IMPLEMENTATION OF AN AUTOMATED EXAMINATION INVIGILATION SYSTEM.

A RESEARCH PROPOSAL SUBMITTED TO THE DIRECTORATE OF POST GRADUATE

STUDIES AND RESEARCH
KAMPALA INTERNATIONAL UNIVERSITY DAR-ES SALAAM CONSTITUENT
COLLEGE

BY
ISMAEL
MIS/1/602/DF

MAY, 2017
 TABLE OF CONTENTS
TABLE OF CONTENTS ................................................................................. 2

1.1 Introduction ...................................................................................... 3

1.1.1 Historical background of the study .................................................. 3

1.1.2 Theoretical background ............................ Error! Bookmark not defined.

1.1.3 Conceptual background ............................ Error! Bookmark not defined.

1.1.4 Contextual background ............................ Error! Bookmark not defined.

1.2 Statement of the problem......................... Error! Bookmark not defined.

1.3 Research objectives .................................. Error! Bookmark not defined.

1.3.2 Specific objectives .............................. Error! Bookmark not defined.

1.4 Research questions ................................... Error! Bookmark not defined.

1.5 Hypothesis ................................................ Error! Bookmark not defined.

REFERENCES .............................................................................................. 1

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 CHAPTER ONE
INTRODUCTION

1.0 Introduction
This paper explains the background of the study, Statement of the problem, purpose,
objectives, research questions and hypothesis.

1.1 Background of the Study

1.1.1 Historical background of the study

Examination as we know is one of the best methods of evaluating knowledge and grade
student’s ability understanding of what he/ she was taught in the classroom. There
have been various methods used for assessing students such as projects, pencil-written
examination, presentations, assignments and oral examinations. Traditional
Examination refers to a formal examination administered through question papers to
which students respond in the form of written answers to a limited choice of previously
unseen examination questions, set in advance and answered in examination centers
where invigilators (examination supervisors) prevent communication between students
and prohibit the use of notes or other revision aids.

Invigilator-exam assignment problem actually has a multi-objective structure like real-

life decision problems. In recent years, multi-objective decision making has become a
promising field, and attracted more and more researchers C.Hu and S. Li (2006).

Timetabling problems range from construction of weekly course timetables and/or exam
schedules in schools, colleges, and universities through to the timetabling of transport
facilities such as buses, trains, or aircrafts. However, it is in the area of educational
timetabling that most attention has been focused with continued interest (D. Johnson).
The examination timetabling problem, as one of the educational timetabling problems,

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represents a major administrative activity for academic institutions. It is often a difficult
and demanding process and it affects a significant number of people.

Timetables play an important role in every educational setting (Gonzalez-rubio, 2006).

However, apart from its significance towards ensuring that conflicts of schedules do not
occur, the complexity attached to understanding scheduled timetables is fast becoming
a major problem. Furthermore, students and lecturers have reported several cases of
scheduled timetable misinterpretation, miscopying and forgetfulness (students arriving
at a lecture or an exam after the scheduled time) (Carter and Laporte, 2004; Qu, et al.,
2009). In addition, timetable administrators have reported high costs of scheduling and
rescheduling, slow time to reach and cost of damage (Burke & Newall, 2004). This has
necessitated the need for individual-centric timetables, and consequently the need for
process (timetabling) and product (timetable) re-engineering, hence automation of
timetable processes (Werra., n.d.).

Examination in educational institutions is intended in ascertaining a learner’s skills and

intellectual competence of knowledge imparted after a given certain period [5]. It has
been reported that several developing countries are yet to adopt information and
communication technology (ICT) as an avenue for improving their socio‐ economic
status. Some educational institutions however, are currently aware of the importance of
ICT is in the educational and industrial sectors.