| dc.description.abstract | At the second World summit on the information Society (Tunis 2005), Kofi Annan
reminded us that we are living in a World of rapid change where technologies playa multitude of
roles. How we tap this technology's potential will shape our future together we cannot remain
indifferent to this enormous metamorphosis. As researchers and educators, we have a
responsibility to embrace the processes of change that lCT brings to teaching life, work and
livelihoods.
lMS has not been taken seriously in some secondary school in Lurambi Division,
Kakamega Central District, the emergence of the technological changes has serious implications.
The aspects of using the IMS is becoming a new role of information system, which compromise
of decision support and executive support. This research was advanced to establish the
challenges facing the use of the IMS in management of secondary schools in Lurambi Division,
in Kakamega Central District of Kenya. The research design used survey descriptive. The study
made use of sample population from district school selected through stratified random sampling
plan. The research instruments used open and closed ended questionnaire to collect to collect
both qualitative and quantitative information respectively, The collected data was tested by using the Alpha Model to ascertain the reliability of data. The collected data will enable schools to
consider broad use of IMS in management. The IMS would facilitate decision making, help
forward planning, record the data and provide a control mechanism.
From the research findings it is evident that most Secondary have not embraced IMS,
despite the technological wave they are still attached to manual system which consumes time and
resources of school management at the expense of improving teaching and learning activities,
despite advantages of IMS in schools activities such as school collection, students registration,
time tabling, internal examination processing, students records, alumni records, progress records
all employ manual system which eat up both teachers and school management board time and
energy thus reducing their input in the improvement of students performance in examination. | en |
