final evaluation system.docxfinal

8/19/2019 Final Evaluation System.docxfinal

1/33

M a n i l a B u s i n e s s C o l l e g e

Manila Business College

Sta. Cruz, Manila

Computerized Teacher’s Evaluation

System

A thesis presented to the Information System Department

In partial Fulfillment of the requirement for the

Degree of Bachelor of Science in Information System

Presented by

Bustamante, Ryan Regie T.

Eco, Angelica A.

Santos, Aira Ael !e"reel #.

Ramos, Sher$in %.

De""a &. Dequi'a

Presented to

#r. %hristoper (. Romasanta

Ad)iser

!anuary *+-


2/33


!dviser’s "ecommendation Sheet

This designed proposal entitled %omputeri"ed Teacher/s E)aluation System0 for #anila

Business %ollege has 1een prepared and designed 1y2

Bustamante, Ryan Regie T.

Eco, Angelica A.

Santos, Aira Ael !e"reel #.

Ramos, Sher$in %.

De""a &. Dequi'a

Su1mitted in partial fulfillment of the requirements in System Analysis and Design has

1een eamined and recommended for acceptance and appro)al.

#r. %hristoper (. Romasanta

SAD3Ad)iser4


3/33


Panel’s !pproval Sheet

Appro)ed 1y the 5anel of Eaminees for an 6ral Eamination and 5ro7ect Design

5resentation.

88888888888888888888888888

#r. !efferson #. 5rado

IT 5rofessor

88888888888888888888888888

#r. !ordan #. Angelo

IT 5rofessor


4/33


!c#no$ledgement

9e $ould li:e to epress our gratitude and appreciation to the follo$ing2

To each of oursel)es, $hom together $e made the ela1oration of much peer re)ie$ to

help each other on different aspects such as grammar, thesis statement, and many other

things that $e discussed in class. As a team2 Aira, Angelica, Ryan, Sher$in; $e ha)e no

$ords to than:ed each for the magnificent mutual respect that $e sho$ to each other on

the different meeting that $e had. 9ith the com1ination of the four of us, $e made

possi1le the ela1oration of high quality pro7ect, $e learn to $or: together, not only hear

others idea 1ut also to accept them, and specially to understand each other/s strengths in

order to distri1ute the amount of $or: in an efficient $ay.

To our family and relati)es for 1eing an inspiration and also a moti)ator that $e can do

this pro7ect successfully, for all the unconditional lo)e and moral support that they ga)e.

And, for pro)iding us $hat $e need especially in financial terms.

To #r. %hristopher Romasanta, our SAD ad)iser


5/33


%edication

This pro7ect is sincerely and heartedly dedicates to the follo$ing2

To my entire group mates $ho ne)er fail to cheer me up and support me through this

pro7ect.

I $ould 1e honor to dedicate this pro7ect to my 5rofessor for guiding us, supporting us

and for ans$ering all the questions regarding to this pro7ect.

I dedicate this 5ro7ect to my parents, $ho epect my effort on e)erything I do, and I thin:

that this 5ro7ect is the perfect image and reflection of all my effort and hard $or:.

&Bustamante, "yan "egie T.

I $ould li:e to dedicate this pro7ect $hole heartedly and $ith all the honor to as follo$s2

To my lo)e ones, $ho support, entrust me and ga)e their time, effort and guidance

throughout this pro7ect.

To my friends and group mates, $ho gi)e courage and for 1elie)ing of the success of this

pro7ect.

To my SAD ad)iserod, $ho ga)e me my lo)e ones, friends and group mates and

professors to ma:e all this successful.

&Santos, !ira !'el (ezreel M.


6/33


I dedicate this pro7ect to my family, my friends, and my lo)e ones.

To my family, $ho al$ays there to gi)e all the things that I need, and for supporting me.

To my friends, $ho ne)er left me and al$ays there to guide me.

To my lo)e ones, $ho is there to lo)e me and :eep me up to ha)e a lot of confidence.

&"amos, Sher$in C.

I $ould li:e to dedicate this mind31lo$ing study and one of the hardest pro7ects that

$e=)e encountered to the follo$ing;

To my parents $ho al$ays there $hen I needed them, for gi)ing me their trust to go on an

o)ernight $ith my classmates 7ust to finish this pro7ect, for supporting me financially and

emotionally $hen I almost thin: of gi)ing up. For 1eing a moti)ator that I can do

e)erything 7ust has faith on him ?>od@.

To my friends $ho al$ays supporting and moti)ating me that I can do this. For al$ays

1eing there $hen I needed a shoulder

to lean on and for listening for all the rants that I=m saying $hen something $ent messed

up and for 1eing so stressed $ith e)erything.

To my group mates $ho al$ays ha)e the courage and ha)ing a mindset that, 9E %A

D6 TCIS, e)en though $e $ere almost

ga)e up 1ecause $e thought that $e can=t do this pro7ect anymore. For ha)ing the guts

and for 1eing positi)e thin:er.

I dedicate this pro7ect to us group mates

&Eco, !ngelica !.


7/33


I $ould li:e to dedicate this pro7ect to my family $ho supported me especially in

financial. In doing this matter they are al$ays right there to help me and support me

morally. E)erything I do I dedicated to them and also the person $ho al$ays stay 1eside

me, helping me and gi)ing my needs in school.

&%e)ui*a, %ezza +.


8/33


Chapter I. Introduction *

A. Bac:ground of Study

B. 6rgani"ational %hart ............G

%. Statement of 5ro1lem .......H

D. 617ecti)e of the Study ......H

E. Significance of the Study ......-

F. Scope and imitation of the System .J

>. Definition of Terms .......K

Chapter

I. Re)ie$ of Related iterature L Studies +3

II. %onceptual Frame$or: . G

III. Theoretical Frame$or: . H

Chapter

I. Technical Feasi1ility ... J

II. 6perational Feasi1ility .... K

III. Economic Feasi1ility ....... MI&. %ost LBenefits Analysis ......M

&. %ost Reduction ?Eisting L 5roposed@ .... *+

&I. a1or %ost Reduction . .*+3*

&II. Error Reduction .. *

&III. Brea: Do$n of Recurring %ost .. **

IN. %ost L Benefit Analysis . *

N. Brea: E)en Analysis .. *G


9/33


%hapter I

Page


10/33


. ntroduction

o$adays, technology has 1ecome rapidly changed and it :eeps on impro)ing

1ecause of the needs and demands of the people. Due of the eistence of technology,

computeri"ed system $as de)eloped. By no$, there are t$o $ays to e)aluate2 the manual

and computeri"ed. Teacher e)aluation system is used to :no$ and monitor the teacher/s

performance for the $hole semester. There are many school requires to ha)e an

e)aluation process, 1ecause it helps to ma:e impro)ement for the teachers teaching s:ills

and to :no$ if the students are satisfied $ith their performance. Also, 1y this process theteachers $ere a1le to :no$ on $hat field of their teaching a1ilities they need to enhance.

In their eisting system, they are using a >oogle Form that helps the admin to easily

manipulate the system, 1ut it doesn/t really help 1ecause it is prone to human error. Their

eisting system is not efficient and requires a lot of time, effort and man po$er to arrange

the record and to calculate the a)erage score gi)en 1y the students.

As day passes 1y, the school needed a fast and relia1le e)aluation system 1ecause

of the pro1lems in the eisting system that $as stated earlier. The Academic Assistant of

#anila Business %ollege $ho processes the system struggle a lot in using the eisting

system. They find it hard to encode, record and calculate the a)erage score that the

teacher got in the e)aluation process. It causes them a huge num1er of $or:load. So there

is a need to design a computeri"ed system that $ill arrange the record and calculate the

a)erage score of each professor. The proponents aim to find a 1etter $ay to accelerate the

process of the eisting e)aluation record system that $ill produce a relia1le data. This

pro7ect $ill pro)ide an efficient and effecti)e $ay to speed the time of filling out result of the e)aluation to achie)e a more producti)e output.

Page


11/33


!. Bac#ground o- the StudyThe #anila Business %ollege is one of the many schools that offer a free and

cheaper education to all the deser)ing students. The interdependence of #B%

helped the indi)iduals, especially the indigent youth to fulfill their dreams to

finish their studies. Almost all of the students of #B% are scholars. As part of

their agreement the students of #B% has the o1ligations to maintain an a)erage

score of .H for the chairman scholar and .JH for the college scholar. This

agreement includes the responsi1ilities of each student to study and perform their

1est inside the classroom. The professor of the school $ill help e)ery student to

attaintheir maintaining a)erage 1y teaching them and guiding them in different

fields of their studies. That/s $hy this e)aluation system $as created to monitor

and guide the students specially the teacher of #B%. It has the mission and )ision

to correct, impro)ed and analy"ed the teaching s:ills of the professor and also to

monitor the satisfaction rate of the student to their teacher.

In the current system of #anila Business %ollege they are using a >oogle form

system, it ena1le all users to e)aluate their current professors. It $as easy to

access and to manipulate. But the pro1lem in this system is that it cannot sum up

or compute the scores automatically and it can 1e easily access 1y anyone, e)en

not a student of #B%. The proponents conduct this study to impro)e the process

of the #B% in terms of e)aluating the teachers. Through this, the information

inputted $ill 1e more accurate. It $ill also lessen the time during transaction. The

proposed system $ill ha)e a 1etter performance and a user friendly interface.

Page


12/33


B. Statement o- the Problem. /eneral Problem

Co$ to de)elop an e)aluation system that $ill lessen the $or:load

of e)ery user and :eep the data and information pri)ateO

0. Speci-ic Problems

• 9hy it is time consumingO

• 9hy it is not in pri)ateO

• 9hy anyone can accessO

• 9hy it is difficult to useO

• Co$ they manually computingO

C. 1b2ective o- the Study. /eneral 1b2ective

The purpose of this study is to design and de)elop a computeri"ed

e)aluation system for the student and the faculty

0. Speci-ic 1b2ectives

Specifically, the study aimed to2

essen the time consumed in the process of e)aluating.

• Secure the data and information of the school.

• Ena1le all the students and admin of #B% to access the system.

• Easily manipulate the system.

• Automatically sum up all the scores of the e)aluation.

Page


13/33


Page


14/33


%. Signi-icance o- the Study

This study $ill 1e 1eneficial to the follo$ing2. To the Administration

The system $ill 1e helpful to lessen the $or:load of e)aluation. It

$ill also helpful to secure the data and information a1out the school. It $ill

also de)elop a gro$th to the school.

*. To the Faculty mem1ers

The result and feed1ac: of the students $ill only 1e a)aila1le for

them.It $ill help them to :no$ on $hat field they need to impro)e and it

$ill also help them to :no$ if the students are satisfied $ith their

performance.

. To the Student or Pser

The system $ill help them to decrease their $or:load and easy

access for e)ery use. It $ill also gi)e them pri)acy for e)ery e)aluation

that they ta:e against the teacher. It also helped them to say $hat they

$ant to say a1out their professor that they can/t tell personally.

G. To the Future Researchers

The system $ill 1e helpful for your study. It $ill gi)e :no$ledge

and 1ac:ground a1out it. It may 1e the 1asis for the system that you $illcreate and 1uilt.

Page


15/33


E. Scope and 3imitation o- the System. Scope o- the System

• It $ill allo$ the user to )ie$ the system anytime.

• It is concerned in e)aluating the professor online.

• It $ill allo$ the students to e)aluate their professor.

• It $ill automatically sum up or compute all the scores that the students

gi)en to their professor.

0. 3imitation o- the System

It is only a)aila1le during the e)aluation $ee:.

It is only accessi1le in premises of #B%.

6nly the students of #B% can actually use the system for e)aluation.

6nly the academic assistant is allo$ed to monitor all the students/

feed1ac:.

4. %e-inition o- TermsThe follo$ing are the terms and definitions that $ere technically and

operationally used in the study.

Page


16/33


ndigent &

suffering from etreme po)erty,totally lac:ing in something.

• Evaluation system –

a system that e)aluates the teacher/s performance.

5or#load 6 the amount of $or: that is epected to 1e done.

• "eliable & a1le to 1e trusted to do or pro)ide $hat is needed and a1le

to 1e relied on.

• "etrieve & to get and 1ring ? something@ 1ac: from a place or

to find and get ? information@ from a computer or dis: .

• E--ective & Ca)ing an intended or epected effect.

5roducing a strong impression or response.

E--icient &capa1le of producing desired results $ithout $asting

materials, time, or energy.

• Encode 3 to put information in the form of a code on ?something@.

/. !cronyms

MBC 6 #anila Business %ollege

• SEE%S 6 S:ills Enhancement and Educational De)elopment for

Students.

Page

http://beta.merriam-webster.com/dictionary/sufferinghttp://beta.merriam-webster.com/dictionary/fromhttp://beta.merriam-webster.com/dictionary/extremehttp://beta.merriam-webster.com/dictionary/povertyhttp://beta.merriam-webster.com/dictionary/povertyhttp://beta.merriam-webster.com/dictionary/totallyhttp://beta.merriam-webster.com/dictionary/lackinghttp://beta.merriam-webster.com/dictionary/lackinghttp://beta.merriam-webster.com/dictionary/inhttp://beta.merriam-webster.com/dictionary/somethinghttp://beta.merriam-webster.com/dictionary/tohttp://beta.merriam-webster.com/dictionary/gethttp://beta.merriam-webster.com/dictionary/andhttp://beta.merriam-webster.com/dictionary/bringhttp://beta.merriam-webster.com/dictionary/somethinghttp://beta.merriam-webster.com/dictionary/backhttp://beta.merriam-webster.com/dictionary/fromhttp://beta.merriam-webster.com/dictionary/fromhttp://beta.merriam-webster.com/dictionary/ahttp://beta.merriam-webster.com/dictionary/placehttp://beta.merriam-webster.com/dictionary/placehttp://beta.merriam-webster.com/dictionary/tohttp://beta.merriam-webster.com/dictionary/findhttp://beta.merriam-webster.com/dictionary/andhttp://beta.merriam-webster.com/dictionary/gethttp://beta.merriam-webster.com/dictionary/informationhttp://beta.merriam-webster.com/dictionary/fromhttp://beta.merriam-webster.com/dictionary/ahttp://beta.merriam-webster.com/dictionary/ahttp://beta.merriam-webster.com/dictionary/computerhttp://beta.merriam-webster.com/dictionary/orhttp://beta.merriam-webster.com/dictionary/diskhttp://beta.merriam-webster.com/dictionary/fromhttp://beta.merriam-webster.com/dictionary/extremehttp://beta.merriam-webster.com/dictionary/povertyhttp://beta.merriam-webster.com/dictionary/totallyhttp://beta.merriam-webster.com/dictionary/lackinghttp://beta.merriam-webster.com/dictionary/inhttp://beta.merriam-webster.com/dictionary/somethinghttp://beta.merriam-webster.com/dictionary/tohttp://beta.merriam-webster.com/dictionary/gethttp://beta.merriam-webster.com/dictionary/andhttp://beta.merriam-webster.com/dictionary/bringhttp://beta.merriam-webster.com/dictionary/somethinghttp://beta.merriam-webster.com/dictionary/backhttp://beta.merriam-webster.com/dictionary/fromhttp://beta.merriam-webster.com/dictionary/ahttp://beta.merriam-webster.com/dictionary/placehttp://beta.merriam-webster.com/dictionary/tohttp://beta.merriam-webster.com/dictionary/findhttp://beta.merriam-webster.com/dictionary/andhttp://beta.merriam-webster.com/dictionary/gethttp://beta.merriam-webster.com/dictionary/informationhttp://beta.merriam-webster.com/dictionary/fromhttp://beta.merriam-webster.com/dictionary/ahttp://beta.merriam-webster.com/dictionary/computerhttp://beta.merriam-webster.com/dictionary/orhttp://beta.merriam-webster.com/dictionary/diskhttp://beta.merriam-webster.com/dictionary/suffering


17/33


%hapter II

!. "elated 3iterature and Studies

3ocal

Page


18/33


The re)ie$ of the literature for this study focuses on procedures used to

identify teaching and learning styles and $hat effect a match 1et$een the t$o has

on student learning outcomes and e)aluation of instructors. The re)ie$ focuses

on a num1er of different instruments used to identify teaching and learning

styles. The chapter 1egins $ith a definition of learning styles, teaching styles, and

matching, follo$ed 1y the findings of researchers using )arious instruments to

measure learning and teaching styles. The research outcomes germane to learning

styles, teaching styles, and a match 1et$een the t$o in relation to course grades,

final eam scores, and instructor e)aluations are discussed.

Bradsha$ L!oyner ; Identified criteria that can 1e used to de)elop more

effecti)e e)aluation systems. These criteria included things li:e lin:ing

e)aluation to school goals, gathering and using data on teacher performance,

esta1lishing feed1ac: mechanisms, and including $ays to meaningfully in)ol)e

teachers in the process. Efforts to impro)e the technical quality of e)aluation

systems o)er the past t$o decades ha)e not produced e)idence of impro)ed

teaching and increased student achie)ement. Thus, ne$er thin:ing treats teacher

e)aluation as an organi"ational pro1lem that includes impro)ing school climate,

ha)ing the principal 1ecome an instructional leader, and 1uilding lin:s 1et$een

school impro)ement, professional de)elopment, teacher e)aluation and student

learning.

According to %hester Barry ?6ur ady of Fatima Pni)ersity, *+H@

E)aluation is the process of interpreting a measurement or aggregate of measurements, 1y means of a specific su17ecti)e )alue or set of )alues to

determine the degree to $hich the measurement represents a desira1le condition.

The positi)e ?>ood@ E)aluation of 7udgement that the measurement on forms to

our )alues and thus represents an undesira1le condition. Thus the e)aluation

process implies the eistence and use of a contetual system or structure of

)alues associated $ith the characteristics 1eing measured. A comprehensi)e

Student Faculty E)aluation in)ol)es the systematic o1ser)ation ?measurement@.

Page


19/33


According to iET ?*+H@; The %FES or the %omputeri"ed Faculty

E)aluation System $ill gi)e $ay to easy collection and more accurate data

analysis of faculty e)aluation in lesser time. The %omputeri"ed Faculty

E)aluation System is a paperless process in $hich the e)aluator ?students, co3

teacher, and super)isor@ $ill use the computer and the system to e)aluate the

teacher.Teaching performance e)aluation is a necessary step in ensuring good

instruction. Traditionally teaching performance e)aluation is used as a tool to

apprise teachers on ho$ they are doing their 7o1. 5erformance is defined as a set

of outcomes produce during a certain period of time, and does not refer to the

traits, personal characteristics or competencies of the performer. It is designed to

identify teaching strength and $ea:nesses.

#onitoring and e)aluation is central to school management and

impro)ement. According to Basil ?*+@, the t$ofold3o17ecti)e underpinning

monitoring, e)aluation, and reflecti)e interactions 1et$een e)aluators and those

1eing e)aluated are2 firstly, to ensure that quality teaching and learning is ta:ing

place, and secondly, to promote an urge for professional gro$th in the faculty.

There are four 1asic factors in the $hole e)aluation process that need

considera1le discussion2 the criterion, the method, the frequency of e)aluation,

and $hat ma:es up a good e)aluator. In a more ad)anced and purposeful

educational setting, teachers ta:e acti)e role through self3reflection and self3

assessment. It is the teachers that ma:e inferences as to $hat $ent $ell and $hat

$ent $rong and $hy. They reflect on ho$ they can ma:e 1etter ser)ices if theyare to teach the same lessons again. #onitoring and e)aluation is the 1ac:1one of

any dynamic and for$ard3loo:ing institute, and it is only through the greater

in)ol)ement of all the sta:eholders that effecti)e learning for teaching can 1e

ensured.

4oreignPage


20/33


According to 6ford Bi1liography 1y !ames C. Stronge, eslie 9. >rant, Nian

uanNu ?*+@; Teacher e)aluation has e)ol)ed o)er time from focusing on the

moral )alues of a teacher in the early M++s to standards31ased e)aluation models

of today that see: to include measures of student academic progress. 6ften,

teacher e)aluation systems see: to ser)e t$o needs2 accounta1ility and

impro)ement. %hanges in teacher e)aluation ha)e 1een influenced 1y political

$inds as $ell as a desire to create systems that are fair and 1alanced.

According to #easures of Effecti)e Teaching ?#ET@ that t$o3thirds of

American teachers feel that traditional e)aluations don/t accurately capture thefull picture of $hat they do in the classroom. They $ant information that they

can trust from measures that are fair and relia1le. The #easures of Effecti)e

Teaching ?#ET@ pro7ect $as designed to find out ho$ e)aluation methods could

1est 1e used to tell teachers more a1out the s:ills that ma:e them most effecti)e

and to help districts identify and de)elop great teaching. 9hen it came to

identifying $hat great teaching loo:s li:e, $e :ne$ that it $as imperati)e to go

straight to the source2 teachers.

#ost uni)ersities as: students to complete course e)aluations as part of the

institution3$ide assessment process. Cas:ell states that student e)aluations of

faculty mem1ers $ere first used at the Pni)ersity of 9isconsin in the early M*+s

primarily for informational feed1ac: so that faculty might 1e more a$are of

student needs.0 Co$e)er, in the M-+s as more uni)ersities 1egan to use these

instruments in their curricula, the purpose clearly changed to a decision3ma:ing

tool regarding salary, promotion, and tenure. 5resently, these types of sur)eys

pro1a1ly constitute the most $idely used form of teaching e)aluation in higher

education.

According to %ol1y, Susan A.; Bradsha$, ynn Q.; !oyner, Randy , The

teacher e)aluation literature $as re)ie$ed to disco)er insights to further the

understanding of teacher e)aluation. Information $as gathered from a re)ie$ of

the empirical research and theoretical literature related to teacher e)aluation

through more than + ERI% searches. A matri $as de)eloped to summari"e the

findings from each research study and theoretical article or 1oo:. Findings $ere


21/33


coded 1y topic, and the topics $ere grouped 1y general theme. Findings $ere

categori"ed into fi)e criteria that can 1e used to determine the effecti)eness of a

teacher e)aluation system. These criteria are2 ?@ purposes for e)aluation match

the methods or procedures; ?*@ district commitment is e)ident in sound policies

and practices and appropriate allocation of time and resources; ?@ teacher

e)aluation is tightly connected to district priorities and school functions; ?G@

educational leaders play a strong, positi)e role in e)aluation; and ?H@ the

e)aluation en)ironment is supporti)e of ongoing professional learning. These

criteria ser)ed as a foundation for effecti)e teacher e)aluation 1eginning in the

MK+s and can ser)e as a frame$or: for guiding research and educator efforts to

strengthen teacher e)aluation. An appendi compares research31ased criteria $ith

epert guidelines.

According to Ben7y a)in; Teacher e)aluation can ser)e one or 1oth of t$o

purposes. The first is to guide decisions a1out hiring, retention, and promotion.

The second is to help impro)e teaching. In each case the purpose suggest certain

important questions. The first purpose, personal decisions, requires comparison

among teachers so techniques used for e)aluation must 1e fair. In research 7argon

this is a question of relia1ility the etent to $hich an e)aluation produces

consistent results at different times and for different people and )alidity, that

an e)aluation measures $hat it is supposed to measure. The situation is different

for the impro)ement of teaching. Cere the crucial question is the etent to $hich

e)aluation influences the su1sequent 1eha)ior and attitudes of teachers and

students.

B. Conceptual 4rame$or#

Page

Page


22/33


Figure 1.1 Conceptual Framework

C. Theoretical 4rame$or#

nput 1utputProcess

#B%

%6#5PTERIED

TEA%CERS

E&APATI6

SSTE#

TEA%CER

E&APATI6

RE56RT

STPDET

E&APATI6

Page


23/33


The Input35rocess36utput $as used 1y the proponents as an organi"ational

guide in the accomplishment of the research o17ecti)es. The first 1loc: $hich is

the input 1loc:, it includes all of the materials and information required for the

process; the personal information of the students and details a1out the students

schedule, su17ect and their professor. The second 1loc: $hich is the process 1loc:

represents the methods used 1y the proponents to design and de)elop the system.

It in)ol)es the coding and designing of the system to ma:e a computeri"ed

system. In order to functionally use the proposed system it needs to process the

input data of the user o gi)e a desired output. After 1eing processed it led to the

third 1loc: $hich is the output 1loc: represents the de)elop system entitled

E)aluation System0 that $ill produce impro)ement in the current process of

e)aluation of teachers.

Page


24/33


%CA5TER III

Page


25/33


!. Technical 4easibility

This phase in)ol)es the allocation of technical resources need to implement indesired system. 9e $ould consider the resources needed. %omputer is the main tool

that the proponents used in creating the system. For the hard$are and soft$are

consideration, computer contains hard$are and soft$are that are used in inputting,

manipulating, and processing data to store in the memory.

7ard$are

System Pnit

%5P 5rocessorK- Family - #odel * Stepping + >enuineIntel U*MM* #h"

#E#6R 3 Total &irtual #emory*.++ >B

Total 5hysical #emory G,++.++ #B

ST6RA>E 3 Si"e GM.+G >B ?-+,+,+G,M* 1ytes@

So-t$are

M8S93

+isual Studio 0:0

Page


26/33


B. 1perational 4easibilityThe proposed is managea1le enough to 1e used 1y the authori"ed person

$hich is the admin and the users ?students@ if they $ant to e)aluate, update and

manage the records.

The team 1elie)ed that the facilitator of the system can easily adapt this :ind

of system that $as made in a )ery user3friendly graphical user interface $herein you

7ust ha)e to clic: enter and )ie$ the data needed. The files or records are more

accurate specially the sum of the e)aluation. It is also more secured 1ecause of the

student num1er and pass$ord of the students and the faculty management of #anila

Business %ollege. This system doesn/t need lot of time to update and add the

information needed. It $ill organi"e and control the records.

The admin $ill 1e the one $ho add, update, and manage information $hile the

students $ill only add for their e)aluation.

Page


27/33


C. Economic 4easibilityEconomic feasi1ility could also 1e referred to as cost


28/33


EXISTING

Description Quantity UnitAmount/Quantity Total

Bond Paper

(Short) 4 Reams 12000 480.00Bond Paper

(!on") 4 Reams 1#000 520.00Bro$n

%n&e'op(!o

n") 1 Pieces 00 75.00Bro$n

%n&e'op(sh

ort) 2 Pieces 400 100.00Ba'' pen

(B'ac) 2 Bo* +000 120.00Ba'' pen

(Red) 1 Bo* +000 60.00,o'der

(!on") #0 Pieces -00 210.00,o'der

(Short) #0 Pieces 00 150.00Puncher 1 Pieces #000 350.00,astener 2 Ro''s #000 60.00Record

Boo # Pieces -000 210.00

Total

2,335.0

0

Page


29/33


!. Cost "eduction

PROPOSED

Description Quantity Unit

Amount/Quan

tity TotalBond Paper

(Short) 1 Reams 12000 120.00Bond Paper

(!on") 1 Reams 1#000 130.00Ba'' pen

(B'ac) 1 Bo* +000 60.00

Ba'' pen (Red) 0 Bo* +000 30.00

,o'der(Short) 1 Pieces 00 75.00

,o'der(!on") 1 Pieces -00 105.00Punch

er 1 Pieces #000 350.00

,astener 1 Ro''s #000 30.00

Record Boo 1 Pieces -000 70.00Total 970.00

B. 3abor Cost "eduction

LABOR COST REDUCTION

Existing

Position Monthly

Total

Month

s Annually

I.T Sta 2000 10 20.00000I.T

Assistant +000 10 +0.00000

Total 310,000.00

Page

Page

S;PP3ES C1ST

"E%;CT1


30/33


proposed

Position Monthly

Total

Month

s Annually

I.T Sta 2000 10 20.00000

Total 250,000.00

Labor Cost Redution 60,000.00

Existing Proposed

Total Annual

Sala!y

310,00

0.00

Total

Annual

Sala!y 250,000.00Pe!"entage

#!!o! 20$

Pe!"entag

e #!!o! 5$

Total

62,000.

00 Total 12,500.00

#!!o! an% &ost 'e%u"tion (#)isting * P!o+ose% 60,000.00

C. 3abor Cost "eduction

Page


31/33


%. Brea#do$n o- "ecurring 5or#sheet

Page


32/33


A System aintenance

Semi Annua''y Annua''ySystem

aintenance 2.0000 .00000

ota' Annua' System aintenance ,ee 5,000.00

Bncrementa' 3ommunication

Semi Annua''y Annua''y

ncrementa'3ommunication 1.0000 #.00000

ota' ncrementa' 3ommunication ,ee 3,000.00

E. Brea# Even !nalysis

Page


33/33


1 2 # 4

100000

0000

0

0000

100000

10000

200000

20000

#00000

#0000

final evaluation system.docxfinal

Documents