Information and Knowledge Management using ArcGIS ModelBuilder

Hesbon Nyagowa, Dennis Ocholla and Stephen Mutula
Table 3: Perceptions on content and communication quality
Aspects of content and communication N Mean
Std.
Deviation
It is efficient - getting complete reading materials through the
eSchool system* 749 2.7 1.019
The content retrieved from the eSchool system is specific and
relevant to curriculum 743 2.9 0.913
Exchange of ideas with peers through e-mail has been
efficient* 751 2.3 1.191
The format quality of content in the eSchool system has
encouraged me to use the system. 744 2.9 0.990
It has been possible to get materials from other eSchools on
time* 745 2.2 1.080
Some teachers in my school participate in developing some
content which is posted to the eSchool system and shared
with other eSchools 747 2.6 1.175
I have established friends through interconnection between
my school and other eSchools* 746 2.1 1.160
The quality of content and its suitability for the curriculum was acceptable to 72.4% of the
respondents. However, quality of communication was unacceptable to 60.7% of the respondents. The
major drawback in communication was limited access to internet connectivity.
5.3 Success and challenges of service quality of technical staff
Respondents were asked to rate the technical personnel’s knowledge of their job, the personal
attention they gave to users, and how timely their responses were to calls for assistance. These
ratings were divided into expectations and perceived actual levels. The level of concurrence was high:
85.9% for the knowledge of work, 77.5% for giving attention to users, and 65.4% for timeliness. In this
study, the differences between expected service quality level and perceived service quality level were
subjected to a Student T-test to determine whether they were significantly different from zero. Table 4
displays the means and Table 5 provides the test statistics.
Table 4: Means of difference in service quality level
Service Gap N Mean Std. Deviation Std. Error Mean
Gap in IS staff knowledge of their work 716 -0.061 1.043 0.0390
Gap in IS staff attention given to users 704 -0.305 1.156 0.0436
Gap in IS staff promptness to tackling user
issues 709 -0.190 1.249 0.0469
The T-test confirms that the gap in IS personnel knowledge of their work was statistically not different
from zero; t = -1.577 and p = 0.115. This means that the IS staff actually showed the knowledge level
that they were expected to possess. Corresponding gap in the attention IS technical staff gave to
users and the gap in IS personnel promptness in responding to eSchool users were significantly
different from zero. This implies that the attention that was given to eSchool users and the
promptness of IS personnel’s responses to technical issues were below expectations.
A consistently high majority of the respondents agreed or highly agreed that the quality of service of
IS personnel was adequate (80.5%), the technical personnel were pleasant (68.3%), and that the
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