ABSTRACT

With the rapid development in technology, there is a need to develop a

management system for drive-training enterprise. Driving-training school’s
efficiency will be managed and there will be a reduced waste of human power and
information resources. The Management System will grow for the most part of the
driving school to deal with the activity increasingly productive, effectively to
discover information, record keeping more productive and recover information
quicker. This framework will be overseen by the staff of the driving school. This
staff is dependable to the educator and understudies’ records. The driving school
system will keep all the information of the daily driving school center operation
which is from the instructor’s records, schedule, and many more. Besides than that,
Driving School Management System will keep track all of the operation
information securely and orderly and even with backup option. It is also can make
the management easy for searching and retrieving data, and making changes to all
stored data.

The software will be implemented using HTML, CSS and PHP development
technology. Phases that are included are requirement, system analysis, design,
implementation and system testing and maintenance. At the end of this project, it is
hope that Driving School management System can contribute to driving school
operation to make it better and to cater best service.
 CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

With the rapid development in information technology, higher request is needed by

the management of drive-training schools’ enterprise. Driving-training school’s
effective management can reduce the waste of human power and wealth very
much, and driving-training school’s information resource can be utilized
effectively (Boone and McCoy, 1997). As the share of human power and
information becomes deeper and weeper, the management and share of driving-
training school’s manager, vehicle and student become more and more important.
Present management method’ key issues exist as follows. Enrollment, health
examination and graduation information of drive-training school students are
operated artificially, which is not only with low efficiency but also make mistakes
often with many students, vehicle and coaches, in distributing vehicles to student
and coach to vehicle is made automatically. In this way, resource can’t be assigned
reasonably and used effectively, which are clumsy human usage, unclear of
administration responsibility and so on (Allen and Seaman, 2003).

This application will be managed by the staff of the driving school. The staff are
responsible to the instructor and students records. The major problems of driving
schools are that as students’ records increases and it is not systematic anymore to
keep all the data in the file systems anymore. As example there are data on
previous students with over 5 years operation of the driving school, kept in files
that fill half of the room and maybe there are several years of data to come and all
the files have to be kept (Yang, Newby and Bill, 2005).
It is very impossible for the driving school center to start thinking of enlarging it
building just to add room to store all these files generated over the years. This
method of storing sensitive information is not safe, keeping all of the data in order
and securely where only the authorize staff can easily have access to it can give
more problems. Moreover, in case there’s a fire outbreak or any unexpected
incident or disaster happens, for sure all of the saved data will be no more.
Although new driving schools are implementing the use of online driving system
to manage all of these records, it is still not efficient enough (Downes at al., 2008).

Normally, the staff of the driving school, who is the instructor will contact their
students to pass information about class, examination or other related activities to
driving lessons. This manual method of informing students about driving lessons is
not practical anymore today because it is will involve a lot of time (Bååth, 2007).
The management system will not only save a great deal of manpower and financial
resources of driving school, but also to improve and prettify driving school
information management more easily and effectively.

1.2 Statement of the Problem

The research work, we present a new solution method for driving schools,
consisting of three phases:

Communicating with numbers of students at one time. Driving schools with large
amounts of students at a particular time faces problems communicating with
student for their driving class schedule or exam. Looking at these problems faced
by driving school, many have a lot of challenges in communicating with their
students especially if the numbers of students are more than the available
instructors.
Tracking student progress. Tracking students’ progress manually might be
challenging to the staff handling many students at a time. Besides, staff can’t easily
remember each student progress. Especially when there is no proper system to
handle the progress. Everything will be manual.

Managing daily data. Checking and managing data on a daily base is the main
priority of the system. Day to day data of a driving school involving government
procedures, policies and laws.

1.3 Aim and Objectives of the Study

The principle aim of this project is to develop and implement an electronic driving
school management school system that will be useful to our driving schools’
institutions, using the web.

The following are the set objective:

i. To develop a driving school management system that is implemented on the

web technology to display related information and store driving school
students’ information.
ii. To Keep track of Driving school students’ information, payment schedules
and many more data which can easily be retrieved by staff of the driving
school.

1.4 Limitation of the Project

The project is developed to cover the fixing of an electronic driving school

management system for all students in AA Driving School but it can be
implemented in any other driving school institution, this can be achieved by merely
adjusting the input design of the program.

1.5 Scope of the Study

In this project, attention is focused on implementing an electronic driving school
management system for Divine driving school, Abakaliki.
1.6 Definition of Terms
Technology: Technology is the collection of techniques, skills, methods, and
processes used in the production of goods or services or in the accomplishment of
objectives, such as scientific investigation.

Driving: Driving is the controlled operation and movement of a motor vehicle,

including cars, motorcycles, trucks, and buses.

Information: What is conveyed or represented by a particular arrangement or

sequence of things.

Implement: A tool, utensil, or other piece of equipment that is used for a

particular purpose.

Institution: Organization founded for a religious, educational, professional, or

social purpose.
 CHAPTER TWO

LITERATURE REVIEW

2.1 Road Safety Issues in Nigeria

Inadequacies in road safety are, to varying degrees, a global phenomenon. Road

traffic injuries are a preventable public health issue which requires concerted
efforts for effective and sustainable prevention. Currently, the level of support
given to road safety is far below that for other health problems of comparable
magnitude and young adults in the productive age group are mainly affected
(Johnson, 2007). Children are also greatly affected mainly as pedestrians and users
of commercial transport (Karrer, 2008). Furthermore, over 90% of the current
burden is borne by LMIC, Nigeria included and projections for the future are grim.
By 2020, RTI will likely become the second leading cause of DALYs lost for
LMIC. Under-reporting may mask the true magnitude of the problem.

Vision is one of the most important sources of information during driving and
many driving related injuries have been associated with visual problems (Seely et
al., 2008). Visual assessment for driving is thus very important in the control of
RTIs. Detecting and correcting visual impairment in even one commercial bus
driver will save many lives. Also, potentially blinding conditions in the drivers
could be detected as a result of the screening. In addition, buses/minibuses are
highly implicated in RTAs in developing countries and they are mainly used for
passenger transport. Quite often, they re-structure them to accommodate more
passengers than originally designed (Sendall at al., 2008).

Inadequate training of vehicle users and poor enforcement of traffic regulations are
some of the major reasons for the high burden of RTIs in developing countries
(Crosling and Heagney, 2009). Visual Acuity, (VA) testing and driving test as pre-
requisites for driver licensure are all part of these regulations. Moreover, these
drivers, in order to make more money, are more likely to exceed speed limits so as
to get to their destinations faster and carry more passengers. The FRSC does not
seem to have adequate resources and facilities to monitor speed levels of vehicles,
so it is important that drivers know and on their volition, willingly adhere to these
limits. Interventions like health education programmes, health campaigns on road
safety practices amidst other measures will go a long way in the control of RTI.
However, the road safety problems of any particular region have their own
dynamics and individual features that need to be taken into account when seeking
appropriate solutions. Therefore, there is need ensure that reliable data on which to
base action with regard to strategy and driver education is obtained.18

2.2 Requirements for Driving in Various Countries

In the US, although the individual states have their standards, the widely used
minimum level is 20/40. In UK, a driver should be able to read a car registration
mark of specific measurements at 20.5m, and for passenger carrying vehicles, new
aplicants will be barred in law if the VA, using corrective lenses if necessary is
worse than 6/9 in the better eye or 6/12 in the other eye. In Australia, it is 6/12
while for India it is 6/18. For South Africa, a driver should have a minimum VA of
20/40 and in some West African countries like Gambia, the visual requirement for
driving is VA of 6/9. In Nigeria, the minimum required VA (best corrected) for
driving is 6/9 in the better eye and 6/12 in the other eye.

2.2.1 The drivers’ license

Worldwide, the driver’s licence is recognised as a valid means of identification. It

contains various information on the owner such as name, address, class of license,
issuing state and other relevant information. In 2004, the FRSC released a
document: National Road Traffic Regulations (NRTR) in which guidelines for
obtaining the different classes of drives’ license were stated (application forms are
obtained from the Motor Licensing Authority, MLA). These include evidence of
training at an approved driving school, a learner’s permit and a certificate of visual
acuity test and general medical fitness test from any government hospital. This
certification is done on FORM MVA 13. The medical form has no provision for
visual assessment of the applicant. The applicant is also required to pass a driving
test conducted by the VIO whereby the applicant should be able to demonstrate
good control of the vehicle, have good knowledge of high way code (road signs,
speed limits, lane markings among others). The license shall be renewable after 3
years from the date of issue.

In some developed countries, the Graduated Driver Licensing (GDL) system is

operational. This system is designed to reduce traffic accident risks by slowly
introducing teen drivers to the traffic environment in phases. It provides gradual
access to driving privileges to new licenses. This requires satisfactory performance
in vision screening, knowledge tests and parent/guardian involvement in the
education. Restrictions can include curfews over driving at night, limits on
carrying passengers especially at night.

Results from studies have shown great promise with reductions in crash rates from
5% to 60%.

In the US, the primary purpose of public policy requiring vision testing for driver
licence renewal is to identify individuals with functional vision impairments and,
when necessary, to restrict their driving (Redecker, 2009). In Nigeria, for renewal
of drivers license, the applicant is only required to undergo a driving test if 6
months have elapsed since the person last held a valid driver’s license. Here there
is no mention of medical examination.
A driver should have a license according to the class/category of vehicle being
driven

(classes A-J). In 2007, the FRSC in Lagos State issued a total of 24,156 driver
licences, out of which almost half, 14,674 were class E (ie commercial).

2.2.2 The Driving School and Test

An intending driver, who must be at least 18years, should undergo training at an

approved driving school. According to the vehicle inspection unit of the ministry
of transportation, Lagos State, there are about 31 of such schools. Training is on
theoretical and practical aspects of driving. Upon completion of training, an
applicant applies for learner’s permit (for which he will furnish evidence of
training). The driving test is conducted by the vehicle inspection officer. The
applicant is expected to demonstrate good knowledge of the rules of the road, hand
signals as well as road signs and traffic light signals (theoretical aspect), and also
demonstrate good control of the vehicle (onroad test). It has been shown that the
higher the score for the theory aspect, the better the scores for the on-road test.
Also, drivers who take a theory test have similar crash rates as drivers who do not
undergo a theory test, optional training for motorcycle and moped riders or use of
simulators during training.

2.3 Standard Operating Procedure for Driving School Operations in

Nigeria – FRSC

The Standard Operating Procedure for driving school covers all activities relating
to registration and certification of Driving Schools in Nigeria, enrollment of
students and issuance of certificates to successful students at the completion of
training.
FRSC being a lead agency in traffic management and administration in Nigeria is
empowered by Section 5(f) of the FRSC (Establishment) Act 2007 to make
regulations relating to the establishment, investigation and certification of driving
schools in Nigeria.

Regulation 33 (1c) also requires the Commission to set guidelines for the
establishment of such driving schools. Therefore, this Standard Operating
Procedure is designed as a guide for driving schools’ operations in Nigeria.

2.3.1 Application for Registration

Any prospective operator of a driving School MUST obtain form TSC0001 from
any Federal Road Safety Commission office nearest to the location of the proposed
school at no cost. OR Download from www.frsc-dssp.com.

Submit a completed form to the Command where the form was obtained with the
following documents;

 CAC Certificate of Incorporation

 Valid Driver’s Licence of the Proprietor/Instructor.

2.3.2 Inspection and Certification of Driving School

1. The State Committee on Driving School Standardization Programme (DSSP)

conducts inspection of the Driving School using the following checklists as
attached:

 Classroom Inspection Checklist.

 Vehicle Inspection Checklist.

 Practical Driving Inspection Checklist.

2. The Committee forwards report of inspection and recommendations to the
Training Department of FRSC National Headquarters.

3. Based on the inspection/assessment report, the National Headquarters gives

provisional approval to the driving school that meets requirements as
recommended by the State Committee on DSSP.

4. Unsuccessful driving school shall be communicated accordingly.

5. RSHQ gives access to successful Driving School on the FRSC DSSP Portal:
www.frsc-dssp.com for its operations.

6. The final approval is based on the outcome of the confirmatory inspection of

such driving school during the RSHQ quarterly inspection of driving schools in
Nigeria.

2.3.3 Certified Driving School Routine Operations

1. Driving School receives and enrolls prospective trainees according to its

capability and grade. (See annex ‘A’)

2. Driving School opens file for each student on the FRSC DSSP portal:www.frsc-
dssp.com.

3. Trains the student for at least the specific number of hours as required. This is
currently 26 sessions of minimum of one hour each per session.

4. Updates the student’s file on the portal at the end of each training session.

5. Generate certificate of driving proficiency for each student after completion of a

minimum of 26 sessions.

2.4 Introduction to Electronic School

Electronic school refers to a system of education that involves the use of computers
and other related devices to transfer knowledge to students in a more interactive
way without any physical cable connections present. The recipients of the
knowledge in most cases enjoy a more user friendly learning environment in
computers which contains electronic books, audios and video demonstrations of
the context at hand. Electronic school has evolved since technology was first used
in education. There is a trend to move towards blended learning services, where
computer-based activities are integrated with hands-on, face-to-face, or classroom-
based situations.

Bates and Poole (2003) and the OECD (2005) suggest that different types or forms
of electronic school can be considered as a continuum, from no electronic school,
i.e. no use of computers and/or the Internet for teaching and learning, through
classroom aids, such as making classroom class PowerPoint slides available to
students through a subject web site or learning management system, to laptop
programs, where students are required to bring laptops to class and use them as
part of a face-to-face class, to hybrid learning, where classroom time is reduced but
not eliminated, with more time devoted to online learning, through to fully online
learning, which is a form of distance education. This classification is somewhat
similar to that of the Sloan Commission reports on the status of electronic school,
which refer to web enhanced, web supplemented and web dependent to reflect
increasing intensity of technology use (Bates & Poole, 2003). In the Bates and
Poole continuum, 'blended learning' can cover classroom aids, laptops and hybrid
learning, while 'distributed learning' can incorporate either hybrid or fully online
learning.

It can be seen then that electronic school includes a wide range of applications and
it is often by no means clear, even in peer reviewed research publications, which
form of electronic school is being discussed. However, Bates and Poole argue that
when instructors say they are using electronic school, this most often refers to the
use of technology as classroom aids, although over time, there has been a gradual
increase in fully online learning.

Informally, Web-based education (WBE) encompasses all aspects and processes of

education that use World Wide Web as a communication medium and supporting
technology. According to Paulsen, 2003 there are many other terms for WBE;
some of them are online education, virtual education, Internet-based education, and
education via computer-mediated communication.

Adapting from (Keegan, 1995) and (Paulsen, 2003), it can be said that WBE is
characterized by:

• The separation of teachers and learners (which distinguishes it from face-to-face

education);

• The influence of an educational organization (which distinguishes it from self-

study and private tutoring);

• The use of Web technologies to present and/or distribute some educational

content;

• The provision of two-way communication via the Internet, so that students may
benefit from communication with each other, teachers, and staff.

Since 1990s, Web-based education has become a very important branch of

educational technology. For learners, it provides access to information and
knowledge sources that are practically unlimited, enabling a number of
opportunities for personalized learning, electronic school, distance electronic
school, and collaboration, with clear advantages of classroom independence and
platform independence (Brusilovsky, 1999). On the other hand, teachers and
authors of educational material can use numerous possibilities for Web-based
subject offering and teaching, availability of authoring tools for developing Web-
based subjectware, and cheap and efficient storage and distribution of subject
materials, hyperlinks to suggested readings, digital libraries, and other sources of
references relevant for the subject (Devedzic, 2003).
2.5 Objectives and Perspectives of Electronic School

The convergence of the Internet and learning in electronic school qualifies it as

Internet-enabled learning, in terms of using Internet technologies to create, foster,
deliver, and facilitate learning, anytime and anywhere (Obringer, 2005). One of the
objectives of electronic school is the delivery of individualized, comprehensive,
dynamic learning content in real time - people and organizations need to keep up
with the rapid changes and advancements of knowledge related to different
disciplines, as well as to keep ahead of the rapidly changing global economy.
Another objective is to facilitate the development of learning communities -
communities of knowledge, linking learners and practitioners with teachers and
experts.

There are two major perspectives of electronic school - technological and

pedagogical. In the technological perspective many interpretations focus on the
technology, others take technology only as a means of content delivery,
emphasizing the need for learner-centered approach; to them, electronic school in
its essence is learning. The pedagogical perspective is interested primarily in
explaining how people learn, how do they acquire skills and information, how their
skills develop through learning over time, what are their preferred learning styles,
and so on - and, only then, is how the electronic delivery can be adapted to the
learner.

Electronic school usually comes through an interaction between a learner and a

simulated electronic environment pertaining to the domain of interest to the
learner. In the context of WBE, the environment is Internet-based; in other
variants, it can be Intranet-based, as well as CD-ROM-based. In all cases, it brings
up a rich learning experience through interactive use of text, images, audio, video,
animations, and simulations. It can also include entire virtual environments. It can
be practiced individually, or in the classroom. It is self-paced hands-on learning.

Electronic school environments can offer a number of learning tools, in a wide

range of interactivity and sophistication. At the lower end of the scale are indexed
explanations and guidance for learner's questions. The learner typically types in a
keyword or phrase (or selects a keyword from a list) to search an underlying
database for explanation. The environment replies with an explanation, or perhaps
with step-by-step instructions for performing specific tasks. These can be further
augmented through additional forms of online support like links to reference
materials, forums, chat rooms, discussion groups, online bulletin boards, e-mail, or
live instant-messaging support. The tools like chat rooms, discussion groups,
online bulletin boards, and e-mail support access to instructors, but they all
essentially pertain to asynchronous mode of learning. The most sophisticated and
the most interactive environments provide tools for synchronous mode of training
and learning, with instructor(s) organizing and guiding learning/training sessions in
real time. With such environments, the learners log in and can communicate
directly with the instructor and with each other through the Internet. In addition to
Internet Web sites, supporting tools include audio and/or video-conferencing,
Internet telephony, or even two-way live broadcasts to students in a classroom
(Obringer, 2005). The sessions can be scheduled at regular times for weeks or even
months, enabling the learners to walk through the entire subject. Within a single
session, there is a range for possible collaboration between the learners - from
purely individual learning and minimum cooperation with the other learners, to
tight collaboration through shared electronic whiteboards and different
communication tools. The instructor can monitor the learners' progress in a variety
of ways, both disruptive and interactive.
2.6 Pros and Cons of Electronic School

Before moving on to further discuss electronic school it is necessary to answer a

simple question:

Why should we care about electronic school? In other words, what are the
advantages of electronic school over traditional, classroom-based, face-to-face
learning?

Self-paced character of electronic school is just one of the answers. Another one is
that the costs of electronic school are usually lower, once the subject is put up - no
physical resource allocation (location, time, and equipment). True, in synchronous
learning additional costs are associated with the instructor managing the class, but
altogether the costs should still be lower than in traditional subjects. There is also
some evidence that electronic school progresses faster than traditional learning;
this can be attributed to the fact that in electronic school students can go much
faster through the material they may be already familiar with (Ryder, 2005).
Furthermore, the material they consume is consistent -no slight differences caused
by different instructors teaching the same material. Learning anytime and
anywhere is attractive to people who have never been able to work it into their
schedules prior to the development of electronic school.

Another attractive feature is that online learning material can be kept up-to-date
more easily than traditional one - the updated version is simply uploaded on a
server and the students get access to improved material immediately. The material
can make use of many didactic elements and tools, such as audio, video, related
links, simulations, and so on, which can lead to increased retention and a stronger
grasp on the subject. Electronic school is much easier to adapt to groups of
students of different sizes and to corporate learning situations than traditional
learning.

There is always some resistance to electronic school by more traditionally oriented

instructors and learners alike. Some instructors complain that organizing learning
material for electronic school requires much more work than in traditional settings,
as well as that electronic communication with students is more time-consuming
and less effective than face-to-face communication.

Possibilities for "creative divergence" from the class topic and explanation of
details and examples made up on the spot are still more numerous in traditional
classrooms. Charisma of good teachers is lost in electronic school, and so is
socializing with peer learners.

A good alternative to "pure" electronic school is blended learning, which is a

combination of traditional classroom-based learning and electronic school. In
practice, it is worth considering an option of using blended learning to assure for
initial acceptance of electronic school. Moreover, and contrary to the loss of
charismatic face-to-face teaching, in some cases experts who have problems
articulating their knowledge and experience in the classroom provide excellent
electronic school subjects (ID Glossary, 2005).

2.7 Organizing Electronic School Material

It is crucial to the success of electronic school that instructors organize the learning
material in a way suitable for interactive electronic delivery. The worst thing to do
here is to copy traditionally written learning materials and simply paste them in the
subject for learners to display them on their screens. Contrary to that naive
practice, putting up a electronic school subject is a long process that requires
maximum effort from the instructor and the support team. There are many hurdles
along the way in that process, hence educational institutions offering online
subjects (e.g., universities) may have entire departments for helping instructors
organize their electronic school material. It is no wonder that even experienced
instructors often need such a help - they may be teachers in domains like
humanities and medicine that focus on things other than computer-based delivery
of knowledge.

There are a few simple rules to follow in organizing electronic school material. All
of them can be seen as learner-centered instances of more general rules of good
pedagogy and human-computer interaction (HCI) (Rodriguez, 2000). First of all, it
is important to clearly define the target audience (the learners and their skill levels)
and the learning objectives (i.e., what the learners should be able to do once they
go through the subject). If the subject delivery medium is the Web, organizing the
learning material on the server side is only one part of the problem - it is also
necessary to bear in mind the client's hardware and bandwidth to ensure for real
time delivery. Next, it is a must to break the material into manageable modules
(chunks) such as chapters and lessons, enabling the learners to grasp the overall
structure of the material and map it to the subject objectives, as well as to follow
details in chapters and lessons more easily. There are authoring tools such as
Adobe Presenter, Quick Lessons, Go Animate etc. that support instructors in
preparing their material that way (Simic et al., 2005). Each module should
typically take a learner about 15-30 minutes to cover. Also, online learning
material must be as easy as possible to navigate. Difficult navigation frustrates the
learners and causes them to leave, which in the case of WBE is a matter of a mouse
click. Indexing topics and terms across the subject and interconnecting them with
hyperlinks is usually the key to effective navigation. Last but not the least,
animation and multimedia contents should add value and improve learning
efficiency, recall, and retention, but not drive the learner away from the main
objective(s). Overdone animation and multimedia can produce as much frustration
as poor and clumsy navigation. Authoring tools normally support easy
incorporation of animation and multimedia in electronic school material by
providing a set of easy-to-use controls.

Studies have shown that for electronic school systems and applications to be
effective, the presentation of information on the screen is important. The way the
information organized on the screen, as well as different interactivity options (such
as quizzes, hints, and multimedia to enhance all that) should clearly reflect
frequently used structures and metaphors in the domain of interest.

2.8 Tools, And Learning Modes for Electronic School

Two popular tools for Electronic School are Blackboard Inc. and Module:

Blackboard's tools allow educators to decide whether their program will be blended
or fully online, asynchronous or synchronous. Blackboard can be used for K-12
education, Primary education, Business, and Government collaboration. Decide
whether their program will be blended or fully online, asynchronous or
synchronous. Blackboard can be used for K-12 education, Primary education,
Business, and Government collaboration.

Offering six different platforms: Blackboard Learn, Blackboard Collaborate,

Blackboard Mobile, Blackboard Connect, Blackboard Transact, and Blackboard
Analytics;

Module is an Open Source Subject Management System. It provides blended

learning opportunities as well as platforms for distance learning subjects. The
Module website has many tutorials for creating a program or becoming a Module
student. ICT expenditures in education have differed within and between countries.
Finland, Norway, Belgium and Korea appear to make best use of educational ICT.

2.8.1 Computer-Based Training

Computer-based learning or training (CBT) refers to self-paced learning activities

delivered on a computer or handheld device (Rodriguez, 2000). CBT often delivers
content via CD-ROM, and typically presents content in a linear fashion, much like
reading an online book or manual. For this reason, CBT is often used to teach static
processes, such as using software or completing mathematical equations.
Computer-based training is conceptually similar to web-based training (WBT), the
primary difference being that WBTs are delivered via Internet using a web
browser.

Assessing learning in a CBT is often by assessments that can be easily scored by a

computer such as multiple choice questions, drag-and-drop, radio button,
simulation or other interactive means (Ryder, 2005). Assessments are easily scored
and recorded via online software, providing immediate end-user feedback and
completion status. Users are often able to print completion records in the form of
certificates. CBTs provide learning stimulus beyond traditional learning
methodology from textbook, manual, or classroom-based instruction. For example,
CBTs offer user-friendly solutions for satisfying continuing education
requirements. Instead of limiting students to attending subjects or reading printed
manuals, students are able to acquire knowledge and skills through methods that
are much more conducive to individual learning preferences. For example, CBTs
offer visual learning benefits through animation or video, not typically offered by
any other means.
CBTs can be a good alternative to printed learning materials since rich media,
including videos or animations, can easily be embedded to enhance the learning.

However, CBTs pose some learning challenges. Typically the creation of effective
CBTs requires enormous resources. The software for developing CBTs (such as
Flash or Adobe Director) is often more complex than a subject matter expert or
teacher is able to use. In addition, the lack of human interaction can limit both the
type of content that can be presented as well as the type of assessment that can be
performed. Many learning organizations are beginning to use smaller CBT/WBT
activities as part of a broader online learning program which may include online
discussion or other interactive elements.

2.8.2 Collaborative Learning

Computer supported collaborative learning (CSCL) uses instructional methods

designed to encourage or require students to work together on learning tasks.
CSCL is similar in concept to the terminology, "electronic school 2.0".

Collaborative learning is distinguished from the traditional approach in which the

instructor is the principal source of knowledge and skills For example; the
neologism "electronic school 1.0" refers to the direct transfer method in computer-
based learning and training systems (CBL). In contrast to the linear delivery of
Content, often directly from the instructor's material, CSCL uses blogs, wikis, and
cloud-based document portals (such as Google Docs and Drop box). With
technological advances, sharing information between multiple people in a network
has become much easier and use has increased. One of the main reasons for its
usage states that it is "a breeding ground for creative and engaging educational
endeavors.
Using Web2.0 social tools in the classroom allows for students and teachers to
work collaboratively, discuss ideas, and promote information. According to Sandal
(2008), blogs, wikis, and social networking skills are found to be significantly
useful in the classroom. After initial instruction on using the tools, students also
reported an increase in knowledge and comfort level for using Web 2.0 tools. The
collaborative tools additionally prepare students with technology skills necessary
in today's workforce.

2.8.2 Audio

The radio has been around for a long time and has been used in educational
classrooms. Recent technologies have allowed classroom teachers to stream audio
over the internet. There are also webcasts and podcasts available over the internet
for students and teachers to download. For example, iTunes has various podcasts
available on a variety of subjects that can be downloaded for free.

2.8.4 Videos

Videos may allow teachers to reach students who are visual learners and tend to
learn best by seeing the material rather than hearing or reading about it. Teachers
can access video clips through the internet instead of relying on DVDs or VHS
tapes. Websites like YouTube are used by many teachers. Teachers can use
messaging programs such as Skype, or webcams, to interact with guest speakers
and other experts. Interactive video games are being integrated in the curriculum at
both K-12 and primary education institutions.
 CHAPTER THREE

SYSTEM ANALYSIS (METHODOLOGY)

3.1 System Analysis

System analysis is a program solving technique that decomposes a system into its
component pieces for the purpose of studying how well those components parts
works and interact to accomplish their purpose.

According to the Merriam wester dictionary, system analysis is “the process of

studying a procedure or business in – order to identify its goals and purposes and
crate systems and procedures that will achieve them in an efficient way.

3.2 Analysis of the Existing System

The existing system is a system that is been carried out in terms of manual
operation, A system in which all the methods of education or teaching is of a
manual approach. Critical analysis of this system reveals that it is a system prone
to a lot of errors and it is not effective.

In the manual system of learning in Divine Driving School Abakaliki, the admin
officer and other teachers work together by randomly teaching any student who
enrols in the driving school. This makes teaching a complex concept time
consuming and boring. Careful analysis also shows that because of the
complexities of the manual system, information stored is difficult to retrieve.

Also because of the inconsistency of the manual system, at times student files and
items are lost because of mismanagement.
3.3 Problems of the Existing System

The following are the problems associated with the existing system;

1. It is time consuming

2. It can be inaccurate because of misinterpretation of concepts.

3. It is not interactive and user-friendly.

3.4 Analysis of the Proposed System

The proposed system will be an electronic driving school system. The manual
procedures of teaching outlined in the existing system would be carried out by
computers.

3.5 Advantages of the New System

The new system has numerous advantages, which includes the following:

1. On-line access to information is a crucial aspect of this work, which makes it

possible for the user to access the content from any remote distance.

2. The system is cost free for users

3. The system is user friendly

4. The system ensures that knowledge is transferred in a more interactive way

5. The system maximizes the use of limited spaces.

3.6 Disadvantages of the Proposed System

The major disadvantages of the proposed system include;

i. High cost of initial implementation

ii. It requires computer literacy

 iii. Regular maintenance might lead to increased expenditure

iv. Possibility of cyber attack and hacks

3.7 Justification of the New System

Electronic driving school system is needful at this time, when information

technology has taken over almost every aspect of human activities. In the first
instance, we need such a system to stay afloat with the recent technological level
with other nations. It is also important because of its easy method of transferring
useful information to students all over the world through the use of ICT devices.
3.8 System Flowchart

Fig. 3.1 System Flowchart

3.9 System Data Flow Diagram

Fig. 3.2 Data flow diagram of the system

3.10 Methodology Adopted

The waterfall design methodology was adopted for the development of the e-
learning website. Waterfall model has given us the flexibility in managing all the
phases of project life cycle with an aim time and effort.

In a waterfall model, each phase must be completed before the next phase can
begin and there is no overlapping in the phases where the outcome of one phase
acts the input for the next phase. The progress in software development is seen as
flowing downwards through the phases of

* Requirements

* Analysis

* Design

* Implementation

* Testing

* Deployment
 Conception

Requirements

Analysis

Design

Implementation

Testing

Deployment

Maintenance

Fig. 3.3 Waterfall software development model

 CHAPTER FOUR

SYSTEM DESIGN, DOCUMENTATION AND IMPLEMENTATION

4.1 Objectives of the Design

The main objective of this design is to implement an Electronic driving school

system. At the end of this design, an on-line site that is capable of running on a
local server will be realized. In addition to this, a full database driven site with
good user interface will be achieved.

4.2 Decomposition and Cohesion of the High Level Model

The proposed e-learning system is made up of several modules which are

dependent on one another in one or more ways for the purpose of proper
accomplishment of jobs/tasks. The various modules are well laid out and explained
in this section.

4.2.1 Main Menu/Control Center

The Main Menu of this e-learning system is the homepage, you gain access to the
main home page after you supplied your username and password. However, the
homepage you are introduced to is dependent on whether you are an admin,
teacher, or a student. There are variations to the options in the menus of the
different categories mentioned, for instance, a student would be able to attend a
class, take quiz or interact with other students but cannot be able to upload class
materials or set quiz – only teachers can do that. The admin on the other side can
add or remove either students or staff and is in charge of the database.

4.2.2 The Submenus/Subsystems

For the effective operation of every system, there must be a combination of several
subsystems that would help accomplish the many activities required from the
system. For this system, the submenus that are integrated to establish the whole
system include;

Login page: This is the very first page a user sees upon visiting the e-learning
website. The user is required to key in his/her user name and password before
being directed to the homepage of the system.

Main menu: This is more like the heart of the system, on it is the hyperlinks that
users can use to navigate other pages of the system like the take classs page, the
take quiz page etc.

Take class: As the name suggests this is the page where the students take classs in
the system, it contains class materials that can be viewed directly on the website
without any need to download.

Take quiz: This page provides the students the opportunity to partake in class
quizzes that are designed to test how better they understand a particular concept.

Upload Class Materials: This page is accessible by classs who are registered on
the system, it allows them to be able to upload class materials for students to learn
from.

4.3 Specifications

The system was implemented using Wamp server as a local host. The specification
began with the site definition, which involves the following steps Planning, chose a
browser, Organize the structure, under which you have to choose a folder and a
folder structure that would be used to store the site files. This also determined the
server that would be used, for instance, remote server or Local server. After the site
was defined, the next step of the implementation phase was to translate the design
into the required forms, and all the tables required in the database were built and
the data binding done with the HTML code and sql language.

4.3.1 Database Development Tool

The database tool used for this system is MySQL database management system
because of its robustness and the flexibility of integrating it to web based
applications such as e-learning system which this project focuses on.

4.3.2 Database Design and Structure

The database for the system was designed using MySQL database and is hosted on
wamp server. The structure of the database is given below;
Fig 4.1 Database structure
4.3.3 Computations

An e-learning system is software for delivering, tracking and managing training.

The computations of its operation range from managing training records to
distributing subjects over the Internet and offering features for online
collaboration.

They provide registration of students, eg employees, for classroom and online

subjects. Student self-service (e.g., self-registration on instructor-led training),
training workflow (e.g., user notification, manager approval, wait-list
management), the provision of on-line learning (e.g., Computer-Based Training,
read & understand), on-line assessment, management of continuous professional
education (CPE), collaborative learning (e.g., application sharing, discussion
threads), and training resource management (e.g., instructors, facilities,
equipment), are dimensions to Learning Management Systems.

4.3.4 Program Module Specification

The main purpose of the Online Training Application is to apply a new learning
method called Virtual learning or E-Learning. Thus, its specification should
include all the traditional training methodologies such as choose a subject, being
register for a class, appear for class in virtual class room, should raise a questions,
and use of advance technologies for communication between trainer and trainee.
Some advance specifications for this system other than above is mentioned below:

• Registration module for teacher and student.

• Login section for each type of users

• Dashboard for every users, with associated functions

4.3.5 Input Design

In designing the input interface, of which the input form is one, a data structure
that binds the input data to a table was drawn. The binding was done by simply
using the form objects to relate the respective fields as contained in the database
design. The sample input form realized after the design is as shown below:

Fig 4.2 Student login form

4.3.6 Output Design

The output format is the educational webpage. It displays the relevant study
materials the students need and also a section where the students can watch online
video tutorials or audios. Below is a sample of the form:

Fig 4.3 Output from the system

4.3.7 Data Dictionary

The data dictionary for the e-learning system is given below;

Table 1: Database data dictionary

Table 2: Subjects
Table 3: Students
4.3.8 Choice of Programming Environment/Language Justification

In developing a system that requires a high level sensitivity such as this one, a
language that simplifies thing was necessary for use. This was the reason for
choosing the PHP for scripting, HTML, with few elements of DHTML and CSS
for Interface design and styling. SQL was chosen for programming the database.

4.4 System Requirement

The requirement for using the system is classified into Hardware and Software as
discussed below.

4.4.1 Hardware Requirements

The system will run well on any system that meets the following requirements:

1. Hard Disk size of 50 GB minimum

2. RAM Size of 1GB Minimum

3. Super VGA with at least 32 MB

4.4.2 Software Requirements

The software required for the implementation of this system include;

1. Windows 7 and later with Wamp server installed

2. Internet Explorer or Mozilla Firefox

4.5 Deployment Procedure

The system was implemented using Wamp server as a local host. The
implementation began with the site definition, which involves the following steps
Planning, Chose a browser, Organize the structure, under which you have to
choose a folder and a folder structure that would be used to store the site files.
This also determined the server that would be used, for instance, remote server or
Local server. After the site was defined, the next step of the implementation phase
was to translate the design into the required forms, and all the tables required in the
database were built and the data binding done with the PHP code and sql language.

4.6 Program Testing

In the subject of this design, the development was done in modules. Each module
was implemented separately and tested. Every stage entails debugging, which was
done and all error fixed. The entire system was integrated by joining each module
to work with the main system. At the end of the integration, the entire system was
tested and confirmed Ok.

4.6.1 Choice of Test Tools/Justification

The test tool adopted in this project is the white box testing approach. The code-
testing strategy examines the logic of the program. To follow this testing method,
the analyst develops test cases that result in executing every instruction in the
program or module so that every path through the program is tested. A path is a
specific combination of conditions that is handled by the program. Code testing
does not check the range of data that the program will accept.

• Exercises all logical decisions on their true or false sides.

• Executes all loops at their boundaries and within these operational bounds.
4.6.2 Methods Applied

The test activities were carried out in stages. Each module was tested after and
during Design using notepad++, Wamp sever, and Mozilla Firefox.

a. System Testing

The modules tested include the module discussed earlier in the previous chapters.
Each of these modules was tested with some test data. After each debugging stage,
the module would be integrated into the main system.

b. Main System Driver Testing

The main driver, being the Home Page of the traffic expert system was tested for
proper connectivity to the database. Improper linkage to database was
immediately corrected and assurance was made to see that data were adequately
retrieved and presented without errors.

4.6.3 Evaluation of Results

Analysis is a key evaluation step that begins to make meaning of the evaluation
data collected from the system development process. Reporting the subsequent
evaluation results is an important step in documenting findings and staying
accountable. At the end of the development process, the evolution of the system
was done first by the developer and then the project supervisor and coordinator.
The evaluation revealed a 95% adherence to design principles and also a good
attempt in achieving all the requirements for a good intelligent traffic information
system.

4.6.4 Discussion of Results

The main aim of this project is to develop an e-learning system and in the subject
of the design we were able to discover that interactive e-learning system promotes
sound education principles, and effective student work so that the educational
needs of students are served. The design includes written policies and procedures
implemented so that students can be encouraged to adopt the use of e-learning
systems in school and at home. The developed system also provides information
that identifies both strengths such as quick access to information and weaknesses
such as poor implementation due to electricity of using e-learning so that the
strength can be built upon and the problem areas addressed.

4.7 System Security

The system is web based and security is maintained by the use of username and
password to restrict access to only registered users and the database is well secured
and managed by the admin at the server end.

4.8 Training of Operators

The users of the e-learning system are mainly students and teachers. To use this
software, the following steps must be followed;

1. Open your browser

2. Type the address of the home page at the address bar

3. Use the hyper links to navigate around the web portal

4.9 System Conversion

The conversion approach adopted for this system is the parallel system conversion
methodology. This entails an approach wherein both the old and the new system
operate simultaneously for some time. In doing so, outputs from both the systems
are compared and difference is reconciled. The advantage of this conversion is that
it gives a high degree of protection to the organization from the failure in the new
system and has gained a wide spread popularity.
4.10 Maintenance Details

Software maintenance is used to describe the software engineering activities that

occur following delivery of the software life cycle is time period in which software
performs useful work. Maintenance covers a wide range of activities including
correcting, coding, and design errors, updating documentation and test data and
upgrading user support. Maintenance is used for restoring something to its original
condition. Activities classified as maintenance are an actually enhancement, which
means adding, modifying, redeveloping something to support changes that support
user needs and operational environment.

After implementation procedure, the next major activity is maintaining document

for operational actions. Either successful or unsuccessful actions of the project has
to be documented with care to do further rectification before final implementation.
Best documentation leads to better project actions.
 CHAPTER FIVE

SUMMARY, RECOMMENDATION, AND CONCLUSION

5.1 Summary

Electronic driving school system should promote sound education principles, and
effective student work so that the educational needs of students are served. Written
policies and procedures should be developed, implemented and made available so
that students can be encouraged to adopt the use of wireless education. Access to a
student’s information should be provided but limited to the student and others with
established legitimate permission to view the information so that confidentiality is
maintained and privacy protected. Wireless Education for students should be
consistent with applicable law and basic principles of fairness and human right so
that student’s right and welfare are protected. It also provides information that
identifies both strength and weaknesses so that the strength can be built upon and
the problem areas addressed.

5.2 Conclusion

Electronic school is a complex and essential aspect of our education experience.

There is a need for congruency between the goals and purposes of curriculum.
Instruction and assessments of student over wireless education system is to be
meaningful and fair.

School boards and administration can promote improvement in wireless education

by establishing environment of support and trust in which teachers can engage in
collaborative reflection and professional dialogues that will lead them to examine
their purpose, clarify values, and identify and develop the skills and strategies
needed for sound wireless education practices. School boards and administration
can further assist by developing school division and school policies of wireless
education based on principles that reflect shored beliefs and values about purpose
of education and evaluation, and that include recommended practices which are
well aligned with the goals of core curriculum.

5.3 Recommendations

The need for information and materials to guide teachers in delivering quality
education to students is well known. Over the past 40 years, studies have
documented the need for additional training and support for teachers in their
delivery of classs to student. Despite the identified needs to data no comprehensive
widely accepted has been prepared.

E-learning is a comprehensive and complex subject involving many philosophical

and political discussions. This study has focused on the design and implementation
of an interactive wireless solution education system.

Management should examine the proper relationship, moral responsibilities and the
influence of personal community values in the implementation of Wireless
education system. It is also vital to;

1. Examine the feasibility or case of use of alternative education systems in the

context of contemporary higher institutions of learning.

2. Examine the role of students in the evaluation of their progress and achievement.

3. Identify develop and determine appropriate use of subjective and high inference
assessment in wireless education system.
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