<rdf:RDF xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#" xmlns:dcterms="http://purl.org/dc/terms/">
<rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/3620">
    <dcterms:title><![CDATA[Student Information System<br />
]]></dcterms:title>
    <dcterms:abstract><![CDATA[This project presents the development of a Student Information System (SIS), a web-based application designed to improve and simplify the management of student-related data in educational institutions. The main problem addressed in this work is the inefficiency, inconsistency, and time consumption associated with traditional, paper-based methods of tracking student records, grades, and enrollment information. Such outdated processes often result in human error, data loss, and limited access to academic information for both students and faculty.<br />
The development of the Student Information System followed a step-by-step, practical approach. The project began with the design and implementation of the frontend using HTML, CSS, and JavaScript. The goal was to first create a functional and user-friendly interface for core pages such as login, dashboard, student list, course enrollment, and grade overview. Special attention was given to layout, usability, and responsiveness to ensure that the interface would meet the needs of different user roles.<br />
Once the frontend was in place, backend logic was implemented using PHP. This phase involved connecting the visual components to a MySQL database and enabling dynamic data handling. Each feature created in the frontend — such as forms for registration, login, and grade entry — was connected to PHP scripts that processed the data, performed validations, and communicated with the database.<br />
A relational database structure was created to support the application’s core entities: users, students, courses, and grades. SQL queries were used within PHP to retrieve, insert, update, and delete records, depending on the user’s actions. Session-based authentication was used to control access and ensure that each user could only interact with the system according to their assigned role (admin, professor, or student).<br />
The system was developed iteratively, starting with smaller components and gradually building up to more complex functionality. Each step was tested using sample data to verify that both the frontend and backend behaved as expected. This phased approach helped identify and fix issues early, while also making it easier to expand the system with additional features.<br />
The results of the project indicate that the proposed system significantly improves the accessibility and organization of student data, reduces the potential for errors, and simplifies administrative tasks. Faculty members can easily enter and update grades, while students have real-time access to their academic progress. The system provides a more transparent and efficient way of managing academic information, ultimately enhancing the communication between all parties involved. In conclusion, this Student Information System demonstrates how digital solutions can modernize and optimize traditional academic processes in an effective and scalable manner.<br />
]]></dcterms:abstract>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2037">
    <dcterms:title><![CDATA[Student Motivation for Learning English as a Foreign Language at the University of Dubrovnik]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: differences, gender, learning process, study programme  ABSTRACT  The recent theories on second language acquisition (SLA) revolve around the importance of individual factors in language acquisition. Within those factors the importance of motivation is undeniable. Motivation provides the driving force to sustain the long and demanding learning process and all the other factors involved presuppose motivation to some extent. The aim of this paper is to give an insight into student motivation for learning English as a foreign language (EFL) at the University of Dubrovnik. The paper analyses the differences in types of student motivation for learning English as a foreign language in relation to the gender, the year of study and the programme of study. For that purpose the research was carried out among the students enrolled in 3-year undergraduate study programmes at two University Departments: Maritime Department and Mass Communications Department. As the research instrument, the Questionnaire for Measuring Type and Intensity of Motivation of Croatian Students for Learning English as a Foreign Language (Mihaljevic Djigunovic, 1998) has been applied. The results indicate some differences in motivational types according to the gender and the programme of study. This paper suggests further research based on a context-specific approach to understanding motivation in EFL learning, as well as finding practical “formulae” for motivating students depending on their gender, the year of study and the programme of study.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1929]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1837">
    <dcterms:title><![CDATA[Student Orientation Programs at Schools as Means to Initiate an Effective Educational Process]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words:homeroom, extracurricular, roster, dismissal, custody  ABSTRACT  Student orientations are events that all of the students of a school attend. Students that make the decision to enroll in a school attend one of the student orientation programs that is specifically organized for the student’s grade level. Newly enrolled students primarily complete their registration process in addition to getting familiar to the processes taking place in the new school, while previously enrolled students also attend regarding issues that are renewed and updated each academic year.  Many issues are addressed during student orientations onsite at desks, which are supervised by the assigned school staff. Some of the issues that are communicated to the students and parents at these desks are; bell schedule, class rosters, elective course registration such as choice of foreign language, homeroom teacher, free and reduced lunch application, lunch and breakfast menus, extracurricular activities and after school clubs, shuttle bus services, student drivers, parking lot safety, traffic flow chart, dismissal plan, floor plan, student pick-up policies, school uniforms, school supplies, student handbook, safety handbook, Gifted and Talented Program nominations, Parent-Teacher Organizations and Parent Teacher Associations, student identity (ID) cards, student and parent passwords for school database, etc.  After visiting all desks and completing the required tasks, students and parents sign-out of the student orientation program at the final desk, where they also have the chance to see whether they have missed anything.  Consequently, in this study, various steps of student orientation process are reviewed in detail and comparable examples from U.S. public school system are given in order to find out whether components of such programs may be compatible with other educational systems in the globe, thus an effective educational process can start from the beginning.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[2100]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/797">
    <dcterms:title><![CDATA[Student Perception of Bologna System of Education in B&amp;H – Private University Case Study]]></dcterms:title>
    <dcterms:abstract><![CDATA[Greater mobility of students, better conditions for studying, more practice, competition in the domestic and European market - these are characteristics of Bologna system which are partially achieved in B&amp;H, according to previous researches. Students are more likely to say: “Each professor has its own Bologna system’’. The purpose of this study is to see real situation on one private University in B&amp;H from students’ perspective. Questionnaire is designed and used to survey randomly selected students from University. Data were analyzed by using descriptive statistics, Chi-square, regression and correlation. Findings show that knowledge about Bologna system of education is low and the main reason is low University role in informing students about current educational system. Likewise, students perceive poor engagement of professors as a worst thing about Bologna, but, despite all disadvantages and advantages, they think Bologna system of education is better than traditional system.    Keywords: Bologna system, education, student perception, B&amp;H.  ]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[International Burch University]]></dcterms:publisher>
    <dcterms:date><![CDATA[2014-04]]></dcterms:date>
    <dcterms:extent><![CDATA[2649]]></dcterms:extent>
    <dcterms:identifier><![CDATA[ISSN 2303-4564     ]]></dcterms:identifier>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1012">
    <dcterms:title><![CDATA[STUDENT-PROFESSOR RELATIONSHIP - FACT OF FICTION?]]></dcterms:title>
    <dcterms:abstract><![CDATA[As I already mentioned, this review explores the topic of teacher and student rapport or interpersonal relations. Rapport is the “ability to maintain harmonious relationships based on affinity for others” (Faranda and Clarke, 2004). Affinity or affinity seeking is defined as “the active social-communicative process by which individuals attempt to get others to like and to feel positive toward them” (Bell and Daly, 1984). The question is: Why is rapport important in the classroom? Allegedly, rapport is the interpersonal side of teaching. Basically, it is what makes the teacher more than just a lecturer. Rapport means knowing your students and their learning styles and using your relationship with them to teach at a more personal level. Teachers who have good rapport with their students are skilled in “ways that encourage involvement, commitment, and interest” (Ramsden, 2003). Ultimately, like children, students need to think that you care before they care what you think.]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3506]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2111">
    <dcterms:title><![CDATA[STUDENTS PREFERENCE ON PERCEPTUAL LEARNING STYLE]]></dcterms:title>
    <dcterms:abstract><![CDATA[This paper explores a spectrum of problems and challenges students face while learning  second language. Many educators and researchers have claimed that learning styles are  insignificant component in the learning process. However, the study points out the significance of  learning the students’ learning style preference. The purpose of the study is to determine the  learning styles of students at International University of Sarajevo. The focus group was comprised  by 34 learners (N=34) at ELS / IUS during Session II, 2011/2012. Data were gathered from many  different sources in order to determine the Perceptual Learning Style (PLS) of ELS students using  PLSPQ research instrument. This is a qualitative and quantitative research study. Learning styles  are also analysed regarding to students’ nationality so for the participants come from different  cultures. Therefore, the ethnic composition of the sample is significant for the study. In addition,  the difference between male and female students regarding their study preferences is analysed. The  study suggests the elements instructors should take into the consideration with regard to students’  language learning style preference and ethnicity as well as cultural features in order to obtain the  learning environment and achieve knowledge.  Key words: Perceptual Learning Style, visual, kinaesthetic, auditory, tactile, group and individual  learning style]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[PedActa]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013]]></dcterms:date>
    <dcterms:extent><![CDATA[1404]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1881">
    <dcterms:title><![CDATA[Students&#039; Perception of Directed Reading in Relation to Moral Values]]></dcterms:title>
    <dcterms:abstract><![CDATA[Key words: character building, directed reading, moral value  ABSTRACT  The demand of character building in educational world should be introduced to learners beginning from early level of education. A moral value, a part of character building, is beneficial in people’s life as they need to communicate and socialize to each other. Having good moral value, people can create good atmosphere in communication and socialization. This study intends to explore students’ perception toward directed reading and moral value and discuss to what extent students could write moral value statements obtained from narrative reading texts through Directed Reading (DR) based on Indonesian context. Directed reading, a fully autonomous learning, refers to an extensive reading assignment given to students individually after their formal reading class. The major use of assigning students to do this activity is simply to enrich or to maintain their moral values from free narrative reading texts. The data were taken from directed reading activities and the questionnaires consisting of 18 close items distributed to 20 forth semester students of English Study Program of Teacher Training and Education Faculty, Sriwijaya University in the academic year of 2011/2012. Based on the result of five recorded directed reading activities with 96 different topics of narrative reading texts, there were 128 statements or sentences of moral values that the students could obtain. This activity could be the first step for the students to improve and strengthen their moral value stocks. Meanwhile, from basic statistical analysis of the questionnaires the response of the students’ perception regarding both moral value and directed reading was generally positive.]]></dcterms:abstract>
    <dcterms:publisher><![CDATA[IBU Publishing]]></dcterms:publisher>
    <dcterms:date><![CDATA[2013-05-03]]></dcterms:date>
    <dcterms:extent><![CDATA[1887]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/414">
    <dcterms:title><![CDATA[Students’ Communicative Competence and Language Program Evaluation]]></dcterms:title>
    <dcterms:abstract><![CDATA[There is no dilemma at present times that language learning means learning how to use the language and not learning to know about the language. Exactly for this purpose, in today’s global world characterized by massification and mobility in the field of education, the Council of Europe - Common European Framework of Reference (CEFR), as a universal instrument allowing individuals to have a record of the different elements of their language learning achievement, begins its treatment of language use through the context of communication.Language programs at different institutions organize their work in the way that learners use the general competencies they bring with them, but also develop them further. Nonetheless, successful completion of university language courses does not always mean that the student has mastered the language and can use it for communication. This mostly refers to the cases where the language courses are treated as part of the curricula while the other instruction is in the L1. The fact that students at such institutions are not required to take any standardized English proficiency test put the effectiveness of the complete language program under a question mark. In order to provide evidence that its quality language provisionresulted in improved communicative competencefor students, the Language Center (LC) of the South East European University (SEEU) in Tetovo, Macedonia, introduced final oral examination as a part of the course grading criteria. The aim of this paper is to determine whether the introduction of the oral examination as a part of the final achievement exam hashelped raise student’s awareness of the need to improve their communication skills and thus attain better performance. Participants of the study are 114 students from eight sections, two per level, starting from beginner to upper intermediate, whose final scores will be followed in the last three exam sessions. In addition, individual students will be chosen and their progress followed during three academic terms in order to show the development of their communication skills. The results are expected to be used as an indicator for program evaluation by the University management and external evaluation.    Keywords: communicative competence, children, English language]]></dcterms:abstract>
    <dcterms:date><![CDATA[2015-04-02]]></dcterms:date>
    <dcterms:extent><![CDATA[2828]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/1004">
    <dcterms:title><![CDATA[STUDENTS’ COMMUNICATIVE COMPETENCE AND LANGUAGE PROGRAM EVALUATION]]></dcterms:title>
    <dcterms:abstract><![CDATA[There is no dilemma at present times that language learning means learning how to use the language and not learning to know about the language. Exactly for this purpose, in today’s global world characterized by massification and mobility in the field of education, the Council of Europe - Common European Framework of Reference (CEFR), as a universal instrument allowing individuals to have a record of the different elements of their language learning achievement, begins its treatment of language use through the context of communication. Language programs at different institutions organize their work in the way that learners use the general competencies they bring with them, but also develop them further. Nonetheless, successful completion of university language courses does not always mean that the student has mastered the language and can use it for communication. This mostly refers to the cases where the language courses are treated as part of the curricula while the other instruction is in the L1. The fact that students at such institutions are not required to take any standardized English proficiency test put the effectiveness of the complete language program under a question mark. In order to provide evidence for its quality language provision resulting in improved students’ communicative competence, the Language Center (LC) of the South East European University (SEEU) in Tetovo, Macedonia, introduced final oral examination as a part of the course grading criteria. The aim of this paper is to demonstrate if the introduction of the oral examination as a part of the final achievement exam has contributed to raising student’s awareness of the need to improve their communication skills and thus result in their better performance. Participants of the study are 114 students from eight sections, two per level, starting from beginner to upper intermediate, whose final scores will be followed in the last three exam sessions. Besides this, individual students will be chosen and their progress followed in duration of three academic terms in order to show the development of their communication skills. The results are expected to be used as an indicator for program evaluation by the University management and external evaluation]]></dcterms:abstract>
    <dcterms:date><![CDATA[2014]]></dcterms:date>
    <dcterms:extent><![CDATA[3554]]></dcterms:extent>
</rdf:Description><rdf:Description rdf:about="https://omeka.ibu.edu.ba/items/show/2535">
    <dcterms:title><![CDATA[Students’ Independent Use of Bilingual Dictionaries at Primary School Level of Learning English]]></dcterms:title>
    <dcterms:abstract><![CDATA[In practice, often there is no systematic way of dictionary use which would enable learners to become independent users and help them lay foundations for lifelong learning. Some of the reasons are that linguists do not agree on the role of dictionaries, teachers themselves are not trained to teach dictionary use, and finally, the National Curriculum does not give any instructions on how and when to use dictionaries in the classroom. Having that in mind, the author set out to get an insight into the way primary school children use bilingual dictionaries independently. The research was conducted on the sample of 322 children, from the sixth to the ninth grade in a primary school in Bijeljina, Bosnia-Herzegovina. While the first part of the paper presents the theoretical basis of vocabulary learning, the second part presents the results of the research and offers the discussion of research questions. Considering the age and the language level of the learners, building dictionary use strategies is not an issue that should be left aside. The discussion of research questions can serve as a reminder for teachers on their way of helping students become skilled learners.  ]]></dcterms:abstract>
    <dcterms:date><![CDATA[2012-05]]></dcterms:date>
    <dcterms:extent><![CDATA[813]]></dcterms:extent>
</rdf:Description></rdf:RDF>
