Wanjau Alice Mumbi
Wanjau Alice Mumbi
Wanjau Alice Mumbi
BY
WANJAU ALICE MUMBI
Reg. No. EMED/5034/13
KARATINA UNIVERSITY
OCTOBER, 2014
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DECLARATION
This project report is my original work and has not been submitted for any award in any
other university.
Declaration by Supervisors
This project report has been submitted for examination with our approval as the
university supervisors.
Karatina University
Karatina University
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DEDICATION
I dedicate this research project to my daughters, Eunice and Grace for always believing in
me and reminding me to press on, this helped me to stay focused throughout my entire
master’s degree education programme. Your love and motivation kept me strong when
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ACKNOWLEDGEMENT
I would like to express my sincere gratitude to all those who through discussion, ideas,
encouragement, and support helped me carry out this research and write this report. I am
heartily thankful to my supervisors, Prof. Mbugua Zachariah and Dr. Kimiti R. Peter,
whose guidance and support enabled me to develop and understand the subject of this
project from the initial to the final stage. I would also like to acknowledge all the
principals who participated in provision of information without which this project could
not have been realized. Special thanks go to Perminus for typing and correcting
typographical errors.
Above all, I thank God Almighty for being my steadfast source of strength and hope
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ABSTRACT
ICT implementation in school management has been advocated as the remedy for the
realization of desired outcomes and to providing effective solutions to educational
problems that are difficult to solve through traditional approaches. However, although
secondary schools have invested in setting up ICT infrastructure, it is doubtful that these
facilities are being used effectively in the management of schools. This study investigated
the implementation of ICT in management of public secondary schools in Mathira West
District, Kenya. The study looked at the availability of ICT facilities, the extent of ICT
use in control of finances, application in correspondence and management of human
resources in secondary schools in Mathira West District. The study adopted a descriptive
survey design. The target population for this study consisted of all the 16 principals of
public secondary schools in Mathira West District. Census technique was used since the
population was a manageable number; therefore all the 16 schools in the district were
included in the study. Data was collected by means of a questionnaire that was
administered to the principals of the sampled schools. Piloting of the research tools was
conducted in two (2) schools in the neighbouring Tetu district. The collected data was
coded, scored and then keyed in the computer for analysis with SPSS and the results were
presented in form of tables, charts and graphs. The study established that majority of
schools did not make use of basic computer hardware and software, the use of ICT in
management of school finances and stores is poor. The study also established that the use
of ICT in communication with stakeholders is very low. These findings provides valuable
contribution to the stakeholders in education on the benefits of implementing ICT in
management practices as well as add to knowledge for use by future researchers about the
role of ICT in management of secondary schools.
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TABLE OF CONTENTS
DECLARATION ................................................................................................................ ii
ACKNOWLEDGEMENT ................................................................................................. iv
ABSTRACT ........................................................................................................................ v
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4.4 Use of ICT in Management of Human Resources ...................................................... 30
REFERENCES ................................................................................................................. 36
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LIST OF TABLES
Table 4.2 Availability of ICT hardware and software in secondary schools .........................28
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LIST OF FIGURES
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ABBREVIATIONS AND ACRONYMNS
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CHAPTER ONE
INTRODUCTION
Technology (ICT) applications in line with the information age (Tearle, 2004).
2010). Wango (2009) adds that the quality of education can be enhanced through
improved school administration and management and that ICT cannot be ignored in
view of the current global revolution in education due to the changing nature of work,
the realities of the information age, new global partnerships and awareness of
a key determinant for the realization of desired outcomes and ICT is increasingly
achievement.
Management is an executive function which puts into action the policies, plans and
decisions within the framework set by the administration (Brennen, 2007). Wango
(2009) feels that management is a major determining factor of the quality of education
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Gray and Smith (2007) observe that the 21st century requires effective and dynamic
school management that is ready to embrace technology; this will improve the quality
this observation Jankowski (1996) emphasizes the crucial role that can be played by
properly can result into improved educational outcomes. School principals can also
incorporate ICT in information systems like salary processing, results and registry
management system, fees tracking records and payment system to assist in record
keeping, examination and financial management of the schools, stores and purchases
management (Tibagye, 2000). ICT has caused a major paradigm shift in how we
collect, store, retrieve, and analyze information in every industry and can also be
Rapid developments in ICT have resulted in significant changes in the way the world
operates and communicates. Faced with this situation, policy makers in many
countries around the world have impressed on the need of educational reforms; in
particular there has been increasing pressure on education managers to acquire new
technologies. Developed nations such as Canada, the United Kingdom, the United
States and the European Union have put in place ICT classroom, school and system-
wide information management processes, freeing teachers from clerical tasks, making
information flow more efficient and transparent inside the educational system, and
helping policy-makers with more timely and accurate decision-relevant data. Studies
the Greece, Netherlands, Malaysia and South Africa corroborate the fact that school
managers require facilitation with appropriate ICT facilities and related infrastructure
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to optimize their administrative engagements (Visscher, 2003; Tearle, 2004).Even
many developing nations have embraced ICT. In Africa, concerted efforts have been
schools in Kenya found out that the use of computers in the schools surveyed was
survey also established that only a few schools had purchased schools management
software which was used with varying success. Most principals lacked training on sue
technologies in all facets of life. However, the importance and use of ICT in schools
in Kenya differ from one district to the other due to a number of factors including
enormous increase in student enrolment as well as the number of teaching and non-
teaching staff in secondary schools. This growth has created immense challenges in
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the areas of budgeting, collection of student data, recording of results and effective
in ICT infrastructure. Unfortunately despite this noble effort, it has been doubtful that
ICT facilities are being used effectively in the management of schools. This apathy
communication, poor record keeping and retrieval, poor purchases and supplies
application in school management. The past studies have addressed the impact of ICT
upon classroom and curriculum practices but have not addressed the role ICT in
managing schools. This study therefore intends to examine the utilization of ICT in
West District.
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ii. To find out the extent of use of ICT in management of finances in secondary
West District.
The following were the research questions that guided the study:-
West District?
District?
The findings of this study may be used by the Ministry of Education policy
secondary schools. The findings of the study provides baseline information that can
be used by future researchers with the same interest and open a window for education
for ICT in management of secondary schools. The findings may also elicit areas of
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focus to scale-up benefit of ICT in management of schools that may eventually open
This study was carried out in Mathira West District in Nyeri County. Factors such as
availability of ICT facilities, extent of use of ICT in control of finances, how ICT has
been applied in management of human resources and correspondences and use of ICT
in organization of the curriculum were studied. Due to limitations of time and money
the study was only carried out in Mathira West District in Nyeri County which may
secondary schools may be affected by multiple factors which this study did not
control.
ii. The respondents would give honest and truthful responses to the
questionnaire items.
The theory that guided this study was the Adaptive Structuration Theory (AST) of
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Giddens' (1984) structuration theory. Adaptive structuration theory (AST) has been
used for a number of years in the information systems discipline to study the use of
contend that developers and users of these systems (ICT) hold high hopes for their
potential to change organizations for the better, but actual changes often do not occur,
or occur inconsistently. AST examines the change process from two vantage points:
firstly, the types of structures that are provided by advanced technologies, and
secondly the structures that actually emerge in human action as people interact with
Proponents of AST contend that developers and users of these systems (ICT) hold
high hopes for their potential to change organizations for the better, but actual
changes often do not occur, or occur inconsistently. Likewise, for the case of Mathira
West district, schools have invested greatly in computer infrastructure but the actual
impact has not greatly been realized. Perhaps for this reason, communication among
the stakeholders is paramount. DeSanctis and Poole, (1994) add that the past decade
in order to establish the actual levels of ICT application and its use in management in
Mathira West District secondary schools. AST points out that people adapt systems to
their particular work needs, or they resist them or fail to use them at all; and there are
wide variances in the patterns of computer use and consequently their effects on
decision making and other outcomes. The setup of the information systems to be used
in management is meant to cut across all departments of the school; that is from the
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non-teaching staff, teachers to the administrators. However, it is not clear the extent to
which schools use ICT to suit their particular needs despite the expected efficiency of
DeVariables
Independent Variables Dependent Variables
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1.12 Definition of Operational Terms
Administration a term used to refer to the people in the top management of schools
Principal refers to the head of the secondary school who is in charge of day to day
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CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction
This chapter consists of various scholarly works that were reviewed for the purpose of
this study. It focuses on the availability of ICT facilities, hardware and software,
information handling and processing that provides quality services to users. Bertin
(2000) adds that the implementation of ICT ensures accuracy, timeliness and
effectiveness of school management, that is, it allows easy flow of information and
risk monitoring systems that are appropriate. The tasks of manually processing and
storage of data of a large number of students, teachers and non-teaching staff, is not
only tedious but is also likely to be marred with inefficiencies. Since the mid-1980s,
the implementation of ICT in secondary around the world has rapidly increased. This
adoption of ICT not only reinforces the teaching process, but also facilitates
Kingdom, the Netherlands, Malaysia and South Africa corroborate the fact that school
schools, from manual and mechanical to electronic data processing, storage, output,
and communication hence the importance of ICT (Taylor & Hogenbirk, 2001). The
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main ICT tool used in management is the computer, together with basic software
packages, and access to email and the internet. In addition there are software packages
learner records, systems for the recording of school development plans, syllabus
completion reports, test data, school based assessment records, financial records, etc.
administration still remains at an early stage. After several years of effort, Kenya
developed a Kenya Education Sector Support Program (KESSP) in 2005 that featured
ICT as one of the priority areas with the aim of mainstreaming ICTs into the teaching
and learning process. The use of ICT in the school environment is considered to be
applications in schools is connected with changes, not only at the level of teaching
Recording data electronically, storing it centrally, and sharing it with colleagues are
vital to reducing workloads through available ICT structures (Devon, 2004). ICT
the registrars’ departments, if efficient MIS is developed and fully put to utilization,
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such problems would be eliminated. Devon (2004) points out that in respect to
management of students’ affairs; there are various types of information systems that
decision support system. These would enable multiparty participation in the school
The ministry’s policy framework indicates that there are a number of challenges
concerning access to and use of ICT in Kenya, including high levels of poverty,
limited rural electrification, and frequent power disruptions. The core problem is that
there is limited access to dedicated phone lines and high-speed connectivity for e-mail
and the Internet. Even where access to high-speed connectivity is possible, high costs
remain a barrier to access. As well, very few schools can afford to use VSAT
technology. Roughly 10% of secondary schools with computers are able to share
teaching resources via a LAN. As a solution to these access problems, the ministry
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2.4 Use of ICT in Financial management of Secondary Schools
through customized management information systems (MIS) which have been used to
varies from school to school in light of local circumstances. The financial manager in
the school (bursar) will take responsibility of implementing the finance policies of the
school, financial processing and monitor the budget on daily basis as well as relieving
the head teacher from the necessity of having to carry out some other financial and
resource management tasks. Victoria (2002) asserted that ICT can provide means for
The use of financial software, therefore, the bursar a good indication about the
direction of the business at school and a means of comparing data with previous
months, terms and years (Gbenga, 2003). This gives a baseline for effective decision
making, say, about how fees should be collected, how salaries should be paid and how
to carry out other procurement services in the school. (Gbenga, 2003) stated that the
environment with information systems can be used in the flow of data and
information from one department to another in the school, for example from the
bursar’s office, to the principal’s office which results into improved administrative
and operational efficiency of the school. Samer and Sambamurthy (2006) contended
that the absence of such systems in the school may result into the following problems;
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delays in decision making due to high cycle time in business transactions, high
The development of a standard payroll computer system has made the bursar’s role
system includes a defined set of interdependent items and rules that stipulate the pay
and allowances, frequency and pay dates of an employee. A payroll system can be
defined as a computer system used by an organization to process and pay the wages of
with the command from the bursar. From this point of view it means that ICT will be
important to those who are involved in all types of school finance management
(Passey, 1999). There have been very few studies or reports into financial aspects of
ICT have important roles to play in making school administration less burdensome
and more effectively integrated to the official information flow about students,
curricula, teachers, budgets and activities through the educational system information
pipelines. They are also a good means for informing community members (parents,
scale. The fact that the schools are witnessing a tremendous growth in pupils’
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enrolment has made the management of schools complex thereby, creating challenges
ranging from the management of students and staff, community relations, supervision
Kuria (2011) argued that there was no time in the history of secondary school
education in Kenya when principal have been faced with such multitudes of
challenges. Okello (2012) agreed with these views and reported that administrative
population mobility and social problems. This complexity requires the use of
and better personal services. One of such tools is ICT. The evolution of the ICT and
its capability to handle diverse kinds of problems has made easy the mounting
management.
The school principal needs to be well informed in ICT application for effective
student data, recording of results and effective keeping of school records. Data of
various types could be programmed into the computer. Data on staff, teaching and
learning could also be done though the effective use of ICT in schools. The
providing effective solutions to educational problems that would have been difficult,
Commenting on the relevance of data in the educational system Kuria (2011) argued
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emphasizes that, it will be an impossible task to plan and administer any institution in
which kept. Consequently, the educational planners and administrators need to have
adequate and accurate data of student enrolment, school personnel i.e. academic and
non-academic staff and school records for effective planning and management of
schools.
One cannot over-estimate the utilization of ICT in everyday activities of the school.
Vijay (2012) noted that ICT assists the school administrator to meet the task of school
relationship and school business operations. In support of this Mohan (2012) argued
that the introduction of ICT in schools enhances the daily school routine, programme,
as staff development.
There is no doubt therefore, that secondary school education has become more
complex and hence its management demands more from the managers. The enormous
rise in the number students in schools as well as the multiplicity of programmes have
made school principals to handle large quantity of data which they must process
speedily to provide information for the teaching service commission and ministry of
education for effective management and decision making. Hence the use of ICT in the
observed that in many public secondary schools tools like computer, internets and
other telecommunication technologies that can aid teaching and learning are hardly
used or not available. It is against this background that this study intends to examine
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the utilization of information and communication technology (ICT) in the effective
The use of ICT in the school environment is considered to be part of the extensive
connected with changes, not only at the level of teaching and learning, but also in
technology, information spread vastly become faster and cheaper. It should however,
be noted here that if ICT facilities like word processors, electronic databases, e-mail
and management information systems are put in place, they can result in more
existence of ICT infrastructure, people’s skill and knowledge. Internet can help link
the school with the Ministry of Education offices to make the transfer of documents,
new regulations and queries more efficient throughout the system. It can also help in
improving the flow of information to the community through web sites and with
At the national and county level, policy-makers may consider the introduction of ICT
at all three levels (classroom, school, system) as a great opportunity to acquire and to
distribute information through the system and from the general public to the
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classroom teacher. A coordinated effort can achieve economies of scale and
Wiley (2003) remarks. Principals’ can correspond through e-mail and the internet,
creating websites for school marketing. They can save time while using a program to
executives, suppliers and the wider community. Effective educators must possess ICT
knowledge.
and effectiveness of school management, that is, it allows easy flow of information
and risk monitoring systems that are appropriate. The tasks of manually processing
and storage of data of a large number of students, teachers and non-teaching staff, is
not only tedious but is also likely to be marred with inefficiencies. ICT would have
accountability to institutional resources. The use of financial software can give the
bursar a good indication about the financial health of a school and a means of
comparing data with previous months, terms and years. This gives a baseline for
effective decision making, say, about how fees should be collected, how salaries
should be paid and how to carry out other procurement services in the school. Lastly
ICT have important roles to play in making school administration less burdensome if
effectively implemented.
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CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction
This chapter outlines the specific procedures that were used in the study. They
include; the research design, target population, sampling technique and sample size,
This study adopted a descriptive survey design. Kombo and Tromp (2006) define a
time with the intention of describing the nature of existing conditions of, or
collecting data from a large number of sources relatively cheaply and within a short
time. It is the most appropriate for this study in regard to the population and variables
under study.
Gray (2004) regards the descriptive survey research design as a useful tool for
educational fact finding. Cohen and Manion(2000) add that a wide range of
sought to obtain descriptive and self-reported data from schools on ICT, the
descriptive research design was the most appropriate. This design can obtain
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3.3 Location of the Study
The study was carried out in Mathira West District in Nyeri County. Mathira West
District borders Nyeri Central, Mukurweini, Mathira East and Kieni West districts.
The district is situated approximately 150 kilometres from Nairobi on the eastern
slopes of Mt. Kenya. The main economic activities in the district include coffee and
tea growing and small scale horticulture. The district was chosen as a research site
national, county and district. These schools are likely to display a large spectrum of
The target population for this study consisted of all principals of public secondary
schools in Mathira West District. The district has 13 district secondary schools, 2
County and 1 national school. The study targets all public secondary schools as shown
in Table 3.1.
This section consists of the sampling procedure and sample size used in the study.
The study employed census technique because the entire population was a
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West District were included in the study. The district had 16 secondary schools which
fall into three categories, namely, national, county and district. The researcher
proposed that the study would obtain reliable and accurate information from all levels,
thus avoiding biases. A summary of the sample size is shown in Table 3.2
3.6 Instruments
Data was collected by means a questionnaires that was administered to the principals
of the public secondary schools in Mathira West District. The questionnaire consisted
of 40 items and was divided into three sections. Section A had 5 items and gathered
data on the on the respondents biographical information, section B had 15 items and
functions.
A questionnaire was preferred for collecting data because in such a questionnaire, the
questions, their wordings and sequence of the items are fixed and identical to all
respondents. This had the advantage of obtaining standard responses to items in the
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3.7 Validity and Reliability
This section discusses the validity and reliability of the research instruments.
Mugenda and Mugenda (2003) define validity as the accuracy and meaningfulness of
inferences which are based on the research results. Orodho (2008) adds that validity
The questionnaire was presented to the supervisor to evaluate its validity with regard
to the degree to which the variables to be tested are presented as well as the
instruments overall appropriateness for use. Validity of the study instruments was
The piloting of research instruments was done in two secondary schools. The pilot
schools were not included in the final sample. Piloting was done to pre-test the
instruments and revise if necessary. It is through the pilot study that the reliability of
the instruments was ascertained. Reliability concerns the degree to which a particular
measuring procedure gives similar results over a number of repeated trails (Orodho,
or more implies a high degree of reliability. Items with reliability of 0.7 and above
will be considered reliable for the study while those with correlation of less than 0.7
will be reframed.
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3.8 Data Collection Techniques
some facts (Kombo & Tromp, 2006). Before proceeding to collect data from the
selected respondents the researcher first obtained an introduction letter from Karatina
University and then proceeded to obtain a research permit to carry out the study in the
area from the National Council of Science and Technology (NCST). A copy of the
permit was given to the Sub County TSC Director of Education and Mathira West
District Education Officer (DEO). These letters helped the researcher to access the
schools, brief the principals on the purpose of the study and book appointments for
data collection. Once permission was granted, the researcher met the respondents and
explained the purpose of the questionnaires and made clarifications. The respondents
were given the questionnaires to fill within a period of one week after which the
researcher visited the schools and collected the filled questionnaires. The researcher
assured the respondents that their responses would be treated in strict confidence and
that the data would be used for the purpose of this study only.
Ethical standards and their acceptability were considered throughout the interaction of
the researcher with participants involved in the research. The purpose of the study was
explained to the respondents when being orientated to the study. It was clearly
stipulated to them that participation in the study was important but voluntary. They
would not be subjected to any form of pressure to complete the questionnaire. The
respondents were assured that the responses would be treated confidentially and
anonymously. The researcher would not identify the responses on any questionnaire
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as belonging to any specific person. All completed questionnaires would be destroyed
coded, scored, keyed into the computer and analyzed using descriptive statistics using
Statistical Package for Social Sciences (SPSS). The results were presented by use of
tables. Frequencies and percentages were used because they easily communicate the
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CHAPTER FOUR
4.1 Introduction
This chapter analyses the data that was collected, presents and offers the interpretation
of the results from the findings. Data was collected from principals in public
secondary schools in Mathira West District. This study targeted 16 secondary schools.
Out of these, 15 schools responded, this is 93.75 % of the target population which is a
good representation.
This section describes the demographic characteristics of the respondents in the study.
and the institution of the study and which may have influenced the results based on
the objectives of the study. The demographic characteristics covered in this section
include; gender composition, age, level of education, level of ICT training and years
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Table 4.1 Demographic Characteristics of the Respondents
Information on Table 4.1 indicates that majority of the respondents, 66.7% were male
and 33.3% were female. These results are probably due to the large number of district
schools which are mixed day schools. The results agreed with Mukundi (2010) who
observed that males dominate the headship of mixed secondary schools. This can be
attributed in part to a society that is yet to fully embrace gender responsive policies.
The study sought to establish the age of the principals in secondary schools in Mathira
West District. Majority of the principals (73.3 %) were aged above 51 years while
26.7% were aged 41-50 years. These results indicate that older principals were more
than younger ones. This could perhaps be due to the recent government directive that
increased the retirement age from 55 to 60 years (GoK, 2004); as a result the
The study investigated the principals’ level of Education. Majority (73.3%) had
master’s degrees while 26.7% had bachelor's degrees. The high number of principals
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with masters could be due to the establishment of several universities that are now
offering school based and distance learning programmes; this have enabled more
The research sought to find out the respondents’ level of ICT training. Majority of the
respondents (73.3%) indicated having received training informal training while 26.7%
had formal training in ICT. The large numbers of principals having informal training
could be related to the fact that ICT was not emphasized in teacher training
institutions until recently. This is in agreement with Tearle (2004) who observed that
the rapid developments in ICT have resulted in significant changes that have been
The study sought to find out the principals experience with ICT. Majority of the
respondents, 46.7% had more than 5 years’ experience, 40.0% had between 1 - 5
years’ experience while 13.3% indicated that they had less than 1 year experience.
These results could probably be attributed to the in service training that was
conducted by the ministry of education that aimed to equip school administrators with
The first research objective sought to find the status of ICT infrastructure in
secondary schools in Mathira West District. The respondents were provided with 15
items which sought information on the status of ICT infrastructure, of which they
were expected to indicate either “Available” or “Not Available”. The scale measured
the availability of ICT hardware and software. The findings are provided in Table 4.2
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Table 4.2 Status of ICT Hardware and Software in Secondary Schools
Data on Table 4.2 indicates that all the secondary schools had electricity. Majority
(86.7%) of the secondary schools indicated having computers, telephone and printers,
60% of the schools copier and scanner, 40% LCD projector, 33.3% digital/video
camera, 20.0% internet /e-mail infrastructure, 13.3% fax machine and 6.7%
surveillance camera.
These results are in agreement with Farrell (2007) who observed that the ministry’s
policy framework indicates that there are a number of challenges concerning access to
and use of ICT in Kenya, including high levels of poverty and frequent power
disruptions. The core problem is that Kenya lacks adequate internet connectivity and
rural and low-income areas. Even where access to high-speed connectivity is possible,
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high costs remain a barrier to access. School administration and management tend to
use various software applications in their administration job purposes. Kawade (2012)
observed that the most frequently used applications by school administration and
management were Office tools such as Microsoft Office (Word, Excel, and
PowerPoint), and tally. Higgins (2007) noted, administrators are familiar with range
Although this will be time -consuming, databases potentially offer much more
efficient and effective ways to manage information that most schools currently use.
The second research objective sought to gather information regarding the extent of
management of school finances was measured by 6 items in five point likert scale that
ranged from Never (N), Rarely (R), Undecided (U), sometimes (S) and Always (A).
29
Data on Table 4.3 clearly indicates that the use of ICT in management of school
finances and stores in the district is low. Majority (86.6%) of the respondents
indicated rarely using ICT in library catalogue, 80% did not use ICT in tender
These research findings are in agreement with a baseline survey conducted by Oloo
(2009) on ICT use in secondary schools in Kenya that established that the use of ICT
in schools was low. The survey also established that only a few schools had purchased
schools management software which was used with varying success. Most principals
The third research objective of the study sought to find out the use of ICT in
measured by four items in a likert scale that ranged from Never (N), Rarely (R),
Undecided (U), sometimes (S) and Always (A). The findings are provided in Table
4.4
30
Data on Table 4.4 shows that the use of ICT in management of human resources was
low. The respondents indicated the use of ICT in management of human resources as
follows;
80% rarely used ICT in staff personal information records, staff responsibilities
records and communication. Only 6.7% rarely used of ICT in student admission
details. These results agree with a survey by Oloo (2009) which established that only
a few schools in Kenya had purchased schools management software. Most principals
lacked training on use of management software. The most common modules bought
The fourth research objective sought to find out the use of ICT in communication in
secondary schools. Communication was measured by a four item likert scale that
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Data on Table 4.5 shows that majority of the respondents, 93.3% rarely used ICT in
correspondence with the BOG, 86.7 % rarely used ICT in correspondence with the
education offices, 86.6% rarely used ICT on PTA matters and 80.0% rarely used ICT
The findings are in agreement with Sibangani (2006) who observed that though ICT
existence of ICT infrastructure, people’s skill and knowledge. Internet can help link
the school with the Ministry of Education offices to make the transfer of documents,
new regulations and queries more efficient throughout the system. It can also help in
improving the flow of information to the community through web sites and with
32
CHAPTER FIVE
5.1 Introduction
This chapter consists of the summary, conclusions and recommendations of the study.
It also looks at areas that need further research based on the findings of the study.
The study established that ICT infrastructure in secondary schools was average; all
the secondary schools had electricity, 86.7% indicated having computers, telephone
and printers, 60% copier and scanner, 40% LCD projector, 33.3% digital/video
surveillance camera.
The study found out that the use of ICT in management of school finances and stores
in the district is low; 86.6% of the respondents rarely used ICT in library catalogue,
80% did not use ICT in tender process, 79.9% in control of school store, 66.7% in
transactions.
On the use of ICT in management of human resources the study found out that it was
low; 80% rarely used ICT in staff personal information records, staff responsibilities
records and communication. Only 6.7% rarely used ICT in student admission details.
The study found out that schools hardly used ICT in communication with stakeholder;
93.3% rarely used ICT in correspondence with the BOG, 86.7 % rarely used ICT in
33
correspondence with the education offices, 86.6% rarely used ICT on PTA matters
5.3 Conclusions
From the findings and the objectives of this study it can be concluded that;
The status of ICT infrastructure in secondary schools in Mathira West District is not
yet fully developed as indicated by the fact that some schools are yet to install
a significant number of schools indicated that they did not make use of basic
computer software such as word processing, spreadsheets, databases and power point.
From the findings of the study it can be concluded that the use of ICT in management
of secondary school finances and stores in the district is poor. Less than 50% of the
students’ fees register, procurement documents, tender process, control of school fees
and library catalogue. The study found out that schools hardly used ICT in
communication with stakeholder and that that the use of ICT in correspondence with
stakeholders is very low; majority of the respondents indicated they did not use ICT in
correspondence with the; BOG, parents, PTA and education offices. These results
5.4 Recommendations
34
ii. Secondary schools should be encouraged to use ICT in management of
human resources.
On the basis of the findings and conclusion of this study the following
i. Further studies ought to be carried out to investigate the levels of ICT literacy
ii. There is need to establish the attitudes of secondary school employees towards
use of ICT
35
REFERENCES
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Devon County Council LEA ICT Strategy for schools 2003-2006 (2004)
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Feldner, (2003) realities of the information age, new global partnerships and
Fullan, M. (1993). Change forces: Probing the depths of educational reform. London:
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Gay, L.R. (1992). Educational Research: Competence for analysis andapplications.
Gray, D. & Smith, E. (2007). Case studies in 21st century school administration:
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management. 142,181-204
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May, 2014
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40
APPENDIX A
PRINCIPALS QUESTIONNAIRE
secondary school in Mathira West District. For this study to be successful, your co-
operation and honesty in responding to the items will be highly appreciated. Please be
assured that the information you will provide is completely confidential and will be
used for the purposes of this study only. Do not indicate your name or the name of
Section A
1. Gender
Male ( )
Female ( )
2. Age :
30 and below ( )
30-40years ( )
41-50 years ( )
51 and above ( )
3. Education level
Diploma ( )
Bachelor’s degree ( )
Master’s degree ( )
No training at all ( )
Informal training ( )
Formal training ( )
41
5. Period of experience with ICT
No experience ( )
1 to 5 years ( )
Indicate the availability of the listed ICT hardware and software in your school
Indicate your degree of agreement with the following statement: I use ICT in
monitoring the listed management functions in my school. Never (N), Rarely (R),
42
N R U S A
21 Organization of the approved curriculum
22 School timetable
23 Schemes of work
24 Students’ progress reports
25 Learning sessions
Control of school finance and stores
26 Financial transactions
27 Students fees registers
28 Procurement documents
29 Tender process
30 Control of school stores
31 Library catalogue
Management of human resources
32 Staff personal information records
33 Students’ admission details
34 Staff responsibilities records
35 Communication with school Staff
Correspondence with stakeholders
36 Maintain correspondence on all Board of Governors (BOG)
37 Parents news letter
3 Maintain correspondence on all Parents Teachers Association
8 (PTA) matters
39 Maintain correspondence with education offices
Management physical facilities
40 Monitoring the maintenance manuals for all physical facilities
43
APPENDIX B
RESEARCH PERMIT
44