Factors that impact on use of education management information systems: a case study of Thika West district Kiambu county Kenya
Loading...
Date
2014
Authors
Mugo, Peris Muthoni
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
The central problem of this study is that despite the critical role expected to be played by
Education Management Information Systems, in providing data that is crucial to planning
for education, quality data from the schools to the district EMIS units is rarely achieved.
The purpose of the study was to examine the factors that impact on data management
using Management Information Systems by education administrators in public secondary
schools in Thika West district, Kiambu County. The objectives of the study were to;
assess the existing level of skills and competencies in data management of education
administrators; their perception on the use of Education Management Information
Systems; assess the availability and use of infrastructure that supports Education
Management Information Systems; establish the role played by the Ministry of Education
in facilitating data management and determine the challenges facing education
administrators in using Education Management Information Systems in Thika West
district. The study adopted a descriptive survey design. The study sampled 10 schools
using stratified random sampling based on three mutually exclusive strata; national,
provincial, and district. Random samples were drawn from each stratum and the sub
samples were joined to form the complete stratified sample. The proportional allocation
method was used to ensure each stratum contributed to the sample a number that is
proportional to its size in the population. From the sample schools the head teacher and 4
heads of departments were selected, and in the district education office 4 officers in charge
of data were selected using purposive sampling. Data was collected through self
administered questionnaires and analyzed using quantitative methods. The main findings
of the study were that education administrators possessed limited skills and competencies
to use Management Information Systems, basic infrastructure to support MIS was
inadequate in schools and the Ministry of Education played an insignificant role in
providing computers to support EMIS. Based on these findings it is recommended that the
Ministry of Education and stakeholders enhance training of education administrators to
attain the necessary computer proficiency for efficient management of data and step up the
provision of infrastructure to support the production of quality data for evidence based
policy formulation.
Description
Department of Educational Management Policy & Curriculum Studies, 76p. 2014