Influence Of Classroom Management Practices On Students Academic Achievement In Public Secondary Schools In Tharakanithi County; Kenya

ABSTRACT

The performance of learners in public secondary schools in Tharaka-Nithi County has consistently been low for a long time. There are many factors that may have contributed to the low performance in this County. However, the influence of classroom management practices on the academic performance is a matter that has not been given attention. The study sought to assess the influence of the classroom management practices on the learners‟ academic achievements in public secondary schools in Meru South Sub-County. The specific objectives for the study were; to assess the influence of classroom discipline management on students‟ academic achievement; to find out how instructional supervision affects students‟ academic achievement; to evaluate the influence of classroom instructional methodologies on students‟ academic achievement; and to determine the influence of supportive feedback on students‟ academic achievement. This study was based on two theories: The Theory of Planned Behaviour and Theory of Reasoned Action. The descriptive survey design was used to carry out this study. The target population for the study was 55 principals, 102 teachers and 3150 students. Out of these 355 subjects were sampled using stratified random sampling and purposive sampling methods. To ensure the validity of the instruments, both face and content validity was used. A reliability of 0.67 and 0.69 was obtained with the teachers and students‟ questionnaires. Frankel and Wallen (2000) recommend a reliability of at least 0.70. Based on this, the instruments were considered acceptable. Data was collected by use of structured questionnaires and interview schedule. Data was grouped, coded, cleaned and analyzed using SPSS version 21. Both content and descriptive analysis was used. Content analysis was used to analyze the interview responses while descriptive analysis was used to analyze the students‟ and teachers‟ questionnaires. The study established that classroom discipline management practices had an impact on learners‟ achievement; teaching methodologies however, were not effective and therefore leading to little impact on the learners‟ achievement. Instructional supervision done by principals had a positive impact towards learners‟ achievement as this made sure teachers were able to complete the class syllabus. Most of the principals did not employ walking in class method during lessons to ascertain whether what was in the schemes was what was taught in class. Supportive feedback through encouragement of learners by teachers played a crucial role towards ensuring that learners were motivated hence improving learners‟ achievement. This study recommends that classroom discipline management practices should be enhanced in order to realize better results, principals should go beyond just the normal checking of schemes, attendance register and do impromptu visits in classes to ensure that, what is in the schemes is being followed to the letter. The study also recommends that principals should do bench marking with counties that have been found performing well particularly in teaching methodologies. It also goes further to recommend that supportive feedback should be encouraged in order to boost students morale and hence improving their achievement in academic. In conclusion the findings of the study are expected to help education policy makers, head teachers, teachers and other stakeholders to emphasize the incorporation of varied instructional strategies to improve learners academic achievement