Thesis:

Influence of classroom dynamics on student academic performance in day secondary schools in Mwingi east sub county, Kitui county, Kenya

The study aimed at investigating the influence of classroom dynamics on student academic performance in day secondary schools in Mwangi East Sub-County, Kitui County, Kenya. The objective 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. Target population of the study was 2280. 341 respondents were obtained using Slovin sample formulae. Random sampling method was used to select schools while 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 was conducted to ascertain the internal consistency and legitimacy of the research instruments. Data analysis was one using SPSS (version 25). Analyzed data was presented in form of frequency tables, percentages, graphs and charts. The researcher found that; on first objective, test of hypothesis r-calculated value of 4.88 was greater than R-critical of value 2.17 at p value ~ 0.05, and null hypothesis was rejected. On second objective, test of hypothesis r-calculated value of 4.88 is greater than R-critical of value 2.17 at p value ~ 0.05 and null hypothesis was rejected. On the third objective, test of hypothesis r-calculated value of 4.11 is greater than R-critical of value 3.1 at p value ~ 0.05 and null hypothesis was rejected. Lastly, on the fourth objective, test of hypothesis r-calculated value of 5.2 was greater than R-critical of value 4.2 at p value ~ 0.05 and null hypothesis was rejected. The study concluded that; there was evidence of reduced class time for syllabus completion for teachers as well as low mastery of contents due to pressed instructional time. Rules and instructions in classroom environment helps to improve the class learning procedures as evident from the respondent responses. Timely for class attendance was paramount for students’ academic performances. Interactive demonstrations for problem solving techniques was used by selected teachers thus making teachers to have different opinions and there have been high records of insufficient learning materials that resulted to poor class management and attributed to contribution of poor performance. The researcher recommended that teachers to learn different methods of managing class sizes. Head teachers and teachers should coordinate in drafting and enforcing school rules and regulation and every teacher should have working strategies that promote class integration.