Thesis Title: Digital Platforms and the Management of Students’ Academics’ in Public Universities in Western Kenya

Student’s Name: Evanson Cheloti Wanjala

Supervisors Names:

1. Dr Berita Singoro
2. Dr Robert Kati

ABSTRACT

COVID-19 crisis forced Education Systems worldwide to find alternatives to in-person Management. As a result, digital management of students’ academics was used on an unprecedented scale. The purpose of the study was to examine the influence of digital platform on the management of students’ academics in public universities in western Kenya. This study was guided by the following objectives; to examine the use of digital tools on Admission in management of students’ academics in public universities in western Kenya, to examine digital teaching materials on Analysis of examination results in management of students’ academics in public universities in western Kenya and lastly, to evaluate digital delivery on Lecture attendance in management of students’ academics in public universities in western Kenya. The theories that guided this study were the theory of online collaborative learning and the management theory. This research work used primary and secondary sources of data. The study was carried out in Western Kenya and the target population for the study was 1043 respondents comprising 543 university academic staff in Western Kenya comprising; lecturers, CODs’ and 500 students. The study adopted a sample size of 289 respondents that were a representative of the study population. Pilot study was carried out in Moi University. Descriptive statistics on lecture attendance revealed that lesson attendance was the area where many students agreed that digital delivery can be highly applied. It had the highest rating of 63.3% and a mean of 4.34 and standard deviation of 1.004. In terms of competency, 129 (88%) of the total number of the interviewed lecturers indicated that their level in use of digital platform in exam analysis was very good while 10 (7%) were excellent. Logistic regression was used to test the use of digital tools on admission. The model had constant coefficient value of 2.534 which was statistically significant. Since all the four variables that were analyzed were statistically significant, the study rejected the hypothesis that stated Ho₁: There is no statistically significant influence in the use of digital tools in admission on management of students’ academics in public universities in western Kenya. Chi square test was conducted to evaluate digital delivery on lecture attendance. Through Chi square test, the study rejected the null hypothesis that stated Ho₂: There is no statistically significant influence in the use of digital delivery on lecture attendance in management of students’ academics in public universities in western Kenya. A marginal effect model was used to analyze digital teaching materials on analysis of examination results. Recording of student marks as an area where exam analysis had been eased had the highest coefficient value of 0.381 with a marginal value of 0.450 which was statistically significant testing at 5% confidence level. The model led to the rejection of the study hypothesis that stated, H0₃: There is no statistically significant influence in Analysis of examination using digital platform on management of students’ academics in public universities in western Kenya. Based on the results of this study, it was concluded that digital admission of students offers consistent evaluation techniques, assessment, tracking, monitoring and evaluation of students. Secondly, this study concluded that digital learning blend formal and informal methods of learning and creates an environment that foster experimentation, curiosity and creativity. The results of this study further revealed that digital analysis, reporting, viewing, storage and retrieval of examination results is effective and efficient unlike the analog and traditional way therefore improves students’ academics management. This study recommends that admission of students in universities should be done through the digital platform in order to reach out many students and especially those who are very far from the university. Additionally, assessment, tracking, monitoring and evaluation should take place through digital platform to improve on administration.