Industrial Attachment Report

submitted in partial fulfillment

of the requirements for the
degree of BSc Mathematics
and Computer Science.
by
Opiyo Dickson
in the
School of Mathematics, Statistics
and Actuarial Science
at
MU-LISA
Assessed on: 13 July 2023 by
Prof Onyango Fred
DECLARATION

STUDENT DECLARATION
I,Opiyo Dickson, hereby declare that this training report is my original work
and has not been submitted before for any academic award either in this or
other institutions of higher learning for academic publication or any other
purpose. The references used here from other journals or materials are indi-
cated in the references section. .
I am fully aware that any act of academic dishonesty, including plagia-
rism, carries serious consequences that may have a detrimental impact on
my academic and professional reputation. It is my utmost commitment to
uphold the highest standards of integrity in my academic pursuits. I under-
stand that engaging in unethical practices can lead to severe penalties and
significant harm to my educational and career prospects. Therefore, I reaf-
firm my adherence to ethical principles and the importance of honest and
original work in academic endeavors.

NAME:Opiyo Dickson
TEL: 0745120156
ADM: TMC/00080/020
SIGNATURE:
EMAIL: [email protected]
DATE: 25th July 2023

DECLARATION BY THE FIRM SUPERVI-

SOR
I am writing to confirm that Opiyo Dickson a student of Maseno University
has successfully completed the industrial attachment at MU-LISA.The at-
tachment period commenced on22nd May 2023 and concluded on 14th July
2023

1
 During attachment period, He demonstrated an exemplary level of profes-
sionalism, dedication and enthusiasm in their assigned tasks.Opiyo Dickson
together with his group members were quick to adapt to new challenges and
exhibited strong problem-solving skills throughout the attachment.
The student made a significant impact during their Industrial Attach-
ment, and I highly recommend them for future endeavors due to their ex-
emplary performance and potential for success in their academic and profes-
sional pursuits.

NAME:
SIGNATURE:

DECLARATION BY THE UNIVERSITY SU-

PERVISOR
I hereby confirm that Opiyo Dickson has successfully completed the industrial
attachment at your esteemed organization.
Throughout the attachment period he demonstrated an impressive com-
mitment to the learning objectives set by the University.He approached the
attachment with dedication and willingness to gain practical experience in
their field of study
I extend my gratitude to the organization for providing this invaluable
opportunity, which has undeniably contributed to the student’s academic
and professional growth. I wholeheartedly support the submission of this
report and firmly believe that the student will make a positive impact in
their future career endeavors.

NAME:
SIGNATURE:

2
ACKNOWLEDGMENT

First, I want to thank the Almighty God for his protection and keeping me
sound and safe with good life during the entire field attachment period.
I am immensely grateful to my exceptional group members, Benard Matuku,
Wairimu Esther Wambui, Morris Mwongela, and Clinton Ouma, for their un-
wavering collaboration and support throughout the attachment period. Their
dedication, teamwork, and willingness to go above and beyond have greatly
contributed to our collective achievements.
Special thanks go to my esteemed attachment supervisor, Dr. Thomas
Mawora, whose guidance and constructive criticism have enhanced my criti-
cal thinking and problem-solving skills.
I would also like to express my sincere appreciation to my trainers, Dr.
Joyce Otieno and Dr. Donnie Munyao, for their unwavering support, en-
couragement, and continuous push for excellence. Their mentorship and
commitment to my development have been invaluable.
Furthermore, I extend my gratitude to all my colleagues at MU-LISA,
whose motivation, collaboration, and teamwork have been a constant source
of inspiration and support throughout my attachment. Their collective ef-
forts, contributions, and engaging presentations on various projects have en-
riched my learning experience at MU-LISA.
I cannot end this list without paying tribute to the entire Maseno Univer-
sity SMSAS Lecturers particularly those from the department of Statistics
and Actuarial Science for their constructive training and the knowledge they
have imparted in me throughout the three years training. May God bless
you all..

3
EXECUTIVE SUMMARY

The web-based application for SMSAS was helping the institution especially
The SMSAS.It is application that helps SMSAS run daily administrative
and academic operations smoothly in day to day activities.It is helpful for
the Administrator that controls all the activities of the school and Students
to make a good choice for career development and professions.
The application is develop to help administrator do less work,help student
and lecturers cut cost and improve data security.All this things will make
the school cost effective and productive.It also able to secure important data
of students making it easy to track their details and vital information.My
School (SMSAS) is a web enabled application developed in PHP and powerful
MYSQL database backend. To implement My School application, schools
do not need expensive hardware and software, they just need an internet
connection and desktops.
Our system works as a centralized database and application that schools
can easily access the system from anywhere based on the login credentials.
My School is a platform independent system that virtually any user can
access from anywhere through a standard internet accessible system. We
can also customize My School for individual school needs.

4
ACRONYMS

ˆ MU-LISA: Maseno University Laboratory for Interdisciplinary Statis-

tical Analysis

ˆ SASMU: The Society of Applied Statistics Maseno University

ˆ PHP: Hypertext Preprocessor

ˆ CIFA: Certified Investment and Financial Analyst

ˆ CPA: Certified Public Accountant

ˆ HTML: Hypertext Markup Language

ˆ ASA: Associate of the Society of Actuaries

ˆ SMSAS: School of Mathematics, Statistics and Actuarial Science

ˆ CSS:Cascading Stylesheet.

5
Contents

DECLARATION PART 1

ACKNOWLEDGMENT 3

EXECUTIVE SUMMARY 4

ACRONYMS 5

1 INTRODUCTION 9
1.1 OVERVIEW OF THE ATTACHMENT . . . . . . . . . . . . 9
1.2 MAIN OBJECTIVES . . . . . . . . . . . . . . . . . . . . . . . 10
1.3 ATTACHMENT FIRM . . . . . . . . . . . . . . . . . . . . . . 10
1.3.1 History of the Attachment Firm . . . . . . . . . . . . . 10
1.3.2 Functions . . . . . . . . . . . . . . . . . . . . . . . . . 11

2 ASSIGNMENTS DESCRIPTION 12
2.1 DUTIES AND RESPONSIBILITIES . . . . . . . . . . . . . . 12
2.2 ACTIVITIES INVOLVED/BREAKDOWN OF THE TASK . 13
2.2.1 Coming up with the proposal and the general outlook
of the application . . . . . . . . . . . . . . . . . . . . . 13
2.2.2 Determining the required inputs: the six programs in
the SMSAS, units per program, potential careers per
program, and units required per career . . . . . . . . . 14
2.2.3 Presenting the proposed structure of the application . . 15
2.2.4 Created database schema to organize and manage in-
formation in SMSAS . . . . . . . . . . . . . . . . . . . 15
2.2.5 Researching on the courses, careers, units, and catego-
rizing them as elective and core, and compiling them
in a Word document and coding them using HTML . . 16
2.2.6 Creating a framework and a responsive bootstrap table
to hold units . . . . . . . . . . . . . . . . . . . . . . . 17

6
 2.2.7 Doing fieldwork to determine the number of students
who can be accommodated in the lecture halls during
Exam situation in Maseno University . . . . . . . . . . 18
2.2.8 Presenting the proposed and designed UI of the appli-
cation . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
2.2.9 Incorporating careers associated with each program . . 19
2.2.10 Adding specific units under each program . . . . . . . 19
2.2.11 Implementing features to showcase options for each
program . . . . . . . . . . . . . . . . . . . . . . . . . . 19
2.2.12 Refining the application layout and styling . . . . . . . 19
2.2.13 Testing the functionality of the application and pre-
senting it to the firm supervisor . . . . . . . . . . . . . 20
2.2.14 Researching and adding professional courses for BSc
(Mathematics and Business) students specializing in
accounting and finance . . . . . . . . . . . . . . . . . . 20
2.2.15 Researching and coding professional courses and pa-
pers under Actuarial Science program such as CIFA,
CPA, and ASA using HTML and PHP . . . . . . . . . 20
2.2.16 Participating in a gaming activity: chess, cards, and
soccer . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
2.2.17 Enhancing the user interface (UI) of the application
and presenting the modifications to the staff . . . . . . 21
2.2.18 Adding links to the relevant websites for professional
papers . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
2.2.19 Optimizing the application performance and adding
search and filtering features in Units and developing an
administrator dashboard to manage courses and units
data that might change each academic year . . . . . . 22
2.2.20 Checking debugging to ensure application stability . . 24
2.2.21 Including enhancements such as external resource in-
tegration . . . . . . . . . . . . . . . . . . . . . . . . . . 24
2.2.22 Participating in a different task of launching the JI-
TUME digital lab in the school by the ICT cabinet
secretary Dr. Eliud Owalo . . . . . . . . . . . . . . . . 25
2.2.23 Enhancing the application by incorporating pop-up and
drop-down menus in the application’s navigation bar . 25
2.2.24 Finalizing the application by checking and fixing bugs
for better performance . . . . . . . . . . . . . . . . . . 25

3 EVALUATION OF THE ATTACHMENT 26

3.1 ACHIEVEMENTS OF MU-LISA ATTACHMENT PROGRAM 26

7
3.2 LESSONS LEARNED . . . . . . . . . . . . . . . . . . . . . . 27
3.2.1 Data Analytics . . . . . . . . . . . . . . . . . . . . . . 27
3.2.2 Reporting . . . . . . . . . . . . . . . . . . . . . . . . . 28
3.2.3 Web Development (HTML and PHP) . . . . . . . . . . 28
3.2.4 Data Management (Excel) . . . . . . . . . . . . . . . . 28
3.2.5 Statistical Analysis (R and Python) . . . . . . . . . . . 28
3.3 CHALLENGES FACED AND THEIR SOLUTIONS . . . . . 28
3.3.1 Challenge: Limited Internet Access in the Lab . . . . . 29
3.3.2 Challenge: Political Unrest (MAANDAMANO) . . . . 29
3.3.3 Challenge: Insufficient Learning Materials . . . . . . . 29
3.4 CONCLUSIONS . . . . . . . . . . . . . . . . . . . . . . . . . 30
3.5 RECOMMENDATIONS . . . . . . . . . . . . . . . . . . . . . 30

8
Chapter 1

INTRODUCTION

1.1 OVERVIEW OF THE ATTACHMENT

The industrial attachment program plays a pivotal role in fulfilling the re-
quirements for a Certificate, Diploma, or Degree, offering students a valuable
opportunity to gain practical insights into the professional world.
Maseno University recognizes the significance of this experiential learning
and has implemented an 8-week attachment program that allows students to
select institutions according to their preferences. With this in mind, I en-
thusiastically chose to undertake my attachment at MU-LISA (Maseno Uni-
versity Laboratory for Interdisciplinary Statistical Analysis). The decision
was based on my understanding of the immense potential for utilizing my
statistical skills and receiving comprehensive training, which would enhance
my problem-solving abilities in practical settings.
My main motivation in joining MU-LISA was to bridge the gap between
theory and practice. I was eager to witness firsthand how statistical princi-
ples are applied to address real-world challenges. Immersing myself in this
working environment, I aimed to sharpen my skills and expand my knowl-
edge, ultimately equipping myself to effectively tackle practical issues.
Opting for MU-LISA as my attachment institution was a deliberate choice
driven by its reputation for providing a conducive learning environment and
exposure to a diverse range of statistical projects and applications. I had
confidence that this attachment would not only provide me with practical
experience but also offer invaluable insights into the field of statistics.
Undertaking the attachment at MU-LISA was grounded in my profound
understanding of the significance of practical experience in complementing
theoretical knowledge. I was well aware of the potential for this attachment to
enhance my problem-solving abilities, allow me to apply statistical principles

9
to real-life situations, and contribute to my personal and professional growth.

1.2 MAIN OBJECTIVES

Throughout the attachment period, my primary objectives was to acquire
hands-on experience in applying the theoretical knowledge i have gained
in mathematics and computer science to address real-world problems and
projects.Through practical exposure i will bridge the gap between academic
learning and its real-world applications
I aspire to leverage my academic knowledge to work on developing var-
ious technical and soft skills suchs as programming languages,data analy-
sis,problem solving ,team work , communication , time management and
project management.Additionally, I seek to actively participate in interac-
tions with colleagues and supervisors to grasp workplace dynamics, refine
my communication abilities, and foster a collaborative mindset.
Ultimately, my aim is to emerge from this attachment with the com-
petence to effectively apply computation and statistical skills in practical
scenarios and to conduct myself professionally in any work environment.

1.3 ATTACHMENT FIRM

1.3.1 History of the Attachment Firm
MU-LISA, established in 2020 as part of the LISA 2020 Network, has made
significant strides in building statistical and data science capacity. The or-
ganization has successfully conducted training sessions in collaboration with
SASMU, providing valuable learning opportunities to their members. Addi-
tionally, MU-LISA has been proactive in organizing career talks for students
on a weekly basis, utilizing platforms like Zoom to engage and inspire the
next generation.
In 2021, MU-LISA proudly offered attachment opportunities to two groups
of students, further enriching their practical experience. Looking ahead, the
organization aims to expand its services by venturing into consultancy work,
with a vision to enhance the statistical field within the country.
MU-LISA’s dedication to capacity building, training, career guidance,
and future consultancy initiatives showcases its commitment to advancing
statistical knowledge and expertise.

10
1.3.2 Functions
MU-LISA’s functions includes the following, based on their website:

1. Train participants in statistical tools.

2. Train participants on the application of statistical methods for quali-

tative and quantitative analysis.

3. Provide a conducive environment for the development and conduct of

multidisciplinary research projects.

4. Empower participants to publish in multidisciplinary refereed journals.

5. Develop educational resources.

6. Consult for/Collaborate with other universities, corporate, and govern-

ment institutions in different projects.

7. Work with policymakers in using data to enhance the development of

informed policies.

11
Chapter 2

ASSIGNMENTS
DESCRIPTION

2.1 DUTIES AND RESPONSIBILITIES

My group member and I were entrusted with a singular overarching respon-
sibility:

1. Creating a web-based application that functions as a comprehensive

career guide for SMSAS students.

Please refer to the Figure below for an overview of the Home page of the
web application, the main objective of the firm and the expected output.

12
 homepage.png

2.2 ACTIVITIES INVOLVED/BREAKDOWN

OF THE TASK
2.2.1 Coming up with the proposal and the general
outlook of the application
Collaborating with my group members, we engaged in extensive brainstorm-
ing sessions to establish the fundamental elements and overall design concept
of the web application. During this process, we collectively defined the goals
and objectives, meticulously identifying our target users and envisaging the
desired functionality and visual aesthetics of the application.

13
 Through our collaborative efforts, we carefully considered the following
proposals:
User authentication and Authorization-Implement a secure user au-
thentication system so that Administrator and students can log in and ac-
cess their respective information , courses and resources.This is to ensure
that different users have appropriate authentication and permission access
the application.
Student Course and Professions Management-Created a system
that allow students to access the six degree programs ,identify the course
units and professionals papers to specialize on upon completion of the degree
course.
Event Calendar-Develop an event calendar that displays important
dates such as class and academic events.

2.2.2 Determining the required inputs: the six pro-

grams in the SMSAS, units per program, poten-
tial careers per program, and units required per
career
In this phase, my group and I determined the necessary inputs for the appli-
cation. We identified the six programs offered in the SMSAS, documented
the number of units for each program, identified potential career options, and
outlined the required units for specific careers. Please refer to the Figure be-
low for an overview of the units available under a selected program.
The Figure provides a concise reference for students as they navigate the
app to view units under each program.

14
2.2.3 Presenting the proposed structure of the appli-
cation
We presented a proposed structure or framework for the application, outlin-
ing the organization and interconnection of different components, pages, and
functionality. This presentation provided a clear understanding of how the
application would be structured and how users would navigate through its
various features.It includes:
User Authentication and Homepage-Registration and login pages for
Students and Administrator, password reset functionality and profile Man-
agement.We also made the welcome page and brief introduction to the school
and quick links to essential section of the application.
Dashboard-Personalized dashboard for Students and Administrator, overview
of career guidance and events.
Courses-It involve list of available courses offered by the SMSAS, Course
details including descriptions and prerequisites.

2.2.4 Created database schema to organize and man-

age information in SMSAS
The database consisted of four tables;
1.Student Information table-Store essential details about student such
as unique identifiers, names, contact information,program enrollment, ad-
dress and password.
2.Admin table-it contains data about administrator or group members
responsible for managing the web application including login credentials,roles
and permissions.
3.Event table-It records the information on events organized by the
school, including event names,dates, location and descriptions.
4.Upload table-It handles file uploads within the application,strong doc-
uments like course materials and presentation assignments.

15
 db.png

2.2.5 Researching on the courses, careers, units, and

categorizing them as elective and core, and com-
piling them in a Word document and coding them
using HTML
I, along with the other members of my group, thoroughly investigated the
programs, professions, and units pertinent to the application. We divided
them into core and elective sections before compiling the data into a Word
document. We then went ahead and used HTML to code them, structuring

16
and presenting the data in the application.

unit sample.png

2.2.6 Creating a framework and a responsive boot-

strap table to hold units
To offer an organized layout for holding the units within the program, we de-
veloped a framework and responsive bootstrap table. This required creating
templates that would display and arrange the units in an efficient manner.
This made it possible for the users to access and interact with the course
units table easily regardless of the device they are using, leading to better

17
engagement and user satisfaction.

table 1 with search.png

2.2.7 Doing fieldwork to determine the number of stu-

dents who can be accommodated in the lecture
halls during Exam situation in Maseno Univer-
sity
We did fieldwork to acquire information about Maseno University’s lecture
hall capacity. This required examining the lecture halls physically and gath-
ering data on their seating capacities, which was essential for figuring out

18
how many students could be accommodated.

2.2.8 Presenting the proposed and designed UI of the

application
We created visual mockups or prototypes to demonstrate the layout, color
schemes, typography, and general aesthetics of the application’s interface as
we proposed the user interface (UI) design.

2.2.9 Incorporating careers associated with each pro-

gram
We incorporated into the application the prospective professions connected
to each curriculum. In order to give users access to information on the
career routes linked with each program, it was necessary to link the programs
available through the SMSAS with the related career alternatives.

2.2.10 Adding specific units under each program

In order to fill the framework or bootstrap we had earlier constructed with
the pertinent units that were a part of each program’s curriculum, we added
specific units to each program within the application.

2.2.11 Implementing features to showcase options for

each program
We created and deployed tools to highlight the options and selections offered
by each program. This included displaying elective units, highlighting spe-
cialization tracks, and providing additional information about specific pro-
gram offerings.

2.2.12 Refining the application layout and styling

To enhance the overall user experience, we improved the layout and ap-
pearance of the application. This required modifying element placement,
perfecting the visual design, and making sure the application was coherent
and consistent.This was done by using CSS, javascript and bootstrap

19
2.2.13 Testing the functionality of the application and
presenting it to the firm supervisor
We thoroughly examined the way the program worked, finding and repairing
any faults or problems. We handed the application to the firm supervisor for
assessment and feedback after the testing phase was finished.

2.2.14 Researching and adding professional courses for

BSc (Mathematics and Business) students spe-
cializing in accounting and finance
In response to the feedback from our firm supervisor, we embarked on re-
search to identify professional courses suitable for BSc students specializing
in accounting and finance. Once we identified these courses, we diligently
incorporated them into the application. By doing so, we aimed to provide
students with a valuable resource to explore and consider these professional
courses as part of their academic journey. This addition enhances the appli-
cation’s offerings and equips students with additional options and opportu-
nities to further enhance their knowledge and skills in their chosen field of
specialization.

2.2.15 Researching and coding professional courses and

papers under Actuarial Science program such as
CIFA, CPA, and ASA using HTML and PHP
In our research efforts, we focused on identifying professional courses and
papers tailored specifically for the Actuarial Science program. Prominent
courses like CIFA (Certified Investment and Financial Analyst), CPA (Cer-
tified Public Accountant), and ASA (Associate of the Society of Actuaries)
were identified. To seamlessly integrate these courses into the application,
we utilized HTML and PHP coding techniques.
By incorporating them into the application, we provided Actuarial Sci-
ence students with a comprehensive overview of the professional courses avail-
able to them. This inclusion enhances the application’s value by offering stu-
dents valuable resources to further their expertise and expand their career
opportunities in the field of Actuarial Science.

20
2.2.16 Participating in a gaming activity: chess, cards,
and soccer
During the application development process, my group members and I rec-
ognized the importance of taking breaks to recharge and maintain a healthy
work-life balance. To achieve this, we actively participated in recreational ac-
tivities such as chess, cards, and soccer. These enjoyable diversions provided
much-needed respite from the intensity of the development work, allowing us
to refresh our minds and rejuvenate our energy levels.
Engaging in friendly competitions and physical exercises helped foster a
positive team dynamic, strengthen our bonds, and promote a collaborative
work environment. By incorporating these recreational activities into our
routine, we not only prioritized our well-being but also enhanced our overall
productivity and effectiveness in the application development process.

2.2.17 Enhancing the user interface (UI) of the appli-

cation and presenting the modifications to the
staff
To improve the user experience of the application, we took additional steps
to enhance its user interface. Specifically, we incorporated pop-up and drop-
down menus within the navigation bar. These interactive features were
strategically integrated to enhance accessibility and user-friendliness, provid-
ing smoother navigation and intuitive functionality. To ensure transparency
and gather valuable feedback, we presented these interface modifications to
the staff responsible for the application’s development.
Their input and approval were sought to ensure that the changes aligned
with the overall goals and objectives of the project. By incorporating these
enhancements and seeking input from the relevant stakeholders, we aimed
to create an application that effectively catered to user needs and offered an
optimal user experience.

2.2.18 Adding links to the relevant websites for pro-

fessional papers
We expanded the application’s content by incorporating links to relevant
websites hosting professional papers. This addition allowed users to access
additional resources and deepen their knowledge on specific topics or certifi-
cations.

21
 By providing curated links within the application, we facilitated users’
exploration of pertinent materials, promoting continuous learning and pro-
fessional development. This feature significantly enriched the application’s
value, empowering users with a comprehensive platform for accessing valu-
able resources and expanding their expertise in their respective fields.

2.2.19 Optimizing the application performance and adding

search and filtering features in Units and devel-
oping an administrator dashboard to manage
courses and units data that might change each
academic year
We prioritized optimizing the application’s performance for seamless opera-
tion and incorporated search and filtering features for easy navigation and
information retrieval, particularly for units within each program. Please re-
fer to the Figure below for an overview of the units table with search and
filtering functionality.

22
 search.png

Additionally, we developed an administrator dashboard to manage the

data related to courses and units, considering the potential changes that
may occur each academic year.
The Figure below shows the Admin dashboard. .

23
2.2.20 Checking debugging to ensure application sta-
bility
To ensure the stability and reliability of the application, we meticulously
conducted a comprehensive debugging process. This involved thorough ex-
amination of the application’s code to identify and resolve any remaining
issues or errors. By diligently addressing these concerns, we aimed to rectify
potential obstacles or malfunctions that could hinder the application’s perfor-
mance. Our commitment to this debugging phase underscores our dedication
to delivering a high-quality product that operates seamlessly and reliably for
users.

2.2.21 Including enhancements such as external resource

integration
To enhance the functionality and value of the application, we implemented
additional enhancements by integrating external resources. This involved in-
tegrating external databases or services and enabling features that leveraged
these resources. By doing so, we expanded the capabilities of the application,
providing users with access to a broader range of links resources.

24
2.2.22 Participating in a different task of launching the
JITUME digital lab in the school by the ICT
cabinet secretary Dr. Eliud Owalo
During this phase, my group members and I actively participated in a sep-
arate task, involving the launch of the JITUME digital lab in the school.
This initiative aimed to enhance connectivity and create job opportunities
for the youth. Led by the ICT cabinet secretary, Dr. Eliud Owalo, our role
encompassed preparations, coordination, and providing support throughout
the launch event.

2.2.23 Enhancing the application by incorporating pop-

up and drop-down menus in the application’s
navigation bar
To improve the user interface of the application, we implemented pop-up
and drop-down menus within the navigation bar. By incorporating these in-
teractive elements, we enhanced the accessibility and user-friendliness of the
application. These features facilitated smoother navigation and improved
the overall user experience. By providing intuitive options and functionali-
ties, users could easily access the desired features and information within the
application. The inclusion of pop-up and drop-down menus added an extra
layer of interactivity and convenience, making the application more engaging
and user-friendly.

2.2.24 Finalizing the application by checking and fix-

ing bugs for better performance
In the final stage, we conducted a meticulous review of the application, ad-
dressing any remaining bugs or issues to enhance its performance and sta-
bility. This involved a thorough examination of the application’s code, func-
tionality, and user interface to identify and rectify any existing issues. By
diligently addressing these concerns, we aimed to optimize the application’s
performance and ensure its stability during usage.

25
Chapter 3

EVALUATION OF THE
ATTACHMENT

3.1 ACHIEVEMENTS OF MU-LISA ATTACH-

MENT PROGRAM
During the industrial attachment, I successfully completed a range of tasks
and achieved significant milestones. These accomplishments serve as a tes-
tament to our skills, teamwork, and unwavering dedication to the project, in
collaboration with my group member. The key achievements of the attach-
ment program encompass the following:

ˆ Collaborating to define the key features and overall design concept of

the application, setting a clear direction for development.

ˆ Identifying and documenting crucial inputs for the application, includ-

ing programs, units, careers, and required information, ensuring accu-
rate representation.

ˆ Creating a well-structured presentation to communicate the proposed

application framework and layout effectively.

ˆ Conducting thorough research to gather information on relevant courses,

careers, and units, categorizing and compiling them for integration into
the application.

ˆ Designing and implementing a framework and bootstrap to organize

and display units within the application, ensuring consistency and user-
friendly navigation.

26
 ˆ Developing a database schema for efficient data management and re-
trieval, contributing to the overall functionality.

ˆ Conducting fieldwork to assess lecture hall capacity, aiding academic

planning and resource allocation.

ˆ Enhancing the user interface by incorporating interactive features, such

as pop-up and drop-down menus, improving user experience and acces-
sibility.

ˆ Diligently testing the application’s functionality and gathering valuable

feedback from the form supervisor for further improvements.

ˆ Researching and incorporating professional courses for specific pro-

grams, enriching the application’s offerings and providing valuable re-
sources.

ˆ Optimizing application performance through the implementation of

search and filtering functionalities, enhancing user navigation.

ˆ Engaging in recreational activities to maintain a healthy work-life bal-

ance.

ˆ Meticulously reviewing the application, addressing any remaining bugs

or issues for a stable and reliable end product.

3.2 LESSONS LEARNED

Throughout the attachment program, my group members and I acquired a
range of valuable skills and knowledge that will positively impact our future
endeavors. Some of the key skills we developed include:

3.2.1 Data Analytics

Throughout the attachment program, we refined our data analytics skills,
gaining proficiency in the collection, analysis, and interpretation of data.
This enabled us to derive meaningful insights and make informed decisions
based on the data we gathered.

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3.2.2 Reporting
As part of our responsibilities, we developed expertise in creating compre-
hensive reports that effectively communicate complex information to stake-
holders. We learned how to present data in a clear and organized manner,
enhancing our reporting and communication skills.

3.2.3 Web Development (HTML and PHP)

During the application development phase, we extensively utilized HTML
and PHP for coding and web development. This hands-on experience equipped
us with practical knowledge in designing user interfaces, creating web pages,
and implementing essential functionalities.

3.2.4 Data Management (Excel)

Managing and manipulating large datasets was a crucial aspect of our work.
Excel became our go-to tool for organizing, analyzing, and visualizing data.
This proficiency in Excel enhanced our data manipulation skills and provided
us with a solid foundation in data management.

3.2.5 Statistical Analysis (R and Python)

In our data analytics tasks, we employed R and Python for statistical analy-
sis, data visualization, and machine learning. These programming languages
empowered us to explore data, uncover insights, and develop predictive mod-
els. Our exposure to R and Python expanded our analytical capabilities.
Overall, the attachment program provided us with valuable practical ex-
perience, enabling us to develop essential skills in data analytics, reporting,
web development, data management, and statistical analysis. These skills
will undoubtedly propel our future careers, equipping us to tackle data-
related challenges, create impactful applications, and make data-driven de-
cisions.

3.3 CHALLENGES FACED AND THEIR SO-

LUTIONS
During the attachment program, my group and I encountered various chal-
lenges that tested our problem-solving abilities. However, we approached
each challenge with determination and implemented effective remedies to

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overcome them. The following are the challenges we faced and the solutions
we devised:

3.3.1 Challenge: Limited Internet Access in the Lab

One of the obstacles we encountered was the limited internet connectivity
in the lab, which hindered our ability to conduct research, access online
resources, and test certain functionalities of the application.
Solution: To overcome this challenge, we implemented a workaround by
utilizing a personal Adrian Router brought by one of our group members.
This allowed us to establish a local network within the group, providing us
with stable and reliable internet access for uninterrupted work.

3.3.2 Challenge: Political Unrest (MAANDAMANO)

During our attachment period, political unrest in the form of demonstrations
for higher living costs, known as MAANDAMANO, occurred countywide.
This situation raised safety concerns and disrupted our ability to attend the
lab on certain days.
Solution: To ensure our safety, we prioritized personal security and avoided
going to the lab during the demonstrations. We maintained open communi-
cation with our supervisors, informing them about our absence. During this
time, we utilized alternative workspaces and continued our work remotely,
focusing on tasks that did not require our physical presence in the lab.

3.3.3 Challenge: Insufficient Learning Materials

Another challenge we faced was the lack of adequate learning materials for
specific software and tools required for the project. This hindered our learn-
ing and effective utilization of these technologies.
Solution: As a group, we took a proactive approach to address this chal-
lenge. We collaborated closely, leveraging our collective knowledge and con-
ducting extensive online research. By sharing our experiences and resource-
fulness, we maximized our understanding and proficiency in the software
and tools. This collaborative effort allowed us to overcome the limitations of
insufficient learning materials and meet all project deadlines.
Despite these challenges, we remained resilient and adaptable, finding
creative solutions to ensure the successful completion of our tasks. These
experiences have taught us valuable lessons in problem-solving and effective
resource management, enhancing our skills and preparing us for future en-
deavors.

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3.4 CONCLUSIONS
MULISA, as a research firm, has demonstrated consistent growth and progress
in nurturing the talents and skills of aspiring statistics professionals. As
an emerging statistical analysis firm, MULISA provides valuable learning
opportunities for interns and encourages their creative contributions to its
development.
Throughout my attachment period, I have acquired essential skills for
success in the field of statistics. Research and project evaluation skills are
crucial for enhancing productivity in any institution. Similarly, data analysis
skills play a significant role in statistics careers, enabling the discovery of
valuable insights that can drive business growth.
MULISA has laid a solid foundation for my progression in the field of
statistics, offering ample opportunities to learn new skills and apply them
practically for the firm’s advancement. The attachment experience has been
instrumental in my professional growth, preparing me for future challenges
and opportunities in the field.

3.5 RECOMMENDATIONS
ˆ The implementation of programs in the School of Mathematics, Statis-
tics, and Actuarial Science has been successful, covering a wide range of
courses and content over the past three years. However, I propose the
inclusion of more practical components, such as hands-on experience
and application of skills in real-world data analytics scenarios. This
will further enhance students’ understanding and ability to apply their
knowledge effectively.

ˆ I recommend adjusting the curriculum to incorporate LaTeX, currently

taught in the fourth year, into the third year. This adjustment would
provide students with essential LaTeX skills before undertaking their
attachments. During our attachment period, we encountered challenges
with using LaTeX for report writing and believe that introducing it
earlier in the curriculum would better prepare students for this aspect.

ˆ It is also advisable to provide students with prior knowledge of the

tasks involved in MU-LISA before the commencement of the attach-
ment. This could involve introductory sessions or training to familiar-
ize students with the specific tasks and expectations in the MU-LISA
environment. Having this prior knowledge would enable students to

30
make a smoother transition and maximize their productivity from the
beginning of the attachment.

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REFERENCES

[1] Home. Maseno University. (n.d.). Home. Fountain of excellence. Re-

trieved from https://www.maseno.ac.ke/

[2] Mu, LISA. (2020). MU-LISA. Maseno University, Kenya.

LISA 2020 Network Full Member: 2020. Retrieved from
https://www.lisa2020.org/labs/mu-lisa

[3] KASNEB. (n.d.). Professional qualifications.Retrieved from .

https://www.kasneb.or.ke/professional-qualifications/

[4] Society of Actuaries. (n.d.). ASA requirements. Retrieved from

https://www.soa.org/education/exam-req/edu-asa-req/

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