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Assessing the Performance of Primary School Information Management Systems (PReM) in Data Provision: A Focus on Two Selected Public Primary Schools at Temeke Municipal Council, Dar es Salaam, Tanzania
Linus J. Mmole
Shima D. Banele
Abstract
The study aimed to assess the performance of Primary School Information Management Systems (PReM) in data provision at Dar es Salaam city. Specifically, the study aimed to determine the school-based requirements to deploy PReM for students - data collection, examine the impacts of PReM utilization, and explore stakeholders feeling on the use of PReM in education aspects from Mtoni Kijichi and Bwawani Primary School at Temeke Municipality, This study was guided by Information Systems Theory and Data Quality Theory. The study adopted a cross-sectional design collecting quantitative data through surveys and questionnaires. Interview and documentary review were utilized to collect the qualitative data. The study adopted non-probability and purposive sampling techniques for selecting 399 respondents (School pupils, parents, academic teachers, Ward Executive Officers, and Examination Administration and Certification Directorate staff) from the total population within the study area. Descriptive statistics (frequency), thematic and multiple linear regression models were used for analysis. Research findings from specific objective one portray that hardware with high capability has been purchased, stakeholder involvement before launching any information management system is important, and the implementation of the system must comply with regulations and pilot conducting before full implementation. Moreover, on the impacts of PReM utilization towards accuracy data provision, multiple linear regression results divulge that the independent variables (reduced workload, time savings, improved monitoring, data-driven interventions, enhanced learning outcomes, data accuracy as well as security and privacy) lead the positive relationship with PReM performance. Furthermore, respondents had positive feelings concerning the use of PReM in education aspects. The study conclude that availability of adequate hardware (Computers, tablets, and servers), reliable internet connectivity, robust network infrastructure, and compatibility with existing school management systems are the main school-based requirements for PReM deployment in student data collection. The study recommended that National Examinations Council of Tanzania (NECTA) in collaboration with MoEST had to ensure improved PReM infrastructure and training programs for smooth integration and better school management and performance.
