Development of geospatial database for the management of secondary schools facilites using GIS in Mubi North L.G.A of Adamawa State, Nigeria

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1 Sky Journal of Educational Research Sky Journal of Educational Research Vol. 3(5), pp , August, 2015 Available online ISSN Sky Journals Full Length Research Paper Development of geospatial database for the management of secondary schools facilites using GIS in ubi North L.G.A of Adamawa State, Nigeria Alfred D. shelia 1, Godwin Bernard uskut 2 and Samuel Hyellamada Jerry 1* 1 Department of Geography, Adamawa State University, ubi, Nigeria. 2 inistry of Education Yola, Inspectorate Division ubi South L.G.A, Adamawa State, Nigeria. Accepted 17 August, 2015 The education conditions in secondary schools are frightening with lack of school facilities, overloaded classrooms and generally ramshackle condition of many of the school buildings. In spite of the relative availability of data, educational data in ubi North Local Government Area still suffers from the following issues relating to the quality and completeness, erroneously recorded and reported data, inconsistent coding systems for information on schools and teachers, prolonged periods between data collection and data release, poor school record keeping. The aim of this research was to develop a Geographic Information System (GIS) database for private and public secondary schools in the study area so as to enable effective and efficient planning and management of these schools. The aim of the research was achieved through identification of private and public secondary schools in the study area, mapping the secondary schools in the study area, with some basic facilities, generating the attribute data of the public and private secondary schools and finally, creation of Geographic Information System (GIS) database for schools. The attribute data were obtained from schools official records/store and personal interview with the school management. A topographical map of the study area was obtained in other to derive the base map through the digitizing process. The coordinates of each school were obtained using a hand-held Global Positioning System (GPS) receiver to georeference the schools on the base map. Finally, a Geographic Information System (GIS) database was created and the spatial and attribute data encoded. The analysis was carried out using ArcView 3.2a software. The result of the database provides the users with a sound working environment for data management and also allows efficiency query of information needed for school management. Key words: GIS, georeferenced, database and map re-sampling. INTRODUCTION Recently, information on schools locations and facilities are among the cardinal points to be considered in selection of schools for learning purpose, because the prime aim of teaching and learning is to bring about in the learner desirable changes in attitude and behavior through critical thinking with the aid of good facilities. This process does not take place in a vacuum but rather in an environment structured to facilitate good learning. Stoner (1996) described the environment as an organization with all elements relevant to its operation which include direct *Corresponding author. Samjerry455@gmail.com. Tel.: and indirect action elements. School facilities, constitute the major components of both direct and indirect action elements in the learning environment. Several studies have shown that a close relationship exists between the physical environment and the academic performance of students. Nwagwu (1978) and Ogunsaju (1980) maintained that the quality of education that children receive bears direct applicability on the availability or lack of physical facilities and overall atmosphere in which learning takes place. The school facilities comprises all types of structures for academic and non-academic activities, equipment for academic and non- academic activities, areas for sports and games, landscape, farms and gardens including trees, roads and paths. Others are

2 52 Sky. J. Educ. Res. furniture, toilet facilities, lighting, storage facilities, packing lot, security, transportation, ICT, cleaning materials and food services. These facilities play significant role in the realization of the educational goals and objectives by satisfying the physical and emotional needs of the staff and students in a school. Knezevich (1975) emphasized that the physical needs are met through provision of safe structure, adequate sanitary facilities, balanced visual environment, appropriate thermal environment, and sufficient shelter space for work and play. Emotional needs are met by creating pleasant surroundings, a friendly atmosphere, and an inspiring environment. Geographic Information System (GIS) and Remote Sensing have been acknowledged worldwide as an effective technology for the mapping of schools facilities. It has expanded academic provision services such as guidance services to students, teachers and the community through mapped data and integration of the schools and community information. The resultant effect of all these changes is the need for creative and innovative steps in the management of school facilities. Geographic Information System is the ability to overlay various layers of spatially referenced data, which allow the users to determine graphically and analytically just how structure and objects (e.g. roads, water distribution and community zoning) interact with each other. Thus, integrated Remote Sensing and Geographic Information System framework greatly reduces time effort and expenses in using geographical data. integrating all the schools data and converting it into digital format will make it easy and efficient to carry out analyses or simulation on future schools location planning. In addition to this creating the database that can be linked to features in Geographic Information System is very significant, since the features without details attribute cannot be used for future analysis (akino and Watanabe 2002). A database system is an important computerized way of record keeping system. It is an electronic shaving. That is collection of computerized data and addition of files to the database (Nyerges, 2010). The objective of this research is to develop a strong geospatial database of schools containing available school facilities in ubi North Local Government Area. Georeferencing The political map of the study area was scan using corel draw 12 and been exported to ilwis 3.2a were the map was georeferenced using tie points method of georeferencing and further exported to ArcView were the was digitized. ap digitizing Digitizing is the process of transforming data from analogue format such as paper map to digital format so as to allow storage, manipulation, analysis and visualization in a digital environment such as a computer environment. For the purpose of this study, on-screen digitizing technique was employed. Each theme/layer was digitized so as to distinguish one theme/layer from other layers. Feature data class creation In this project Arc View 3.2a software was used. A folder was created in drive c and Geodatabase was created in this folder that is in ArcView and was named ubi North Project Geodatabase and feature dataset was created in that same Geo database and named ubi North dataset. Projected coordinate system was selected with the name inna_ut_zone _33, with datum name D_inna for the feature dataset. In this feature dataset, feature classes were created namely, Road, Settlements, Schools and River. For example, for each of these feature classes, the types of features stored were selected as follows: School: Point Feature Road: Line Feature Settlement: Polygon Feature Database design ATERIALS AND ETHOD Coordinates of schools were gotten using Handheld GPS (Germin 75S) and a questionnaire was distributed to the school administration. Questionnaires comprise data such as school name, school type, and year of establishment, number of teaching and non-teaching staff, and number of learners in each class (JSS 1 to JSS 3 or SSS 1 to 3). These data are advantageous for analysis which will momentously assist in the efficient and effective development and management of school resources. The following data were unruffled and used in the development of the database. They are: Schools control points. List showing names and addresses of school. Questionnaires administered to schools within the study area. All the obligatory information for schools were entered into its layer s attribute table and stored for analysis. This was done by adding required number of fields (columns) to the table and entering the data for all the schools in their corresponding records (rows).

3 shelia et al. 53 Table 1. Attribute Table of Entities (School, Settlement, Road and School Facilities). OOL Field Name Data type Id Shape Sch Name Sch Type X coord Y coord Image Auto OLE Text Text Number Number Hotlink number object SETTLEENT Field Name Data type Stlmt Id OLE object Stlmt X coord Y coord Name Type_of_Stlmt Text Text Number Number ROAD Field Name Data type Rd Id Shape Name_of_Rd Type_of_Rd Length_of_Rd Autonumber OLE Text Text Number object OOL_FACILITIES Sch_Fclty_Id Sch_Fclty_Type Sch_Fclty_Name Autonumber Text Text Source: Researcher s Field Work, ay, Plotting the coordinates The coordinates of the each schools were copied in notepad and saved as a.txt (plain text) file format. The coordinate used is shown in Table 1. RESULT AND DISCUSSION To accomplish the objective of developing geospatial database of the whole secondary schools in the study area as shown in Tables 2 and 3 were produced to show the list of private and public secondary schools in the study area with the schools absolute longitude and latitude and detailed descriptions of each school together with staff strength and number of students each school has. This relational geospatial database that was developed for the management of secondary school facilities in the study area is clearly shown in Tables 1 and 2. Figure 1 reveals the conceptual database design for management of secondary school facilities in ubi North Local Government Area. The entities are represented in quadrilaterals with their corresponding attributes within the rectangles and the relationships between the entities are shown in diamond arrow shapes. Schools, settlements, route and facilities are the entities used in database design for this study. Logical data model also referred to as data structure is the expression of the conceptual model in a data structure that can be implemented in a computer system. For the purpose of this project, the relational data structure was adopted. The attributes for the schools were created in a relational database structure using icrosoft Access 2003 and a unique identification code was attached to each entity in order to link the attribute table to the geographical objects. Thus, creating this link was made possible using the object s ID as the main key. Table 1 reveals the logical model depicting relationships among entities and the attribute tables of geographical objects as it will be arranged in the computer system respectively. The field names and corresponding data type used are also indicated below in Table 1. Tables 2 and 3 is a geospatial database table with thirty two fields of information on all the secondary schools in the study area. The whole information in the database cannot be seen at a time due to the large information that the geodatabase is made up of, but information on each school can be retrieved with the aid of a Geographic Information System Tool called identifier which any user can click on the school point feature and the entire information on that school is displayed in a box that has identify results. The box can be enlarged in ArcView environment to give a clear understanding of the data that the box contains, as shown in Figure 1. Figure 2 shows a visual display of identifier Tool Result which was clicked on Government Junior Secondary School (G.J.S.S.) ijilu on the digital map of the study area and the entire information on ijilu was displayed. Geographic Information System is a powerful tool that can be used for analysis and assessment of organization, community or of an issue, and the planning, implementation, and evaluation of an intervention or initiative. Through the use of the developed geospatial database, the spatial pattern of all the schools in the study area can be ascertained. Figure 3 shows the query result of

4 54 Sky. J. Educ. Res. Table 2. A GIS Data Base for Private and Public Secondary Schools in ubi North L.G.A. Source: Researcher s Field Work, ay, 2012.

5 shelia et al. 55 Table 3. A GIS Data Base for Private and Public Secondary Schools in ubi North L.G.A. Source: Researcher s Field Work, ay, 2012.

6 56 Sky. J. Educ. Res. ID SHAPE NAE RD TYPE RD NAE RD SHAPE OOL TYPE ROAD RD ID 1 Lead to Has Lead to OOL FACILITIES Use SETTLEENT FACILITY ID FACILITY NAE FACILITY TYPE STLT ID STLT TYPE STLT NAE STLT SHAPE Figure 1. Conceptual Entity Relationship odel Source: Researcher s Field Work, ay, 2013

7 Figure 2. Data on ijilu Secondary School using Identifier Tool. Source: Researcher s Field Work, ay, shelia et al. 57

8 58 Sky. J. Educ. Res. Figure 3. Query Result of schools with one library in map interface. Source: Researcher s Field work, ay, 2012.

9 shelia et al. 59 Table 4. Query Result of schools with one Library in Geospatial database environment. Source: Researcher s Field Work, ay, Table 5. Results of queries analysis. Theme of Query Number Percentage Schools without Library Schools without Computer Lab Overpopulated Schools Schools without Biology, Chem & Physics Laboratory Schools with more than 12 Classes schools with only one library and other query results which are presented in Table 4. Figure 3, is a displayed map of the study area that was queried using the query tool in ArcView 3.2a environment. The query was performed so as to know secondary schools within the study area that has at least one library. After the query analysis was performed, all schools with library their green symbol changed to yellow by default, as shown in Figure 3. Figure 3 and Table 4 shows the query results of secondary schools with one library which they appeared in yellow color both on the map in Figure 3 and the database in Table 4. From Table 5, the provision of some school facilities are inadequately distributed among the thirty five schools

10 60 Sky. J. Educ. Res. operating in the study area. From the assessment carried out, the Local Education Authority (LEA) and the Universal Basic Education (UBE) standard were adopted that; secondary school should have standard library, computer laboratory, chemistry, biology, and physics laboratory. Students should not exceed students in a class (Ejieh, 2009). Query operations were performed on the database created and the results shows that 30 (88.5%) schools out of 35 had no library while the remaining 4 (11.5%) had library as shown in Table 5: out of 35 schools, 27 schools which represent about 77.1% of the total number of schools had no computer laboratory while 8 (22.9) schools had computer laboratory; that 13 (38.3%) schools out of 35 schools had biology, chemistry and physics laboratories while the remaining 22 (61.7%) schools do not have, that there were 16 schools in the study area that had the total number of classes 12, while about 19 schools had less than 12 classes. Nwagwu NA (1978). Primary School Administration. Lagos-Nigeria acmillian Publishers Nyerges T (2010). Developing a Geodatabase. University of Washington-U.S.A. Ogunsajun S. (1980): Same aspects of School anagement. Ibadan Nigeria. Stoner JAF, Freeman RE, Gilbert DR (1996). anagement. New Delhi: Prentice Hall. York: Holt, Rindehart and Winston. Conclusion The use of GIS technology in creating geospatial database for decision support systems brings many new capabilities and commodities to the planning process. The study presents both geospatial and attribute database for all the schools (Public, Private and issionary) in the study area with a total of thirty five (35) schools. Adequate analysis can be made through queries thereby enhancing decision making by policy makers and parents/guardians. REFERENCES Knezevich SI (1975). Administration of Public Education. New York. akino Y, Watanabe S (2002). The Application of GIS to School apping in Bangkok. Asian Center for Research on Remote Sensing (ACRORS). Retrieved from (Accessed on September 27,2011).