Information and Knowledge Management using ArcGIS ModelBuilder

Hesbon Nyagowa, Dennis Ocholla and Stephen Mutula
5.5 Success and challenges of eSchool extent and exploitative use
The study assessed the use of the eSchool system through three parameters: frequency of use,
purpose of use, and exploitative or innovative use.
Extent of use
A large proportion (79.6%) of users agreed that the system was easy to use. The frequency with
which the users used the system is high among a slight majority (58.6%). The ease of use of the
eSchool system did not depend on where a user received training. Indeed, a very high majority
(90.4%) of those who trained outside the eSchool system also found the system easy to use.
Majority (61.8%) of respondents said that teachers did not integrate ICT in classroom teaching. The
proportion of teachers disagreeing (53.8%) compared to the proportion of students (62.3%) was
significantly different, since chi-square = 10.14 and p = 0.017. The responses elicited by this question
are shown in Table 7.
Table 7: Perception that teachers incorporate the use of the eSchool system in the classroom
Response Frequency Percent Cumulative Percent
Strongly Disagree 251 32.3 34.6
Disagree 198 25.5 61.8
Agree 175 22.6 86.0
Strongly Agree 102 13.1 100.0
Total 726 93.6
A high proportion of the respondents (59.4%) agreed that they used the eSchool system to access
additional material specific to the curriculum. The mean for all the responses is above 2.0. However,
some means are very close to 2.0. All the mean responses were found to be statistically different from
2.0, even though “using the eSchool to access lessons taught by teachers in other eSchools” and
“using the eSchool to collaborate with peers” were poorly rated.
Exploitative use
Users engage in the use of the eSchool system for different purposes. A large proportion of the users
(53.3%) agreed that they used the eSchool for independent learning. A small proportion (42.9%)
conceded that they accessed material that was not relevant to the curriculum. Of those who accessed
material not relevant to the curriculum, the majority were teachers (57.5%), with students comprising
42.5%. A large majority (62%) of the respondents agreed that some rules imposed by the
administration prevented their exploitative use of the e-system. The rules affected more students
(62.7%) than teachers (45.2%).
Some of the rules account for the lack of motivation to use the eSchool system. Most (67.4%)
respondents claimed that they had no motivation to use the eSchool system. Besides rules as a
reason for their lack of motivation, some users cited the low computer to user ratio, unavailability of
teachers skilled enough to use the available ICT, and outdated learning materials. Those who felt
motivated to use the eSchool gave motivating factors such as: the opportunity to reach a global
network of learners, exposure to new ideas, improved grades in examinations, and simplified learning
tasks.
5.6 Success and challenges of eSchool user satisfaction
All responses on the level of satisfaction with specific aspects of the eSchool had a mean of 2.5 and
above. T-test revealed that all the means are statistically different from 2.0, which confirms that the
users were generally satisfied with the stated aspects of the eSchool system.
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