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Internal Control Systems and Financial Performance of Private Security Firms in Nairobi City County, Kenya
(International Academic Journal of Economics and Finance (IAJEF), 2025-05) Kisaingu, Francis Munyao; Njoka, Charity
Effective internal control systems are vital for protecting organizational assets, ensuring adherence to regulations, and enhancing overall operational performance, all of which contribute to strong financial outcomes. Huge cash losses have been recorded throughout the years, putting private security companies involved in cash transportation in the headlines. Theft of cash in transportation occurs not just by the G4S security business, but also by other security agencies engaged to carry it. In one recent occurrence, KK security agents stole a total of Sh82 million while carrying it from Westlands to the Central Bank of Kenya. The Wells Fargo security failed to prevent the theft of 94.9 million belonging to one of the Supermarket in Kenya during money transit. It is evident that the existing private security measures were insufficient to safeguard the business's assets. Private security firms are essential for ensuring safety and security across various sectors, including business environments, residential areas, and public events. This research aimed to investigate the effect of internal control systems on the financial performance of private security firms in Nairobi City County, Kenya. The objectives of the research were: to evaluate the effect of access control on financial performance of private security firms and to analyze the effect of risk assessment on financial performance of private security firms. The research was anchored on Agency Theory and Stakeholder Theory. The linkage between the variables were investigated using a causal study approach. The research focused on a population of 81 officially registered private security companies, from which a sample of 25 firms were chosen utilizing stratified sampling techniques. Data was primarily collected through structured, closed-ended questionnaires. The collected responses were analyzed utilizing both descriptive and inferential statistical methods. Descriptive statistics involved measures like means, standard deviations, and while inferential statistics comprised regression analysis to determine relationships and significance. The analyzed data was presented through frequency and percentage tables, and charts. The findings revealed that access control shows a positive performance as indicated by significance value of .001. Risk assessment have a significance level of .004, further solidifies the importance of this variable. The research concluded that effective internal controls particularly in the areas of access control and risk assessment play a critical role in enhancing the financial performance of private security firms. The research recommended that firm managers prioritize the continuous improvement of internal control frameworks. Specifically, it advocated for regular staff training to upgrade professional skills, as well as collaborative efforts among stakeholders and policymakers to foster an environment that supports best practices in internal control throughout the private security sector.
A Reflection on Challenges Faced by Deaf Trainees in Effective Social Interaction in St. Angela Mumias Vocational School, Kakamega, Kenya
(Randwick International of Social Sciences (RISS) Journal, 2022-04) Nzioka, Brenda Mumbua; Ouko, Ong’ang’a H. M.; Isanda, Becky
The purpose of the study was to establish the challenges deaf
trainees face in their social interactions. The study focused on St.
Angela Mumias Vocational School for the Deaf, Kakamega
County. The study was anchored on the Theory of Mind by David
Premack (1978). A case study design was adopted. The study
target was 103, including 95 deaf trainees, one principal, and 7
trainers. Purposive sampling technique was employed to select 3
trainers and the principal, while simple random sampling was
used to select 39 deaf trainees. This study adopted a mixedmethods data collection approach. Questionnaires comprising
both open-ended and close-ended questions were used to collect
data from the principal and deaf trainees. In contrast, semistructured interview schedules were used to collect primary data
from trainers. Quantitative data was coded and analyzed using
Statistical Package for Social Sciences (SPSS version 21).
Descriptive data was represented in the form of mean, median,
mode, correlation, frequency distribution tables, graphs, pie
charts, and percentages. Qualitative data were coded
systematically by hand, analyzed thematically and presented in
narrative form. The findings revealed that only 27.8 % of deaf
trainees interacted with the hearing trainees and they also do not
share their problems and secrets. Based on the results, the study
recommends that the government, through the Ministry of
Education, decentralize sign language training to the villages and
community settings to assist in enhancing communication
between the Deaf and the hearing.
Teachers' Intervention Strategies and Social Interaction among Learners With Emotional and Behavioural Disorders in Selected Primary Schools, Nairobi City County, Kenya
(European Journal of Special Education Research, 2025) Nyabwengi, Faith Moraa; Karia, Mathew
This study aimed to explore the impacts of music therapy on the speech development of children at Nakuru Hills Special School, Nakuru, Kenya. The theoretical framework of the study included cognitive behavior theory and social-pragmatic theory. A quasi-experimental design was used to group the participants into two groups: the comparison group and the experimental group. The comparison group of learners with speech development disorders or problems received standard care or intervention, while the experimental group of learners with speech development disorders or problems received music therapy. The research population included special education teachers, special schools’ music teachers, and caregivers, as well as speech and language pathologists working at Nakuru Hills Special School and Kenyatta University. The sample consisted of 20 participants randomly selected from the sample population. The study utilized a mixed research approach to achieve and answer research objectives and questions, respectively. The qualitative and quantitative research approaches were applicable in the mixed methodology. Interview and survey instruments were used for data collection. Piloting of the research instruments was done at Njoro Special School because it has similar characteristics and is situated in the neighboring Sub-County of Njoro. Descriptive and inferential statistical analysis, was conducted in IBM SPSS version 26 using particulars gathered during the survey. Thematic analysis was used to analyze the interview data. Data collected from caregivers and speech therapists indicated significant progress in children's speech abilities following music therapy interventions. Key findings from the qualitative data revealed that caregivers observed noticeable enhancements in their children's articulation and vocabulary. The analysis using paired samples t-tests showed important changes in the scores from before and after the tests in different areas of speech development, such as saying single words, saying words in sentences, talking in conversations, writing sounds, and rhythm. Singing, instrument playing, and movement activities are key strategies in speech development. The study concludes that music therapy significantly enhances speech development in children with speech disorders at Nakuru Hills Special School. The study recommended that the Ministry of Education should establish explicit policies to incorporate music therapy into speech therapy programs in institutions with special needs, acknowledging its potential to improve speech development through child-centered and engaging approaches.
Teaching Literacy Skills in Standard One: Challenges Faced By Language Teachers in Rural Areas in Kenya
(International Journal of Science Arts and Commerce, 2017-09) Marisin, Anne Cherotich; Ouko, Ong’anga H.M.
The language of instruction stipulated for lower primary by Kenya’s policy on language in
education is mother-tongue or Kiswahili, while English is introduced as a language activity. The
use of two languages in standard one can be challenging, cumbersome and demanding. The
study therefore sought to find out the challenges faced by standard one teachers in teaching
English Literacy skills in Ainamoi Sub-County, Kericho county Kenya. The study adopted a
descriptive survey design. The study focused on all public and private primary schools in the
county. Purposive and stratified simple random sampling techniques were employed. 12 public
primary and 8 private primary schools were sampled to participate. This formed a 10% sample
size from the private and public schools. Questionnaires were used to collect primary data from
the randomly selected standard one teachers and head teachers of the selected schools. Results
indicated that the challenges faced by language teachers related more to lack of the necessary
and appropriate teaching/learning resources. It was also established that there was severe
mother-tongue influence on English. It was found out that teachers employed certain strategies
to promote English literacy skills acquisition including building warm teacher/child
relationships. It is recommended that the strategies be up-scaled by teachers including
improvisation of locally appropriate resources and that further research would be necessary to
establish the effects of mixed languages of instruction on English language skills acquisition
Early Learning Experiences and Teacher-Efficacy As Predictors of Pupils‟Competencies in Early Primary School Grades in Rural Kenya
(World Journal of Innovative Research (WJIR), 2018-04) Ouko, Ong’ang’a Hudson
Pre-primary school learning experiences lays a
strong foundation for pupils’ later academic progression and
achievement. The experiences equip learners with the requisite
competencies and abilities for formal and life-long learning
including basic literacy and numeracy skills. Premised on this
commonality, the purpose of this study was to establish pupils’
academic achievement in literacy and numeracy on entry to
standard one and whether pre-primary school learning
experiences and teachers’ level self-efficacy predicted pupil’s
literacy and numeracy achievement. The study also investigated
pre-primary school learning experiences and teachers’
self-efficacy’s predictive value of standard one pupils’ literacy
and numeracy achievement. Free primary school in Kenya is
mandatory for six year olds irrespective of their backgrounds.
Pre-primary school education is therefore not a requirement for
joining primary one (Standard one) class. In a typical standard
one class in Kenya, one would expect pupils with unequal
pre-primary school learning experiences. Teacher’s self-efficacy
equally could influence pupils’ academic achievement. Two
theories guided this study; Albert Bandura’s self-efficacy
theory (1982) and the Ecological Systems theory by Urie
Bronfenbrenner (1979). Ex post facto research design was used
to guide the study. Variables of the study included pre-primary
school experiences, gender, teachers’ self-efficacy and type of
school. The study was conducted in Gucha District of Kisii
County, Kenya. The target population was both public and
private primary schools in the District. All standard one pupils
and their teachers of the sample schools participated. Purposive
and stratified random sampling techniques were employed.
Eight (8) primary schools formed the sample of the study. A
total of six public and two private schools formed the study
sample. This was comprised of 16% of the population. The total
sample was 154 pupils and eight (8) teachers. Descriptive and
inferential techniques were employed to analyze data. Statistical
Package for Social Sciences (SPSS) programme was used to
analyze data. Means and percentages were calculated and
inferential statistics involved Analysis of Variance (ANOVA).
ANOVA was used to test, H01, H02, H03 and H04 while H05
was analyzed using multiple regression. A P ≤ 0.05 level of
significance was accepted. The findings of the study revealed
that pre-primary school learning experiences together with
teachers’ level of self-efficacy significantly predicted pupils’
literacy and numeracy achievement. One of the
recommendations based on the study findings was that policy
makers at both central and county governments should invest
substantial resources in pre-primary school programmes in
order to improve academic outcomes in primary school level to
avoid investing too much too late.