A STUDY TO ANALYSE THE DEVELOPMENT OF AN EDUCATION MANAGEMENT INFORMATION SYSTEM FROM A SENSEMAKING PERSPECTIVE AND THE APPLICATION OF QUANTITATIVE METHODS TO ANALYSE EDUCATION DATA SETS

Abstract

Applying quantitative methodologies to educational data sets, this research examines the creation and effects of an "Education Management Information System (EMIS)" through sensemaking. The necessity to improve data utilization and strengthen EMISs' ability to assist educational decision-making is the driving force behind the project. Educators, administrators, and legislators are just a few of the stakeholders whose capacities are impacted by the design and operation of EMISs, which researchers first analyze in detail throughout their creation process. Using a sensemaking methodology, researchers evaluate the EMIS's contribution to stakeholders' data interpretation and strategic utilization. To do this, researchers must examine how users use the system and assess its ability to support data-driven insights or decision-making. Simultaneously, the research analyses education data sets administered by the EMIS using quantitative methodologies. Evaluating the precision, comprehensiveness, and practicality of the collected data is an important part of this process, as is determining how these quantitative analyses aid in bettering educational results and policy choices. There is an emphasis on metrics like data relevance, data integrity, and the effect of data-driven choices on pedagogical methods. The results should shed light on how to optimize the development of EMIS to boost sensemaking skills and the use of quantitative approaches in the classroom. Better educational results are the ultimate goal of the project, which aims to bridge opposing viewpoints to promote more efficient and data-informed methods of educational administration.