Aspects of Classroom Environment as Predictors of Self-Regulated Learning among Students in Public Secondary Schools in Bungoma County, Kenya
Wafula, Faith Nanjala
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The impact of classroom environment on students’ capacity to direct their own learning in school and beyond is a topic that has increasingly attracted scholarly attention throughout the world. For the learners to direct their own learning, they may require a classroom environment enriched with the aspects of teacher-student relationship, student class autonomy and student cohesiveness that foster self-regulated learning. Despite the perceived benefits associated with self-regulated learning skills, most secondary school students in Bungoma County do not seem to be self-regulated as illustrated by the poor academic performance in the Kenya Certificate of Secondary Education. Since 2013 the mean score had been reducing from 5.8825 to 3.0921 in 2017. Also the number of students scoring C+ and above had been reducing. In as much as the poor academic performance could be as a result of many factors, it is possible that one of those factors is lack of self-regulation among learners. Conducive classroom environment can predict self-regulated learning as well as academic performance. The purpose of this study was to find the extent to which teacher- student relationship, class autonomy, and class cohesiveness predict self-regulated learning among learners in public secondary schools in Bungoma County, Kenya. The study was informed by Zimmerman’s model of self-regulated learning and was guided by the following research objectives, to; investigate the relationship between teacher-student relationship and self-regulated learning, student class autonomy and self-regulated learning, student class cohesiveness and self-regulated learning and gender differences in various aspects of classroom environment. To determine the predictive model of self-regulated learning given various aspects of classroom environment. The study adopted ex post facto research design. The target population consisted of 50,000 students enrolled in public secondary schools in Bungoma County. Stratified random sampling was used to select schools according to their categories and simple random sampling selected 381 students to be included in the sample. Pilot study was conducted among 40 students in one mixed day secondary school in Bungoma County, whose results were not included in the final study. The findings were presented in form of frequency distribution tables, means, and percentages. The collected data was analyzed by the use of descriptive and inferential statistics specifically t-test for independent samples and Pearson Product Moment Correlation Coefficient and multiple regression analysis. Findings from this study provided evidence that there is significant relationship among teacher-student relationship, student autonomy, student cohesiveness and self-regulated learning at p<0.05. Further it was found that among aspects of classroom environment, teacher-student relationship had the highest positive predictive value on self-regulated learning. Significant sex differences were found on the aspects of classroom environment with regard to girls. A recommendation of the study was that teachers and school administration should work together in providing an enabling classroom environment that fosters self-regulated learning among learners. More specifically, developing domains of teacher-student relationship that had a high positive predictive value on SRL should be emphasized. Additionally it also adds onto cross cultural literature on how aspects of classroom environment predict SRL.