Browsing by Author "Kipkenei, Simon"

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Application of National Education Management System to Student Enrollment and Secondary School Administration in Bungoma County's, Kenya
(International Journal of Trend in Scientific Research and Development, 2022-12-03) Khaemba, Lorna; Kipkenei, Simon; Wekesa, Duncan Wasike
National Educational Management Information System (NEMIS) is the Kenyan integrated Education Management Information System. NEMIS is necessary to support overall education management. It is in form of a portal helps the Ministry of Education to gather accurate and real time information on learners, staff and learning institutions. The main objective of the study was to determine the influence of NEMIS students’ enrolment on secondary school management. The study was guided by the Technological Acceptance Model. Descriptive survey research design was employed with a target population 553 respondents comprising of managerial teaching staff from Extra County, county and sub county schools. Simple random sampling was used to select 164 respondents from the 30 public secondary schools in Bungoma West Sub County. Questionnaires, and interview schedule were used to collect data from the respondents. Data was analyzed using descriptive statistics. The research findings revealed that NEMIS was well managed in Extra County and County Schools and then in Sub County Schools hence it had a significant influence student enrolment in the system. The study recommends training of all senior management in the utilization of NEMIS and have all school adopt digital record keeping systems that are compatible with NEMIS for easy retrieval of data on enrollment.
Socio-cultural factors affecting academic performance in Busia County, Kenya
(International Journal of Science and Research Archive, 2024-12-06) Imo, Imunyo Eric; Kipkenei, Simon; Ong'anyi, Paul Obino; Khaemba, Protas Fwamba
Parental characteristics play an important role in students’ academic performance. These factors are usually measured by education, employment-status and the income of an individual to determine an individual’s livelihood. The study objective was to establish parental socio-cultural practices that influence students’ academic performance in Public Day Secondary schools in Teso North Sub- County. A cross-sectional survey was carried out in Teso North Sub-County, Busia County, Kenya. Both primary and secondary data was collected. The tools for primary data included questionnaire, interview schedules and Focus Group Discussions while secondary data was collected using document analysis guide. The target population was 4,238 who included students, parent representatives, principals, form four class teachers and Sub-County director of education; with a sample size of 351. Purposive, proportionate and simple random sampling techniques were employed. Validity was checked through consultation with experts and reliability coefficient of 0.788 was established. Piloting was done in the neighboring Teso South Sub-County because it possessed similar characteristics as Teso North Sub- County. Both descriptive and inferential statistics were employed to analyze data using SPSS version 25 and presented in tables, charts and graphs. The study identified initiation rites, property rights, wife inheritance and polygamy as having negative influence on academic performance. These socio-cultural practices contributed to about 82.5% of student achievements in Busia County. The study recommends stake holders in education to create awareness to parents on the negative effects of socio-cultural practices that affect academic performance and find interventions to reverse the declining trends in students’ performance in National Examinations.
The Effect of Parental Economic Status on Students' Academic Performance in Public Day Secondary Schools in Busia County, Kenya
(IRE Journals, 2025-06-12) Imo, Imunyo Eric; Kipkenei, Simon; Obino, Paul Ong'anyi
This study examined the effect of parental economic status on students' academic performance in public day secondary schools in Busia County, Kenya. A cross-sectional survey design involved 355 Form 4 students from 9 randomly selected schools. Data was analyzed using correlation and regression analysis with SPSS version 25. The study revealed a significant positive correlation (r = 0.703, p < 0.001) between parental economic status and academic performance. Regression analysis showed that economic status explained 83.1% of variance in academic performance (R² = 0.831). Key findings: 75.2% of households earned below KSh 10,000 monthly, 67% of household heads had primary education or less, and the standardized coefficient (β = 0.754) indicated strong economic influence on academic outcomes. Parental economic status significantly influences academic performance. Targeted interventions addressing economic disadvantage could substantially improve educational outcomes.