Information and Knowledge Management using ArcGIS ModelBuilder

Enhancing the Success of Electronic Schools in the
Kenyan Context
Hesbon Nyagowa 1 , Dennis Ocholla 1 and Stephen Mutula 2
1 University of Zululand, South Africa
2 University of Kwazulu Natal, South Africa
nyagowa_hesbon@yahoo.co.uk
docholla@pan.uzulu.ac.za
MUTULASM@mopipi.ub.bw
Abstract: This study evaluated the success of the NEPAD ESchool Pilot in Kenya. The evaluation was
underpinned by DeLone and McLean’s (D$M) IS Success model which consists of seven dimensions, each of
which contributes to the success of the IS. D&M IS success model’s seven dimensions pertinent to the eSchool
system are: system quality, information quality, service quality, intention to use, use, user satisfaction and net
benefits. In the adapted model for ESchool Success evaluation, re-specification was undertaken resulting in
introduction of a new dimension (training effectiveness) and removal of ‘intention to use’ dimension from the D&M
IS success model. The measurement of the success of each dimension was based on observation of installed
eSchool systems and users’ perceptions. Survey was conducted on the study population of six eSchool and
5,186 eSchool users. The NEPAD ESchool Pilot in Kenya was found to be successful despite challenges of
implementations. This paper discusses factors which were found to negatively impact on the success of NEPAD
eSchool system in Kenya. The paper concludes with recommendations on how the success rate of eSchools can
be improved in the Kenyan context.
Keywords: eSchool; IS evaluation; eSchool success, Kenya, eLearning; improving eSchool success
1. Introduction
Information systems (IS) have generally been accepted as tools that improve efficiency and
effectiveness in operations in many sectors of economies, with the greatest pay-off realized in the
service sector (Quinn & Baily, 1994; Smith, McKeen & Street, 2004). Extant literature supports the
notion that the implementation of IS generally results in the efficient utilization of resources,
particularly when resources and capabilities are well integrated (Araya, Chapparo, Orero, & Joglar,
2007). Despite the dearth of information on the impact of IS in the education sector, many economies
have deployed IS in schools with the aim of improving productivity in learning (Goodison, 2002) and
management operations in schools (Bush, 2002), and increasing access to education (Jamtsho &
Bullen, 2007).
Extant literature shows that eLearning has largely been successful, partly because it is cost effective
to the learner (Burgess & Russell, 2003) as the learners do not forgo earning opportunities during the
study period. An eSchool, on the other hand, integrates information communication technologies
(ICT) in curricula delivery for students who are attending a school in the physical sense. Benefits that
may translate in cost reduction include enhanced productivity in school administration, enhanced data
flow for policy making, affordable in-service training of teachers, facilitation of collaboration between
students in different schools (Twinomugisha, Callan & Bunworth, 2005) and reduced cost of training
students when they join employment.
The New Partnership for African Development (NEPAD) through its e-Africa Commission is piloting an
eSchool system in 17 African countries, including Kenya. The main objective of the NEPAD eSchool
is to improve the quality of graduating students. This would be evident in the extent to which students
fit in the modern work environment which is highly computer intensive. The NEPAD ESchool Pilot has
not achieved its objectives to date (Evoh, 2007) which include an investigation of how the challenges
of eSchool may be addressed to improve success rate. The pilot project is several years behind
schedule which calls for evaluation study.
The current study evaluated the success of the NEPAD ESchool Pilot in Kenya using ESchool
Success model which is an adaptation of DeLone and McLean’s (D&M) IS Success model. D&M IS
success model comprises seven dimensions each of which contributes to the success of the IS
implementation. Six of the ESchool Success model corresponds contextually with D&M IS Success
model as in table 1 (Nyagowa, Ocholla & Mutula, 2011). One dimension of D&M IS success model,
the ‘intention to use’ was dropped as a new dimension, ‘training for use effectiveness’ was introduced.
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