Chapter 1The Problem and Its Background

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Chapter 1

The Problem and Its Background

This chapter contains the background of the research project. It

also discusses regarding the problem, general and specific objectives, scope

and delimitation, opportunities and hindrances of the project.in developing a

Guidance Student Information for Technological University of the Philippines –

Taguig Campus which leads this research project for being accepted.

1.1 Introduction

Guidance Program has become an integral part of the overall

educational program. With the basic assumption that all students need

direction in their personal, educational, and career planning, it has become

the instructional responsibility of the guidance counselor, administrator and

staff to provide the students the specific knowledge and skills required to

address the needs ( Arevalo, 2009 ).

An important aspect of the Guidance program is the recognition

that some students require special assistance in dealing with developmental

problems and immediate crisis. With this teacher and other staff who are in

direct contact with the students require support that can best be supplied by

the guidance program. Guidance program moreover is based on the belief

that all students, including those with challenging needs have the right to

benefit from effective instruction to ensure optimal development.

The Manual systems are things of the past. It’s a quite tedious,

time consuming, less efficient, more error prone and inaccurate in comparison

to computerized system. A manual-based system will see information

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recorded and kept in different ways such as in files in paper form. While a

computer based information system will see data stored on various

computer programs including on databases, Word documents, Excel etc. Both

types of information system are designed to help a business carry out its daily

running and operations. In recent times, computer-based systems are

generally considered to be more popular as more businesses are choosing to

keep up with the developments in information technology.

The Technological University of the Philippines - Taguig

Campus Guidance Office has been using the manual processing of guidance

information and monitoring student information for many years now. With the

growth of population of students enrolled in the university, the guidance office

must perform more efforts in maintaining a reliable and accurate data. They

also suffer from a very time-consuming retrieval of student information for

academic purposes. With that stated problem, the researchers proposed a

system called TUP – T Guidance Information and Monitoring System (TUP-T

GIMS). It is a software application for educational establishments to manage

and monitor student data. This system is designed to provide capabilities for

managing student’s information, such as tracking student attendance,

penalties, and assessments of other student-related data in schools, colleges,

or universities.

The University does not implement any application regarding

organizing files or records of the students, so, as researchers they would like

to create one for the University. They will develop a system that will

concentrate on the Guidance Center to make the management of student

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

sacrificing quality.

1.2 Statement of the Problem

The TUP -T Guidance Office is currently using a manual operation in

monitoring students’ activities and performance. To a large extent, the work

load is very taxing to retrieve files, generating reports and track attendance

and offense, and implements standards adhere from the student manual.

Considering that these are the factors subjectively experienced by the

guidance counselors, the researchers prompted to develop the Guidance

Information and Monitoring System ( GIMS ) for better quality service. These

problems need to be addressed promptly. Specifically, it should answer the

following:

1.2.1. How to prevent losing of information of students' records?

1.2.2. How to easily monitor the students' records especially attendance and

offenses?

1.2.3. Will a paperless management system lessen the hassle and time

consumption during work?

1.2.4. Is the current method in monitoring students' records consistent and

reasonably convenient?

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1.3 Objectives

1.3.1 General Objective:

The general objective is to develop, design and implement a Guidance

Information and Monitoring System in TUP-Taguig Campus.

1.3.2 Specific Objectives:

The proposed project specifically aims the following:

1.3.2.1. To develop a system that will give detailed

information of the students such as basic information,

educational background and parent’s information.

1.3.2.2. To create a module that will track the student’s

attendance such as absent and late.

1.3.2.3. To create a module that will track student’s

penalties.

1.3.2.4. To create a module that will trace employed and

unemployed alumni of TUPT.

1.3.2.5. To test and evaluate the effectiveness of the

project study in terms of implementation.

1.4 Significance of the Project Study

This project study aims to develop a Guidance Information and

Monitoring System that will help the university to have an easier management

on student’s records.

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The system will give benefit to the university, especially guidance office

because the system will provide a secure and an automated records keeping

system for creating records. It will provide an up-to-date and accurate record

of students and will resolve the possibility of losing the information because it

has database. It will track students' offenses and attendance. The system will

also offer easily retrieval of records and generates report such as student’s

information, disciplinary action records and attendance monitoring sheet

information.

The system will give benefit to the faculty because it will give

convenient in passing student attendance and it can easily track the student’s

status regarding with their attendance.

The system will give benefit to the students because it will provide

sufficient information about the Guidance office such as their services and

hierarchy and they’ll be aware of committing offense because they’ll receive a

notification from the Guidance.

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1.5 SCOPE AND DELIMITATION

This project study was proposed to automate the manual operation of

Guidance office in monitoring students' records. The functions focus into the

students’ information/profile, mission and vision of the school, rules and

regulations based on the handbook, problems, and proposed solutions to

problems.

This section explains about the scope and delimitation of the project to

fully understand the possible opportunities and restrictions of the study.

1.5.1 Scopes:

1.5.1.1. Provides faculty accounts as end user.

1.5.1.2. Provides database for student’s information (personal

information, educational background, and offenses and

attendance).

1.5.1.3. Provides student tracer to monitor alumni students.

1.5.1.4. Provides accessible information about Guidance

services.

1.5.1.5. Monitor the students' status such as no records,

warning and dropped.

1.5.1.6. Generate reports for offense/penalty records,

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

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

account.

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1.5.1.8. Provides comment page for Guidance Personnel and

faculty.

1.5.1.9. Provides dashboard for Student’s records statistics.

1.5.2 Delimitations:

1.5.2.1 No access to students.

1.5.2.2 No prototype for electronic signature for the guidance

officers.

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

ADAA department and faculty) will be allowed to use the

system.

1.5.2.4 Does not include registrar office.

1.5.2.5 No capture of student’s picture.

1.5.2.6 Does not include time in Student’s attendance.

1.6 SWOT ANALYSIS

SWOT Analysis is useful method for understanding the Strengths and

Weaknesses, and identifying the Opportunities and Threats of the project.

Analyzing using the SWOT framework will help the researchers make attention

into the areas where the system is strong and where the greatest opportunities

lie. Strengths and weaknesses are often internal to your project, while

opportunities and threats generally relate to external issues.

The TUP-T Guidance Information and Monitoring System face several of

these variables and are shown in Table 1.

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STRENGTHS WEAKNESSES

Fast, efficient and ease of managing student’s information.

Monitoring of students’ records. Open-source (Free License) Accuracy of data. Provides security for the system

data. Fast, organized, and accessible

flow of information. Database Backup.

Inaccessible data when the system is down.

No back-up power.

OPPORTUNITIES THREATS

Open to future developments. Contribution in University’s

growth and success. Asset to stand out against other

universities. Lead the university to the new

technology. Answer to accreditation

requirements.

Prone to viruses, hackers, and piracy.

Emerging other related system.

Table 1.6.1 TUP-T Guidance Information and Monitoring System SWOT Analysis

Table 1.6.1 shows the TUP-T GIMS SWOT analysis. In project strengths,

the researchers consider from both an internal outlook, and from the point of view

of the client, the Guidance office. One of the strengths of this project is the ease

of managing and accessing student’s information because they will provide a

search function to find an existing record of a student. The system can monitor

student’s record and determine their status regarding to the offenses they

commit. In terms of project’s weaknesses, the database cannot be accessed

when the system is down because it uses MySQL. User can only access your

data by Windows command. To access the system in the Guidance office, it

requires to network the University.

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A useful approach when looking at opportunities is to look at your

strengths and ask yourself whether these open up any opportunities. One of the

highlight of our project’s opportunities is it’s a good asset to stand out against

other universities because as stated earlier that others are made by an It expert

and not by their students. Next is the contribution in TUP-T growth and success,

as we all know TUP-T is not in a high-end level, so this project will help for the

productivity and infrastructure of the university. And for the threats, piracy is now

severe in our country, viruses and hackers are inevitable.

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Computer Knowledge

Users Guidance Counselor/AdminFaculty

Hardware  ComputerServerRouter/Switch Software  Operating System XamppWeb Browser

                                   

   Yes

   

 TUP-T GUIDANCE INFORMATION AND MONITORING SYSTEM

1. Problem IdentificationProviding an easy and modern way of Student Data Management in TUPT Guidance Office.

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

3. Design and ProcedureDesign Program FlowchartERDDFDDevelopment FlowchartDraft System Web Layout

4. System DevelopmentSystem CodingSystem Design

5. Testing and EvaluationTesting and debugging the program.

System Ok?

6. System ImplementationDeployment.

No

Yes

Diagram 1.7.1 Conceptual Framework of TUP-T GIMS

1.7 CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT

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A conceptual framework is very useful in a research to outline the possible

processes. It illustrates how and why a project takes place, and about how we

understand its activities. An indication of designs and practices that shape the

way work is done in a project.

The diagram 1.7.1 illustrates the Input-Process-Output concept of TUP-T

Guidance Information and Monitoring System. The input framework is composed

of requirements in terms of the user, software and hardware. The user

requirements consist of the ID number and password of the authorized personnel

such as the Guidance Center. The system will run in an Operating system that

must be Windows XP or higher, XAMPP version 5.2x or higher and a web

browser (Mozilla Firefox, Internet Explorer, or Google Chrome). The process

framework is composed of 6 processes, the problem identification, data

gathering, design and procedure, design development, testing and evaluation

and system implementation. If the process 1 – 5 is successfully done it will

precede to the last process, if not it will proceed to the process 3 and lastly the

output framework, the TUP-T Guidance Information and Monitoring System.

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1.8 Gantt Chart and Perth CPM

LEGEND:- VILLANUEVA, Vergee O.- PANTALEON, Charmanne F.- Vergee and Charmanne

ACTIVITIES Predecessor Duration WK1

WK2

WK3

WK4

WK5

WK6

WK7

WK8

WK9

WK10

WK11

WK12

WK13

WK14

A. Planning - 2 weeks C C CB. System Proposal A 1 week CC. Chapter 1: The Problem and its Background B 1 week

C.1.  Introduction B 1 week CC.2. Statement of the Problem C.1 1 week CC.3. General and Specific Objectives C.1, C.2 1 week CC.4. Significance of the Study C.2, C.3 1 week CC.5. Scope and Delimitation C.1, C.4 1 week CC.6. SWOT Analysis C.5 1 week C

D. Chapter 2: Project Concept C 2 weeksD.1. Review of the Related Literature and Studies C.1 2 weeks C C

D.1.1. Related Foreign Studies C.2, C.3 1 week C CD.1.2. Related Foreign Literature D.1.1 1 week CD.1.3 Related Local Studies C.2, C.3 1 week CD.1.4 Related Local Literature D.1.3 1 week C

D.2 Conceptual Framework D.1 1 week C C CD.3 Definition of Terms - 2 weeks C C

E. Chapter 3: Methodology C,D 2 weeksE.1. Methods and Research D.1 2 weeks C C C CE.2. Sample and Sampling Technique E.1 2 weeks C CE.3. Research Instrument and Technique E.1 1 week C C C CE.4. Data Gathering Procedure E.2, E.3 3 weeks C C C

E.4.1. Problem Identification - 2 weeks C C C CE.4.2. Data Gathering - 3 weeks C C C C C C

E.5. Statistical Treatment E.4 1 week C CE.6. Entity Relationship Diagram - 2 weeks C CE.7. Development Flowchart - 1 week CE.8. Data Flow Diagram - 2 weeks C C

F. Finalization E 2 weeks C CG. Title Defense F 1 week C

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

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Figure 1.8.1 Critical Path Method of TUP-T GIMS

1.9 Gantt Chart and Perth CPM PS2 Gantt Chart for PS2

LEGEND:

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

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C - CriticalACTIVITIES Duration Predecessor WK

1WK

2WK

3WK

4WK

5WK

6WK

7WK

8WK

9WK10

WK11

WK12

WK13

WK14

A. Designing and Coding 5 weeks - C C C C C C C CB. Testing and Debugging 3 weeks A C C C CC. Chapter 4: Project Testing and Evaluation 2 weeks

              C.1. Trial and Testing 1 week B C C C              C.2. System Evaluation 1 week C.1 C              C.3. Financial Feasibility 1 week - C              C.4. Benefits of the System 1 week - C              C.5. Analysis 1 week C.1, C.2, C.3, C.4 C

D. Chapter 5: Summary, Conclusion, Recommendation

2 weeks

              D.1. Summary of Findings 1 week C C              D.2. Conclusion 1 week D.1 C              D.3. Recommendation 1 week D.2 C

E. Defense 1 week - CF. Revisions 1 week - C

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

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Figure 1.9.1. Critical Path Method of TUP-T GIMS

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S A B C

D

EF

5 weeks 3 weeks 2 weeks

2 weeks

1 week

1 week

(0, 0) (5, 5) (8, 8) (10, 10)

(12, 12)

(13, 13)(14, 14)

Chapter 2Review of Related Literature and Studies

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Chapter 2

Review of Related Literature and Studies

Project Concept

This chapter contains related Foreign and Local literature and studies.

It also includes the definition of terms.

2.1. Related Foreign Literature

2.1.1. CaptureIT is a trademark of Vizual Management Solutions

Limited. © 2009. Vizual is a leading supplier of Student Attendance Monitoring

Systems. One of their projects is the International Student Attendance

Monitoring and Recording System to help with Tier 4 compliance and to

reduce the administration cost. It eliminates the unreliability associated with

manual registers and the difficulty of all those manually maintained

spreadsheets of attendance data. The system keeps fully informed about the

student’s attendance, inform about the students to be reported at the United

Kingdom Board Agency (UKBA), and those whose attendance behavior is

putting them at risk.

2.1.2. WebEIM is a student information management solution that was

developed to accomplish the requirements of different schools. The mission of

Teledata Systems and Services, WebEIM's parent company is to develop an

automated Student Information System capable of handling every bit of

information in a school's database and delivering results in an accurate and a

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

features:

2.1.2.1. Integrated: From the time a new student is registered

in a schools database to when he graduates to middle

school WebEIM moves data seamlessly and

transparently.

2.1.2.2. Configurable: WebEIM allows schools to use their

specific codes can be configured while restructuring

the work process.

2.1.2.3. Centralized: WebEIM eliminates the need for double

inputting data. When a teacher supervises his/her

individual class, the principal can supervise the entire

school as one without any duplication of effort.

2.1.2.4. 100% Web-based: Information on WebEIM can be

accessed from anywhere at any time with a standard

browser on a Mackintosh or Microsoft platform.

2.1.3. Rediker Software's student information system, Administrator's

Plus®, is the trusted choice of school administrators across the USA and in

over 110 countries. Founded over 30 years ago by school educators for

educators, their software is designed to meet the unique student information

management needs of all types of schools and districts, public, private,

charter and international, elementary to post-secondary. Every day more than

550,000 students log on to Focus' student information system to check

homework, take quizzes and engage electronically. Our SIS has a focus on

affordability, interoperability, usability, and scalability. Focus School Software

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offers advanced school management software. The implementation process

of its school management software has four key components: Installation,

Data migration, Integration, and Training.

2.1.4. Focus’ mission is to deliver an affordable, flexible, scalable, and

easy-to-use student information system that will allow the client to easily

manage their data and make informed, timely decisions. They are committed

to delivering the very best online student information systems on the market

that will increase efficiency and facilitate higher attendance and test scores.

“The program is very user-friendly. If I do run into any problems, I simply pick up the phone or email tech support and I get a response in a timely manner. Everyone at Focus has been very helpful!”

Patricia G. Mahaney - Director of Guidance - Kenston Forest School

“When describing Focus to another district, I tell them that it is user-friendly, very intuitive and that the company is always adding functions that meet teacher’s needs.”

Meg Brown - Director of Technology - Flagler County Schools

2.1.5. Follett Software Company is dedicated helping the K-12

community reinvent education for the 21st century. Their integrated

educational technologies are designed to help to create and withstand a rich,

collaborative, technology-enabled environment that supports the life cycle of

active learning and inspires student success. Last Feb. 16, 2011 Follett

Software Company has announced the release of version 3.1 of Aspen, its

student information system, with sets of improved features focused in the

fields of navigation, scheduling, health management, conduct and special

education. The Aspen Student Information System is a popular web-based

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application for school that combines the resources across the education

community. Simplifying school data management through the integration of

key K-12 applications, Aspen is used by more than 700,000 students in eight

states.

According to Brad Lindaas, Vice-president of business operations for

the Aspen product line, Aspen 3.1 continues the direction of simplifying

features, making Aspen more natural and providing automated assistance to

end users.

2.2. Related Foreign Studies

2.2.1. The Tanzania Student Association Hyderabad Student

Information System (TSAH SIS) is contributed and programmed by Nassib

Junior is programmed by Bachelor of Computer student. The software has

complete database system, but there are some other panels in the software

that the user can develop by you like staff registration panel etc. He develops

this software to help our student association in India-Hyderabad. The TSAH

SIS used the Visual Basic 6 platform, Microsoft Access for the database, and

Crystal Report v8.5 for printing of reports. The following figures are the

screenshots of TSAH SIS. The programmer will soon develop version 2.0 by

using SQL Server 2008 for the database, Crystal Report V9/10 and Microsoft

Visual Studio 2010 for the platform.

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Figure 2.2.1.1. TSAH SIS Login

Figure 2.2.1.1. shows the Login form of the system. The user name

and password is provided by the programmer (Username: admin Password:

1234).

Figure 2.2.1.2 Student Registration Panel

Figure 2.2.1.2. shows the Student Registration Panel wherein the user

allows to input the needed information of a certain student and records it in

database

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.

Figure 2.2.1.3. Student General Information Panel

Figure 2.2.1.3. shows the saved student information. It allows the user

to search, delete, and view the full profile of the student. The Staff

Registration Panel and the Graduates Student Information Panel are under

maintenance.

2.2.2. The School of Math Engineering Technology and Science at

Olympic High School of North California uses the Google groups to create

Guidance and Student Services. The site is composed of Home (OCS

Guidance Webpage shown in Figure5, school profile, and the sitemap),

Procedures (Appointments, Transcripts, Recommendations, Drivers’

Education, and Worker’s Permit), Senior and Junior Information,

Scholarships, and College Admission.

Figure 2.2.2.1. Math Engineering Technology and Science at Olympic High

School Site

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Figure 2.2.2.2. Olympic Community of Schools (OCS) Guidance and Student

Services

Figure 2.2.2.2 shows the OCS Guidance and Student Services it

consist of OCS Guidance Website (METS Guidance, International and Global

Studies Guidance, International Business and Communications Guidance,

and Renaissance Guidance), Requirements for graduation, Scholarship and

financial aid, Community resources, Credit recovery, and an Anti-bullying

article.

2.2.3. The CIBER Enterprise Solutions of Ohio present a result in

discovery and planning process for Ohio University’s application of Oracle’s

PeopleSoft Campus Solutions. OHIO has used the Informs SIS products

(previously owned by AMS – American Management Systems and currently

owned by Informs, Inc.) for more than fifteen years, and it is the official system

of record for student information including, but not limited to Admissions,

Advising, Student Records, and Student Accounts. The replacement of the

current student system started when Informs announced that their support

would be discontinued for its middleware (Enterprise Server aka CORE)

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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-information-

system-review-of-related-literature.html, Fabe created a review on related

literature on student information system (SIS). His pointing out that student

information systems has been changing very fast over the time since the

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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

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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.

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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

32

Figure 2.4.3. shows the main form of student information system

created by Mr. Jake Rodriguez Pomperada, an Instructional Technology

Programmer, Teacher, Computer Technician and Electronics Technician. He

developed this system to help those programmers that developing a SIS and

to spread his work to all the users who are visiting in his site. He also accepts

programming jobs like assignments, projects and thesis in a very reasonable

and affordable price.

The system he made will help the guidance office in managing

student’s records. The functions of the system are users can add records,

delete records, modify records and view list of records.

Figure 2.4.4. University of the East Users Login

Figure 2.4.4. shows the login page of UE. This system allows students

to manage their profiles and view other related activities. This system also is

exclusively for students of the UE. To access the system, the user must enter

his/her student number and access code. It system allows students view

student information, lectures discussions, resources and other services. This

33

also facilitates communication between professors and students beyond class

hours and is available. This page is composed of the User Verification form

that includes fields for student no, access code, terms of use, disclaimer and

contact us.

Figure 2.4.5. Far Eastern University Users Login

Figure 2.4.5. shows the login page of FEU. A system of the Far

Eastern University that views detailed information about the University for

Users. This system is exclusively for students of the FEU. To access the

system, the user must enter his/her student number and student password. It

system allows students to view online their schedules. This system also

constantly updated upon enrollment for each semester.

This page is composed of the User Verification form that includes fields

for student no, student password, and student password Recovery.

34

Figure 2.4.6. Far Eastern University – East Asia College Users Login

Figure 2.4.6 shows the login page of FEU-EAC. A system of the Far

Eastern University – East Asia College that views detailed information about

the University for Users. This system is exclusively for students of the FEU-

EAC. To access the system, the user must enter his/her student username

and password. It allows students to view information, registration and other

school transactions. Students can also view their personal information, current

class schedule, academic grades, assessment, clearances, and curriculum. It

also view list of regular and irregular students per day in pdf form.

This page is composed of the User Verification form that includes fields

for student no, student password, academic calendar, and directory and

contacts us.

35

Figure 2.4.7. Loyola Schools Guidance Office (LSGO) Portal

Figure 2.4.7. shows the Guidance office information portal of Ateneo de

Manila. A system of the Ateneo de Manila Loyola Schools that views detailed

information about the University for Users. This system allows students to

view information, registration and other school transactions. They don’t have

users login because of this anyone can view their portal. This page is

composed of contact information, services, individual inventory,

Faculty/Parent Consultations Research, Educational & Occupational

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

Special Program Designs/Workshops, Academic/Probation Follow-up

Program and announcements.

36

Figure 2.4.8. QCCA Guidance Department Portal

Figure 2.4.8. shows the Guidance Department portal of Quezon City

Christian Academy. A system of the Quezon City Christian Academy that

views detailed information about the University for Users. This system shows

also the mission statement of QCCA Guidance Department, offices,

academics, admission, students, faculty, parents and Chinese department.

This not also required users login because they allow anyone to view their

portal.

2.5. DEFINITION OF TERMS

2.5.1. Computer – an electronic device designed to manipulate data

so that useful information can be generated.

2.5.2. Computer-based system - system which uses a computer for

performing task with database for storing data and a

programming language for its platform.

2.5.3. Data - raw facts.

37

2.5.4. Data Flow Diagram (DFD) - show the flow of data from the

system user in storing the information in the database.

2.5.5. Database - a collection of information that is arranged so that it

can easily accessed and managed.

2.5.6. Entity Relationship Diagram (ERD) - a data modeling

technique that shows relationship between entities (one-to-one

relationship, one-to-many relationship and many-to-many

relationship).

2.5.7. Flow chart - graphical representation of a system process.

2.5.8. Guidance Information- displays the information about the

Guidance Office mission, vision, officer hierarchy, services, and

office location.

2.5.9. Guidance Monitoring – supervised the students’ records such

as attendance, offenses, exit, and students’ information.

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

computer.

2.5.11. Hyper Text Markup Protocol (HTML) - computer

language designed to allow website creation.

2.5.12. Local Area Network (LAN)- a computer network that

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

2.5.13. Manual-based system - system which does not use any

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

2.5.14. Memory- internal storage areas in the computer wherein

the data of the system are stored.

38

2.5.15. MYSQL- is an open source relational database

management system.

2.5.16. Operating System (OS) - the most important program

that runs on a computer. It performs basic tasks, keeping track

of files and directories on the disk, and controlling peripheral

devices.

2.5.17. Personal Computer (PC) - a computer designed for use

by one person at a time.

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

server-side scripting language.

2.5.19. Primary data - data that has not been previously

published or the so-called first-hand data.

2.5.20. Processor - a chip that processes the basic instructions

that drives a computer.

2.5.21. Prototype- a model that represents a product suitably for

designers to visualize and test the design.

2.5.22. Secondary data - data that have been already collected

readily available from other sources or the so-called second-

hand data.

2.5.23. Software- different kinds of programs used and installed

to operate computers and related devices.

2.5.24. System - organized assembly of resources and actions

united to accomplish a set of specific functions.

39

2.5.25. Video Graphics Adapter (VGA)- an integrated circuit

card in a computer or a monitor that provides digital-to-analog

conversion so that data can be sent to a computer's display.

2.5.26. Windows command prompt- command line interpreter

that allows the entering of commands and then executes those

commands to the operating system.

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

Apache, MySQL, PHP and Perl (XAMPP)- a free and open

source cross-platform web server solution stack package .

40

Chapter 3Methods of Research and Procedure

Chapter 3

Methods of Research and Procedure

41

This chapter deals with the methods of research used, sample

and sampling technique, statistical treatment, data gathering procedure and

instrument used.

3.1. Research Method

This research was conducted in order to determine whether the

questionnaire play a significant role in the study. The method used by the

researchers is the descriptive research method. To define the descriptive type

of research, Calderon (1993) stated that the descriptive method of research

describes and interprets what it is. It is about the conditions of relationships

that exists; practices that succeed; beliefs, processes that is going on; effects

that are being felt, or trends that are developing. Descriptive research on the

other hand is a type of research that is mainly concerned with describing the

nature or condition and the degree in detail of the present situation.

In this study, the researchers choose to use this research

method considering the objective to obtain first hand data from the end user. It

involves the recording, description, analysis and the presentation of the

present system, composition or processes of phenomena. The descriptive

method is very useful for the researcher due to its flexibility; this method can

use either qualitative or quantitative data or both, giving the researcher

greater options in selecting the instrument for data gathering. 

3.2. Sample and Sampling Technique

42

The researchers randomly selected 50 respondents for the

study and a formal interview to the guidance counselor. Calderon ( 1993 )

defined Sampling as measuring a part of population and making a general

report about the whole. Under the Descriptive Research Method, the

techniques used are the face-to-face interview and the survey method. Face-

to-face interview is the most widely used in the research of any topic and

based on a direct meeting between interviewer and interviewee while the

survey is collecting measurable information to find the condition of the

respondents with an accurate interpretation. The researchers used the two

methods because in those methods it can easily display their point of view

comfortably. They’re using the Guidance counselor as a respondent from the

TUP-T Guidance Office in the first method, the face-to-face interview and the

students of TUP-T in the second method, the survey, in order to gather

relevant data; the descriptive method is then appropriate as this can allow the

identification of interviewee answers. For this research, two types of data

were gathered. These included the primary and secondary data types. The

primary data were derived from the answers of the interviewee gave during

the interview process. The secondary data on the other hand, were obtained

from published documents and literatures that were relevant to TUPT-GIMS.

Additionally, the development of the system and the design, the

researchers used PHP for their front-end, MYSQL for the back-end, and some

picture editing application software like Paint, Adobe Photoshop, and

Macromedia Fireworks, Flash and Dreamweaver.

3.3. Research Instrument and Technique

43

The survey questionnaire was used to gather the data to draw

conclusions. This instrument was validated by the specialist and experts that

suit the needs of the study. Likewise, it was item analyze to infer the

components needed for the study, in the same manner to relate the

objectives. In addition, some tools are interviews, observations, research and

analysis used in the study.

3.3.1. Research. Research is the systematic search for related information on

a specific topic or problem. The research materials are drawn from internet,

books, theses, articles and newspapers. It is for the purpose of answering

questions posed by the researcher. This technique includes the most of the

part of Chapter 2: The Review of Related Studies.

3.3.2. Observation. This technique is used when the researcher cannot

secure valid data through the use of the two methods, the face-to-face

interview and the survey.

3.3.3. Interview. An Interview is an act of questioning to receive a desired

answer that is necessary in solving a specific problem. This is where data

gathering occurs by asking questions for much needed information from the

interviewee verbally and directly.

3.3.4. Analysis. Analysis is the process of summarizing the whole study into

its essential parts of the data gathered according to the specific questions

under the statement of the problem.

3.3.5. Questionnaire. A sequence of questions used in gathering important

information’s from one or more persons. This will be distributed to the

44

students and faculties of the TUP-T in order to satisfy the researcher’s goal,

which is to get and measure the opinions and polls of the respondents of the

study. The questionnaire used for data gathering is a self-made that consists

of 5 questions intended to the guidance counselor while 10 questions were

equally distributed to the students and faculties.

TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINESTAGUIG CAMPUS

45

We, Ms. Charmanne Pantaleon and Ms. Vergee Villanueva of Bachelor of Technology in Information Technology

would like to conduct a survey regarding our Project Proposal entitled TUP-T Guidance Information and Monitoring

System (TUP-T GIMS). Your cooperation is highly appreciated. Thank you!

Name (optional):_________________________ Tech/Dept:__________________________ Date:___________

Respondent Classification:

Faculty Student

Please answer the following questions properly. Encircle your desired answer.1. Do you have sufficient information about the Guidance office like their mission and

vision, Guidance officer’s hierarchy, and office location together with the activities?a. Yes b. No

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

a. Yes b. No3. Is the Guidance Office a place accessible for wide dissemination of information in the

campus?a. Yes b. No

4. Do you experience problems to process request, certificates, and other papers?a. Yes b. No

5. Does the record available anytime for efficient purpose?a. Yes b. No

6. Are you aware on how the guidance office monitors students’ attendance such as absences, tardiness, and sickness?

a. Yes b. No7. Do you agree if the guidance office wanted the faculty to pass student attendance per

month?a. Yes b. No

8. Does the Guidance Office keep record for confidentiality?a. Yes b. No

9. Are you aware of the TUP-T SIS (Student Information System)?a. Yes b. No

10. Does the guidance office need the TUP-T Guidance Information and Monitoring System (TUP-T GIMS) to closely monitor the performance of the students?

a. Yes b. No

Figure 3.3.5.1. Survey Questionnaire Form

46

Comments/Suggestions:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINESTAGUIG CAMPUS

We, Ms. Charmanne Pantaleon and Ms. Vergee Villanueva of Bachelor of Technology in Information Technology would like to conduct a survey regarding our Project Proposal entitled TUP-T Guidance Information and Monitoring System (TUP-T GIMS). Your cooperation is highly appreciated. Thank you!

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

1. Is the current procedure for managing student’s records time consuming?

□ Yes□ No

2. Do you find difficulties in monitoring students records especially offenses and attendance?

□ Yes□ No

3. Do you have a database for your documents?

□ Yes□ No

4. Do you find difficulties in managing and organizing student’s records?

□ Yes□ No

5. Do you prefer to use a system?

□ Yes□ No

o If yes, what are the things you want to see in this system?

o If no, what are the reasons why you’re not prefer to use system?

Figure 3.3.5.2 Interview Questionnaire Form

3.4. Data Gathering Procedure

3.4.1. Problem Identification

47

This study covers the student record, tracking and monitoring

attendance, performance and offenses.

3.4.2. Data Gathering

To gather the needed information the researchers conducts the following:

3.4.2.1. Gather information about the existing systems related in this

study.

3.4.2.2. Identify the research material needed in this study.

3.4.2.3. Delve into related literature and study of the proposed project

for the development of this study.

3.4.2.4. Conduct an interview in the officer that managing students

records.

3.4.2.5. Organized, interpreted and analyzed the data gathered.

3.4.2.3.1 Interview Results

1. Is the current procedure for monitoring student’s records time consuming?

Yes2. Do you find difficulties in monitoring students records especially

offenses and attendance?

Yes3. Do you have a database for your documents?

No4. Do you find difficulties in managing and organizing student’s records?

Yes5. Do you prefer to use a system?

Yes

48

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

Figure 3.4.2.3.1. Result of Interview Conducted

Figure 3.4.2.3.1. shows the result of the interview that the researchers

conducted. Based on this table the researchers find out that the main problem

is how this system will help the guidance office to have an easier

management on student’s records and at the same time to monitor also the

student’s records. The guidance officers have difficulties in managing,

organizing and monitoring student’s records. Specific problems time

monitoring and possible loss of records. To solve this problem the

researchers proposed a project study regarding in this method that has title of

TUP-T Guidance Information and Monitoring System.

In the first question the officer answered it yes. This means that the

current procedure they used in monitoring students records is time consuming

since there’s a lot of students in TUP-Taguig and they are only few who will

do this job. In question no.2 the officer answered it yes. The officer finds

difficulties in monitoring student’s records because they cannot easily track

the student’s offenses and attendance. In question no.3 the officer answered

it no. Since they don’t have a database for their documents there’s a

possibility of losing data. In question no.4 the officer answered it yes. The

officer finds difficulties also in organizing and managing student’s records. In

49

the last question the officer answered it yes and with a certain things that the

officer wants to see in a system.

The officer wants to see this following in the system

3.4.2.3.1 The system must be user friendly/easy to use.

3.4.2.3.2 There’s user verification.

3.4.2.3.3 In the main form of the system there are commands for

search, new record/update, delete and save data.

3.4.2.3.4 For basic information of students it must have id number,

students name, provincial address, address, date of birth,

place of birth, nationality, civil status, gender, telephone

number/mobile number, course, year graduated, degree

course, technician course, projects, organization and

activities.

3.4.2.3.5 For educational background it must have elementary

information, high school information, awards, organization

and scholarship.

3.4.2.3.6 For parents information it must have father and mother

name, occupation and address. And In case of emergency

this will consists of contact person, telephone number and

relationship.

3.4.2.3.7 For student disciplinary action this must contain of major

offense and minor offense.

3.4.2.3.8 For attendance monitoring sheet this must contain of year

and section, name of student, absences, tardiness, total

number of absences and tardiness.

50

3.4.2.3.9 For exit interview form this must contain the reasons why the

students leave the university.

3.4.2.3.10 System must have reports for the following

3.4.2.3.10.1 Students offenses

3.4.2.3.10.2 Students courses

3.4.2.3.10.3 Attendance

3.4.2.3.10.4 Scholarship

3.4.2.3.10.5 Information about exit interview form

3.4.2.3.10.6 Number of students in certain area

3.4.2.3.10.7 In every operation officer conduct it must have

reports.

3.4.3. Statistical Treatment of Data

Statistics is one approach of getting the information’s organized. The

data will be treated in relation to what was asked in the specific objectives.

These data will be tabulated, analyzed and interpreted

3.4.3.1 Percentage

P= f/n*100

Where P = percentage

f= number of respondents who answered yes/no in a

particular question.

n= total number of respondents

3.4.3.2 Weighted Mean

51

Weighted points 5, 4, 3, 2 and 1 were allocated to the responses for

qualitative analyses.

X = Σfx / n

Where X = computed weighted mean

Σ = summation symbol

x = scale value

f = frequency response

n = total number of respondents

Rating Weight Equivalent5.00 – 4.51 5 Excellent4.50 – 3.51 4 Very good3.50 – 2.51 3 Good2.50 – 1.51 2 Fair1.50 – 1.00 1 Poor

Table 3.4.3. Likert Scale

3.4. Activity Diagram

52

Figure 3.5.1 Activity Diagram of Administrator Login

Figure 3.5.1 shows the activity diagram for the Administrator’s login

process. The administrator will undergo to the Login box or process and

he/she must enter his/her account. The system will check if the username and

password combination are correct and stored in the database. If yes, the

process will go to the off-page connector which is the Figure 3.5.2 (see

below), if no, the process will go to the inputting of account.

53

Figure 3.5.2 Activity Diagram of Administrator Access Rights

After the activity diagram administrator login, it will undergo to the

Administrator’s access rights. In this activity, the administrator will access this

process if he/she has entered the correct username and password

combination. Figure 3.5.2 shows the following activities that the admin may

possibly do.

54

3.6. Use Case Diagram

Figure 3.6.1 TUP-T GIMS Administrator Use Case

Figure 3.6.1 shows the Use case of the Administrator. Use case

describe the interactions that take place between actor (Administrator) and

55

systems during the processes. Based on the shown figure, the Administrator

can manage Student’s basic information, tracer, exit, offense and etc.

Figure 3.6.2 TUP-T GIMS Faculty Use Case

Figure 3.6.2 shows the Use case of the Faculty. To access the system,

administrator gives their combination of the username and password. The

faculty can add their schedule, check student’s attendance and manage their

account.

56

3.7. Entity Relationship Diagram

Diagram 3.7.1 ERD of Students

Diagram 3.7.1 show that student has a one to one or many

relationships with table student section and student course. One student table

can have one exit and basic information table. It has a one to zero, one or

many relationship with table email notification and tracer and has a one to

many attendances.

A Course is for one or many student course. A Section is for one or

many student section. Student and Offense has a one to zero, one or many

relationship with table student offense.

57

Diagram 3.7.2. ERD of Faculty

Diagram 3.7.2 shows that a faculty has one or many schedule. One

Schedule has one or many subject schedule and student schedule table.

Student is for many student schedules and Subject is for many subject

schedules.

3.8. Data Flow Diagram

Data flow diagram (DFD) is a graphical presentation of the flow

of data into, though, and out of an information system. Its components

symbolize the flow of the data; (1) the process symbol is where the

manipulation or work that converts data, perform computations, and making

decisions or logic flow, (2) the data flow or the arrow is the movement of data

between the external agent, the process, and the data storage, (3) the data

storage is where the process stores data for later retrieval by the same

process, (4) and the external agent is the source or destination of the data.

58

Diagram 3.8.1. TUP-T GIMS Context Diagram

Diagram 3.8.1 illustrates the broadest overview of the TUP-T Guidance

Information and Monitoring System data flow. It is composed of two main

external agents, the administrator and the user. The major input of the admin

is the combination of their username and password, student records, and the

student number in the system. It outputs whether their account is valid or

invalid and the student report, while the major input of the user are the

combination of their username and password, schedule id, and student

attendance. It outputs whether their account is valid or invalid and the student

attendance record.

59

Diagram 3.8.2. TUP-T GIMS Administrator Level 1

Diagram 3.8.2 illustrates a higher level view of the system; it identifies the

major process and data stores and it lists the incoming and outgoing data flow

with a corresponding process that receives and generates data. In order to

access the system, the administrator required to enter a valid account. The

administrator is the source and destination of all the data, respectively,

Manage student basic information, Manage student’s attendance, Manage

60

students’ offense, Manage students’ exit information, Manage offense,

Generate/view student basic information, Generate/view student offense, and

Generate/view student attendance.

Diagram 3.8.3. TUP-T GIMS User Level 1

Diagram 3.8.3 illustrates the access rights of the users. The user is

required to enter a valid account to access some part of the system like

managing student attendance, faculty schedule, update user account, and

generating/viewing of reports.

61

Diagram 3.8.4. TUP-T GIMS Level 2 Administrator

NOTE: The other remaining process (Process 2 – 10) is the same with

diagram 3.8.4.

62

Manage Student Basic Information

3.7. Development Flow Chart

Diagram 3.7.1. TUPT GIMS Development Flowchart

Diagram 3.7.1 shows the flowchart for the development of the project.

The system development starts with problem identification the reason why the

63

Start

Problem Identification

Planning

Data Gathering

System Designing and Coding

System Testing and Evaluation

System Ok?

Project Implementation End

Yes

No

study is being conducted. Next is planning where the researcher plan the

things need to do to finished the desired output of this project study which is

the system. Then it proceeds to data gathering where the researcher made

some interviews with the client/end user and additional research was done

which served as secondary data for the system. After these activities, the

researcher proceeds to system designing and coding followed by system

testing and evaluation. If the desired output of the system is completed then

the system will be ready for the implementation if not the process will go back

to system designing and coding.

64

Chapter 4Research Analysis, Presentation and Interpretation of Data

65

Chapter 4

Research Analysis, Presentation and Interpretation of Data

4.1 Trial and Testing

Trial and testing is a method of resolving and repairing an error that

occur during system run-time until error is sufficiently reduced or eliminated.

TUP-T GIMS is exclusively for Guidance personnel and faculty members. It

stores confidential records of the students; the researchers should check and

secure the accuracy of data in the system. Testing in different accounts must

be done to determine each access rights.

TUP-T Guidance Monitoring and Information System will be tested

through dry run method by Guidance personnel and faculty members. Trial

and testing must be done continuously until the bugs are removed and the

system is fully polished.

4.1.1 Functionality Testing

Navigation Panel appears in every module and has its corresponding

links that will direct the end user to another module (shown in Figure 4.1.1.1).

In form validation, error messages are shown (shown in Figure 4.1.1.2 and

Figure 4.1.1.3) whenever the user entered invalid inputs and leave the

required fields empty.

66

Figure 4.1.1.1 Navigation Panel

Figure 4.1.1.2 Error Messages for Wrong Inputs

Figure 4.1.1.3 Error Messages for Wrong Inputs

67

4.1.2 Security Testing

To test its security, the user is required to enter a valid username and

password otherwise an error message will prompt the user (shown in Figure

4.1.2.1). If the user attempts to enter the system by changing the web page

url without logging in, an error message will pop up (shown in Figure 4.1.2.2).

Figure 4.1.2.1 Login Error Prompt

Figure 4.1.2.2 Unauthorized Access Error Pop Up Message

68

4.2 Evaluation

4.2.1. Pre-Assessments Survey Results

4.2.1.1. The Size and Study of Population

The TUP-Taguig students have a population of more than 1000

in the Technician and Degree program and The TUP-Taguig faculties have a

population of more than 100. Fifty ( 50 ) respondents participated in the

survey.

DEPARMENT NO. OF RESPONDENTS PERCENTAGE

Faculty 25 50%

Students 25 50%

Total 50 100%

Table 4.2.1.1. Number of Respondents

Table 4.2.1.1.. shows the breakdown of number of respondents.

The respondents are composed of 25 students and 25 faculty of TUP –

Taguig. Below is the formula used to arrive to the computation.

1. Percentage= f/n*100

Where f= number of respondents in a particular department

n= total number of respondents

69

4.2.1.2 The Survey Questionnaire Tally

QUESTIONS YES NO

PERCENTAGE

YES NO

1. Do you have sufficient information about the Guidance office like their

mission and vision, Guidance officer’s hierarchy, and office location

together with the activities?

16 34 32% 68%

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

30 20 60% 40%

3. Is the Guidance Office a place accessible for wide dissemination of information in the campus?

26 24 52% 48%

4. Do you experience problems to process request, certificates, and

other papers? 28 22 56% 44%

5. Does the record available anytime for efficient purpose?

20 30 40% 60%6. Are you aware on how the guidance office monitors students’

attendance such as absences, tardiness, and sickness? 23 27 46% 54%

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

attendance per month? 35 15 70% 30%

8. Does the Guidance Office keep record for confidentiality? 42 8 84% 16%9. Are you aware of the TUP-T SIS (Student Information System)?

5 45 10% 90%

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

42 8 84% 16%

Table 4.2.1.2.1. Survey Tally Results per Question

Table 4.2.1.2.1.shows the tally of votes per question. The

researchers have 20 respondents, they breakdown the votes per question to

have an accurate result. Below is the formula used to arrive to the

computation.

Percentage= f/n*100

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

particular question.

70

n= total number of respondents

Question No.1: Do you have sufficient information about the Guidance office

like their mission and vision, Guidance officer’s hierarchy, and office location

together with the activities?

Yes No0510152025303540

16

34

Choices

no. o

f vot

es

Figure 4.2.1.2.1 Graphical representation of data for Question No.1

Figure 4.2.1.2.1 shows that majority of students and faculties

don’t have sufficient information about the Guidance office.

Question No.2: Does the Guidance Office provide adequate assistance to

students and faculty that may need such information follow-up, program, and

activities?

Yes No05101520253035 30

20

Choices

no. o

f vot

es

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

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Figure 4.2.1.2.2 shows that 30 out of 50 respondents agreed

that the Guidance Office provide adequate assistance to students and faculty

that may need such information follow-up, program, and activities

Question No.3: Is the Guidance Office a place accessible for wide

dissemination of information in the campus?

Yes No23

24

25

26

27

26

24

Choices

no. o

f vot

es

Figure 4.2.1.2.3. Graphical representation of data for Question No.3

Figure 4.2.1.2.3 shows that almost half of the respondents

agreed that the Guidance Office a place accessible for wide dissemination of

information in the campus.

Question No.4: Do you experience problems to process request, certificates,

and other papers?

Yes No0

5

10

15

20

25

30 28

22

Choices

no. o

f vot

es

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

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Figure 4.2.1.2.4 show that the most of the respondents

experienced problems in processing a document in the Guidance office.

Question No.5: Does the record available anytime for efficient purpose?

Yes No05101520253035

20

30

Choices

no. o

f vot

es

Figure 4.2.1.2.5 Graphical representation of data for Question No.5

Figure 4.2.1.2.5 shows that the most of the respondents

answered that the records are not available anytime for efficient purpose.

Question No.6: Are you aware on how the guidance office monitors students’

attendance such as absences, tardiness, and sickness?

Yes No21

22

23

24

25

26

27

28

23

27

Choices

no. o

f vot

es

Figure 4.2.1.2.6 Graphical representation of data for Question No.6

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Figure 4.2.1.2.6 shows that 27 out of 50 respondents are not aware on

how the guidance office monitors students’ attendance such as absences,

tardiness, and sickness.

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

student attendance per month?

Yes No0510152025303540

35

15

Choices

no. o

f vot

es

Figure 4.2.1.2.7 Graphical representation of data for Question No.7

Figure 4.2.1.2.7 shows that most of the respondents agreed that if the

guidance office wanted the faculty to pass student attendance every month.

Question No.8: Does the Guidance Office keep record for confidentiality?

Yes No051015202530354045 42

8

Choices

no. o

f vot

es

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

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Figure 4.2.1.2.8 shows that most of the respondents agreed that the

Guidance Office keep record for confidentiality.

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

System)?

Yes No05101520253035404550

5

45

Choices

no. o

f vot

es

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

Figure 4.2.1.2.9 shows that most of the respondents are not aware of

the TUP-T SIS (Student Information System).

Question No.10: Does the guidance office need the TUP-T Guidance

Information and Monitoring System (TUP-T GIMS) to closely monitor the

performance of the students?

Yes No0

10

20

30

40

5042

8

Choices

no. o

f vot

es

Figure 4.2.1.2.10 Graphical representation of data for Question No.10

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Figure 4.2.1.2.10 shows that majority of the respondents want to

implement the Technological University of the Philippines-Taguig Guidance

Information and Monitoring System (TUP-T GIMS).

4.2.2. Post-Assessments Survey Results

Table 4.2.2.1 Sample Evaluation Sheet

Table 4.2.2.1 shows the sample evaluation sheet using a 5-point scale

rating based on Enhanced TUP-T Online Grading System of Mr. Arjay

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Macabia, that is disseminated to the 12 Faculty members and 1 Guidance

Counselor. It comprises criteria refer to the project’s functionality, contents,

aesthetics, and security.

The researchers come up with a population of 13 because they used

the Sloven’s Formula based on the Systematic Random Sampling lecture of

Mr. Marc Rivera in Statistics subject. This formula is frequently used for

estimating the sample size as representative of the population.

n = 1 + 3.322 log / N

where: n= sample size as representative of population

N = total number of population

The results gathered from the evaluation were interpreted and tallied

using statistical computation to determine the satisfactoriness of the system to

the end users. The mean for the criteria was computed to determine the ratio

of the respondents. The interpretation of mean data was based on the

following scale:

Rating Equivalent5.00 – 4.51 Excellent4.50 – 3.51 Very good3.50 – 2.51 Good2.50 – 1.51 Fair1.50 – 1.00 Poor

Table 4.2.2.2. Rating Scale

Table 4.2.2.2. shows the corresponding rating and its equivalent. For

the Excellent its rating range is from 4.50 to 5.00, for the Very Good its rating

range is from 3.51 to 4.50, for the Good its rating range is from 2.51 to 3.50,

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for the Fair its rating range is from 1.51 to 2.50, and for the Poor rating range

is from 1.00 to 1.50.

Criteria 5 4 3 2 1 Average Equivalenta. Functionality

Interactivity Speed User-friendliness Flexibility

6887

5424

2132

0000

0000

4.514.764.604.60

ExcellentExcellentExcellentExcellent

Average: 4.61 Excellentb. Content

Style of content Interest in content Presentation of content Content

7978

4355

2110

0000

0000

4.604.844.684.84

ExcellentExcellentExcellentExcellent

Average: 4.74 Excellentc. Aesthetic

Color Layout Images Font size

111088

2244

0111

0000

0000

4.854.694.544.54

ExcellentExcellentExcellentExcellent

Average: 4.66 ExcellentOverall Average: 4.67 Excellent

Table 4.2.2.3. Frequencies of Response of Evaluators

Table 4.2.2.3 shows the frequencies of response of the evaluators. The

evaluators are composed of 13 populations, 12 faculties and 1

Guidance Counselor. 4.67 is the overall average that is equivalent to

an Excellent rating.

Criteria Averagea. Functionality

Interactivity Speed User-friendliness Flexibility

4.514.764.604.60

Overall Average: 4.61Table 4.2.2.4. Functionality Results of 13 evaluators

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Table 4.2.2.4. shows the average results for the Functionality

criteria. The researchers used the mean for the statistical treatment to

get the percentage of its sub category. The overall average is 4.61

which is equivalent to Excellent.

4.51; 24%

4.76; 26%

4.6; 25%

4.6; 25%

Functionality

InteractivitySpeedUser-friendlinessFlexibility

Figure 4.2.2.1 Pie chart of Functionality Percentage

Figure 4.2.2.1 shows the percentage of the functionality criteria.

Speed criteria got the highest percentage which is 26%. It means that

the evaluators’ feedback to the proposed system agreed to its speed

function in terms of generating the data.

Criteria Averageb. Content

Style of content Interest in content Presentation of content Content

4.604.844.684.84

Average: 4.74Table 4.2.2.5 Content Results of 13 Evaluators

Table 4.2.2.5. shows the average results for the Content criteria.

The researchers used the mean for the statistical treatment to get the

percentage of its sub category. The overall average is 4.74 which is

equivalent to Excellent.

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8.2; 59%

3.2; 23%

1.4; 10% 1.2; 9%

Content

StyleInterestPresentationContent

Figure 4.2.2.2 Pie chart of Content Percentage

Figure 4.2.2.2 shows the percentage of the content criteria Style

got the highest percentage which is 59%. It means that the evaluators’

feedback to the proposed system agreed to its style content.

Criteria Averagec. Aesthetic

Color Layout Images Font size

4.854.694.544.54

Average: 4.66Table 4.2.2.6. Aesthetic Results of 13 Evaluators

Table 4.2.2.6. shows the average results for the Aesthetic

criteria. The researchers used the mean for the statistical treatment to

get the percentage of its sub category. The overall average is 4.66

which is equivalent to Excellent.

80

4.85; 26%

4.69; 25%

4.54; 24%

4.54; 24%

Aesthetic

ColorLayoutImagesFont Size

Figure 4.2.2.3 Pie Chart of Aesthetic Percentage

Figure 4.2.2.3 shows the percentage of the content criteria Style

got the highest percentage which is 26%. It means that the evaluators’

feedback to the proposed system agreed to the combination of color

used in designing the system.

4.3. Financial Feasibility

4.3.1 Estimated Development Cost

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Table 4.3.1 Estimated Development Cost for the TUP-T GIMS

Table 4.3.1 shows the development cost of TUP-T GIMS. Salaries and

wages, equipment/installation, facilities, utilities are the components used by

the researchers from the initiation of the project to implementation.

4.3.2 Estimated Annual Operating Cost

Table 4.3.2 Operating Cost for the TUP-T GIMS

Table 4.3.2 shows the Operating Cost of TUP-T GIMS. It is the estimated

amount of the operating cost every year.

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4.3.3 Tangible benefits

Table 4.3.3 Tangible Benefits for the TUP-T GIMS

Table 4.3.3 shows the Tangible benefits of TUP-T GIMS. It is the real

benefit that is straight forward to the Guidance Office.

4.3.4 Intangible Benefits

4.3.4.1 Benefits for the Guidance Personnel:

4.3.4.1.1 Ease of retrieving students’ records.

4.3.4.1.2 Ease of managing students’ information.

4.3.4.1.3 Ease of monitoring students’ record such as offense and

attendance.

4.3.4.1.4 Increased level of service.

4.3.4.1.5 Provides accurate and efficient student records.

4.3.4.1.6 Act as data storage of student information or record for other

purposes.

4.3.4.1.7 Faster release of student reports.

4.3.4.1.8 Lessen the work load.

4.3.4.2 Benefits for Professors:

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4.3.4.2.1 Eliminates printing of students’ attendance.

4.3.4.2.2 Ease of recording and checking students’ attendance.

4.3.4.2.3 Ease of monitoring students’ attendance.

4.3.5 Cost Benefit Analysis

Table 4.3.5 Cost Benefit Analysis of TUP-T GIMS

Table 4.3.5 shows the cost benefit analysis of TUP-T GIMS in 6 years.

Computing the CBA is like that the researchers determine whether the system

will turn out if it is good or bad. The output payback period is in 9 months.

The researchers calculated the Return on Investment (ROI) with this formula:

Time Adjustment Lifetime Benefits - Cumulative Time Adjusted Cost

Return of Investment = Over Lifetime X 100 %

Cumulative Time Adjusted Over Lifetime

Return of Investment = 70,479.99 - 57010.23 X 100 %

57010.23

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Return of Investment = 23.63%4.3.6. Comparison to Other Commercial System

There will be a cost advantage from the other Guidance Information

and Monitoring System, unlike the Aeries Student Information System -

Perpetual Licensing worth $5000.00 (Php 225,000.00) and Student

Information System of ITHelpMe worth $250.00 (Php 11,250.00) which is

developed by a third party company. It is a great opportunity and benefit to

the TUP-Taguig because it will minimize the development cost and will lead

the way on having its own Guidance Information and Monitoring System.

4.4 Analysis

4.4.1 Relevance of the Related Studies in the Proposed System

4.4.1.1 The Guidance Information System of Sibugay Technical

Institute Inc. gave the researcher an idea on how will be the

process of the proposed system. It suited one of the bases of

the study because of its concepts and its functions of inputting,

viewing of student information and records.

4.4.1.2 The Student Guidance System of Carlos Hilado Memorial

State College Fortune Towne Campus serves a big help to the

proposed system because it contains the same process with

the TUP-T Guidance Information and Monitoring System.

4.4.1.3 The TUP-T Student Information System of Calibara, Desiree

V., Co, Ruben Jr., D. and Luriz, Edneil Josef B. (2010), this

system is similar to Student Data Management. TUP-T

Student Information System is a big help for the proposed

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system to be the one of the basis. It is not yet implemented

because of some error issues so that the researches develop

a web application version of it. This system provides functional

and reliable module for organizing the student information

achieving accurate data. The system they made will also serve

as an electronic data bank for the Guidance Center.

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Chapter 5Summary of Findings, Conclusion and Recommendation

87

Chapter 5

Summary of Findings, Conclusion and Recommendation

5.1. Summary of Findings

This project study purposively develop a web application for the

Guidance Office to easily monitor and manage students’ record as data

bank and would benefit the Accreditation system and the TUPT.

A descriptive method was employed in gathering data. The study

conducted to 25 or 50% faculty respondents and 25 or 50% students

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

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

evaluation of the end user’s helped the researchers to determine the

effectiveness of the project incurred in the conclusion. With all the financial

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

and sustainable.

5.2 Conclusion

After analyzing and interpreting stage of the study that has been

completed and with the outcome of the evaluation of the TUP-T Guidance

Information and monitoring System, it is recognized that the system can be a

beneficial to the University, especially the Guidance Office. This will entails

innovative change in technology, modernize the process and system, and

reduce time and efforts work by the Guidance Counselor.

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This study made use of quality management system the guidance

office serves to the stakeholders, students, faculty and administrations.

5.3 Recommendation

Based from the findings and conclusion formulated, the following

recommendations are hereby proposed:

5.3.1. TUP-T Guidance Information and Monitoring System will be

introduced to the University’s management for approval of

system implementation;

5.3.2. Conduct some orientations and training before its actual

deployment and implementation;

5.3.3. Enhance the system for better functionality; and,

5.3.4. Provides one (1) unit of computer for every department for

checking the student’s attendance.

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References

Theses

Calibara, Desiree V. Co, Ruben Jr., D. and Luriz, Edneil Josef B. ( 2010 ) TUP-T Student Information System.

Arevalo, V. (2009) The Guidance Program in Selected Public Secondary Schools in the Division of Taguig-Pateros: An Evaluation. A Thesis.

Book

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

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