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DESIGN AND IMPLEMENTATION OF STUDENTS' RESULT MANAGEMENT

SYSTEM FOR NIGERIAN TERTIARY INSTITUTION

Conference Paper · June 2020

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 DESIGN AND IMPLEMENTATION OF STUDENTS’ RESULT MANAGEMENT
SYSTEM FOR NIGERIAN TERTIARY INSTITUTION

Dr. Olajide M.S., Abiodun O.A., Afolabi O.P. and Ajayi A.A.
Department of Computer Science,
Adeyemi College of Education, Ondo

Abstract

Test and Measurement is central to academic teaching and learning activities. The success or
otherwise of a lecturer’s activities at the lecture rooms, laboratories and other designated points
where learning activities take place rely on how students’ activities are organized, coordinated
and evaluated. The measurement of the progression of students’ performance in the various
courses and overall results of the students require detailed and objective attention of the lecturers
at all the levels involved in learning activities. Assessment of students’ performance begins from
attendance to lectures/practical, field trip (if any), continuous assessments (test, assignment,
practical test) and the examination activities. The paper attempts to look at the design and
implementation of an integrated offline and web based Students Result Management Software
with a view to solving results’ computation problems usually encountered in Nigeria Tertiary
Institutions. The package is expected to be sufficiently robust to address most shortcomings and
challenges encountered during result processing activities in most higher institutions of learning
in Nigeria.

Keywords: Test and Measurement, students’ performance, design and implementation

1.0 Introduction
In the academic world, feedbacks from students are crucial aspect of learning. A teacher can
ascertain the ability or level of knowledge of students on a subject matter through feedbacks and
there is no doubt, that the most common method of getting these feedbacks is through test and
measurement stimulated by examinations. This implies that the importance of tests and
measurement cannot and should not be underestimated or relegated to the background.
Test and Measurement are two basic ingredients that cannot be excluded when it comes to
assessing and evaluating learners in an academic setting. Test and Measurement are one of those
tools which are useful for quality valued judgment of the performance of students without any
bias. Measurement on its own gives an elucidating qualitative description of cognitive,
psychomotor and affective domain of learning in an absolute relation to the learners.
At every occurrence when test is carried out in order to measure any domain of learning,
evaluation is often accomplished. Thus, evaluation can be defined as the process of making value
judgments or decision based on information or data obtained from measurement. Evaluation often
involves determining the values or worth of something or someone (which could be streamlined
to some particular attribute). Example of this is when a student’s performance is rated and values
such as “fair” or “good” are added to it. Evaluation is mostly done based on the information or
data which measurement provides.
1.1 Test and Measurement
According to Oxford advance learner Dictionary, Test can simply be defined has the examination
of someone’s knowledge or ability, consisting of questions for them to answers or activities for
them to perform. Tahir (2017), also defined test as a specific tool or procedure used to draw out or
elicit a response from the students in order to gain information. He went further to describe test as
a device or technique used to obtaining data about a specific trait or characteristic. A further
concise description of test was given by Mohini and Amar (2017) as an instrument or protocol
that measures the attribute of interest.
However, a more elaborate definition of test was given by Ogunboyede and Akinnodi (2016),
which defined test as a systematic method of observing certain human behaviors, so that at the
end of the observation, figures are assigned to the results of the observation. It is conceived as a
technique of verifying for the existence of certain parameters using some samples. The work
further revealed that the selection of samples must be unbiased and the measure of performance
must be objective. Therefore, a test is the unbiased and objective measures of some parameters
which have the characteristics way of behavior like the entire population.
Administration of a test is a process of measurement, without test, measurement is not possible.
This shows that tests and measurements work are interrelated and both help to generate better
accurate feedback for the teachers. The process of measurement as it implies involves carrying
out actual measurement in order to assign a quantitative meaning to a quality i.e. what is the
length of the chalkboard? Determining this must be physically done. This is reinforced by the
definition given by Bob (2014) who defined measurement as the process by which the attributes
or dimensions of some physical objects are determined. Osuji and Okonkwo (2006) in their paper
defined measurement as systematic process of obtaining the quantified degree to which a trait or
an attribute is present in an individual or object. In other words, it is a systematic assignment of
numerical values or figures to a trait or an attribute in a person or object determined after rigorous
academic rigour.
However, a more elaborate and comprehensive definition was given by Ogunboyede and
Akinnodi (2016) where measurement was defined as quantitative description of the cognitive,
affective and psychomotor domains of behavior. They posited that it is a systematic process of
assigning numerical values or numbers to attributes, objects, events or people according to
predetermine rules. They further described measurement as a procedure for finding the extent to
which an attribute is present in an object or individual in quantitative or numerical form.
Furthermore, there are massive and huge relevance of test and measurements in the various
educational institutions in Nigeria and other parts of the world. Some of these include:
formulation of clearly defined objective and policies, diagnosis of learning problems, prediction
of future, screening purposes, research, appraisal of the progress of the learners, determination of
capacities of individuals, evaluation feedback, counselling and guidance purpose, diagnosis of
postural defects and a lot more.

1.2 Evaluation
Evaluation is more complex than test and measurement as it plays a vital role in teaching and
learning process. According to Sara M.S. (1970, as cited in Wilbur H. 1968), evaluation is the
systematic process of judging the worth, desirability, effectiveness or adequacy of something
according to definite criteria and purposes. The judgment is predominantly based upon a careful
comparison of observation data with criteria standards. However, precise definition of what is to
be appraised, clearly-stated purposes, specific standards for the criteria traits, accurate
observations and measurements, and logical conclusions are the hallmarks of valid evaluation.
Evaluation can also be described as a process of determining the value or worth of measurements
collected through tests. In addition, Priyamvada (2017) in his work defined evaluation as a means
to ascertaining the growth and changes, which take place in students as a result of teaching and
learning experiences. It is also the extent of determining if the goals and objectives of a subject
matter has been achieved or not.
Ogunboyede and Akinnodi (2016) in their paper also added that evaluation is the process of
making value judgement or decision based on information or data obtained from measurement.
Evaluation involves determining the value or worth of activity/activities. Moreover, it is also
opined that determining students’ performance whether good, fair or poor, implies that a good
measurement of some values to the students’ performances have been added, hence evaluating the
students’ performances exhibit the strengths of their achivement.
The various types of evaluation include the following:
(i) Formation evaluation
(ii) Summative evaluation
(iii) Placement evaluation
(iv) Diagnostics and remedial evaluation
(v) Internal and external evaluation

However, Abdul (2013) in their paper identified evaluation types based on what is been
evaluated and they are as follows:

(i) Student Evaluation

(ii) Curriculum evaluation
(iii) School evaluation
(iv) Evaluation of personnel

From the foregoing, measurement in broader perspective considers the capability/capabilities

of individual(s). In order word, it involves qualitative description of cognitive, affective and
psychomotor domains of learning with absolute relationship with learners. Also pertinent is
the fact that strong relationship exists amongst measurement, test and evaluation as depicted
in figure 1 below. As illustrated in figure 1, Measurement is a function of both test and
evaluation.
Measurement

Test Evaluation
 Fig 1: Relationship between Test, Measurement and Evaluation
Adopted from Ogunboyede and Akinnodi (2016)

2.0 Students’ Result

According to Ezenma et al (2014), students result is the criteria for the measurement of the
student’s capability in terms of academic performance in the school. When a student writes a test
or sits for an exam, the scores obtained are recorded alongside other needed assessment. At the
end of a phase of academic work, the scores are put together for all subjects or courses offered
and graded, all of these formulate the student’s result which is an indication of the performance of
the cognitive domain of the student. In an ideal situation, these results speak volume of the
intellectual ability and capability of students, even though the result may sometimes not reflect
the actual intelligence of a student.

A student’s result clearly shows the measure of the student’s capability and knowledge. There is
need to avoid common mistakes made during result processing. Errors in result processing can
sometimes be fatal not only to a student academic performance but to the school itself. It is
therefore imperative that the results of students must not be carelessly handled as it is a
determining factor of some aspects of life. Compilation, computation and uploading or otherwise
of result must then be meticulously prepared by concerned persons – lecturer, assistant lecturer,
exam officer, IT officer in-charge of result uploading. This meticulous handling of students’
results is highly important as it has been a recurring problem sometimes noticed as results of some
students possess high level of discrepancy. More often, discrepancy observed in errors at different
levels of result processing, be it compilation, computation or even uploading are resolved at a
point in order to sustain the integrity of the system.
This position is reinforced in the work of Odera and Oloko (2013) where it was emphasised that
assessment irregularities can seriously damage public confidence in the validity and legitimacy of
examination and assessment results and should expressly be dispensed within a very short time
frame as a matter of urgency within the judicial framework established for this purpose. Thus in
order to surmount this serious obstacles observed and ensure more accurate processing of students
results, there is need for automated result computation system. An automated result computation
system will offer effective, efficient, error free, interactive, menu driven and reliable service
delivery in good time.

2.1 Continuous Assessment

There is no doubt that continuous Assessment is an essential component of a teaching-learning
process. (Sasikala and Sunil, 2018). Assessment of learning is not one-time movement rather a
progressive stepwise process. It includes the procedure of checking on, reflecting and modifying
the learning techniques in an arranged and cautious manner (Mohammad et al, 2018). When
assessment is carried out in classrooms in an ongoing or continuous manner by the teacher, such
is referred to as continuous assessment (Prouty and George, 2003).
According to Omebe, (2014), Continuous assessment can be defined as a mechanism whereby the
final grading of a student in cognitive, affective and psychomotor domains of all his or her
academic performance during a given period of schooling can be objectively administered. One of
the distinctive features of the new policy on education in Nigeria is its emphasis on continuous
assessment. The Federal Government Handbook on Continuous Assessment (1985) defines
continuous assessment as “a method of finding out what the pupils/students gained from learning
activities in terms of knowledge, thinking and reasoning, character development and industry.
Abonyi, et al (2005) in their work also defined continuous assessment as a method of assessment
in which the teacher periodically or intermittently ascertains what the learner has gained in terms
of knowledge, thinking, reasoning, character learning activities using various instruments like
tests, assignments, projects, observation, interviews and questionnaires. This view is not complete
because accurate record of the data so generated are further filled for the purpose of providing
information to parents, guardians, students and other shareholders in education industry who may
want to use it to facilitate further growth of the learner or updating records in education
departments of local, state and federal ministries.

2.2 Characteristics of Continuous Assessment

According to Omebe (2014), continuous assessment, as presented above possesses the following
characteristics:
(i) Comprehensive: The assessment must be explicit, comprehensive and intelligible
enough to cover specific areas of study, which the learners have been faced within a
defined period of time.
(ii) Systematic: The assessment must be progressive, catchy and systematically arranged
in order to reflect on those areas of interest of learners.
(iii)Cumulative: Each assessment is expected to pull a number of aspects of discourse
together. Consequently, assessments are also prioritized and cumulatively merged for
further action based on specific or routine protocols/rules.
(iv) Guidance oriented: The continuous assessments are routine activities intended to
guide the knowledge gap of learners in order to further highlight areas to where to
intensify more efforts towards accomplishing a good achievements.

3.0 Manual Result Computation

Basically, a manual computation system is a system where records are maintained by hand,
without using a computer or automated system to administer. Instead, transactions or records are
written in journals (paper form). Before the advent of the technology, manual result computation
was the commonest means of computing students’ results. However, manual result computation is
somewhat considered to be fraught with many shortcomings. Sometimes, the delay in declaration
of results cause heavy losses to the students, as generally they cannot join further studies or
appear in competitive exams because of the non-availability of examination results in good time
(Mohini & Amar, 2011). Further shortcomings were also identified by Eludire (2011) where he
stressed that the use of manual result computation allows room for tampering with students’
records. In manual school management system, there are chances of tempering with student’s
records. In addition, fake results could be maliciously prepared and there is no online verification
of such results. This leads to unwholesome practices, which can mar the credibility of higher
institutions of learning where such are found. A number of problems associated with student
academic record management include improper course registration, delay in the release of
students’ results, inaccuracy due to manual and tedious computational challenges and retrieval
difficulties as well as large number of results of students to process.
Another shortcoming was identified by Ezenwa et al (2014), where it was observed that manual
result computation can allow repetition for activities. There is repetition of work in the existing
system because the same data is recorded in different branches of the examination. This leads to
data duplications, the management of institutions also commit huge amount of hard earned
resources to purchase stationeries and other examination materials. In manual result computation,
managing of students’ record is a very tedious activity. More so, retrieval of students’ records
through manual registers, maintenance of records and data reconciliation are time consuming
efforts which are act as impediment as well.
From the foregoing, the huge devastating effect manual processing of results and inconsistent and
other non-coherent electronic means require that new approach should be explored. Detailed and
well organised electronic result processing platform is therefore proposed to strengthen the need
for a consistent, reliable, error free and credible result processing activities, which is capable of
generating result in a timely manner.

3.1 Electronic Result Computation

There has been a drastic advancement over the past decades in the technology world. The
continuous improvement in technology has changed the general approach towards computing
from the manual system to an automated or computerized system. The use of the technology is
ever increasing individuals, corporate bodies and organization now perform daily activities with
the modern tools through the use of digital technology. The utilization of this technology hitherto
has facilitated speedy and accelerated massive turnover give the reduced staff strength engaged
with a pronounced reduction in errors committed during the various stages of carrying out the
numerous corporate activities.
Adopting the use of electronic or automated system for result computation can help reduces
stress, errors and make result processing faster. The work carried out by Amadin and Ukaoha
(2014) strongly supported the electronic result computation and argue that the following benefits
could be realised from electronic result computation:
a) Timing saving and less stressful task results computation.
b) Ordered manipulation steps with graphics and other interactive facilities.
c) Handling of large volumes of student records with ease in an organized manner
4.0 Proposed Student Result Management System (SRMS)
4.0.1 System Properties
The system was developed using Laravel MVC (Model-View-Controller) framework.
Laravel is an open-source PHP framework which embeds HTML and CSS. Hosting of the
proposed system was done locally on Apache server.
4.1 Methodology
4.1.1 System Model
The driving motive of this paper is the development of a Students’ Result Management
System (SRMS) which is designed for the purpose of an effective organization and
management of student’s result in various departments in Adeyemi College of Education,
Ondo using Computer Science Department as a test case. This Result Management System is
also featured to assist in the production of transcript by the Exams and Record Section of the
College. For the system development, we employed Participatory Incremental Process model
(PIP Model) in Figure 4.1.1 below.

Exams &
Record

Fig 4.1.1 Participatory Incremental Process model (PIP Model)

The system stakeholders’ include, the Software developer, supervisor, students, exam
officers, school management and lecturers. The PIP model begins with requirement
engineering which embodies all activities carried out by the developer in understanding,
analyzing, validating and properly replicating the user’s mental model of the system. The
activities in requirement engineering stage include analysis of existing system,
requirement elicitation, requirement analysis, requirement validation and verification, as
well as requirement specification, which gives rise to requirement documentation and
requirement management. Interviews, questionnaire, stakeholders’ group discussion,
social analysis, evaluation and inspection of documents are used to elicit the user and
system requirements. The requirements are analyzed to ensure that the requirement
specification is free of inconsistencies, omissions, redundancy, ambiguity etc.
Stakeholder’s feedback and comments are sought for at each stage of the requirement
engineering process to facilitate a complete requirement specification that correctly and
objectively meet stakeholders’ needs. Every identified conflict in the requirement
specification is reconciled through the process of negotiation and resolution. Also,
measures are put in place to identify, control and track requirements and requirement
changes at any time in the system lifecycle. (Akpasam, et al. 2017).
4.1.2. Functional Decomposition of the System
Functional decomposition as described by Gray C.M. et al (2015) is a method of analysis
that dissects a complex process, by exhibiting the individual elements contained within
the system. Such decomposition is represented below in figure 4.1.2.

Result Management System

Staff Admin Login Student

Login/Register Login/Register
er

Lecturer H.O.D Exam Officer Pre-Load Courses View Result

Enter Validate View Result Change Settings

scores Result

Edit results after

moderation

Fig 4.1.2 Functional Decomposition of the system

The system can be accessed both by the students and staff. It makes provision for students
only for viewing their results. The staff comprises of Lectures, Heads of Departments, the
system administrator and the exam and records representative. The staff must ‘registered on
the RMS platform and then login with the staff username and password. The staff access
privileges depend on the role the staff plays in the system. The system administrator role has
the highest access privileges and responsibilities.

4.1.3 Registration and Login Module

The policy of the system demands that whether the individual hangs the status of student
or staff, every user should register to create user account and then use the user account to
login each time the user wants to access the system functionalities. Considering the staff
module as an example, the registration process is done by using the institutional email as
username and decide on any password to use as login details. If the user already has an
account, the user can login using the user username and password. Figure 4.1.3 shows the
registration and login process. For security reasons, a registration code is used during the
registration process. This code is an automated code integrated by the system developer
and can be generated by the portal administrator to ensure that only authorized persons can
register in the portal. The code is sent to the staff institutional email, since it is personal to
the staff.

Access to main page

Enter Registration
Code Received No
from mail Account
exist?

No
Is registration?

Yes

Yes

Create new account Enter username

and save info to and password
database

Is username and No
password valid?

Yes

Login

Fig 4.1.3 Registration and Login Process

5.0 Result and Discussion
A partially functional students’ result management system was developed using Laravel
MVC (Model-View-Controller) framework and MYSQL was used for the design of the
database. All the information pertaining to the SRMS are stored in the system database.
The sample output/ results are shown in the various screen shots presented in this section.
Figure 5.1 shows the registration page

Fig 5.1 Registration page

After registration, the staff is redirected from a link sent to his/her institutional email to
the login page shown in Figure 5.2 below

Fig 5.2 Login Page

Once a staff has successfully logged in Figure 5.3 shows the home page that user
accesses upon visiting the portal
 Fig 5.3 Result Management System Home Page
Figure 5.4 shows the dashboard when a lecturer has successfully logged in. All the
various tasks that can be performed by the lecturer is shown on this page.

Fig 5.4 Lecturer Dashboard

To upload a result, either Degree or NCE, the lecturer has the option of choosing from
the left drop down pane as shown in Figure 5.5 below
 Fig 5.5 Uploading NCE/ND/HND/Degree Result
The provision granting viewing of results that has been computed is also shown in Figure
5.6 below

Fig 5.6 View Computed Result

Figure 5.7 shows the access to personal profile and log out option at the top right section
of the page
 Fig 5.7 Access to Profile and Sign out
In the course of carrying out various tasks in the proposed system, some challenges were
envisaged to come up especially on the side of the users. The users comprising staff and
students can go to the contact us page as shown in Figure 5.8 below to fill in their
complaints as a measure of resolving any form of complaints.

Fig 5.8 Student section of Contact page

6.0 Summary
Measurement of learners academic performance orchestrated through test and evaluation
procedures offer the lecturers/facilitators the special privilege to determine orderly
progression of knowledge transmission within a given time frame. Results processing is
vital to scholarly activities and exhibits substantially the strengths of the institutions, staff
and students. Processing of results is an enormous task, which should be error free but
unfortunately, human errors could not be ruled out in some circumstances. Aside from
this, timely generation of result is incumbent on the part of the lecturers and the
institution. This paper therefore seeks to encourage the elimination of the cumbersome
manual processing of students’ results and proposed electronic students results
processing application package with enhanced characteristics. Such package is expected
to provide a flexible, interactive, timely and user friendly functionalities to all the
stakeholders.
7.0 Recommendations
The proposed system is capable of providing solutions to significant and noticeable
limitations identified with most existing systems. In the light of this, the proposed system
is recommended for use in Nigerian tertiary institutions as the package will offer the
following benefits:
a) Timely generation of results
b) Offering of offline facilities to process continuous assessments (CA) and exam
scores
c) Students profile results could be generated
d) Individual lecturers can have a copy of results sent to their email account
e) The package can seamlessly integrate with the existing systems.

8.0 References
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