Influence of Classroom Dynamics on Students’ Academic Performance in Day Secondary Schools in Mwingi East Sub County, Kitui County, Kenya

Abstract

The study aimed to investigate the influence of classroom dynamics on student academic performance in day secondary schools in Mwangi East Sub-County, Kitui County, Kenya. The objectives of the study were:

• To evaluate the influence of class size on academic performance,


• To examine the influence of school rules and regulations,


• To assess the influence of parental involvement in school activities and


• To examine the influence of teacher's class supervision on academic performance.

Goal-Centered Theory (GCT) was used to explain the dynamics of learning. The target population of the study was 2280. 341 responses were obtained using Slovin sample formulae. The random sampling method was used to select schools, while the stratified sampling method was used to select the sample size from principals, class teachers and students from selected secondary schools. Data collection was done using questionnaires, interview schedules and observations. Validity and reliability of Research Instruments were conducted to ascertain the internal consistency and legitimacy of the research instruments. Data analysis was done using SPSS (version 25). Analyzed data was presented in the form of frequency tables, percentages, graphs and charts. The researcher found that on the first objective, the test of hypothesis r-calculated value of 4.88 was greater than the R-critical value of 2.17 at a p-value ~ 0.05, and the null hypothesis was rejected. On the second objective, the test of hypothesis r-calculated value of 4.88 is greater than the R-critical of value 2.17 at p-value ~ 0.05, and the null hypothesis was rejected. On the third objective, the test of hypothesis r-calculated value of 4.11 is greater than the R-critical of value 3.1 at p-value ~ 0.05, and the null hypothesis was rejected. Lastly, on the fourth objective, the test of hypothesis r-calculated value of 5.2 was greater than the R-critical of value 4.2 at p-value ~ 0.05, and the null hypothesis was rejected. The study concluded that there was evidence of reduced class time for syllabus completion for teachers and low mastery of contents due to pressed instructional time. Rules and instructions in the classroom environment help to improve the class learning procedures, as evidenced by the respondent responses. Timely class attendance was paramount for students' academic performances. Interactive demonstrations for problem-solving techniques were used by selected teachers, thus making teachers have different opinions, and there have been high records of insufficient learning materials that resulted in poor class management and attributed to the contribution of poor performance. The researcher recommended that teachers learn different methods of managing class sizes. Headteachers and teachers should coordinate in drafting and enforcing school rules and regulations, and every teacher should have working strategies that promote class integration.