Classroom management and pupils’ academic performance in selected primary schools in Emuhaya district Kenya
| dc.contributor.author | Esikur, Lyllian | |
| dc.date.accessioned | 2020-07-28T12:39:54Z | |
| dc.date.available | 2020-07-28T12:39:54Z | |
| dc.date.issued | 2012-08 | |
| dc.description | A thesis submitted to the School of Post Graduate Studies and Research in partial fulfillment of the requirement for award of Master of Education in Early Child Hood and Primary Education of Kampala International University Uganda | en_US |
| dc.description.abstract | The study established the relationship between classroom management and pupils’ performance in selected primary schools in Emuhaya district. Four major objectives were pursued and they included; determining the profile of respondents in terms of age, gender, educational qualification and experience, determining the level of classroom management in selected primary schools in Emuhaya district, determine the level of pupils’ performance in selected primary schools in Emuhaya district and determining the relationship between classroom management and pupils’ performance in selected primary schools in Emuhaya district. The study employed descriptive survey design specifically the descriptive correlational design and ex-post facto approaches on a population of 97 subjects selected from primary schools of Emuhaya district. Self administered structured questionnaires were designed and administered to obtain the required information. Quantitative data was presented using frequencies and percentages, and Pearson’s correlation coefficient. The study found a generally good level of classroom management good for the primary teachers which assumed responsibility in managing the classroom. There was a noticeable fair performance fair for the teachers submitting pupils’ reports. Classroom management had no significant relationship with pupil performance (r= .023, sig. =0.840) and it predicted 39.8% of the variance in pupils’ performance. The study recommended that to achieve the best performance in fair and poor subjects done in Emuhaya district, teachers and administrators should work hand in hand to see it that pupils performance improve from being fair to be the best, improve pupils’ performance in selected primary schools of Emuhaya district, since it was found to be generally fair and poor in science and cater for individual difference in terms quick learners and slow learners, age, gender, background, and always to give test for assessment to learners after a given period more so in Science where it was found to be poorly done compared to other subjects like Mathematics, English and social studies. | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.12306/11963 | |
| dc.language.iso | en | en_US |
| dc.publisher | Kampala International University Uganda, School of Post Graduate Studies and Research | en_US |
| dc.subject | Classroom management | en_US |
| dc.title | Classroom management and pupils’ academic performance in selected primary schools in Emuhaya district Kenya | en_US |
| dc.type | Thesis | en_US |