i
A PROTOTYPE TO EVALUATE INFORMATION
SECURITY AWARENESS LEVEL FOR TEACHER AND STUDENT IN
SECONDARY SCHOOL
NURUL HIDAYAH BT AB RAHMAN
UNIVERSITI TEKNOLOGI MALAYSIA
A PROTOTYPE TO EVALUATE INFORMATION
SECURITY AWARENESS LEVEL FOR TEACHER AND STUDENT IN
SECONDARY SCHOOL
NURUL HIDAYAH BT AB RAHMAN
A dissertation submitted in partial fulfillment of the
requirements for the award of the degree of
Master of Computer Science (Information Security)
Faculty of Computer Science and Information System
Universiti Teknologi Malaysia
NOV 2009
iii
Dedicated to Nadim and Eti
iv
ACKNOWLEDGEMENT
In preparing this thesis, I received guidance and encouragement from my
supervisor, Dr Rabiah Ahmad, without whom I might not be able to complete this
thesis.
I extended my appreciation to all of my family, colleagues and others who
have provided assistance and support. To SMKTTDI staff and student who are
willing to participate during user testing.
May Allah bless all of us.
v
ABSTRACT
This study attempted to develop a prototype to evaluate information security
awareness level for teacher and student in secondary school. It identifies the
information security awareness level by measure the level using an assessment
model and automated tool. The assessment model for this study is Affect, Behavior,
Cognitive (ABC) model from social cognitive theory where it equals with three
dimensions which are attitude, behavior, and knowledge that have been used as
measurement component for this study. The methodology for the whole study is
System Development Life Cycle (SDLC) by applying waterfall model. The
awareness level is evaluated based on the three dimensions from five focus areas for
each teacher and student category. The user testing has been done among some
teachers and students to test the prototype. As a result, all of the prototype function
are working properly and able to produce the expected output. It shows that the
prototype can be implemented in real world with some improvement for better
result.
vi
ABSTRAK
Kajian ini dilakukan untuk membina prototaip bagi menilai tahap kesedaran
maklumat di kalangan guru dan pelajar sekolah menengah. Ia menilai tahap
kesedaran keselamatan maklumat dengan mengukurnya menggunakan model
penilaian. Model penilaian untuk kajian ini adalah ABC model, dari teori kognitif
sosial. Model berkenaan bersamaan dengan tiga dimensi iaitu pengetahuan, kelakuan
dan tingkah laku yang digunakan sebagai komponen pengukur untuk kajian ini.
Metodologi untuk kajian ini adalah Kitar Hayat Pembangunan Sistem dengan
mengaplikasikan model waterfall. Tahap kesedaran dinilai menggunakan tiga
dimensi tersebut berpandukan lima topik utama untuk setiap kategori guru dan
pelajar. Ujian pengguna telah dijalankan untuk mengenalpasti kebolehfungsian
prototaip ini. Hasilnya, ia berjaya berfungsi seperti yang dirancang dan
mengeluarkan output yang dikehendaki. Ini menunjukkan prototaip ini boleh
dilaksanakan dengan sedikit penambahbaikan untuk menghasilkan produk dan
keputusan yang lebih baik.
vii
TABLE OF CONTENTS
TITLE
CHAPTER
1
2
PAGE
DECLARATION
ii
DEDICATION
iii
ACKNOWLEDGEMENT
iv
ABSTRACT
v
ABSTRAK
vi
TABLE OF CONTENT
vii
LIST OF TABLES
x
LIST OF FIGURES
xi
LIST OF ABBREVIATIONS
xii
LIST OF APPENDICES
xiii
INTRODUCTION
1
1.1
Overview
1
1.2
Problem Background
1
1.3
Problem Statements
3
1.4
Project Objectives
3
1.5
Project Scope
4
1.6
Project Summary
4
LITERATURE REVIEW
5
2.1
Introduction
5
2.2
Information Security
5
2.3
Information Security Awareness
7
2.4
Information Security Awareness for Student and
Teacher
9
2.5
Affect, Behavior, Cognitive (ABC) Model
12
viii
2.6
2.7
3
6
16
18
3.1
Introduction
18
3.2
Methodology
18
3.2.1 Feasibility Study
19
3.2.2 Analysis
21
3.2.3 Design
26
3.2.4 Implementation
28
3.2.4.1 Hardware Requirement
28
3.2.4.2 Software Requirement
29
3.2.5 Testing
29
3.2.6 Maintenance
30
Summary
30
INFORMATION SECURITY AWARENESS FOR
TEACHER AND STUDENT TOOL (ISATS)
31
4.1
Introduction
31
4.2
Information Security Awareness For Teacher And
Student Tool (ISATS)
31
4.2.1 Admin Login
32
4.2.2
34
4.3
5
Summary
13
METHODOLOGY
3.3
4
Automated Tool to Measure Information Security
Awareness Level
Teacher Category Survey
4.2.3 Student Category Survey
34
4.2.4 Survey Result
35
4.2.5 Overall Survey Result
37
Summary
39
DISCUSSION
40
5.1
Introduction
40
5.2
Discussion of ISATS
40
5.3
Summary
41
CONCLUSION
42
6.1
Introduction
42
6.2
Limitations
42
6.3
Conclusion Remarks
43
ix
6.4
Future Work
REFERENCES
APPENDICES A-H
44
45
49-86
x
LIST OF TABLES
TABLE NO.
TITLE
PAGE
3.1
The Five Focus Area
22
3.2
The Part of Questions for Password Protection and
24
Management Focus Area (Teacher Category)
3.3
Weights Scale
25
3.4
Awareness Scale
26
xi
LIST OF FIGURES
FIGURE NO.
TITLE
PAGE
2.1
ABC Model
13
2.2
Interface of Evaluation Mode
14
2.3
Interface of Online Information Security
15
Awareness for Children
2.4
ASSET Interface
16
3.1
Waterfall Model
19
3.2
Top Internet Main Use (Student)
20
3.3
Top Internet Main Use (Teacher)
21
3.4
The Assessment Model
23
4.1
Login Form
32
4.2
Admin Access Menu
33
4.3
End User Access Menu
33
4.4
Teacher Category Survey
34
4.5
Student Category Survey
35
4.6
Survey Result
35
4.7
Retrieve Survey Result (Student Example)
36
4.8
Retrieve Result (Teacher Category Example)
37
4.9
Overall Survey Result
38
xii
LIST OF ABBREVIATION
ABC
- Affect, Behavior, Cognitive
ICT
- Information and Communication technology
ISATS
- Information Security Awareness Level for Teacher and
Student Tool
SDLC
- System Development Life Cycle (SDLC)
SMKTTDI
- Sekolah Menengah Kebangsaan Taman Tun Dr Ismail
xiii
LIST OF APPENDICES
APPENDIX
TITLE
PAGE
A
Gantt Chart
49
B
Survey Question
50
C
Top Internet Main Use Survey Questions
56
D
Entity Relationship Diagram
60
E
Context Diagram
61
F
Data Flow Diagram
62
G
Flowchart
63
H
ISATS Source Code
67
CHAPTER 1
INTRODUCTION
1.1
Overview
This study is to develop a prototype to evaluate information security
awareness level for teacher and student in secondary school. The purpose of the
prototype is to identify the level of information security awareness based on
assessment model.
This chapter describes the problem background of this project, problem
statements, objectives, scopes and plans for this project.
1.2 Problem Background
Information and Communication Technology (ICT) has rapidly evolved and
impacted on all age level. Most youth are ICT literate nowadays and topic like
Friendster, MySpace, e-mail, and chatting have became their daily conversation. In
2
addition, most school especially in urban area also provides computer facilities with
Internet service provided.
Information security is the one of the concern when people use Internet.
Particularly, secondary school students are gain exposure to the Internet technology
but do they really aware on information security? Are they aware with the terms like
Trojan horse, spyware, spamming and so on? Furthermore, do their teachers aware
with information security issue? In fact, the level of security awareness among
teachers must be addressed as well as they are suitable person to educate students.
There are three reasons for information security professional need to aware
of people attitude towards information security. As described in Information
Security Management Handbook (2007), the three reasons are:
i)
Behavior predictor – Attitude is a good predictor of behavior. That is the
point where survey can be a tool to determine the behavior of target
population toward information security issues. The information can be
used to predict how secure the environment will be.
ii) Target of change - Subtly or directly change someone attitude,
consequently change behavior.
iii) Source of risk -Extreme attitude toward someone or something can lead
to irrational cognitive function and behavior.
According to above reasons, survey can be a tool to predict the security of an
environment based on user behavior. In Malaysia, there is still no study to identify
teacher and student information security awareness level.
Research findings by Chai, et.al. in 2006 suggest that students, who have
strong self-efficacy toward Information Security on the Internet and have an
exposure of information security from school, parents and media, are more likely to
practice information security such as updating anti-virus software, not opening emails from unknown senders, and protecting personal information on the Internet.
To motivate students’ information security behavior, we need to provide more
3
information security education opportunities to students as well as chances for
students to be exposed to information security issues.
1.3 Problem Statements
a) There is no proper assessment model to evaluate the information security
awareness level for teacher and student in secondary school.
b) There is a need to identify teacher and student awareness level to have
perception or give idea of their information security awareness level.
1.4 Project Objectives
The objectives of this project will be as follows:
i) To develop an appropriate model of information security awareness to
secondary teacher and student.
ii) To develop a prototype to evaluate information security awareness level
for teacher and student in secondary school.
iii) To identify the level of information security awareness in secondary
school teachers and students.
4
1.5 Project Scope
The prototype will focus on capture user input for questionnaire answer and
generate the outputs as the survey result. The survey result will indicate the
awareness level of user. Besides, the prototype will generate the average level of
users according to their category. It will be evaluated from their knowledge,
behavior, and attitude towards information security. The total of those three
dimensions would be their total awareness level. The calculation and scale is based
on reviewed previous study.
In addition, there is an administrator to monitor and maintain the prototype.
Administrator will manage the data of the prototype and only administrator has
access to view the overall survey result. The end user only can view their individual
result only.
1.6
Summary
This project is carried out to develop an automated tool that can identify the
information security awareness level so that it can be use to give input for more
effective information security awareness program. This chapter highlights the
problem background, project objective, problem statement, and project scope.
Chapter 2 discusses the related secondary sources with this study like journal,
article, and so on.
5
CHAPTER 2
LITERATURE REVIEW
2.1
Introduction
In this chapter, some studies and works regarding information security
awareness are reviewed. A few similar studies are assessed in order to determine the
appropriate operational framework for this study. The Affect, Behavior and
Cognitive (ABC) model, a model from social psychology field to assess attitude is
discussed to obtain clear view regarding the method that will be used in this study.
2.2
Information Security
Information security is not a new thing or issue. It has exists a long time ago
before the invention of computer to protect information. Ceasar’s cipher was
employed by Julius Caesar on his military campaign in order to safely communicate
important messages to his generals (O’Regan, 2008). Dlamini quoted Russel and
Gangeni (2008), in the 1840s when the telegraph was invented an encryption code
was developed to safeguard the secrecy of the transmitted telegrams. Then,
6
legislation prohibiting wiretapping was applied one year after the invention of
telephone.
Information security has moved from protecting the secrecy of hand written
messages to telegrams, to telephone conversations and later to the world of
computing (Dlamini, et. al., 2008). The importance of information protecting has
been aware a long time ago and initiates people to think on how to protect
information, then invent encryption code and later integrate the code into computer
technology.
However, with the technology grown, security breaches make it move as
well. In the early days, the viruses without causing any serious damage to computer
system arouse. Currently, many types of computer security attack and critical
damage has occurred make a lot of people scared especially when using online
banking or any other online system. Here, information security scope become wider
and many organizations take a move to take care about it.
According to Thomson and Solms (1998), a great challenge has been brought
by the advent of the personal computer, as well as the increasing complexity and
reliability of networks, in the area of information security. The challenges as
addressed by Thomson and Solms are described below:
• The decreasing price and increasing capabilities of personal computers
resulted in many people in the organization acquiring these machines.
• The ever increasing number of software development packages available
made it possible for these people to start developing their own systems.
• The knowledge gained from developing these systems could often give
them the capability to circumvent security measures built into the current
systems.
• The ever increasing use of the Internet meant that there were potential
threats from outside the organization.
7
It shows that the emergence of technology also give impact in the area of
information security. Each type of technology has its own pro and cons like Internet
usage can bring user to borderless information searching but at the same also bring
borderless virus attack. Internet and computer user is not limited to workers at
organization but home users as well. As the result, the attack target become broader
where home users can be the victim.
IS027001 defined information security is all about protecting and preserving
information. It is all about protecting and preserving the confidentiality, integrity,
authenticity, availability, and reliability of information. Information systems may be
secured by preventing, detecting, and correcting internal and external threats (Chen,
et. al., 2006).
In order to protect and preserve information, it is important to prevent, detect
and correct any internal and external threats. Most industries are dependent to
Information Technology (IT) technology and infrastructure to store information
nowadays. Therefore, all security aspects must be addressed carefully to avoid any
security breach or incidents. In addition, end user must have the basic of prevent and
detect threats at least.
2.3
Information Security Awareness
Attackers have matured from using hacking skills to show that they can
circumvent the authentication process to access each other’s files to use them in the
theft of confidential information (Dlamini, et al, 2008). Currently, most of our
information is reside on electronic database and attract the adversary for social
engineering, phishing, identity theft and other white collar crime. If users are not
aware with the new type of stealing, they can easily expose their sensitive
information and become victim.
8
Today’s security problems are primarily due to the inadequate security
awareness of users, which can be mitigated without the need for sophisticated
security technologies (Chen, et al., 2006). Human factor plays important factor as
well especially to avoid human error factor. For that reason, it is important to create
the awareness among user. The term ``information security awareness'' is used to
refer to a state where users in an organization are aware of the ideally committed to
their security mission (often expressed in end-user security guidelines) (Siponen,
2000).
Besides technical computer security issue, information security awareness
issue must be focused as well. Although the best security technology has been
implemented, it cannot avoid other types of security attack like social engineering.
User must really understand and know regarding IT security threats in order to
ensure they can react for security incidents properly.
A survey for security perception of personal novice Internet at United
Kingdom (UK) user shows that 43% claimed not to understand the threats, 38%
claimed they did not know how to use security packages, 35% indicated that they
did not know how to secure their computer, and 32% indicating that they did not
know about the threats (Furnell, Bryant and Phippen, 2007). Besides, it also reveals
that 17% had systems that were used by children under 12, whereas 18% had
computers that were used by children aged 12–18 (the overall proportion of
respondents with children was 30%).
With the advent of Internet users, the focus of information security
awareness has become broader and not only cover end user at organization. Furnell
(2007) also found that the fact that organizations are tightening their defenses leaves
home user systems as attractive targets for compromise. As the security aspects
whether physical or logical are not really being focused by home user, it leaves
vulnerable for them.
9
2.4
Information Security Awareness for Student and Teacher
The extra concern must be addressed to user between 12 – 18 years old. The
user, obviously school student can be the main target for attacker. This can be
explained by the fact that students are typically transient and have less credit history
than more established adults (Yacine and Marks, 2008). It is crucial to protect them
from exposed to security threat risk and they also need to be aware with information
security.
A study by Wee (1999) had identified the pattern of Internet use among
upper secondary science students from fourteen schools in Kuala Lumpur, Malaysia.
According to the study findings, about 51.5 percent of respondent used the Internet
and they mainly accessed the Net from their homes and acquired Internet skills by
self-teaching or learning from friends. The finding also stated that most of the Net
users (91.4 percent) explored the World Wide Web while 75.4 percent used E-mail,
52.1 percent used IRC or ICQ, 15.7 percent joined Newsgroups, 2.2 percent used it
for downloading, and 0.6 percent used it for playing online games.
From the study on 1999, 51.1% respondent used the Internet and the total
can be increased nowadays due to decreased price of personal computer and the ease
of Internet access. Furthermore, the study also found that the students gained
Internet skills by self teaching or learned from friend and it shows that the school
student group might not have proper knowledge on how to use Internet safely. There
is probability that they are lack of information security knowledge.
In addition, hacking is a growing problem among the teenage community
(Zahri and Sharifah Sajidah, 2005). Teenagers have gained interest in terms of
computer hacking, software cracking, and Web site defacement. Furthermore, there
are a lot of free hacking tool available on the Internet ease their intention without
programming knowledge. However, they only look for excitement and do not
understand the real implications of their actions. In fact, a group of computer-savvy
youth, between 18 and 25 years old had been arrested in Kuala Lumpur after scoring
a first of sorts for phishing (Lee Shi-Ian, 2006).
10
School can be a perfect place to educate and make them aware with
information security. As described by Hentea (2005), information security
awareness has to be provided to students at an earlier age and if we teach children
security awareness earlier, they will be prepared to pay attention to security matters
as well as to avoid getting engaged in illegal behavior.
Student can be less interest on learning information security after they enter
higher education as they have learned computer skills. It is more suitable to expose
the information security knowledge earlier so that it can be guide for them in future
and the knowledge gained parallel with computer skill.
Hentea (2005) also suggests that educators and parents must be trained on
how to handle information security issues and how to use computers so that they
will be better prepared to provide training to youngsters. Teacher is suitable person
to deliver the information security knowledge as they have well-trained to educate
student. However, teacher must be prepared with the knowledge first. As a result,
the information security awareness is important to both teacher and student.
Professional Information Security Association (PISA) has conducted a
survey of information security at education sector on 2003, in Hong Kong. The
results show that most of the schools had some measures on basic security
precautions such as installing anti-virus programs (98%) and using web content
filtering (78%). But the use of more advanced information security measures was
not popular (for example: only 52% use firewall, 9% use intrusion detecting system,
etc.). The lack of competency among school personnel contribute to the result. They
must be exposed or trained with at least basic information security requirement.
A security awareness program at school has been launching at Hyderabad,
India by Center for Development of Advanced Computing. The program scopes for
student and teacher cover guidelines, information, handbook and quizzes. Besides,
National Cyber Security Awareness (NCSA) also executed information security
awareness program at 2004 and one of the audiences are education audiences
including K-12 and higher education (Hentea, 2005).
11
Those information security awareness programs were focused on nontechnical security issue. The difference between technical and non-technical is
technical information security issues focus mainly on the technical-oriented
knowledge and tools (such as encryption techniques) that are required to secure and
protect information whereas non-technical include all the non-technical-oriented
knowledge that is required to secure and protect information and information
systems (Kritzinger and Smith, 2008).
Most of school teachers and students do not received formal or specialized
knowledge in terms of computer security. Therefore, it is proper to measure their
non-technical security issues. United States Computer Emergency Readiness Team
(US-Cert) listed the non-technical security issues are as follows:
i)
General security – password, firewall
ii)
Attacks and threats
iii)
Email and communication
iv)
Mobile devices
v)
Privacy
vi)
Safe browsing
vii)
Software and Applications
Some countries have implemented the information security awareness
program at school. As school students are one of the computer and Internet users
nowadays, it is very vital to provide them with the information security knowledge.
The knowledge can avoid or reduce them from security threats like social
engineering, phishing, and spyware attack. In addition, teachers at school must be
prepared as well as they are accountable to educate the students.
12
2.5
Affect, Behavior, Cognitive (ABC) Model
Attitude is defined as our positive or negative response to something. For
example when people have positive feeling on privacy, automatically they are not
willing to give out network password to unauthorized people. On the contrary, if
they have negative feeling on privacy, they will be more willing to give password or
any confidential information to unauthorized people.
One of the most widely assumed models of attitude structure is the tripartite
model (Anthony, R.P., 1989; Brecker, 1984; Rosenberg&Hovland, 1960).
According to Information Security Management Handbook, ABC model also known
as Tripartite model presents attitude as an amalgam of three separate measurable
components which are affect, behavior, cognition (refer to Figure 2.1). ABC model
stemming originally from the Yale Communication and Attitude Change Program at
Yale University through the 1950s and 1960s, but sharing a fundamental viewpoint
with many other philosophical traditions (Martha, A. et.al., 2006). The descriptions
of the three components are as follows:
i)
Affect - emotional aspect of our attitude, our feelings toward an object or
subject play an important role in determining our attitude.
ii)
Behavior - derived from the fact that our behavior serves as a feedback
mechanism for our attitudes.
iii)
Cognitive - thoughtful, thinking aspect of our attitude. Opinions toward
an object or subject can be developed based widely solely on insightful,
process-based thinking.
13
Affect
Attitude
Behavior
Cognitive
Figure 2.1: ABC Model (Information Security Management Handbook, 2007)
Other researchers have already performed work where the social sciences
were related to the field of information security awareness like Schlienger and
Teufel (2003) made use of social-cultural measures to define a model for analyzing
information security culture in organizations. Besides, Chai, S. et. al. (2006) also
applied social cognitive theory in an exploratory study of middle school children’s
information security behavior.
2.6
Automated Tool to Measure Information Security Awareness Level
A prototype model to measure information security awareness at an
international gold mining company has been developed (Kruger and Kearney, 2006).
The model makes use of a simple data gathering process and weighting system and,
combined with certain multi-criteria problem solution techniques, provides a
quantitative measurement of security awareness levels. The study used ABC model
as a basis and three equivalent dimensions namely what does a person know
(knowledge); how do they feel about the topic (attitude); and what do they do
(behavior).
14
Furnell, Gennatou, and Dowland (2002) have developed a prototype tool for
information security awareness in training. The tool implemented in Visual Basic
(VB), in order to provide interactive and user-friendly approach to enhance user
understanding of IT security. The tool comprises three modes of operation which are
exploration mode, evaluation mode and author mode. The evaluation mode (refer to
Figure 2.2) is similar with this study where the user can test their understanding of
security by applying countermeasures to the example scenario.
Figure 2.2: Interface of Evaluation Mode
Another similar work is the online information security quiz for children
developed by Center for Development of Advanced Computing (refer to Figure 2.3).
The questions will test the children understanding and generate respond to children
answer whether it is true or wrong. The awareness level is measured from the score
obtained by answering quiz questions.
15
Figure 2.3: Interface of Online Information Security Awareness
for Children (in http://infosecawareness.in/isea/children/quiz-for-children)
National Institute of Standard and Technology (NIST) has developed a tool
named Automated Security Self Evaluation Tool (ASSET) in 2003. The aim of
ASSET is to provide a centralized place for the collection of data used to assess a
system. The control objectives and techniques are taken from long-standing
requirements found in statute, policy, and guidance on security. ASSET consists of
two host-based applications: ASSET – System and ASSET – Manager. The report of
ASSET is designed to give clear picture of their resources security status.
ASSET – System facilitates the gathering of individual system data and
provides a limited reporting capability. It allows the user to determine the
completeness of an individual system assessment in progress. ASSET – Manager
aggregates individual system assessments created by ASSET – System. It assists
managers in developing an organization-wide perspective on the state of IT system
security. Figure 2.4 shows the interface of ASSET.
16
Figure 2.4: ASSET Interface
2.7
Summary
The reviewed of the term, attitude concept, and previous similar studies have
given adequate input to precede this project. Some aspects of the previous study also
can be guide for this study such as the issues to be covered in order to examine
information security awareness level, research design and the example of system
modules. The next chapter will discuss regarding project methodology used to
accomplish this study.
17
CHAPTER 3
METHODOLOGY
3.1
Introduction
This chapter discusses the proposed methodology in order to develop the
prototype to evaluate information security awareness level among teachers and
students at secondary school. The identified components from previous chapter will
be mapped into the system architecture depending on its functionality and its
requirement.
3.3
Methodology
System Development Life Cycle (SDLC) is the method that would be used to
develop the prototype for this study. SDLC is a conceptual model used in project
management that describes the stages involved in an information system
development project from an initial feasibility study through maintenance of the
completed application.
18
Waterfall model is the methodology of SDLC that would be applied to his
study. It takes the fundamental process activities of specification, development,
validation and evolution and represents them as separate process phases
(Sommerville, 2001). Six phases involved in waterfall model which are feasibility
studies, analysis, design, implement, test and maintain. Figure 3.1 presents the
schematically view of waterfall model.
Figure 3.1: Waterfall Model
3.2.1
Feasibility Study
At this stage, the major functions of the intended prototype will be defined.
The goals and objective of this project is determined at this phase. The assumption
of the project duration is defined using Gantt chart (refer to Appendix A) to ensure
the development process going smoothly. Then, the major functions of the intended
prototype would be defined.
Journals, articles, conference papers and books are reviewed as secondary
source for this study. The reviewed sources are from related topic like information
security awareness, information security awareness among teacher and student,
automated tool to evaluate information security awareness level and social cognitive
19
theory to measure people attitude. All inputs from reviewing secondary source are
used to identify component for the prototype.
The initial part to concern is what component to measure the information
security awareness level among teacher and student. From earlier studies, social
cognitive theory is widely used to explain individual behavior. As described in
previous chapter, there are some similar studies which use social cognitive theory to
measure the level of information security awareness level.
The ABC model that comprises three components which are affect, behavior
and cognitive is used as the base and the three equivalent dimension from the model
was developed namely:
i)
knowledge - what does a person know
ii)
attitude - how do they feel about the topic
iii)
behavior - and what do they
Knowledge is equivalent with cognitive, based on ABC model where
cognitive means thoughtful or thinking aspect of our attitude. Attitude is equivalent
with affect, to show feelings towards a subject or object while there is no change for
behavior.
This approach has been used by Kruger and Kearney (2006) to develop a
measuring information security awareness tool in gold mining company
environment. However, this study applies the model in secondary school
environment with the teacher and student as end users.
20
3.3.2
Analysis
During analysis phase, a detailed study of the prototype needs is carried out.
The information from the previous phase is gathered and being analyzed carefully to
verify the prototype requirement as identified at feasibility phase.
After identified three dimensions to measure information security awareness
level, there is a need to identify the focus areas for this study. Non-technical security
issue has been chosen as the main focus as most of the end users do not have proper
knowledge regarding security term. The lists of non-technical areas from US-CERT
as described in Chapter 2 become main reference to identify the focus area. Besides,
a survey among 23 teachers and 99 students at Sekolah Menengah Kebangsaan
Taman Tun Dr Ismail has been conducted to identify their Internet main uses. The
survey question can be referred to Appendix C. The survey result (refer to Figure 3.2
) indicated that 55.6% of students use Internet for Social Network Sites, 30.4%
teachers use Internet for email and 26.1% teachers use for online banking or paying
bills (refer to Figure 3.3).
Figure 3.2: Top Internet Main Use (Student)
21
Figure 3.3: Top Internet Main Use (Teacher)
There is also consideration for hacking problem among teenagers as
reviewed earlier. The combination of the reviewed secondary source and survey,
five focus areas has been identified for this prototype (refer to Table 3.1). However,
the focus areas can be increased or modified in future.
Focus Areas
Teacher
Student
i) Password Protection i) Password Protection and
and Management
Management
ii) Email and Internet
ii) Virus threats and attack
iii)
Virus
threat
and iii) Hacking
attack
iv) Mobile device and iv)
communication
v)
Identity
engineering
Email/Internet/Social
Network Sites
theft/social v)
Mobile
device
communication
Table 3.1: The Five Focus Areas
and
22
A reviewed papers regarding hacking problem among teenagers is
considered and hacking is one of the focus area for student. Meanwhile, the survey
result shows that Social Network Sites is the main use of Internet among school
student and it is also include as the student’s focus area. The survey result also
shows that Internet banking is one of the Internet main uses for teacher, hence there
is issue regarding their awareness on social engineering or identity theft. The rest of
focus areas are referred to US-CERT list of non-technical issues.
Five focus areas for each teacher and student are subdivided from each one
of the three dimensions. Tree structure is used to aid in structuring the criteria and
forms the assessment model. A tree structure is a way of representing the
hierarchical nature of a structure in a graphical form. Figure 3.4 depicts the tree
structure developed. From Figure 3.4, it shows that the five focus areas are mapped
to each one of the three dimensions.
23
Password protection
and management
Email and Internet
Knowledge
Virus threat and
attack
Teacher
Behavior
Mobile devices and
communication
Attitude
Identity theft and
social engineering
Overall
Awareness
Level
Password protection
and management
Email/Internet/Soci
al Network sites
Knowledge
Virus threat and
attack
Student
Behavior
Attitude
Mobile devices and
communication
Hacking
Figure 3.4: The Assessment Model
24
Questions that will be asked to end users are representing each focus area in
associate dimension. Table 3.2 presents the part of questions for password protection
and management focus area for teacher category. The full questions for both
categories can be referred to Appendix B. The questionnaire are comes from several
sources like from the Purdue University, Center for Education and Research in
Information Security (CERIAS), Security Awareness Quiz Question (Melissa, G.
2001) and questionnaire from the University of Florida’s IT Security Team. Those
questions were combined and revised based on this study suitability.
Focus Area
Questions
Knowledge
Behavior
Attitude
Password
When constructing a Do you use same The best way that you
protection
password you should: password
and
A. use sport’s name, different
for can
online password
management pet’s name and add accounts?
number at the end.
protect
A. Always
your
from
disclosure:
A. Write it down and
B. use phrases or B. Often
kept it in secure place
misspelled word with C. Rarely
without
embedded
information.
character D. Never
header
and number
B. Kept in a computer
C.
file.
use
sequenced
number and character
from keyboard
D. All of the above
Table 3.2: The Part of Questions for Password Protection and Management
Focus Area (Teacher Category)
25
The following weights scale is used to compute the measurement of
information security awareness level (refer to Table 3.3). Each question has its own
score where when the score is accumulated, it contributes to the total of weighting
for each dimension.
The scale has been used by Kruger and Kearney (2006) to compute the level
of information security awareness level where the weight was determined using the
Analytic Hierarchy Process (AHP). Thomas L. Saaty developed the AHP and a good
description of the technical details and application possibilities can be found in
Saaty (1980) and Vargas (1982).
The AHP approach makes use of pair-wise comparisons to provide a
subjective evaluation of factors based on management’s professional judgment and
opinion. The comparisons are made using a preference scale, which assigns
numerical values to different levels of preference. A square matrix is then derived
from the pairwise comparisons and a scale is extracted based on the matrix’s
eigenvector associated with the largest eigenvalue. When this vector is normalized
to sum to one, the solution is unique and represents a numerical measure of the
decision maker’s perceptions of the relative importance of criteria.
Dimension
Weighting
Knowledge
30
Attitude
20
Behavior
50
Table 3.3: Weights Scale (Kruger and Kearney, 2006)
In addition, Table 3.4 illustrates the awareness scale that will be applied to
state their awareness level.
26
Awareness Scale
Descriptions
80%-100%
Good - satisfactory
79%-60%
Average – need to monitor
<=59%
Poor - unsatisfactory
Table 3.4: Awareness Scale (Kruger and Kearney, 2006)
3.3.3
Design
Design phase involves focusing on designing what modules are needed and
how they are going to interact, interface design and data design. Based on input from
analysis phase, there are five modules for this prototype which are:
i)
Admin Login
-
This is to authenticate the prototype administrator and gives
access to restricted options.
ii)
Teacher Survey
-
In this module, user needs to fill in the demographic information
and answer questions from five focus areas described previously.
Identified questionnaire from analysis phase is used in this
module.
iii)
Student Survey
- Similar with Teacher Survey. However, the contents for this module
is different in terms of questions and answer.
27
iv)
Survey Result
-
Survey Result module represent survey result for an individual
user after answer survey question and can be used to retrieve past
result as well.
v)
Overall Result
-
Overall result display the overall result from all respondents. The
value displayed is the average score from all respondent based on
survey category.
-
Only administrator can access this module.
The fundamentals of user interface design principles has taken into account
while designing the prototype user interface. Scott, W.A. describes a collection of
principles for improving the quality of your user interface design. These principles
are:
i) The structure principle - organize the user interface purposefully, in
meaningful and useful ways based on clear, consistent models that are
apparent and recognizable to users.
ii) The simplicity principle - Common tasks simple to do, communicating
clearly and simply in the user’s own language.
iii) The visibility principle - Keep all needed options and materials for a given
task visible without distracting the user with extraneous or redundant
information.
iv) The feedback principle - Keep users informed of actions or interpretations,
changes of state or condition, and errors or exceptions
v) The tolerance principle - Flexible and tolerant, reducing the cost of mistakes
and misuse by allowing undoing and redoing.
28
vi) The reuse principle - Reuse internal and external components and behaviors,
maintaining consistency with purpose.
Entity relationship diagram, context diagram, data flow diagram and
flowchart is used to design data and system architecture. The diagrams can be
referred to Appendix E, F, G, and H respectively.
3.3.4
Implementation
In this phase, the design is translated into code. The prototype would be
developed as a windows application using Microsoft Visual Studio suite and Visual
Basic.Net as its programming language. The database application would be built in
SQL Server to store the data.
3.3.4.1 Hardware Requirement
Below is the list of hardware requirement in order to develop the prototype:
i)
Laptop
ii)
Processor – Intel Core 2 Duo T5550 (1.83 GHz)
iii)
RAM – 1 MB DDR2
iv)
Hard Disk – 160 GB
29
3.3.4.2 Software Requirement
Below is the list of software requirement in developing phase:
3.3.5
i)
Operating System – Windows XP/Vista
ii)
Programming application - Microsoft Visual Studio suite
iii)
Database - Microsoft SQL Server
Testing
The prototype is tested in this phase. There are three types of test involved
which are unit testing, system testing and user testing.
In unit testing, each unit or module of the prototype is tested individually to
ensure it works properly and as intended. In system testing, the prototype is tested as
whole. The separate prototype units are brought together and tested as whole to
ensure all of its can work and interact. In addition, it is also important to ensure the
prototype can interact with database, works on the intended platform, and produces
intended output.
For user testing, some teachers and students from Sekolah Menengah
Kebangsaan Taman Tun Dr Ismail, Selangor (SMK TTDI) has been chosen to test
the prototype. The testing is to examine user acceptance and to collect data as the
findings for this study.
30
3.3.6
Maintenance
The maintenance phase is the last phase of waterfall model and it is
important to ensure the functionality of a system can keep continue. For this project,
maintenance phase involves upgrade the units like adding new survey questions,
maintain the database, improving its user interface and other user requirement once
it delivered to the customer.
3.4
Summary
The method described in this chapter is used in order to accomplish this
study objective as stated in Chapter 1. Waterfall model is applied to ensure this
study execute with smoothly and systematically. In addition, social cognitive theory
is applied as the measurement model for information security awareness model. The
awareness and weights scale are from previous similar study by Kruger and Kearney
(2006). However, some modifications have been done to suit with secondary school
environment. Chapter 4 describes the findings for this study.
31
CHAPTER 4
INFORMATION SECURITY AWARENESS FOR TEACHER AND
STUDENT TOOL (ISATS)
4.1
Introduction
The focus of this chapter is to discuss the result of the prototype findings in
evaluating the information security awareness level among teacher and student at
secondary school. As the main prototype purpose to evaluate the information
security awareness level among teacher and student, it was being named ISATS –
Information Security Awareness Level for Teacher and Student Tool.
The test has carried out at SMKTTDI as described in Chapter 3, and has
given a result as expected. The findings will be described according to existing
ISATS modules.
32
4.2
Information Security Awareness For Teacher And Student Tool
(ISATS)
Specifically, there are five modules in this prototype as identified in Chapter
3 which are Admin Login, Teacher Category Survey, Student Category Survey,
Survey Result and Overall Survey Result.
4.2.1
Admin Login
Admin Login module is to authenticate the correct system administrator by
authorized the username and password (Figure 4.1). The purpose of admin login is
to monitor the prototype and only admin can access the overall survey result.
Figure 4.1: Login Form
After the correct login, automatically the Overall Result menu will appear
(Figure 4.2). The different can be seeing when the Overall Result menu disappears if
someone who are not administrator or end users using ISATS (Figure 4.3).
33
Figure 4.2: Admin Access Menu
Figure 4.3: End User Access Menu
34
4.3.2
Teacher Category Survey
Teacher Category Survey module is where the end user under teacher
category answer survey questions (Figure 4.4). The input for this module is the user
demographic information and answer for each question.
Figure 4.4: Teacher Category Survey
End user must completely answer all questions from the three dimensions
named Knowledge, Behavior and Attitude in order to obtain reliable result. Then the
user input will be passed to database after user press on Submit Survey button. The
survey output will be displayed in Survey Result module.
4.3.3
Student Category Survey
Basically, Student Category Survey (Figure 4.5) is similar with Teacher
Category Survey in terms of its functionality, data input and connection with
database. However, the questions for student are different with teacher based on
their age and computer or Internet experience.
35
Figure 4.5: Student Category Survey
4.3.4
Survey Result
The result of survey will automatically generate after end user press Submit
Survey button at Survey module. The result is calculated based on weight and
awareness scale. During the user testing, this module managed to work properly and
generate the weights and awareness scale (Figure 4.6).
Figure 4.6: Survey Result
36
The scale output can be viewed in bar chart, number and text form. It depicts
user knowledge, behavior and attitude level. The total of those three components
represents user information security awareness level. There is also an indicator of
awareness level whether Satisfactory, Average or Unsatisfactory.
Another output is user’s reference number which is unique and it can be used
if user would like to retrieve their result in future (Figure 4.7 and Figure 4.8). In
order to retrieve result, user must enter survey category whether Teacher or Student
and their reference number as data input.
Figure 4.7: Retrieve Survey Result (Student Example)
37
Figure 4.8: Retrieve Result (Teacher Category Example)
4.3.5
Overall Survey Result
As stated in Section 4.2.1, only ISATS administrator can access this module.
This module function is to generate the overall result for both categories. The
average of each dimension and awareness level is calculated in order to obtain the
output.
There is no data input from user in this module except for it needs for user
input to press each Generate Result button. The output is in bar chart, text and
number form.
38
Figure 4.9: Overall Survey Result
There are three sections in this module. First section is the overall teacher
result that displays the output of knowledge, behavior and attitude average. The
second section depicts the same output type but for student category. The third or
last section display overall awareness level result for both teacher and student.
Besides of viewing the average and overall level, this module also presents the
comparisons between teacher and student awareness level.
This module has worked properly during the user testing. From the collected
data, it has generated the average awareness level for 15 teachers and students which
are 93% and 67%. It shows that teacher got satisfactory awareness level and student
got average awareness level (Figure 4.9). However, the result can be change if more
data will be collected in future.
39
4.4 Summary
There are five modules of ISATS and each module has its own function to
evaluate information security awareness level. It shows that ISATS can be use in
future as an automated tool to evaluate information security awareness level among
teacher and student in secondary school. Discussion for this study will be discussed
in the next chapter.
40
CHAPTER 5
DISCUSSION
5.1
Introduction
The application of ABC model from social cognitive theory as the
assessment model and using automated tool to generate the output is the base for this
study. The development of ISATS and the user testing has shown positive result in
this study. However, there are a lot of viewpoint that can be taken into consideration
in order to produce better result.
5.2
Discussion of ISATS
From the user testing, we can see that ISATS has worked as intended. The
main points to test are its ability to process weights and awareness scale from user
answers and produce the output as expected. It is important with the aim of
achieving this study objective.
With the generated survey result in Result Survey module, ISATS has
achieved one of its objectives which is to identify the information security
awareness level of secondary school teacher and student. ISATS also can analyze
the survey result from overall survey input instead of individual survey result.
41
The application of ABC model as the base of awareness level assessment
and AHP to calculate the weights and awareness scale has shown that the next
objective which is to develop an appropriate model of information security
awareness to secondary teacher and student has achieved as well.
The positive feedback from users also gives optimistic view for this project.
They have given full cooperation in order to carry out the user testing. Furthermore,
ISATS has created new experience to most of the users.
Feedbacks from users are like they were curious to know detail about
information security awareness and eager to assess their information security
awareness level. There are some information security terms that they never know
before like “phishing”, social engineering and this has made them interested to know
detail about it.
Instead of manage to execute user testing and achieved this study aim, it also
has supplied new information to the users. Besides of get their awareness level, they
found new terms and knowledge as well. It gives the idea to expand the information
security awareness information or knowledge at secondary school environment
based on their positive feedback. Moreover, the users also give some useful opinions
to enhance ISATS especially in terms of interface design.
5.3
Summary
Discussion described in this chapter has proven that ISATS has achieved
its objectives. Although there are a few flaws especially for user interface design, it
can be enhanced in order to produce better result in future. Chapter 6 concludes all
this study, and discusses project limitation as well as future work suggestion.
42
CHAPTER 6
CONCLUSION
6.1
Introduction
This chapter concludes this study by discussing numerous limitations and the
right dimension for ISATS in the future. Besides, this chapter also summarized the
result of this study.
6.2
Limitations
Limitations identified for this study, as listed below:
i)
The survey questions are limited, which is one question for each
focus area for the three dimensions.
ii)
User interface is not properly design, due to time constraints and
researcher focus more on theory part.
43
iii)
Sample size for user testing is only 15 teachers and students. The
number of sample size should increase for future work in order to
achieve more accurate result.
6.3
Conclusion Remarks
Information security awareness is not a new thing but the continuous study is
needed to find improved and better way in order to create the awareness among
society. As our society is comprises of different group of age, lifestyle, status, job
and so on, the approach to create the awareness would be different as well.
There are a lot of secondary source regarding information security
awareness. In addition, there is study of information security awareness in school
environment. It shows that information security professional had identified that
school student and teacher as a group to convey the idea of awareness as well.
ISATS development can aid as an automated tool to evaluate their awareness
level. It can be use to indicate or compare the different before and after they know
about information security. However, there are some improvements that can
improve ISATS.
6.4
Future Work
ISATS has a potential to be improved further and provides more
functionality before it can be implemented in real world. Here are several examples
of future work suggestions:
44
i)
Create a question bank - The question can be randomly generated every
time it displayed to user. It can reduce answer learning among the user.
Besides, ISATS administrator can update the question bank with new
questions.
ii)
Improve user interface design – Some multimedia elements can be
integrated into ISATS especially for student category to add their
excitement while answering survey questions.
iii)
ISATS can be developed or upgraded as a web-based application. It is
easier mainly if more than one school is interested in using ISATS. The
school only needs to create an account and the users can access it online.
Therefore, the administrator does not have to install ISATS at each site
(school) and it can save budget.
iv)
The focus area can be modified as well. This is due to the latest issue that
we always encounter in computer and information security world.
v)
Provide dual-language (English and Malay language) so that user can
choose as there is some students who are not really literate in English. It
can affect their answer if they do not understand the questions need and
as a result, the output is not reliable.
Optimistically, ISATS can give contribution to information security
awareness field and other recommendations are welcomed so that ISATS can be
implemented successfully.
45
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49
APPENDIX A – GANTT CHART
50
APPENDIX B – SURVEY QUESTIONS
Teacher Category: Knowledge
51
Teacher Category: Behavior
52
Teacher Category: Attitude
53
Student Category: Knowledge
54
Student Category: Behavior
55
Student Category: Attitude
56
APPENDIX C – TOP INTERNET MAIN USE SURVEY QUESTIONS
TEACHER CATEGORY
INFORMATION SECURITY QUESTIONNAIRE
Directions: Please answer the questions honestly and to the best of your
I am conducting a survey to evaluate the level of information security awareness
among teachers at secondary school. I would appreciate if you could spare 10
minutes to answer a few brief questions about information security.
ability. All information is confidential.
Part A: Background Information
Age : _____
Gender: _________
School: _______________________________________________
1.
On average, how much time do you spend on the Internet per day?
A. < 2 hours
B. 2 – 4 hours
C. 4 – 6 hours
D. > 6 hours
2.
What are your top three main uses for the Internet?
□ Email
□ Shopping
□ Chatting
□ Work
□ Games
□ Banking/Paying bills
□ Social network sites (eg. MySpace, Friendster, etc.)
□ Others (please specify) __________________________
3.
Please tick (l) security related terms that you understand.
□ Virus
□ Hacker
□ Firewall
□ Spyware
□ Phishing
□ Identity theft
□ Worm
□ Trojan horse
57
STUDENT CATEGORY
SOAL SELIDIK KESEDARAN KESELAMATAN MAKLUMAT DI KALANGAN
PELAJAR SEKOLAH MENENGAH
ARAHAN: SILA JAWAB SOALAN DI BAWAH DENGAN JUJUR. SEGALA
MAKLUMAT AKAN DIRAHSIAKAN.
Bahagian A: Maklumat Latarbelakang
Umur : _____
Jantina: _________
Tingkatan: __________
Sekolah: __________________
1.
Secara purata, berapa banyak masa yang anda habiskan untuk melayari
Internet setiap hari?
A. < 2 jam
B. 2 – 4 jam
C. 4 – 6 jam
D. > 6 jam
2.
Apakah tiga perkara utama yang anda lakukan sewaktu melayari Internet?
(Tandakan 3 sahaja)
□ Email
□ Membeli belah
□ Berbual (chatting)
□ Kerja sekolah
□ Permainan komputer
□ Laman rangkaian sosial (cth. MySpace, Friendster, dll.)
□ Lain-lain (sila nyatakan) __________________________
3.
Tandakan istilah mengenai keselamatan komputer yang anda fahami.
□ Virus
□ Hacker
□ Firewall
□ Spyware
□ Phishing
□ Pencuri Identiti / Identity theft
□ Worm
□ Trojan horse
58
APPENDIX D - ENTITY RELATIONSHIP DIAGRAM
password
username
Admin
TeachTotal
TeachAttitud
1
1
StudTotal
StudKnow
monitor
TeachRefNo
M
M
Teacher
TeachAge
StudBehav
TeachKnow
StudRefNo
Student
M
TeachBehav
StudAttitude
StudGender
TeachGender
StudAge
accumulate
result
accumulate
result
TeachAver
AllTeachKnow
StudAverage
1
AllStudBehav
AllTeachAttitude
1
AllStudent
AllTeacher
AllTeachBehav
AllStudKnow
AllStudAttitude
59
APPENDIX E- CONTEXT DIAGRAM
Admin
Username and
password
Authorized
admin
Answer survey
Teacher
Survey Result
Reference No.
Retrieved survey result
Answer survey
ISATS
Survey Result
Reference No.
Retrieved survey result
Student
60
APPENDIX F– DATA FLOW DIAGRAM
U s e rn a m e a n d
p a s s w o rd
A d m in
1 .0
A d m in d a ta
A u th e n tic a te
D 1
A d m in
A d m in in f o
A u th o riz e d a d m in
T e a c h e r re s u lt d a ta
R e q u e s t o v e r a ll
r e s u lt
A llT e a c h e r
D 1
2 .0
O v e r a ll r e s u lt
s u m m a ry
T e a c h e r o v e r a ll
G e n e ra te
o v e r a ll r e s u lt
S tu d e n t r e s u lt d a ta
D 2
in f o r m a t io n
A llS tu d e n t
S tu d e n t o v e r a ll in fo r m a tio n
T e a ch e r
S u rv e y a n s w e r
S u rv e y a n s w e r
3 .0
C a lc u la t e
w e ig h ta g e
T e a c h e r w e ig h ta g e d a ta
S tu d e n t w e ig h ta g e d a ta
D 3
T e a ch e r
D 4
S t u d e n t w e ig h ta g e in f o r m a t io n
S tu d e n t
T e a c h e r r e s u lt
S tu d e n t r e s u lt
4 .0
G e n e ra te
s u r v e y r e s u lt
T e a c h e r w e ig h ta g e in fo r m a tio n
S tu d e n t
61
APPENDIX G – FLOWCHART
FLOWCHART – MAIN MENU
Start
5
System
Survey
Result
yes
yes
yes
1
2
3
62
FLOWCHART – SYSTEM
1
Admin login
Admin logoff
Username
and
password
Logout
exit
No
Verifying authentication
Valid login
Yes
5
Exit
4
63
FLOWCHART – SURVEY
2
Teacher
Student
Yes
Yes
No
No
No
Key-in survey
answer
Key-in survey
answer
Submit survey
Submit survey
3
4
5
64
FLOWCHART – RESULT
3
Survey
result
Overall
result
Yes
Yes
No
IS awareness
level
Generate all survey
result
Retrieve
result
Yes
No
Display all survey
result
Select category
Reference no
4
5
65
APPENDIX H – ISATS SOURCE CODE
MAIN MENU MODULE
Public Class frmMain1
Private Sub lblAdmin_MouseHover(ByVal sender As Object, ByVal e As
System.EventArgs) Handles lblSystem.MouseHover
Panel1.Visible = True
End Sub
Private Sub lblSurvey_MouseHover(ByVal sender As Object, ByVal e
As System.EventArgs) Handles lblSurvey.MouseHover
Panel2.Visible = True
End Sub
Private Sub lblReport_MouseHover(ByVal sender As Object, ByVal e
As System.EventArgs) Handles lblReport.MouseHover
Panel3.Visible = True
End Sub
Private Sub Panel1_MouseLeave(ByVal sender As Object, ByVal e As
System.EventArgs) Handles Panel1.MouseLeave
Panel1.Visible = False
End Sub
Private Sub Panel2_MouseLeave(ByVal sender As Object, ByVal e As
System.EventArgs) Handles Panel2.MouseLeave
Panel2.Visible = False
End Sub
Private Sub Panel3_MouseLeave(ByVal sender As Object, ByVal e As
System.EventArgs) Handles Panel3.MouseLeave
Panel3.Visible = False
End Sub
Private Sub lblStudent_Click(ByVal sender As System.Object, ByVal
e As System.EventArgs) Handles lblStudent.Click
'show form
frmStudent.Show()
Me.Hide()
End Sub
Private Sub lblTeacher_Click(ByVal sender As System.Object, ByVal
e As System.EventArgs) Handles lblTeacher.Click
Me.Hide()
frmTeacher.Show()
End Sub
Private Sub lblResult_Click(ByVal sender As System.Object, ByVal e
As System.EventArgs) Handles lblResult.Click
Me.Hide()
66
frmResult.Show()
End Sub
Private Sub lblOverall_Click(ByVal sender As System.Object, ByVal
e As System.EventArgs) Handles lblOverall.Click
Me.Hide()
frmOverall.Show()
End Sub
Private Sub lblAdmin_Click(ByVal sender As System.Object, ByVal e
As System.EventArgs) Handles lblAdmin.Click
LoginForm1.Show()
Me.Hide()
End Sub
Private Sub lblLogoff_Click(ByVal sender As System.Object, ByVal e
As System.EventArgs) Handles lblLogoff.Click
lblWelcome.Visible = False
lblOverall.Visible = False
MsgBox("You've been signed out from system")
End Sub
Private Sub Label2_Click(ByVal sender As System.Object, ByVal e As
System.EventArgs) Handles Label2.Click
Me.Close()
End Sub
End Class
67
TEACHER CATEGORY SURVEY MODULE
Public Class frmTeacher
Dim TeachKnow As Integer = 0
Dim TeachBehav As Integer = 0
Dim TeachAtt As Integer = 0
Private Sub frmTeacher_Load(ByVal sender As System.Object, ByVal e
As System.EventArgs) Handles MyBase.Load
'fill data adapter
SqlDataAdapter1.Fill(DsTeachInfo1)
myTransfer.Fill(DsTransfer1)
End Sub
Private Sub rdbK1b_CheckedChanged(ByVal sender As System.Object,
ByVal e As System.EventArgs) Handles rdbK1b.CheckedChanged
TeachKnow = TeachKnow + 6
End Sub
Private Sub rdbKa2_CheckedChanged(ByVal sender As System.Object,
ByVal e As System.EventArgs) Handles rdbKa2.CheckedChanged
TeachKnow = TeachKnow + 6
End Sub
Private Sub rdbK3a_CheckedChanged(ByVal sender As System.Object,
ByVal e As System.EventArgs) Handles rdbK3a.CheckedChanged
TeachKnow = TeachKnow + 6
End Sub
Private Sub rdbK4a_CheckedChanged(ByVal sender As System.Object,
ByVal e As System.EventArgs) Handles rdbK4a.CheckedChanged
TeachKnow = TeachKnow + 6
End Sub
Private Sub rdbK5c_CheckedChanged(ByVal sender As System.Object,
ByVal e As System.EventArgs) Handles rdbK5c.CheckedChanged
TeachKnow = TeachKnow + 6
End Sub
Private Sub rdbB1d_CheckedChanged(ByVal sender As System.Object,
ByVal e As System.EventArgs) Handles rdbB1d.CheckedChanged
TeachBehav = TeachBehav + 10
End Sub
Private Sub rdbB1c_CheckedChanged(ByVal sender As System.Object,
ByVal e As System.EventArgs) Handles rdbB1c.CheckedChanged
TeachBehav = TeachBehav + 5
End Sub
Private Sub rdbB2a_CheckedChanged(ByVal sender As System.Object,
ByVal e As System.EventArgs) Handles rdbB2a.CheckedChanged
TeachBehav = TeachBehav + 10
End Sub
68
Private Sub rdbB3d_CheckedChanged(ByVal sender As System.Object,
ByVal e As System.EventArgs) Handles rdbB3d.CheckedChanged
TeachBehav = TeachBehav + 10
End Sub
Private Sub rdbB3c_CheckedChanged(ByVal sender As System.Object,
ByVal e As System.EventArgs) Handles rdbB3c.CheckedChanged
TeachBehav = TeachBehav + 5
End Sub
Private Sub rdbB4a_CheckedChanged(ByVal sender As System.Object,
ByVal e As System.EventArgs) Handles rdbB4a.CheckedChanged
TeachBehav = TeachBehav + 10
End Sub
Private Sub rdbB5b_CheckedChanged(ByVal sender As System.Object,
ByVal e As System.EventArgs) Handles rdbB5b.CheckedChanged
TeachBehav = TeachBehav + 10
End Sub
Private Sub rdbB5bc_CheckedChanged(ByVal sender As System.Object,
ByVal e As System.EventArgs) Handles rdbB5bc.CheckedChanged
TeachBehav = TeachBehav + 10
End Sub
Private Sub rdbA1a_CheckedChanged(ByVal sender As System.Object,
ByVal e As System.EventArgs) Handles rdbA1a.CheckedChanged
TeachAtt = TeachAtt + 4
End Sub
Private Sub rdbA2b_CheckedChanged(ByVal sender As System.Object,
ByVal e As System.EventArgs) Handles rdbA2b.CheckedChanged
TeachAtt = TeachAtt + 4
End Sub
Private Sub rdbA3a_CheckedChanged(ByVal sender As System.Object,
ByVal e As System.EventArgs) Handles rdbA3a.CheckedChanged
TeachAtt = TeachAtt + 4
End Sub
Private Sub rdbA3b_CheckedChanged(ByVal sender As System.Object,
ByVal e As System.EventArgs) Handles rdbA3b.CheckedChanged
TeachAtt = TeachAtt + 2
End Sub
Private Sub rdbA4a_CheckedChanged(ByVal sender As System.Object,
ByVal e As System.EventArgs) Handles rdbA4a.CheckedChanged
TeachAtt = TeachAtt + 4
End Sub
Private Sub rdbA4b_CheckedChanged(ByVal sender As System.Object,
ByVal e As System.EventArgs) Handles rdbA4b.CheckedChanged
TeachAtt = TeachAtt + 2
End Sub
69
Private Sub rdbA5a_CheckedChanged(ByVal sender As System.Object,
ByVal e As System.EventArgs) Handles rdbA5a.CheckedChanged
TeachAtt = TeachAtt + 4
End Sub
Private Sub rdbA5b_CheckedChanged(ByVal sender As System.Object,
ByVal e As System.EventArgs) Handles rdbA5b.CheckedChanged
TeachAtt = TeachAtt + 2
End Sub
Private Sub btnSubmit_Click(ByVal sender As System.Object, ByVal e
As System.EventArgs) Handles btnSubmit.Click
'insert(New row)
Dim drNewRow As DataRow =
DsTeachInfo1.Tables("Teacher").NewRow
drNewRow("TeachKnow") = TeachKnow
drNewRow("TeachAttitude") = TeachAtt
drNewRow("TeachBehav") = TeachBehav
drNewRow("TeachGender") = cboGenderT.Text
drNewRow("TeachAge") = Val(txtAgeT.Text)
DsTeachInfo1.Tables("Teacher").Rows.Add(drNewRow)
SqlDataAdapter1.Update(DsTeachInfo1)
drNewRow.AcceptChanges()
'update total value in AllTeacher table
CalcTotal()
calcTotalBehav()
calcTotalAttit()
'display category on frmResult
frmResult.lblCategory.Text = "Teacher"
'show form result
Me.Close()
frmResult.Show()
End Sub
Public Sub CalcTotal()
'update total value
Dim strKnow As String
strKnow = "UPDATE AllTeacher SET TotKnow =TotKnow + " &
TeachKnow
myTransfer.SelectCommand.CommandText = strKnow
myTransfer.Update(DsTransfer1)
myTransfer.Fill(DsTransfer1)
End Sub
Public Sub calcTotalBehav()
Dim strBehav As String
strBehav = "UPDATE AllTeacher SET TotBehav =TotBehav + " &
TeachBehav
70
myTransfer.SelectCommand.CommandText = strBehav
myTransfer.Update(DsTransfer1)
myTransfer.Fill(DsTransfer1)
End Sub
Public Sub calcTotalAttit()
Dim strAtt As String
strAtt = "UPDATE AllTeacher SET TotAtt =TotAtt + " & TeachAtt
myTransfer.SelectCommand.CommandText = strAtt
myTransfer.Update(DsTransfer1)
myTransfer.Fill(DsTransfer1)
End Sub
Private Sub btnHome_Click(ByVal sender As System.Object, ByVal e
As System.EventArgs) Handles btnHome.Click
Me.Close()
frmMain1.Show()
End Sub
Private Sub btnExit_Click(ByVal sender As System.Object, ByVal e
As System.EventArgs) Handles btnExit.Click
End
End Sub
End Class
71
STUDENT CATEGORY SURVEY
Public Class frmStudent
Dim knowStudent As Integer = 0
Dim BehavStudent As Integer = 0
Dim AttStudent As Integer = 0
Private Sub frmStudent_Load(ByVal sender As System.Object, ByVal e
As System.EventArgs) Handles MyBase.Load
'fill data adapter
SqlDataAdapter1.Update(DsStudent1)
myStudent.Fill(DsMyStudent1)
End Sub
Private Sub rdbQK1c_CheckedChanged(ByVal sender As System.Object,
ByVal e As System.EventArgs) Handles rdbQK1c.CheckedChanged
knowStudent = knowStudent + 6
End Sub
Private Sub rdbQ2a_CheckedChanged(ByVal sender As System.Object,
ByVal e As System.EventArgs) Handles rdbQ2a.CheckedChanged
knowStudent = knowStudent + 6
End Sub
Private Sub rdbQK3b_CheckedChanged(ByVal sender As System.Object,
ByVal e As System.EventArgs) Handles rdbQK3b.CheckedChanged
knowStudent = knowStudent + 6
End Sub
Private Sub rdbQK4b_CheckedChanged(ByVal sender As System.Object,
ByVal e As System.EventArgs) Handles rdbQK4b.CheckedChanged
knowStudent = knowStudent + 6
End Sub
Private Sub rdbQK5a_CheckedChanged(ByVal sender As System.Object,
ByVal e As System.EventArgs) Handles rdbQK5a.CheckedChanged
knowStudent = knowStudent + 6
End Sub
Private Sub btnSubmit_Click(ByVal sender As System.Object, ByVal e
As System.EventArgs) Handles btnSubmit.Click
'insert(New row)
Dim drNewRow As DataRow = DsStudent1.Tables("Student").NewRow
drNewRow("StudKnow") = knowStudent
drNewRow("StudAttitude") = AttStudent
drNewRow("StudBehav") = BehavStudent
drNewRow("StudGender") = cboGender.Text
'drNewRow("SurveyDate") = lblTimer.Text
drNewRow("StudAge") = Val(txtAge.Text)
DsStudent1.Tables("Student").Rows.Add(drNewRow)
SqlDataAdapter1.Update(DsStudent1)
72
drNewRow.AcceptChanges()
'update total awareness level
CalcTotal()
calcTotalBehav()
calcTotalAtt()
'set category
frmResult.lblCategory.Text = "Student"
'go to chart output
Me.Close()
frmResult.Show()
End Sub
Private Sub rdbB2_CheckedChanged(ByVal sender As System.Object,
ByVal e As System.EventArgs) Handles rdbB2.CheckedChanged
BehavStudent = BehavStudent + 10
End Sub
Private Sub rdbQB2a_CheckedChanged(ByVal sender As System.Object,
ByVal e As System.EventArgs) Handles rdbQB2a.CheckedChanged
BehavStudent = BehavStudent + 10
End Sub
Private Sub rdbQB2b_CheckedChanged(ByVal sender As System.Object,
ByVal e As System.EventArgs) Handles rdbQB2b.CheckedChanged
BehavStudent = BehavStudent + 5
End Sub
Private Sub rdbQB2c_CheckedChanged(ByVal sender As System.Object,
ByVal e As System.EventArgs) Handles rdbQB2c.CheckedChanged
BehavStudent = BehavStudent + 3
End Sub
Private Sub rdbQB3b_CheckedChanged(ByVal sender As System.Object,
ByVal e As System.EventArgs) Handles rdbQB3b.CheckedChanged
BehavStudent = BehavStudent + 10
End Sub
Private Sub rdbQB3c_CheckedChanged(ByVal sender As System.Object,
ByVal e As System.EventArgs) Handles rdbQB3c.CheckedChanged
BehavStudent = BehavStudent + 10
End Sub
Private Sub rdbQB4a_CheckedChanged(ByVal sender As System.Object,
ByVal e As System.EventArgs) Handles rdbQB4a.CheckedChanged
BehavStudent = BehavStudent + 10
End Sub
Private Sub rdbQB5a_CheckedChanged(ByVal sender As System.Object,
ByVal e As System.EventArgs) Handles rdbQB5a.CheckedChanged
BehavStudent = BehavStudent + 10
End Sub
73
Private Sub rdbQA1b_CheckedChanged(ByVal sender As System.Object,
ByVal e As System.EventArgs) Handles rdbQA1b.CheckedChanged
AttStudent = AttStudent + 4
End Sub
Private Sub rdbQA2b_CheckedChanged(ByVal sender As System.Object,
ByVal e As System.EventArgs) Handles rdbQA2b.CheckedChanged
AttStudent = AttStudent + 4
End Sub
Private Sub rdbQA3b_CheckedChanged(ByVal sender As System.Object,
ByVal e As System.EventArgs) Handles rdbQA3b.CheckedChanged
AttStudent = AttStudent + 4
End Sub
Private Sub rdbQA4b_CheckedChanged(ByVal sender As System.Object,
ByVal e As System.EventArgs) Handles rdbQA4b.CheckedChanged
AttStudent = AttStudent + 4
End Sub
Private Sub rdbQA5a_CheckedChanged(ByVal sender As System.Object,
ByVal e As System.EventArgs) Handles rdbQA5a.CheckedChanged
AttStudent = AttStudent + 4
End Sub
Private Sub rdbQA5b_CheckedChanged(ByVal sender As System.Object,
ByVal e As System.EventArgs) Handles rdbQA5b.CheckedChanged
AttStudent = AttStudent + 2
End Sub
Private Sub rdbQA5c_CheckedChanged(ByVal sender As System.Object,
ByVal e As System.EventArgs) Handles rdbQA5c.CheckedChanged
AttStudent = AttStudent + 1
End Sub
Public Sub CalcTotal()
'update total value
Dim strKnow As String
strKnow = "UPDATE AllStudent SET TotKnowStud =TotKnowStud + "
& knowStudent
myStudent.SelectCommand.CommandText = strknow
myStudent.Update(DsMyStudent1)
myStudent.Fill(DsMyStudent1)
End Sub
Public Sub calcTotalBehav()
Dim strBehav As String
strBehav = "UPDATE AllStudent SET TotBehavStud =TotBehavStud +
" & BehavStudent
myStudent.SelectCommand.CommandText = strBehav
74
myStudent.Update(DsMyStudent1)
myStudent.Fill(DsMyStudent1)
End Sub
Public Sub calcTotalAtt()
Dim strAtt As String
strAtt = "UPDATE AllStudent SET TotAttitStud =TotAttitStud + "
& AttStudent
myStudent.SelectCommand.CommandText = strAtt
myStudent.Update(DsMyStudent1)
myStudent.Fill(DsMyStudent1)
End Sub
Private Sub btnHome_Click(ByVal sender As System.Object, ByVal e
As System.EventArgs) Handles btnHome.Click
Me.Close()
frmMain1.Show()
End Sub
Private Sub btnExit_Click(ByVal sender As System.Object, ByVal e
As System.EventArgs) Handles btnExit.Click
End
End Sub
End Class
75
SURVEY RESULT MODULE
Public Class frmResult
Public Sub createChart()
Dim I As Integer = 3
'First Step
AxMSChart1.RowCount = 1 'Specify count of rows to be 5
AxMSChart1.ColumnCount = 3 'Specify count of graphs to be 2
If lblCategory.Text = "Student" Then
'the loop
For I = 1 To AxMSChart1.RowCount 'Here it is dynamically
and will work in all cases of values for AxMSChart1.Row
'Set that we want to edit the row "I"
AxMSChart1.Row = I
'Setting it's label to I
AxMSChart1.RowLabel = I
'Editing the first graph
AxMSChart1.Column = 1 'Set that I want to edit the
second graph
AxMSChart1.Data = txtKnowledge.Text
'Editing the second Graph
AxMSChart1.Column = 2 'Set that I want to edit the
second graph
AxMSChart1.Data = txtBehavior.Text
'editing the third Graph
AxMSChart1.Column = 3 'Set that I want to edit the
second graph
AxMSChart1.Data = txtAttitude.Text
Next
ElseIf lblCategory.Text = "Teacher" Then
For I = 1 To AxMSChart1.RowCount 'Here it is dynamically
and will work in all cases of values for AxMSChart1.Row
'Set that we want to edit the row "I"
AxMSChart1.Row = I
'Setting it's label to I
AxMSChart1.RowLabel = I
'Editing the first graph
AxMSChart1.Column = 1 'Set that I want to edit the
second graph
AxMSChart1.Data = txtKnowT.Text
'Editing the second Graph
AxMSChart1.Column = 2 'Set that I want to edit the
second graph
76
AxMSChart1.Data = txtBehavT.Text
'editing the third Graph
AxMSChart1.Column = 3 'Set that I want to edit the
second graph
AxMSChart1.Data = txtAttiT.Text
Next
End If
End Sub
Private Sub frmResult_Load(ByVal sender As System.Object, ByVal e As
System.EventArgs) Handles MyBase.Load
Dim strLast As String
DsChart1.Clear()
DsChartT1.Clear()
If (lblCategory.Text) = "Student" Then
'visible group box
GroupBox1.Visible = True
'load database
strLast = "SELECT
StudRefNo,StudKnow,StudAttitude,StudBehav FROM Student WHERE StudRefNo
= (SELECT MAX(StudRefNo)FROM Student)"
myData.SelectCommand.CommandText = strLast
myData.Fill(DsChart1)
TotalStudent()
ElseIf (lblCategory.Text) = "Teacher" Then
GroupBox4.Visible = True
strLast = "SELECT
TeachRefNo,TeachKnow,TeachAttitude,TeachBehav FROM Teacher WHERE
TeachRefNo = (SELECT MAX(TeachRefNo)FROM Teacher)"
myTeachData.SelectCommand.CommandText = strLast
myTeachData.Fill(DsChartT1)
TotalTeacher()
End If
createChart()
End Sub
Private Sub btnHome_Click(ByVal sender As System.Object, ByVal e
As System.EventArgs) Handles btnHome.Click
Me.Close()
frmMain1.Show()
End Sub
Public Sub FindTeacher()
Dim strSelectString As String
DsChartT1.Clear()
strSelectString = "SELECT * FROM Teacher WHERE TeachRefNo =" &
txtRef.Text
77
myTeachData.SelectCommand.CommandText = strSelectString
myTeachData.Fill(DsChartT1)
lblCategory.Text = "Teacher"
End Sub
Public Sub FindStudent()
Dim strSelectString As String
DsChart1.Clear()
strSelectString = "SELECT * FROM Student WHERE StudRefNo =" &
txtRef.Text
myData.SelectCommand.CommandText = strSelectString
myData.Fill(DsChart1)
lblCategory.Text = "Student"
End Sub
Public Sub TotalStudent()
Dim StdTotal As Integer
StdTotal = Val(txtKnowledge.Text) + Val(txtBehavior.Text) +
Val(txtAttitude.Text)
txtTotal.Text = StdTotal & "%"
If StdTotal >= 80 Then
lblIndStud.Text = "Satisfactory"
ElseIf StdTotal >= 60 And StdTotal <= 79 Then
lblIndStud.Text = "Average"
Else
lblIndStud.Text = "Unsatisfactory!!"
lblIndStud.ForeColor = Color.Red
End If
lblRef.Visible = True
End Sub
Public Sub TotalTeacher()
Dim TeachTotal As Integer
TeachTotal = Val(txtKnowT.Text) + Val(txtBehavT.Text) +
Val(txtAttiT.Text)
txtTotalT.Text = TeachTotal & "%"
If TeachTotal >= 80 Then
lblIndTeach.Text = "Satisfactory"
ElseIf TeachTotal >= 60 And TeachTotal <= 79 Then
lblIndTeach.Text = "Average"
Else
lblIndTeach.Text = "Unsatisfactory!!"
lblIndTeach.ForeColor = Color.Red
End If
lblRefT.Visible = True
End Sub
Private Sub btnResult_Click(ByVal sender As System.Object, ByVal e
As System.EventArgs) Handles btnResult.Click
Dim intnumrows As Integer
If cboCategory.Text = "Teacher" Then
FindTeacher()
intNumRows = DsChartT1.Tables("Teacher").Rows.Count
78
If intNumRows = 0 Then
MsgBox("Nobody with that reference number")
txtRef.Text = ""
Exit Sub
End If
GroupBox4.Visible = True
GroupBox1.Visible = False
lblRef.Visible = False
TotalTeacher()
createChart()
ElseIf cboCategory.Text = "Student" Then
FindStudent()
intnumrows = DsChart1.Tables("Student").Rows.Count
If intnumrows = 0 Then
MsgBox("Nobody with that reference number")
txtRef.Text = ""
Exit Sub
End If
GroupBox1.Visible = True
GroupBox4.Visible = False
lblRefT.Visible = False
TotalStudent()
createChart()
End If
End Sub
Private Sub cboCategory_SelectedIndexChanged(ByVal sender As
System.Object, ByVal e As System.EventArgs) Handles
cboCategory.SelectedIndexChanged
GroupBox1.Visible = False
GroupBox4.Visible = False
txtRef.Text = ""
End Sub
Private Sub btnExit_Click(ByVal sender As System.Object, ByVal e
As System.EventArgs) Handles btnExit.Click
End
End Sub
End Class
79
OVERALL RESULT MODULE
Public Class frmOverall
Dim kT, bT, aT, kS, bS, atS As Double
Dim totStud, totTeach As Integer
Private Sub frmOverall_Load(ByVal sender As System.Object, ByVal e
As System.EventArgs) Handles MyBase.Load
'clear data adapter
DsConnTeacher1.Clear()
DsConnStudent1.Clear()
End Sub
Public Sub countTeacher()
Dim strCount As String
'DsConnTeacher1.Clear()
strCount = "update AllTeacher set TotTeach=(SELECT COUNT
(TeachRefNo) FROM Teacher) "
connTeacher.SelectCommand.CommandText = strCount
connTeacher.Update(DsConnTeacher1)
connTeacher.Fill(DsConnTeacher1)
kT = (lblKT.Text) / (lblTotTeach.Text)
bT = (lblBT.Text) / (lblTotTeach.Text)
aT = Val(lblAT.Text)/ Val(lblTotTeach.Text)
End Sub
Public Sub countStudent()
Dim strCount As String
'DsConnStudent1.Clear()
strCount = "update AllStudent set TotStudent=(SELECT COUNT
(StudRefNo) FROM Student) "
connStudent.SelectCommand.CommandText = strCount
connStudent.Update(DsConnStudent1)
connStudent.Fill(DsConnStudent1)
kS = (lblKS.Text) / (lblTotStud.Text)
bS = (lblBS.Text) / (lblTotStud.Text)
atS = Val(lblAS.Text)/ Val(lblTotStud.Text)
End Sub
Public Sub AveKnowT()
Dim strKnow As String
strKnow = "UPDATE AllTeacher SET AveKnow =" & kT
connTeacher.SelectCommand.CommandText = strKnow
80
connTeacher.Update(DsConnTeacher1)
connTeacher.Fill(DsConnTeacher1)
End Sub
Public Sub aveBehavT()
Dim strBehav As String
strBehav = "UPDATE AllTeacher SET AveBehav =" & bT
connTeacher.SelectCommand.CommandText = strBehav
connTeacher.Update(DsConnTeacher1)
connTeacher.Fill(DsConnTeacher1)
End Sub
Public Sub aveAttiT()
Dim strAtt As String
strAtt = "UPDATE AllTeacher SET AveAtt =" & aT
connTeacher.SelectCommand.CommandText = strAtt
connTeacher.Update(DsConnTeacher1)
connTeacher.Fill(DsConnTeacher1)
End Sub
Public Sub knowS()
Dim strKnow As String
strKnow = "UPDATE AllStudent SET AveKnowStud =" & kS
connStudent.SelectCommand.CommandText = strKnow
connStudent.Update(DsConnStudent1)
connStudent.Fill(DsConnStudent1)
End Sub
Public Sub BehavS()
Dim strBehav As String
strBehav = "UPDATE AllStudent SET AveBehavStud =" & bS
connStudent.SelectCommand.CommandText = strBehav
connStudent.Update(DsConnStudent1)
connStudent.Fill(DsConnStudent1)
End Sub
81
Public Sub AttS()
Dim strAtt As String
strAtt = "UPDATE AllStudent SET AveAttitStud =" & atS
connStudent.SelectCommand.CommandText = strAtt
connStudent.Update(DsConnStudent1)
connStudent.Fill(DsConnStudent1)
End Sub
Public Sub createChart()
Dim I As Integer = 3
'First Step
AxMSChart1.RowCount = 1 'Specify count of
AxMSChart1.ColumnCount = 3 'Specify count
AxMSChart2.RowCount = 1 'Specify count of
AxMSChart2.ColumnCount = 3 'Specify count
rows to be 5
of graphs to be 2
rows to be 5
of graphs to be 2
'the loop
For I = 1 To AxMSChart1.RowCount 'Here it is dynamically and
will work in all cases of values for AxMSChart1.Row
'Set that we want to edit the row "I"
AxMSChart1.Row = I
AxMSChart2.Row = I
'Setting it's label to I
AxMSChart1.RowLabel = I
AxMSChart1.RowLabel = I
'Editing the first graph
AxMSChart1.Column = 1 'Set that I want to edit the second
graph
AxMSChart1.Data = txtAverKnowS.Text
AxMSChart2.Column = 1 'Set that I want to edit the second
graph
AxMSChart2.Data = txtAveKnowT.Text
'Editing the second Graph
AxMSChart1.Column = 2 'Set that I want to edit the second
graph
AxMSChart1.Data = txtAveBehavS.Text
AxMSChart2.Column = 2 'Set that I want to edit the second
graph
AxMSChart2.Data = txtAveBehavT.Text
'editing the third Graph
AxMSChart1.Column = 3 'Set that I want to edit the second
graph
AxMSChart1.Data = txtAverAttiS.Text
AxMSChart2.Column = 3 'Set that I want to edit the second
graph
AxMSChart2.Data = txtAverAttiT.Text
Next
End Sub
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Private Sub btnHome_Click(ByVal sender As System.Object, ByVal e
As System.EventArgs) Handles btnHome.Click
frmMain1.Show()
Me.Close()
End Sub
Private Sub btnTeacher_Click(ByVal sender As System.Object, ByVal
e As System.EventArgs) Handles btnTeacher.Click
Dim mangkuk As String
DsConnStudent1.Clear()
mangkuk = "SELECT * FROM AllTeacher"
connTeacher.SelectCommand.CommandText = mangkuk
connTeacher.Fill(DsConnTeacher1)
'count average
countTeacher()
'update average value
AveKnowT()
aveBehavT()
aveAttiT()
'display value
txtAveKnowT.Text = Int(kT)
txtAveBehavT.Text = Int(bT)
txtAverAttiT.Text = Int(aT)
'generate chart
createChart()
End Sub
Private Sub btnStudent_Click(ByVal sender As System.Object, ByVal
e As System.EventArgs) Handles btnStudent.Click
Dim mangkuk As String
DsConnStudent1.Clear()
mangkuk = "SELECT * FROM AllStudent"
connStudent.SelectCommand.CommandText = mangkuk
connStudent.Fill(DsConnStudent1)
'count average
countStudent()
'update average value
knowS()
BehavS()
AttS()
'display value
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txtAverKnowS.Text = Int(kS)
txtAveBehavS.Text = Int(bS)
txtAverAttiS.Text = Int(atS)
'generate chart
createChart()
End Sub
Public Sub TotAverTeacher()
Dim totTeach As Integer
totTeach = Int(kT + aT + bT)
txtTeachT.Text = totTeach
If totTeach >= 80 Then
lblIndTeach.Text = "Satisfactory"
ElseIf totTeach >= 60 And totTeach <= 79 Then
lblIndTeach.Text = "Average"
Else
lblIndTeach.Text = "Unsatisfactory!!"
lblIndTeach.ForeColor = Color.Red
End If
End Sub
Public Sub TotAverStudent()
totStud = (kS + atS + bS)
txtStudentS.Text = Int(totStud)
If totStud >= 80 Then
lblIndS.Text = "Satisfactory"
ElseIf totStud >= 60 And totStud <= 79 Then
lblIndS.Text = "Average"
Else
lblIndS.Text = "Unsatisfactory!!"
lblIndS.ForeColor = Color.Red
End If
End Sub
Public Sub createPieChart()
Dim I As Integer = 3
'First Step
AxMSChart3.RowCount = 1 'Specify count of rows to be 1
AxMSChart3.ColumnCount = 2 'Specify count of graphs to be 3
'the loop
For I = 1 To AxMSChart3.RowCount 'Here it is dynamically and
will work in all cases of values for AxMSChart1.Row
'Set that we want to edit the row "I"
AxMSChart3.Row = I
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'Setting it's label to I
AxMSChart3.RowLabel = I
'Editing the first graph
AxMSChart3.Column = 1 'Set that I want to edit the second
graph
AxMSChart3.Data = txtTeachT.Text
'Editing the second Graph
AxMSChart3.Column = 2 'Set that I want to edit the second
graph
AxMSChart3.Data = totStud
Next
End Sub
Private Sub btnOverall_Click(ByVal sender As System.Object, ByVal
e As System.EventArgs) Handles btnOverall.Click
TotAverStudent()
TotAverTeacher()
createPieChart()
AxMSChart3.Visible = True
gbxPie.Visible = True
End Sub
Private Sub btnExit_Click(ByVal sender As System.Object, ByVal e
As System.EventArgs) Handles btnExit.Click
End
End Sub
End Class