teacher perception on erp usage in higher secondary schools of … · 2018. 9. 1. · from the...

*Corresponding Author: S. Sankaranarayana

Teacher Perception on ERP usage in Higher

secondary schools of Kanchepuram,

TamilNadu, India

S. Sankaranarayanan,Research scholar, Faculty of Management, SRM Institute of Science and Technology, Kattankulathur.

Dr. Jayshree Suresh, Research Guide, Former Dean Faculty of Management, SRM Institute of Science and Technology,

Kattankulathur.

Abstract---In today’s competitive business world it has become a challenging task to maintain the

records and retrieving the records on time. As advancement in technological support ERP (enterprise

resource planning) helps the academic sector to maintain the functions of institutions in an effective

manner. This paper explores the challenges experienced by the teachers in using ERP system to

maintain the academic records of students. The study examines teachers across the discipline and

gender. There are many schools that have implemented the ERP system to support the operation of

the institution. Whereas the challenges experienced by the end users are unrevealed and this article

explores it with solution to overcome.

Key words---enterprise resource planning, schools, academic, record

Introduction

The present world live in technology and technology is used with high frequency in various

domains. Technology is playing a vital role in the field of education. There is a huge demand for

software’s and internet sources to carry the education to society. The support of enterprise resource

planning (ERP) in educational institutes can be benefitted in terms of maintaining the data on both

academic monitoring and administrative perspective. ERP in higher education simplifies the human

and physical work load that starts from student’s admission to exam result publication. This

automated machine manages the financial and it engages in providing data to identify the challenges

experienced by the organisation. This shows that there is a need to investigate the implementation of

ERP in schools. ERP (Enterprise resource planning) systems or integral information solutions, often

called in practice connected information systems or integrated application packages that engage to

International Journal of Pure and Applied MathematicsVolume 119 No. 18 2018, 2167-2183ISSN: 1314-3395 (on-line version)url: http://www.acadpubl.eu/hub/Special Issue http://www.acadpubl.eu/hub/

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monitor all the functional aspect in a business. The primary objective of the ERP in an educational

institution is to bring all the functional aspect in a platform. Through this adoption in education

institutions the organisation receives the feedback and end result within in a stipulated time frame.

ERP is also considered as a largest software application that has been adopted in many institutions.

Review of Literature

ERP system manufacturing has received a demand and a platform that is required in the educational

domain. The Information Technological companies have started investigating the effectiveness and

have improved the service quality to develop their business. The study has also identified that

educational environment is highly dynamic and the solution providers should upgrade their system

with high frequency as stated by (Zornada, Leo.,Velkavrh, Tamara Bertok. 2005).The ERP used in

higher education has different modules according to the requirement of the institution. This study has

examined the successful implementation of ERP in education and its functionalities. The study

administered has stated that ERP implementation in higher education should consider the intuitional

structure, policy, data flow, and academic functions Noaman, Amin &Fouad Ahmed, Fekry. (2015).

There are many flaws in implementing ERP system in any educational system. It is also identified

that failure rate is very high in ERP usage. These failures could occur for various reasons such as:

inadequate in training the employees at higher education or technical error during usage and age

factor to accept the technological usage in given time limitation (Abugabah, Ahed.,Sanzogni, Louis.

2010). Implementing ERP for classroom activities is easy and the ERP implemented classroom

students have achieved a good placement than the conventional classroom (Williems, R John.,

Bhuiyan, S. 2006).

Research Methodology

Data collection and sampling method

A questionnaire was constructed to investigate the challenges as stated in the objective of this study.

The researcher has used the purposive judgmental sampling as a technique to collect the data from the

respondents. The respondents were volunteers and required time to fill the questionnaire was

provided. The study included primary and secondary data. The primary data was collected from the

International Journal of Pure and Applied Mathematics Special Issue

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teachers of private school that had implemented ERP to maintain the school records at

Kanchipuramdistrict. The primary data was evaluated by using Chi-Square with the help of SPSS

package. The secondary data is collected from journal and books.

Objective

• To find the challenges experienced by the teachers to maintain students’ academic record in

ERP system

• To inquire the infrastructure requirement within the school premises

• To identify the nativity of the schools that has implemented ERP system.

Limitation of the study

The study is limited to explore within the private school teachers working at Kanchipuram district.

The study is administered among the teachers of private school that had implemented ERP to

maintain the school records at Kanchipuramdistrict. This study did not involve any stake holder or

administrative authorities.

Results and discussions

TABLE SHOWING THE DEMOGRAPHIC DISTRIBUTION

Particulars No of Respondent Percentages

Male 100 60

Female 67 40

Total 167 100

Maths 41 24.60

Biology 48 28.60

Commerce 35 20.80

Vocational 43 26.00


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Total 167 100

Tamil 87 52

English 80 48

Total 167 100

Rural 40 24.20

semi Urban 79 47.20

Urban 81 48.60

Total 167 100

0 TO 2 YEARS 22 14.40

2 TO 4 YEARS 30 17.80

4 TO 6 YEARS 46 28.80

6 TO 8 YEARS 49 29.80

ABOVE 8 YEARS 20 12.00

Total 167 100

Source: Primary data

Inferences

The above table depicts the details of gender distribution. Out of 167 teacher 100 teacher are

male it represents 60 percentage and 67 teachers are female it represent 40 percentage.

Therefore male respondents are more than the female respondents in this study

The above table indicates that, 24.60 percentage of teachers are from to Mathsspecialization,

28.60 percentage of teachers belong to biology group, 20.80 percentage of teachers are from

commerce teachers and 26.00 percentage of teachers belong to vocational group


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The above table shows that, 24.20 percentage of teacher from the schools in rural area, 47.20

percentage of teacher from the schools at semi urban area and 48.60 percentage of teacher

from the schools from urban area

The above table shows that, 35.20 percentagesof teachers from schools that has implemented

ERP to support CBSE Syllabus, 29.20 percentagesof teachers from schools use metric

syllabus and 35.60 percentages of teachers from private schools have adopted state board

syllabus.

The above table inferred that, 14.40 percentages of teachers are experience up to 2 years,

17.80 percentage of teacher are experience 2 to 4 years, 28.80 percentage of teacher are

experience 4 to 6 years, 29.80 percentage of teacher are experience 6 to 8 years and 12.00

percentage of teacher are experience above 8 years.

TABLE SHOWING THEGENDER AND THE TEACHERS PERCEPTIONS IN ERP

IMPLEMENTATION IN PRIVATE SCHOOL

Chi-Square table

Particulars Value Asymp. Sig.

(2-sided)

Pearson Chi-Square

74.391

.000*

Likelihood Ratio 63.085 .000

Linear-by-Linear Association 17.674 .000

N of Valid Cases 167


At 1% level of significance **At 5% level of significance


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Inferences

The above chi – square values indicate that gender and theteacher’s perceptions of ERP

implementation in private school level. They have significant associations; therefore the null

hypothesis is rejected.

TABLE SHOWING THE COURSE TYPE AND THE TEACHERS PERCEPTIONS IN ERP

IMPLEMENTATION IN PRIVATE SCHOOL.

Chi-Square table


(2-sided)

Pearson Chi-Square

81.291

.000*





*At 1% level of significance **At 5% level of significance

Inferences

The above chi – square values indicate that, association between the course type and the teacher’s

perceptions in ERP implementation in private school level. They have significant associations;

therefore the null hypothesis is rejected.


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TABLE SHOWING THE MEDIUM OF LANGUAGE OFTEN USED BY THE TEACHERS

AND PERCEPTION ON ERP IMPLEMENTATION AT PRIVATE SCHOOL.

Chi-Square table


(2-sided)

Pearson Chi-Square

89.391

.000*






Inferences

The above chi – square values indicate that medium of instruction and theteacher’s perceptions of

ERP implementation in private school level. They have significant associations; therefore the null



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TABLE SHOWING THE NATIVITY OF THE SCHOOL AND THE TEACHERS

PERCEPTIONS OF ERP IMPLEMENTATION

Chi-Square table


(2-sided)

Pearson Chi-Square

89.762

.000*






Inferences

The above chi – square values indicate that nativity of the school and the teacher’s perceptions of

ERP implementation. They have significant associations; therefore the null hypothesis is rejected.

HYPOTHESIS

Null Hypothesis (Ho)

There is no significant association between the board of school and the teacher’s perceptions of ERP

implementation in private school level.

Alternate Hypothesis (H1)

There is significant association between the board of school and the teacher’s perceptions of ERP

implementation in private school level.


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TABLE SHOWING THE BOARD OF EDUCATION AND THE TEACHERS PERCEPTIONS

OF ERP IMPLEMENTATION IN PRIVATE SCHOOL.

Chi-Square table


(2-sided)

Pearson Chi-Square

71.191

.000*






Inferences

The above chi – square values indicate that board of education and the teacher’s perceptions in

effectiveness of ERP implementation. They have significant associations; therefore the null


HYPOTHESIS


There is no significant difference between the gender and ERP implementation at the private school

level.


There is significant difference between the gender and ERP implementation at the private school

level.


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TABLE SHOWING THEGENDER AND ERP IMPLEMENTATION AT PRIMARY

SCHOOLS

Particulars Mean

Value

S.D t- value P Value Result

Male 51.269 3.545

.137 .611

Not

Significant Female 52.732 3.557



Inferences

The above table revealed that male and female has high perception on ERP implementation in their

classes and they are not significantly different. The mean scores indicate that female respondents are

marginally higher (51.269) on their perception on their classes as compared to male respondents

(52.732).

HYPOTHESIS


There is no significant difference between the course type and ERP implementation at private school

level.


There is significant difference between the course type and ERP implementation at private school

level.


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TABLE SHOWING THE COURSE TYPE AND ERP IMPLEMENTATIONAT

PRIVATE SCHOOL

Particulars Mean

Value

S.D f- value P Value Result

Maths 76.379 5.54

5.164 .000*

Significant

Biology 77.203 5.69

Commerce 77.989 5.78

Vocational 74.693 5.89



Inferences

From the above table indicate that,course type and ERP implementation at classroom. All the mean

score indicated above 50 percentages. But the biology teachers show interest in implementing and

maintaining records in ERP (77.2131) compare to others. Therefore null hypothesis is rejected there

is significant relationship between type of courses and ERP implementation is most effective at

private school level.

HYPOTHESIS


There is no significant difference between the medium of language often used by the teachers and

ERP implantation at school level.


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There is significant difference between the medium of language often used by the teachers and ERP

implantation at school level.

TABLE SHOWING THE MEDIUM OF LANGUAGE OFTEN USED BY THE

TEACHERSAT PRIVATE SCHOOL

Particulars Mean

Value

S.D t- value P Value Result

Tamil 76.3269 8.245

.9297 .881

Not

Significant English 76.4732 7.457



Inferences

Above table indicate that medium of language often used by the teachers to speak within institution

and ERP implementation at the private school level.They have not significantly differences therefore

the null hypothesis is not rejected.

HYPOTHESIS


There is no significant difference between the nativity of the school and ERP implementation at

school level.


There is significant difference between the nativity of the school and ERP implementation at school

level.


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TABLE SHOWING THE NATIVITY OF THE SCHOOL AND ERP IMPLEMENTATION

AT PRIVATE SCHOOL

Place Mean Value S.D F- Value P- Value Result

Rural

Urban

Semi-Urban

62.4668

66.2650

66.9872

9.324

9.787

9.985

6.522 .000*

Significant


* Highly Significant at 1% Level. ** Significant at 5% Level.

Inferences

From above table concluded that, there is significant difference between place of school and

perception on ERP implementation at school level. Therefore the null hypothesis is rejected.

HYPOTHESIS


There is no significant difference between the educational qualification and perception on ERP

implementation at school level.


There is a significant difference between the educational qualification perceptions on ERP

implementation at school level


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TABLE SHOWING THETEACHERS EDUCATIONAL QUALIFICATION AND ERP

IMPLEMENTATION AT PRIVATE SCHOOL

Particulars Mean

Value

S.D f- value P Value Result

Up to B.Ed., 66.7322 6.112

.6798 .000* Significant

M.Ed., 67.4312 6.231

M. Phil 67.8029 6.976

Ph.D 71.3291 6.211



Inferences

From the above table infrared that, mean score (71.3291) indicate highly influences in ERP

implementation, (67.8029) mean value indicate moderately influences in ERP implementation and

mean score (66.7322) indicate low influences in ERP implementation. Therefore the null hypothesis

is rejected.

Conclusions

The study administered among 167 teacher’s showed that there are more male teachers involved in

the study. This voluntariness could be due to technology acceptance by the male teachers. The

mathematics teachers and biology teachers of the study use ERP system more productively for

academic purpose. The academic record maintenance is usually high in these subjects due the number

of projects assigned by the teacher. The researcher has identified that private schools at urban area are

much familiar about the implementation at the same time the researcher could not find any rural


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school with the awareness on ERP implementation. The ERP system is not implemented in rural

school and this could be due to the economic viability and inadequate infrastructure that is required

for ERP implementation. The study reveals that schools that follow CBSE as a board of education has

successfully implemented the ERP. The data reveals that teachers above four years of experience do

not find any difficulty to use ERP system whereas the novice teachers face challenges due to poor

training provided in implementation. To avoid this challenge the ERP and uses can be given as hands

on experience in the B.Ed. courses.

Reference

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Abugabah, Ahed.,Sanzogni, Louis. (2010). International Journal of Human and Social

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repository.griffith.edu.au/bitstream/handle/10072/37616/68694_1.pdf?sequence=1

Noaman, Amin &Fouad Ahmed, Fekry. (2015). ERP Systems Functionalities in Higher

Education. Procedia Computer Science. 65. 385-395. 10.1016/j.procs.2015.09.100. Retrieved

on Feb 06,2018. From http://uprm.edu/cti/docs/patsi/DeploymentStudy/01491143.pdf

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Information & Communication Technology, 15 - 17 December, 2009, Philadelphia

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Information Systems, Monash University: Caulfield Campus, Melbourne, pp. 456-470.

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