Information and Knowledge Management using ArcGIS ModelBuilder

Hesbon Nyagowa, Dennis Ocholla and Stephen Mutula
A sizeable proportion of respondents (47.2%) declared that they were satisfied with the eSchool
system. Although the proportion of respondents who were not satisfied was slightly higher than the
proportion satisfied, the mean response was 2.48 and was found to be statistically different from 2.0
when subjected to a T-test. This outcome can go either way, and therefore more efforts should be
exerted to tilt the outcome in favour of satisfaction. The inconclusiveness of this outcome is also
depicted in the high percentage (76.4%) of respondents who had a complaint about the eSchool
system.
5.7 Success and challenges of eSchool net-benefits
A large majority of the respondents agreed that net-benefits accrued from the implementation of the
eSchool system and in all facets of net-benefits as conceptualized in this study (see Table 8). A T-test
reveals that all the mean responses of perceived net-benefits are statistically different from 2.0.
Table 8: Means of perceived net-benefits
My parents prefer the eSchool over non eSchools
Infrastructure / resources in eSchools help students perform better
Installation of eSchools helps in the efficient use of resources
Teaching and learning through an eSchool is more enjoyable
N Mean
659 2.98
662 3.06
659 3.03
665 3.28
The eSchool system facilitates collaboration between teachers and students in
different schools 645 2.82
The eSchool system encouraged me to learn independently
Users of eSchools are willing to offer recommendations for possible improvements
655 2.90
650 2.98
My understanding of a lesson normally improves when I review the topic from
eSchool content 657 3.00
My team working skills have improved since I started using the eSchool
communication system 655 2.90
Measurable net-benefit is a robust means of ascertaining the success of an information system. The
eSchool was implemented to achieve certain objectives which the study now shows it is achieving.
Improving the level of success requires identifying weak areas and designing measures to correct
apparent drifts from the desired path.
6. Discussion
The study was designed to ascertain the level of success of the eSchools, identify issues that could
be impeding the success of eSchools and collate views of eSchool users on ways of improving the
success of the different dimensions of the eSchool system. These suggestions can be scrutinized
against best practices and adapted to the NEPAD ESchool System.
Largely, installed infrastructure was identified as a major area of concern that tends to slow the pace
of eSchool success. The quality of printing facilities and power back-up system was poorly rated. This
is similar to a study on complexity of integration of ICT in education in Turkey. Akbaba-Altun (2006)
found out that physical infrastructure including equipment and their breakdown was the common
problematic category. Power outages may result in loss of documents, time wastage and interruption
in the teaching delivery which cause users to develop negative attitude towards the system. Printing
facility was not accessible because of unavailability of supplies. As a result students may complete
their learning without appreciating how printing is done. The quality of communication was
unacceptable to 60.4% of respondents. Quality of connectivity and therefore communication was
adversely affected by the disconnection of VSAT. The users were therefore not exploiting capabilities
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