Indexing

Abstract: The purpose of the study was to determine the effect of risk management on financial performance. The study used agency theory. This study adopted a descriptive research design. The target population of the study was drawn from all the senior management, middle level management and all staff of the seventeen SACCOs operating in Nairobi City County. The sample of the study was fifty one employees. The sample of 51 was generated by purposively sampling three employees from each SACCOs which included chief executive officer, finance manager and risk manager. This study used structured questionnaires for data collection. Collected data was cleaned and then entered into an SPSS programme for data analysis. Descriptive statistics such as percentages, mean trends and standard deviation will be computed to describe the characteristics of the variables while inferential statistics applied to establish the nature and magnitude of the relationship between the variables. Multiple regression and analysis of variance was used to test the relationship of one variable over the other.  Based on the findings, the study concluded risk management were found to be positively related financial performance of savings and credit cooperative organization in Nairobi City. The study was to be significant to the directors of SACCOs, the government through the ministry of cooperatives and identify gaps for further research on the field.

Keywords: risk management, financial performance, SACCOs, data analysis.

Title: Risk Management and Financial Performance of SACCOs

Author: Isaac O. Eshikumo, Dr. Elizabeth Nambuswa Makokha

International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH)

ISSN 2349-7831

Vol. 12, Issue 2, April 2025 - June 2025

Page No: 20-28

Paper Publications                                                                                    

Website: www.paperpublications.org

Published Date: 30-April-2025

Abstract: The purpose of this study was to determine the effects of project risk management practices on the performance of ATMIS project in Somalia. The study was guided by the following specific objectives; determine effect of risk identification on the performance of ATMIS project in Somalia. The study was guided by the following theories: stakeholders’ theory. The study adopted the descriptive survey research design. The target population of this study comprised of 365 from all categories involved in ATMIS, Mogadishu area, which formed the unit of observation of this study. The stratified sampling scientific formula was used to extract the sample size of 131 respondents from the target population, stratified into 3 strata. The study used semi-structured questionnaires as the primary data collection instrument. The data obtained from the survey questions was analyzed using statistical software, Statistical Package for the Social Sciences (SPSS). To get to know the relationship between independent and dependent variables, the study used descriptive statistics, correlation analysis and regression analysis as tools. The data obtained from focus groups was analyzed using the thematic method. Piloting was done to test the validity and reliability of the data collection instrument. The study concluded that risk identification had a significant effect on performance of the ATMIS project in Somali. The study recommended that the management should conduct a thorough risk identification, for indicators that should be used as techniques in the practice; mind mapping, nominal group technique and brainstorming to avoid trouble in identifying risks due to complexity, and any additional unpredicted event and that the use of a mind mapping approach to managing qualitative data can provide a pragmatic resolution of the tension between limited resources and quality in stakeholders participation processes.

Keywords: Risk Identification, performance of the ATMIS project.

Title: PROJECT RISK MANAGEMENT PRACTICES AND PERFORMANCE OF AFRICAN UNION TRANSITION MISSION PROJECT IN SOMALIA

Author: Gathambiri Peter Nguribu, Dr. Elizabeth Nambuswa Makokha

International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH)

ISSN 2349-7831

Vol. 12, Issue 2, April 2025 - June 2025

Page No: 11-19

Paper Publications                                                                                    

Website: www.paperpublications.org

Published Date: 30-April-2025

Abstract: The integration of Artificial Intelligence (AI) in teaching has transformed conventional teacher training methods, offering AI-driven feedback systems, interactive simulations, and adaptive learning environments. This study explored the role of AI, particularly generative models like ChatGPT, in enhancing lesson delivery, instructional feedback, and teacher engagement in micro- teaching. AI-powered platforms provide real-time, systematic, and personalized feedback, analyzing verbal communication, lesson structuring, and classroom engagement techniques to improve teaching effectiveness. Additionally, AI-driven simulations enable pre-service teachers to practice classroom management, respond to diverse learning scenarios, and develop adaptive instructional strategies in a risk-free virtual environment. Despite these advancements, AI in micro-teaching presents significant challenges, including bias in AI-generated feedback, lack of emotional intelligence, data privacy concerns, and the potential over-reliance on automation. Research highlights that while AI offers consistency and efficiency, it lacks the depth of human evaluation, particularly in assessing creativity, socialization, student engagement, and emotional responsiveness. A hybrid feedback model that integrates AI-driven analytics with human mentoring is recommended to balance structured feedback with contextual and personalized insights. This literature review synthesizes theoretical frameworks, such as Constructivist Learning Theory, Feedback and Learning Theories, and the Artificial Intelligence in Education (AIED) Framework, to explain AI’s role in micro-teaching. Findings suggest that AI-enhanced micro-teaching can complement conservative evaluation methods, leading to a more engaging, individualized, and efficient teacher training experience. However, ethical considerations and responsible AI integration must be prioritized to ensure fair, unbiased, and effective use of AI in education. This study contributes to the ongoing discourse on AI’s impact in teacher education, offering insights into its potential, limitations, and future directions.

Keywords: micro-teaching, Artificial intelligence, AI-generated feedback, AI-powered simulations, Hybrid AI-human evaluation.

Title: Integrating Artificial Intelligence in Micro Teaching: The Role of ChatGPT for Customized Feedback and Interactive Learning

Author: Joanne Nabwire Lyanda, Salmon Oliech Owidi

International Journal of Recent Research in Social Sciences and Humanities (IJRRSSH)

ISSN 2349-7831

Vol. 12, Issue 2, April 2025 - June 2025

Page No: 1-10

Paper Publications                                                                                    

Website: www.paperpublications.org

Published Date: 04-April-2025