16 research outputs found
ELECTRONIC BANKING ADOPTION AND FINANCIAL PERFORMANCE OF COMMERCIAL BANKS IN KENYA, NAIROBI CITY COUNTY
No full textELECTRONIC BANKING ADOPTION AND FINANCIAL PERFORMANCE OF COMMERCIAL BANKS IN KENYA, NAIROBI CITY COUNTY
1*Priscah Jepchumba
1Post Graduate Student: Kenyatta University
*Corresponding Author\u27s Email: [email protected]
2 Dr.Eddie Simiyu
Lecturer: Kenyatta University
Abstract
Purpose: This research was done to establish how e- banking adoption has improved the financial performance of commercial banks in Kenya.
Methods: The study used descriptive research design and structured questionnaires to collect data.The target population was all the 41 commercial banks in Nairobi. The sampling design was census where general managers and credit managers were targeted in Nairobi headquarters. The source of data was primary and secondary data; Primary data was collected from source through questionnaires while secondary data was sourced from annual central bank reports, bank financial statements as well as periodical journals and reports.
Results: The findings of the study has indicated that most of the respondents had served the banking industry for a period of at least five years and education level of at least a college diploma. The study also rejected all the null hypotheses and concluded that electronic banking has positive effect on financial performance of commercial banks. The study has contributed to knowledge through provision of scholarly literature on electronic banking and financial performance of commercial banks in Kenya.
Unique Contribution to Theory, Practice and Policy: The study\u27s recommendation to management is to implement strategies which: increase Speed in Electronic Services, increase investments in Electronic banking, promote training programs to employees and adopt suitable techniques to reduce threats to e-banking. The study\u27s recommendation is that a similar research should be conducted with a moderating or mediating variable in the same industry
The factors influencing the rate of girl drop out in schools in Igembe South district, Meru county
No full textThe study sought to find out the causes of school dropout in the Igembe South District of Meru
County. The researcher used descriptive survey as the research design and questionnaires were
used as the data collection instrument. A total number of two hundred and forty (240) respondents
were sampled for the study: One hundred (100) pupils, ninety (90) parents, thirty (30) dropouts
and twenty (20) teachers. Parents and dropouts were selected on snowballing sampling technique;
teachers were sampled through purposive sampling method; and the simple random sampling
method was used to select the pupils. The methods adopted for analyzing the results of the study
were simple frequency and percentage tables. It was found from the study that pupils in the Igembe
South District perceive the school or learning environment in which they learn as not being
conducive or friendly and thereby discourage them from attending school. The findings also
revealed that many factors influence school dropout in the Igembe South District prominent among
them are: parents not being able to provide pupils’ educational needs, teasing or stigmatization
resulting from poor performance, pregnancy on the part of pupils, hunger, and too much
punishment by teachers. It was also found from this study that parents and teachers do not play
any active roles in ensuring the retention of pupils in school. The findings of this study show that
majority of pupils would be influenced to drop out of school due to the teasing or stigma they
suffer as a result of disease (HIV/AIDS) of their parents. Based on the results of the study the
following recommendations are made; the learning environment should be made conducive to
facilitate pupils’ retention in school, teasing and stigmatization of dull students on the part of pupils
and teachers must stop, special attention must be given to pupils with special academic needs,
provision of guidance and counseling units in the schools ,soft loan to parents to embark on small
scale business, those who impregnate school children must be imprisoned,sex education should be
encouraged in schools, extension of the school feeding program, provision of free school uniforms
and other learning materials, there must be HIV/AIDS sensitization program in the district so as
to deal with the stigmatization of the children of HIV/AIDS patients and Seminars and workshops
to educate the pupils, parents and the entire community about the dropout menace
Direct And Indirect Effect Of Store Awareness And Store Perceived Quality On Store Brand Choice.Empirical Evidence From Selected Supermarket Retail Industry In Kenya.
No full textDoes Environmental Knowledge Matter? Social Influence and Pro-Environmental Behavior in University Students: An Indirect Effect Model
No full textPurpose- This study aims to provide an analytical framework that focuses on environmental knowledge as a mechanism through which social influence enhances pro-environmental behavior among university students.
Design/Methodology- The research employed quantitative strategy, cross-sectional survey design, and systematic random sampling techniques to obtain data from a sample of 335 university students using a structured self-administered questionnaire. The study hypotheses were tested using Hayes Process Macro vs. 3.5 (Model 4).
Findings- Results indicate that social influence strongly impacts students’ environmental knowledge, and both variables significantly predict pro-environmental behavior. Environmental knowledge was discovered to be the strongest predictor of pro-environmental behavior among students. Finally, results show that environmental knowledge mediates the relationship between social influence and pro-environmental behavior, revealing a complimentary mediation model superior to the direct effect model.
Originality- These findings reveal that social influence and students’ environmental knowledge have a strong influence in cultivating students’ pro-environmental behavior. Furthermore, the complementary mediation model, which shows superior results than the direct effect model, contributes to the body of knowledge and offers new insights into theory and practice.
Practical Implications- Environmental sustainability may be positioned as a social trend by government and business agencies, such as a promotional campaign, workshops, and training to demonstrate and raise awareness about environmental issues
Social Media, External Prestige and Students’ Attitude towards Postgraduate Enrollment: A Conditional Process Analysis across Levels of University Reputation
No full textPurpose- This paper aimed to determine the conditional effect of University reputation on the indirect process of external prestige on the relationship between social media and students’ attitude towards postgraduate enrollment.
Design/Methodology- The study adopted a cross-sectional survey design, multistage random sampling in collecting data using a self-administered questionnaire. The sample size was 504 students from four universities in Kenya.
Findings- Outcome indicates a partial indirect effect of social media and students’ attitude via external prestige. It further reveals a conditional effect of university reputation on the link between; social media and external prestige, and, external prestige and students\u27 attitude. Finally, a test of the conditional indirect process is also confirmed.
Practical Implications- Results of the study might help university managers and policymakers in developing effective strategies, policies, and techniques to attract potential students through social media platforms and also develop and strengthen university prestige and reputation through proper management of resources, social responsibility, and employment of qualified academic staff.
Originality/value- The study findings bring new understanding concerning the indirect effect, the conditional process and highlight new insights on identifying mechanisms that exert a conditional effect on the indirect paths of the study variables
Identifying and use of imagery in selected songs of Mrisho Mpoto
No full textThis work aims to analyse the imagery in the songs and how they are contributions in selected songs of Mrisho Mpoto. This research was led by the stylistic theory that deals with the use of words in a unique way and thus makes language difficult or easy, preventing the writers feelings that seems to be ridiculed, affectionate, optimistic, harshness or sarcasm, the use of stylistic devices such as similes, metaphor, personification among others. The selection of stylistic devices used to influence the target audience, the use of style by focusing on specific contests in story telling or telling events. However, this research focused on three main pillars; words are used artificially making the language difficult or easy, the author\u27s feelings are evident, expressing ridicule, affection, optimism, harshness or sarcasm from the use of language; the selection of used style brings attraction to the target audience. The findings of this research reveals that the songs of Mrisho Mpoto due to the use of imagery many of their lovers do not understand them very well. So we suggested further research into this composition in the aspects of art
Water Flow Behavior and Storage Potential of the Semi-Arid Ephemeral River System in the Mara Basin of Kenya
No full textAlluvial corridors of ephemeral river systems provide viable opportunities for natural water storage in dry lands. Whilst alluvial corridors are widely recognized as water buffers, particularly for areas experiencing constant water scarcity, little research has been undertaken in Sub-Saharan Africa to explore their hydrological variability and water resource potential as alternative water sources for nearby communities. This study investigated the water flow behavior and storage potential of an ephemeral river system in the Mara Basin of Kenya for purposes of supporting water resources development and ecological sustainability. The water flow processes – including the recharge rates and water loss processes – from existing sand storage systems were established through monitoring of ground and surface water levels. Water samples along the alluvial corridor were collected and analyzed for major ions and isotopic signatures required to establish the water storage dynamics. The storage potential was estimated through Probing and Electrical Resistivity Tomography techniques, augmented with in-situ measurements of hydraulic conductivities and channel bed porosities. The mean annual storage volume in the alluvium of the study reach was estimated at 1.1 Mm3, potentially capable of providing for the annual domestic and livestock water demands of the area. Transmission losses into the alluvium beneath the ephemeral channel-bed were noted to attenuate the flood peak discharges, depending on the level of saturation of the alluvial bed. However, water storage in the alluvium was subject to losses through evapotranspiration and seepage through fractured bedrocks. The study demonstrated the potential of alluvial corridors as water storage buffers providing alternative water sources to communities within the dry land regions with water scarcity, thereby to supporting ecosystem sustainability.Water Resource
Education ‘inconvenient truth’: Part one- Persistent middle class advantage
No full textAs a policy sociologist I have long been drawn to uncomfortable questions about whose interests are really being served in and through education (Thrupp, 1999a). I’ve been interested in how developments in education policy and practice can lead to greater social inequalities and how seemingly worthwhile policies and practices can be undone by other developments (Thrupp, 1999b). In recent years I’ve also increasingly turned the spotlight back on us as academics and researchers, to consider the politics of our own work and ask awkward questions about whether we are part of the problem too (Thrupp & Willmott, 2003). And, to some extent, I’ve begun to take up that difficult challenge which is always being put to critical scholars, you know, ‘so what’s the alternative?’ (Thrupp, 2005)
Linking transformational leadership to turnover intention in universities: the mediating effect of organizational culture
No full textPurpose – This study is threefold. First, it explores the key predictors of turnover intention (TI) among academic staff. It further examines how transformational leadership (TL) is associated with TI among these staff, and whether organizational culture (OC) mediates this association. Design/methodology/approach – This study adopted a quantitative and cross-sectional survey design. Data were obtained using a structured questionnaire on a sample of 574 respondents drawn from a population of 4,192 academic staff using cluster and simple random sampling techniques. Data were analyzed using SPSS statistical software v23 and hypotheses were tested using Process Macro v4.2 (Model 4). Findings – This study found a negative relationship between TL and TI. Furthermore, OC partially mediates the relationship between TL and TI. Thus, our study proves that there is both a direct and indirect relationship between TL and TI through OC. Research limitations/implications – First, the study was limited to academic staff at selected universities in Uganda, which may limit the generalizability of the findings. Practical implications – In order to retain valuable academicians, leadership and culture are of central concern for universities. Accordingly, university managers need to invest in the development and promotion of TL traits to effectively foster an inclusive and encouraging atmosphere (OC) that facilitates staff to stay longer. Originality/value – The study adds to the body of knowledge by providing key evidence on the predictors of TI among academic staff. The indirect mediation results offer some new insights into theory and practice. This is relevant to understanding the concept of TI and filling the empirical and practical gaps that exist in the academic context
A Critical Ethnography of Pupil Resistance to Authority: How Pupil and Teacher Identities Create Spaces of Resistance in the Contemporary School
No full textThis thesis employs a critical ethnographic method to examine how high ability pupils in a comprehensive school in an area of relative social deprivation express resistance to authority. The identities which teachers adopt in response to pupil resistance are also critically examined. The focus of the study is a group of nine high ability pupils. Data was collected through observing these pupils in forty-three lessons and conducting eleven group pupil interviews. Sixteen members of school staff were also interviewed. The research was conduced over a three month period (May to July) in the summer term of 2009.
Building upon neo-Marxist resistance theory the aim is to inject a degree of construct validity into the concept of pupil resistance. By avoiding the tendency to romanticise pupils’ often petulant and nihilistic behaviour the aim is to revitalise resistance theory by providing a more valid account of how and why pupils resist school authority. The aim is also to critically evaluate how pedagogic practice responds to pupil resistance and to assess the potential for pupil resistance to develop into a wider Marxist transformative agenda.
It is argued that certain high ability working class pupils express a form of constructive resistance. This behaviour challenges the social classifications of schooling through constructively questioning the equity and competence of pedagogic authority. It is argued that constructive forms of resistance reflect the ability of pupils to critically assess their social environment and resist perceived injustice. It is also argued that pupils who express constructive forms of resistance have the potential to question the social classifications of wider capitalist society.
The critical element of this thesis argues that current pedagogic practice is inadequate in engaging with pupil resistance; teachers adopt identities which seek to suppress pupils’ critical awareness. It is further argued that for constructive forms of resistance to develop wider meaning teachers must critically engage with pupils’ cultural expression through developing critical forms of pedagogy which reference pupils’ cultural heritage
