Information and Knowledge Management using ArcGIS ModelBuilder

Hesbon Nyagowa, Dennis Ocholla and Stephen Mutula
eSchool system was always kept in good order (63.5%). The overall assessment on these three
points was 2.892, which was high and significantly different from 2.0 (see Table 6).
Table 5: T-test statistics
Service Gap T Df
Sig. (2tailed)
Mean
Difference
95% Confidence Interval
of the Difference
Lower Upper
Gap in IS staff knowledge of
their work -1.5771 715 0.1152 -0.0615 -0.1380 0.0150
Gap in IS staff attention given
to users -7.0100 703 0.0000 -0.3054 -0.3909 -0.2199
Gap in IS staff promptness to
tackling user issues -4.0578 708 0.0001 -0.1904 -0.2825 -0.0983
Table 6: T-test of the overall assessment of technical personnel
T df Sig. (2-tailed)
Test Value = 2
Mean
Difference
95% Confidence Interval of
the Difference
Lower Upper
OVSERVQ* 34.047 712 .000 .8920 .8406 .9434
OVSERVQ* is the ‘overall service quality.
5.4 Success and challenges of training for use effectiveness
Training quality was found to be effective, with 51.5% agreeing on the variety of methods applied
(figure 3) and 78% gained hands-on experience. However, a large majority (88%) required additional
training.
Most respondents (62.2%) complained that the training period was not adequate. In some cases, the
trainer was accused of wasting valuable time, there were frequent power outages, and literature was
inadequate. Consequently, many concepts were not well understood by trainees. As a way to improve
training, respondents suggested that the internet connection should be restored; those who did not
benefit from initial training should be given additional training during school holidays; and
improvements should be made to teaching methods, with users given more time to practice.
Figure 3: Perceptions of the variety of methods applied in training
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