Thesis Title: National Education Management Information System and Secondary School Administration in Bungoma County, Kenya

Student’s Name: Khaemba Lorna Nanjala

Supervisors Names:

Dr. Simon Kipkenei

Dr. Duncan Wasike

ABSTRACT

National Educational Management Information System (NEMIS) is the integrated Education Management Information System used in schools in Kenya for overall management of education. Through NEMIS precise and up-to-date information about students is provided to various users. The study’s primary goal was to investigate the influence NEMIS on Secondary school administration in Bungoma County, Kenya specifically three objectives were considered; to determine the influence of NEMIS students’ enrolment on secondary school administration records in Bungoma County, Kenya. To assess effect of NEMIS infrastructure availability on secondary administration records in Bungoma County, Kenya. To assess the influence of NEMIS awareness on secondary school administration records in Bungoma County, Kenya. The Technological Acceptance Model served as the study’s direction. A descriptive survey research design was used.  A target population of 30 public secondary school with 433 management teaching staff members were sampled in three clusters off Extra County, County, schools in Bungoma West. A sample of 230 respondents was derived through simple random sampling and purposive sampling. The respondents’ information was gathered by use questionnaires and interviews. In addition, respondents in three schools in Kimilili Sub County, participated in a pilot study that improved the reliability research tools. Cronbach Alpha was computed to test their reliability of the research instrument. Expert judgment was used to ascertain the validity of the research instruments. Descriptive statistics were used to analyze data through the Statistical Package for Social Sciences (SPSS) Version 22.0 computer package. Qualitative data was reported verbatim by the respondents to the researcher. The study established that the ratings were high with for influence of NEMIS Enrolment on School administration records. This implied that the respondent rated NEMIS students’ enrolment (in terms of procedure, policy, and competency of personnel in completion of data and submitting it) was a major factor which influences Secondary School administration records in terms of accuracy and up to date data. More influence was evident in Extra County followed by County Schools, while Sub County Schools experienced less influence. F or effect of NEMIS ICT infrastructure availability, the study established that the influence was highest for Extra County Schools (M=20.8571, Sd=2.74162), while the least mean rating was in the Sub County Schools (M=14.1042, Sd=2.79239). The sub county mean rating was also below the average value of 15.00 implying very minimal influence of NEMIS infrastructure availability in the Sub County Schools as compared to Extra County Schools positively influences secondary school administration records. County Schools mean rating was fairly average (M=15.5313, Sd =5.77528) hence the influence of NEMIS ICT infrastructure was also fairly limited in most schools. The findings therefore indicate that the use of NEMIS had greatly led to improvements in ICT infrastructure (computers, printers and network connectivity) in Extra County schools included in the study. However, there was limited effect in both County and Sub County Schools. Adequate ICT infrastructure made administration records work of uploading storing and retrieving records faster. The study established that NEMIS awareness influences administration records in secondary schools. County Schools the influence of NEMIS awareness was highest in County Schools and Extra County but was least in Sub County schools. This is indicated by the high mean rating (M=21.0313, Sd=3.80564) followed by Extra County Schools (M=20.2857, Sd=3.58262), while the influence was least in Sub County schools (M=16.8750, Sd=3.69948). The study recommended that Ministry of education provide a clear structure of division of work to facilitate effective NEMIS learner enrolment. Each senior staff to be trained on a specific area of NEMIS work to gain expertise. A policy on infrastructure and awareness be developed by schools to promote NEMIS annual secondary school activities.