For Printing A Computer Based School Information Management System at Al Andalus International School

Al-Andalus International School
Al-Rakah, Al-Jenobia, Kingdom of Saudi Arabia
A Computer-Based School Information Management System at

A High School Thesis Presented to the Principal/CEO of

In Partial Fulfillment of the Requirements

for the Graduating High School Students
By
Group 1
Camille Jesca A. Bernardez
Jan Elliah E. Baldoza
Micah Kate L. dela Cruz
Romarie Thea P. Leuterio
Jhanan A. Callie Reyes
Zam L. de Guzman
Danielle Jaymes A. Hilab
Elizer C. Montero
Lance R. Valle
TABLE OF CONTENTS
ABSTRACT………………………………….………….……………………………………2
1. INTRODUCTION ………………………………………………...…..……...………….3
2. OBJECTIVES OF THE STUDY………………………………….…..……........……...4
3. STATEMENT OF THE PROBLEM……………………………….….….……......…..4
4. STATEMENT OF THE HYPOTHESIS ……...…………………...………….......……5
5. SIGNIFICANCE OF THE STUDY………………………………………..………...…5
6. REVIEW OF RELATED LITERATURE & STUDIES…………………….....……...6
6.1 A Computer-Based School Information Management System……..………..…….....6
6.2 Investments: Structure of SIMS…………...……...………………………...………...6
6.3 Strategies to improve SIMS………………………..………………….……………...8
6.4 Area Coverage of SIMS in AAIS………………………………..……….…...…...…9
6.5 The Variables……………………………………………………..…………………11
6.6 Theoretical Framework……………………………………………………….……..16
6.7 Conceptual Framework……………………………………………………………...17
6.8 Definition of Terms……………………………………………….………..………..18
7. RESEARCH METHODOLOGY…………………………………...…….…………...18
7.1 Research Environment…………………………………..…………………………..18
7.2 Research Design…………………………………………………………………….19
7.3 Research Method…………………………...……………………….………………19
7.4 Statistical Treatment of Data………………………………………..………...…….19
8. RESULTS, PRESENTATION ANALYSIS, & INTERPRETATION OF DATA….20
8.1 Questionnaire (I) Results………………………………………………...……….....21
8.2 Questionnaire (II) Results…………………………………………………………...28
9. SUMMARY, CONCLUSION, & RECOMMENDATIONS…………………………31
9.1 Summary of Findings……………………………………………………….…….....31
9.2 Conclusion………………………………………………………...……….…...…...33
9.3 Recommendations……………………………………………………….……..…....34
BIBLIOGRAPHY……………………………………………………………………….….36
APPENDIX A…………………………………………………………………………..…...38
APPENDIX B……………………………………………………………………...………..39
CURRICULUM VITAE………………………………………………………………..…..41
A Computer-Based School Information Management System at Al-Andalus International School 1 | P age

ABSTRACT
Al-Andalus International School (AAIS), as a business school, is taking its step in

building a better management environment for the whole community. This step is the
implementation of a computer-based Student Information Management System (SIMS).
SIMS offers a trouble-free interface for a school community‘s information management.
The school has started executing the system. At present, as one can observe, the
system is starting from the computerization of payment and registration, and data of the
students this school year.
For an innovation such as this system, this study sought to find the vision of the
community towards this system, its capabilities and how the school can handle it. Information
was gathered from different research tools such as books and online articles. A survey was
conducted to find out the community‘s opinions with regards to this system. The outcome is
that AAIS visions this system as an innovation of the school towards a better educational and
management environment. With proper resources and funding, the system‘s quality can be
utilized in its full potential, thus, help Al-Andalus International School in providing better
services to its students.

1. INTRODUCTION
Technology has a great impact on almost every feature of our lives, especially to
students. We are currently in the era of information overload along with the expectation of
others that high-level skills should be acquired by students and these skills are how to access,
evaluate, analyze, and gather various quantities of information. At the same time, it is also
expected that teachers should be evaluated by their ability to teach students, and that the
administration should be able to provide the best learning environment possible for students.
As much as the students‘ personal lives and lifestyles have changed, producers will need to
adapt their products or services with the students‘ reliance in technology. It was suggested
that any discussion of changes and developments in the learning and information systems in
schools need to be informed by an understanding of how technologies can be translated from
personal technologies into ‗information technologies‘.
The internet is the current trend under technology. Internet is accessible to phones—
specifically smart phones and more gadgets that has operating computer systems—results for
users to work and research easily. Rather than saving a lot of papers and arranging them one
by one on their drawers or folders, you can just save on your computer. These have brought
significant ease for information accessibility, yet these are just small parts of the system.
Today‘s technology is where people depend for information (Ashton, 2009). More and more
people use the Internet to perform daily activities such as education, business transactions,
personal communication, research, job searches and many more. Information technology is
increasingly important for educational advancement and community participation.
In this regard, a computer-based School Information Management System (SIMS) can

be applied to schools. Each student data is available in one system and state reporting has
become as simple as an export. It can be accessed anywhere and anytime by the users.
One argument with regards to this system is that there are many forms of materials
that are used in education such as books and records, and because of that, we don‘t totally
need this system. However, this century is different from the others. Educators are relying on
computers in assisting them in education (Shelly, Cashman, & Vermaat 2007).
Having a system like this for a business institution like Al-Andalus International
School will be an advantage.

The AAIS, being the research locale for this paper, is where we evaluate the
satisfaction students and teachers towards the system. We describe and support with evidence
how a computer-based School Information and Management System can be essential to our
schools especially to the school‘s information management settings. In addition, we analyze
whether this type of system can be applicable and be implemented with the resources
available here in the Eastern Region.
2. OBJECTIVES OF THE STUDY
The overall goal of this study is to analyze the computer-based School Information
and Management System (SIMS) as the school‘s main system in service and in learning.
Within this broad theme, the research had a number of specific objectives:
▪ To be knowledgeable on how the AAIS community will respond towards the

implementation of a computer-based School Information Management System in the
school
▪ To know if this system is applicable to our school (if not at present, maybe in years
time)
▪ To know which of the success factors of this system needs the most attention and
maintenance
▪ To know the possibilities that might happen once this system is implemented
3. STATEMENT OF THE PROBLEM
This study seeks to find the how the AAIS community will handle the system after
being fully implemented, its advantages and how this system can be used at its best. With
regards to the problems related to the topic, stronger analytical and survey tools are essential
as it particularly answers the questions that are as follows:
• Do the members of the AAIS think positively towards technology advancement with
regards to the school‘s management system?
• Is the use of technology more efficient than using the traditional or manual
management system?
• To what extent can this system positively affect the lives of our institution?
• What is the most essential success factor that can increase the school‘s productivity?
• What are the possible reasons why this system might fail?

4. STATEMENT OF THE HYPOTHESIS
As researchers, we found some statement and theories stating that there were
numerous styles of technology that can be used to boost productivity in school such as the
computer-based School Information Management System (SIMS). Therefore, we came up
with the statement that this system can make management easier than the traditional
management system with sufficient resources and proper funding.
Students can be informed ―through‖ computers where technology is used and they can
be informed ―along" with computers wherein technology is utilized as something that can be
applied to the information management and can be the source to help develop creativity and
critical thinking skills (Reeves, 1998; Ringstaff & Kelley, 2002).
5. SIGNIFICANCE OF THE STUDY
This study benefits the school community and other researchers as well. It aims to
determine the effects of this system to our school.
• To the students,
This study will be beneficial to the students because it provides knowledge on

what should they expect if ever this type of system will be implemented in the school.
In addition, they will be aware on how this system works and what this system offers
for the benefit of the majority.
• To the parents,
The findings we will get from this study will make the parents aware of the
possible type of service the school can provide with the system. It can contribute to
the awareness of the parents with regards on what to do if this system is implemented.
Moreover, this will help parents understand the advancements and developments that
might happen in the future and how technology can be part of the education aspect.
• To the teachers and school administration,
This study will help the school administration, faculty and staffs determine
whether the school is ready and capable of implementing this kind of system. They
will be knowledgeable about the modern type of school management system.
Moreover, the school will be informed on what the members of the community think

of this system, thus, they can think of ways in developing the system that can benefit
the AAIS community.
• To researchers,
This research may serve as a reference with regards to information systems.

They can use this as a basis for a larger research environment. They can use this as a
guide in the path of technology wherein one day they can finally implement it in
every school and be as modernized as they can be.
6. REVIEW OF RELATED LITERATURE & STUDIES
In this chapter, our analysis of various related research and studies are presented. It is
about the discussions, opinions, facts and explanations on the advantage and benefits of a
Computer-based School Information Management System (SIMS), its efficiency and factors
that can affect the success of this system.
6.1 A Computer-based School Information Management System
A computer-based School Information Management System (SIMS) is

basically the system used for the organization of files and many more transactions
such as registration and enrollment of students, arrangement of student report cards,
personnel records management, and student, parents & administration accessibility.
An information system such as this is described as the "compilation of hardware,
software, data, people, and procedures that collaborate to generate quality
information‖ (Shelly & Vermaat, 2010). With regards to this statement, it has been
stated that in many schools today systems like this are being implemented.
6.2 Investments: Structure of SIMS
The structure of SIMS includes all the resources needed for the system to
work. This includes the investments needed in its physical structure which is
composed of the hardware, software and human resources, and conceptual structure
which is composed of the database itself and the conceptual structure which involves
the planning, designing, time and effort needed for the system.

a.) Physical Structure
The physical structure of the system includes all the physical

investments that are needed for the system to work such as human resources,
computers and the software itself.
 Operating Personnel
People like computer operators who manages the overall data

gathered, computer programmers who write codes to create the
software, system analysts who study the current system and design the
information system in order to fit the school‘s necessities and
capabilities, and software developers who create new features of the
system are the essential human resources in order to stabilize and
maneuver the system. Other operating personnel such as hardware
engineers and computer support specialists can also provide help for
the usage of computer equipments.
 Hardware
Hardware is referred to as the physical information processing

gear and secondary devices. Devices such as CPU, monitor, keyboard,
printer, drives, tapes, and communication devices are some of the
examples.
 Software
Software is an extensive term given to the instructions or

programs that controls the operations of the hardware. It refers to the
actual application or program which contains the database that can be
used when the system is complete.
 Input and Output
The input and output of the system is composed of the records

and files that come in and out of the system. It is also associated with
the database of the system.

b.) Conceptual Structure
This structure of this system is defined as the set of operational sub-

system. The sub-systems can be referred to as the features of the SIMS. All the
federations of functional sub-systems or components are well connected to
perform their functions with assistance of SIMS. This includes planning,
designing, time and effort needed.
6.3 Features of SIMS
This system is divided into four major information system components needed
in the school, such as, registration processing, student information system, human
resources information system and feedback or suggestion system.
 Registration Processing/Enrollment System

This system will contain an absolutely automated registration
process/enrollment system. This can be customized by each school by
creating its own admission form. The forms can include a marking system
that provides cutoff marks for the school‘s standard. This also includes
notifications through e-mail or SMS.
 Student Information System
This component includes the student management of classes and
subjects, evaluation of school works, viewing of their grades and input of
records. This can be accessible to both students and parents. Each student
will have his/her own student number and pin to access the information.
 Human Resources Information System
This consists of teachers and staff management, transport management
and the safekeeping of other records related to the school. There are
various ranges of security levels such as pins and passwords to access the
information needed to be viewed.
 Feedback/Suggestion System
In order to form communication between the administration and the
members of the school community, a suggestion system should be

included. This component will be open to everyone, even outsiders, to
openly give their opinion and suggestions for the school.
6.4 Strategies to improve SIMS
Once the overall structure is assessed, it is important to identify the aspects of

this system in order to improve and develop the system itself.
The main challenge of the design and implementation procedure of this system
is attending to data priorities through existing capacity as well as added features and
incentives. The following points should be remembered in order to design a better
SIMS:
 Consider leadership continuity as a necessary factor. Leadership is

essential not only in implement a system but also in managing and
sustaining it. Thus, the SIMS designer and manager should be aware about
the new and possible features and capacities of the system at all times.
 Find efficient resources. Make the most out of what you‘ve got. Build on
what already works.
 Start with a “model” with every additional or developed feature.
Begin your improvement with an example or a pilot that can display the
efficiency rapidly on a restricted set of priorities, and that will most often
be based on existing systems.
 Communicate with the users. Discuss with users throughout the design
development procedure to check if the data given in the system is legit and
ask for suggestions with regards to this as well.
 Guarantee system adaptability. The system should be improved by
simplicity and the evasion of over-design. The more complex the design is,
the harder it is to modify.
6.5 Area Coverage of SIMS in AAIS
In order to identify the advantages and benefits of this system, we should find out
what are the fields that can affect the school.

 Students
This system can provide student access. The use of this system
gives students access to school information, as well as by different
methods of communication. It can be utilized inside classrooms, lecture
halls and/or group gatherings. This is a unique way of getting information
quickly from the teachers and then giving the results as fast as it is
received. This new approach to collecting data is growing fast in
popularity and with reason. Teachers are looking for new ways to interact
with their students.
 Parents
Through this system, parents will be gaining prominence as tools

for maintaining contact in many schools (Villano, 2008). Such systems
provide an opportunity for schools to use technology to increase parental
involvement and participation in the school. A part of the system that will
be deployed increases communication with parents and teachers in order to
support students' academic performance. It allows parents to view their
child's grades anytime and from anywhere through the use of a desktop
computer and an internet connection. The suggestion system can also be
beneficial to parents who don‘t visit the school regularly.
 Teachers
Computers are good tools for use in the classroom; they make
information gathering limitless (Harris, 2009). Scores can be recorded
immediately and teachers can follow up with misunderstandings at the
same time. This system can build a bridge for the teachers and the students
with regards to information about grades and their performance.
 Administration
Educational administrations or schools, use computer information

systems because they prove to be useful tools in learning environments. In
addition, they are fast, reliable, can store a large amount of data, and are
able to connect to other computers on a networking system, therefore able

to share information, allow the students and teachers access the
information they need at a given time and the likes.
6.6 The Variables
a.) Benefits
Evidences from case studies made, demonstrated how web based

applications and systems delivered tangible benefits on businesses and other
more that needs management. These included its access on almost every place
through all devices connected in the internet, improved interoperability, cost
effective development and easy installation, customization and adaptability.
According to the studies of developers themselves, unlike traditional
applications and older systems, (the use of mails, papers, etc) web systems are
accessible anytime, anywhere, via a PC or any device with an Internet
connection, putting the user in charge of where and when they access the
application; it is much easier to put together a system, there‘s no need to
develop and test it on all probable operating system versions and design. This
makes development and troubleshooting much easier (Magic Web Solutions,
2012).
The use of this system is defined as a competent way to work. Most

schools, and even other more types of organizations, specifically, businesses
who have already incorporated such a management system at their school or
other establishment stated almost all positive comments with the present use
of it and very few negative ones—which mostly are requesting for more
features. Positive comments were importantly its benefits on saving the users‘
time and money (BRIM, 2013)
The use of database was also described as to have the following key
benefits: (1) power and flexibility, (2) security, and (3) reliability (Arepo,
2008).
 Power and Flexibility

A computerized management system can be easily sorted
and accessed in anyway the creators choose and that it can be
easily changed as your business needs changed. The power and

flexibility of the system makes it future proof too- this can
easily be updated as new innovations were made in the future.
This system can be allied with the ever changing technology
both cost effectively and frequently (Ekberg & Hjorteland,
2014)
 Sophisticated Data Access and Control
The system includes a support contract within the very
development. The system secures the data that the business
wants to secure, and only shares what the business set to be
shared for specific people (Arepo 2008).
This system can provide what can be accessible for
specific people, such as to view, add or delete data, can be
controlled through the system based on what the business
wants. (Arepo, 2008)
 Reliability
The system have been tried and tested by several

businesses, which mostly had positive feedbacks about the
system. Several that started the use of the system stated that the
users found reliability on the system and became integral to
their everyday management and workflows on their fields (Cain
& Haque, 2008).
Most organizations and businesses, who decided to develop and use

the system to manage their business or services to people had positive results
and claimed that the benefits that the system claimed are solid.
b.) Advantages
The information systems and technologies are a decisive platform in

the response capacity of organizations to the new management imperatives
through new solutions that permit to improve their competitive position. Many
issues involve the manual-based information system wherein files are kept as
records on paper and everything is not related to technology. As information
management is a highly differentiating area, the present study compares
several enterprises of different sectors, with the endeavor of systematizing the
main differentiating issues related with embracing, reformation and
completion of information systems and supportive technologies (Fernandes
2013).
Basically a manual-based information system is one that does not rely

on any computerized systems and a computer-based information system does.
A manual-based system will see information recorded and kept in different
ways such as in files in paper form. Whereas a computer based information
system will see data stored on various computer programs including on
databases, Word documents, Excel etc.
Both types of information system are designed to help a business carry

out its day-to-day running and operations. In recent times, computer-based
systems are generally measured to be more popular as more businesses are
choosing to keep up with the progress in technology (Barton, 2009). There are
still those who continue to use manual systems though, perhaps as a matter of
financial constraints or it may simply be more suitable for their type of
business.
A manual-based information system is generally considered to be

cheaper than a computer-based system; however it may contribute to lower
levels of staff productivity. In addition, having data stores manually in boxes
or files is not very environmentally-friendly and this could lead company
documentation at risk if a fire broke out for example as there would be no
back up.
A computer-based information system may be considered to be more

cost effective and efficient than a manual system. It speeds up operations and
can back up important information at the touch of a button. It is however very
expensive to set up and may need to be maintained by Information
Technology technical support advisors on a regular basis (Thomas, Barton &
John, 2007).
The main difference between manual and computerized systems is

speed. Accounting software processes data and creates reports much faster
than manual systems. Calculations are done automatically in software

programs, minimizing errors and increasing efficiency. Once data is input, you
can make reports literally by pressing a key in an automated system (Shanker,
2013). Teachers will no longer have any hard time in recording or saving the
grades of the students because this system can give them easier, faster and
much safer way.
Another advantage of having this system is that it makes enrollments

of the old and new students easier and faster. It is proven by a researcher and
the results of his study is that first loading and saving student‘s file or record
will be easy, next is that the work of the staff will be tireless in finding or
editing the file/record of a student, and last is enrollment will be done more
easily and faster (Caipang, 2013).
c.) Efficiency
The performance of the system can be measured by a factor which is

its efficiency. The efficiency indicates the manner in which the inputs are used
by the system. Being efficient means the system uses inputs in a `right' way.
If the input-output ratio is adverse, we say that the system is inefficient though
it produces the desired output.
A system has to be effective and efficient for the highest utility to the
user of the system. Broadly speaking, the effectiveness is a measure of the
goodness of the output, while the efficiency is a measure of the productivity,
i.e., the measure of the output against the input.
Additional spending on education can have a small, but not

insignificant, positive impact on outcomes (Nicoletti & Rabe, 2012).
However, the link between resources and attainment is a complex though
achieving similar outcomes with very different levels of resources is not
impossible. This suggests that while overall resources do matter, there is still
potential to improve efficiency by using these resources more effectively. A
key to efficiency is how schools spend the money they have available, not just
how much they spend.
The matter of performance concerns the measurement of progress

towards efficiency, which has been established through knowledge of the total

performance required to maximize results (Alabi & Okemakinde, 2010).
Nowadays, knowledge about information systems is necessary for creating
flourishing, aggressive firms, running global corporations, toting up business
value and providing practical products and service to customers (Laudon,
2006). This system‘s efficiency can be seen on how the micro and macro level
information management can be done with the click of a button (DIS, 2014).
An important development is the emergence of the digital systems,

where nearly all core business processes and affiliation with customers,
suppliers and employees are digitally facilitated and makes the system
efficient (Laudon, 2006).
d.) Success Factors
The computer-based School Information Management System

implementation is the process of putting a planned system into action. It is a
process where hardware and software are obtained, improved and installed.
The system is trialed and recorded, users are educated to operate and use the
system, and organization converts and uses the newly developed system
(Laudon, 2009). The success factors are as follows:
 Quality of the System
System quality is the desirable characteristics of an information

system. System quality is being measured by ease of use, learning,
flexibility of the system, and its reliability, as well as features of
intuitiveness, sophistication, and response times. If the quality is at its
best, the system can provide the best technology experience to its users
(Petter, DeLone & McLean, 2008).
The quality of the system can be ensured by stabilizing the

importation and adaptation of the system in the school. Heeks (2002)
considered importation and adaptation to be a major reason for
information technology failure in developing countries. The adaptation
of various approaches and styles of managing information technology
also affects the quality of information technology services and its
implementation (Wanyembi, 2001).

 Availability of Resources
Effort and resources have been directed to implement systems

in both the public and private institutions (Sevilla & Shabaya, 2007).
Resources include not only the software and hardware going to

be used but also human resources. A computer-based School
Information Management System is not only about compilation,
comparisons, and analysis, but also about incorporating secondary
research and best practices that give an extra edge to management in
making quick and calculated decisions (Gangwani, 2012).
 Financial Capability
A capital investment towards set up and installation of this type

of system is essential. Funding for these investments is achieved
through partnerships between the school and development partners.
The foreign financial aid component comprises the largest percentage
of this outlay in terms of technology (Gichoya, 2006). To be
effectively adopted, this system needs good control and appropriate
financial aid (Kinuthia, 2009).
Success factors help to improve the implementation process of

the system and to increase the clarity or visibility of effects in each
process. We also find that the awareness of the capabilities of the
system, valued availability of technical support, and prior experience
with computer and web use are positively related to easy understanding
of the use of the system, which in turn is related to the student's
acceptance of the system.
6.7 Theoretical Framework
To explore the advantages, benefits, efficiency and success factors of this

research, the usage of a unique combination of techniques of data collection,
processing, and analysis—which are not commonly used in the past system
researches—are essential. (Carton, de Vaujany, Mitev, Romeyer 2012).

The research objectives are as follows:
• Data Collection. Identify the system‘s empirical articles dealing with the
information needed and classification of their relationship to the study.
• Research and Literature Review. Identify the groups of articles about
the system, its advantages, benefits, efficiency and success factors.
• Survey and Statistical tools. Survey is a method to evaluate the overview
of the system. Statistical tools are required for a thorough and scientifically
valid analysis of survey results
• Analysis. Analyze the methodological choices used to apply this system.
Several researches should be used to identify these objectives. Once the

selection of elements is completed, we will carry out a survey and have a descriptive
analysis. Finally we will finalize the analysis to obtain the efficiency, advantages,
benefits and success factors of a Computer-based School Information and
Management System in Al-Andalus International School.
6.8 Conceptual Framework
This study is focused on the evaluation of the efficiency, advantages, benefits

and success factors of a Computer-based School Information and Management
System in Al-Andalus International School. The paradigm below shows how the
research survey will be conducted and it shows the conceptual framework of the
study.
Input Process Output

• System Efficiency •Identification of the Elements
•Use of Survey Questionnaire
Computer-Based
• Advantages
•Interview Information and
• Benefits Management
•Statistical Tools
• Success Factors •Related Literature System
Figure 1.1 “Research Paradigm Based on Carton, Vaujany, Mitev, and Romeyer’s Theory (2012)”

6.9 Definition of Terms
 Benefits
- the things the staff, administration, faculty, students, parents or the
whole community itself will receive as we use the system
- its features, specifications and positive effects to the community
 Advantages
- the edges of the system to all other systems with regards to the research
about the schools condition and the systems actual benefits and offers.
 System Efficiency
- the level of performance that describes a process that uses the lowest
amount of inputs to create the greatest amount of outputs.
 Success Factors
- are important facts required in order to fully develop and implement this
system.
7. RESEARCH METHODOLOGY
This study is about having a computer-based School Information Management System

in Al-Andalus International School. We, researchers, formulated our survey questions with
the goal of analyzing and measuring the possibilities of this system to our school. Moreover,
we gathered information on the community‘s opinions and other factors that may contribute
to its application. Through these questions, we were able to gather information for our
research. To supplement our research, we also conducted an interview to several randomly
selected students, teachers, staff and parents regarding their opinions on this system as part of
the school‘s management environment.
7.1 Research Environment
Al-Andalus International School is the main focus of our research. The

students, teachers, staffs and parents are the main respondents in our research work.
The study will help not only the school administration but also the faculty and staff to
determine whether the school is capable of implementing this kind of system.
Consequently, to know if it will be beneficial to the parents of being aware on the
possible type of service and education a school can provide. It may also help them to
further understand the developments and advancements that might happen to the

school. The students will be the prime recipients so that they will be aware on how
this type of system can affect the school.
7.2 Research Design
In this study, we used the descriptive research design. This research design
was used as a significant description to analyze a student's reaction if a computer-
based School Information Management System would be applied to Al-Andalus
International School and how it would affect them and their daily lives.
The structured questionnaires are specifically designed to analyze a student's

amount of exposure to information systems, their attitude towards this and the effects
that this system can do on the individual‘s daily life.
7.3 Research Method
The procedure of forming the questions for the survey was done at our
meeting hall.
The questionnaire is composed of two parts, the questionnaire with

dichotomous and multiple choices and the questionnaire by the use of Likert scale.
Two types of survey questionnaire were used in order to have more accurate and
specific results. We used a survey from the thesis, ―Cost Information and Strategic
Planning in the Egyptian Private Sector‖ by M. Elshahat, as the basis of our survey.
After the survey questionnaires were printed, they were distributed at school.
The questionnaires, the instrument used for this study, were distributed to the
respondents constituting of selected members of the teachers, staff, students and
parents of Al-Andalus International School.
The final tallying, tabulation and analyses of the survey results was done at
our meeting hall.
7.4 Statistical Treatment of Data
Selected Grade 6 to 10 students, teachers, staff, and parents were given the
survey questionnaires. Through the application of a descriptive statistics such as
percentage formula and rating or mean formula, the gathering of data was classified
and tabulated for analysis and findings.

The formulas used were:
Number of Respondents x 100

Total Number of Respondents
and
Sum of Ratings
Total Number of Respondents
8. RESULTS, PRESENTATION, ANALYSIS, & INTERPRETATION OF DATA
The survey questionnaires results are conferred in this chapter. The following results
were gathered based on the responses made by the students who answered the survey
questionnaire. The statistical method we used to get the each response‘s value in percent is
the statistical method.
Table 8.1
Demographic Profile of the Respondents
TOTAL
RESPONDENT
Male Female TOTAL PERCENTILE
CLASSIFICATION
VALUE
Grade 6 2 3 5 8%
Grade 7 5 5 10 15%
Grade 8 5 5 10 15%
Grade 9 5 5 10 15%
Grade 10 5 5 10 15%
Teachers & Staff 2 11 13 21%
Parents 6 1 7 11%
TOTAL 30 35 65 100%
The table above is the demographic profile of the respondents. In connection with our
research, our survey questionnaires were distributed to the people affected by the School
Information Management System such as students, teachers and staff, and parents.

There is a total of five (5) respondents from Grade 6, ten (10) from Grade 7, ten (10)
from Grade 8, ten (10) from Grade 9, ten (10) from Grade 10, thirteen (13) from the teachers
and staff, and seven (7) from the parents, for a collective quantity of sixty-five (65)
respondents.
The survey questionnaire is composed of two parts. First is the question and answer
(Yes, No, or choose among the given) while the second is a level of agreement questionnaire
about the statements provided that are related to our research.
8.1 Questionnaire (I) Results
Table 8.2
Question 1: Would you prefer to see school documents or records in a management

information system where you can see data stored on a secured program/system
rather than in paper?
RESPONDENTS PERCENTAGE
Yes 57 88%
No 8 12%
TOTAL 65 100%
The first question talks about the respondent‘s personal preference in terms of
documentation, either by paper or by computer. The table above shows that fifty-
seven (57) out of the sixty-five (65) respondents prefer to see documents or records in
an information system (computerized) than in paper, while eight (8) out of the sixty
(65) respondents prefer the opposite.
With a total of fifty-seven (57) from the sixty-five (65) respondents or 88% of
the total population of respondents who answered that that they are more in favor of
seeing documents or records in an information system, we can say that most of the
respondents are exposed to the use of technology, specifically computerized
documentation.

Table 8.3
Question 2: Do you believe that it would be more convenient if enrollments and
registration transactions are made through this management information system?
Yes 58 89%
No 7 11%
TOTAL 65 100%
The second question discusses the respondent‘s personal predilection whether

which is more convenient between going to the school personally and online
enrollment. The table above shows that fifty-eight (58) out of the sixty-five (65)
respondents see online registration as a more convenient way of enrollment, while
seven (7) out of the sixty (65) respondents would prefer to personally go the school to
enroll.
With a total of fifty-eight (58) from the sixty-five (65) respondents or 89% of
the total population of respondents who answered that that online enrollment is more
convenient, we can say that most of the respondents think that using technology in
enrollment would offer better convenience. Online enrollment is more recommended
in order to fit with a person's needs, activities, and plans.
Table 8.4
Question 3: Will the productivity (in terms of service, teaching, and learning) of the
school staff, teachers and students increase if this system is implemented?
Yes 58 89%
No 7 11%
TOTAL 65 100%
From the table above, we asked whether the productivity of the school staff,
teachers and students increase if this information is implemented. Fifty-eight (58) out

of the sixty-five (65) respondents agreed that the productivity of most of the members
of the institution will increase, while the seven (seven) of the total respondent
population don‘t agree.
With a total of fifty-eight (58) from the sixty-five (65) respondents or 89% of
the total population of respondents who believes that this system can increase one‘s
productivity, we can say that technology truly helps human beings to become more
dynamic.
Table 8.5
Question 4: Do you think that the school's popularity and population will grow if it
implements this type of management information system?
Yes 50 77%
No 15 23%
TOTAL 65 100%
The table above shows the results from the question which discusses the
popularity and population growth of the school if this information system is
implemented. The table above shows that fifty (50) out of the sixty-five (65)
respondents thinks that the popularity and population of the school will grow with the
system being implemented, while fifteen (15) out of the sixty (65) respondents thinks
the opposite.
Based on this result, we can say that advancement of technological system in

the school can attract outsiders to enter our school community.

Table 8.6
Question 5: Which of the benefits of this system is the most essential to the
development sector of the school?
Power and Flexibility 28 43%

Sophisticated Data Access and Control 24 37%
Reliability 13 20%
TOTAL 65 100%
The question provided in the survey discusses which of the given benefits of
the system is the most essential with regards to our school‘s condition. The majority,
twenty-eight (28) of the respondents or 43% of the respondents answered that the
most important benefit of the system is its power and flexibility.
Based on this result, we can say that respondents believe that through power
and flexibility, the school can improve most by the use of this system‘s easy access
and flexibility.
Table 8.7
Question 6: Do you think there are available IT (Information Technology) experts in
the kingdom that can help the school execute and maintain this system?
Yes 58 89%
No 7 11%
TOTAL 65 100%
This question converses the availability of IT experts in the kingdom. The

table above shows that fifty-eight (58) out of the sixty-five (65) respondents think that
there are accessible IT experts here in the kingdom, while seven (7) out of the sixty
(65) respondents don‘t think that IT experts that can help the school in executing this
system are on hand.

With these results, we can assume that this proves that the system is doable
and human resources are available in this area.
Table 8.8
Question 7: Do you believe that our school has the capabilities of implementing this
type of management information system?
Yes 39 60%
No 26 40%
TOTAL 65 100%
This table shows how the respondents view the school‘s capabilities in
implementing this system. As we can observe, 60% or thirty-nine (39) out of the
sixty-five (65) respondents, the majority answered ―Yes‖ while 40% or twenty-six
(26) of the sixty-five (65) respondents negatively responded to our question.
Based on this result, we can assume that most of our respondents still believe
in the school‘s capabilities to handle advancements in its system. However, various
factors, as stated by the respondents, such as lack of financial capability and human
resources can affect the capability of the school.
Table 8.9
Question 8: If your answer in #7 is “No”, do you believe that the school needs to
develop for years first before executing this system?
Yes 23 88%
No 3 12%
TOTAL 26 100%
This question is in lieu with the Question 7. All those who answered ―No‖
were asked if they think that if the school needs development for years before
executing this system. Twenty-three (23) of the twenty-six (26) respondents who

answered ―No‖ in Question 7 positively answered ―Yes‖ in this question while three
(3) of them still don‘t believe in the school‘s capabilities.
This result proves that even if some may think that the school is not capable of
handling this system, time will help our school to improve its capabilities.
Table 8.10
Question 9: 9. Among these, which do you believe is the success factor of this system
to focus on?
Quality of the System 26 40%

Availability of Resources 23 35%
Financial Capability 16 25%
TOTAL 65 100%
The question provided in the survey discusses which of the given success
factor of the system should we focus on if ever this system is implemented. The
majority, twenty-six (26) of the respondents or 40% of the respondents believes that
the quality of the system should be the main factor to focus on.
With this result, we can assume that respondents believe that quality of the
system through the ease of use, system flexibility, system reliability, and ease of
learning can cause the success of this system in the school.
Question 10: If this Computer-based School Information Management System is

implemented in the school, in your opinion, what will be the possible problem/s that
might cause the system’s failure?
The 10th question queried about the respondent‘s observations on what

possible problems that cause failures could happen with the use of the system.
Responses revealed five dominant answers. The respondents perceive loss of data,
virus infection, hacking, ignorance of the system, and lack of financial assistance. The
first three, loss of data, virus infection and hacking, are very much related to data
security. Another dominant answer is ignorance of the system. This response may be

translated as that people predict problems on having difficulty issues with the use or
control of the system. The lack of financial assistance is included too, and we translate
this as that people have perceptions on problems related to scarcity of resources that
leads to incapability to sustain the system and thus, failure.
In the results, there were also respondents who answered ―No‖. The following are the
reasons why they disagreed to the various questions provided:
1. Some of the respondents are not exposed to technology and have not yet adapted to
the computerized way of data management.
2. Errors about the information provided by the users will be inevitable. There might be
times when those who are not fully aware of the system will be confused.
3. Some of the respondents think that using technology has its drawbacks. Some of them
still believe in the traditional way of management system. People, instead of being
productive, might be less productive since they‘ll be relying too much in the system.
4. Some believe that the population and the popularity of the school don‘t rely on the
system itself but with the education and services provided by the school.
5. Some of them believe that these Information Technology specialists won‘t be
available for the school since most of them are busy with other projects outside the
school community.
6. Some the respondents think that the school is not yet ready for the implementation of
the system due to financial problems and lack of human resources who are
knowledgeable about the system.
7. They believe that the school should prioritize fixing the other facilities of the school
first before adding this system.

8.2 Questionnaire (II) Results
Table 8.11
Label:
Scale Range Verbal Interpretation Discussion

5 4.6-5.0 Strongly Agree Stronger
4 3.6-4.5 Agree Stronger
3 2.6-3.5 Neutral Weaker
2 1.6-2.5 Disagree Weaker
1 1.0-1.5 Strongly Disagree Weaker
Questionnaire (II) Results

STATEMENTS 5 4 3 2 1 Final
Rating
Benefits
1. This system can be allied with the ever changing
technology both cost effectively and frequently (Ekberg & 18 33 14 0 0 4.06
Hjorteland, 2014)
2. Technology provides me with information that can be
controlled through a system that is accessible either 19 28 12 5 1 3.89
publicly or privately by the creator‘s choice (Arepo, 2008)
3. I, as a computer user, found reliability on computers and
became integral to it through everyday management and 19 31 12 3 0 4.02
also in education. (Cain & Haque, 2008)
Advantages
4. I consider the computer-based information system to be
16 32 16 1 0 3.97
more cost effective and efficient than the manual system.
5. School registration is easier and faster if done online.
27 26 12 0 0 4.23
(Caipang 2013)
Efficiency
6. By using a computer-based system for education, I can 17 31 15 2 0
efficiently use my time. 3.97
7. The matter of performance concerns the measurement of
progress towards efficiency, which has been established
16 28 19 1 1 3.88
through knowledge of the total performance required to
maximize results. (Alabi & Okemakinde, 2010)
8. This system‘s efficiency can be seen on how the micro and
macro level information management can be done with the 24 22 18 1 0 4.06
click of a button. (DIS 2014)
Success Factors
9. Good governance and appropriate funds and aid are needed
32 17 13 3 0 4.20
for technology to be improved. (Kinuthia 2009)
10. A system will be successful if its quality is at its best, thus,
providing the best technology experience for its users. 28 28 6 3 0 4.25
(Petter et al., 2008)
11. Effort and resources are necessary in system creation and
28 26 9 2 0 4.23
maintenance. (Sevilla and Shabaya, 2007)
Mean Average 4.07

Statement 1 confers about technology being a benefit in education. A total of eighteen
(18) people out of the sixty-five (65) respondents strongly agrees with the statement, thirty-
three (33) people agrees, fourteen (14) of the respondents were neutral while there are no
disagreement. The final rating is 4.06.
Statement 2 discusses technology as a source of information through the system. A

total of nineteen (19) people out of the sixty-five (65) respondents strongly agrees with the
statement, twenty-eight (28) people agrees, twelve (12) of the respondents were neutral, five
(5) of the disagree while the remaining one (1) of the respondents strongly disagrees with the
statement provided. The final rating is 3.89.
Statement 3 is about the respondents‘ opinion about usage of computers. A total of

nineteen (19) people out of the sixty-five (65) respondents strongly agrees with the statement,
thirty-one (31) people agrees, twelve (12) of the respondents were neutral while the
remaining three (3) of the respondents disagree with the statement provided. The final rating
is 4.02.
Statement 4 focuses on the system‘s benefit compared to the manual management

system. A total of sixteen (16) people out of the sixty-five (65) respondents strongly agrees
with the statement, thirty-two (32) people agrees, sixteen (16) of the respondents were neutral
while the remaining one (1) of the respondents disagrees with the statement provided. The
.final rating is 3.9
Statement 5 implies the benefit of users if they use this system for school registration.
A total of twenty-seven (27) people out of the sixty-five (65) respondents strongly agrees
with the statement, twenty-six (26) people agrees, twelve (12) of the respondents were neutral
while no one of the respondents disagrees with the statement provided. The final rating is
4.23.
Statement 6 talks about the effect of using this system on time spend on doing various
activities in lieu with the educational field. A total of seventeen (17) people out of the sixty-
five (65) respondents strongly agrees, thirty-one (31) people agree, fifteen (15) of the
respondents were neutral while the remaining two (2) of the respondents disagree. The final
rating is 3.97.
Statement 7 discusses the system‘s efficiency due to innovation. A total of sixteen

(16) people out of the sixty-five (65) respondents strongly agrees with the statement, twenty-

eight (28) people agree, nineteen (19) of the respondents were neutral, one (1) of the
respondents disagrees and the remaining one (1) strongly disagrees with the statement
provided. The final rating is 3.88.
Statement 8 refers to the system‘s efficiency as an easy to use technology. A total of

twenty-four (24) people out of the sixty-five (65) respondents strongly agrees with the
statement, twenty-two (22) people agrees, eighteen (18) of the respondents were neutral while
the remaining one (1) of the respondents disagrees with the statement provided. The final
rating is 4.06.
Statement 9 discusses the benefit to its users when it comes to documentation. A total
of thirty-two (32) people out of the sixty-five (65) respondents strongly agrees with the
statement, seventeen (15) people agrees, thirteen (13) of the respondents were neutral while
the remaining three (3) of the respondents disagree with the statement provided. The final
rating is 4.20.
Statement 10 discusses that the system will be successful if its quality is at its finest.
A total of twenty-seven (28) people out of the sixty-five (65) respondents strongly agrees,
twenty-eight (28) people only agrees, six (6) of the respondents were neutral while the
remaining three (3) disagree. The final rating is 4.25.
Statement 11 refers to the resources needed in order to make this system work for
creation and maintenance. A total of twenty-eight (28) people out of the sixty-five (65)
respondents strongly agrees with the statement, twenty-six (26) people agree, nine (9) of the
respondents were neutral while the remaining two (2) of the respondents disagree with the
statement provided. The final rating is 4.23.
In the results, there were also respondents who disagreed with the statements provided in
Questionnaire (II). The following are the reasons why they are dissatisfied with the
statements:
1. Some the respondents stick to the belief that books are more capable of giving
knowledge and information than a computerized system.
2. Some of the respondents believe that technology can only distract one‘s focus on
being productive which is why they disagreed to most of the statements.
3. Some of the respondents stated that they lack knowledge about the system. They are
not exposed to technology. Those who are not aware of the system tend to think that

transactions by the use of the system are complicated. That‘s why they are not sure if
they should agree with the statements given.
These results are all valid and are according to the answers of our respondents. The
answers were compiled and the results were tallied genuinely. The outcome of the survey was
used as a research tool. The answers included all of the major aspects of the study such as the
viewpoint of the community towards a computer-based School Information Management
System, its benefits, advantages, efficiency and success factors.
9. SUMMARY, CONCLUSION, & RECOMMENDATIONS
In this chapter, we present our summary, conclusion, and recommendations

conclusive to our study. Specifically, this study attempts to answer the following questions:
• Do the members of the AAIS think positively towards technology advancement with
regards to the school‘s management system?
• Is the use of technology more efficient than using the traditional or manual
management system?
• To what extent can this system positively affect the lives of our institution?
• What is the most essential success factor that can increase the school‘s productivity?
• What are the possible reasons why this system might fail?
9.1 Summary of Findings
From the analysis of data, the findings were as follows:
1. The AAIS community, from the students, teachers and staff, and parents,
thinks optimistically towards the progression of technology when it comes to
management system in the school. In general, it will help the school improve.
This system is more preferable than the common traditional management
system such as manual registration, documentation and the likes.
2. Using technology is more efficient than using the traditional method since the
data will be stored in a secured system rather on paper. People find it easier to
record or save documents, and because it is simple, it‘s much faster and safer.
Technology can be referred to as an innovation in business and in the
educational sector. Students and teachers want the type of technology with the

power and flexibility in all areas of learning, information and disquisition on
study related analysis. Technology can help widen a person‘s aspect in studies
and they can gather information in an easier and faster way. On the other hand,
the traditional method is way more tiring, slow and less advanced. It can give
us some data, but it will take more time to discover and finish things. There
are more disadvantages in the traditional method than advantages.
3. Efficiency with the use of time, cost and other more resources includes its
benefits. The use of system is greatly considered as easier, faster, and quicker
than usual performances. Saving and processing data are done through
clicking and typing with the use of machines such as computers and other
smart devices. An example is online school registration which provides users
an easy and quick service and recording and sharing files. The system is also
deemed as easily controllable and upgradable when it comes to privacy and
other settings not only limited to those of related to security; providing a
benefit of sophisticated data access and control. The benefits do not only
bring positive effects to the business and its personnel but also to the parents
and students. The system brings more efficiency to the uses of resources and
time and even has the potentials for bringing quality service and ensuring
reliability to its users. Using a computerized system also shows an example of
innovation that gives people impacts of the institution as a successful business.
The benefits of the use of this system extend its reach from various and even
profound areas of data management including the storage, processing and even
output to exchange. The extent of what potentials the system can bring to our
school is vast and is ready to continuously extend as technology continues to
improve. The school in the future can possibly find reliance with the use of the
system and put its use in the routines and orders of processes. Today, people
find dependency and comfort with the use computerized systems.
4. The quality of the system is the most profound among the success factors of
the system. It was said that the best technology experience can be given off if
the quality is at its finest. Other success factors such as having a good project
team, availability of resources, importation and adaption, and financial
capability also take part in the success of the system. Overall, what matters
most is the quality, for quality involves the objectives of the system, to make

students, teachers, staff and parents experience an efficient way to experience
technology in education.
5. With the use of the system, the possible problems that might cause failures
might be loss of data, virus infection, hacking, ignorance of the system, and
lack of financial assistance. Loss of data, virus infection and hacking, are also
affiliated to data security, and this may be reckoned as potential problems may
be found when it comes to this subject. Ignorance of the system is another
prevailing reason. In other words, problems on having difficulty issues with
the use or control of the system could occur. The dearth of financial assistance
or problems related to scarcity of resources that leads to incapability to sustain
the system and hence, failure is encompassed.
9.2 Conclusion
The researchers have deduced that a computer-based School Information

Management system (SIMS) fits the Al-Andalus International School (AAIS)
community. It positively affects the students, teachers, staff and parents. Thus, it can
develop the service and education offered by the school.
We found out that the most of the members of the AAIS community depend
on technology. This system can be efficient to use since students, teachers, staff and
parents already have basic knowledge about technology. For this reason, this system
can be used efficiently. This system‘s power and flexibility in areas of education such
as information gathering and management promotes its advantages to all users.
We also found out that there might be reasons for incompetency of this system
here in our school such as the lack of security which may lead to loss of data. Hackers
and virus may attack the system which might cause its failure. The ignorance of this
system may also cause its inefficiency to those who lack knowledge about it. One of
the major concerns of this system relates to financial assistance. Without funds,
scarcity of resources for the system might occur. It may lead to the lack of proper
maintenance, thus, it may cause system failure.
Based on our research, this system is viewed sanguinely by the AAIS

community for this system will lead the school to advancement in technology. The
users should be fully aware of the system for its efficiency and advantage to be fully

utilized. The quality of the system should be properly maintained. It should be
secured and resources should always be available for these will contribute to the
system‘s success in Al-Andalus International School. The AAIS community, the
students, teachers, staff and parents, is the area coverage for the implementation of
this system, thus, their involvement is necessary with regards to this computer-based
School Information Management System‘s success in the institution.
9.3 Recommendations
Based on the propositions and suggestions of the selected students, teachers,

staff and parents from the AAIS community, we came up with solutions for those who
are going to be caught up by this system:
1. Students should be knowledgeable of the system for this system is where all
their data and records will be put. If one is fully aware of what a system offers,
they can utilize the system‘s full potential; thus, promote its advantages,
benefits and efficiency. As members of the school community, they should
take part in whatever the school offers to their education. A School
Information Management System (SIMS) should be acknowledged as a
system for educational and management purposes, to be useful to its users
such as the students.
2. Parents, like the students, should also be aware of how this system works. As
part of the system, school transactions like school enrollment will also be
done. Parents are definitely involved in those matters and as parents, they
should be knowledgeable so that there will be no confusions in using the
system and that they will know how to handle and respond towards disputes.
3. The school can support this system by promoting technology as the key for a
better future. The school should start this first by incorporating the use of this
computer-based system with the manual management system so everybody
would slowly adjust and adapt to it. The school administrators, teachers and
staff can start programs and trainings with regards to this system so that all
members of the community can have their actual encounters with the system
itself. A School Information Management System (SIMS) Training for
Teachers and Staff can be done by the administrators in order to prepare them

for future use. An orientation during the back-to-school program can also be
done by the school for the parents and students.
On the other hand, the school should fully ensure that the quality of the
system and its other success factors such as having a good project team,
availability of resources, importation and adaption, and financial capability are
at its best in order for the system to be an accomplishment. The school should
first conduct a survey on the components of this system which the community
needs the most in order to initiate this system at its strongest base. A good
foundation of this system can easily be mold according to what the students
and parents demand. A good management team would be best suited to
incorporate well with this so the school should also start finding Information
Technology experts so that the system can be properly controlled. With their
professional skills and knowledge about the system, all who are affected will
receive the best service possible. Problems should be minimized so that its
benefits like power and flexibility, security, sophisticated data access control
and reliability can be visible.
4. Researchers in the future can develop the content of this study by choosing a
larger research environment such as schools in a certain locality and not only
one school. Additionally, we would also recommend that they should focus on
the school community‘s suggestions on the system since situations and point
of views vary in each school.

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Villano M. (2008). Meet the Parents, The Journal,

http://www.thejournal.com/the/printarticle/?id=22398
Wanyembi, G. (2001). Application of a model for improving ICT management.

APPENDIX A
Letter to Respondents
Dear Respondents,
Greetings!
We, the Grade 10 students of Al-Andalus International School, will be conducting a research
study entitled ―A Computer-based School Information Management System at Al-Andalus
International School‖.
You were chosen as the respondents due to your related knowledge, experience, and
involvement for this research is a based on the school community. In lieu with this research,
kindly complete the questionnaire as candidly and accurately as possible. All your
information and answers will be confidential and rest assured that we will take responsibility
in keeping your anonymity.
We are looking forward to your helpful response.
Your cooperation and support is much appreciated. Thank you very much!
Yours truly,
Camille Jesca A. Bernardez Danielle Jaymes A. Hilab
Jan Elliah E. Baldoza Zam L. De Guzman
Micah Kate L. Dela Cruz Elizer C. Montero
Romarie Thea P. Leuterio Lance R. Valle
Jhanan Callie A. Reyes
RESEARCHERS

APPENDIX B
Survey Questionnaire
✓
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CURRICULUM VITAE
PERSONAL INFORMATION
Name: Camille Jesca A. Bernardez
Father: Artemio D. Bernardez, Jr.
Mother: Edna A. Bernardez
Nationality: Filipino
Gender: Female
Birthday: March 21, 1999
Marital Status: Single
Contact Number: +966534879580
EDUCATIONAL ATTAINMENT
Secondary: Al-Andalus International School 2012–2015

Notre Dame Institute 2011–2012
Elementary: Al-Andalus International School 2008–2011

Aringay Central Elementary School 2007–2008
Al-Andalus International School 2005–2007
Preparatory: Al-Andalus International School 2004–2005

Saint Barachiel Special Science School 2003–2004
ACHIEVEMENTS
 UPCAT Passer  Fitness Intensive Training (FIT) Club

 iCAT Passer Member
 EDSP Qualifier  Roarers (Boosters Club) Member
 Student Body Organization Secretary  Toastmasters Club Member
 Genre Editor-in-Chief  Lions Cheerdance Varsity Member
 Prospect Managing Editor  L.E.A.D.S. Program Participant
 Blue wrens (Glee Club) President  Youth Leaders in the Diaspora
 Scout Leader Experience 2014 Participant
 Young Entrepreneurs Club Member  English Week Spelling Champion
 AAIS Musicians Collective Member  English Week Debate Champion

CURRICULUM VITAE
Name: Jan Elliah E. Baldoza
Father: Eleazar S. Baldoza
Mother: Leslie E. Baldoza
Gender: Female
Birthday: January 20, 1999
Elementary: Kabisig Elementary School 2005–2011
ACHIEVEMENTS
 Young Entrepreneurs Club Member

 Creative Crew Member
 Shutterbugs Crew (Photography Club) Member
 League of Technology Enthusiasts (Computer Club) Member
 Roarers (Boosters Club) Member
 Fitness Intensive Training (FIT) Club Member
 Toastmasters Club Member

CURRICULUM VITAE
Name: Micah Kate L. dela Cruz
Father: Rogelio A. dela Cruz
Mother: Imelda L. dela Cruz
Gender: Female
Birthday: September 16, 1999

Al-Shoa‘aa Al Khaleej International School 2007–2010
Al-Reeyadah International School 2005–2007
ACHIEVEMENTS
 League of Technology Enthusiasts (Computer Club) Member and Elected Treasurer

 Fitness Intensive Training (FIT) Club Member

CURRICULUM VITAE
Name: Romarie Thea P. Leuterio
Father: Romulo R. Leuterio, Jr.
Mother: Ma. Theresa P. Leuterio
Gender: Female
Birthday: September 05, 1999

Claremont School 2011–2012
Elementary: Claremont School 2007–2011

John-Isabel Learning Center 2005–2007
Preparatory: John-Isabel Learning Center 2004–2005
ACHIEVEMENTS
 USTET Passer
 Genre Entertainment Editor
 Genre Animator
 Prospect Writer

CURRICULUM VITAE
Name: Jhanan Callie A. Reyes
Father: Ernanie N. Reyes
Mother: Anjannette A. Reyes
Gender: Female
Birthday: February 17, 1999

Excellence International School 2011–2013
Elementary: Excellence International School 2008-2011

Saint Michael Montessori 2007–2008
Al-Jazeera International School 2005–2006
Preparatory: Al-Jazeera International School 2003–2005

Steadfast Learning Center 2002-2003 2002–2003
ACHIEVEMENTS
 UPCAT Passer  Roarers (AAIS Booster Club) Member

 iCAT Passer  Prospect (Yearbook) Layout Editor
 SBO Class Representative  Genre Layout Artist/Editor
 Class President  Philippine International Schools Athletic
 Shutterbugs Crew (Photography Club) Association (PISAA-KSA) Logo
President Making Contest Champion
 Creative Crew Member  Poster Making Contest Champion
 Young Entrepreneur‘s Club Member  Toastmasters Club Member

CURRICULUM VITAE
Name: Zam L. De Guzman
Father: Gilbert F. De Guzman
Mother: Loida L. De Guzman
Gender: Male
Birthday: December 01, 1998

ACHIEVEMENTS

 Baile (Dance Club) Member

CURRICULUM VITAE
Name: Danielle Jaymes A. Hilab
Father: Victor V. Hilab
Mother: Norma A. Hilab
Gender: Male
Birthday: August 25, 1999

Faith Christian Academy of Novaliches 2005–2006
Preparatory: Little Shepherd School 2003-2004
ACHIEVEMENTS
 UPCAT Passer
 USTET Passer
 Science Quiz Bee 1st Runner Up
 Former AAIS Varsity Member

CURRICULUM VITAE
Name: Elizer C. Montero
Father: Edwin C. Montero
Mother: Ana C. Montero
Gender: Male
Birthday: May 24, 1998
Elementary: Al-Jazeera International School 2005–2011
Preparatory: Al-Jazeera International School 2002-2005
ACHIEVEMENTS
 AAISians Got Talent 2014 Finalist (Echonomix)


CURRICULUM VITAE
Name: Lance R. Valle
Father: Eduardo P. Valle
Mother: Mary Grace R. Valle
Gender: Male
Birthday: March 22, 1999

Cainta Catholic College 2011–2012
Elementary: Cainta Catholic College 2005–2011
Preparatory: Cainta Catholic College 2002–2005
ACHIEVEMENTS
 Lions Basketball Varsity Member


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Al-Andalus International School

Al-Rakah, Al-Jenobia, Kingdom of Saudi Arabia

A Computer-Based School Information Management System at

A High School Thesis Presented to the Principal/CEO of

In Partial Fulfillment of the Requirements

Camille Jesca A. Bernardez

Jan Elliah E. Baldoza

Micah Kate L. dela Cruz

Romarie Thea P. Leuterio

Jhanan A. Callie Reyes

Danielle Jaymes A. Hilab

A Computer-Based School Information Management System at Al-Andalus International School 1 | P age

Al-Andalus International School (AAIS), as a business school, is taking its step in

A Computer-Based School Information Management System at Al-Andalus International School 2 | P age

In this regard, a computer-based School Information Management System (SIMS) can

A Computer-Based School Information Management System at Al-Andalus International School 3 | P age

2. OBJECTIVES OF THE STUDY

▪ To be knowledgeable on how the AAIS community will respond towards the

3. STATEMENT OF THE PROBLEM

A Computer-Based School Information Management System at Al-Andalus International School 4 | P age

5. SIGNIFICANCE OF THE STUDY

This study will be beneficial to the students because it provides knowledge on

• To the teachers and school administration,

A Computer-Based School Information Management System at Al-Andalus International School 5 | P age

This research may serve as a reference with regards to information systems.

6. REVIEW OF RELATED LITERATURE & STUDIES

6.1 A Computer-based School Information Management System

A computer-based School Information Management System (SIMS) is

6.2 Investments: Structure of SIMS

A Computer-Based School Information Management System at Al-Andalus International School 6 | P age

The physical structure of the system includes all the physical

People like computer operators who manages the overall data

Hardware is referred to as the physical information processing

Software is an extensive term given to the instructions or

 Input and Output

The input and output of the system is composed of the records

A Computer-Based School Information Management System at Al-Andalus International School 7 | P age

This structure of this system is defined as the set of operational sub-

6.3 Features of SIMS

 Registration Processing/Enrollment System

A Computer-Based School Information Management System at Al-Andalus International School 8 | P age

6.4 Strategies to improve SIMS

Once the overall structure is assessed, it is important to identify the aspects of

 Consider leadership continuity as a necessary factor. Leadership is

6.5 Area Coverage of SIMS in AAIS

A Computer-Based School Information Management System at Al-Andalus International School 9 | P age

Through this system, parents will be gaining prominence as tools

Educational administrations or schools, use computer information

A Computer-Based School Information Management System at Al-Andalus International School 10 | P age

6.6 The Variables

Evidences from case studies made, demonstrated how web based

The use of this system is defined as a competent way to work. Most

 Power and Flexibility

A Computer-Based School Information Management System at Al-Andalus International School 11 | P age

The system have been tried and tested by several

Most organizations and businesses, who decided to develop and use

The information systems and technologies are a decisive platform in

Basically a manual-based information system is one that does not rely

Both types of information system are designed to help a business carry

A manual-based information system is generally considered to be

A computer-based information system may be considered to be more

The main difference between manual and computerized systems is