ترغب بنشر مسار تعليمي؟ اضغط هنا

Designing and Implementing e-School Systems: An Information Systems Approach to School Management of a Community College in Northern Mindanao, Philippines

59   0   0.0 ( 0 )
 نشر من قبل Benzar Glen Grepon
 تاريخ النشر 2021
  مجال البحث الهندسة المعلوماتية
والبحث باللغة English




اسأل ChatGPT حول البحث

Colleges and Universities have been established to provide educational services to the people. Like any other organization, the school has processes and procedures similar to business or industry that involve admissions, processing of data, and generation of reports. Those processes are made possible through a centralized system in storing, processing, and retrieval of data and information. The absence of a computer system and the complexity of the transactions of the college which makes the personnel be loaded with paper works in storing and keeping student records and information is the motivating factor why the School Management Information System has been designed and developed for a community college in the northern part of Mindanao. This paper discusses the Major Functionalities and Modules of the system through its implementation methodology which is the Agile Model and its impact on the delivery of services and procedures in the overall operation of the college. The project has been evaluated based on ISO 25010, a quality model used for product/software quality evaluation systems. Based on the results of the evaluation, SMIS has been Functional, Usable, and Reliable with an average for every criterion above 4.04 indicating very good performance based on a Likert scale descriptive interpretation. Based on the preceding findings of the study, the respondents agreed that the developed e-school system was functional and lifted the transaction process of the school. The overall quality and performance of the system was very good in terms of functionality, usability, and reliability. It is recommended that future development such as the smartphone and tablet-based attendance monitoring should be integrated, a kiosk for grades and schedule viewing should also be placed inside the campus that is connected to the database server.



قيم البحث

اقرأ أيضاً

Recently developed concepts and techniques of analyzing complex systems provide new insight into the structure of social networks. Uncovering recurrent preferences and organizational principles in such networks is a key issue to characterize them. We investigate school friendship networks from the Add Health database. Applying threshold analysis, we find that the friendship networks do not form a single connected component through mutual strong nominations within a school, while under weaker conditions such interconnectedness is present. We extract the networks of overlapping communities at the schools (c-networks) and find that they are scale free and disassortative in contrast to the direct friendship networks, which have an exponential degree distribution and are assortative. Based on the network analysis we study the ethnic preferences in friendship selection. The clique percolation method we use reveals that when in minority, the students tend to build more densely interconnected groups of friends. We also find an asymmetry in the behavior of black minorities in a white majority as compared to that of white minorities in a black majority.
Most efforts to incorporate computational thinking in K-12 education have been focused on students in their first cycles of school education and have used visual tools, such as Scratch and Alice. Fewer research projects have studied the development o f computational thinking in students in their last years of school, who usually have not had early formal preparation to acquire these skills. This study provides evidence of the effectiveness of teaching programming in C++ (a low-level language) to develop computational thinking in high school students in Chile. By applying a test before and after a voluntary C ++ programming workshop, the results show a significant improvement in computational thinking at the end of the workshop. However, we also observed that there was a tendency to drop out of the workshop among students with lower levels of initial computational thinking. Tenth-grade students obtained lower final scores than eleventh and twelfth-grade students. These results indicate that teaching a low-level programming language is useful, but it has high entry-barriers.
This article discusses how to create an interactive virtual training program at the intersection of neuroscience, robotics, and computer science for high school students. A four-day microseminar, titled Swarming Powered by Neuroscience (SPN), was con ducted virtually through a combination of presentations and interactive computer game simulations, delivered by subject matter experts in neuroscience, mathematics, multi-agent swarm robotics, and education. The objective of this research was to determine if taking an interdisciplinary approach to high school education would enhance the students learning experiences in fields such as neuroscience, robotics, or computer science. This study found an improvement in student engagement for neuroscience by 16.6%, while interest in robotics and computer science improved respectively by 2.7% and 1.8%. The curriculum materials, developed for the SPN microseminar, can be used by high school teachers to further evaluate interdisciplinary instructions across life and physical sciences and computer science.
The current study uses a network analysis approach to explore the STEM pathways that students take through their final year of high school in Aotearoa New Zealand. By accessing individual-level microdata from New Zealands Integrated Data Infrastructu re, we are able to create a co-enrolment network comprised of all STEM assessment standards taken by students in New Zealand between 2010 and 2016. We explore the structure of this co-enrolment network though use of community detection and a novel measure of entropy. We then investigate how network structure differs across sub-populations based on students sex, ethnicity, and the socio-economic-status (SES) of the high school they attended. Results show the structure of the STEM co-enrolment network differs across these sub-populations, and also changes over time. We find that, while female students were more likely to have been enrolled in life science standards, they were less well represented in physics, calculus, and vocational (e.g., agriculture, practical technology) standards. Our results also show that the enrolment patterns of the Maori and Pacific Islands sub-populations had higher levels of entropy, an observation that may be explained by fewer enrolments in key science and mathematics standards. Through further investigation of this disparity, we find that ethnic group differences in entropy are moderated by high school SES, such that the difference in entropy between Maori and Pacific Islands students, and European and Asian students is even greater. We discuss these findings in the context of the New Zealand education system and policy changes that occurred between 2010 and 2016.
Several pieces of work have uncovered performance disparities by conducting disaggregated evaluations of AI systems. We build on these efforts by focusing on the choices that must be made when designing a disaggregated evaluation, as well as some of the key considerations that underlie these design choices and the tradeoffs between these considerations. We argue that a deeper understanding of the choices, considerations, and tradeoffs involved in designing disaggregated evaluations will better enable researchers, practitioners, and the public to understand the ways in which AI systems may be underperforming for particular groups of people.
التعليقات
جاري جلب التعليقات جاري جلب التعليقات
سجل دخول لتتمكن من متابعة معايير البحث التي قمت باختيارها
mircosoft-partner

هل ترغب بارسال اشعارات عن اخر التحديثات في شمرا-اكاديميا