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DESIGN AND IMPLEMENTATION OF A SCHOOL MANAGEMENT

​ ​ ​ ​ SYSTEM

(A CASE STUDY OF SALAMA HIGH SCHOOL)

BY

GEOFFREY DANLAMI BARJE

UJ/2018/2019/DCS/0014

A RESEARCH PROJECT SUBMITTED IN PARTIAL FULFILMENT Of

​ THE REQUIREMENT FOR THE AWARD OF DIPLOMA IN

COMPUTER SCIENCE TO THE DEPARTMENT OF COMPUTER

SCIENCE,

​FACULTY OF NATURAL SCIENCE,

UNIVERSITY OF JOS,NIGERIA

DECEMBER,2023.

Contents

APPROVAL............................................................................................................................................. ⅰ

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DEDICATION.......................................................................................................................................... ⅱ

ACKNOWLEDGEMENT...........................................................................................................................ⅲ

ABSTRACT............................................................................................................................................. ⅳ

TABLES OF FIGURES...............................................................................................................................ⅴ

LIST OF TABLES...................................................................................................................................... 10

CHAPTPER ONE..................................................................................................................................... 12

INTRODUCTION.....................................................................................................................................12

BACKGROUND OF THE STUDY............................................................................................................... 12

1.1PROBLEM AREA................................................................................................................................15

1.2 AIM OF THE RESEARCH................................................................................................................... 16

1.3 OBJECTIVES OF THE RESEARCH....................................................................................................... 16

1.4 PRIMARY OBJECTIVE....................................................................................................................... 16

1.5 SECONDARY OBJECTIVE.................................................................................................................. 16

1.6 RESEARCH METHODOLOGY.............................................................................................................16

1.7 SCOPE AND LIMITATION..................................................................................................................17

1.8 PROJECT OUTLINE........................................................................................................................... 17

1.9.4 CHAPTER FIVE: CONCLUSION;......................................................................................................18

CHAPTER TWO...................................................................................................................................... 20

1.0 LITERATURE REVIEW...................................................................................................................... 20

INTRODUCTION TO SCHOOL MANAGEMENT SYSTEM..........................................................................20

2.1 HISTORY OVERVIEW........................................................................................................................ 20

2.2 WHAT IS A SCHOOL MANAGEMENT SYSTEMS................................................................................ 27

2.2.1 LIMITATIONS OF SCHOOL MANAGEMENT SYSTEMS.................................................................... 28

2.3 CONCLUSION...................................................................................................................................29

CHAPTER 3............................................................................................................................................ 30

PROPOSED SOLUTIONS......................................................................................................................... 30

3.0 INTRODUCTION...............................................................................................................................30

3.1 REQUIREMENT SPECIFICATION....................................................................................................... 30

3.2 SYSTEM ARCHITECTURE.................................................................................................................. 33

3.2.1 USE CASE DIAGRAMS................................................................................................................... 33

3.2.3 E-R DIAGRAM............................................................................................................................... 35

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3.3 CONCLUSION...................................................................................................................................36

CHAPTER 4............................................................................................................................................ 37

DESIGN, IMPLEMENTATION, TESTING AND EVAUATION....................................................................... 37

4.1 INTRODUCTION............................................................................................................................ 37

4.2 MAIN FEATURES........................................................................................................................... 38

4.3 IMPLEMENTATION PROBLEMS..................................................................................................... 38

4.4 OVERCOMING IMPLEMENTATION PROBLEMS............................................................................. 38

4.5 TESTING........................................................................................................................................ 39

4.6 USER GUIDE..................................................................................................................................40

4.7 HARDWARE REQUIREMENT FOR THE IMPLEMENTATION............................................................... 48

4.8 SOFTWARE REQUIREMENT FOR THE IMPLEMENTAION..................................................................49

4.9 EVALUATION METHODOLOGY......................................................................................................... 50

4.10 SUMMARY.....................................................................................................................................51

CHATPER 5.............................................................................................................................................52

SUMMARY, CONCLUSION AND RECOMENDATION................................................................................52

5.1 OVERVIEW.................................................................................................................................... 52

5.2 OBJECTIVE ASSESSMENT.............................................................................................................. 52

5.3 LIMITATIONS AND CHALLENGES................................................................................................... 53

5.4 FUTURE ENHANCEMENTS............................................................................................................... 53

5.5 RECOMMENDATIONS................................................................................................................... 54

5.6 SUMMARY.................................................................................................................................... 54

REFERENCES..........................................................................................................................................56

APPENDIX A – Project Document PROJECT DOCUMENT...................................................................... 60

APPENDIX B – Questionnaire................................................................................................................ 60

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DECLARATION ​

I hereby declare that this work project by GEOFFREY DANLAMI BARJE was
carried out under the supervision and my guidance Mr. DAVID E. OGUCHE

This documentation has not been presented elsewhere for the award of
diploma in the department of computer science University of Jos. All sources
have been duly distinguished and appropriately acknowledge.

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APPROVAL

This research project is read and approved as meeting the standard required in
the Department of computer science ,faculty of
Natural Science, University of Jos, for the award of Diploma in computer
Science.

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DEDICATION

I solely dedicate this project to God Almighty and to my beloved father

[Link] Barje who finance this work and also my beloved siblings for
empowering me towards the completion of this project.

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ACKNOWLEDGEMENT

I would like to express my gratitude to my supervisor [Link] E. Oguche for

his guidance, support and his enthusiasm and encouragement throughout the
project. I am most grateful to God for ascribing his grace and this work a reality.

Finally many thanks to my Elder brother [Link] Nathan also my friends, who
have helped and given suggestion, supports and sincere thanks to my parents
for their counter supports and encouragement. corrections throughout the
project.

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ABSTRACT

This abstract provides an overview of the research conducted on the topic of

school management systems. The aim of this study was to explore the
implementation and impact of school management systems on educational
institutions. The research design involved a comprehensive literature review,
interviews with school administrators, and analysis of existing school
management systems.

Furthermore, the research highlighted the impact of school management

systems on education and administration. It was found that these systems have
the potential to positively influence student achievement, teacher
performance, and parent engagement. Additionally, school administrators
reported improved decision-making processes and streamlined administrative
tasks through the use of these systems.

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Despite the evident benefits, it is important to acknowledge the limitations of

school management systems. Some limitations include the initial costs
associated with implementation, potential data security concerns, and the
need for continuous support and training.

In conclusion, this research provides valuable insights into the implementation

and impact of school management systems. The findings demonstrate the
potential of these systems to transform educational institutions by improving
administrative processes and fostering a collaborative environment. However,
careful consideration of the challenges and limitations is essential for
successful implementation and long-term sustainability.

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Figure 3.1 System

Architecture.………………………………………………………………29

Figure 3.2 Use Case

Model…………………………………………………………………….29

Figure 3.4.2 1 System

Algorithm…..………………………………………………………….19

Figure 3.4.3 1 E-R

Diagram….……………………………………………………………………19

Figure 4.1 1 Logic

page…………………………………………………………………………….20

Figure 4.2. 1 Admin

Dashboard………………………………………………………………..21

Figure 4.2. 1 Teachear’s

Form…………………………………………………………………..21

Figure [Link]
Form……………………………………………………………………….22

Figure [Link]
Form………………………………………………………………………………
..23

Figure [Link]'s
Record………………………………………………………………........24

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Figure [Link]
record……………………………………………………………………………
…25

LIST OF TABLES

Table.3.2Functional requirement
specification…………………………………………30

Table.3.3 Non-functional requirement

specification…………………………………31

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CHAPTPER ONE

INTRODUCTION

BACKGROUND OF THE STUDY

Nowadays education plays a great role in development of any country. Many of

education organization try to increase education quality. One of the aspects of
this improvement is managing of school resource (Fulmer, 1995).

School management system is an inclusive school management / school

administration software that is designed with a sole intention of supporting
schools in effectively managing their school related operations and activities.

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School management system is an inclusive school management / school

administration software that is designed with a sole intention of supporting
schools in effectively managing their school related operations and activities.

It is a result of several rounds consultations with teachers at field level on

reducing the management efforts and maximizing efficiency of school
management systems. With the bunch of exceptional features it has, school
management software has changed the way a school works and administration,
its day-to-day operations. In simple words, it has simplified the management
efforts and emerged as a smart solution for schools.

PROBLEM AREA

Transcripts of students are prepared manually by the record officer, and

teachers. Reports cards are produced by the home-room teachers. Attendance
of students recorded by the home-room teachers.

In order to control absentees and know the number of days that a student has
been absent from the school during the school days the attendance officer has
to collect the attendance slips from the corresponding homeroom teachers and
compile it which is also a time taking process.

AIMS

To deliver a computerized system to aid Salama High School

OBJECTIVES

1. ​ To design school management system

2. ​ To implement the school management system

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3. ​ To test the system

4. ​ To deploy the prototype of the said system

School management system is an inclusive school management / school

administration software that is designed with a sole intention of
supporting schools in effectively managing their school related
operations and activities.

It is as a result of several rounds consultations with teachers at field level

on reducing the management efforts and maximizing efficiency of school
management systems. With the bunch of exceptional features it has,
school management software has changed the way a school works and
administration, its day-to-day operations. In simple words, it has
simplified the management efforts and emerged as a smart solution for
schools.

in The School Management System (SMS) is responsible for duties like student

registration, student performance reporting, and various reports for teachers

and parents.

Schools employ school management systems (SMS) to assist in a variety of

administrative

tasks, such as keeping track of assessments, generating reports, keeping track

of finances, and

keeping track of staff information. SMS gives managers the knowledge they
need to run an

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organization effectively and efficiently. These systems stand out from other
information

systems because they are made to be utilized for strategic and operational
analysis and

facilitation in educational settings (Demir, 2006).

​ Due to its effectiveness and efficiency, the use of modern technology in

educational

management has rapidly increased. Due to advances technology, school

administrators who previously had to spend a lot of time manually
looking up certain records (such as student terminal reports, school free
records, or staff information) and keeping an eye on the
school'soperations now have better options (Teka, 2008).

1.1PROBLEM AREA

Transcripts of students are prepared manually by the record officer, and

teachers. Reports cards are produced by the home-room teachers.
Attendance of students recorded by the home-room teachers.

In order to control absentees and know the number of days that a

student has been absent from the school during the school days the
attendance officer has to collect the attendance slips from the

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corresponding home room teachers and compile it which is also a time

taking process.

Despite the use of automated School Management Systems around the

world, most primary and secondary schools in Nigeria are still using
manual and paper-based documentation system for performing various
tasks and the school administrators apply their knowledge of trial and
error in preparing the class timetables which is a waste of manpower
and time. In addition to that retrieving records of students who have
graduated couple of years ago has been a difficult task and the manual
system also has difficulty of producing different reports which are
required by the stakeholders such as teachers, administrators, or
officials.

Due to the inefficiency of the current manual system, the need arises to
automate School Management System in order to efficiently handle
students’ attendance, to produce transcript, report cards and the various
reports satisfying users and customers and to produce timetable which
can schedule courses for teachers and classes of students (Bober, 2001).

1.2 AIM OF THE RESEARCH

To deliver a computerized system to aid Salama High School

1.3 OBJECTIVES OF THE RESEARCH

The following are the objectives in solving the problem.

1.4 PRIMARY OBJECTIVE

To analyze the SALAMA MANAGEMENT SYSTEM.

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1.5 SECONDARY OBJECTIVE

1. ​ To design school management system

2. ​ To implement the school management system

3. ​ To test the system

4. ​ To deploy the prototype of the said system

1.6 RESEARCH METHODOLOGY

To accomplish Objective I, a Review of the current systems for information is

undertaken in Chapter Two. This Review considers said systems, pointing out
how users interact with them and highlighting their shortcomings pertaining to
the Aim of the Study; the Review goes on to describe the generational
classifications of the system users, considering how the environment each
generation grew up in factors into their use of information systems. The Review
goes on to determine, based on the media consumption habits of the various
generations and demographic data on voting patterns, the target audience for
our system. The media consumption habits for our target audience determine
then the platforms through which they can be reached, giving an overview of
the characteristics of the system.

Chapter Three utilises interviews as a data collection technique surveying

prospective users that fall within the target audience identified in Chapter Two
and develops a specification of requirements for the system, satisfying
Objective II. The Chapter then goes on to provide a design for the system as
well as the development strategy used – the iterative and incremental
development strategy, thereby partially satisfying the requirements of
Objective III.

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In Chapter Four, the design for the system set out in Chapter
Three is implemented detailing how the system would be
developed, what tools will be used in the development and
what would be required for the development of the system,
satisfying the remainder of the requirements of Objective
II.1.7 SCOPE AND LIMITATION

This study covers the school management system for secondary school
management using Salama High School Jos. Its strictly focuses on school
management records.

1.8 PROJECT OUTLINE

The Study is outlined according to chapters, each dealing with a specific subject
under the Study. An overview of these chapters follows.

1.9 CHAPTER ONE: INTRODUCTION; This Chapter is an introduction to the

Study outlining the background of the Study, problem area, problem
statement, research aim, research questions, objectives and methodology as
well as the scope and limitations of the Study at large followed by an outline of
the entire Study.

1.9.1 CHAPTER TWO: LITERATURE REVIEW; Here, a literary basis is formed for
the Study; current systems of information are explored and the system users
are identified based on a review of their media consumption habits.

1.9.2 CHAPTER THREE: PROPOSED SOLUTION DESIGN; The techniques used in

collecting data to achieve the Aim of the Study are outlined here, the results

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from the data collection are analysed and determinations are made. A
specification of requirements is defined from the analysed data. Building off of
this specification, the prototype is designed in this Chapter.

1.9.3 CHAPTER FOUR: IMPLEMENTATION AND TESTING/EVALUATION; Building

off of the previous two chapters, this Chapter defines a prototype for the
system used in achieving the Aim of the Study. The Chapter outlines the
development methodology, tools and design of the system and goes on to test
the system by individual components, the integration of said components and
then a test of the entire system followed by an installation test. An evaluation is
made from the tests carried out on the system to determine whether the
system meets the requirements detailed at the beginning of the Study.

1.9.4 CHAPTER FIVE: CONCLUSION;

This Chapter provides a summary of the Study detailing a summary of the

findings of the Study as well as exploring whether or not the set objectives for
the Study were accomplished. The Chapter concludes by offering up
suggestions for further research.

1.9.5 CONCLUSION:

This chapter started by introducing the research work and discussing the
background of study. The problem areas and statement was identified and the
primary aim of the project was set. Objectives for the research work were
defined alongside the methodology for achieving these objectives. The scope
and limitation of the project were also highlighted. the next Chapter shall go
into detail forming a literary basis for the Study.

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CHAPTER TWO

1.0 LITERATURE REVIEW

INTRODUCTION TO SCHOOL MANAGEMENT SYSTEM

INTRODUCTION

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This chapter covers the literature review of the techniques and technology
used in this thesis. It also provides information on numerous studies carried
out by distinguished experts and clarifies terminology pertaining to the
creation and use of a school management system. The chapter provides a
summary of the problem's past and present state, which is outlined by a review
of earlier research on closely similar issues.

2.1 HISTORY OVERVIEW

Today, in which we call the digital age due to numerous technological
advancements, the biggest risk an organization can take is remaining
insensitive to change. Organizations throughout the world are forced to create
new applications in order to survive due to ongoing improvements in
information technology, information exchange, rising social demands, and
modern managing applications (Demir, 2006). Information technologies have
attained a high priority status in education as well due to its importance in
contemporary communities. In recent years, among the topics that have
received the most attention are the contributions of information technologies
to education. Every nation strives to offer its inhabitants the most modern
education possible while maintaining financial efficiency. Due to this, major
investment plans for the use of information systems have been implemented
globally. (Yuen et al., 2003).

For instance, six hundred million dollars ($600,000,000) in loans was approved
by the World Bank to be taken out on June 25, 1998, and July 26, 2004, for
Turkey's Primary Education Program. In the first phase of the program, at least
two elementary schools in each of Turkey's 921 counties received information
technology equipment before being put into operation. Twenty-five thousand
(25,000) teachers and two thousand, two hundred and fifty (2,250)

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coordinators of information technology sections received funding for in-service

training courses on using computers in primary education. It was anticipated
that information technology software would be provided to the 3,000 primary
schools throughout Turkey in the second phase of the project, which ended on
February 28, 2006, and that educational portals would be developed. Six
hundred (600) computer teachers will be trained, and in-service training on the
use of educational software and information technologies in the classroom is
planned for all primary school inspectors working in the field, as well as for at
least one hundred and six thousand, three 7 hundred eighty-one (106,781)
educators made up of managers and teachers at primary schools with or
without information technology classes (Vorkink et al., 2004). Automation can
be defined as the process of reducing or minimizing the manual hard work with
the help of computers, computer operated software and devices. There are
certain works that are beyond human capacities which can be carried out
through automation techniques. For example, the Library Automation System
of the University of Toronto in 1963-1972 is one of the first achievements to
manage the data with the help of an automated system (Bregzis et al., 2002).
The real idea of implementing automation is to enhance efficiency, reduce
delays, increase production flexibility, reduce prices, human error elimination,
and alleviate labor shortage, high degree of accuracy. Automation in
Educational Assessment created in Nigeria shows how an online automation
system can be implemented to eradicate human errors and bring fairness
during the exams (Olutosin, 2019). Defining the Paperless Workplace with the
Paper Metaphor explained the challenges faced by the organization when
converting from a paperbased system that was traditionally used to an online
automated system because they were unable to distinguish between the two
systems (Weber, 2011). Automated Project Grading & Instant Feedback System,

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however, offers an example of an automated system that improves the

efficiency of a manual project grading system with feedbacks that can be easily
managed (Fu et al., 2008). The earliest computerized school administration
systems were created in the late 1970s. Several loose, unconnected clerical and
administrative programs were created in the early 1980s, but they had limited
management support capabilities because the relationships between the data
couldn't be examined (Visscher, 1994). The primary goal of software
development and utilization during the early phases was to increase the
productivity of workplace and educational operations. The primary purpose of
computers and other technologies in educational institutions was to store the
data of students and staff. During the integration stages, the usefulness of
management information was realized. As a result, the governments of
numerous industrialized nations launched numerous projects that served as
the impetus for moving onto a later stage of development. These initiatives
were designed to improve school information systems, which would lead to
improved academic performance. The creation of a uniform system with the
most flexibility for as many schools as feasible was the main goal. At this time,
professional systems design methods were not widely used (Visscher, 1994).
The importance of utilizing ICT to gather educational data and enhance the
management of educational institutions started to rise in emerging nations in
the 1990s. 8 School Management Systems can give administrators and teachers
the knowledge they need for well-informed planning, policymaking, and
evaluation (Visscher, 1994). In the areas of leadership, decision-making,
workload, human resource management, communication, responsibility, and
planning; it is asserted that SMS has altered school administration (Gurr, 2000).
These systems can help the school manager identify the institution's goals,
create strategic plans, allocate resources, and assess both organizational and

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staff performance (Telem, 1999). To understand more about how schools are
advancing their capacity to include ICT into learning, teaching, and
management processes, several surveys have been developed in recent years.
Literature has shown a gradual rise in the use of computers and other
technologies, with most schools meeting the baseline goals for
computer-to-pupil ratios. This statistic somewhat conceals the wide range of
access to reliable technology and broadband connectivity that exists both
inside and between schools (Rae Condie & Bob Munro, 2007). A survey of 98
elementary school principals was conducted in Turkey to learn more about how
they felt about the usage of School Management Systems in managing primary
and secondary schools. The study found that School Management Systems
made a significant contribution to school management even if the
technological infrastructures of elementary schools were lacking. Additionally,
the school administrators were advised and persuaded to adopt information
systems, that data are important sources for making decisions, and that School
Management Systems support the implementation of educational changes
(Demir, 2006). Information systems assist innovations as well as information
processes. These solutions can help you deal with the need for change because
they are flexible. As a result, school management systems help the school
better adapt to its surroundings. They enable the school to comprehend and
describe inward and outward information transfer. Thus, school administration
satisfies the needs and desires of both its internal and external (teacher,
student) members and guarantees that school activities are scheduled
precisely and on time. (Haag & Cummings, 2010). The implementation of a
school management system has significantly altered the duties and working
methods of school management (Telem, 1999). The school management
system has altered leadership, decision-making, workload, human resource

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management, communication, accountability, and planning in the school (Gurr,

2000). A strategic school management system aids the management in
establishing the goals of the institution, creating long-term plans, allocating
resources, developing future educational philosophies, assessing the
effectiveness of teachers, and gauging the institution's success. In this
approach, educational leadership can also be initiated and utilized through
school administration systems (Telem, 1999). 9 When school managers have
access to accurate and current information, they can make more effective
choices (Christopher, 2003). The core of educational management is
decision-making. The complex and unpredictable nature of the school
environment is the basis for the daily challenging situations that necessitate
decision-making. Because of this, the educational manager must continuously
obtain and analyze information to solve problems (Lynne G. Perez et al., 2019).
Additionally, due to rising demands from the educational system, managers
have had to make more judgments quickly (Christopher, 2003). Additionally,
decision-making has become quicker, more frequent, and more complex in
today's classrooms. It is necessary to obtain data that is continuous, current,
and readily accessible as well as to analyze and use this data to make
judgments under these circumstances (Telem, 1999). The success of research
on school development is mostly dependent on data-driven decision-making.
However, school administrators are unable to effectively use the data in this
regard (Gentry, 2005). The efficacy of managers is increased by school
management systems, according to studies conducted in different nations. The
efficiency of decision-making at schools using school management systems has
increased, according to studies conducted with American school managers
(Harper, 1992). In his study, which looked at how school management systems
affected the work of primary school managers in Australia, Gurr found that the

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managers claimed that using these systems had given them access to
technologies and facilities, reduced their workload, made management
processes more efficient, helped them use their time more effectively, made
teachers feel more important, made them and the teachers want to improve
themselves more, and made them more impatient (Gurr, 2000). It was also
found that school managers believed that school management systems result
in significant changes at schools in their study with school managers. The
quality of teaching programs has grown, student-teacher interaction has been
facilitated, teacher coordination has improved, and systematic and continuous
information transfer to parents has all been made easier thanks to this
application, say school administrators (Telem, 1999). Finally, Anderson and
Dexter pointed out that school managers' technological leadership is more
crucial than their prior knowledge of how to use technology effectively in
classrooms (Anderson & Dexter, 2005). Education is not something separate
from life and society, but rather the process of learning to live as a useful and
acceptable member of the community. Education is one of the foundations of
shaping human beings and existed long before organized schools were ever
thought of. It is significant to remember that formal education, as provided in
schools, is one of the influences on people that is least lasting. The ancient and
contemporary educational systems are both fully 10 recognized as socialization
and economic development agents. According to Filter, "one of the issues our
schools face today is insufficient student attention and inaccurate judgment of
student achievement." The phrase "assessment" typically carries negative
connotations, particularly for students enrolled in academic programs. Even
though higher performance and public accountability are the main goals of
student education and the evaluation of its consequences, students rarely see
these prospects for growth. Instead, evaluation is viewed by students as a

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barrier based on danger. Evaluation barriers, which are usually driven by a fear
of failure and have negative repercussions for those who fail, channel learner
behavior and thought. In such student-faculty agreements, evaluation is viewed
as a tool to increase student competency and safeguard the public. Most
students submit to the evaluation procedure reluctantly; rarely do they seek
out and appreciate the process (Haag & Cummings, 2010). In industrialized
countries, students are formally evaluated at strategic points in the curriculum
to gauge and record their satisfactory progress toward achieving their learning
goals and required competences. At designated points during each course,
these reviews take place regularly. These evaluations are made to rate
students' levels of knowledge, problem-solving abilities, psychomotor and
clinical competence, and behavioral performances during each course and/or
fieldwork experience, depending on the learning and competency outcome
objectives. Depending on the course or experiential learning opportunity,
different evaluation techniques may be used, such as formal exams, written
essays, portfolio assignments, design and fabrication projects, psychomotor
skills testing, or other techniques to gauge how well each student has mastered
the course material and skill competencies. In formal exams, student
performance is evaluated using a standard grading scale that is based on the
nation's or school's regulation and is graded using a numerical/alphabetical
system. Following each exam, students are typically given feedback and grade
reports reflecting their performance on each test item. Throughout their
academic career, students will be asked to take part in competency-based
examinations at various points (Anderson & Dexter, 2005). Primary school
evaluation has a positive side, especially when both students and instructors
agree that producing outstanding pupils is the goal. The focus shifts from
enforcement to improvement and mastery when educational evaluation

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statistics are used as a tool rather than a weapon. This perspective also alters
the psychological environment in favor of positive advancement as opposed to
apprehension (Demir, 2006).

2.2 WHAT IS A SCHOOL MANAGEMENT SYSTEMS

A school management system (SMS) is a technology that allows the

administration of educational institutions to measure, access, link, and
coordinate learning processes. This classification is because this sort of
software is intended to help educational institutions with their day-to-day
operations by automating administrative tasks. The fundamental component of
modern school management is computerization. Information systems are being
used more frequently by principals to oversee the everyday operations of the
school staff (May, 2003). The reasons to make use of information systems can
be stated as increasing effectiveness at work by processing information,
increasing managerial effectiveness by meeting the need for information and
gaining superiority in competition by directing strategies (Yuen et al., 2003). 12
By processing information, school managers are supported in their effort to
manage educational activities using school management information systems.
A management information system for a school is one that is "built to match
the structure, management task, educational procedures, and special needs of
the school," according to the definition given. (Telem, 1999). In a broader
sense, the contributions of information systems to schools include improving
the effectiveness of programs, professionalizing the teaching process and
changes to the learning environment, allowing teachers to share their
experiences in a more organized manner, fostering teamwork, identifying the

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needs of the students, assisting school administrators and other staff with their
duties, and enhancing their performance, effectiveness, and efficiency (Gurr,
2000).

2.2.1 LIMITATIONS OF SCHOOL MANAGEMENT SYSTEMS

Researchers have demonstrated in the literature how using school

management information systems was problematic for school administration.
For instance, a 1999 study in Holland involving 195 managers and teachers
working in 63 high schools discovered that most of the time, school
management information systems were utilized for regular tasks and that
managers and instructors lacked adequate training on the system. The use of
school management information systems, according to managers and teachers,
increased their workload and contributed to stress, even though they had
positive effects on the evaluation of the school's effectiveness, the
development of using resources, the quality of educational programming, and
in-school communication. According to the research, this stress is decreased in
schools where the system education is well provided and where innovation is
stated as a vision. Additionally, it was shown that staff members who used the
system were more motivated, eager to pursue further education, and more
committed to the school's mission (Visscher & Bloemen, 1999).

2.3 CONCLUSION

The literature review was carried out under the main headings, which are
introduction, historical overview, and related works. Different aspects have
been examined in this chapter, theoretical and conceptual frameworks that

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guide design, incorporating school management systems, it’s history, current

school management systems and their effectiveness. Consequently, this proof
proposes that school organizations need to invest in school management
systems and implement them. The overall review of literature indicates a very
positive impact of school management systems use in the area of educational
management. Principals and teachers’ skills of using computers and technology
will also improve by using the proposed system

CHAPTER 3

PROPOSED SOLUTIONS

3.0 INTRODUCTION

This chapter explores the design method and numerous procedures carried out
in adopting this design. It also describes in detail the system design
methodology. Methodology is one the most crucial sections in any project. The

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various data collection techniques are introduced, along with how they are
employed in the project, for the reader. Data collection is necessary for any
analysis to have meaning. The requirements specifications were also discussed
which includes user requirement, system requirement, functional
requirements, and non-functional requirements of the proposed system.
Additionally, the class diagram, sequence diagram, activity diagram, use case
diagram of the proposed system, and description of the use cases were
discussed, as well as the necessary hardware and software to execute the
system.

3.1 REQUIREMENT SPECIFICATION

3.1.1 requirements Specifications Functional requirements are also known as

user requirements. They deal with visible functionality that is crucial to the
users and enables the system to achieve the business goals it was designed to
[Link] 3.2 displays the list of functional requirements for the system
being designed.

Table 3.2

​ Table 3.1

Functional Requirement Specifications

Req. Description Type

No.

R-101 The system should be capable of registering all Functional

teachers in the school.

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R-102 The system should be capable of registering all Functional

students in the school

R-103 The system should have login capabilities that allow Functional
users to have allowed access.

R-104 The system should be capable of registering staff in Functional

the school

R-105 The system should display all the current teachers Functional
registered

R-106 The system should be able to input assessment Functional

R-107 The system should allow user Logout Functional

R-108 The system should be able to update student, Functional

teacher, and staff records

R-109 The system should be able to allow user input Functional

attendance

R-110 The system should allow display of attendance Functional

history of students

3.1.2 Non-Functional Requirement Specifications

Non-functional requirements are also known as system requirements. They

deal with the qualities the system must possess in order to provide an
adequate level of reliability, dependability, usability, maintainability, availability,
and all the other "-ilities" necessary for the system to function properly. They
are general system features that the user might not always be able to

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immediately observe. (Paech, 2002). Table 3.3 displays the list of nonfunctional
requirements required for the system being designed.

Req. No. Description Type

R-101 When launched, the application shall stay Performance

running unless there is an intentional
shutdown of the application or the platform.

R-102 The system shall secure access to all data Security

R-103 The system is simple to use Usability

R-104 The system is available at any time availability

3.2 SYSTEM ARCHITECTURE

System Architecture describes the behavior and how application components

interact with each other and the users. It describes the interaction between the
several components of the system and how the system will appear to the user
of the application. Several major components have been identified based on
the provided requirements and this will aid in a much better implementation
process by ensuring ease of understanding.

3.2.1 USE CASE DIAGRAMS

These are formal technique to depict how a system interacts with its
surroundings. A use case diagram helps the stakeholders understand the

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system and the services the system provides. Knowing how the system works is
beneficial to the user. Figure 3.1 is the use case diagram for the system being
designed.

​ Figure 3.3 Use Case Diagram

3.2.2 SYSTEM ALGORITHM

algorithm usually refers to a small procedure that solves a recurrent problem. Algorithms are

also used as specifications for performing data processing and play a major role in
automated.

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3.2.3 E-R DIAGRAM

The database system schema refers to the organization of data to provide a

blueprint for the construction of a database and is the structure of a database
system expressed in a formal language supported by the Database
Management System (DBMS) (divided into tables of databases). Figure 3.9 is
the database structure used by the framework software.i

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3.3 CONCLUSION

In conclusion, the following were discussed in this chapter; chosen research

methodology, research method and justification. All relevant Unified Modeling
Language (UML) diagrams of the proposed system which include ERD diagram,
Use Case diagram, system architecture and system algorithm were covered. In
addition, the actors of the proposed system have also been identified and
described respectively. The tools used for implementation which include Java

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(Java Swing), SQL, MS Access were also used respectively. Moreover,

requirements specification for functional and non-functional requirement have
also been given.

CHAPTER 4

DESIGN, IMPLEMENTATION, TESTING AND EVALUATION

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4.1 ​INTRODUCTION

The implementation of the proposed system's graphical user interface (GUI),

main features, testing, and identifying any problems experienced during the
implementation. Details on how and why problems arose will be given after
they have been identified, together with information on how those problems
were resolved. All major components and their behavior will be identified and
reported through testing plans. The test and error report summary will be
looked through and errors will be corrected. The User guide will be provided in
this chapter

4.2 ​MAIN FEATURES

This application is a web portal, and its main objective is to assist in the
management of students and staff. Each activity has its dedicated area on the
dashboard. The API is designed to interface all the activities with the database.

The application was implemented through coding. Some of the codes that were
used to implement this application will be further shown to explain the main
features of this application.

4.3 ​IMPLEMENTATION PROBLEMS

Several bugs were encountered during the process of development. Although

this is expected because, during the development process, there is never any
application that is free of bugs and errors. A lot of problems were encountered
when integrating the database. Issues occurred when after registration of
student or teacher, it did not reflect in the database

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4.4 ​OVERCOMING IMPLEMENTATION PROBLEMS

To address each problem that would limit the development of this application,
each issue has been identified and investigated. The majority of the bugs were
fixed through looking online for people who had encountered the same or
similar issues and checking for a solution. The best course of action if a
particular one is unique and cannot be located is to submit the problem online
on a website like Stack-overflow or Git-hub, where developers will respond
with a potential solution within a few hours. An example of problems faced is:
Integrating the database I had issues integrating the database. I kept on getting
errors like uncaught type error, undefined array key I so on. I resolved this by
going through the JDC documentation on the official java website and also
watching a lot of YouTube videos”.

4.5 ​TESTING

Software testing provides the final assessment of the specification, design, and
code and is a critical component of software quality assurance. System testing
is a crucial stage that presents an intriguing software anomaly. As a result, the
proposed system must undergo a number of tests before it is ready for user
acceptance testing. A program is tested by being run with the goal of
identifying any errors. A test case is effective if it has a high chance of spotting
an error that hasn't been noticed before. A test that finds a previously
unknown error is considered successful. Several tests were conducted such as
unit test, integration test, system test, and acceptance test.

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Unit Test: Unit testing is a part of test-driven development (TDD), a methodical

approach that carefully constructs a product through ongoing testing and
revision. Testdriven development necessitates that developers first write failing
unit tests. As soon as the test succeeds, they create code and refactor the
application. TDD often produces a code base that is explicit and predictable
(Runeson, 2006).

Integration Test: This test is the one that follows the unit test. The modules that
have undergone individual unit testing are then combined to create aggregates.
The huge aggregates are then tested according to the integration test plan.

System Test: This comes after the integration test. Each module's integration is
examined during system testing. Additionally, it checks for inconsistencies
between the system's current specification, initial aim, and system
documentation.

Acceptance Test: It is a stage of software development where the target

audience tests the software in the "real world."

4.6 ​USER GUIDE

The user guide explains how the product will be used to its fullest potential by
its users. It serves as a reference tool for users when they run into issues using
the application and outlines each user role when using it. The screenshots and
operation of the implemented system are introduced and shown below.

Log In Screen: The user login on this page. Upon pressing the Log In butter or
enter, the user is redirected to the dashboard

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​ Figure.4:1 login page

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Admin Dashboard: Details such as Admission Form, Teacher form, Student

form, Teacher data, Staff form, Staff data, Student data are shown on the
admin dashboard.

Figure.4:2 admin dashboard

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Teacher Form (Admin Dashboard): Clicking the teacher form page on the
admin dashboard opens up a form for the teacher registration. Figure 4.3
below shows the teacher form required to register a new teacher into the
system.

Figure.4:3 teachers form for new teachers

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Admission Form (Admin Dashboard): Clicking the Admission form page on the
admin dashboard opens a form where you can register a new student. Figure
4.4 below shows the student form required to register a new student into the
system.

Figure.4:4 admission form for new students

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Staff Form (Admin Dashboard): Clicking the Staff form page on the admin
dashboard opens a form where you can register a non-teaching staff. Figure 4.4
below shows the staff form required to register non-teaching staff into the
system.

Figure.4:5 staff form for new staff (non-teaching staff)

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Teachers record Clicking on teachers record the page on the admin dashboard
opens a form where you can view list of teaching staff. Figure 4.4 below shows
the list of teaching staff in the system.

​ Figure.4:6 list of teachers

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Staff records Clicking on teachers record the page on the admin dashboard
opens a form where you can view list of non-teaching staff. Figure 4.4 below
shows the list of non-teaching staff in the system.

Figure.4:7 list of staffs

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4.7 HARDWARE REQUIREMENT FOR THE IMPLEMENTATION

For a system to be used efficiently and accurately, all computer software needs

certain hardware components or other software resources to be present on a

computer. These prerequisites are known as (computer hardware specification)

and are often used as a guideline as opposed to an absolute rule. Most software

defines two sets of system requirements: minimum and recommended. With

increasing demand for higher processing power and resources in newer versions

of software, system requirements tend to increase over time. Industry analysts

suggest that this trend plays a bigger part in driving upgrades to existing

computer systems than technological advancements. A second meaning of the

term of System requirements is a generalization of this first definition, giving

the requirements to be met in the design of a system or subsystem. Typically an

organization starts with a set of Business requirements and then derives the

System requirements from there. The most common set of requirements defined

by any operating system or software application is the physical computer

resources, also known as hardware, A hardware requirements list is often

accompanied by a hardware compatibility list (HCL), especially in case of

operating systems. An HCL lists tested, compatible, and sometimes

incompatible hardware devices for a particular operating system or application.

The following subsections discuss the various aspects of hardware requirements

for this application software

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The hardware require includes the following:

II. Processor 2.4 GHZ processor speed

III. Disk space 80 GB (including 20 GB for database Management system)

IV. An enhanced keyboard

V. Backup storage hard disk of about 80MB.

VI. RAM 512MB.

4.8 SOFTWARE REQUIREMENT FOR THE IMPLEMENTATION

This are requirements specification for a software system, is a description of the

behaviour of a system to be developed and may include a set of use cases that

describe interactions the users will have with the software. In addition it also

contains non-functional requirements. Non-functional requirements impose

constraints on the design or implementation such as performance engineering

requirements, quality standards Software requirements specification establishes

the basis for agreement between customers and contractors or suppliers on what

the software product is to do as well as what it is not expected to do. Software

requirements specification permits a rigorous assessment of requirements before

design can begin and reduces later redesign. The software requirements

specification document enlists enough and necessary requirements that are

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required for the project development. To derive the requirements we need to

have clear and thorough understanding of the web app to be developed or being

developed. The software components used for this project includes the

following listed below:

I. Operating system: Windows 8/910/11.

II. Language: Apache Netbeans.

III. Database: Microsoft Access.

IV. JAVA.

V. RAM 512MB.

4.9 EVALUATION METHODOLOGY

These individuals performed the same activities tested under system testing
with a variety of devices with Android versions ranging from Android 6.0 to 9.0.
The testers were asked to perform a subset of the tasks detailed in the system
testing covering all tasks. All testers performed their tasks without interference
from the developer and were asked to make observations as they carried out
the tasks. All testers were successful in performing the tasks documented in the
system testing above.

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4.10 SUMMARY

This chapter briefs the reader on the main features of the application and
describes in detail the implementation procedures used, the issues
encountered, and the steps taken to overcome these issues. It previews the
tests run on the system with test cases. In the software development life cycle
of a project, this chapter is extremely important because proper
implementation is necessary to deliver a dependable and efficient system that
satisfies the requirements of the organizations; an improper installation may
affect the efficiency and overall general output of a system.

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CHAPTER 5

SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 ​OVERVIEW ​

This is the final chapter of the thesis. In it, we’ll go over an objective
assessment of the project, discuss the limitations and challenges faced during
the development and also analyze plans for future enhancements for this
project. and finally, recommendations will be made, based on the findings of
this project.

5.2 ​OBJECTIVE ASSESSMENT

The project's culmination was the design and implementation of a school

management system, which was intended to streamline manual processes,
particularly those involving student information and evaluation, teacher and
staff information, and records of attendance at Salama High School, Jos
Plateau. The program software was successfully developed, tested, and found
to be functioning as intended. It can register staff (teaching and non-teaching)
and students and keep track of their information. It is also capable of editing
and updating records and keeping a list of the students and staff registered so
far. The system offers some advantages over the manual way of student and
staff record keeping, such as the elimination of duplicate records. It ensures
data integrity since it uses a database management system and a graphical user
interface (GUI) rather than a command-line method, making it simple to use,
reasonably secure, and straightforward.

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5.3 ​LIMITATIONS AND CHALLENGES

The biggest issue I encountered during this process was a system crash. Luckily
my important files backed up and I was able to recover the project although I
had to start the documentation again. Another hurdle encountered were
coding errors during implementation which were very stressful, but now that
the system is operating effectively, all the obstacles and hurdles I encountered
while implementing are in the past.

5.4 FUTURE ENHANCEMENTS

Even though I made every attempt to make the software adaptable and simple
to use, limitations are unavoidable. Although the software offers its user a wide
variety of options, some complex features could not be covered, in part
because of a lack of sophistication. A fundamental constraint was time;
therefore, it was impossible to create software that was both dynamic and
error-free. I had to neglect some things since I ran out of time. Some features I
would like to add in the future include:

· Automatic student promotion and demotion

· Printing individual student result printing

· Implementation of teacher log in

· Printing of student fees invoice

· Implementation of attendance history

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5.5 ​RECOMMENDATIONS

To ensure a system's seamless operation within the school, all stakeholders

should concentrate on making sure it operates as intended and as initially
defined by the management. However, it should be noted that it is important
for staff to undergo training on how to utilize the system, especially for those
who would use it frequently, like admin. This is because the system
incorporates parts of contemporary technology that not everyone may be
familiar with.

5.6 ​SUMMARY

The project was able to develop a working prototype of a School Management

System that can perform activities such as registration staff and students,
update of staff and student data. I had the opportunity to showcase my
engineering and programming abilities through this project. Additionally, I was
able to acquire new tools and gain familiarity with a variety of other
technologies that I was unable to do during my previous four years. It has
helped me to start developing a platform that I am willing to turn into a real
startup. Therefore, a lot of work is coming up to produce at least a minimum
viable product that will be able to be deployed.

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APPENDIX A – Project Document PROJECT DOCUMENT

Documentation of the project for the design and implementation of School
Management System (A case study on Salama High School Jos, plateau state).

DETAILED PROJECT DOCUMENTATION

Candidate Name: GEOFFREY DANLAMI BARJE

Student ID No: UJ/2018/2019/DCS/0014

The Design and Implementation of School Management System

Course of Study: Computer Science

APPENDIX B – Questionnaire
· How is Continuous Assessment carried out for the students? Response: This is
conducted in terms of tests, midterms, and assignment. The score is based on
maximum 30%, while the remaining 70% goes to final examination.

· How do you keep the students and teachers’ records? Response: We use files
to save and store student records. This method is inadequate and insecure, and
it has led some documents being eaten by termites/insects and decaying
sometimes they go missing or maybe even taken by trespassers and are easily
misplaced by those in charge of them.

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