Improving Child learning through a home tutoring app.pdf

MAKERERE UNIVERSITY
MAKERERE UNIVERSITY BUSINESS SCHOOL
IMPROVING CHILD LEARNING THROUGH A HOME TUTOURING APP
By
Name Registration Number Phone Number
Karen Kirabo Byangira 18/U/41795 +256 757037774
Sandra Waniwroth 18/U/25825 +256 754417043
Maria Asumputa Nakandi 18/U/2745/PS +256 701172548
Shamilah Adams 18/U/2172/PS +256 758194865
Elsie Quintus Nunu 18/U/3258/PS +256 782805354
Supervised By
Ms. Zuhrah Nantege
Department of Applied Computing and IT
A Project Report Submitted to Makerere University Business School in Partial Fulfillment
for The Award of the Degree of Bachelor of Business Computing of Makerere University
December, 2021

DECLARATION
We, the undersigned, declare that to the best of our knowledge, this proposal is our original piece
of work and has never been published and/or submitted for any award in any other university or
Higher Institution of Learning,
Name Registration Number Signature
Karen Kirabo Byangira 18/U/41795
Sandra Waniwroth 18/U/25825
Maria Asumputa Nakandi 18/U/2745/PS
Shamilah Adams 18/U/2172 /PS
Elsie Quintus Nunu 18/U/ 3258 /PS
Date……………………………………………………………

APPROVAL
The proposal has been submitted with my approval as supervisor and my signature is here
appended:
Signed………………………………………. Date……………………………………
Ms. Zuhrah Nantege
Makerere University Business School

LIST OF FIGURES
Figure 1
Figure 2
Figure 3

LIST OF ABBREVIATIONS
DFD - Data Flow Diagram
ERD - Entity Relationship Diagram
GB - Giga Byte
GH - Giga Hertz
HTML -Hypertext Markup Language
MB - Mega Byte
PHP - Hypertext Processor
RAM - Random Access Memory
ROM - Read Only Memory
SQL - Structured Query Language
MoES -Ministry of Education and Sports
SOPS -Standard Operating Procedures
IT -Information Technology
NCDC - National Curriculum Development Center
WENR -World Education News and Reviews
UNESCO -United Nations Educational, Scientific and Cultural Organization
UNICEF -United Nations International Children’s Emergency Fund

DEDICATION
This piece of work is dedicated to those who have extended their helping hands to make us
achieve this today and worked so hard and tirelessly to ensure that we attain this level of
education.
Among all include our beloved parents and guardians, our cooperative supervisor Ms. Nantege
Zuhrah and other lecturers who have given us knowledge through our academic period, beloved
friends from whom we have always consulted and shared productive ideas and above all to the
Almighty God who has always blessed and given us wisdom.

AKNOWLEDGEMENT
We give glory to the Almighty God for his blessings, unfailing love, protection, strength and
confidence He provided to us which enabled us to persevere and go through all the challenges
that came in our academic pursuit particularly the project work.
Our sincere heartfelt appreciation goes to our supervisor for her resourceful guidance and highly
constructive ideas, the time and patience she extended to us in the processes of this project.
We are also grateful to our beloved parents for their struggle to provide finances for our entire
course, their love, care and encouragement. May God bless them abundantly.
We also wish to extend our heartfelt appreciation to all the lecturers at the school of computing
and informatics technology whose teachings gave us the road map for this project.
Finally, we extend our appreciation to all our friends who in one way or the other have helped us
expand our capacities in the preparation of this project which required tremendous amount of
time and support. We are really grateful our friends.

ABSTRACT
The main object of this project was to bring to light the use of home tutoring systems as a way of
improving child learning. In line with proper analysis of the needs and increasing adaptability of
digital solutions in the education sector, designing a well-built system that will boost the
education sector around Kampala and Wakiso districts became a fore seeable idea for the team.
The idea of this project came to enlightenment as a result of the COVID 19 pandemic that struck
the world unexpectedly and many children were forced to stay home for over two years, leaving
teachers unemployed, education sector uncertain among other factors. With such circumstances a
group of year three Business Computing Students decided to develop a system that will be of
assistance to the children’s learning as well as being a guidance for the teachers to explore their
skills in the digital transformation.
Basing on the results produced by the Home tutoring system, we are very sure that once the
system is adopted and put into practice, the problems that students, teachers and parents are
currently facing will eventually be minimized.

Contents
DECLARATION ...............................................................................................................................................2
APPROVAL.....................................................................................................................................................3
LIST OF FIGURES............................................................................................................................................4
LIST OF ABBREVIATIONS ...............................................................................................................................5
DEDICATION..................................................................................................................................................6
AKNOWLEDGEMENT.....................................................................................................................................7
ABSTRACT......................................................................................................................................................8
1.0 INTRODUCTION.....................................................................................................................................12
1.1 Background to the study .............................................................................................................12
1.2 Statement of the problem..................................................................................................................13
1.4 Specific Objectives of the Study.......................................................................................................14
1.5 Study scope.......................................................................................................................................14
1.5.1 Subject/conceptual Scope .........................................................................................................14
1.5.2 Geographical Scope....................................................................................................................15
1.6 Justification /Significance of the study .............................................................................................15
CHAPTER TWO ............................................................................................................................................16
2.0 LITERATURE REVIEW.............................................................................................................................16
2.1 Uganda’s Current Education system.................................................................................................16
2.1.1 Challenges affecting the current education system in Uganda.................................................17
2.2 Home Tutoring..................................................................................................................................19
2.3 Managing Home Tutoring Apps and Tutors.....................................................................................20
2.4 Home tutoring apps and systems ......................................................................................................20
2.5 Application of home tutoring Apps in child learning .......................................................................21
2.6.1 Implementing the Homeschool System.....................................................................................22
2.7 Challenges in Designing and Implementing the Digital Learning Systems......................................24
2.6 Conclusion ........................................................................................................................................25
CHAPTER THREE..........................................................................................................................................26
3.0 RESEARCH METHODOLOGY ..................................................................................................................26
3.1 Introduction.......................................................................................................................................26
3.2 Research Design................................................................................................................................26
3.3 Study population...............................................................................................................................26
3.3.1 Sampling design .........................................................................................................................26

3.4 Sources of Data.................................................................................................................................27
3.4.1 Primary source...........................................................................................................................27
3.4.2 Secondary source.......................................................................................................................27
3.5 Requirement elicitation.....................................................................................................................28
3.5.1 Interviews...................................................................................................................................28
3.5.2 Questionnaires...........................................................................................................................28
3.5.3 Reviewing documented sources................................................................................................28
3.5.4 Focus Group discussions............................................................................................................29
3.5.5 Conclusion..................................................................................................................................29
3.6 System Analysis and Design.............................................................................................................29
3.7 System Design Approach..................................................................................................................29
3.8 Limitations of the Project..................................................................................................................30
3.9 Ethical Considerations ......................................................................................................................30
CHAPTER FOUR ...........................................................................................................................................31
SYSTEM ANALYSIS AND DESIGN..................................................................................................................31
4.0 Introduction.......................................................................................................................................31
4.2 Requirements. ...................................................................................................................................32
4.2.1 System Requirements.....................................................................................................................32
4.2.2 User requirements.....................................................................................................................32
4.2.3 Functional requirements............................................................................................................33
4.2.4 Non-functional requirements ....................................................................................................34
4.2.4 Software Requirement...............................................................................................................34
4.2.5 Hardware Requirements............................................................................................................35
4.3 Design approach (structured design approach).................................................................................35
4.4 Systems Development Method .........................................................................................................36
4.5 System Interface (mobile application) ..............................................................................................36
4.6 System Modeling ..............................................................................................................................36
4.6.2 Decision Trees............................................................................................................................37
4.6.3Data Flow Diagrams....................................................................................................................37
These show the flow of data between different processes................................................................37
4.6.3.1 Symbols Used in The Context Diagram...................................................................................37
4.6.3 Use case Analysis .......................................................................................................................40
4.6.4 Entity Relationship Diagrams.....................................................................................................41

CHAPTER FIVE .............................................................................................................................................46
SYSTEMS DEVELOPMENT AND PRESENTATION..........................................................................................46
5.0 Introduction.......................................................................................................................................46
5.1 Systems Development.......................................................................................................................46
5.2 Systems Presentation ........................................................................................................................46
CHAPTER SIX................................................................................................................................................47
DISCUSSIONS, CONCLUSIONS AND RECOMMENDATIONS .........................................................................47
6.0 Introduction.......................................................................................................................................47
6.1 Discussion.........................................................................................................................................47
6.3 Recommendations.............................................................................................................................47
6.4 Limitations of the Study....................................................................................................................48
6.5 Areas of Further Research ................................................................................................................48
6.6 Achievements....................................................................................................................................48
REFERENCES................................................................................................................................................49
APPENDICES................................................................................................................................................53
APPENDIX A: PROJECT DRAFT AND SCHEDULE ........................................................................54
APPENDIX: B SHOWING THE VIEWS OF THE USERS AS REGARDS THE APPLICATION USE
................................................................................................................................................................54
APPENDIX C: A GANNT CHART SHOWING THE SCHEDULE OF ACTIVITES TO BE
CARRIED OUT DURING THE PROJECT...........................................................................................55
APPENDIX D: A DRAFT OF THE QUESTIONNAIRE TO BE USED ..............................................57
APPENDIX E: THE TABLE BELOW SHOWS THE COSTS INCURRED IN DIFFERENT
NECCESSITIES FOR THE PROJECT..................................................................................................58

CHAPTER ONE
1.0 INTRODUCTION
This chapter comprises of the background, objectives, scope significance and justification of the
study.
1.1 Background to the study
Home tutoring is a type of learning that occurs in the home environment of a child
(Wikipedia) and one of the new trends of learning (Grace Onah, 2019). This has led to the
development of online tutoring systems currently to enable teachers and student relate with
each other in real time. These systems have been used in many different areas worldwide
and stared from way back in the USA military as they were used for training purposes
(Chia-Ching Yuan, Cheng-Huan Li, Chin- Cheng Peng, 2021) and with the prevailing
circumstances that were brought about by COVID 19 pandemic, the global market for
private tutoring projected to reach US$218 billion by the year 3027, trailing a post
COVID—19 CAGE of 8 (ReportLinker,2020)
In Uganda, the provision of education services has always been the role of the ministry of
Education and sports. (MoES) ,2020).. However, according to (HSCDA,2019), Home
tutoring is an increasing trend in the country though no law has been set to up that governs/
defines it as many believe it’s a child’s right and the government is encouraging many
students/ parents to take it on (EABW Editor ,2020). This is because of the many schools
which have been closed (NTV,2021). These helps parents spend time with their children
and monitor their learning in addition to improved education. According to Jun Hyung
Kim, Minki Kim, Do Won Kwak, Sol Lee, 2021 the continuous trials of tutoring services
shows that helping tutors adapt to students’ academic needs by providing AI- generated
diagnoses significantly improves service outcomes in turns of academic performance.
These home tutoring systems help tutors use applications and access other materials online
to enhance on the ways of teaching and make learners focused (Maripreet Kaur). They
also enable tutors gets skills they have never had a chance to acquire (Naiall McNully
,2021) or example technical skills as they use these mobile tutoring systems. In addition, the

system will lead to improved standards of living of teachers due to the income streams and
also reduce the levels of illiteracy among the children in Uganda which have a huge impact
on the development of the economy.
Kampala and Wakiso are districts fond in the central region of Uganda with Wakiso
surrounding Kampala (Wikipedia.org). Uganda with our main emphasis on Kampala and
Wakiso has experienced a drastic decline in the education sector as school have been closed,
leaving teachers, children and parents in a state of confusion as they can no longer carry out
their daily teaching sessions (NTV,2021). This has happened as a result of COVID 19
(Tuyizere Alice Peace, 2021)
According to Wilder- Smith and Freedman, 2020), the Novel coronavirus (COVID19)
begun in Wuhan China in December of 2019 and spread to countries all over the world. It’s
an air bone disease that affects the respiratory organs of the body leading to death in some
cases and in March 2020, the world health organization(WHO) declared the Novel
coronavirus as a global pandemic. In addition to that, Cathy Li, 2020 says that globally,
over 1.2 billion children were out of school due to the pandemic. This has left them
unemployed with no source of income to survive on and children in a way that they have
become reluctant about education which has frustrated parents as well who have no means
of accessing teachers to ensure that their children get education. According to Rachel
Nabisubi,2021 the fate of early childhood education still hangs in balance as the country
(Uganda) struggles with the second wave of the COVID-19 pandemic Furthermore, the
pandemic triggered an overnight shift to online teaching tools in an industry which was
biased of importance of the internet as teaching medium (ReportLinker,2020).
This study therefore seeks to design and develop a home tutoring online application to
solve the problem of unemployment of teachers and the unstable learning patterns the
districts are facing. This is supported by Deanna Fanelli, Farahana Cajuste, Declan
Cetta, Amanya Emmanuel (2020) who say that technological solutions are needs to help
the education sector for education to continue.
1.2 Statement of the problem
According to The Connected Educator, (2022), there are various problems in the education
sector today, however, the major issue is the usually, the outdated education system.
Unfortunately, the traditional methods of education are outdated and lack of technology creates

mishaps, discipline problems, less interaction. Home schooling technologies are always an
efficient way of easing education to many children and teachers in the education sector as there
is a seamless integration between the student and teacher worlds, however currently in Wakiso
and Kampala, children in the nursery and preprimary are having uneven patterns of learning and
going to school. The teachers are being unemployed due the uncertainties and imbalances
caused by covid19 as schools are closed and opened (Tuyizere Alice Peace, 2021). In addition
to the limitations in movement with the aim of containing the virus. Kampala and Wakiso are
having a risk of losing prominent teachers some of which have resorted to other means of
earning a living thus another risk of having many illiterate children as regards missing out on the
basic foundation of education. If these uncertainties keep occurring. According to Guest
Writer, as the pandemic goes on to evolve, there is still an uncertainty for the education sector.
A mobile based automated home tutoring system if applied can help teachers find and meet
children around their area to teach which will solve the unemployment problem and foster the
children’s education thus diversifying the child learning.
1.3 Main Objective
The main objective of this project is to develop a system in form of a home tutoring application
that will avail the children and teachers which can improve on the children’s learning and
promote digital education within this COVID 19 pandemic and even after.
1.4 Specific Objectives of the Study
 To study the existing child learning systems
 To design a home tutoring application for child learning
 To test the available child learning home tutoring systems
 To review literature in relation to child learning, home tutoring and e-learning
1.5 Study scope
1.5.1 Subject/conceptual Scope
The scope of this project is based on creating a system which involves exchange of educational
materials for children in nursery and primary levels in Uganda. In particular, the resources of this
platform are to help the nursery children and with further advancement and growth of the project,

Primary, Secondary and tertiary levels will be incorporated. However, it should be noted that
there are some already existing digital learning platforms and e-learning systems that will be
used for reference.
1.5.2 Geographical Scope
Geographically, the study will be conducted in central Uganda, Kampala and Wakiso Districts to
be specific.
1.5.3 Time scope
The study will be conducted from last year March to date in Uganda and it will be basically
cover the education sector in Uganda from March 2020 to date with the help of the respondents.
1.6 Justification /Significance of the study
The major quality of worthiness or importance of the project that the research team carried out
includes the following;
1. The research adds the research team more knowledge and improves on their research
skills and capabilities.
2. The research has exposed the research team to the real working environment, therefore
has gained a lot of experience in requirement gathering, system testing and validation
among others.
3. The research revealed the problems that were caused by COVID19 pandemic affected the
education sector in Uganda.
4. This research is going to air out the gaps in the education sector of Uganda that need to
be readdressed effectively.
5. This research improves and leads to new innovations within the education sector in
Uganda.
6. To design and develop a platform for children to easily access and interact with the
available teachers on the website from their homes.

CHAPTER TWO
2.0 LITERATURE REVIEW
This chapter comprises of the various reviews and surveys of other scholarly sources on child
learning in Uganda in light with the current education system of Uganda, the challenges affecting
the it and the home tutoring aspects. With well analyzed concepts of existing literature on the
subject with the objective of revealing Home tutoring systems and platforms, combined various
aspects connected to designing, implementing, maintaining and challenges related to the system
for academic purposes through exchange of information.
2.1 Uganda’s Current Education system
Uganda has a large number of educated people and the education sector consists of three levels
of education that is, the elementary which lasts for seven years, lower secondary which goes on
for fours and lastly years in upper secondary education (Rana Hassan, Wilson macha, 2020)
though the study’s main focus is on the elementary which is compulsory and kindergarten which
is optional but effective in the child’s growth and development. As far as the education sector is
is concerned, it is valued by the Ugandan Government and thus a basic human right and goes on
to cater for free elementary education to all the children in the country (Luci Rose,2020).
According to Achombo Christine, (2010), the Government has deliberately made effort to
improve on infrastructure and other educational inputs, despite the pupils’ performance that has
continuously been alarming. Much as the education is free, there are various factors that
influence the national education system for example, geographical, economic, the social and
cultural factor, the historical factor, language factor, among others (Amponotes.blogspot.com).
In Uganda, most teachers, do not have adequate knowledge of educational content, mainly for
teaching the early grades. Additionally, teacher the lack of teacher’s presence was high with
teaching schedule estimated to be in the range of 30 to 40%. without a competent and driven
teaching force, Ugandan children faced the risk of being deprived of a quality education.
(Stories of Change,2021). The Museveni Government has tried to add reforms aimed at
changing some of these issues in the educational system (WENR,2020). Guest Writer, (2020)

says, before the COVID-19 outbreak, the MoES, had started to make positive adjustments on the
Ugandan education sector which comes with the curriculum change, accessible learning centers
and salary increment for teachers.
According to Globalpartnership.org, (2021), the US$15 Million COVID-19 grant supports:
student learning during the closure of schools with the self-studying home packages alongside
use of radio and television to deliver lessons. In late March 2020, the UNICEF office received a
GPE grant of US$70,000 to support the Ministry of Education in planning its response to the
coronavirus pandemic. All in all, the ministry of Education and Sports leads the program with
the world bank as the grant agent and UNICEF as the coordination agency. The educational data
is collected by the UNESCO institute for statistics.
2.1.1 Challenges affecting the current education system in Uganda
There are various drawbacks in the education system that do not support goal achievement
because they don’t allow children to compete with the rest of the world. (The Connected
Educator,2022) The inability of elementary schools to give literacy, numeracy and, basic life
skills to all children (Global partnership.org,2021) but there are notable challenges including
the country’s educational system, continue to frustrate these lofty aspirations. Furthermore,
problems like internal and external conflicts, creeping authoritarianism, uncontrolled population,
history of underdevelopment and neglect that is rooted in white exploitation which goes on
happening in a different way to date (WENR,2020).
In Uganda, many teachers lacked adequate knowledge and skills, particularly those teaching
elementary (Stories of Change,2021). To make issues more serious, 65% of children who join in
elementary school, drop out before completion (Teach for Uganda,2022).
According to Guest Writer, as the pandemic goes on to evolve, there is still an uncertainty for
the education sector. He goes on and says that the major problem is if the reliable parties in the
education sector are well informed to re-open schools without increasing a new COVID-19
wave. Consider a list of ten major problems being faced in public schools; classroom size,
poverty, family factors, technology, bullying, student’s attitudes and behaviors, no child left
behind, parent involvement, student health, funding (Grace Chen,2021).

2.1.2 Child leaning platforms in Uganda
As regards the COVID-19 pandemic, home schooling can be big of a challenge and it’s because
of that that many schools established digital educational resources on e-learning sections of their
websites and other resource platforms the include; Sharebility Uganda, Light Academy Nursery
and Primary Schoolwebsite, St Lawrence Schools and Colleges website(Holiday Work),Online
Kolibri for Ugandan Schools, The Digital Teachers Platform, TutorView Platform, Mwalimu
Learning Platform, NCDC Website Publications, (Mukalele Rogers,2020). Other platforms like
Gayaza High School eLearning Platform, Paasuneb.com, Exam Uganda, Walk track Edu
Platform, Yaaka Digital Learning Network, Cyber school Technology Solutions, Revise Now
among others (kenn,2020). There are also individual Ugandan Blogs with Educational
resources and Classwork such as; Lucky Coders Uganda Blog, Fresh Teacher’s e-learning
Platform. Mukalele Rogers adds on and says that many teachers are also using platforms like
WhatsApp, Telegram, and Google classroom to indirectly share digital learning materials with
their learners, (Mukalele Rogers,2020).
Service providers like MTN Uganda are further supporting the fight against the spread of the
Coronavirus by offering free access to select educational websites to enable parents’ home
school their children. (Mukalele Rogers,2020). According to Mukalele Rogers.2020 here is a
list of some zero-rated educational websites that can be used to learn from home;
www.classroommagazines.scholastic.com, www.allinonehomeschool.com, www.starfall.com,
www.abcya.com, www.pbskids.org, www.turtlediary.com, www.fubrain.com, among others.
A week after the Ugandan Government ordered the closure of schools amid the COVID-19
threat, a platform named Kolibri enriched with content approved by the National Curriculum
Development Center (UCDC). Fortunately, the access of the Kolibri needed no internet
connectivity and gadgets such as desktop computer smartphones access content through
http://elearning.education.go.ug (the independent,2020).
The Kolibri platform also addresses the needs of students with disabilities by providing
audiobooks and videos in sign language for students who are deaf or hard of hearing as well as
eBooks designed for visually impaired students. (tech and solutions, Rachel Powell, 2020).

There is also the KAINO app, an education app that offers premium early childhood education
content to parents and teachers which they can use to deliver daily curriculum-aligned lessons to
their children using the web and mobile apps. (Rachel Nabisubi,2021)
In the monitor newspaper Kampala, said that as the government discussed plans to reopen
institutions, some schools across the country had devised innovative ways, including using
online app Zoom, to keep learners active during the lockdown (Damali Mukhaye, Nobert
Atukunda, 2020).
Regardless of all the good ideas brought about by the online learning platforms, there are some
adjustments to be made as regards face to face learning, after learning and adjusting to online
lessons. Socializing in school will definitely change too (Wanjoro,2020)
2.2 Home Tutoring
Home schooling is a progressive movement around the country and the world in which parents
educate their children at home instead of sending them to a traditional public or private school
(Jamie martin, 2020).
According to Koostas Dimopoulos, Christos Koustsampelas, Anna Tsatsaroni (2021), home
tutoring systems are those designed to improve the way students relate with teachers especially
in this COVID-19 era. Rod Berger (2021) further states that like other sectors, education is
having an increasing need to develop technologies that fit into the new normal due to the impact
that COVID-19 has created on the learning of the students or the education sector. Many apps for
learning have come up Artificial intelligent apps too, in the USA Amira an artificial intelligent
app will developed to help assess the reading skills of children from five years old (Mark Angel,
CEO and co, founder of Amira trech,2021).
Ministry of Education, New Zealand (2021), proves the increase in applications and websites
by stating that they had registered 3225 applications by 8th
December which is a big increase
from the ones they received in 2020. That also shows the great demand and great need for home
schooling systems. There are various reasons that have come up justifying the demand for the
home tutoring apps. According to Courtney Myers, m.s (2019), home tutoring systems are
interactive and make learning easier since teachers can be accessed by a click of a button,

children can learn without their schedules being disturbed and that parent can get instant
feedback on the performance of the children.
Even with the many apps and virtual sessions, the difficulties children face is still the same for
example some children especially those in lower level learning still don’t knows how to read and
need guidance to understand and to able to read, not forgetting the disadvantaged (the blind,
deaf) who need private tutors. (Rod Berger (2021). Mark Angel (2021), even with the Amira an
artificial intelligent app, teachers still need to deliver direct one to one personalized tutoring from
the reports generated meaning teachers intervention is still needed which the justifies the creation
of this project. Home tutoring is one of the fastest growing on demand markets at a CAGR of
12% by 2025 (Gen-x).
2.3 Managing Home Tutoring Apps and Tutors.
Bizstm gives tips on how to manage tutors for companies having tutors, these include not giving
a parent a tutor’s contact until they have bought your services which shows commitment,
customer satisfaction being key even though they have done the wrong thing, since there is no
income without them so they have to be protected and respected as they refer to their friends and
other people. One should also provide other services to encourage the parents to use your
services as a form of marketing your services for example free consultations, free first sessions,
active blog to provide free information to parents, among others.
2.4 Home tutoring apps and systems
According to ReportLinker, 2020 as regards tutoring apps, there is a personalized approach,
fewer distractions, greater motivation, better performance at school. He goes on and says online
tutoring services connect students to a worldwide network of tutors trained in various subjects
and grade levels. With one- to-one attention a home tutoring, parents and home tuition teachers
are able to assess a child’s growth, performance, and area where he lags behind.
According to Michael Bizaaco, 2020, there are a number of tutoring apps and websites,
considering criteria, like subject, lessons, the efficiency and cost benefits which include, Chegg
which offers, discounted textbooks, proofreading among others, there is Princeton
Review/Tutor.com, Skooli, Varsity tutors, Wyzant among others.

Among the many entertainment apps, you’ll find tuition Apps that are designed to work at home
or remotely which include; Home Tuition App – Find Home Tutor Qriyo, an Indian Application
where you can easily find a good teacher right for you smart phone, there is the Tuition Class
Management system, an application that eases all the work between students, administrators and
tutors themselves, furthermore, there is the TEFL Handbook app which is necessary to receive
only verified and accurate information from teachers and mainly for English language,, fourthly,
the Tuition Class Management System (TCMS) which enables a tutor to have more than one
student at a time, there is the Planboard-Free Lesson Planner for Teachers to rightly plan their
lessons, the Synkers-Qualified Tutors On The Spot application for students who need help in
examination preparation, in addition to that there is the GMAT practice Dummies application
which offers questions of examinations and Lastly the VIPKid Teach application, that is
designed for the teachers to contact and communicate with parents.(Free Apps For Me,2020)
In Uganda there is a home tutoring application called Quality tutors Uganda which is mainly for
developing solutions that empower teachers and learners (Quality tutors Uganda,2022). There
is also a website called Home Tutors in Uganda where different teachers specify the different
subjects they can teach, their locations, fees and levels of education (teacheron.com)
2.5 Application of home tutoring Apps in child learning
According to (Thena, 2021), home tutoring helps in growth and goal achievement. She also
says theses home tutoring programs offer support and guide kids as regards learning success.
As against going to tutors centers after school hours, online tutors eliminate the need to travel
and commute to distant learning facilities and with this, a major benefit for students in
developing countries with inadequate public transport and poor road infrastructure. Other factors
constant, even in the prevailing COVID -19 era, that will continue to drive growth include the
inadequacy of mainstream school systems, growing pressure on students to improve overall
grades, arising student preference for individualized academic tutoring plans. Their adoption as
the most impactful academic tool strategy include one engagement, thus provision of
customized learning environment different to the learning preferences of each child. He goes on
and states that the ease in adopting personalized study methods, provides a positive learning
environment, and with this better ability to match tutor skills with student need. According to

(ReportLinker, 2020) improved performance in mainstream exams and test and reduced
distractions and intimidations from other pupils, and thus superior learning experience.
According to (Tuitionteacher.com,2016) home tutor better understands a child’s learning
ability so they can easily assess and get reports on the student’s response a they work.
(Tuitionteacher.com,2016) goes on to say that home tutoring comes out as a great option for
those students who are looking to achieve more marks in exams. it for this reason, many parents
are now hiring private home tutor to assist their children in studies and unlock the door to self-
confidence and self-learning.
2.6 Developing a Home Tutoring System
There are variety of the most important features when developing a homeschooling application
or website. And each end user has specific features they can access. These include;
Students/parents: according to Genx, (2020) these should able to easily login, find tutors that
meets their needs according to a specific location, check about the tutor in terms of reviews,
ratings and specifications, be able to chat with the tutors either through video calls or messages,
book the tutor according to time. William Mark (2020) adds that the system should include
selecting a particular subject, they should provision to login through other sites like google and
Facebook. It should also include a search option and the tutor calendar should be joined with the
school calendar for students to book tutors according to their exam schedules.
Tutors: they are to have features like setting up profiles where they give details such as their
experiences, among others, show when they are available, be able to accept or reject a request,
and check their earnings weekly or daily. William Mark (2020) adds that tutors should also be
able to get payment transferred to their bank accounts without delay.
Administrators: William Mark (2020) states that administrators are vital on the app or website
to be able to monitor these sites.
2.6.1 Implementing the Homeschool System.
Derry Koralek, Ray Collins gives steps on how one can have a successful home school system,
these include;

Assessing need for a tutoring in the area which will help the planners know the children who
need it most for which our case our focus is on nursery and primary school children.
Set up the program’s mission where considerations have to be made on the importance of the
program to children growth and learning of which for our case is to make sure children have
access to quality education in their various communities.
Identify the goals and objectives of the system. These should be SMART in nature and indicate
what the system would like to achieve.
Creating partnerships. These could be with a district, school, parent associations and local
libraries, among others.
Providing support for tutors these involve orientation before a tutor first meets a child, giving
them strategies on how to handle problems, among others.
In addition, mark Angel sys that implementing a home tutoring system in this COVID-19 era is
promising since many schools and districts have been able to drastically adjust to being
technologically equipped in such a short period of time, so the ball is in the hands of the
developer on what strategies he or she puts up to promote the home school.
2.6.2 Importance of the home tutoring system
The system will improve on the academic performance as the tutors are able to work with the
children closely and able to help them improve on their academics.
It will also improve the child attitudes towards academics and school in particular since the
learning environment is preferable for the children since it’s conducive.
The system also improves the child’s confidence and self-esteem since the child is able to open
up to the tutors and this can help stimulate the academic prowess
The child is able to gain responsibility over his or her academic life as he or she realizes the
value of education thus personal and academic growth.
Kristin Harms states that child learning helps in character study and development and it’s with
this that the parent is able to identify the appropriate tutor for the child. She also adds on to say
that the kind of learning can help the parent plan for further education and progress for the child.
There is a point for better focus for the child since the kind of learning helps to focus on actual
There is focus on the interests of the children as well as the teachers.

2.7 Challenges in Designing and Implementing the Digital Learning Systems.
According to Fagil Monde, an educationist, said that schools that are currently using the online
platform can go ahead but warned that it is not a standard solution to the disrupting because not
all children across the country can access those materials (Damali Mukhaye, Nobert
Atukunda, 2020)
Due to the uncertainties the education patterns, implementation and usage of the system is hard
and thus enlighten that, for any information system to be successful, its usage is a big dependent
(Almaiah,2018)
The division in the digital development in the developing countries divides and highly affects
the adaptation of such systems (Eltahir,2019)
According to (Aung, Khaing,2015), there are various challenges in relation to adopting of
eLearning systems such as; technological, traditional, course, and individual, in addition to
inadequate computer literacy, poor network infrastructure among others.
A study by Kisanga and Ireson (Mulhanga, Lima,2017) identified that poor interface design;
inadequate technical support and lack of IT skills hinder successful implementation of e-learning
projects initial content creation requires significant investments. Just like any new solution,
digital learning requires an initial investment, especially when it comes to content. If you’re
building your program from scratch, this can be particularly daunting. It costs money at the start
in order to save more money down the line.
Limited skills in using the applications by the learners is also especially those who have not had
a chance to deeply interact with them in addition to the fact that devices tend to sometimes fail
when they are being used especially with applications that not compatible with them, JP George
(2016). In support of JP George, Edsembli Inc. torontos (2021) says that teachers also have a
hard time in using the mobile apps due to the limited technical sills which tends to frustrate them
and make them give up in using such technologies.
Employees or tutors feel overwhelmed. It is not uncommon for tutors to struggle to adapt to new
Digital solutions. Learning new digital platforms, where to find documents, or who to ask for
help all contribute to decreasing student participation and can even confuse them. All of this
creates an overwhelmed employee and can diminish the learning experience. Edsembli Inc.
torontos (2021).
2.7.1 Overcoming the Challenges
The limited knowledge or no digital skills can be overcome by offering technical help, in the
form of auto-help buttons, live chats, emails, discussion forums and also digital tutors can also
do a lot in making such programs accessible to even the most technologically challenged
workers, but fortunately many digital solutions are adaptable.

For the communication complication between students and instructors. The developer should
keep it in mind how reasonable the additional time would be needed for the employees if they
need the information immediately, and may be put someone available to answer their questions.
Sensitizing the different people about the App and also providing teachers and students with a
unified experience that’s based on standardized technological solutions and combined with
effective training.
School districts with the help of the government should strive to accommodate digital learning
by creating a steady and reliable refresh cycle for all devices. Replace old technology with new
standardized devices so districts will be in a position to maximize productivity and reduce the
expense of repairs and maintenance.
One of the easiest ways to provide the proper support to overwhelmed employees is to create
change champions within your school. Find team members who have a solid track record of
adopting new technology and put them in a position to help those who are struggling. Turn your
technology savvy early adopters into authoritative voices that promote adoption and provide
support. This directly solves the problem of teachers feeling overwhelmed and even contributes
to creating a sense of community.
2.6 Conclusion
In conclusion, the intensive research is still needed in child learning as regards the Home tutoring
systems in order to overcome the issue of low usage of Home tutoring systems. With the help of
other scholars, a literature review has been assembled which helped us in analyzing the
objectives of this research. Basing on the scholarly reviews seen above, the concepts and ideas of
in building home tutoring in child learning has been an ongoing idea regardless of the different
home tutoring systems around, this shows that the idea has come and is here to stay as the digital
migration trend goes on and for change to be delivered and felt this home tutoring concept has to
keep on being backed up by different intellectuals.

CHAPTER THREE
3.0 RESEARCH METHODOLOGY
3.1 Introduction
This sub section covers the following; data collection and analysis method, system study, system
requirements and analysis, system design and modeling methods, sampling techniques, system
implementation, testing and validation and validation of the proposed system. These
methodologies are to be used to achieve the objectives of the project.
3.2 Research Design
The project team will undertake an action research approach. In this approach the team will carry
out an action research on social matters for the purpose of solving a specific problem as regards
to home tutoring in response to child learning in the Study Population
3.3 Study population
According to World Population Review, (2022) the population of people in Kampala is 1.3
million people and Wakiso is 20,530 people The target population will therefore comprise of all
these members that’s is to say, children, teachers, parents and among some concerned parties.
3.3.1 Sampling design
A sample of 150 participants comprising of children, teachers, and parents will be randomly
selected randomly for the research. The sample size will be comprising of female and male of
which 35 children are female and 15 males, 40 parents are female and 10 males, 25 teachers are
female and 25 males.

3.3.1.1 Sampling techniques
The research team will use two types of sampling techniques below because sampling yields significant
research result (Enago,2019)
3.3.1.1.1 Simple Random Sampling technique
The research team will use simple random sampling technique to select the samples of the target
population. This is because it is a method used to cut a get a smaller size from a bigger
population and use it to find and make general conclusions about the bigger group (Greg
Depersio,2021)
3.3.1.1.2 Convenience sampling technique
Convenience sampling technique will be also used by the research team for the project. This is
because of the inadequate number of resources and the limited time to carry out the research. The
research team will also use that sampling technique because it looks at gaining information from
participants who are convenient for the researcher to access(Qualtrics,2022) or a sample being
drawn from that part of the population that is close to hand (wikipedia,2022)
3.3.3.1.1.3 Persuasive sampling
Persuasive sampling will also be used as a way of getting information from the desired study
population. This is because, researchers rely on their own judgment when choosing members of
the population to participate in their surveys. (Alchemer,2021)
3.4 Sources of Data
Below are the data sources that the research team will use when carrying out the research. The
research team has chosen them because of their advantages over weigh their disadvantages.
3.4.1 Primary source
Primary data will have gathered from the two locations that is Kampala and Wakiso with the
help of the different methods such as observation, interviews, focus discussions among others so
as to obtain first-hand information on the subject under study.
3.4.2 Secondary source
Secondary data will have got from sources like; magazines, newspapers, articles, web searches,
books, reviews among others related to the subject of the study and these were consulted at

length to extract the information required to support the findings from the study respondents as
the prevailing situation
3.5 Requirement elicitation
According to Wikipedia, requirement elicitation is the process of researching and discovering of system
requirements from users, customers and other stakeholders. There are four types of requirements;
business requirements, stakeholder requirements, solution requirements and transition requirements
(Apriorit, Julia Kondratenko,2021).
3.5.1 Interviews
The research team will use formal interviewing a method of data collection and the interviews
offered a chance to explore and interact with the respondents. The research team will interview
some teachers, children, parents as well as other concerned parties using an interview guide.
This method is necessary because the research team feels the need to meet some children,
parents, teachers and other concerned parties face to face and interact with them alongside
following the SOPS of Covid19 set by the President of Uganda to get clear information needed
for the design of the system.
3.5.2 Questionnaires
A questionnaire is a research instrument consisting of various questions and other prompts for
the purpose of gathering information from respondents. Questionnaires are advantageous over
some other types in that they are cheap, do not require as much effort from the questioner as
compared to verbal.
Questionnaires will be handed out to the respective parties as way of getting further information
as regards the system to be implemented. The questionnaire will be used to test the respondents’
acceptability and study the elements coverage.
3.5.3 Reviewing documented sources
Under this method of data collection different articles, pages, and websites, of other research
team were viewed and analyzed and their views and suggestions regarding the topic of study

were put into consideration. With these facts, basic requirements needed in system
implementation were highlighted
3.5.4 Focus Group discussions
Focus group discussions involve a group of people coming together to share knowledge and their
views about a particular subject to come up with a solution. As regards the research team,
comprised of five members each with different tasks to bring about a good research proposal.
3.5.5 Conclusion
Conclusively, there are several data collection methods but the research team finds that the
combination of the above mentioned methods will suffice the research. The best data collection
method for the research team is a questionnaire due to the prevailing circumstances of the Covid-
19 pandemic which requires social distancing, though this will be used alongside interview,
observation and focus discussions
3.6 System Analysis and Design
System design is the process of defining the architecture, components, modules, interfaces and
design. It is widely used for modeling software systems.
The research team will use the structured design approach where the system is broken down into
functional module. Each having inputs, processing and outputs.
The structured design approach will be used because it is easier to maintain unlike the object
oriented design approach, the approach is mainly problem based instead of being machine based,
it is easier to de-bug and its development is easier as it requires less effort and time.
Furthermore, the approach will be of help in that it gathers more than one piece of data about the
same subject in the same place and also will provide a systemic and workable way to make
group decisions.
3.7 System Design Approach
The project team will use SDLC (Systems Design Life Cycle) approach to develop and design
the system. This is because this approach will help the team accomplish its objectives for the

project. This approach breaks down the different stages to produce high quality software that
meets user requirements and it reaches completion within time range and is cost effective.
This process entitles; Planning and requirement elicitation, Requirements analysis, Design,
Development, Testing, Implementation, Documentation and training, Operation and
maintenance.
3.8 Limitations of the Project
a) Some participants might not be reliable in answering the questionnaire. The team plans to
do extensive research and use other methods of data collection.
b) None voluntary participation during the research. This can be solved by following ethical
codes of conduct like anonymity to encourage user participation.
c) The Covid 19 pandemic where by the research team will not be able to access and
interact with the respondents on a wide range as expected. The team will solve this by
following the SOPs put in place.
d) The team may not have enough programmable or technical skills to develop the artifact.
This will be solved by enrolling in online courses to improve on their programming
skills.
e) Limited literature needed about the study area. This will be solved by use of online
scholarly materials and already existing systems.
f) Reluctances of people to embrace or use the system. This will be solved by providing
extensive information and training of the users.
3.9 Ethical Considerations
1) A classified number of the research population are children and therefore a consent form
from the parents will be necessary.
2) The information to be obtained is very crucial and sensitive to some members so the
research team will keep confidentiality by not disclosing private information to the public
3) Whoever participates in the survey has a right to anonymity incase he/she wants
4) Respect to the parties involved in the research
5) The system should be beneficial to all concerned parties that’s is the teachers, children,
and parents

CHAPTER FOUR
SYSTEM ANALYSIS AND DESIGN
4.0 Introduction
Here the SDLC (systems Design Life Cycle) was used as an approach to develop and design the
system. This is because this approach will help the team accomplish its objectives for the project.
This approach breaks down the different stages to produce high quality software that meets user
requirements and it reaches completion within time range and is cost effective.
maintenance.
4.1Feasibility study
A feasibility study is one that is made to determine if the project is both feasible and viable.
Feasibility is checking in the project can work out or not and viability to mean if it will be
profitable.
This ensured that the project was legally, technically and economically justifiable.
This study is a must as it helps evaluate the projects potential of success, with a goal of obtaining
the scope of the study/ There are 3 types were assessed; operational feasibility, technical
feasibility, economic feasibility
4.1.1 Economic feasibility
This is also known as a cost benefit analysis and is used for evaluating the effectiveness of the
system. This was done by determining the benefits. And income stream expected from the
system compared to the costs. If benefits outweigh costs, then its economically feasible, if they
don’t then it’s not feasible. The home tutoring system had more benefits thus economic feasible.
4.1.2 Technical feasibility
If its technically possible, the study deals with the hardware and software used in the system
whether they are compatible with the application or not/ whether of the application is compatible
with them. The current resources both hardware and software along with required technology are
analyzed to develop the project.

4.1.3 Operational feasibility
This is a study done to access whether a system solves the problems and takes advantage of the
opportunities identified during scope definition and it satisfies the requirements identify, and the
requirement analysis phase in addition ease of operation.
This project was a user friendly system as no much training is required for people to use it and
meet the user requirements, thus operationally feasible.
4.2 Requirements.
A requirement is a specification of a need or a want. Sets of requirements are used to capture the
information needed to design, build and test a process, service, product or system (John Spacey,
2015)
According to John Parker (2017), requirements are categorized into business, user and system
requirements. Business requirements describe why the organization is undertaking the project.
They state some benefits that the developing organization or its customers expect to receive from
the product, business requirements can be problem statement, project vision, among others
4.2.1 System Requirements
These show what the system will do. They are categorized into functional (also defined as user
requirements as the define the specific tasks the user will perform with the system) and
nonfunctional requirements (not so vital to the system but should be included for example
accessibility, privacy, among others.
Mark Kraeling, Lindsey Tania, in Software Engineering for Embedded Systems (Second
*Edition), 2015
4.2.2 User requirements
These are the users’ expectations from the system as well as the characteristics it possesses in
order to fully, effectively and efficiently interact with the system. These requirements are as
follows;
o The system should be user friendly because it provides interfaces made out of HTML
and PHP which are useful for making beautiful interfaces.

o The system should be supported by the computer and accessed via a browser anywhere
at any time.
o The system should allow administrators to authenticate themselves provided correct
credentials are supplied through comparing the credentials the user has provided and
what is existing in the database.
o The system should capture students detailed information including the student’s photo.
o The system should be reliable and fast performing. o The system should capture the
aspects of payments. o The system should be secured by passwords.
These can be the needs of the user and usually show what the user does with the system, like
what activities that users must be able to perform. These requirements can also be based on what
happens when a user selects an action on the screen and are written when discussing the use
cases for a project (Mark Kraeling (2019).
These are documented in a User Requirements Document (URD) and are used as the main input
for creating system requirements (John Parker (2017).
Though usually hardest to define since users don’t know how to state their needs clearly.
4.2.3 Functional requirements
Functional requirements capture the intended services, functions or tasks that the system
provides and they include the following;
o The system should authenticate users of the system by allowing only user with the
correct user name and passwords to access the system.
o The system should enable the system user to register students with detailed information
and creates accounts for students.
o With this system, the user should be able to view available hostels, the kinds of rooms
and their prices per semester.
o The system should be able to show the total numbers of students who have booked for
hostels, number of students who have registered and finally the number of hostels which
are registered within the system.

4.2.4 Non-functional requirements
These are requirements that are not directly concerned with the specific behavior of the system
but rather the criteria that can be used to judge the operation of the system these include;
o The system is customizable in case the user needs additional functionality.
o Maintainability of the system is easy and cheap to maintain and work with.
o Accessibility of the system is guaranteed to only authorize users by use of passwords and
user name.
o The system should operate on all windows platforms.
o The system’s portability and lightweight does not use large storage space as well having
no impact on the platform performance.
o The system should allow manual and automatic backup of data which is very important
in case of disaster.
o The system should operate very faster during entry, retrieval and search of required data.
o The system interface makes its usability simple and interaction with the system easy
because it uses familiar PHP and HTML interfaces.
o The system should allow editions and deletion in case of wrong transactions.
4.2.4 Software Requirement
Table 4.1 below shows the software specifications that a machine running the Home Tutoring
System should possess
Table 4. 1 Shows Software Requirement for the system
Software Minimum system requirements
Operating system Windows 7, 8, 10
Database management System MySQL

Server Wamp, Xamp
Web browser Chrome, Internet Explorer, Mozilla Firefox, Opera
4.2.5 Hardware Requirements
The table below describes the hardware requirements that a machine running the Home Tutoring
System should possess
Table 4. 2 Shows the Hardware Requirements of the system
Hardware Minimum System Requirements
Processor 2.4 Ghz processor speed
Memory 512 mb Ram (1 Gb Recommended)
Disk space 500GB (including 80gb for database management system)
Display 800*60 colors (1024*768high color – 16 bits recommended)
4.2.6 Software Specification
This includes the software package that we used in the development of the Web-based Hostel
Identification and Booking System.
Sublime Text Editor: This is the text editor that we used for developing the new system using
the programming languages especially HTML and PHP.
4.3 Design approach (structured design approach)
This section describes the system design in relation to the structural topology, how different
processes interact with each other, and the relationships between different entities. In this
section the following tools were used; architectural design, context diagram and data flow
diagram, flow chart and entity relationship diagram.

4.4 Systems Development Method
The project team will use SDLC (Systems Design Life Cycle) approach to develop and design
the system. This is because this approach will help the team accomplish its objectives for the
project. This approach breaks down the different stages to produce high quality software that
meets user requirements and it reaches completion within time range and is cost effective.
maintenance.
4.5 System Interface (mobile application)
The system is a mobile application. The team chose to develop a mobile application because it
may be hard for the teachers to carry desktop computers or laptop from one place to another and
also the mobility of telephones that are easily accessible. from the aspect of the parents of the
children so the application is flexible and easy to use anytime anywhere. In addition to the above,
if developing a desktop limits the number of user’s sine people own mobile phones.
This choice was appropriate in solving the problem in a way that its cost effective and it favors
the low income teachers and parents who cover the largest population.
4.6 System Modeling
Here the design involves decomposing the system into various subsystems. It shows how
database system and the graphical user interface communicate with each other.
4.6.1 Activity diagram

4.6.2 Decision Trees
4.6.3Data Flow Diagrams
These show the flow of data between different processes
4.6.3.1 Symbols Used in The Context Diagram
Represents a source or destination object.
Represents a process that transforms incoming data into outgoing flow.

Indicates dataflow.
Process
Entity
Data store
Data flow
Decision

4.6.4 Entity Relationship Diagrams
The illustrations below show the description of the various relationships between the entities
with their cardinalities.
Representing Relationship Between Administrator and Parent
Administrator
1.. Enters
Parent
1..*
Figure 4. 9 Relationship between administrator and Parent
In the figure above, the administrator enters one to many parents in the system. Only one
administrator enters the parent into the system.
Representing Relationship Between Admnistrator and Student
Figure 4. 10 Relationship between Admistrator and Student
In figure 4.1above, an Administrator registers many students. And a student is registered by only
one administrator.
Representing Relationship Between Employee and Booking
Figure 4. 11 Relationship between Student and Logins/Booking
From figure 4.11 above, a Student confirms one login. Bookings are confirmed by only and only
one student.
Administrator Student
Registers
*..*
1..2
Student Logins/ Booking
Confirms
1.*2
1..1

Representing Relationship Between Parent and Child
Figure 4. 12 Relationship between parent and child
According to Figure 4.12 above, a parent has one to many children. And an child has only one
parent.
Representing Relationship Between Parents and Teacher
Figure 4. 13 Relationship between parent and Teacher
According to Figure 4.13 above, a parent manages two teachers. A teacher is managed for one
parent
Representing Relationship Between Administrator and teacher
Figure 4. 14 Relationship between Administrator and teachers
From Figure 4.14 above, the administrator posts many teachers. A teacher is posted by only one
administrator.
Representing Relationship between Administrator and logins/Booking
Administrator
1..1 Sees
Logins/Booking
*..*
Figure 4. 15 Relationship between Administrator and logins/bookings
Parent child
owns
1..*2
1..1
parent Teacher
Manages
1..2
1..1
Administrator teachers
Posts
*..*
1..1

In figure 4.15 above, an administrator sees many logins and bookings. One administrator sees
Logins.
Representing Relationship Between Student and logins
A student makes one or many bookings. Booking zero or many students
Figure 4. 16 Relationship between Student and logins
According to Figure 4.16 above, a student makes one or many bookings. Booking zero or many
students
Representing Relationship Between Student and Hostel
Figure 4. 17 Relationship between Student and Hostel
From Figure 4.17 above, a student stays in only one hostel. Many students can stay in one
hostel.
Representing Relationship Between Teacher and student
Figure 4. 18 Relationship between student and teacher
According to Figure 4.18 above, a teacher belongs to only one student in a session. A teacher
attends to one student.
Student logins
Makes
1..*
0..*
Student Hostel
Stays
1..1
*..*
student teacher
Belongs
1..1
*..*

Representing Relationship Between teacher and login
Teacher
1..1 Requires
login
1..2
Figure 4. 19 Relationship between teacher and login
According to Figure 4.19 above, a teacher requires a maximum of one login session. Logging is
made for only one teacher for one student
Entity Relationship Diagram for Home tutoring Application

CHAPTER FIVE
SYSTEMS DEVELOPMENT AND PRESENTATION
5.0 Introduction
This chapter comprises the system development and presentation
5.1 Systems Development
5.2 Systems Presentation

CHAPTER SIX
DISCUSSIONS, CONCLUSIONS AND RECOMMENDATIONS
6.0 Introduction
In this chapter, the researcher gives a summary of discussions, conclusions and recommendations
6.1 Discussion
During the development of the home tutoring app a number of activities were carried out and
these included;
System design and analysis which involved use of data collection techniques like questionnaires,
interviews and literature to collect data about the current system used by both the students to
find, identify and locate teachers and teachers
These data collection techniques were used to obtain detailed information about the current
systems and other related information.
In system design, the entity relationship diagrams and data flow diagrams were used to identify
entities, relationships, attributes in the system.
6.2 Conclusion
Coming up with a home tutoring system, helped the research team boost its research skills and
knowledge, this system will help improve the
6.3 Recommendations
Because of the study, use of home tutoring system is the way to go and their adoption will ese
different sections in the child learning environment. As regards securing a growth and
improvement of the education sector, the ministry of education and sports in partnership with
other parties should engage more in developing the home tutoring systems to help and boost
child learning during after school.
Look at the challenges that are affecting the education sector of Uganda.

6.4 Limitations of the Study
a) Some participants might not be reliable in answering the questionnaire. The team
plans to do extensive research and use other methods of data collection.
a) None voluntary participation during the research. This can be solved by following
ethical codes of conduct like anonymity to encourage user participation.
b) The Covid 19 pandemic where by the research team will not be able to access and
interact with the respondents on a wide range as expected. The team will solve this by
following the Standard Operating Procedures (SOPs) put in place
c) The team may not have enough programmable or technical skills to develop the
artifact. This will be solved by enrolling in online courses to improve on their
programming skills.
d) Limited literature needed about the study area. This will be solved by use of online
scholarly materials and already existing systems.
e) Reluctances of people to embrace or use the system. This will be solved by providing
extensive information and training of the users.
6.5 Areas of Further Research
Further research should be done in the areas of;
1) The role of digital solutions as far as the education sector is concerned
2) The role of home tutoring towards the growth of child learning
3) The importance of digital transformation in the education sector
4) The importance of finding other better solutions to improve child learning
6.6 Achievements
We managed to implement the home tutoring app. The project exposed us to new practical
challenges, team work, and enhanced application of the knowledge in solving real-world
problems.

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syastems.html?m=1
APPENDICES
As far as our research is concerned, the research appendix gives a presentation of the sample
questionnaire or interview guide and other relevant figures used. It also comprises of tables, and
a budget of the project

APPENDIX A: PROJECT DRAFT AND SCHEDULE
APPENDIX: B SHOWING THE VIEWS OF THE USERS AS REGARDS THE
APPLICATION USE
The chart below shown in Figure is based on the user’s views as to whether the system
satisfies their needs. Majority of the students agreed that the system should entitle both the face
to face concept of home tutoring, followed by those who preferred the virtual aspect of it, then
those who preferred only face to face and then those who did not know

APPENDIX C: A GANNT CHART SHOWING THE SCHEDULE OF ACTIVITES TO
BE CARRIED OUT DURING THE PROJECT

APPENDIX D: A DRAFT OF THE QUESTIONNAIRE TO BE USED

APPENDIX E: THE TABLE BELOW SHOWS THE COSTS INCURRED IN
DIFFERENT NECCESSITIES FOR THE PROJECT

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