CLASSROOM MANAGEMENT PRACTICES AND LEARNERS’ ACADEMIC ACHIEVEMENT IN PUBLIC SECONDARY SCHOOLS IN RUBAGA DIVISION, KAMPALA-UGANDA

Year 2021, Volume: 4 Issue: 3, 163 - 178, 03.12.2021

Miito Farooq , Rahma Ahmed

https://doi.org/10.52848/ijls.892827

Abstract

This research gives a snapshot of how classroom management practices impact on learners’ academic achievement. The research evaluated three sub constructs of classroom management namely classroom organization, classroom discipline and classroom instructional methods as predictors of leaners’ academic achievement. To attain the goal of this research, two hundred fifty-five (N=255) respondents randomly chosen from two public secondary schools participated in this study, Data was collected from the volunteer using 29 items adopted and adapted from the previous studies analyzed on this subject. A five- point Likert scale oscillating from strongly agree (1), to strongly disagree (5) was employed in this study. Simple and multiple linear regression technique was used in data analysis. The research findings generated from the empirical cross-sectional survey using simple linear regression indicated that classroom organization offered a prediction rate of .041% on learners’ academic achievement hence no significant relationship (.514). However, the other two sub variables namely classroom discipline and classroom instructional methods were significant (.000). Classroom discipline contributed .59% and classroom instructional methods was .56% towards learners’ academic achievement. Using multiple linear regression, the results further revealed that the model of classroom management and learners’ academic achievement deemed fit for the data and represent the intention of the study well.

Keywords

classroom management, classroom organisation, classroom discipline

CLASSROOM MANAGEMENT PRACTICES AND LEARNERS’ ACADEMIC ACHIEVEMENT IN PUBLIC SECONDARY SCHOOLS IN RUBAGA DIVISION, KAMPALA-UGANDA

Abstract

The research evaluated three subconstructs of classroom management namely classroom organization, classroom discipline and classroom instructional methods as predictors of learners’ academic achievement. To attain the goal of this research, two hundred fifty-five (N=255) respondents randomly chosen from two public secondary schools participated in this study. Data was collected from the volunteer using 29 items adopted and adapted from the previous studies analyzed on this subject. A five- point likert scale oscillating from strongly agree (1), to strongly disagree (5) was employed in this study. Simple and multiple linear regression technique was used in data analysis. The research findings generated from the empirical cross-sectional survey using simple linear regression indicated that classroom organization offered a prediction rate of .041% on learners’ academic achievement hence no significant relationship (.514). However, the other two sub variables namely classroom discipline and classroom instructional methods were significant (.000). Classroom discipline contributed .59% and classroom instructional methods was .56% towards learners’ academic achievement. Using multiple linear regression, the results further revealed that the model of classroom management and learners’ academic achievement deemed fit for the data and represent the intention of the study well.

Keywords

classroom management, classroom organisation, classroom discipline, classroom instructional methods, learners' academic achievement

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