MANAGEMENT INFORMATION SYSTEMS AND STUDENT
PERFORMANCE. “A CASE STUDY OF KAMPALA INTERNATIONAL
SCHOOL UGANDA”
Submitted to
ROBERT BUGA
F17/79
In partial fulfillment of the requirements
For the award of the degree
Of
Masters Degree in Business Administration
In
(Information Technology)
Under the guidance of
Dr. Tom Nsubuga
BONAFIDE CERTIFICATE
This thesis entitled “MANAGEMENT INFORMATION SYSTEMS AND
STUDENT PERFORMANCE. “A CASE STUDY OF KAMPALA
INTERNATIONAL SCHOOL UGANDA”
Prepared and submitted by ROBERT BUGA in partial fulfillment of the
requirement for the degree of MASTER OF BUSINESS ADMINISTRATION IN
INFORMATION TECHNOLOGY
HEAD OF DEPARTMENT
HEAD OF FACULTY
Date signed
Date signed
INTERNATIONAL BUSINESS, SCIENCE AND TECHNOLOGY UNIVERSITY
Plot 11a, Rotary Avenue, Lugogo Bypass
Kampala, Uganda
II
DECLARATION
I Buga Robert, declare that the entitled “MANAGEMENT INFORMATION
SYSTEMS AND STUDENT PERFORMANCE. “A CASE STUDY OF
KAMPALA INTERNATIONAL SCHOOL UGANDA” is my personal work and
according to the best of my knowledge, it has never been submitted to any University
or Academic Institution for academic award.
Signature ……………………………………..
Buga Robert
Date ……………………………………………
III
DEDICATION
I dedicate this research report to the Lord God almighty, creator of Heaven and
Earth who in his infinite wisdom has been my stronghold and anchor and has lavished me
with such love and blessings and has been my ever present help in times of need and plenty.
I also dedicate this to my wife Olive Buga who has been my biggest cheerleader and has
encouraged me through this whole process and also been a shoulder to lean on whenever
the going got tough. To my children as a sign that nothing is impossible and for also
understanding that there were times when they needed me and I was not there but their love
for me did not grow cold. To my father who showed me how important education was and
though he is not around, I know he would be proud that I made the decision to go back to
school and to my mother who encouraged me throughout my life and of course not
forgetting my siblings and friends.
IV
BIOGRAPHICAL SKETCH
The author, Robert Buga was born to the late John Wilson Buga who and Rebecca Buga
on 17th November 1977 and grew up in Makerere University where his father worked as a
lecturer in the Department of Psychiatry at the Makerere Medical School.
He went to Bat Valley Primary school for his primary education from P1-P7 in the years
1983-1990. He later joined St. Joseph’s College Ombachi in 1991 for his Ordinary Level
education which in completed in 1994 after senior 4. He join Katikamu SDA in 1997 for
his A level and completed in 1997.
In 1997, he was admitted to Makerere University for a BA Arts degree in Geography,
Environmental Studies and French for Beginners. He graduated from Makerere University
in 2001. During the time he was studying at Makerere, he joined a computer company
called Computer Ware Distributors Ltd as a sales advisor and grew in rank to become a
graphics and website designer. He then joined Afronet in the same capacity before joining
Excite ltd from where he joined the Institute of Computer Science in Makerere as a Web
Administrator. Later he became a short course instructor on top of his role as a web
Administrator and Graphics designer. When the Institute became a Faculty, he was asked
to become the Short Course Coordinator a position he held until 2007 when he joined
Kampala International School Uganda as a teacher and head of IT.
He is still employed by Kampala International School Uganda as the Head of IT and
Network Manager as well as being a teacher and IB examiner.
In 2017 he enrolled in ISBAT University to pursue a Master’s degree in a Master’s
Degree in Business Administration specializing in Information Technology. The author is
married with three children.
V
ACKNOWLEDGEMENT
Special thanks go my Supervisor, Dr. Tom Nsubuga whose guidance and time ensured that
I was able to complete this research in time and with quality. I also wish to acknowledge
that he went over and beyond the call of duty to ensure that I understood what I was doing
and learned from the process
My parents who ensured that I got the best education they could accord me at the time and
always encouraging me not to give up on anything that I set my mind to.
To my workmates at Kampala International School Uganda especially the school heads
who contributed to my tuition and gave me time off to attend class, complete my tests and
exams and to my colleagues who covered my lessons while I was away studying and doing
assessments.
Appreciation further goes to all my friends and classmates with whom we tallied together
and learned from each other and also encouraged each other. You certainly made some of
the stressful days less stressing.
I would also like to thank my wife Olive Buga who now I know was brought into my life
for moments like this because each day I came back home from school, she was there to
encourage me and lift me. Above all, I thank the Almighty God because he is God and
besides him, there is no other.
VI
Table of Contents
DECLARATION
III
DEDICATION
IV
BIOGRAPHICAL SKETCH V
ACKNOWLEDGEMENT
List of acronyms
VI
VIII
ABSTRACT IX
CHAPTER ONE
1
INTRODUCTION
1
CHAPTER TWO
Error! Bookmark not defined.
LITERATURE REVIEW
Error! Bookmark not defined.
CHAPTER THREE 34
RESEARCH METHODOLOGY
Reliability and Validity
CHAPTER FOUR
35
38
RESULTS AND DISCUSSION
CHAPTER FIVE
34
38
52
SUMMARY, CONCLUSION AND RECOMMENDATION
References
52
57
APPENDENCES
61
SELF-ADMINISTERED QUESTIONNAIRE FOR EMPLOYEES 61
APPENDIX A 65
VII
List of acronyms
MIS:
Management Information Systems
CAT:
Cognitive Assessment Test
KS:
Key Stage
KISU:
Kampala International School Uganda
IT:
Information Technology
SLT:
Senior Leadership Team
SAQ:
Self-Administered Questionnaire
SPSS:
Statistical Package for Social Sciences
VIII
ABSTRACT
The continued increase in the use of Information systems in schools has significantly
changed the manner in which schools operate and communicate. Information technology
and information systems play a crucial role in the present knowledge based economy and
is applied in a wide range of areas in several schools. This study therefore sought to bridge
this pertinent gap in literature by establishing the role of management information systems
on student performance as case study of Kampala International School in Uganda. The
objective of the study was to establish the role of management information systems on
Students performance. Specifically the study sought to find out the examine the effect of
application of management information system on attendance of students in Kampala
International School Uganda, Identify the extent to which management information system
solve results attainment at Kampala International School Uganda, Determine how the
varied effects (e.g. computer and related equipment) of management information system
affect students Grades at Kampala International School Uganda. The target population of
this study was all employees, management and directors of Kampala International School
Uganda. The students which are the units of analysis and which constitute the population
of study are 108 students. Stratified random sampling was used. Within each school three
strata was created of employees, management and students. Within each stratum, simple
random sampling was used to identify individual respondents. The target and accessible
population was large and greater than ten thousand and hence the study used a sample of
at least 390 respondents. Primary information was gathered by use of a 5likert scale
questionnaire coupled with informal interviews that were guided by the questionnaire.
Information was sorted, coded and input into the statistical package for social sciences
IX
(SPSS) for production of graphs, tables, descriptive statistics and inferential statistics. The
study findings indicated that the role of management information system was statistically
significant in explaining the students’ performance in Kampala International School
Uganda. The study concluded that intensive usage of management information systems in
Kampala International School Uganda generally increases the efficiency of doing
homework and other services, shortening the time to get to grades, reducing absents,
decreasing the attendance.
X
CHAPTER ONE
INTRODUCTION
BACKGROUND
Schools rely on Management Information System to complete statutory requirements like
school numbers and School Work Force (SWF) census and however it is questionable
whether they make the most of the data school hold. (Fisher, Management Information
Systems and school development 2017)
In 2016, NESTA a UK organization, explored this topic further and reported that while
the UK was leading the way in areas like opening up government data, the education sector
had made limited progress by comparison, despite the vast amounts of data that was being
collected in school day in and day out. (Stokes 2016)
The values that learners derived from school years ago is not the same as it is today. Today
many learners expect more from schools. Parents expect teachers and school administrators
to give them more reports concerning their children and learners want to keep track of what
they are learning and progressing without having to visit any office for this information.
Because of these pressures, schools have had to think hard and implemented systems that
can collect this information and present it to the interested parties in such a way that
everyone get the bits that concern them the most. At the forefront of these systems, is the
understanding that the systems will bring about improvement in attendance, grades and
results of learners but are they?
“Today, most of the higher education institutions are looking for an optimum distribution
of resources and services to yield maximum benefits to students, teachers, and the
management alike. In this world of ballooning educational demands, Management
Information System (MIS) is just what these institutions need to propel their progress in
the right direction.” (Korde 2018)
At the forefront of all these systems is data. It plays such a critical role that schools and
institutions are now compelled to include data in their reporting.
The U.S. Department of Education had to provide support for improvements in the quality
of state data to enable longitudinal analysis of student data and linkage between student
outcomes and other education system variables. (Barbara Means 2010)
Information technology usage in Uganda is not wide spread largely because of the cost of
MIS. While many schools use some form of technology, it is more for clerical functions
than for managing student information and assessment. (Ronald Bisaso 2014)
In Uganda, not many schools have implemented Management Information Systems in their
structure although there is some form of technology that is used mainly for clerical work
and management of students’ records to an extent. The extensive use of Management
Information Systems is mainly seen in the more affluent schools that can afford to deploy
such systems but also those that have the capacity to understand the functionalities of these
Information Systems.
This study pegs its focus on Management Information Systems and Student performance
in Kampala International School Uganda (KISU). Kampala International School Uganda
offers an international education to students between 2 and 19 years of age. The school was
established in 1993. Current enrolment is around 600 and is increasing steadily. Students
come from almost 60 different nations and, depending on the family’s contracts and nature
of their work, stay in Uganda for varying lengths of time. The school is privately owned
2
with an Advisory Board of Governors and the Director manages the day-to-day running of
the school.
The school was formerly known as Kabira International School and moved to its present
site in September 2008. It is centrally located in Kampala and is situated on 14 acres of
land. It has been purposely built to accommodate over 1000 students, increasing in line
with the development of Kampala and Uganda. There are four science labs, three computer
labs, three practice music rooms, three performance areas, and indoor gym, outdoor
basketball court, a 25m eight-lane competition pool, two libraries, five acres of playing
fields and smart boards in most classrooms. (Kampala International School Uganda n.d.)
At the centre of everything that KISU does are the guiding statements which define what
the school is about. There are 10 guiding statements that support the mission of the school
which is “Educating Today’s Children for Tomorrow’s World”. The guiding statements
are: A learning community that cares about all of its stakeholders but puts the interest of
children front and Centre, a learning community that develops resilient and self-confident
learners, a learning community that is enriched by, and celebrates, its internationalmindedness, a learning community that nurtures intellectual curiosity in its learners, a
learning community that encourages students and teachers alike to be reflective critical
thinkers, a learning community that values breadth of knowledge as well as depth of
understanding, a learning community that consciously sets out to develop the whole person,
not just the learner, a learning community that cultivates highly effective communicators,
a learning community that fosters students who are creative, critical and analytical
thinkers, a learning community that promotes values, principles and behaviours that ensure
students become valuable members of, and leaders for, “tomorrow’s world”. (Lang 2018)
3
KISU is part of the group of companies under the Ruparelia Group that is a collection of
companies owned by Dr. Sudhir Ruparelia and family. KISU is located in the Bukoto area
off Old Kira road.
In the guiding statements of the school, the one thing that stands out is the emphasis on
learning because the school believes that is has an inherent mandate to educate and train
learners and as such will invest in tools, applications and systems that allow it to fulfill that
mandate. Therefore, to deliver on this mandate and ensure that student performance
improves, the school has invested in various information systems like EdAdmin,
Managebac and Cat4 to manage student data, records and performance both in the short
term as well as in the long run.
In December 2018, KISU had to come up with a policy on attendance as it was discovered
that attendance played a critical role in the progress of a learner. The school recognizes that
excellent attendance rates at school are essential to a child being able to make good
progress. Research (UK Dept. for Education report of 2013-14: “Links between absence
and attainment at KS2 and KS4”) shows clearly, and in ways that are statistically robust,
that even relatively modest amounts of absence from school have a significantly negative
impact on learning and progress. (Board 2012).
Because attendance is a critical element of the school culture now, Edadmin a school
Management system was put in place in 2012 by the then Head of Secondary Phil Rogers
to ensure that all students were accounted for each day of the school. The system allows
the form tutor to take attendance of their class first thing in the morning when the students
report and when they report late, they are required to go to the school offices to ensure they
are registered as being present but late or absent. Thereafter, attendance is taken in each
4
lesson they attend. At the end of the term and year, the system generates an overall
percentage of attendance or absenteeism which can be factored into the overall grade and
comments of the student.
In the recent years, the school has invested in CAT4 which is a diagnostic assessment that
is designed to help students and their teachers understand how they learn and what their
academic potential might be. (GL Assessment n.d.). CAT4 ensures that students are tracked
but more importantly that they reach their potential as mapped by the tests. This is to ensure
that teachers stretch the students to their abilities but also that students study subjects
relevant to their abilities and interests. Similarly the IB (International Baccalaureate) use
Managebac to manage everything to do with their learning, assessment and reporting.
Managebac is the leading online learning platform for IB world schools. ManageBac
enables efficient curriculum planning, assessment and reporting, while eliminating
paperwork and enhancing communication to parents and students (Group n.d.)
STATEMENT OF THE PROBLEM
In this turbulent era, organizations strive to improve their competitiveness by enhancing
productivity, innovation, quality and flexibility of services at the individual and
organizational levels. Under this pressure, the organization’s information processing
capabilities are challenged by additional and diverse demands, such as speed and
reliability. Despite the fact that management information system with its varied and
interesting affects (e.g. computers and related equipment) revolutionize management,
provide answers to its problems and add a large new innovation to the organization yet a
lot of schools are still ineffective in their operation.
5
OBJECTIVES OF THE STUDY
The purpose of this study is to evaluate the effect of management information system on
students’ performance. Specifically, the study is to:
Examine the effect of application of management information system on attendance of
students in Kampala International School Uganda.
Identify the extent to which management information system solve results attainment at
Kampala International School Uganda.
Determine how the varied effects (e.g. computer and related equipment) of management
information system affect students Grades at Kampala International School Uganda.
RESEARCH QUESTIONS
This study is to be guided by the following research questions:
What is the effect of application of management information system on attendance of
students in Kampala International School Uganda?
To what extent to which management information system solve results attainment at
Kampala International School Uganda?
How the effect of management information system affects students Grades at Kampala
International School Uganda?
6
SIGNIFICANCE OF THE STUDY
The significance of the study lies in the importance of management information systems
on the students’ performance at Kampala International School Uganda, and its role in
providing the appropriate data and information both internally and externally in order to
support management function, giving advanced solutions for teachers, helping
administrators to take correct decision in a large margin, improve the administrative level
in students’ performance.
From the result of the study, the extent to which management information system
techniques have been utilized in the School and how far this has affected the overall
students’ performance of the school will be determined. It is expected that the result of the
study will enable the school in particular Kampala International School Uganda to achieve
its desired objectives (Students satisfaction). This study will be of great benefit to students,
investment analyst, government agencies, academics, private and public sectors, as it will
add to the body of literature in the relevant future study.
SCOPE OF THE STUDY
This work is aimed at examining the impact of management information system on
students’ performance using Kampala International School Uganda as the case study. The
study looked at how information technology might be used for competitive advantage in
this school in improving their academic performance.
LIMITATION OF THE STUDY
The limitations which include unavailability and inaccessibility of relevant data and
material necessary for carrying out this study. Another is the unwillingness on the part of
the respondents to give adequate and correct information necessary to carry out the work.
7
1.8 THEORETICAL FRAMEWORK
The study was guided by the Systems Theory, Systems theory was originally proposed by
Hungarian biologist Ludwig von Bertalanffy in 1928, although it has not been applied to
organizations until recently (Kast and Rosenzweig, 1972; Scott, 1981). The foundation of
systems theory is that all the components of an organization are interrelated, and that
changing one variable might impact many others. Organizations are viewed as open
systems, continually interacting with their environment. They are in a state of dynamic
equilibrium as they adapt to environmental changes.
Senge (1990) describes systems thinking as: understanding how our actions shape our
reality. If I believe that my current state was created by somebody else, or by forces outside
my control, why should I hold a vision? The central premise behind holding a vision is that
somehow I can shape my future, Systems thinking helps us see how our own actions have
shaped our current reality, thereby giving us confidence that we can create a different
reality in the future.
A central theme of systems theory is that nonlinear relationships might exist between
variables. Small changes in one variable can cause huge changes in another, and large
changes in a variable might have only a nominal effect on another. The concept of
nonlinearity adds enormous complexity to our understanding of organizations. In fact, one
of the most salient argument against systems theory is that the complexity introduced by
nonlinearity makes it difficult or impossible to fully understand the relationships between
variables.
8
Figure 1 Conceptual Framework
Independent Variable
Dependent Variable
Management Information System
Students Performance







Accurate
Timely
Relevant
Convenient
Attendance
Results
Grades
Moderating Variable



Ease of Use
Technology Used
Aid of Tutor
Source: Developed by Author based on Pittman, (2018), Liu et al, (2017), Fisher, (2015), Hammes
1.9
OPERATIONAL DEFINITION OF KEY TERMS
Management information system: It is a system that stores and retrieves information and
data, processes them and present them to management as information to be used in decision
making.
Accurate: correct and complete data.
Timely: produced in time for its intended use.
Relevant: both to context and to subject.
Sufficient: for the purpose for which it is generated.
Worth its cost: an appropriate relationship must exist between the cost of the information
and its value.
9
CHAPTER TWO
LITERATURE REVIEW
2.1. Introduction
This chapter presents a critical review of the research work that was done by various
scholars in the field of Management Information System and Students Performance a case
study of Kampala International School Uganda.
2.2.
Concept of Management Information System and its benefits
Management information systems are formal systems for presenting management with
timely and suitable information necessary for decision making (Leonardi and Bailey,
2018). The system gives information on the past, present and project future and on related
developments inside and outside the organization (Baccarini, 2019). It may be described
as an integrated and organized system for collecting relevant data, transforming it into
correct information and providing the same to the concerned executives. The main purpose
of Management Information System is to “provide the right information to the right people
at the right time” (Gray, 2017). The ideas of management information systems were formed
to counteract such inefficient development and productive use of the computer.
Management Information System concepts are crucial to efficient computer use in business
and schools.
When a system gives information to people who are not part of the managerial staff, then
it will not be viewed as part of a Management information system (Belassi and Tukel,
2016). Such a system, while it may contain similar interfaces as Management Information
System, is not a part of it. Examples of such systems are salary acknowledgments and
excise duty statements. Generally, Management Information System deals with
10
information that is systematically and routinely collected in accordance with a well-defined
set of rules (Spathis et al., 2017). Furthermore, Management information system is a part
of the formal information network in an organization. Information that has great managerial
planning importance is seldom obtained at golf courses. However, this information is not
part of Management Information System, but “one-shot market research data accumulated
to measure the full potential of a new product does not come within the goal of a
Management information system by our definition, seeing as such information which is
systematically retained is not collected on a regular basis” (Belassi and Tukel, 2016).
Frequently, the information provided by a Management Information System helps
managers/ teachers in making planning and control decisions (Jorgenson, 2019). Each
company/ school or organization, in order to function properly, must be able to execute
particular operations, “whether it is a wholesaler or car manufacturer or who has to provide
water to its area of jurisdiction” (Wu and Lee, 2017). All these operations need to be
accompanied by meticulous planning, meaning the car manufacturer must decide on the
type of car and the wholesaler should determine which pumping period to install for the
five-year period (Gray, 2018).
Also, a company or organization must control the operations according to the plans and
targets developed in the planning process (Jorgenson, 2019). The car manufacturer must
make decisions to improve the deviation or revise his plans. On the other hand, similarly,
the wholesaler must determine the impacts that his commissions have had on sales and
make decisions to fix conflicting trends (Wu and Lee, 2017). Management information
systems take care of planning and control (Leonardi and Bailey, 2018). Elaborate systems
exist for information that assists operations.
11
The car manufacturer will hold a system for presenting information to the workers on the
shop floor concerning the job that needs to be performed on a particular quantity of
material. There may be route sheets, which accompany the rate materials and components
in their movement through various machines (Lewis, 2014). This system provides only the
information to support operation. It has no managerial decision-making significance. It is
not part of a Management Information System If, however, the system does provide
information regarding productivity, rejection rates or machine utilization, meaning that the
system is part of a Management information system.
Management information system, which is defined as the development and use of
information system that help businesses/ schools achieve their goals and objective. This
definition has three key elements: development and use, information system, and
business/school goals and objectives (kroenke, 2011). A system is a group of component
that interact to achieve some purpose, an information system (IS) is a group of component
that interact to produce information. A model of the components of an information system:
computer hardware, software, data, procedures and people (kroenke, 2011).
These five component are present in every information system, for example, when you use
a computer to write a report, you are using hardware (the computer, storage disk, keyboard,
and monitor), software (word, or other word-processing program), data (the words,
sentences, and paragraphs), procedures (the methods you use to start the program to enter,
save and back up), and people (you).
What is information? Information is knowledge derived from data, whereas data is defined
as recorded fact or figures (kroenke, 2011). Turban mentions some characteristics of
information quality (Turban and Volonino, 2010): Accurate: correct and complete data,
12
Timely: produced in time for its intended use, Relevant: both to context and to subject,
Sufficient: for the purpose for which it is generated, Worth its cost: an appropriate
relationship must exist between the cost of the information and its value.
Information Technology and Information System, Information technology and information
system are two closely terms, but they are different. Information Technology (IT) refer to
the products, methods, inventions, and standards that are used for the purpose of producing
information, IT pertains to the hardware, software, and data components, Whereas
information system (IS) is an assembly of hardware, software, data, procedures, and people
that produces information (Laudon, 2013).
Types of Management Information System, Management information systems provide a
competitive advantage when the system supports the goals of the school/organization
(Jorgenson, 2019). Most school /organizations are structured functionally, and systems are
classified as Accounting management information systems, financial management
information systems, manufacturing management information systems, Marketing
management information systems, Human resources management information systems.
When it comes to accounting Management Information System, all accounting reports are
distributed by all accounting managerial levels. The management of the information that
at the accounting department is one of the most viral factors in determining the efficiency
and the department (Leonardi and Bailey, 2018). The information that gathers included the
invoice, account document, payment, draft, banking document, etc. (Wong et al., 2019).
The information is usually arranged and manage by computer system compare to the
human power which written down in black and white. The software and system used for
the accounting management were the UBS system, Structured Query Language (SQL)
13
system and other associated systems that can manage the accounting information files
(Jorgenson, 1989). The system using the SQL system especially is the most suitable system
to maintain and reorder the accounting department information. The information that is
gathered mixed or not in order is easily recognized by the system and determine the detail
and type it used to be (Spathis et al., 2017).
In the accounting department, the information is an important element that running the
operation of the department (Liang et al., 2007). The accounting department is also
depending on the information as well as another department that relies on it in the other
way around (Baccarini, 1999). It is also vital that the accounting department provides the
right and accurate information to the organization and other departments. The prediction
and authenticity of the information decide the future of the organization. Another type, the
financial management information system presents financial and economic information to
all business and financial managers within an organization including the chief financial
officer (Leonardi and Bailey, 2018).
The chief financial officer analyzes historical and current economic activity, projects future
financial needs, and controls and supervises funding using the information developed by
Management Information System department (Wong et al., 2009).The information that has
for the financial department will determine the budget and the planning for the organization
(Lewis, 2004). In establishing or the development and growth of the company, the collected
financial and economic information will define the volume of the organization. The
collected information also demonstrates the company’s financial situation concerning
growth and development. In order to make sure the security of the information of the
organization, the information is well kept and in choosing for the ordinate for the financial
14
department, only those who are qualified will be selected (Baccarini, 1999). The
information systems cost assessment is a crucial management concern. An estimate aids in
determining individual proposals, to schedule their growth, to supervise and control their
advancement, and to assess estimators and implementers.
In manufacturing management information systems more than any functional domain,
operations have been influenced by notable technological improvements. Manufacturing
processes have changed as a result. Inventories are granted in so that considerable amounts
of money are not spent for warehousing huge inventories (Liang et al., 2007). In some
cases, raw materials are even prepared on railroad cars waiting to be directly sent to the
factories, thus eliminating the need for warehousing. The current input subsystem of the
companies relies profoundly on information systems in order to function efficiently and
productively. Input subsystems ensure raw material, assemblies and subassemblies from
various and indirect sources based on the just-in-time (JIT) philosophy (Baccarini, 1999).
A marketing management information system maintains managerial activity in the field of
product advancement, pricing decisions, promotional efficiency, and sales forecasting.
Furthermore, marketing systems rely on external data sources which include customers and
competition. The collected information is also important to define various marketing
strategies. We classify the role of information systems in a firm in order to analyze the
influence of information systems on companies and organizations, also determining the
amount of impact modern IT has on the company’s cost structure, and examining how these
effects result in changes to different properties of the company or organization, from a
perspective of agency theory and transaction cost economics (Spathis et al., 2007).
15
Furthermore, information systems are utilized to examine the global business environment
and conditions, presenting the organization or company with valuable feedback concerning
business possibilities, market, and consumer demographics as well as cultural and political
information (Lewis, 2004). This kind of feedback is crucial for forming and completing
marketing and business strategies that equal organizational strengths with environmental
opportunities. Also, information systems link and coordinate the different operations of the
organization globally facilitating overall internal efficiency (Baccarini, 1999). Information
systems are crucial for the management of quality assurance systems and the assessment
of the environmental influence of alternative packaging materials. Automated warehousing
and distribution world, of course, be impossible without significant investments in
information systems (Hjelt and Bj̈ ök, 2007).
According to Gray (2000), human resources management information systems are
occupied with activities related to all managerial levels, workers, and other individuals
employed by the company. Because the personnel function refers to all other business
areas, the human resources management information system represents an invaluable part
in guaranteeing organizational success (Spathis et al., 2007). Activities performed by the
human resources management information systems include workforce analysis and
planning, hiring, training, and job assignments (Hjelt and Bj̈ ök, 2007).
The role of information in decision-making cannot be overemphasized; and effective
decision-making demands accurate, timely and relevant information. As the number of
students, customers and transaction increases in an organization, the more it becomes
multifaceted, and the information needed for effective management, planning, decisionmaking and control invariably becomes more complex. Decision-making is the task of
16
every top management in an organization and they need relevant and timely information to
assist in making decisions. According to Lucey (2005), relevant information increases
knowledge, reduces uncertainty and is usable for the intended purpose. Although
information does not serve as an alternative for good management, conversely management
cannot be good without adequate information.
Laudon (2006) defined information systems as a set of interrelated components that collect,
process, store, and distribute information to support decision-making, coordination, and
control in an organization. In addition to supporting decision-making, coordination, and
control, information systems may also help managers and workers analyze problems,
visualize complex subjects, and create new products.
The information needs of modern organizations have become enormous and challenging
to the extent that every organization needs to pay great attention to how information is
gathered, stored, disseminated and utilized. This situation has arisen because of factors
such as increased organizational size, expanded operational scope, competitive influence
and overall environmental vagaries. Today’s organizations require tools to support quicker
and automated decisions, as well as ways to minimize uncertainly; only an effective
management information system can ameliorate this challenge (Agwu, Adeola, Etefia &
Ogwu, 2010). The term management information systems, popularly abbreviated as MIS
according to Lucey (2005) has become synonymous with computer; yet, both concepts are
not exactly the same because management information systems existed in the life of pre
modern organizations long before the advent of the computer technology. This argument
is substantiated by the fact that computer was not in use when organizations kept records
using traditional and manual mechanisms to manage information. It is important though to
17
pinpoint that the computer takes credit for increased interest in management information
systems because it eases and facilitates data processing as well as adds new vistas of
interesting career options in MIS (Ottih, 2005). With faster access to needed information
through MIS, managers are able to make effective and timely decisions regarding
investments, employment, new products and many more as it concerns their organizations.
By decision - making, we refer to the process of choosing certain lines of action from
among numerous alternatives. Decisions are basically an integral chunk of management
and it occurs in every level (for example top management, middle management and lower
management) and in every function (marketing, accounting, human resources, and
production) (Lucey, 2005).
The effectiveness or otherwise of any organization is dependent on the quality of decisions
that informs its operation. If decisions are right, it translates in positive organizational
outcomes, but where organizational activities are executed in conditions of poor decisions
resulting from insufficient or inaccurate information, such organization could be doomed.
This is why decision making is a major determinant of organization’s success or failure.
As a key consideration, Management Information Systems is a highly complex and delicate
arena that calls for a lot of caution to be taken by its managers. It is for this reason that it
is recommendable for organizations to ensure that they carefully select the individuals who
are placed to control the systems. The more cautious and professional a person is, the better
the person gets an assurance of positive prospects of a MIS with regards to decision making
and other related areas of business (Lingham, 2006).
Having clearly delineated that, what then are some of the scholarly arguments, facts,
opinions and observations made by various macroeconomists with regards to the roles of
18
Management Information System in improving decision making? MIS provides a fitting
platform for good decision making (Kumar, 2006). Essentially, without the established
systems of getting information in MIS, it would be extremely difficult for organizations to
make their decisions. This is because they would be forced to making baseless information
due to the lack of confirmed information. Moreover, MIS normally lays a firm foundation
for the establishment of concrete decisions through its systematic tools, timely information
and adequate managerial policies and regulations. Management information Systems
statutes regarding businesses act as guidelines to business owners when making critical
decisions about their businesses. As a result, managers and key decision makers are bridled
from overstepping their boundaries or exceeding their business mandate. This is very
crucial as it helps in keeping businesses checked and balanced thus ensuring that only
proven decisions are considered while the untried ones are thwarted. More importantly, the
capacity to guide decision-making facilitates progress and improvement of the operations
in a company (Lingham, 2006).
In addition, most MIS programs are endowed with the capacity to give real-time updates
of the occurrences in company or system. By real-time, scholars simply refer to immediate
updates of occurrences in a system. These immediate updates help managers to take
necessary actions as soon as is deemed appropriate especially during the discovery and
management of crises. This augments progress and improvement in company operations
through timely decision-making. This is important for companies in the modern-day
generation where any slight lapse indecision making can lead to very huge losses (Allen,
Heurtebise & Turnbull,2010). Management information systems are very elemental
improving company securities(Davenport & Short, 2008). For example, in many instances,
19
most management information systems can be easily programmed by the owner to conduct
certain actions at certain times. In effect, managers can program the system to perform
certain routine checks which can help in improving efficiency of a company through easy
discovery of bugs or problems. Furthermore, the programmability of most MIS saves a lot
of priceless time and resources for owners. In other words, through programmability,
business managers can program the systems to automatically discover certain deficiencies
and even solve them. Consequently, the manager or system operator can use the time and
resources he/she would have used in monitoring or fixing problems for other key uses. By
routinely programming a Management Information System, the business is bound to make
positive progress since time and resources can be easily channeled into rightful business
paths (Allen et al., 2010). As a fundamental point, a good number of MIS used today can
perform multiple tasks all at the same time. This potential to multitask increases efficiency
in a company since several business operations can be conducted simultaneously. With
special regards to decision making, the capacity to multitask ensures that decisions are
made speedily when compared to those systems which can only handle one task at a time.
Jahangir (2005) stated that some MIS allow multiple users to access the same content all
at the same time without any discrepancies. This potentiality boosts accountability from
the business operators since multiple people can access a particular content and verify
whether they are consistent or whether they are not. As a matter of fact, most organizations
tend to suffer due to poor accountability from those charged with the mandate to manage
certain details. This safeguard action of some MIS is what macroeconomists refer to as the
“gate-keeping” role of MIS in decision-making and overall well-being of the organization.
A good number of MIS play the role of record keeping or institutionalization of data bases
20
that can easily keep confidential or invaluable information. In essence, decision making
often calls for the reading of certain past work (Jahangir, 2005). This is where recordkeeping comes in handy. On the flipside, databases normally function towards providing
future places of information retrieval. Principally, the record keeping and data-basing tool
of MIS definitely ensures that decisions are made viably while businesses run smoothly.
In contributing to the arguments regarding the role of MIS in improving decision making,
Rhodes (2010) also adds that management information systems give managers quick access
to information. This can include interaction with other decision support systems,
information inquiries, cross-referencing of external information and potential data mining
techniques. These systems can also compare strategic goals with practical decisions, giving
managers a sense of how their decisions fit organizational strategy.
With the development of information systems (IS) and information technologies the use of
information sharing and decision-making is growing at a very fast pace. Information
Technology solutions are no longer likely to provide strategic advantage, but imply the
business basics. The competitive advantage for organizations originates from development
of creative information technology strategies and implementing them. Information systems
enable existing strategies to be realized, Information flows provide the linkage that allows
the supply chain to operate efficiently. Information technology is needed to handle routine
transactions in an efficient manner. It can also play a critical role in facilitating the timely
sharing of planning, production and purchasing information; capturing and analyzing
production, distribution and sales data at new levels of detail and complexity. Information
technology provides an integrating tool that makes it possible to convert data into
meaningful pictures (Gabriel, 2013). However in the Kenyan tea sector industry there is
21
low usage of management information systems thus slow decision making due to most
processes being manual, bureaucratic, many levels of approval, incorrect data and many a
times managers have to travel to their company’s head office for any decisions to be made.
Theoretical review
2.2.1 Strategic Leadership Theory The essence of strategic leadership involves the capacity
to learn, the capacity to change and managerial wisdom (Boal & Hooijberg, 2001).Strategic
leadership theories are concerned with the leadership of organizations and are marked by
a concern for the evolution of the organization as a whole, including its changing aims and
capabilities (Selznick, 1984). According to Boal & Hooijberg (2001) strategic leadership
focuses on the people who have overall responsibility for the organization and includes not
only the head of the organization but also members of the top management team. Activities
associated with strategic leadership include making strategic decisions, creating and
communicating vision of the future, developing key competences and capabilities,
developing organizational structures, processes and controls; sustaining effective
organizational cultures and infusing ethical value systems into the
organization (Hunt, 1991; Ireland & Hitt, 1999). Strategic leaders with cognitive
complexity would have a higher absorptive capacity than leaders with less cognitive
complexity. To the extent that these leaders also have a clear vision of where they want
their organization to go the absorptive capacity will have a greater focus. That is, strategic
leaders look at the changes in the environment of their organization and then examine those
changes in the context of their vision (Boal & Hooijberg, 2001). This theory is relevant to
the study as it highlights the functions of a leader and how they manage change and
maintain proper organizational structures, processes and culture for success. The theory
22
also emphasizes that the environment turbulence can also be maintained through strategic
leadership.
2.2.2 Resource Based Theory Resource based theory argues that firms possess resources
which enable firms to achieve competitive advantage and lead to superior long term
performance. Valuable and rare resources can lead to the creation of competitive
advantage. That advantage can be sustained over longer time periods to the extent that the
firm is able to protect against resource limitation, transfer or substitution (Frawley & Fahy,
2006). Information system resources may take on many of the attributes of dynamic
capabilities and may be useful to firms operating in rapidly changing environment.
Information resources may not directly lead the firm to a position of superior sustained
competitive advantage but they may be critical to the firm’s long term competitiveness in
unstable environments if they help it develop, add, integrate and release other key resources
over time (Wade & Hulland, 2004). Resources such as adequate finance and competent
human resource are crucial for the effectiveness of market entry strategy management
practices in a rapidly changing environment (Wade & Hulland, 2004) as well as the
dynamic capabilities which consist of the activities and mechanisms of managing resources
in the creation of value which enables companies manage its activities for improvement in
performance.
It is expected that an organization that has adequate financial resources would have more
influence on the effectiveness and success in change management programs, leadership
and management of the external environment. This theory is also relevant to the study as it
explains how resources at a firm’s disposal are a critical factor to consider before making
23
decisions on implementing strategies, analyzing the environment or reviewing its
leadership and top management team.
2.2.3 Open Systems Theory
Organizations are strongly influenced by their environment. Open systems theory was
developed after World War II in reaction to earlier theories of organizations, such as the
human relations perspective of Elton Mayo and the administrative theories of Henri Fayol.
As a result, open systems theories come in many flavors. For example, contingency
theorists argue that organizations are organized in ways that best fit the environment in
which they are embedded. Institutional theorists see organizations as a means by which the
societal values and beliefs are embedded in organizational structure and expressed in
organizational change. Resource dependency theorists see the organization as adapting to
the environment as dictated by its resource providers. Although there is a great variety in
the perspectives provided by open systems theories, they share the perspective that an
organization’s survival is dependent upon its relationship with the environment (Bastedo,
2004).
Open systems theory has profoundly altered how we understand organizations and the
demands placed upon leaders. Treating schools as if they are independent of their
environment would lead to wide misperceptions of the driving factors behind
organizational
change.
Contemporary
studies
of
accountability
movements,
professionalization and instructional leadership all benefit from a strongly open systems
approach to understanding environmental demands and the resulting adaptation in policy
and its implementation, or lack thereof. This is theory is relevant in the study since it
highlights the way organizations are achieving and improving competitive advantage
24
through embracing technology in this the way tea factories have invested in information
management systems to ease decision making process. with the availability of accurate and
timely data from the various management information systems in use.
2.2.4 Diffusion of Innovation Theory
Rogers’ (1995) Diffusion of Innovation (DOI) theory is a popular model used in
information systems research to explain user adoption of new technologies. Rogers defines
diffusion as ‘the process by which an innovation is communicated through certain channels
overtime among the members of a social society’ (Rogers, 1995). An innovation is an idea
or object that is perceived to be new (Rogers, 1995). According to DOI, the rate of diffusion
is affected by an innovation’s relative advantage, complexity, compatibility, trial ability
and observability. Rogers (1995) defines relative advantageous ‘the degree to which an
innovation is seen as being superior to its predecessor’. Complexity, which is comparable
to TAM’s perceived ease of use construct, is the degree to which an innovation is seen by
the potential adopter as being relatively difficult to use and understand’. Compatibility
refers to ‘the degree to which an innovation is seen to be compatible with existing values,
beliefs, experiences and needs of adopters’. Trial ability is the ‘degree to which an idea can
be experimented with on a limited basis’. Finally, observability is the degree to which the
results of an innovation are visible’ (Rogers, 1995).
The diffusion theory is relevant because it explains the reason why organizations adopt
technical innovations. One of the reasons why organizations adopt technical innovations is
relevant advantage and improves performance. This means that tea factories that adopt
technical innovations have relatively better competitive advantage than those which do not
25
and they have increased efficiency and transparency in the way they carry out their
activities.
2.2.5 Technology Acceptance Model (TAM)
Technology Acceptance Model (TAM), originally conceived by Fred Davis in 1986 is an
intention-based model derived from the Theory of Reasoned Action (TRA) but tailored to
meet the broad needs of information technology research (Davis et al., 1989). Davis (1989)
presented a theoretical model aiming to predict and explain ICT usage behavior, that is,
what causes potential adopters to accept or reject the use of information technology.
Theoretically, TAM is based on the Theory of Reasoned Action (TRA). In TAM, two
theoretical constructs, perceived usefulness and perceived ease of use, are the fundamental
determinants of system use, and predict attitudes toward the use of the system, that is, the
user’s willingness to use the system. Perceived usefulness refers to the degree to which a
person believes that using a particular system would enhance his or her job performance”,
and perceived ease of use refers to “the degree to which a person believes that using a
particular system would be free of effort (Davis, 1989).
Since its introduction, TAM has enjoyed wide acceptance and has proven to be a
reasonably accurate predictor of both users’ intentions to use an information technology
and of their actual system usage. TAM has evolved through the years, and many
researchers have tested the addition of new variables to the model in an attempt to increase
its explanatory power. TAM is one of the theories that Venkatesh (2003), integrated with
seven other dominant models in the field of technology acceptance to introduce the Unified
Theory of Acceptance and Use of Technology (UTAUT). Despite its wide use, TAM has
often been criticized by many scholars for its questionable heuristic value, limited
26
explanatory and predictive power, triviality, and lack of any practical value. (Chuttur,
2009) suggest that TAM has diverted researchers’ attention away from other important
research issues and has created an illusion of progress in knowledge accumulation.
Furthermore, the independent attempts by several researchers to expand TAM in order to
adapt it to the constantly changing IT environments have led to a state of theoretical chaos
and confusion (Benbasat and Barki, 2007). In general TAM focuses on the individual 'user'
of a computer, with the concept of 'perceived usefulness', with extension to bring in more
and more factors to explain how a user 'perceives' 'usefulness', and ignores the essentially
social processes of IS development and implementation, without question where more
technology is actually better, and the social consequences of IS use. This theory is relevant
because it explains why organizations accept and adopt technology. This is because of
perceived usefulness and perceived ease of use of technology.
2.3
Management Information system and Students performance
The success of the management information systems can be achieved by analyzing its
effect on results. Various authors consent with this concept and directly affirm that the goal
of management information systems should be to obtain an improvement and enhancement
in the firm’s financial performance. For instance, authors say that management information
systems should aid schools in taking more appropriate decisions or improving their
comprehensive students’ performance (Dopuch, 2018); the objective of management
information systems is to enhance overall students’ performance in schools, not to obtain
more precise costs (Cooper and Kaplan, 2012); schools utilize innovation to obtain
advantages that indirectly or directly impact students’ performance indicators (Cagwin and
Bouwman, 2012); or the primary objective of management information systems is to
27
improve and enhance the potential role of the system in improving the student’s overall
academic performance (Ranganathan and Kannabiran, 2004). Taken together, these
findings, along with the conceptual model, have significant research and managerial
implications.
Moreover, according to a study conducted by (Naranjo-Gil 2019), Management
information system has an influence on flexibility-based strategic performance and costbased strategic performance, taking into account the decentralization of responsibilities,
updating customer knowledge and customer participation in management, the cooperation
with other units with the scope of increasing the firm budget, and actualization and use of
management information (Slotegraaf and Pauwels, 2018). According to their research
combined with prior knowledge on management information systems, a study was made
how different team compositions interact with a management information system, directly
influencing strategic performances, focused on flexibility and the reduction of costs. The
results exhibit how the effect of management information system on strategic performance
is supervised and governed by top management team diversity.
The extent to which the management information system is providing information that
relates to possible future events, efficiency, output rates, information on the effect of
various events that also relate to the impact that the employees decision has on the
performance of other departments. (Naranjo-Gil, 2019). Furthermore, greater management
information system capability leads to a higher degree of strategic performance.
In a research conducted by Kirsch (2017), it is suggested that there is a direct link between
behavior control, outcome control, clan control, self-control with firm performance, and
with the moderating effect of the complexity risk. Krisch (2017) tried to determine whether
28
the user anticipated the development team to follow an intelligible written series of steps
toward the attainment of project goals or if the user presumed the development team to
follow explained written system development rules. Furthermore, based on the data
obtained from previous research on management information systems projects, behavior,
outcome, and self-control are determined to be undoubtedly linked with the system
performance of projects. However, complexity risk generates a mixed moderating effect
on the relationship between control and performance.
The research model tried to determine if, in the presence of a high complexity risk, the
impact of behavior and self-control on performance are low, whereas the effectiveness of
outcome and clan control increases. Overall, there is an optimistic tone for control as an
important causal driver for comprehensive performance.
According to a study conducted by Qrunfleh and Tarafdar (2014), a connection between
supply chain (SC) strategy and supply chain information systems (IS) strategy was
examined, and its impact on supply chain performance and firm performance. The results
also support the proposition that an organization’s ability to use supply chain strategy to
support its core competencies is dependent on management information systems’
functional capabilities.
Prior research by Maiga and Jacobs (2013), the interface between management control and
information technology is an underdeveloped research area with a knowledge gap
concerning its implications for financial performance. The present research model analyzes
the interaction effect of cost control systems and information technology integration on
company financial performance. The conducted research showed that that while
information technology integration and cost control systems hold no significant influence
29
on plant financial performance, they do associate to positively influence manufacturing
plant financial performance. According to Ragu et al. (2014) their conceptual model
emphasizes the link between top management support and information system
performance, and Top management support proved to be a significant factor in determining
the efficiency of the information system function in an organization and the direct and
indirect relations described in the model between top management support and IS
performance were supported by the results (Wernerfelt, 2018). The variables that had a
moderating effect on this relationship comprehended the structure of the information
system, integration of the information system, current and future portfolios of the
information systems and the different modes of information system management controls.
According to the research conducted by Lai et al. (2014) a link was established between
sharing environmental management information with customers and suppliers and the
overall comprehensive firm performance, which included environmental, cost and profit
performance and the mediation effect of environmental munificence (Slotegraaf and
Pauwels, 2018). The previous study highlighted the importance of information exchange
with supply chain partners for achieving performance gains. Environmental management
information contributes more to the long-term than to the short-term influences on overall
firm performance, enhancing the comprehensive operational effectiveness.
Also a study conducted by Huang et al. (2018) hypothesized that information technology
has an influence on overall environmental performance, taking into account the firm size
and age, and also the ownership structure. The model proposes that information technology
also presents opportunities for firms to greening IT and/or increasing their efficiency of
resource use. Information technology is viewed as a solution possibility for environmental
30
management and sustainability by analyzing how IT influences environmental
performance. The variables: IT technical infrastructure flexibility, personnel skills,
business alignment and environmental management integration all have an effect on
comprehensive environmental performance (Ryals, 2005). Schewe (1976) proposed a
model that analyzed the relationships between management information system users’
perceptions of their computer system, observed variables exogenous to the system,
attitudes, and system usage. The model included MIS capabilities, user education,
atmosphere, MIS refinements, and other exogenous variable and attitude components.
There was no significant connection found between the system usage behavior and
attitudes, which would have a further effect on overall company performance.
Management Information System enhances the quality of plants by providing appropriate
information for quality decision–making. Due to an increase in the size and complexity of
organizations, managers have lost personal contact with the scene of operations. MIS also
changes the bigger amount of data into compiled form and thereby avoids the possible
ambiguity that may arise when managers are swamped with detailed facts. (Ryals, 2015).
Decentralization of authority is possibly when there is a system for monitoring operations
at lower levels.
Management Information System is successfully used for measuring company
performance and making a necessary change in the organizational plans and procedures
(Pfeffer and Sutton, 2018). Management Information System links all decision centers in
the organization, by facilitating the integration of specialized activities by retaining each
department conscious of the requirements and issues of other departments. (Jorgenson,
1919). Management information system serves as a link between managerial planning and
31
control and assembles, processes, stores, retrieves, evaluates and disseminates the
information. It improves the capacity of management to analyze, assess and improve
comprehensive company performance.
2.4 Research Gap
A critical review of past literature show that several conceptual and contextual research
gaps existed in the role of management information systems on students performance in
schools in Uganda. For instance, the studies by Poston and Grabski (2011) examined
financial impact of ERP implementations. The results indicated no significant change in
costs as a percentage of revenue until the fourth year. Moreover, a significant decrease in
costs only for cost of goods sold as a percentage of sales was shown. On the other hand,
there were no significant decreases associated with selling, general, and administrative
costs scaled by revenues. However, there was a significant decrease in the number of
students as a percentage of performance all 3 years after ERP implementation.
Adeosun, Adeosun and Adetunde (2009) stated that the use of ICT enables strategic
management, communication, collaboration, information access, decision making, data
management and knowledge management in organizations. ICT causes fundamental
changes in the nature and application of technology in businesses. ICT can provide
powerful strategic and tactical tools for organizations, which, if properly applied and used,
could bring great advantages in promoting and strengthening their competitiveness.
Mohammad and Haroon (2012) aimed to demonstrate the impact of the effectiveness of
the Application of human Resources Management System in Corporate Performance which
perspective of workers in the Banking Sector in Jordanian Firm, The study found that there
32
was a significant effect between the quality of the output of human resources information
system and institutional performance in banking sector in the Jordanian firm.
Results also indicated that there was a statistically significant effect between motives and
corporate performance in the banking sector in the Jordanian firm. However, these studies
were done in developed countries such as Japan and emerging economies such as India.
Studies conducted for Africa in general and Uganda in particular are scanty and this paucity
of local studies form a contextual knowledge gap. It is in the hope of addressing these
contextual and conceptual gaps that this study attempts to examine the role of management
information systems on students’ performance among schools in Uganda.
33
CHAPTER THREE
RESEARCH METHODOLOGY
3.0
INTRODUCTION
This section of the research work has to do with the procedure and methods used in
gathering and analyzing the relevant data for the study. It comprises of research design,
sources of data sample size, data collection techniques and procedure for data collected and
the techniques adopted for processing and analyzing the data collected.
3.1
RESEARCH DESIGN
The methodology of this research was designed along descriptive and historical
approaches. Historical research determines, evaluates and interprets the impact of
Management Information System and students’ performance at Kampala International
School Uganda. Descriptive research design describes and interprets the data collected for
the study.
3.2 STUDY POPULATION AND SAMPLE SIZE
Table 3.1:. Distribution of Sample size among respondents
Category of Respondents Population
Sample Size
Tutors
60
52
administrators
10
10
Parents
200
132
Students
550
226
Total
833
420
Source; Primary Data 2019 (Krejcie and Morgan) Population sample size
3.3
SAMPLE SIZE AND TECHNIQUE
This sample size refers to the total number of respondents representing the population of
the study, Sobowale (1983). Thus, for the purpose of this study, eight hundred and thirty
three (833) respondents were chosen for the study. This sample was drawn from School
34
Registrar at Kampala International School Uganda. The sampling procedure used in this
research work is known as stratified random sampling method. The study will employ
purposive sampling to select administrators from the study and it will also use sample
random to select tutors, a cluster sampling was used to select parents grouped into the
various Key Stages in which the school is divided. The study will focus on the secondary
students because they are the key respondents in using Management Information systems
in the school.
Reliability and Validity
Validity
Content validity (C.V.I) was used to establish whether questionnaire measured what it was
supposed to measure. The instrument was subjected to experts (two supervisors) to check
whether it measures what it was intended to measure content validity, where the instrument
was designed according to the study variables and their respective indicators of
measurement; it was ensured that each question was appropriate for a particular variable
construct through the calculation of the Content Validity Index (CVI). The content validity
index (C.V.I) was found by considering the number of items declared relevant divided by
total number of items presented. The instrument was considered valid since the content
validity index was more than 0.6.
Reliability
Cronbach’s Alpha coefficient was used for testing the reliability of the questionnaire
responses, using SPSS software. The Alpha test was run on the different sections of the
35
questionnaire. The critical point for Cronbach’s Alpha is 0.7, and in this case the average
score for all variables was found to be 0.898. From the pretest of 25 respondents from
KISU, one can safely conclude that the results are reliable and stable as indicated in Table
3.4
Table 3.4: Showing Reliability Statistics
Reliability Statistics
Cronbach's Alpha No of Items
.898
53
The coefficient for pretest was 0.898 as shown in the table 3.4 above meaning that there
was a high degree of data reliability.
3.3 SOURCES AND COLLECTION OF DATA
The data collected for this purpose is the primary data. Questionnaires were designed and
interview of respondents were also collected for this study. The essence of obtaining such
data is to ensure that the exact information wanted for this study was obtained. The allotting
of the questionnaires proved very useful in the crafting of a comprehensive, easy to
understand and respond to final version that was used in the research.
3.4
THE RESEARCH INSTRUMENT USED FOR DATA COLLECTION
The research instrument for data collection for this study is questionnaire. The
questionnaire provides uniformed questions to be answered by respondents in written form.
It consists of an introductory part which introduces the researcher to the respondents and
also states the purpose of the research, it also consist of sections which is the bio data of
the respondents and other section which takes care of the research questions. The
questionnaire design is based on closed questions. The closed questions are designed to
keep the questionnaire to a reasonable length and this encourages response and validity in
36
terms of the representativeness of the returns. It minimizes the risk of misinterpretation. It
also permits easier tabulation and interpretation by the researcher.
Table 2: Definition of Scale
Description
Mean range
Interpretation
SA
A
D
SD
3.26-4.00
2.51-3.25
1.76-2.50
1.00-1.75
Very High
High
Low
Very Low
Informal interviews; this method was used by the researcher to gather more in-depth
information from the top management that could not be directly observed and also to
capture the meanings beyond the words. The researcher used an interview guide as an
instrument to guide the informal interviews with the SLT, admissions and admin staff. This
instrument allowed the researcher to obtain information that could not be directly observed;
obtaining historical information and gain control over the line of questioning. It was
constructed basing on the objectives of the study
Document review; this method refers to the analysis of recorded information
related to the subject under investigation so as to obtain unassuming information. This
method enabled the researcher to access data such as Accurate, Timely, Relevancy and
Convenient, and to obtain reliable information on the trends of the students’ performance.
The researcher used a document review guide as an instrument since it is not easy for
administrators to have all management information of the organization off-head hence
dealing with documents to supplement their views. This included directors reports,
Accreditation documents and publications.
3.5
METHOD OF DATA ANALYSIS
37
The data collected via the questionnaire were analyzed with the use of the Statistical
Package for the Social Sciences (SPSS). The research questions were analyzed with
frequency distribution tables. The data collected were subjected to statistical analysis in
order to accept or reject the hypotheses stated in chapter one. Inferential statistics chi square
was used to test the formulated hypotheses.
CHAPTER FOUR
RESULTS AND DISCUSSION
This chapter presents and discusses the findings on Management Information System and
Students performance at KISU. The study objectives were Examine the effect of
application of management information system on attendance of students in Kampala
International School Uganda, Identify the extent to which management information system
solve results attainment at Kampala International School Uganda, Determine how the
varied effects (e.g. computer and related equipment) of management information system
affect students Grades at Kampala International School Uganda. The following hypothesis
was tested; there is no significant positive relationship between management information
system and Students performance at KISU.
Demographic Characteristics of the Respondents
The original sample for the study was 106 respondents and the researcher managed to
collect back 81 questionnaires, meaning that there was 25 error of omission. However, 81
questionnaires represent 76.4% rate of return. Descriptive statistics (frequency and
percentages) were used to analyze the demographic characteristics of the respondents in
38
terms of gender, position held by the respondents, Department where you work, length of
service at KISU, age group, level of education and employment status. The frequency and
percentage were meant to establish the most frequently occurring responses and the least
frequently occurring responses.
The summary of the results are shown in Table 4.1 below.
Table 4.1: Demographic Characteristics of the Respondents
Items
Description
Frequency
67
Sex
of
the Male
Female
14
respondent
2
Position held by the SLT
KS
Coordinators
3
respondent
Teachers
12
Other
64
28
Department where Secondary
Accounting
4
you work
Primary
8
Admissions
2
Administration
4
Other
35
0-2
years
12
Length of service at
3-5 years
40
KISU
6-8 years
14
Above 8 years
15
22-25 years
11
Age group
26-29 years
24
30-33 years
8
34-37 years
32
Ordinary Certificate
19
Level of education
Advance Level
17
Diploma
9
Bachelor's Degree
32
Post graduate Diploma
2
Master's Degree
2
Permanent
17
Employment status
Fixed term contract
52
Casual Work
8
Other
4
Sources: Primary Data 2019
39
Percent
82.7
17.3
2.5
3.7
14.8
79.0
34.6
4.9
9.9
2.5
4.9
43.2
14.8
49.4
17.3
18.5
13.6
29.6
9.9
39.5
23.5
21.0
11.1
39.5
2.5
2.5
21.0
64.2
9.9
4.9
Sex
In terms of sex, the result from Table 4.1 indicates that male dominated 67 (82.7%) while
female were 14 (17.3%).
Position Held by the Respondents
As seen in Table 4.1, those who were holding other position dominated the study
64 (79.0%) followed by those who were teachers 12 (14.8%). Next were those who were
KS Coordinators3 (3.7%) and lastly those who were SLT 2 (2.5%).
Department of the Respondents
The study findings from Table 4.1 indicated that those who were from other
department dominated the study 35 (43.2%) followed by those who were from secondary
28 (34.6%). Next were those who were from primary 8 (9.9%) followed by those who were
from accounting and administration 4 (4.9%) each and lastly those who were from
admissions department 2 (2.5%).
Length of service at KISU
As seen from Table 5, those who have worked for 3-5 years dominated the study
40 (49.4%) followed by those who have worked for 8 years and above 15 (18.5%). Next
were those who have worked for 6-8 years 14 (17.3%) and lastly, those who have worked
for 2 years and below 12 (14.8%).
Age Group
With regard with the age group of the respondents, those who were in the age
bracket of 34-37 years dominated the study 32 (39.5%) followed by those who were in the
age bracket of 26-29 years 24 (29.6%). Next were those who were in the age bracket of 2225 years 11 (13.6%) and lastly, those who were in the age bracket of 30-33 years 8 (9.9%).
40
Level of Education
The study findings from Table 5 indicated that those who have bachelor’s degree
dominated the study 32 (39.5%) followed by those who have ordinary certificate 19
(23.5%). Next were those who have advanced level of education 17 (21.0%) followed by
those who have diploma level of education 9 (11.1%) and lastly those who have post
graduate diploma and master’s degree 2 (2.5%) each.
Employment Status
Finally, the study findings in table 5 indicated that fixed term contract workers dominated
the study 52 (64.2%) followed by those who were permanent workers 17 (21.0%). Next
were those who were casual workers 8 (9.9%) and lastly, those who had other employment
status 4 (4.9%).
Level of Management Information System at KISU
The first objective of the study was to examine the effect of application of management
information system on attendance of students in Kampala International School Uganda.
The specific variables investigated under the construct of Management Information System
included Accurate, Timely, Relevant and Convenient. This objective was analyzed using
the mean and standard deviation. The mean portrays the occurrence of a response and
standard deviation portrays the extent to which scores deviate from the mean. Clodfeters
(2013) add that good Management Information System has several benefits
Table 5 presents individual scores on individual variables under the construct of level of
Management Information System at KISU. The results indicated that the level of
Management information system at KISU is very high because most of the respondents
strongly agreed with the existence of Management Information System affecting the
41
Students performance at KISU. Management Information System is a system that stores
and retrieves information and data, processes them and present them to management as
information to be used in decision making.
Analysis of data and computation of scores on the construct of level of Management
Information System at KISU yielded a grand mean of µ = 3.02 and standard deviation of
SD=0.70, which indicate a very high mean and high standard deviation with regard to scale
or legend 1 that was used in the study, which indicates a mean and standard deviations that
fall in the very high scale. Statistically, high standard deviation implies that there is high
variation in the research participants’ responses, that is; responses on the items in the
questionnaire were not very close.
Table 5: Mean and Standard Deviation on the Level of Management Information
System on Students Performance
Management Information System
µ
SD
Interpretat
ion
Accurate
Students’ information in Managebac is accurate
3.80
.40
Students’ information on EdAdmin is accurate
2.55
.73
Teacher information on Managebac is accurate
3.00
.80
Teacher information on EdaAdmin is accurate
3.14
.35
Parents’ information on Managebac is accurate
3.02
1.14
Parents’ information on EdaAdmin is accurate
3.00
.80
Students’ CAT4 data is accurate
2.98
.55
CAT4 data is analysed and accurately entered in 2.80
.66
spreadsheets
Interim reports are accurate
3.22
.61
Term reports are accurate
2.94
1.00
Timely
Interim reports are completed on time
4.79
0.56
Interim reports are uploaded on time
4.67
0.54
Interim reports sent to parents on time
4.56
0.59
Monthly reports are completed on time
4.64
0.61
Monthly reports are uploaded on time
4.68
0.60
Monthly reports sent to parents on time
4.65
0.57
42
Teachers provided feedback on student learning on
time
Parent-teacher meeting are conducted on time
CAT4 tests are conducted on time
CAT4 results are communicated in a timely manner
Relevancy
All tests conducted are relevant to student progress
Attendance is relevant to student progress
CAT4 data is relevant for student progress
Managebac is a necessary tools to manage student data
EdAdmin is needed to manage and communicate with
students
EdAdmin is needed to manage and communicate with
teachers
EdAdmin is needed to manage and communicate with
parents
EdAdmin is needed to manage and communicate with
administrators
It is important to place students in the different levels
available
Differentiation is necessary for every lesson
Pooled mean & S.D
Legend 1:
Mean range Interpretation
3.26-4.00
Very High
2.51-3.25
High
1.76-2.50
Low
1.00-1.75
Very Low
4.72
0.59
4.57
4.68
4.64
0.54
0.60
0.61
3.63
3.29
2.92
3.14
2.73
.48
.46
.74
.35
.69
3.14
.35
2.65
.72
3.00
.97
2.82
.65
2.63
3.02
.94
0.70
High
The table 5 gives the summary of the level of management Information System at KISU.
The results indicated that the level of management Information System Practices is high at
a (pooled mean= 3.02, S.D= 0.70) which is a high mean and high Standard deviation with
regard to legend 2 used in the study, which indicates a mean and standard deviation that
fall in the high scale. This high level of management Information System practices implies
that the KISU has a competent and appropriately qualified staff that performs Management
Information System functions, Students have access to the Management Information
43
System to retrieves information and data, processes them and present them to management
as information to be used in decision making. . This level of Management Information
System Practices is rather healthy for any increase in student’s performance since it serves
to protect and maximize student’s involvement in classroom work attendance, improve
their results and give them better grades. But it also helps in transparent dissemination of
information that may not be widely available in the library and publicizing its data
information in a fair and honest manner without putting the student in disrepute or
tarnishing teachers’ / staff members’ image. All these significantly affect not only student’s
fundamentals of the use of management information system but also the student’s
performance of KISU at large.
These findings rime well with the literature of Rambo (2011) who linked Management
information system practices with maximizing students’ wealth. He argues that when
management information system is developed in schools they enhance academic growth
and the growth of students through higher academic performance of the student; in terms
of timely formation and maximization of information value.
Some of the respondents support this view. In one of their responses, they stated that “Yes
MIS has helped with progress, the reason being that Managebac updates the people with
their work and deadlines, therefore, it always keeps you on track. It is organised and
systematic. Hence improving academic growth”
Level of Students performance at KISU
The second objective of the study was to Identify the extent to which management
information system solves results attainment at Kampala International School Uganda. The
specific variables investigated under the construct of Students performance included
44
Attendance, Results and Grades. This objective was analyzed using the mean and standard
deviation. The mean portrays the occurrence of a response and standard deviation portrays
the extent to which scores deviate from the mean. According to Van Home, (2006)
Management Information System is linked to Students Performance.
Table 6 presents individual scores on individual variables under the construct of level of
Student’s performance at KISU. The results indicated that the level of Students
performance at KISU is Low because most of the respondents strongly disagreed with the
existence of high level of Students performance at KISU.
Analysis of data and computation of scores on the construct of level of Students
performance a grand mean of µ = 2.42 and standard deviation of SD=0.71, which indicate
a Low mean and Low standard deviation with regard to scale or legend 2 that was used in
the study, which indicates a mean and standard deviations that fall in the Low scale.
Statistically, Low standard deviation implies that there is Low variation in the research
participants’ responses, that is; responses on the items in the questionnaire were not very
close.
Table 6: Level of Students performance at KISU
Level of Students Performance
Attendance
Form attendance is taken each day
School offices update attendance each day
Late students get a late note when late
Absent students are entered into the system
Parents are notified about absent students
Office is notified when students have to leave in the
course of the day
Systems generates daily attendance report
System generates termly attendance report
System calculates overall interim possible attendance
System generates overall interim attendance report
45
µ
SD
2.98
2.57
2.96
2.81
2.65
2.65
.93
1.10
.56
.66
.71
.71
2.96
2.14
2.53
2.19
.92
.36
.85
.74
Interpretat
ion
Results
The results for every assessment are known
conflict management policy of its retailers
The results reflect the task that has been completed
The success criteria for every assessment is known
The rubrics for every assessment is known
The success criteria for every assessment is applied
The rubrics for every assessment is applied
Results are shared with coordinators
Results are shared with students
Results are shared with parents
Results reflect a student’s ability
Grades
Students are aware of grade boundaries
Teachers understand the grade boundaries
Parents understand the grade boundaries
Every department generates its own subject specific
grade boundaries
Every student is graded for every assessment
Grades are reviewed by head of department
Grades are reviewed by coordinators
Grades are shared with students
Grades are shared with parents
Grades are used to analyze student progress
Pooled mean & S.D
Legend 3:
Mean range Interpretation
3.26-4.00
Very High
2.51-3.25
High
1.76-2.50
Low
1.00-1.75
Very Low
2.89
0.67
1.30
1.07
1.30
2.22
1.19
1.26
2.32
1.46
1.54
0.43
0.87
0.84
0.80
0.82
0.95
0.81
0.75
0.86
1.56
1.68
1.75
1.58
0.63
0.60
0.58
0.72
1.53
1.57
1.62
1.59
1.60
1.59
2.42
0.76
0.74
0.68
0.66
0.70
0.62
0.71
low
The Table 6 gives a detailed picture of the Level of Student’s performance at KISU. The
results indicated that the level of Student’s performance is Low basing on the mean and
Standard deviation of Student’s performance, Attendance, Results and Grades as
manifested in Tables. The results indicated that the level of Student’s performance is Low
at a (pooled mean= 2.42, S.D= 0.71) which is a Low mean and Low Standard deviation
with regard to legend 4 used in the study, which indicates a mean and standard deviation
46
that fall in the Low scale. This Low level of Student’s performance implies that the school
has recorded a decline in Student’s performance for the past 5 years, despite the existence
of management information system in the School.
As stated previously, the success of management information systems can be achieved by
analyzing its effects on results especially when it can be advanced that the goal of
management information system should be to obtain an improvement and enhancement of
performance. Indeed, one of the respondents’ states that “Personally, I feel the information
system is a decent way to improve academic growth, and so I do feel that it (MIS) has not
contributed 100% in improving academic growth. For example, it would be very helpful if
the students get notified 2 days before about their upcoming deadline and also it would be
much better if the messages sent by the teachers could stay for longer than 2 weeks”.
Therefore, because the system is not able to specifically do that, some respondents think
that it has not led to an improvement in student performance.
Determine how the varied effects (e.g. computer and related equipment) of
management information system affect students Grades at Kampala International
School Uganda.
The third objective of the study was to establish the relationship between management
information system affect students Grades at Kampala International School Uganda and
determine the extent of the relationship. This objective was analyzed using Pearson
correlation and multi-linear regression: Pearson correlation was used so as to establish the
relationship and the extent between the two variables and then multi-linear regression was
47
used to determine the contribution of each of the Management Information System towards
Students performance at KISU.
Table 7: Pearson correlation showing relationship between level of management
information system affect students’ Performance at Kampala International School Uganda
and determine the extent of the relationship
Management
System
Information r-value
Student’s Performance
.868**
P- Value
.000
N
420
**. Correlation is significant at the 0.02 level (2-tailed).
Sources: Primary Data 2019
Table 8: Model Summary
Model Summary
Model
R
R Square
Adjusted R Std. Error of
Square
the Estimate
a
dimension
1
.899
.807
.795
4.52
a. Predictors: (Constant), Accuracy, Timely, Relevancy and Convenient
Sources: Primary Data 2019
Tables 7 and 8 show the study findings on the relationship between level of management
information system affect students Grades at Kampala International School Uganda and to
what extent the relationship exists. From the Pearson correlation table, the results indicate
that there is a strong relationship between the level of management information system and
students Performance at Kampala International School Uganda at correlation coefficient
r= 0.868.
Table 8 shows the study findings in the way of the regression model summary on the
relationship between level of management information system and students Performance
48
and to what extent the relationship exists. Results also indicate that there is a strong
relationship between level of management information system and students Performance
at Kampala International School Uganda, and this is showed by (R= 0.899).
The strong relationship implies that if a school is highly compliant to the management
information system practices then the students’ Performance at Kampala International
School will be high due to lots of guidelines, Timely and Accuracy systems to follow for
the betterment of students performance. On the contrary, it is not by default that high
students’ performance. Notable is the fact that the school is deliberately moving towards
encouraging students to take more active control of their leaning and so the systems which
are being put in place in the future and meant to help give the various stakeholders data
and information on progress or the lack of it and help them keep track of their own learning.
On the contrary, it is not by default that high usage of Management Information System
leads to high students Performance at Kampala International School Uganda as exhibited
with the last lot of IB students since there are also other pertinent external factors like the
Parents, School Policy and Time of School Activities and the general economic climate
that equally affect Student’s performance in this School.
When it comes to the extent to which the relationship exists as seen from the regression
table by the use of Adjusted R square, this implies that Management Information System
only contributes 79.5% to the Student’s performance at KISU, the remaining 14.2% is as a
result of other factors that were not considered in this study whose influence equally need
to be established too. This may mean that there are other operations which the Management
Information System should interrelate with such that the effective student’s performance
at KISU is realized and some of these were identified but not analyzed, through interviews
49
and opinions such as, the student’s interest to use Management Information System and
many more.
For hypothesis testing, results from Table 7 provide P-value of 0.000 which is less than
0.05 (level of significance). The null hypothesis which stated that there is no significant
relationship between level of management information system and the level of Student’s
performance at KISU was therefore rejected and accepted the alternative hypothesis. This
implies that there is a significant relationship between level of management information
system and the level of Student’s performance at KISU. This means that if the compliance
to management information system is high, then the Student’s performance at KISU will
yield positive results.
The findings of the study are in agreement with (Leonardi and Bailey, 2018), who argues
that Management information systems are formal systems for presenting management/
students with timely and suitable information necessary for decision making, The system
gives information on the past, present and project future and on related developments inside
and outside the organization (Baccarini, 2019). It may be described as an integrated and
organized system for collecting relevant data, transforming it into correct information and
providing the same to the concerned executives. The main purpose of Management
Information System is to “provide the right information to the right people at the right time”
(Gray, 2017). The ideas of management information systems were formed to counteract
such inefficient development and productive use of the computer. Management
Information System concepts are crucial to efficient computer use in business and schools.
When a system gives information to people who are not part of the managerial staff, then
it will not be viewed as part of a Management information system (Belassi and Tukel,
50
2016). Such a system, while it may contain similar interfaces as Management Information
System, is not a part of it. Examples of such systems are salary acknowledgments and
excise duty statements. Generally, Management Information System deals with
information that is systematically and routinely collected in accordance with a well-defined
set of rules (Spathis et al., 2017). Furthermore, Management information system is a part
of the formal information network in an organization. Information that has great managerial
planning importance is seldom obtained at golf courses. However, this information is not
part of Management Information System, but “one-shot market research data accumulated
to measure the full potential of a new product does not come within the goal of a
Management information system by our definition, seeing as such information which is
systematically retained is not collected on a regular basis” (Belassi and Tukel, 2016).
51
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
This chapter refers to the organized, presented and analyzed data in the preceding chapter.
The summary and conclusions are drawn from the discussed findings in regard with the
study objectives.
Summary
The study was carried out at Kampala International School Uganda offers an international
education to students between 2 and 19 years of age. The school was established in 1993.
Current enrolment is around 600 and is increasing steadily. Students come from almost 60
different nations and, depending on the family’s contracts and nature of their work, stay in
Uganda for varying lengths of time. The school is privately owned with an Advisory Board
of Governors and the Director manages the day-to-day running of the school. The school
was formerly known as Kabira International School and moved to its present site in
September 2008. It is centrally located in Kampala and is situated on 14 acres of land. It
has been purposely built to accommodate over 1000 students, increasing in line with the
development of Kampala and Uganda. There are four science labs, three computer labs,
three practice music rooms, three performance areas, and indoor gym, outdoor basketball
court, a 25m eight-lane competition pool, two libraries, five acres of playing fields and
smart boards in most classrooms. (Kampala International School Uganda n.d.).
The data was analyzed both using descriptive statistics and inferential statistics. Qualitative
approach was used to describe individual’s traits that could not be easily described
numerically and quantitative approach was used because numerical data was applied. The
52
study used descriptive-correlational and cross-sectional research designs. It was descriptive
due to the nature of data that states facts as they are, correlational because it sought to
determine the relationship between two variables and cross-sectional because the study was
aimed at providing a solution to the problem one point in time. The general objective was
to establish the relationship between management information system and students
Performance at Kampala International School Uganda and determine to what extent this
relationship exists.
Findings on the demographic characteristics revealed that those who have bachelor’s
degree dominated the study 32 (39.5%) followed by those who have ordinary certificate 19
(23.5%). Next were those who have advanced level of education 17 (21.0%) followed by
those who have diploma level of education 9 (11.1%) and lastly those who have post
graduate diploma and master’s degree 2 (2.5%) each.
Findings indicated that, the level of management information system is high at a
(mean=3.02, S.D= 0.70) which is a high mean and high standard deviation with regard to
legend 1. The results further indicated that the level of management information system
Practices is also high at a (mean= 3.29, S.D= 0.68) which is a high Mean and high Standard
Deviation with regard to legend 2 used in the study, which indicates a Mean and Standard
Deviation that fall in the high scale.
Finally, the results indicated that the student’s performance is Low at a (mean= 2.42, S.D=
0.71) which is a Low mean and Low Standard deviation with regard to legend 3.
When it comes to the extent to which this relationship exists. The results indicated that the
contribution of level of management information system towards the level of student’s
performance at KISU is (0.868)2=0.753x 100=75.3%.
53
The null hypothesis which stated that there is no significant relationship between level of
Management information system and the level of student’s performance of at KISU was
therefore rejected and the researcher accepted the alternative hypothesis since the P-value
(.000) was lower that the significance level (0.05).
Conclusion
In conclusion, findings indicated that the level of Management information system is high;
the level of Accurate, Timely, Relevancy and Convenience Practices was found to be also
high. Furthermore, the level of Student’s performance at KISU was observed to be Low. It
was concluded that there is a strong relationship between level of Management information
system and the level of Student’s performance at KISU. When it comes to the extent to
which this relationship exists. The results indicated that the contribution of level of
Management information system towards the level of Student’s performance at KISU is
75.3%. The researcher rejected the null hypothesis and accepted the alternative hypothesis
since the P-value (.000) was lower that the significance level (0.05).
54
Recommendations
There were 3 objectives that were set out for this study and having analysed and evaluated
the data that was collected and the information that was gathered, the researcher came up
with the following recommendations. In regards to the effect of application of management
information system on attendance of students in Kampala International School Uganda, it
is recommended that systems that are in place to take student attendance should be open to
both students and parents for them to be able to see just how much school an individual
miss. This should further be tagged to the students’ time table so the involved parties are
able to tell which specific lessons a student might have missed. Where attendance is taken,
this information should be shared with the relevant stakeholder in a timely and acceptable
manner.
It is further recommended also that regarding the extent to which management information
system solve results attainment at Kampala International School Uganda, that the
information systems in place should be better utilized to assess students. For example
EdAdmin has a whole module which is dedicated to assessments and progress however it
is only used to reporting and attendance and yet it is capable to allowing grading for any
piece of assignment with the system being able to tabulate and analyse results at the end of
a reporting period.
Lastly, having determined that there is a relationship between student performance and
information systems, it is imperative that the school ensures that all points fo data collection
and all users of data and student information are adequately trained to use the MIS in place
55
and that all stakeholders understand the abilities and limitations of the management
information systems in place.
In summary, while management information system have been in existence for a while, it
is important to appreciate the role that these systems play in bringing about efficiency in
an organization as well as ensuring that data that is needed is available when it is needed
and in the format in which it is beneficial to various stakeholders.
56
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Limited, Faria Education Group. n.d. Managebac. Accessed May 21, 2019.
https://www.managebac.com.
59
Ronald Bisaso, Adrie Visscher. 2014. "Computerised School Information Systems Usage
in an Emerging Country — Uganda." Information Technology and Educational
Management in the Knowledge Society. Springer, Boston, MA: IFIP International
Federation for Information Processing. 97.
Shah, Madiha. 2014. Impact of management information systems (MIS) on school. Kuala
Lumpur, Malaysia .
Stokes, Matt. 2016. "Making the most of data in schools." Nesta 11. Accessed June 12th,
2019. https://www.nesta.org.uk/blog/making-the-most-of-data-in-schools/.
60
APPENDENCES
Appendix 1: Self-administered questionnaire for employees
STUDY ON MANAGEMENT INFORMATION SYSTEM AND STUDENTS
PERFORMANCE KISU.
SELF-ADMINISTERED QUESTIONNAIRE FOR EMPLOYEES
Dear Respondents,
My study focuses on Management Information System and Students performance.
Am requesting you to provide me with information required to fulfilling this study, your
information will be of great help and will enable me complete my requirements to obtain a
masters degree in MBA (IT). All information provided will be treated with absolute
confidentiality.
Thank you for your cooperation.
Instructions
Do not write your name.
Please, be honest in responding to the questions
SECTION A (Demographic Information of the Respondents)
1. Sex of the respondent
1. Male ( )
2. Female (
)
61
2. Position held by the respondent
1. SLT (
) 2. KS Coordinator (
4. Admin Staff (
)
5.
Others (
) 3. Teacher (
)
)
2. Department where you work.
(1) Admissions (2) Accounting (3) Administration
3. Length of Service at KISU
(1) 0-2 Years (2) 3-5 Years (3) 6-8 years
(4) Primary (5) Secondary
(4) 8 Years & Above
4. Age group
(1) 18-21 (2) 22-25 (3) 26-29 (4) 30-33 (5) 34-37 (6) 40-43 (7) 44-47 (8) 48-51
(9) 52-Above
5. Level of Education
(1) Ordinary Certificate (O level) (2) A Level Certificate (3) Diploma
(4) Bachelor’s Degree
(5) Postgraduate Diploma (6) Masters Degree (7) PhD
6. Employment Status
(1) Permanent, (2) Fixed Term Contract (3) Individual Contractor (4) Casual Work (5)
Other (Please Specify)…………………………
SECTION B (The conceptual variables)
Please, tick [] only what is most appropriate to you.
Very low
1
Low
2
Moderate
3
Management Information System
Details
high
4
Very High
5
SD D N A
Accurate
Questions : Inventory Planning
1 Students’ information in Managebac is accurate
2 Students’ information on EdAdmin is accurate
3 Teacher information on Managebac is accurate
4 Teacher information on EdaAdmin is accurate
5 Parents’ information on Managebac is accurate
62
SA
6 Parents’ information on EdaAdmin is accurate
7 Students’ CAT4 data is accurate
8 CAT4 data is analysed and accurately entered in spreadsheets
9 Interim reports are accurate
10 Term reports are accurate
Timely
1 Interim reports are completed on time
2 Interim reports are uploaded on time
3 Interim reports sent to parents on time
4 Monthly reports are completed on time
5 Monthly reports are uploaded on time
6 Monthly reports sent to parents on time
7 Teachers provided feedback on student learning on time
8 Parent-teacher meeting are conducted on time
9 CAT4 tests are conducted on time
10 CAT4 results are communicated in a timely manner
Relevancy
1 All tests conducted are relevant to student progress
2 Attendance is relevant to student progress
3 CAT4 data is relevant for student progress
4 Managebac is a necessary tools to manage student data
5 EdAdmin is needed to manage and communicate with students
6 EdAdmin is needed to manage and communicate with teachers
7 EdAdmin is needed to manage and communicate with parents
8 EdAdmin is needed to manage and communicate with administrators
9 It is important to place students in the different levels available
10 Differentiation is necessary for every lesson
Section C – Student Performance
Attendance
1 Form attendance is taken each day
2 School offices update attendance each day
3 Late students get a late note when late
4 Absent students are entered into the system
63
5 Parents are notified about absent students
6 Office is notified when students have to leave in the course of the day
7 Systems generates daily attendance report
8 System generates termly attendance report
9 System calculates overall interim possible attendance
10 System generates overall interim attendance report
Results
1 The results for every assessment are known
management
of its
2 conflict
The results
reflect thepolicy
task that
hasretailers
been completed
3 The success criteria for every assessment is known
4 The rubrics for every assessment is known
5 The success criteria for every assessment is applied
6 The rubrics for every assessment is applied
7 Results are shared with coordinators
8 Results are shared with students
9 Results are shared with parents
10 Results reflect a student’s ability
Grades
1 Students are aware of grade boundaries
2 Teachers understand the grade boundaries
3 Parents understand the grade boundaries
4 Every department generates its own subject specific grade boundaries
5 Every student is graded for every assessment
6 Grades are reviewed by head of department
7 Grades are reviewed by coordinators
8 Grades are shared with students
9 Grades are shared with parents
10 Grades are used to analyse student progress
64
APPENDIX A
Sample size (s) for the given population sizes (N)
N
10
15
20
25
30
35
40
45
50
55
60
65
70
75
80
85
90
95
S
10
14
19
24
28
32
36
40
44
48
52
56
59
63
66
70
73
76
N
100
110
120
130
140
150
160
170
180
190
200
210
220
230
240
250
260
270
S
80
86
92
97
103
108
113
118
123
127
132
136
140
144
148
152
155
159
N
280
290
300
320
340
360
380
400
420
440
460
480
500
550
600
650
700
750
S
162
165
169
175
181
186
191
196
201
205
210
214
217
226
234
242
248
254
65
N
800
850
900
950
1000
1100
1200
1300
1400
1500
1600
1700
1800
1900
2000
2200
2400
2600
S
260
256
269
274
278
285
291
297
302
306
310
313
317
320
322
327
331
335
N
2800
300
3500
4000
4500
5000
6000
7000
8000
9000
10000
15000
20000
30000
40000
50000
75000
100000
S
338
341
346
351
354
357
361
364
367
368
370
375
377
379
380
381
382
384