AN EXAMINATION OF THE EVOLUTION OF AN EDUCATION MANAGEMENT INFORMATION SYSTEM FROM A SENSEMAKING VIEWPOINT AND THE USE OF QUANTITATIVE METHODS TO ANALYSE EDUCATIONAL DATA SETS

Abstract

This study uses quantitative approaches to analyze educational data sets. It analyses how an "Education Management Information System (EMIS)" was created and its impacts via sensemaking. This project is motivated by the need to enhance data utilization and enhance the capacity of EMISs to support educational decision-making. The researchers thoroughly examine the design and functioning of EMISs throughout their production process because of the many stakeholders whose capabilities are affected by them. These stakeholders include educators, administrators, and lawmakers. Evaluating the EMIS's impact on stakeholders' data interpretation and strategic utilization is done via the use of a sensemaking technique. Researchers will need to look at user behavior and evaluate the system's capacity to facilitate data-driven insights or decisions in order to pull this off. Concurrently, the study uses quantitative approaches to examine educational data sets managed by the EMIS. Determining how these quantitative analyses contribute to improving educational outcomes and policy decisions is a crucial aspect of this process, as is assessing the accuracy, completeness, and usability of the acquired data. Data integrity, data relevance, and the impact of data-driven decisions on instructional strategies are key performance indicators. The findings should suggest ways to improve the design of EMIS with the goal of increasing students' capacity for sensemaking and their comfort with quantitative methods in the classroom. The project's overarching objective is to encourage more effective and data-informed approaches to school administration by bringing together competing perspectives. In the end, this should lead to better educational outcomes.