Influence of Teachers’ Classroom Management Practices On Pupils’ Academic Performance In Public Primary Schools in Matuga Sub - County, Kwale County, Kenya

Abstract

Pupil’s Performance/ achievement that is academic in nature is as a result of education – the level at which a pupil has attained their educational targets. The academic performance of pupils in Matuga Sub-County has been poor for decades now. This study sought to assess the influence of teachers’ classroom management practices on pupils’ academic performance in public primary schools in the Sub-County. The objectives of the study were; to establish the influence of teachers’ classroom discipline management on pupils’ academic performance. The study was carried out using a descriptive survey design. The target population included 98 head teachers and 691 teachers. The sample size included 10 percent of the head teachers’ target population of 98 and 10 percent of the 691 target population of teachers. The researcher had a sample size of 79 subjects for the study (10 head teachers and 69 teachers). Data was collected using Questionnaires which were issued to the respondents. The questionnaire was research assisted. The researcher also used observation check list to investigate on existing practices on Teachers’ classroom discipline management. Test-retest was done to 8 respondents (1 head teacher and 7 teachers) from Matuga Sub-County to check the suitability or the validity of the instrument. The data collected was analyzed using Statistical Package for Social Sciences (SPSS) version 21. The quantitative data obtained was analyzed using descriptive statistics which included percentages, frequency counts and inferences. The qualitative data obtained from the checklist was analyzed and discussed thematically. The results of data analysis were presented using frequency distribution tables and bar graphs. Study findings revealed a strong positive correlation between DM,TIM,IM and CTM, and dependent variable AP with p values as follows; (rs = .758, p = .000), (rs = .532, p = .000), (rs = .893, p = .000) and (rs = .857, p = .000) respectively which were statistically significant since the p-values are less than 0.01. The study revealed that, teachers’ classroom management practices influencing pupils’ academic performance include lack of; guidance and counselling techniques, enough skills to monitor pupils learning, follow up by headteachers on teachers, commitment to apply instructional management and proper time management by tutors. Recommendations include; Teachers to undertake in-service guidance and counseling programme, Teachers be inducted on better ways of monitoring Pupils learning and head teachers should follow up on teachers. There be organized regular capacity building seminars/workshops on teaching methodologies and the syllabi/curriculum designs be divided into the three terms of the year to ensure uniform coverage. The study also recommended areas for further study like; influence of Teachers Classroom Instructional Monitoring on Pupils’ Academic Performance and need of similar study be carried in other Counties in coast region to ascertain if comparable findings would be acquired for further generalization of outcomes