electronics Technician. He developed this system to help those programmers that developing a SIS and to spread his work to all the users who are visiting in his site. He also accepts programming jobs like assignments, projects and thesis in a very reasonable and affordable price. The system he made will help the guidance office in managing student’s records. The functions of the system are users can add records, delete records, modify records and view list of records.

Figure 2.4.4. University of the East Users Login Figure 2.4.4. shows the login page of UE. This system allows students to manage their profiles and view other related activities. This system also is exclusively for students of the UE. To access the system, the user must enter his/her student number and access code. It system allows students view student information, lectures discussions, resources and other services. This

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also facilitates communication between professors and students beyond class hours and is available. This page is composed of the User Verification form that includes fields for student no, access code, terms of use, disclaimer and contact us.

Figure 2.4.5. Far Eastern University Users Login Figure 2.4.5. shows the login page of FEU. A system of the Far Eastern University that views detailed information about the University for Users. This system is exclusively for students of the FEU. To access the system, the user must enter his/her student number and student password. It system allows students to view online their schedules. This system also constantly updated upon enrollment for each semester. This page is composed of the User Verification form that includes fields for student no, student password, and student password Recovery.

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Figure 2.4.6. Far Eastern University – East Asia College Users Login Figure 2.4.6 shows the login page of FEU-EAC. A system of the Far Eastern University – East Asia College that views detailed information about the University for Users. This system is exclusively for students of the FEUEAC. To access the system, the user must enter his/her student username and password. It allows students to view information, registration and other school transactions. Students can also view their personal information, current class schedule, academic grades, assessment, clearances, and curriculum. It also view list of regular and irregular students per day in pdf form. This page is composed of the User Verification form that includes fields for student no, student password, academic calendar, and directory and contacts us.

34

Figure 2.4.7. Loyola Schools Guidance Office (LSGO) Portal Figure 2.4.7. shows the Guidance office information portal of Ateneo de Manila. A system of the Ateneo de Manila Loyola Schools that views detailed information about the University for Users. This system allows students to view information, registration and other school transactions. They don’t have users login because of this anyone can view their portal. This page is composed

of

Faculty/Parent

contact

information,

Consultations

Research,

services,

individual

Educational

&

inventory,

Occupational

Information, Introduction to Ateneo Culture (INTACT), Scholar’s Program, Special

Program

Designs/Workshops,

Academic/Probation

Follow-up

Program and announcements.

35

Figure 2.4.8. QCCA Guidance Department Portal Figure 2.4.8. shows the Guidance Department portal of Quezon City Christian Academy. A system of the Quezon City Christian Academy that views detailed information about the University for Users. This system shows also the mission statement of QCCA Guidance Department, offices, academics, admission, students, faculty, parents and Chinese department. This not also required users login because they allow anyone to view their portal.

36

2.5.

DEFINITION OF TERMS

2.5.1. Computer – an electronic device designed to manipulate data so that useful information can be generated. 2.5.2. Computer-based system - system which uses a computer for performing task with database for storing data and a programming language for its platform. 2.5.3. Data - raw facts. 2.5.4. Data Flow Diagram (DFD) - show the flow of data from the system user in storing the information in the database. 2.5.5. Database - a collection of information that is arranged so that it can easily accessed and managed. 2.5.6. Entity Relationship Diagram (ERD) - a data modeling technique that shows relationship between entities (one-to-one relationship,

one-to-many

relationship

and

many-to-many

relationship). 2.5.7. Flow chart - graphical representation of a system process. 2.5.8. Guidance Information- displays the information about the Guidance Office mission, vision, officer hierarchy, services, and office location. 2.5.9. Guidance Monitoring – supervised the students’ records such as attendance, offenses, exit, and students’ information. 2.5.10.

Hard disk (HDD) - the main data storage device in a

computer. 2.5.11.

Hyper Text Markup Protocol (HTML) - computer

language designed to allow website creation.

37

2.5.12.

Local Area Network (LAN)- a computer network that

links computers in a limited area (home, school, and etc.). 2.5.13.

Manual-based system - system which does not use any

computer devices, thus all data would be kept in paper. 2.5.14.

Memory- internal storage areas in the computer wherein

the data of the system are stored. 2.5.15.

MYSQL-

is

an

open

source

relational

database

management system. 2.5.16.

Operating System (OS) - the most important program

that runs on a computer. It performs basic tasks, keeping track of files and directories on the disk, and controlling peripheral devices. 2.5.17.

Personal Computer (PC) - a computer designed for use

by one person at a time. 2.5.18.

PHP Hypertext Preprocessor (PHP) - an open-source,

server-side scripting language. 2.5.19.

Primary data - data that has not been previously

published or the so-called first-hand data. 2.5.20.

Processor - a chip that processes the basic instructions

that drives a computer. 2.5.21.

Prototype- a model that represents a product suitably for

designers to visualize and test the design. 2.5.22.

Secondary data - data that have been already collected

readily available from other sources or the so-called secondhand data.

38

2.5.23.

Software- different kinds of programs used and installed

to operate computers and related devices. 2.5.24.

System - organized assembly of resources and actions

united to accomplish a set of specific functions. 2.5.25.

Video Graphics Adapter (VGA)- an integrated circuit

card in a computer or a monitor that provides digital-to-analog conversion so that data can be sent to a computer's display. 2.5.26.

Windows command prompt- command line interpreter

that allows the entering of commands and then executes those commands to the operating system. 2.5.27.

X (to be read as "cross", meaning cross-platform)

Apache, MySQL, PHP and Perl (XAMPP)- a free and open source cross-platform web server solution stack package .

39

Chapter 3 Methods of Research and Procedure

40

Chapter 3 Methods of Research and Procedure This chapter deals with the methods of research used, sample and sampling technique, statistical treatment, data gathering procedure and instrument used. 3.1. Research Method This research was conducted in order to determine whether the questionnaire play a significant role in the study. The method used by the researchers is the descriptive research method. To define the descriptive type of research, Calderon (1993) stated that the descriptive method of research describes and interprets what it is. It is about the conditions of relationships that exists; practices that succeed; beliefs, processes that is going on; effects that are being felt, or trends that are developing. Descriptive research on the other hand is a type of research that is mainly concerned with describing the nature or condition and the degree in detail of the present situation. In this study, the researchers choose to use this research method considering the objective to obtain first hand data from the end user. It involves the recording, description, analysis and the presentation of the present system, composition or processes of phenomena. The descriptive method is very useful for the researcher due to its flexibility; this method can use either qualitative or quantitative data or both, giving the researcher greater options in selecting the instrument for data gathering.

41

3.2. Sample and Sampling Technique The researchers randomly selected 50 respondents for the study and a formal interview to the guidance counselor. Calderon ( 1993 ) defined Sampling as measuring a part of population and making a general report about the whole. Under the Descriptive Research Method, the techniques used are the face-to-face interview and the survey method. Faceto-face interview is the most widely used in the research of any topic and based on a direct meeting between interviewer and interviewee while the survey is collecting measurable information to find the condition of the respondents with an accurate interpretation. The researchers used the two methods because in those methods it can easily display their point of view comfortably. They’re using the Guidance counselor as a respondent from the TUP-T Guidance Office in the first method, the face-to-face interview and the students of TUP-T in the second method, the survey, in order to gather relevant data; the descriptive method is then appropriate as this can allow the identification of interviewee answers. For this research, two types of data were gathered. These included the primary and secondary data types. The primary data were derived from the answers of the interviewee gave during the interview process. The secondary data on the other hand, were obtained from published documents and literatures that were relevant to TUPT-GIMS. Additionally, the development of the system and the design, the researchers used PHP for their front-end, MYSQL for the back-end, and some picture editing application software like Paint, Adobe Photoshop, and Macromedia Fireworks, Flash and Dreamweaver.

42

3.3. Research Instrument and Technique The survey questionnaire was used to gather the data to draw conclusions. This instrument was validated by the specialist and experts that suit the needs of the study. Likewise, it was item analyze to infer the components needed for the study, in the same manner to relate the objectives. In addition, some tools are interviews, observations, research and analysis used in the study. 3.3.1. Research. Research is the systematic search for related information on a specific topic or problem. The research materials are drawn from internet, books, theses, articles and newspapers. It is for the purpose of answering questions posed by the researcher. This technique includes the most of the part of Chapter 2: The Review of Related Studies. 3.3.2. Observation. This technique is used when the researcher cannot secure valid data through the use of the two methods, the face-to-face interview and the survey. 3.3.3. Interview. An Interview is an act of questioning to receive a desired answer that is necessary in solving a specific problem. This is where data gathering occurs by asking questions for much needed information from the interviewee verbally and directly. 3.3.4. Analysis. Analysis is the process of summarizing the whole study into its essential parts of the data gathered according to the specific questions under the statement of the problem.

43

3.3.5. Questionnaire. A sequence of questions used in gathering important information’s from one or more persons. This will be distributed to the students and faculties of the TUP-T in order to satisfy the researcher’s goal, which is to get and measure the opinions and polls of the respondents of the study. The questionnaire used for data gathering is a self-made that consists of 5 questions intended to the guidance counselor while 10 questions were equally distributed to the students and faculties.

44

TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES TAGUIG CAMPUS

We, Ms. Charmanne Pantaleon and Ms. Vergee Villanueva of Bachelor of Technology in Information Technology would like to conduct a survey regarding our Project Proposal entitled TUP-T Guidance Information and Monitoring System (TUP-T GIMS). Your cooperation is highly appreciated. Thank you! Name (optional):_________________________ Tech/Dept:__________________________ Date:___________ Respondent Classification:  

Faculty Student

Please answer the following questions properly. Encircle your desired answer. 1.

Do you have sufficient information about the Guidance office like their mission and vision, Guidance officer’s hierarchy, and office location together with the activities? a. Yes b. No 2. Does the Guidance Office provide adequate assistance to students and faculty that may need such information follow-up, program, and activities? a. Yes b. No 3. Is the Guidance Office a place accessible for wide dissemination of information in the campus? a. Yes b. No 4. Do you experience problems to process request, certificates, and other papers? a. Yes b. No 5. Does the record available anytime for efficient purpose? a. Yes b. No 6. Are you aware on how the guidance office monitors students’ attendance such as absences, tardiness, and sickness? a. Yes b. No 7. Do you agree if the guidance office wanted the faculty to pass student attendance per month? a. Yes b. No 8. Does the Guidance Office keep record for confidentiality? a. Yes b. No 9. Are you aware of the TUP-T SIS (Student Information System)? a. Yes b. No 10. Does the guidance office need the TUP-T Guidance Information and Monitoring System (TUP-T GIMS) to closely monitor the performance of the students? a. Yes b. No

Comments/Suggestions:

_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

Figure 3.3.5.1. Survey Questionnaire Form

45

TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES TAGUIG CAMPUS

We, Ms. Charmanne Pantaleon and Ms. Vergee Villanueva of Bachelor of Technology in Information Technology would like to conduct a survey regarding our Project Proposal entitled TUP-T Guidance Information and Monitoring System (TUP-T GIMS). Your cooperation is highly appreciated. Thank you! Please answer the following questions properly. Encircle your desired answer. 1. Is the current procedure for managing student’s records time consuming? □ Yes □ No 2. Do you find difficulties in monitoring students records especially offenses and attendance? □ Yes □ No 3. Do you have a database for your documents? □ Yes □ No 4. Do you find difficulties in managing and organizing student’s records? □ Yes □ No 5. Do you prefer to use a system? □ Yes □ No o o

If yes, what are the things you want to see in this system? If no, what are the reasons why you’re not prefer to use system?

Figure 3.3.5.2 Interview Questionnaire Form

46

3.4. Data Gathering Procedure 3.4.1. Problem Identification This study covers the student record, tracking and monitoring attendance, performance and offenses. 3.4.2. Data Gathering To gather the needed information the researchers conducts the following: 3.4.2.1.

Gather information about the existing systems related in this study.

3.4.2.2.

Identify the research material needed in this study.

3.4.2.3.

Delve into related literature and study of the proposed project for the development of this study.

3.4.2.4.

Conduct an interview in the officer that managing students records.

3.4.2.5.

Organized, interpreted and analyzed the data gathered.

3.4.2.3.1 Interview Results

1. Is the current procedure for monitoring student’s records time consuming? Yes 2. Do you find difficulties in monitoring students records especially offenses and attendance? Yes 3. Do you have a database for your documents? No 4. Do you find difficulties in managing and organizing student’s records? Yes 47

5. Do you prefer to use a system? Yes          

User Friendly Logging name Main Menu Basic Information of TUP-T Students Educational Background of TUP-T Students Parents Information of TUP-T Students Student Disciplinary Action Form Attendance Monitoring Sheet Exit Interview Form Generates Report Figure 3.4.2.3.1. Result of Interview Conducted

Figure 3.4.2.3.1. shows the result of the interview that the researchers conducted. Based on this table the researchers find out that the main problem is how this system will help the guidance office to have an easier management on student’s records and at the same time to monitor also the student’s records. The guidance officers have difficulties in managing, organizing and monitoring student’s records. Specific problems time monitoring and possible loss of records. To solve this problem the researchers proposed a project study regarding in this method that has title of TUP-T Guidance Information and Monitoring System. In the first question the officer answered it yes. This means that the current procedure they used in monitoring students records is time consuming since there’s a lot of students in TUP-Taguig and they are only few who will do this job. In question no.2 the officer answered it yes. The officer finds difficulties in monitoring student’s records because they cannot easily track the student’s offenses and attendance. In question no.3 the officer answered it no. Since they don’t have a database for their documents there’s a 48

possibility of losing data. In question no.4 the officer answered it yes. The officer finds difficulties also in organizing and managing student’s records. In the last question the officer answered it yes and with a certain things that the officer wants to see in a system. The officer wants to see this following in the system 3.4.2.3.1 The system must be user friendly/easy to use. 3.4.2.3.2 There’s user verification. 3.4.2.3.3 In the main form of the system there are commands for search, new record/update, delete and save data. 3.4.2.3.4 For basic information of students it must have id number, students name, provincial address, address, date of birth, place of birth, nationality, civil status, gender, telephone number/mobile number, course, year graduated, degree course,

technician

course,

projects,

organization

and

activities. 3.4.2.3.5 For educational background it must have elementary information, high school information, awards, organization and scholarship. 3.4.2.3.6 For parents information it must have father and mother name, occupation and address. And In case of emergency this will consists of contact person, telephone number and relationship. 3.4.2.3.7 For student disciplinary action this must contain of major offense and minor offense.

49

3.4.2.3.8 For attendance monitoring sheet this must contain of year and section, name of student, absences, tardiness, total number of absences and tardiness. 3.4.2.3.9 For exit interview form this must contain the reasons why the students leave the university. 3.4.2.3.10 System must have reports for the following 3.4.2.3.10.1 Students offenses 3.4.2.3.10.2 Students courses 3.4.2.3.10.3 Attendance 3.4.2.3.10.4 Scholarship 3.4.2.3.10.5 Information about exit interview form 3.4.2.3.10.6 Number of students in certain area 3.4.2.3.10.7 In every operation officer conduct it must have reports. 3.4.3. Statistical Treatment of Data Statistics is one approach of getting the information’s organized. The data will be treated in relation to what was asked in the specific objectives. These data will be tabulated, analyzed and interpreted 3.4.3.1 Percentage P= f/n*100 

Where P = percentage f= number of respondents who answered yes/no in a particular question. n= total number of respondents 50

3.4.3.2 Weighted Mean Weighted points 5, 4, 3, 2 and 1 were allocated to the responses for qualitative analyses. X = Σfx / n 

Where X = computed weighted mean Σ = summation symbol x = scale value f = frequency response n = total number of respondents Rating 5.00 – 4.51 4.50 – 3.51 3.50 – 2.51 2.50 – 1.51 1.50 – 1.00

Weight 5 4 3 2 1 Table 3.4.3. Likert Scale

Equivalent Excellent Very good Good Fair Poor

51

3.4.

Activity Diagram

Figure 3.5.1 Activity Diagram of Administrator Login Figure 3.5.1 shows the activity diagram for the Administrator’s login process. The administrator will undergo to the Login box or process and he/she must enter his/her account. The system will check if the username and password combination are correct and stored in the database. If yes, the process will go to the off-page connector which is the Figure 3.5.2 (see below), if no, the process will go to the inputting of account.

52

Figure 3.5.2 Activity Diagram of Administrator Access Rights After the activity diagram administrator login, it will undergo to the Administrator’s access rights. In this activity, the administrator will access this process if he/she has entered the correct username and password combination. Figure 3.5.2 shows the following activities that the admin may possibly do.

53

3.6. Use Case Diagram

Figure 3.6.1 TUP-T GIMS Administrator Use Case

Figure 3.6.1 shows the Use case of the Administrator. Use case describe the interactions that take place between actor (Administrator) and

54

systems during the processes. Based on the shown figure, the Administrator can manage Student’s basic information, tracer, exit, offense and etc.

Figure 3.6.2 TUP-T GIMS Faculty Use Case

Figure 3.6.2 shows the Use case of the Faculty. To access the system, administrator gives their combination of the username and password. The faculty can add their schedule, check student’s attendance and manage their account.

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3.7. Entity Relationship Diagram

Diagram 3.7.1 ERD of Students Diagram 3.7.1 show that student has a one to one or many relationships with table student section and student course. One student table can have one exit and basic information table. It has a one to zero, one or many relationship with table email notification and tracer and has a one to many attendances. A Course is for one or many student course. A Section is for one or many student section. Student and Offense has a one to zero, one or many relationship with table student offense.

56

Diagram 3.7.2. ERD of Faculty Diagram 3.7.2 shows that a faculty has one or many schedule. One Schedule has one or many subject schedule and student schedule table. Student is for many student schedules and Subject is for many subject schedules. 3.8. Data Flow Diagram Data flow diagram (DFD) is a graphical presentation of the flow of data into, though, and out of an information system. Its components symbolize the flow of the data; (1) the process symbol is where the manipulation or work that converts data, perform computations, and making decisions or logic flow, (2) the data flow or the arrow is the movement of data between the external agent, the process, and the data storage, (3) the data storage is where the process stores data for later retrieval by the same process, (4) and the external agent is the source or destination of the data.

57

Diagram 3.8.1. TUP-T GIMS Context Diagram

Diagram 3.8.1 illustrates the broadest overview of the TUP-T Guidance Information and Monitoring System data flow. It is composed of two main external agents, the administrator and the user. The major input of the admin is the combination of their username and password, student records, and the student number in the system. It outputs whether their account is valid or invalid and the student report, while the major input of the user are the combination of their username and password, schedule id, and student attendance. It outputs whether their account is valid or invalid and the student attendance record.

58

Diagram 3.8.2. TUP-T GIMS Administrator Level 1 Diagram 3.8.2 illustrates a higher level view of the system; it identifies the major process and data stores and it lists the incoming and outgoing data flow with a corresponding process that receives and generates data. In order to access the system, the administrator required to enter a valid account. The administrator is the source and destination of all the data, respectively, Manage student basic information, Manage student’s attendance, Manage

59

students’ offense, Manage students’ exit information, Manage offense, Generate/view student basic information, Generate/view student offense, and Generate/view student attendance.

Diagram 3.8.3. TUP-T GIMS User Level 1 Diagram 3.8.3 illustrates the access rights of the users. The user is required to enter a valid account to access some part of the system like managing student attendance, faculty schedule, update user account, and generating/viewing of reports. 60

Manage Student Basic Information

Diagram 3.8.4. TUP-T GIMS Level 2 Administrator NOTE: The other remaining process (Process 2 – 10) is the same with diagram 3.8.4.

61

3.7. Development Flow Chart

Start

Problem Identification

Planning

Data Gathering

System Designing and Coding

System Testing and Evaluation

No

System Ok?

Yes Project Implementation

End

Diagram 3.7.1. TUPT GIMS Development Flowchart Diagram 3.7.1 shows the flowchart for the development of the project. The system development starts with problem identification the reason why the 62

study is being conducted. Next is planning where the researcher plan the things need to do to finished the desired output of this project study which is the system. Then it proceeds to data gathering where the researcher made some interviews with the client/end user and additional research was done which served as secondary data for the system. After these activities, the researcher proceeds to system designing and coding followed by system testing and evaluation. If the desired output of the system is completed then the system will be ready for the implementation if not the process will go back to system designing and coding.

63

Chapter 4 Research Analysis, Presentation and Interpretation of Data

64

Chapter 4 Research Analysis, Presentation and Interpretation of Data

4.1 Trial and Testing Trial and testing is a method of resolving and repairing an error that occur during system run-time until error is sufficiently reduced or eliminated. TUP-T GIMS is exclusively for Guidance personnel and faculty members. It stores confidential records of the students; the researchers should check and secure the accuracy of data in the system. Testing in different accounts must be done to determine each access rights. TUP-T Guidance Monitoring and Information System will be tested through dry run method by Guidance personnel and faculty members. Trial and testing must be done continuously until the bugs are removed and the system is fully polished. 4.1.1 Functionality Testing Navigation Panel appears in every module and has its corresponding links that will direct the end user to another module (shown in Figure 4.1.1.1). In form validation, error messages are shown (shown in Figure 4.1.1.2 and Figure 4.1.1.3) whenever the user entered invalid inputs and leave the required fields empty.

65

Figure 4.1.1.1 Navigation Panel

Figure 4.1.1.2 Error Messages for Wrong Inputs

Figure 4.1.1.3 Error Messages for Wrong Inputs

66

4.1.2 Security Testing To test its security, the user is required to enter a valid username and password otherwise an error message will prompt the user (shown in Figure 4.1.2.1). If the user attempts to enter the system by changing the web page url without logging in, an error message will pop up (shown in Figure 4.1.2.2).

Figure 4.1.2.1 Login Error Prompt

Figure 4.1.2.2 Unauthorized Access Error Pop Up Message

67

4.2 Evaluation 4.2.1. Pre-Assessments Survey Results 4.2.1.1. The Size and Study of Population The TUP-Taguig students have a population of more than 1000 in the Technician and Degree program and The TUP-Taguig faculties have a population of more than 100. Fifty ( 50 ) respondents participated in the survey.

DEPARMENT

NO. OF RESPONDENTS

PERCENTAGE

Faculty

25

50%

Students

25

50%

Total

50

100%

Table 4.2.1.1. Number of Respondents Table 4.2.1.1.. shows the breakdown of number of respondents. The respondents are composed of 25 students and 25 faculty of TUP – Taguig. Below is the formula used to arrive to the computation. 1. Percentage= f/n*100 

Where f= number of respondents in a particular department n= total number of respondents

68

4.2.1.2 The Survey Questionnaire Tally PERCENTAGE QUESTIONS 1.

YES

NO

YES

NO

16

34

32%

68%

Do you have sufficient information about the Guidance office like their mission and vision, Guidance officer’s hierarchy, and office location together with the activities?

2.

Does the Guidance Office provide adequate assistance to students and faculty that may need such information follow-up, program, and activities?

30

20

60%

40%

3.

Is the Guidance Office a place accessible for wide dissemination of information in the campus? Do you experience problems to process request, certificates, and

26

24

52%

48%

other papers?

28

22

56%

44%

20

30

40%

60%

23

27

46%

54%

attendance per month?

35

15

70%

30%

8.

Does the Guidance Office keep record for confidentiality?

42

8

84%

16%

9.

Are you aware of the TUP-T SIS (Student Information System)?

5

45

10%

90%

42

8

84%

16%

4.

5. 6.

Does the record available anytime for efficient purpose? Are you aware on how the guidance office monitors students’ attendance such as absences, tardiness, and sickness?

7.

Do you agree if the guidance office wanted the faculty to pass student

10. Should the Guidance Office closely to interact to monitor the performance of the students via TUP-T Guidance Information and Monitoring System (TUP-T GIMS)?

Table 4.2.1.2.1. Survey Tally Results per Question Table 4.2.1.2.1.shows the tally of votes per question. The researchers have 20 respondents, they breakdown the votes per question to have an accurate result. Below is the formula used to arrive to the computation. Percentage= f/n*100 

Where f= number of respondents who answered yes/no in a particular question.

69

n= total number of respondents Question No.1: Do you have sufficient information about the Guidance office like their mission and vision, Guidance officer’s hierarchy, and office location together with the activities?

40

34

no. of votes

30 20

16

10 0 Yes

No Choices

Figure 4.2.1.2.1 Graphical representation of data for Question No.1 Figure 4.2.1.2.1 shows that majority of students and faculties don’t have sufficient information about the Guidance office. Question No.2: Does the Guidance Office provide adequate assistance to students and faculty that may need such information follow-up, program, and activities?

40 no. of votes

30 30 20 20 10 0 Yes

No Choices

Figure 4.2.1.2.2. Graphical representation of data for Question No.2

70

Figure 4.2.1.2.2 shows that 30 out of 50 respondents agreed that the Guidance Office provide adequate assistance to students and faculty that may need such information follow-up, program, and activities Question No.3: Is the Guidance Office a place accessible for wide dissemination of information in the campus?

27 no. of votes

26 26 25 24 24 23 Yes

No Choices

Figure 4.2.1.2.3. Graphical representation of data for Question No.3 Figure 4.2.1.2.3 shows that almost half of the respondents agreed that the Guidance Office a place accessible for wide dissemination of information in the campus. Question No.4: Do you experience problems to process request, certificates,

no. of votes

and other papers?

30 25 20 15 10 5 0

28 22

Yes

No Choices

Figure 4.2.1.2.4. Graphical representation of data for Question No.4 71

Figure 4.2.1.2.4 show that the most of the respondents experienced problems in processing a document in the Guidance office. Question No.5: Does the record available anytime for efficient purpose?

40 no. of votes

30 30 20

20

10 0 Yes

No Choices

Figure 4.2.1.2.5 Graphical representation of data for Question No.5 Figure 4.2.1.2.5 shows that the most of the respondents answered that the records are not available anytime for efficient purpose. Question No.6: Are you aware on how the guidance office monitors students’ attendance such as absences, tardiness, and sickness?

28

27

no. of votes

27 26 25 24

23

23 22 21 Yes

No Choices

Figure 4.2.1.2.6 Graphical representation of data for Question No.6

72

Figure 4.2.1.2.6 shows that 27 out of 50 respondents are not aware on how the guidance office monitors students’ attendance such as absences, tardiness, and sickness.

Question No.7: Do you agree if the guidance office wanted the faculty to pass

no. of votes

student attendance per month?

40 35 30 25 20 15 10 5 0

35

15

Yes

No Choices

Figure 4.2.1.2.7 Graphical representation of data for Question No.7 Figure 4.2.1.2.7 shows that most of the respondents agreed that if the guidance office wanted the faculty to pass student attendance every month. Question No.8: Does the Guidance Office keep record for confidentiality?

50

42

no. of votes

40 30 20 8

10 0 Yes

No Choices

Figure 4.2.1.2.8. Graphical representation of data for Question No.8 73

Figure 4.2.1.2.8 shows that most of the respondents agreed that the Guidance Office keep record for confidentiality.

Question No.9: Are you aware of the TUP-T SIS (Student Information System)?

no. of votes

50

45

40 30 20 10

5

0 Yes

No Choices

Figure 4.2.1.2.9. Graphical representation of data for Question No.9

Figure 4.2.1.2.9 shows that most of the respondents are not aware of the TUP-T SIS (Student Information System).

Question No.10: Does the guidance office need the TUP-T Guidance Information and Monitoring System (TUP-T GIMS) to closely monitor the performance of the students?

no. of votes

50 40

42

30 20

8

10 0 Yes

No Choices

Figure 4.2.1.2.10 Graphical representation of data for Question No.10

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Figure 4.2.1.2.10 shows that majority of the respondents want to implement the Technological University of the Philippines-Taguig Guidance Information and Monitoring System (TUP-T GIMS).

4.2.2. Post-Assessments Survey Results

Table 4.2.2.1 Sample Evaluation Sheet

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Table 4.2.2.1 shows the sample evaluation sheet using a 5-point scale rating based on Enhanced TUP-T Online Grading System of Mr. Arjay Macabia, that is disseminated to the 12 Faculty members and 1 Guidance Counselor. It comprises criteria refer to the project’s functionality, contents, aesthetics, and security. The researchers come up with a population of 13 because they used the Sloven’s Formula based on the Systematic Random Sampling lecture of Mr. Marc Rivera in Statistics subject. This formula is frequently used for estimating the sample size as representative of the population. n = 1 + 3.322 log / N where: n= sample size as representative of population N = total number of population The results gathered from the evaluation were interpreted and tallied using statistical computation to determine the satisfactoriness of the system to the end users. The mean for the criteria was computed to determine the ratio of the respondents. The interpretation of mean data was based on the following scale: Rating 5.00 – 4.51 4.50 – 3.51 3.50 – 2.51 2.50 – 1.51 1.50 – 1.00

Equivalent Excellent Very good Good Fair Poor

Table 4.2.2.2. Rating Scale

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Table 4.2.2.2. shows the corresponding rating and its equivalent. For the Excellent its rating range is from 4.50 to 5.00, for the Very Good its rating range is from 3.51 to 4.50, for the Good its rating range is from 2.51 to 3.50, for the Fair its rating range is from 1.51 to 2.50, and for the Poor rating range is from 1.00 to 1.50. Criteria a. Functionality  Interactivity  Speed  User-friendliness  Flexibility Average: b. Content  Style of content  Interest in content  Presentation of content  Content Average: c. Aesthetic  Color  Layout  Images  Font size Average: Overall Average:

5

4

3

2

1 Average Equivalent

6 8 8 7

5 4 2 4

2 1 3 2

0 0 0 0

0 0 0 0

4.51 4.76 4.60 4.60 4.61

Excellent Excellent Excellent Excellent Excellent

7 9 7 8

4 3 5 5

2 1 1 0

0 0 0 0

0 0 0 0

4.60 4.84 4.68 4.84

Excellent Excellent Excellent Excellent

4.74

Excellent

4.85 4.69 4.54 4.54 4.66 4.67

Excellent Excellent Excellent Excellent Excellent Excellent

11 10 8 8

2 2 4 4

0 1 1 1

0 0 0 0

0 0 0 0

Table 4.2.2.3. Frequencies of Response of Evaluators Table 4.2.2.3 shows the frequencies of response of the evaluators. The evaluators are composed of 13 populations, 12 faculties and 1 Guidance Counselor. 4.67 is the overall average that is equivalent to an Excellent rating.

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Criteria Average a. Functionality 4.51  Interactivity 4.76  Speed 4.60  User-friendliness 4.60  Flexibility Overall Average: 4.61 Table 4.2.2.4. Functionality Results of 13 evaluators Table 4.2.2.4. shows the average results for the Functionality criteria. The researchers used the mean for the statistical treatment to get the percentage of its sub category. The overall average is 4.61 which is equivalent to Excellent.

Functionality 4.6, 25% 4.6, 25%

4.51, 24%

Interactivity Speed

4.76, 26%

User-friendliness Flexibility

Figure 4.2.2.1 Pie chart of Functionality Percentage Figure 4.2.2.1 shows the percentage of the functionality criteria. Speed criteria got the highest percentage which is 26%. It means that the evaluators’ feedback to the proposed system agreed to its speed function in terms of generating the data. Criteria

Average

b. Content 4.60  Style of content 4.84  Interest in content 4.68  Presentation of content 4.84  Content Average: 4.74 Table 4.2.2.5 Content Results of 13 Evaluators 78

Table 4.2.2.5. shows the average results for the Content criteria. The researchers used the mean for the statistical treatment to get the percentage of its sub category. The overall average is 4.74 which is equivalent to Excellent.

Content 1.4, 10%

1.2, 8% Style

3.2, 23%

Interest 8.2, 59%

Presentation Content

Figure 4.2.2.2 Pie chart of Content Percentage Figure 4.2.2.2 shows the percentage of the content criteria Style got the highest percentage which is 59%. It means that the evaluators’ feedback to the proposed system agreed to its style content.

Criteria Average c. Aesthetic 4.85  Color 4.69  Layout 4.54  Images 4.54  Font size Average: 4.66 Table 4.2.2.6. Aesthetic Results of 13 Evaluators Table 4.2.2.6. shows the average results for the Aesthetic criteria. The researchers used the mean for the statistical treatment to get the percentage of its sub category. The overall average is 4.66 which is equivalent to Excellent.

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Aesthetic 4.54, 24% 4.85, 26%

4.54, 25%

Color Layout

4.69, 25%

Images Font Size

Figure 4.2.2.3 Pie Chart of Aesthetic Percentage Figure 4.2.2.3 shows the percentage of the content criteria Style got the highest percentage which is 26%. It means that the evaluators’ feedback to the proposed system agreed to the combination of color used in designing the system. 4.3. Financial Feasibility 4.3.1 Estimated Development Cost

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Table 4.3.1 Estimated Development Cost for the TUP-T GIMS Table 4.3.1 shows the development cost of TUP-T GIMS. Salaries and wages, equipment/installation, facilities, utilities are the components used by the researchers from the initiation of the project to implementation. 4.3.2 Estimated Annual Operating Cost

Table 4.3.2 Operating Cost for the TUP-T GIMS Table 4.3.2 shows the Operating Cost of TUP-T GIMS. It is the estimated amount of the operating cost every year.

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4.3.3 Tangible benefits

Table 4.3.3 Tangible Benefits for the TUP-T GIMS Table 4.3.3 shows the Tangible benefits of TUP-T GIMS. It is the real benefit that is straight forward to the Guidance Office. 4.3.4 Intangible Benefits 4.3.4.1

Benefits for the Guidance Personnel:

4.3.4.1.1 Ease of retrieving students’ records. 4.3.4.1.2 Ease of managing students’ information. 4.3.4.1.3 Ease of monitoring students’ record such as offense and attendance. 4.3.4.1.4 Increased level of service. 4.3.4.1.5 Provides accurate and efficient student records. 4.3.4.1.6 Act as data storage of student information or record for other purposes. 4.3.4.1.7 Faster release of student reports. 4.3.4.1.8 Lessen the work load.

4.3.4.2

Benefits for Professors:

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4.3.4.2.1 Eliminates printing of students’ attendance. 4.3.4.2.2 Ease of recording and checking students’ attendance. 4.3.4.2.3 Ease of monitoring students’ attendance.

4.3.5 Cost Benefit Analysis

Table 4.3.5 Cost Benefit Analysis of TUP-T GIMS Table 4.3.5 shows the cost benefit analysis of TUP-T GIMS in 6 years. Computing the CBA is like that the researchers determine whether the system will turn out if it is good or bad. The output payback period is in 9 months.

The researchers calculated the Return on Investment (ROI) with this formula: Time Adjustment Lifetime Benefits - Cumulative Time Adjusted Cost Return of Investment =

Over Lifetime

X 100 %

Cumulative Time Adjusted Over Lifetime

Return of Investment =

70,479.99

-

57010.23

X 100 %

57010.23 Return of Investment =

23.63%

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4.3.6. Comparison to Other Commercial System There will be a cost advantage from the other Guidance Information and Monitoring System, unlike the Aeries Student Information System Perpetual Licensing worth $5000.00 (Php 225,000.00) and Student Information System of ITHelpMe worth $250.00 (Php 11,250.00) which is developed by a third party company. It is a great opportunity and benefit to the TUP-Taguig because it will minimize the development cost and will lead the way on having its own Guidance Information and Monitoring System.

4.4 Analysis 4.4.1 Relevance of the Related Studies in the Proposed System 4.4.1.1

The Guidance Information System of Sibugay Technical Institute Inc. gave the researcher an idea on how will be the process of the proposed system. It suited one of the bases of the study because of its concepts and its functions of inputting, viewing of student information and records.

4.4.1.2

The Student Guidance System of Carlos Hilado Memorial State College Fortune Towne Campus serves a big help to the proposed system because it contains the same process with the TUP-T Guidance Information and Monitoring System.

4.4.1.3

The TUP-T Student Information System of Calibara, Desiree V., Co, Ruben Jr., D. and Luriz, Edneil Josef B. (2010), this system is similar to Student Data Management. TUP-T Student Information System is a big help for the proposed system to be the one of the basis. It is not yet implemented

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because of some error issues so that the researches develop a web application version of it. This system provides functional and reliable module for organizing the student information achieving accurate data. The system they made will also serve as an electronic data bank for the Guidance Center.

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Chapter 5 Summary of Findings, Conclusion and Recommendation

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Chapter 5 Summary of Findings, Conclusion and Recommendation

5.1. Summary of Findings This project study purposively develop a web application for the Guidance Office to easily monitor and manage

students’ record

as data

bank and would benefit the Accreditation system and the TUPT. A descriptive method was employed in gathering data. conducted to 25 or

The study

50% faculty respondents and 25 or 50% students

respondents. Survey-questionnaires was used to obtain data as positively validated.

The trial and testing of the project or the so-called project

evaluation of the end user’s helped the researchers to determine the effectiveness of the project incurred in the

conclusion. With all the financial

constraints and budget allocation, this study, therefore, in effect is feasible and sustainable.

5.2 Conclusion After analyzing and interpreting stage of the study that has been completed and with the outcome of the evaluation of the TUP-T Guidance Information and monitoring System, it is recognized that the system can be a beneficial to the University, especially the Guidance Office. This will entails innovative change in technology, modernize the process and system, and reduce time and efforts work by the Guidance Counselor. This study made use of quality management system the guidance office serves to the stakeholders, students, faculty and administrations. 87

5.3 Recommendation Based from the findings and conclusion formulated, the following recommendations are hereby proposed: 5.3.1. TUP-T Guidance Information and Monitoring System will be introduced to the University’s management for approval of system implementation; 5.3.2. Conduct some orientations and training before its actual deployment and implementation; 5.3.3. Enhance the system for better functionality; and, 5.3.4. Provides one (1) unit of computer for every department for checking the student’s attendance.

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References Theses Calibara, Desiree V. Co, Ruben Jr., D. and Luriz, Edneil Josef B. ( 2010 ) TUP-T Student Information System. Arevalo, V. (2009) The Guidance Program in Selected Public Secondary Schools in the Division of Taguig-Pateros: An Evaluation. A Thesis.

Book Buskist, William and Gerbing, David ( 1990 ), Psychology, Boundaries and Frontiers, Foresman and Company, copyright 1990

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