AFRICAN JOURNAL OF BUSINESS, ECONOMICS AND INDUSTRY (AJOBEI)

The Digital Paradox: Assessing the Impact of Health Information Systems (HIS) on Cognitive Load, Patient Interaction, and Work-Life Integration Among Kirinyaga's Medical Practitioners

Njoroge, D. Wairia, G.W. — Mon, 29 Jun 2026 00:00:00 +0200

The effect of Health Information System (HIS) adoption strategies on the performance of medical practitioners in Level 4 and Level 5 public hospitals of Kirinyaga County, Kenya, was investigated. Based on the Job Demands-Resources (JD-R) model, four dimensions of HIS were used: system usability, administrative screen time demands, IT infrastructure stability, and digital work-life boundaries. The cross-sectional approach was used, and a stratified random sampling of 272 practitioners was made from a target population of 990. The data collected from 166 valid responses were analyzed descriptively and with multiple regression analysis (SPSSv26). The four dimensions explained 77.6% of the variance in practitioner performance in the results. The most consistent individual predictor was IT infrastructure stability, followed by system usability, administrative screen-time demands, and digital work-life boundaries. The significance of all the null hypotheses was taken as < 0.001. It was found that the adoption of HIS is a “digital paradox” in Kirinyaga County: technologies that were meant to enhance performance can hinder performance when not implemented correctly. The need for emphasis on priority investment in IT infrastructure, systematic usability audits, documentation redesign, and formal digital disconnection policies.

Assessing the Effect of Credit Risk Identification on Loan Performance in Credit-Only Microfinance Institutions in Central Kenya

Maina, J., Gitau, R., Waita, G. — Fri, 03 Jul 2026 14:09:29 +0200

Credit-only microfinance institutions play an important role in expanding access to credit among underserved households, micro-entrepreneurs and small businesses in Kenya. However, persistent loan defaults and declining portfolio quality continue to threaten their financial sustainability, particularly because many borrowers operate in informal markets with limited financial records and unstable income streams. This study examined the effect of credit risk identification on loan performance among credit-only microfinance institutions in Kirinyaga, Nyeri, Murang'a and Kiambu counties in Central Kenya. The study was anchored on Information Asymmetry Theory, which explains how limited borrower information can increase adverse selection and moral hazard in lending. A descriptive and explanatory research design was adopted. Data was collected from credit managers, junior credit officers and field credit officers using structured questionnaires and interviews. Quantitative data was analyzed using descriptive statistics and simple linear regression, while qualitative responses were analyzed thematically. Credit risk identification had a positive and statistically significant relationship with loan performance. Specifically, credit risk identification explained 41.2% of the variation in loan performance, with regression results indicating a significant positive coefficient, B = 0.735, p < .001. Results suggest that borrower screening, verification of loan application information, background checks, use of Credit Reference Bureau reports and assessment of borrower credit history are important in improving repayment performance and reducing default risk. Effective credit risk identification is a critical determinant of loan performance among credit-only microfinance institutions. There is need for these institutions to strengthen borrower appraisal systems, improve credit information sharing, train credit officers continuously and adopt data-driven tools for early identification of risky borrowers.

Influence of Cost-Benefit Analysis of Digital Investments on Students' Completion Rates in Public Universities in Kenya

Nderitu, N. — Fri, 03 Jul 2026 14:25:46 +0200

Universities have invested in digital infrastructure like learning management systems, digital libraries, online registration platforms and virtual learning tools to improve students' completion rates. However, a number of public universities continue to experience low student completion rates, delayed graduation and high dropout rates. This situation has raised concerns about whether the benefits derived from digital investments justify the costs incurred and whether such investments contribute to improved completion rates. Thus, this study examined the influence of cost–benefit analysis of digital investments on students' completion rates in public universities in Kenya. The study adopted a descriptive survey research design. The target population consisted of 20 Chairpersons of Academic Departments, 214 ICT staff and 967 undergraduate students in selected public universities in Kenya, totaling approximately 1,201 respondents. Using stratified and simple random sampling techniques, a sample size of 300 respondents was selected. Data was collected using structured questionnaires, interviews and institutional records. Quantitative data was analyzed using descriptive statistics and inferentially using regression analysis with SPSS (25). There was a significant positive relationship between cost–benefit analysis of digital investments and students' completion rates (r = 0.62, p < 0.05). Regression analysis further
revealed that cost–benefit analysis explained approximately 38% of the variation in students' completion rates (R² = 0.38). Universities that evaluated the financial costs, operational efficiency and academic benefits of digital technologies reported higher levels of timely student completion. It was concluded that effective cost–benefit evaluation of digital investments contributes to student completion rates in public universities. There is need for University management to adopt structured cost–benefit assessment frameworks before implementing digital technologies, allocate adequate funding for digital infrastructure, and continuously monitor the impact of digital systems on student progression.