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Abstract

Modern Student Information System used a Web based portal accessible using an internet browser, connected either through the internet or through the campus local network. Many of these have presented the data in textual mode and have no facility to connect socially in an existing social networking site to share visualised performance values. Moreover, the desktop web site is not designed for mobile devices thus making it hard to navigate on devices with limited screen capabilities. This study developed a module for Student Information System (SIS), named my.eskwela, which provides desktop and mobile access through web and SMS. my.eskwela desktop web interface provide different input mechanisms for faculty members thus easing the preparation of reports which includes the socially share-able visualisation of attendance tracking and class grade monitoring to supply students and parents direct, real-time access to the most relevant student academic information available through the web and through mobile platform. The results are remarkable such that not a single respondent in any user groups doubted its intention to use the systems as none expressed disagreement in this area. The results are actually good indicators that the three systems are good investments to set the bar of student information systems software services to higher level.
my.eskwela: A Mobile Approach to Visual and
Social Student Information System
Orven E. Llantos
Abstract—Modern Student Information System used Web
based portal accessible using an internet browser, connected
either through the internet or through the campus local
network. Many of these have presented the data in textual
mode and have no facility to connect socially in an existing
social networking site to share visualised performance values.
Moreover, the desktop web site is not designed for mobile
devices thus making it hard to navigate on devices with limited
screen capabilities. This study developed a module for Student
Information System (SIS), named my.eskwela, which provides
desktop and mobile access through web and SMS. my.eskwela
desktop web interface provide different input mechanisms for
faculty members thus easing the preparation of reports which
includes the socially share-able visualisation of attendance
tracking and class grade monitoring to supply students and
parents direct, real-time access to the most relevant student
academic information available through the web and through
mobile platform. The results are remarkable such that not a
single respondent in any user groups doubted its intention to use
the systems as none expressed disagreement in this area. The
results are actually good indicators that the three systems are
good investments to set the bar of student information systems
software services to higher level.
Index Terms—Student Information System, mobile Student
Information System (m-SIS), Social Networking Sites, Data
Visualization, Functions, High-Order Functions, Agile Software
Development
I. INTRODUCTION
MOST universities use student information system that
gives online tools for the students and faculty mem-
bers via the internet access. An online learning system such
as MSU-IITs MOLE is an example of such a tool. Even with
innovations like this, there is still a demand for higher level
of mobility that may be a promising solution in learning and
performance monitoring among students, faculty members
and parents.
The current system does not allow students to view tempo-
rary grades in the class thus a personal inquiry must be done,
also parents from far places does not have enough utility to
monitor their student performance in class. To address this
problem, it was the goal of this paper to create a module that
will be an extension in the current system to accommodate
the functionality such as grade and attendance monitoring
and to integrate these mobile modules guided by mobile
computing concepts.
II. RE LATE D LITERATURE
Student Information Systems have been of interest mostly
of academicians wanting to improve the existing system.
However, with the advent of modern handheld devices that
Manuscript received April 22, 2015; revised May 04, 2015.
O.E. Llantos is with the Department of Computer Science, Mindanao
State University - Iligan Institute of Technology, Iligan City, Lanao del
Norte, 9200 Philippines e-mail: orven.llantos@g.msuiit.edu.ph
provided platform to present data from an enterprise server,
most efforts are now geared towards enabling this mobile
platform for the enterprise or in the case of education, the
academic institution.
The emergence of Mobile Web Technologies like HTML5,
JavaScript, CSS3 [4], [5], and WML[2], [7], many efforts are
now exerted to provide a software that is not tailored fit to
a specific platform to serve more device varieties, the result
is a vendor neutral product [14].
A. Platform Specific
1) Windows: [1] have developed a working prototype
for mobile SIS that uses geolocation to recommend nearby
structures that are of interest from the user’s point of view.
The system takes advantage of mobile devices capability
to detect the longitude and lattitude values that represents
the current location of the user. Users especially freshmen
students will be guided of the University’s geographical area
and the surrounding structures.
The software has been implemented specifically on Win-
dows Platform backed by Windows server.
2) Android: [3] created a mobile SIS to address the
problem of announcing recent changes of room schedules
and is designed to work on Android devices only. The
software tried to augment the way room announcement is
done to stakeholders. It utilizes the Telco 2.0 APIs of Service
Delivery Platform WebGateway.
3) Blackberry: A survey of most used handheld devices in
Indonesia made [6] decide to implement their system targeted
at Blackberry smartphones, and named it M-SIS or Mobile
Student Information System. Their study allows the parent
to be users to monitor their student(s) performance at school.
The system is full-blown that integrates services for students
like library, Maps, academic calendar among others. M-SIS
also supports private messaging so that parents and students
will receive personnal messages coming from the school.
B. WAP-based
Another effort of moving SIS to mobile device is the study
of [2]. The prototype is not completed, but it proposed to let
the students access the grades after it has been conferred
by the authority using the WAP technology. The system was
developed on WML and with this, enabled devices can access
the system and view the grades only.
WAP enabled mobile phones is also the target of a mobile
SIS by [7] and the software allows for viewing of exam
results, announcements and also self-enlistments. Although,
unlike in [5],[7] did not discussed any algorithm or concept
used to implement the self-enlistment feature.
Proceedings of the World Congress on Engineering and Computer Science 2015 Vol I
WCECS 2015, October 21-23, 2015, San Francisco, USA
ISBN: 978-988-19253-6-7
ISSN: 2078-0958 (Print); ISSN: 2078-0966 (Online)
WCECS 2015
Fig. 1. my.eskwela Architecture
C. Cross-Platform Installable
PhoneGap allows native mobile API calls to a platform by
using JavaScript. It utilizes the platform’s WebKit to execute
the compiled program. [4] used this technology to implement
a SIS to allow students monitor their class performance
including attendance and announcements, among others.
D. Cross Platform Web-Based
1) iCCS: iCCS[5] was another mobile SIS implemented
using mobile web. It has a Desktop interface for management
purposes and it aims to help the students in retrieving their
academic records and even supports self-enlistment. The
feature will come up with a suggestion of subjects to be
enrolled with class schedules using Hill-Climbing Algorithm.
2) my.eskwela: my.eskwela on the other hand, aims to be
an online class record accessible using web browser, mo-
bile browser, and SMS services. Compared to all discussed
studies, my.eskwela integrated a social plugin that allows
users to share items like the visualization of class standing,
periodic grades and attendance. The visualized performance
information can be comprehensible to users at first glance.
A way to view the details was also implemented.
III. SYS TE M ARCHITECTURE
my.eskwela follows the client-server architecture with a
centralized server which also acts as client to the existing
University Student Information System called e.SMS and to
Social Networking Site. The centralized server also maintains
its own database for my.eskwela specific data requirements
and the web server.
A. The Server
As seen in Figure 1, my.eskwela was enclosed in box
representing the MSU-IITs ICT resources and can only be
accessed from the outside through a firewall. Inside, de-
vices connected through a router (wired/wireless) can readily
access my.eskwela application through supported browser
available in either desktop or mobile devices.
1) Client to e.SMS: The integration of e.SMS to
my.eskwela makes it easy to access relevant records like the
student/faculty basic information, semestral load and class
list among others. With this, there is no need to require
students key in registration values,like in the case of Moodle
or Edmodo, just to access the class performance for a
particular subject. And faculty members does not have to
wait for students to register because the class record is readily
available at their disposal.
2) Client to Facebook: At times when the user is confi-
dent on the displayed performance result, they can choose
to share this information to their favorite social networking
site – and that is when my.eskwela act as a client to Face-
book. my.eskwela have obtained authentication token for use
alongside users identification with appropriate permissions
for posting to Facebook. Facebook will return a value that
determines the success of the request.
B. Communication
Communication to my.eskwela server is treated with confi-
dentiality and this is achieved using self-generated SSL. Data
will travel encrypted on the line confusing any third party
observer.
IV. METHODOLOGY
A. Software Engineering
The project is guided by the Agile Model-Driven Design
(AMDD) to its software development and an iterative process
framework that focuses on creating small increments of
functionality to every iteration process.[8]
B. System Model
Adhering to one of the Agile Software Development
values which states: Working Software Over Comprehensive
Documentation [9], modelling is done by a set of feature list
as follows:
Students can register for the access and usage of the
systems through the desktop web portal.
Faculty Members can activate the parents account
through the Web portal.
User (faculty members, students and parents) can lo-
gin/logout the desktop/mobile web portal, using a
browser connected to the internet or to the local con-
nection in the campus.
Faculty members can input real-time student marks
(grades and attendance) in the desktop web portal.
Faculty members can upload CSV file to the desktop
web portal.
Faculty members can set-up grade distribution given a
subject using the desktop web portal.
Faculty members can view ratings and attendance
through the desktop web portal.
Students, Parents can view ratings and attendance
through the desktop/mobile web portal.
Students can register for mobile SMS inquiry.
Students can send SMS queries pertaining to their class
ratings and attendance.
User (faculty members, students and parents) can share
performance values to Facebook.
User (faculty members, students and parents) can link
my.eskwela account and Facebook account.
1) Roles: my.Eskwela was designed to three groups of
users: student, faculty member and parent. In terms of
functionality both the student and parent can only view
subjects and the associated report cards. The only difference
is that a student can view only their own load but parents can
view loads with respect to the number of household members
enrolled in the University.
Proceedings of the World Congress on Engineering and Computer Science 2015 Vol I
WCECS 2015, October 21-23, 2015, San Francisco, USA
ISBN: 978-988-19253-6-7
ISSN: 2078-0958 (Print); ISSN: 2078-0966 (Online)
WCECS 2015
Faculty members are considered the main driving force
that feeds class record and attendance data to the system.
They alone has the right to create and update data in
the class record. Without their input student and parent
groups have nothing to view. The relationship outlined above
is described in computer architecture as simple producer-
consumer relationship [10].
2) Input Variety: Understanding the importance of giving
input data to the system, my.eskwela was enabled with
different input mechanisms available in Desktop and Mobile
web. It can be thought that the Desktop Application has
feature superset compared to that of Mobile Web equivalent.
a) Singleton Browsing: Browsing from one student
record to another in desktop web version requires only the
use of the up and down arrow keys for previous and next
student, respectively. Utilising these keys is a key decision
because this can provide efficient input mechanism compared
to using a mouse click to move from one record to another.
There‘s a savings of effort from typing a grade and clicking
a mouse compared to typing grade and pressing the arrow
keys, multiply this to the number of students in a class record.
This mode of input is replicated in the mobile version of
my.eskwela, faculty members can swipe through the pictures
or tap the appropriate buttons.
b) Batch Processing: While singleton browsing is an
interesting input mechanism it is actually dependent on
network connectivity and slow-connectivity can make it a
non-attractive option to encode grades or record attendance.
Because of this, faculty members may opt to encode back to
spreadsheet applications which is free from outlined problem.
As such, my.eskwela has been prepared to handle such
scenario by introducing batch processing through the use
of comma-separated values (CSV) files editable using a
spreadsheet program. Faculty members start by downloading
the pre-formatted CSV file and encode contents. Faculty
members will then upload the populated CSV file back to
my.eskwela. Further, this feature is only available in the
Desktop Web application.
c) SMS Inquiry: In consideration to the idea that not
all students can afford to buy decent smartphones that will
give nice experience in using the Mobile Web, my.eskwela
is again prepared to handle such scenario by utilising SMS
(short message service). The SMS module is only available
for students access. Features for this service include regis-
tration, attend a class session, and extract text-based report
card. Each of the features can be accessed using a keywords
MY.ESKWELA, ATTEND, and CCARD respectively.
3) Grade Computation: The formula for computing
grades is reflected in Equation 1, the result of this formula
will then be mapped to the Transmutable Table for equiv-
alence. Equation 1 also suggests that, grades will not be
computed when the grade distribution is not fully set-up.
Grade distribution are of two types: periodic and categorical.
Periodic distribution are those that put a weight to each of the
periodic grades (i.e., Prelim, Midterm, and Finals). On the
other hand, categorical distribution refers to a distribution
of weight for each of the grade category (i.e., Quizzes,
Assignments, etc..).
q
X
k=1
p
X
j=1
n
X
i=1 scorei
itemsi
×100×categoryj×periodk(1)
4) Getting Social: [11] hypothesised that, blending tra-
ditional medium of instruction and social media can sig-
nificantly enhance the learning experience of the students.
Because students and teachers exchange ideas rapidly in
the platform and people in social network tend to have
more confidence in expressing ideas compared to the same
situation inside the classroom. Further, educators and the like
aim to increase their learning presence to the students even
outside the classroom because most of these students access
Facebook at any time of day thereby promoting self-paced
learning. However, the effect of their methods reflected in
the students grade can only be seen in the private space of
teacher-student or only inside the student information system.
The gratitude of successful mentorship and the appreciation
of high rating or the worries of low rating can not be shared
back to the same learning group from the student information
system. This is where my.eskwela comes in, by providing a
means for the parent, student and teacher share the actual
performance of the students back to the social e-learning
platform. These shared performances, in my.eskwela terms,
are called badges.
V. IMPLEMENTATION
A. The RESTless Server
Unlike Facebook Graph API which is a RESTfull imple-
mentation, my.eskwela server is implemented using only the
RESTless implementation. Wherein, web resources are the
server side scripts which accepts parameter values to control
the output. Currently, there are two types of output format
that can be expected from the server, they are: text and JSON
format. JSON stands for JavaScript Object Notation and
requires much lesser bandwith to transport data compared
to the XML equivalent.
B. High-Order Function
High-order functions are functions that are capable of
accepting functions as parameters and/or capable to return
function as its value. High-order functions has been exten-
sively discussed in Computer Science to illustrate Program-
ming Languages concepts like continuation, closure, and the
growing of programming language. High-order functions has
been used to variety of programming tasks in my.eskwela.
It is used extensively in the server-side scripts, client-side
scripts and in the SMS server. Recurring themes in most
scripts is in function generalization and function factory.
C. The MVC using Stored Procedures
This research still adheres to the concept of MVC, Model-
View-Controller, separation of concerns but such implemen-
tation is done in a way that Models are not hard coded
at the server-side script instead they are encoded directly
into the database level using rudimentary technique for
creating tables. For views and controllers, the entire logic is
encoded using stored procedures as provided by the database
management system. And as such, server side scripts will
Proceedings of the World Congress on Engineering and Computer Science 2015 Vol I
WCECS 2015, October 21-23, 2015, San Francisco, USA
ISBN: 978-988-19253-6-7
ISSN: 2078-0958 (Print); ISSN: 2078-0966 (Online)
WCECS 2015
only call a stored procedure for view or control, making it
sure that the data access logic are properly encapsulated.
This technique requires that database schema and stored
procedures should be on a separate SQL file and is always
updated even during development. If there is a need to rebuild
the database for administrative purposes, the SQL file is
executed. This ensures that if server-side scripts are exposed,
the entire database cannot be rebuilt by the wanting mind.
D. Connecting to Facebook
my.eskwela used the Facebook Graph API to enable the
social component. It does not automatically post any perfor-
mance badges, this has to be decided by the user.
The user has to perform one-time authentication to link
my.eskwela account and the facebook account to enable
sharing badges.
VI. RE SU LTS AN D DISCUSSIONS
A. The Survey Instrument
Upon the availability of my.eskwela software components
it is but imperative to ask the question on how the finished
product relates to the intended users. The questionnaire used
was based on MSAM (Mobile Services Acceptance Model)
outlined in [1] as part of its research and also validated the
hypotheses outlined by the model, as follows:
H1 Context has a direct positive effect on Perceived
Usefulness
H2 Context has a direct positive effect on Perceived
Ease of Use
H3 Perceived Ease of Use has a direct positive effect
on Perceived Usefulness
H4 Personal Initiatives and Characteristics has a direct
positive effect Intention of Use
H5 Perceived Usefulness has a direct positive effect on
Intention to Use
[1] has proven through statistical analysis and result of its
study that the hypotheses holds.
The questionnaire‘s items utilised in this research has been
modified, being added or removed, to fit the surveys purpose
because the questionnaire was used to evaluate mobile web,
desktop web, and SMS systems. Each questionnaires item
is answerable using a Likert Scale. [1] already pointed out
that at least the value for a Likert scale, based on some
researches, will only be 7-point scale because it may produce
better results. But this study wanted to use 8-point scale to
make the respondents decide on either black or white and not
neither, and to group 2-scales with corresponding meanings.
Scales 1-2 for Strongly Disagree (SDA), 3-4 (Disagree), 5-6
(Agree), and 7-8 (Strongly Agree) (see Appendix A). In the
special case of Trust, scales 1-2 Not Important (NI), 3-4 Not
that Important, 5-6 Important, 7-8 Very Important.
B. The Sample Size
Statistics demands that for any survey, a considerable
sample size of the population is needed to attain a reasonable
observation and perhaps derive a meaningful conclusion from
the data findings. However, in the case of user acceptance
survey, [12] argued that all it takes is just 5 respondents for
it to be meaningful. The researcher termed this as “discount
TABLE I
ACT UAL NUMBER OF RES PO NDE NT S PARTI CIPATE D IN TH E SURVEY
mobile Web Desktop Web SMS Service
Faculty Members 17 17 0
Students 18 16 14
Parents 9 9 0
TOTAL 44 42 14
usability engineering.” To quote: “Doesn‘t matter whether
you test websites, intranets, PC applications, or mobile apps.
With 5 users, you almost get close to user testings maximum
benefit ratio.” This finding is supported by their research
result published on their website [13].
In the case of my.eskwela usability testing, the minimum
target population is 5 for each of the modules and group
representatives. During the actual testing, each of the user
groups get to try out and/or explained what the actual product
will do and how they might interact with it. Special mention
on the and/or clause is required because not all user groups
get to have a hands-on experience in the system especially the
parent group. This group is only explained and demonstrated
on how to use and interact with the system because there
was no dummy account created and that their role does
not require any complicated tasks. Table 1 shows the actual
number of respondents for each user group.
C. Survey Results
After the demonstration and explanation, different user
groups get to try the systems and they are showed with
different use-cases. After which, they were handed out the
survey questionnaires and they rate the systems according
to the different parameters as follows: Perceived Usefulness,
Perceived Ease of Use, Trust, Personnal Initiatives and Char-
acteristics, Context and Intention to use.
1) Perceived Usefulness: This parameter tries to measure
the users perceived usefulness of the system with respect to
the basic functionality of recording/tracking attendance and
grades and that the system would increase their works daily
efficiency.
a) Mobile Web: Majority of the users (63%) strongly
agree that the application is useful for them. With the highest
rating of acceptance from the group of students followed
by faculty members and parents. While 32% agree to the
usefulness mostly from the parents and faculty members.
However, some faculty members (4%) disagree and 1% from
the students group strongly disagree.
b) Desktop Web: Majority of the users, an outstanding
73.27%, strongly agree on the desktop web usefulness with
students and parents users as top raters. While only 23%
agree on the usefulness with highest percentage share on the
faculty members group.
The remaining 0.25% from faculty members group
strongly disagree on the desktop web usefulness.
c) SMS Service: None of the respondents showed any
negative evaluation, 79% strongly agree and only 21% agree.
2) Perceived Ease of Use: This parameter relates to the
systems user-friendliness and how it presents itself to allow
smooth interactions and perform tasks. User-interface and
most importantly, user experience are among the critical
Proceedings of the World Congress on Engineering and Computer Science 2015 Vol I
WCECS 2015, October 21-23, 2015, San Francisco, USA
ISBN: 978-988-19253-6-7
ISSN: 2078-0958 (Print); ISSN: 2078-0966 (Online)
WCECS 2015
factors that will determine the success of the systems adapt-
ability to the intended users. The more friendly the systems
are, the more reason for users to adapt.
a) Mobile Web: Majority of the users (64%) strongly
agreed, the student group have the highest share of rating
followed by the parents and faculty members and only 4%
from faculty members disagreed.
b) Desktop Web: Consistent with the previous observa-
tions, the desktop web was appreciated by majority, 58.74%,
of the users. However, it was the group of faculty members
that has lesser share of excellent ratings compared to the two
groups. This maybe attributed to the fact that their group
still has a lot to learn with the system interface because it
provided them plenty of available options for input. Though
majority of the faculty members view the system as user-
friendly and they have had a good user experience.
A minute portion, 6.52%, of the respondents from the
faculty members and students are somewhat not satisfied.
They find it hard to learn the systems functionalities and
since they do not strongly disagree, maybe they just lack
more familiarity to further appreciate the system.
c) SMS Service: During the decision on what keywords
the students should remember to register into the system,
the associate a cellphone number to a student identification
number came into place. With this scheme, a cellphone
number can only be used by a single student. Student
inquiring from different cellphone numbers is not possible.
This is a security feature and at the same time an ease of use
factor because, after the student activated the SMS Service
they do not have to key-in their identification number as part
of the text message. This design have influenced the way
students look at how user-friendly the system is. In fact, 71%
of them rated excellent on this criteria and no one disagreed.
3) Trust: The notion of trust relates to different views a
user might have in terms of systems integrity. Trust requires
the user having the knowledge of the system, the source of
data and the corresponding data accuracy, the confidence in
handling the system and the implemented security. Before
the users used or try-out the systems, they are oriented
on how the system underlying security and non-functional
requirement are implemented.
a) Overall Evaluation: Results showed that approxi-
mately 90% or more, of the respondents pointed out that
systems trust is very important may it be the mobile web,
desktop web or the SMS service. Of those who agreed, 70%
or more strongly pointed out that their perceived confidence
and trust to the system is very important.
4) Personnal Initiatives and Characteristics: This param-
eter refers to the user-experience while using and/or observ-
ing the system. It connotes a degree of comfortableness while
the users picture themselves using the system on a daily
basis.
a) Mobile Web: The students appears to be the most
optimistic group that appreciated the existence of the mobile
web app. This can be attributed to a fact that as a student
they are more anxious to know “immediately” the results of
the academic exams. Plus the fact that many of them uses
high-end phones for viewing the mobile web app.
On the other hand, approximately 95% on the groups
of faculty members and parents were optimistic to adopt
the system. For faculty members though, the number of
optimistic users were outnumbered by those that are just
contented to have the system around. All in all, this group
saw the importance and the impact of using the system in
the course of their record keeping in the classroom.
The parents group have more optimistic users than those
that are just contented to have the system around. This
observation is opposite to that of faculty members results,
even if this group is just shown how the product worked.
Nevertheless, as parents it is important for them to have ac-
cess to academic performance monitoring using their mobile
devices. And just like the group of faculty members, a minute
group does not find the importance of using their mobile
device in monitoring the academic performance.
b) Desktop Web: The same observation can be drawn
from looking at the survey results. It is important to take
note that the interfaces of both mobile web and desktop web
were different because of conflicting requirements needed to
comply when rendering the same web page on a desktop
and mobile browser respectively. But, because of the result
similarities it is but logical to draw an observation that both
applications were able to give similar user-experience and as
such, it is appreciated by the different user groups.
c) SMS Service: 81% of respondents who strongly
agreed that they had a great experience is by far a very good
indicator that the system was able to reasonably manifest its
usefulness to the users. The original thought of having a SMS
service was, based on the results, beneficial. The presence of
the SMS service gave the user the idea that they can always
be updated with their grades inquiry even if the Internet is
not available or even if they dont have an access to high-end
mobile devices to access the mobile web application.
5) Context: Context tries to measure on how the surround-
ing community can affect the user in using the system. Five
dimensions are being explored here, they are: availability,
majority rules, institutional initiatives, relevance to work,and
past experiences of using an application.
Availability refers to the accessibility of the software in-
side and outside of the workplace, as well as the accessibility
of running the software in the device.
Majority rules refers to the influence of the system to the
user if surrounding community are using the system. Like,
would they be more convinced to use the system if many of
their colleagues are using it?
The institutional initiatives refers to the steps the adminis-
trators made to convince the constituents in using the system.
One way to do it maybe is to issue a memorandum to adopt
the newly created system. Another is to do a campaign
on system awareness by sponsoring a hands-on training
workshop.
Relevance to work refers to users evaluation on the impact
the system will make in their daily performance of duties
and responsibilities. And finally, the users past experiences
of using an application is considered and checked if it can
influence its outlook in using the new system.
Survey results showed that context is important to majority
of the users about, 95% of them. Using the system does
not only need good user interface and user experience, it
also needs intervention from the surrounding community
may it be from the administrator‘s or the influence of many
colleagues using the system.
Past software experiences is not really a big factor to try
Proceedings of the World Congress on Engineering and Computer Science 2015 Vol I
WCECS 2015, October 21-23, 2015, San Francisco, USA
ISBN: 978-988-19253-6-7
ISSN: 2078-0958 (Print); ISSN: 2078-0966 (Online)
WCECS 2015
out a new one, what matters is that the software is available
and they know how to access it using their devices.
6) Intention to Use: This refers to the user‘s degree of
commitment in using the software on its availability and
accessibility. In other words, if the system is accessible and
the user has the authority to use the system, will the user
consider the system?
According to survey results, given the accessibility and
authority, users would significantly be committed to the
system. Notably, it is this part of the survey that none of
the respondents hesitated on their commitment to use the
system.
VII. CONCLUSION
The three user groups: faculty members, parents and stu-
dents, that serve as the motivation of this research endeavor
responds positively to the created systems: desktop web,
mobile web and SMS service. All intended to use the systems
for monitoring the students progress in school. The results
are remarkable such that not a single respondent in any
user groups doubted its intention to use the systems as
none expressed disagreement in this area. The results are
actually good indicators that the three systems are good
investments to set the bar of student information systems
software services to higher level.
VIII. RECOMMENDATION
To make the system fully integrated to the constituent‘s
daily operations, it is important not to disregard the effect of
Context as described previously particularly on institutional
initiatives. This means that, the support of the administration
in recognising the importance of the created systems and
recommend it for constituents use is also vital. Such move
can make more awareness and initiatives to inform and
educate the users for the utilisation of the software products.
When these initiatives are already spread, more and more
users will be familiar to the systems and in turn they can
influence others to use the systems. When the institutional
initiatives have finally been appreciated by the constituents,
this will have a direct positive effect on perceived usefulness
and perceived ease of use it will be of a compelling reason
to use the systems. Survey results have shown that majority
of the respondents appreciated the experience as observed in
seeing the system in action.
ACK NOW LE DG ME NT
For Office of the Chancellor and Office of Vice Chancellor
for Research Extension for believing in my capability and
capacity to do research and for providing financial support
to realise this endeavour.
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Proceedings of the World Congress on Engineering and Computer Science 2015 Vol I
WCECS 2015, October 21-23, 2015, San Francisco, USA
ISBN: 978-988-19253-6-7
ISSN: 2078-0958 (Print); ISSN: 2078-0966 (Online)
WCECS 2015
... my.eskwela is a platform that aims to bring together teachers, parents, and students to form a community who believes that real-time and active monitoring of student's learning can facilitate student success in performance. The first implementation was designed to be an extension of Mindanao State University-Iligan Institute of Technology's (MSU-IIT) Student Information System (SIS), e.SMS [30]. ...
... After the training, a technology acceptance survey was conducted by adopting the modified Mobile Services Acceptance Model (MSAM) survey questionnaire from my.eskwela version 1 [30,32]. MSAM is based on TAM with the motivation for user acceptance of mobile applications. ...
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