ABSTRACT Information system in any organization is an essential element. For this purpose, many organization spend budget to buy a good system in order to have a reliable system to be operated in their organization. These are Information Systems (IS) used to generate, collect, organize, store, retrieve, and disseminate information. Specific IS used to manage student information is referred to as Student Information System (SIS). This research proposed a SIS for Saint Paul’s Academy High School (SPAHS) to address its problems with regard to managing student information which are in enormous amount of paper, documents or records filed in folders and stored in filing cabinets. Considering that information is a set or collection of data, with the manual information system approach, generating information suffers difficulties. After identifying the problem of SPAHS, a system architecture of the proposed SIS was established. The system architecture used a three tiered pattern and Unified Modeling Language (UML) was used to present the different views of the systems architecture. Functionalities include tracking all the details of a student from the day one to the end of the students stay in the school which can be used for all reporting purpose, tracking of attendance, progress in the subject, completed school years, project or any other assignment details, final exam result and all these will be available through a secure, online interface embedded in the school’s website. It will also have faculty details, batch execution details, students’ details in all aspects, the various academic notifications to the staff, students and parents updated by the administrator. Different reports and queries can be generated based on vast options related to students, batch, course, faculty, exams, school years, and even for the entire school. Lastly, this design was then evaluated using a questionnaire to measure usability.

KEYWORDS
Information system, Student Information System, UML
1. INTRODUCTION
According to Swartz (2007) almost all institutions depend on data. Consequently, Pacio (2013) added, we are witnessing a profound change in the way in which institutions perceive, understand, and manage their information. There is now a

recognition of the value of information, the creation of new

information, the retrieval of existing information, the storage of important information, and the disposal of redundant information. There is also greater awareness of the cost of acquiring bad, incomplete, or inaccurate information. So do in the management of an educational institution, Motta (2010) stated that the creation and management of accurate, up-to-date information regarding a student’s academic career is critically important. While paper records are a traditional way of managing student data there are several drawbacks to this method. First, paper records maybe difficult to manage and track. The physical exertion required to retrieve, alter, and re-file paper records are all non-value added activities. Additionally, it is only possible for one user to alter physical records at a time. Finally, data integrity and logging is difficult.
With the increase of information, it is then unwise to adopt the traditional paper based system which is slow to access and therefore, inefficient. Nowadays, (Marrero, 2009) Information Systems (IS) are used to generate, collect, organize, store, retrieve, and disseminate information. Furthermore, IS supports people or users in making intelligent decisions based upon the information derived from reliable data. Specifically, “IS used to manage student data have been referred to in various ways: Student Information Systems (SIS), Student Management Information Systems (SMIS), Student Data Systems (SDS), Student Data Warehouse (SDW), Student Academic Information Systems (SAIS), or Student Information Management Systems (SIMS)” (Ngoma, 2009).
Bharamagoudar, S. R. et. al (2013), defined SIS as a system that provides a simple interface for the maintenance of student information. It can be used by educational institutes or colleges to maintain the records of students easily avoiding scattered, and redundant information and very time consuming collection of relevant information. Needless to say, as stated by Hui & Qi (2014) the effective introduction of the computer management in school educational administration is very significant for promoting school management system and improving the quality of teaching.
But before the implementation of every IS, an architecture or design of the system must be established first. Like all other man-made objects, the quality of a system is highly dependent on its design (Angell & Smithson, 1991). According to Bass & Clements (2003) the architecture of a system is an indispensable mechanism required to map business processes to information systems. When building an IS, the importance of design has been more significant as time goes, as there is a growing need of designing right in the first place prior to development and not when the users start complaining about the system, and also due to the fact that technology is developing tools that will enable a mechanical conversion of design into code (Frankel, 2003). This trend also increased the importance of modeling, not only in the technical area, which had already a long tradition, but also in the business side, using models which were more formal than simple block and box diagrams (Erickson & Penker, 2000). In a paper entitled “Requirements Analysis for a Student Information System”, it was emphasized that some systems are quite well developed and implemented, some are not, and some still adopt the inferior and out-of-date technology. It is then important to establish a quality systems architecture.
Designing a system carefully ensures that it will achieve the desired goal (Lucas 1992). This requires a careful analysis of the problem and establishing the needs of a system (Mumford 1995).
‘Design’ involves generating, developing and analysis of possible courses of action, and provides detailed specifications for system components, structure, and their features (Turban 1995). System design also involves the identification of entities, relationships and their data attributes (Soergel 1985). According to Laundon and Laundon (1993), the design should show how the technical, organizational and people components of the system fit together. This is why it is important to analyze a system to provide a design strategy in a given environment. While system analysis shows what the problems are and what has to be done about them (Eardley et al. 1995 and Tudor & Tudor 1997), system design shows how the system should be realised in practice (Laundon & Laundon 1993).
Systems Architecture was defined by Pressman (2005), as a comprehensive framework that describes its form and structure, including its components and their organization. It also represents the structure of data and program components that are required to build a computer-based system. It considers the architectural style that the system will take, the structure and properties of the components that constitute the system, and the interrelationships that occur among all architectural components of the system. Fowler (2003) identifies two common elements of system architecture to be the highest level breakdown of a system into its parts and the decisions that are hard to change. He also states that a system comprises of multiple architectures, and that the view of what is architecturally significant, can change over a system’s lifetime. Gerber, Barnard and Merwe in their study of the “Design and Evaluation Criteria for layered architectures” also argued that an architecture is a model of the system in the given context, where it should show an abstraction of a real-world representation and it provides a means to view only the significant aspects of the entire system. From these definitions, it is common that an architecture shows the components that encompass the system. The description of the components must include its organization or structure, its defining features or properties, as well as their relationships with external entities and with other component/s.
According to Bruegge & Dutoit (2004) due to the progression of the design of architectural models, some architectural recurrences evolved. These are described as architectural patterns, also referred to as architectural styles. A pattern is the description of a problem that occurs repetitively within a specific environment, as well as the core of the solution to that problem in such a way that the proposed solution can be reused. Patterns are rooted in practice and are referred to as best practice descriptions. Examples of the architectural patterns include, but are not limited to, the broker architectural pattern, Pipes and Filters architectural pattern, blackboard architectural pattern, and the layered architecture or layers pattern. A layered architecture partitions the system into layers based on similar functionalities and responsibilities.
Although system design is normally considered as a problem solving function in the most traditional view, a more modern view perceives it as modelling and solving model responses in a system (Flaatten, McCbbery, O’Riorden & Burgess 1992). This implies that system design requires not only modelling but also providing a strategy for how a problem is solved (Laundon & Laundon 1993). Flaatten et al. (1992) and Turban (1995) have referred to a model as an abstraction of the real world. For Flaatten et al. (1992) a model is a conceptual design of the system. Cleland & King (1983) added that the representation of the system through models can be done at two levels simple system models and complex system models. Skyttner (2001) adds a further dimension and contends that design replaces guesswork by model building. Model building (modelling) and model use provide a framework for managing a system (Cochin & Cadwallender 1997). In modelling, there is a need for integrating all the variables and parts of a system with the external environment or factors (Lucas 1992). This requires proper identification of the key variables, and establishing relationships between them during consideration and formulation of the model (Ikoja-Odongo 2002). This is why identification of the elements is an important design strategy to facilitate integration of a ‘system’ into its socio-economic environment.
Models could be created using Unified Modeling Language (UML) modelling tools. A system model to be created with UML language should not necessarily contain all diagrams.
It is used to design system’s structure, describe system’s behavior and build up an abstract model of a system. Tailans & Kleins (2008) enumerated set of diagrams that UML consists. A diagram is a partial representation of the model. In systems architecture, UML is used in presenting the different views of architecture namely, the logical, process, implementation and deployment view. The logical view focuses on the functionalities that the system does. Start with use case diagram to show functionalities then class diagrams to model the system. Object, State Chart and composite structures diagrams can are optional. The process view considers non-functional aspects such as performance, scalability and throughput. It shows the main abstractions form the logical view executing over a thread as an operation. A process is a group of tasks that form an executable unit; a software system is partitioned into sets of tasks. Each task is a thread of control that executes with collaboration among different structural elements (from the Logical View). “Process View also encompasses re-usable interaction patterns to solve recurring problems and to meet non-functional service levels. The process architecture can be represented at various levels of abstraction such as interactions between systems, subsystems and objects etc. based on the need” (Muchandi, 2007). Use either sequence or communication diagrams to model simple interactions in use case realizations. It is optional to add activity, timing, and interaction overview diagrams. Implementation or development view encompasses the components used to assemble and release a physical system. While the logical view is at the conceptual level, this view represent physical level artifacts that are built by developers of the system. Component diagrams or package diagrams that logically group class diagrams are used to represent this view.
Lastly, the deployment or physical view shows the nodes that form the systems hardware topology on which the system executes. Muchandi, (2007) said, this view provides all possible hardware configurations, and maps the components from the Implementation View to these configurations. Deployment Diagrams show the physical disposition of the artifacts in the real-world setting. UML provides constructs to represent Nodes such as devices, execution environment and middleware; artifacts such as jar files and connections; and dependencies between these devices.
On the other hand, a conceptual framework defines a structure within the design that is developed (Murdick 1986). It is a general presentation that will be based on previously established observations stemming from the literature reviewed on a system, an information system and models. Key issues (variables) and their relationships are identified to guide the development of a framework.
After designing a system, it is optional but appropriate to evaluate the design first, to measure the quality of a design in terms of different aspects such as usability, performance, reliability, availability, security, variability, subsetability, building simplicity, cost, time to marketfunctionality, modifiability, portability, security, conceptual integrity or if it is simply suitable for the needs of the enterprise (Qin et. al, 2008) & Vasconcelos A, Sousa P and Tribolet J (2007). As the saying goes, “prevention is better than cure,” the earlier you find a problem in a software project, the better off you are. The cost to fix an error found during requirements or early design phases is far less to correct than the same error found during testing. Without evaluation of systems architecture, problems may arise such as operational failures, or redesigning that will significantly affect cost, time and effort. There are several methods used to evaluate systems such as Architecture Tradeoff Analysis Method (ATAM) that is used to evaluate relative to quality attribute goals, use of metrics, checklists or questionnaires.
The problem of the existing system is the manual student information management that results to slow and tedious transactions and wherein information are scattered and redundant.
Due to the above mentioned problem, the researchers aim to fulfill the following objectives:
1. identify the problems of St. Paul’s Academy High School that requires the design of an enterprise system
2. establish the systems architecture of the proposed enterprise system for St. Paul’s Academy High School
3. measure the level of usability of the design of the proposed enterprise system for St. Paul’s Academy High School
The researchers chose to propose and design a student information system for SPAHS to be able to address the identified problem of the enterprise then evaluate the proposed design of the proposed system to measure the applicability of the systems architecture.

2. METHODS
The researchers have conducted a research with regard to the company profile through an observation of the business functions and processes in SPAHS followed by an interview with the school principal and 2 faculty members. They chose which business process problem to focus on. Lastly, they identified/proposed a system that could help solve the chosen problem and identified the systems requirements and risks.
After the identifying the problem and specifying the requirements, the design of the proposed enterprise system was established with the use of the different architectural styles and patterns and UML diagramming tools namely use case, class, sequence, package, and deployment diagrams. The knowledge with regards these processes were from attended lectures and background reading from related articles. First, they were oriented about the different architectural styles and patterns then they decided what architectural pattern will be the most suitable for the proposed system. Second, they were oriented about the different views of architecture and the UML diagrams used to present each view. Before modelling the diagrams, the researchers listed the actors, existing student information system scenarios and the proposed student information system scenarios. Modelling of the diagrams was done hierarchically. The proposed system’s scenarios was analyzed to come up with the list of use cases. First, a use case diagram was modelled to present the systems functionalities. After modelling the use case diagram, any from class, sequence or package diagram may follow. Next the researchers modelled the class diagram using the same scenarios where the parts of speech were identified and the words were grouped into nouns, verbs and adjectives. These words were analyzed to extract the appropriate entities from nouns, methods from verb phrases and attributes from some nouns and adjectives. Some of the verbs were also identified as an association between classes. Third, the sequence diagram was modelled based from the class diagram, to present the interaction between classes where entity, boundary and control objects were identified. The package diagram was modelled by grouping the classes that belong under a functionality or subsystem to show the development view. Lastly, the deployment diagram can be modelled only when the package and sequence diagram are done to show the integration view.
After designing, the researchers looked for systems architecture evaluation tools. Using the Conceptual Architecture/Design Compliance review checklist, they evaluated the systems architecture in terms of its design. It was composed of 20 items and the interpretation was based on the number of points. A point is equal to 1 check mark. Where a score of 16-20 points is interpreted as ‘applicable with minor revisions.’ A score of 11-15 points is interpreted as ‘applicable with major revisions.’ Lastly, 0-10 points means that the proposed design is not applicable.
2.1 CONCEPTUAL FRAMEWORK This study revolved in the proposal, design and evaluation of a Student Information system
3. FINDINGS
3.1 Problems
The following are the problems encountered in St. Paul’s Academy High School that requires a design of an enterprise system:
1. Not well-organized student records
2. Inaccurate student records
3. Time consuming access to student records
3.2 Systems Architecture

3.2.1 Figure below shows the architectural pattern of the system 3.2.2 To show the logical view, below is a use case diagram 3.2.2 To show the development view, below is a class diagram

3.2.3 To show the process view, below are the sequence diagrams

3.2.4 To show the development view, below is a package diagram 3.2.5 To show the physical view, below is a deployment diagram 3.3 Evaluation
Below is a table of the evaluation result:
No. Lloyd Escaño Gina Balansi Cherry Bacdayan TOTAL
1 / / / 3
2 / / / 3
3 / / / 3
4 X X X 0
5 / X / 2
6 / / / 3
7 / / / 3
8 / / / 3
9 / / / 3
10 / X / 2
11 / X / 2
12 / / / 3
13 / / / 3
14 / / / 3
15 / / / 3
16 X X X 0
17 / / / 3
18 X X X 0
19 X X X 0
20 / / / 3
TOTAL 16 14 16 46

4. DISCUSSIONS
4.1 Problem
The researchers opted to focus on student information management. Since the student information is not well organized and accurate for ready access by the administrative, Academic and Accounting Departments, information requests take time and this problem runs across in fulfilling core functional needs like student record keeping, registration, grade reporting, student billing, academic advising, and alumni relations. To solve this, a proposed design of a student information system will be further discussed in this section.
4.2 Systems Architecture
4.2.1 Architectural Pattern
A layered architectural pattern particularly three tiered architecture was used in modelling the proposed system. The system has five functionalities, it mainly manages student records, generate reports, notify students and parents with regards to record updates and administration. Based on these features, a three-tier pattern was chosen because the functionalities can be grouped (data-related) into administration module and student module. The administration module is accessible only to the school registrar with full read and write privileges. On the other hand, student module is restricted to information view only and is accessible to the administrative department, students and parents. It provides information with regard to attendance, notifications, grades, fee details and statement of account. This data-related grouping can be broken further into process-related grouping that includes presentation, business logic and data-source layer.
4.2.2 Use Case Diagram
The system has five functionalities. The ‘Search’ subsystem lets the administrator and teachers dig into students’ records and generate reports. The ‘Administrative Work’ subsystem lets the administrator create user account, assign teachers, and delete account/s. The ‘Notify’ subsystem sends real time notification/s to users with regards to updates in their records. The ‘Authenticate’ subsystem authenticates users’ sign in and out to and from the system. It also lets them edit their profile. Lastly, the ‘Keep Students’ Records’ subsystem is used by the teachers who updates academic records, the cashier who updates statement of accounts, and the Prefect of Discipline(POD) who updates disciplinary records and the advisers who update attendance records.
4.2.3 Class Diagram
The Administrator registers students and assigns faculty as either a teacher, cashier or prefect of discipline. Using the system, the teachers give students’ grades, the cashier gives students’ statement of account and the prefect of discipline gives students’ summary of disciplinary record. Whenever an update in the students’ records is done, the information is saved to the database and the system sends a notification to the student and to his/her parent. The administrator can search and query the database to generate report/s.
4.2.4 Sequence Diagram
The authenticate subsystem let users sign in to the system by entering their username (ID number by default) and password. The signIn() checks username-password match in the database to authenticate sign in. If the sign in is valid, profile is displayed else an error message is showed. To edit personal information, user clicks ‘update profile’ to activate update profile() and the system displays personal info form. The user then edits the information he/she wants to change. Upon saving, these information are saved in the database. The user clicks ‘sign out’ button to exit the system.
This administrative work subsystem is used to create account, assign teachers, delete user, and generate report. The administrator selects ‘create account’ from the dropdown menu to activate createAccount() the system displays sign up form and the administrator enters users’ ID, name, e-mail, and phone number. The administrator also specifies user type then clicks ‘create’ to create an account. To assign a faculty member, the administrator searches the teacher/s and clicks ‘assign to’ button. The system then displays the sections and the administrator chooses class/s. To delete an account, the administrator searches the user and clicks ‘delete user’ button. The system then prompts for confirmation and the administrator confirms deletion.
The generate report subsystem is used by the administrator who enters a keyword in the search bar or he/she can query the database. The database is searched and the system shows result/s. The administrator clicks the printer icon to print the report.
The keep students’ records subsystem is used to update students’ records. Advisers check attendance and the system sends the daily list of absentees to the Prefect of Disciplines who give corresponding remarks. They also enter the summary of disciplinary record of students in updating disciplinary records. The teachers give syllabus and may include resources at the start of school year and enters students’ grades every grading period. Lastly, the cashier enters students’ statement of account. For every, update in student’s record, the system calls the notify() under the Notify subsystem.
The notify subsystem is run for every update in the students’ records, notify() is called and a notification is generated and sent to corresponding student and parent. The administrator may also publish a notice by clicking the ‘publish notice’ to call notify(). The system shows the editor pane where the announcement is typed and necessary files may be attached. The administrator chooses receiver/s and hits the ‘send’ button to send the notification to the corresponding user.
4.2.5 Package Diagram
The classes are grouped together into five packages. The creation and management of accounts are part of the administrative work subsystem. Classes like Administrator, Faculty, Student and Parents comprises the Administrative Work Package. The Authenticate subsystem is responsible for authenticating accounts of users like Administrator, Faculty, Student and Parent when signing in and out of the system. In generating reports the Administrator and Faculty has the ability to instruct the system to produce and display needed reports. Therefore, Admin, Faculty and System comprises the Generate Report Package. The Adviser, Teacher, Cashier and Prefect of Discipline work together in providing information and in maintaining and managing students’ records such as Subjects Enrolled grades, Attendance and Statements of accounts. Inside the ‘Notify’ package, classes involved in sending and receiving of notification are grouped. These include the system, student and parents. The packages Authenticate and Generate Report are dependent to Administrative work. Notify package is also dependent to Keep Students’ Records.
4.2.6 Deployment Diagram
The web browser communicates with the clients. Here, the web browser displays data, collects input from the user and posts it back to the web server. The web server serves up data from the web browser and passes these to the business logic tier and vice versa. The application server provide its clients with access to the business logic and where the data source layer is accessed. Lastly, the data source tier is where information is organized by the database server and stored/fetched from the database.
4.3 Evaluation
Three persons evaluated the architecture in terms of usability. The checklist is composed of 20 questions. The results were interpreted using mean as the central tendency by dividing the total score by three. Out of 60, the design had 46 points in total which resulted to an average of 15.33 points. The assessment table shown in appendix c tells that the average score corresponds to 55%-75% applicability rate which means that the design is applicable with major revisions that need to be addressed. This revisions were identified as:
-The architecture should show that the architecture is designed to accommodate likely changes.
-An error-handling strategy should be described and justified.
-All reliability and performance needs should be addressed.
-All security considerations should be addressed.
5. CONCLUSIONS
(FOR OBJ. 1)To solve St. Paul’s Academy High School’s problem of student records management, the proposed design of Student Information System shall be implemented for students and departments to access/ update information in a much quicker turnaround making information well organized and accurate for ready access by the administrative, academic and accounting departments, and information requests faster to fulfill core functional needs like student record keeping, registration, grade reporting, student billing, academic advising, and alumni relations.
(FOR OBJ. 2)A three tier pattern suits the design of the proposed SIS because of data-related and process-related groupings of its components. The modular design will enable scalability and easier modification of the system or parts of the system whenever needed, without affecting the system as a whole.
(FOR OBJ. 3) The researchers have learned that in establishing a good systems architecture, error-handling strategy must be described and justified, reliability and performance needs should be addressed, all security considerations should be addressed and the architecture itself should show that it is designed to accommodate likely changes. The researchers also learned that it is important to evaluate the systems architecture before finally implementing it to measure not just its usability but the other aspects as well and to prevent problems that may arise from poor design.
(OVERALL CONCLUSION) Overall, the objectives for this project were achieved. A Student Information System will give a better performance in management of student information without having to do it manually. This system will help faculty’s staff to arrange student matter faster and easier. Furthermore it will allow the teachers to focus on other important task in the Faculty. Though, from the evaluation of the systems architecture, the design must be revised to work systematically and ease the users in managing the student data in the system.
6. RECOMMENDATIONS
Further researches that can be based from this research may include an implementation of the proposed design of SIS for SPAHS, implementation of the proposed design of SIS for SPAHS in mobile application, integration of SIS for SPAHS with other school systems, Strength, Weaknesses, Opportunities and Threats (SWOT) analysis of the use of SIS in SPAHS.
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