AVAILABILITY, ACCESSIBILITY AND USE OF INFORMATION AND COMMUNICATION TECHNOLOGY IN MANAGEMENT OF STUDENTS’ ACADEMIC
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AVAILABILITY,
ACCESSIBILITY AND USE OF INFORMATION AND COMMUNICATION TECHNOLOGY IN MANAGEMENT
OF STUDENTS’ ACADEMIC
ABSTRACT
The study
was about availability, accessibility and use of ICT in management of students‟
academic affairs in Makerere University. This emerged because of the problem
that there was mismanagement of students‟ academic records despite the
technological advancement that had advanced in the University. Such problems
include loss of marks, miscalculation of marks to mention but a few. The study
intended to establish how ICT affected management of students‟ academic
affairs. It applied both correlation and cross sectional survey design. Data
were collected using semi-structured survey questionnaires and interviews. Correlations
were used to determine the extent to which ICT was related to management of
students‟ academic affairs and a cross sectional survey design was used because
data were to be collected at one time from the sample of lecturers and
administrators of Makerere University. Findings indicated that internet
facilities, computers, management information systems, electronic databases all
were available and accessible to administrators, lecturers and students though
with restricted access for viewing results, record keeping, setting and marking
exams. ICT for registration was used for tracking students‟ registration
progress by administrators and academic progressing. It was concluded that ICT
facilities such as computers Management Information System and internet were
the most common used for examination management and they were mainly applied
for processing examination results, tracking students’ academic progress,
grading of students according to their performance, communication between
lecturers and heads of department, communication to students via emails. It was
again noted that ICT was accessed for communication between administrators and
other teaching staff members in the University, for returning results to
students online, calculating students‟ GPA and CGPA and processing transcripts.
Investigation
about the level of use of ICT for registration management in Makerere
University established that ICT facilities were used for provision of
information easily on registration of students, easy monitoring of students‟
registration progress, easy comparison of registration status with other data
such as students‟ academic progress and enhanced time management. So ICTs were
reliable compared to the previous manual system. However ICT had not
effectively improved collaboration between University administrators, students
and the university outside community. Electronic Registration System was more
It was recommended that the University authorities should adequately train and
acquaint users with ICT skills such as database management, typing and
printing, online examination management, skills in management information
systems and internet and facilitate them with ICT facilities and University
authorities should make it a policy for lecturers to use ICT facilities for
examination management. It was also suggested that University authorities
should train administrators and provide them with the required facilities like
computers, computer software, internet facilities and reliable databases and
there must be a formal procedure to be followed to enforce strict use of ICT
structures in the University. It was also recommended that a framework of
guideline be provided for prior to purchasing an e-registration system, that
is, a list of the required specifications be made after consultation with users
(administrators) to enable purchase of a reliable ICT structure and initial ICT
training for administrators must be undertaken to engender commitment to
e-registration initiative and support for new ICT skills acquisition for effective
implementation of online registration.
CHAPTER ONE
INTRODUCTION
1.0
Introduction
This chapter
explains the background, purpose, objectives, research questions, scope and the
significance of the study
1.1
Background
1.1.1
Historical background
Uganda
developed its initial ICT national policy in 2003, Tanestik (2007). The policy
framework document that delineated the need for a national ICT policy
recognized that Uganda would need to embrace the goal of lifelong education for
all. One of the recommendations that were executed early in 2006 resulted into
the establishment of a Ministry of ICT to address the convergence of ICT and to
provide coordination of policy development (ICT4D GUYANA, 2006). However,
before the Government of Uganda embraced ICT in education, Makerere had already
started its way to promote technology in education (Nakanyike, and Nansozi,
(2003)
The Makerere
University Kampala (MUKLA) network was initiated; MUKLA was an isolated project
dependent on donor funding and, largely, the efforts of one individual. It was
not part of a University-sponsored approach to connectivity. After a short
while the network collapsed and was replaced by the use of expensive private
Internet Service Providers (ISPs) that were springing up in Kampala. Again,
however, the approach was piecemeal. Some faculties made their own efforts to
adopt information technology and the Faculty of Law was the pioneer in 1998 of
this innovation followed by Faculty of Forestry in 1999 with Norwegian Agency
for Development (NORAD) funding, and others followed. Since 1999, the
University as a whole has then adopted ICT as an integral part of its
rebuilding strategy.
In late
2000, the University developed an ICT Policy and Master Plan, which was
approved by the University Council. The policy and plan provided a framework
for academic and administrative departments to increase their ICT capacity and
utilization within a University-wide system. ICT in education was viewed as an
intervention to streamline education management issues such as record keeping,
examination management and registration management.
1.1.2
Theoretical perspective
The theory
that guided the study was Adaptive Structuration Theory (AST) of DeSanctis and
Poole, (1994). Adaptive Structuration Theory is based on Anthony Giddens'(1984)
structuration theory. (AST) Adaptive structuration theory (AST) has been used
for a number of years in the information systems discipline to study the use of
new technologies in organizations, West, & Turner (2000). Proponents of AST
contend that developers and users of these systems (ICT) hold high hopes for
their potential to change organizations for the better, but actual changes
often do not occur, or occur inconsistently. AST examines the change process
from two vantage points: (1) the types of structures that are provided by
advanced technologies, and (2) the structures that actually emerge in human
action as people interact with these technologies.
Conceptual
perspective
ICT stands
for Information and Communication Technologies and it can be defined as a
diverse set of technological tools and resources used to communicate, create,
disseminate, store, and manage information (Tinio, 2003). Examples of ICT
include radio, television, video, digital versatile device (DVD), telephone,
radio, satellite systems, management information systems, computer and network,
hardware and software, as well as the services associated with them, such as
videoconferencing and electronic mail. In this research ICT will mean
availability, accessibility and use of ICT facilities like computers, computer
networks (internet), in management of students‟ academic affairs in Makerere
University. Management refers to organizing and managing resources in such a
way that the task is completed within defined scope, quality, time and cost
constraints (Taylor, 1911). In respect to this study, it will mean organizing
and managing students‟ academic affairs like examination records and
registration records as a means of achieving efficiency. Management of students‟
academic affairs meant examination management at two levels, that is management
by teaching staff (lower level) and academic registrars (top level) and
registration. Examination management considered how examination exercises like
setting, directing exam /invigilation, assessment, grading, reporting,
accessibility of exam results were managed. And registration of students
considered how students‟ bio data, financial payments, communication with
students and collaboration with other agencies like administrators and parents
were carried out electronically.
1.1.4
Contextual Perspective
Academic
Records Information System (ARIS) was started in 2004 (from the Systems
Administrator ARIS, Makerere University) and was developed to support student
and education related administrative and managerial processes, that is,
management of student personal records, student academic performance
registration and analysis, student admission/ registration, examinations,
management of data related to academic programs and courses, allocation of
facilities and staff, class scheduling. However despite such innovations, some
information is still processed and kept in non electronic form as it used to be
before ARIS installation. For example, students‟ data are still kept in folder
files, students‟ line up for registration yet registration could be done
online. And still in the examination and registration management related
activities, there are a number of challenges leading to loss of marks,
examination malpractices, statistical problems; where the cumulative grade
point averages of students are wrongly calculated, delayed registration, delays
in issuing and getting transcripts. In many of the universities‟ departments,
students‟ data are still processed manually, making the production of reports,
transcripts and degree certificates slow and prone to error, (Nakanyike and
Muwanga, 2003). So, regardless of ICT initiative in management issues of exams
and registration the challenges have remained persistent. Yet it was assumed
that with a computerized system in place, it would lead to effective rapid
processing of results and certificates, (Nakanyike and Muwanga, 2003). This
therefore called for a thorough investigation of the levels of availability,
accessibility and use of ICT for both examination and registration in Makerere
University.
1.2 Problem
statement
Despite ICT
innovations in management related activities of examination and registration of
students in Makerere University, still the process faces a number of problems,
Byaruhanga, (2002). It was anticipated that with a computerized system in
place, it would result into effectiveness and efficiency in the processing of
results and certificates and registration, (Nakanyike and Muwanga, 2003). The
causes of such problems remain uncertain. One wonders whether it emanates from
the way the system was introduced; users‟ attitudes; lack of equipment;
inadequate skills of users; complexity of the system; to mention. This
therefore necessitated for immediate researcher to establish the reality of the
matter. Otherwise, with persistent escalating problems in examination and
registration management, Makerere University was bound to loose it reputable
image publicly and world over and students were likely to abandon the
University in favor of other institutions, where they would be free from such
aforementioned problems.
1.3 Purpose
The study
intended to establish how ICT affected management of students‟ academic affairs
in Makerere University.
1.4
Objectives
1. To find
out levels of availability of ICT for exam management in Makerere University.
2. To find
out levels of accessibility of ICT for exam management in Makerere University
3. To find
out level of use of ICT for registration Management in Makerere University
1.5 Research
questions
1. At what
levels is ICT available for examination management in Makerere University?
2. At what
levels is ICT accessible for examination management in Makerere University?
3. What are
the levels of use of ICT for registration management in Makerere University?
1.7 Scope
This study
was conducted in Makerere University, Kampala Uganda. The content of the study
was confined to establishing the level of accessibility, availability and use
of information and communication technology in the management of students‟
academic affairs in Makerere University. The target population was lecturers
(teachers) and academic registrars of Makerere University.
Significance
1. The study
will provide examination administrators and registrars of Makerere University
with information about the levels of availability of ICT facilities.
2. It would
also benefit Makerere University administrators with data about the levels of
accessibility of ICT and its use for exam management.
3. The study
would help the future researchers to make future references on this work with
the aim of building more knowledge in the field of ICT and education
administration.
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