Teachers’ Classroom Strategy for Enhancing Students’ Performance in Public Secondary Schools in Nandi County, Kenya

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dc.contributor.authorJepketer, Annah
dc.contributor.authorKombo, Kisilu
dc.contributor.authorKyalo, Dorothy Ndunge
dc.date.accessioned2018-04-17T08:13:05Z
dc.date.available2018-04-17T08:13:05Z
dc.date.issued2015-07
dc.descriptionResearch Articleen_US
dc.description.abstractThe purpose of this study was to investigate teachers’ classroom strategy that influences students’ performance in public secondary schools in Nandi County. Improvement of students’ performance depends on strategies teachers’ use in teaching students in the classroom, handling of student discipline and feedback from student assessments. The main objective of the study was to determine how teachers’ classroom strategy enhances student performance in public secondary schools in Nandi County. The study used descriptive survey design. The researcher used 30% as population sample size for the public secondary schools, 30% as population sample size for principals, 10% for teachers and 10% for the students. The target sample was (30) public secondary schools, (30) school principals, (85) teachers, (136) students and one County Director of Education. Stratified and simple random sampling techniques were used for the study. The data collection instruments included the use of questionnaires and interview schedules. Data analysis was done by use of descriptive and qualitative methods. The findings of the study established that students continue to perform poorly in academics in some public secondary schools. It was further found out that strategies used by teachers to manage their classrooms including the teaching methods employed, managing student discipline and providing constant feedback through assessment influences students’ performance to a greater extent. The conclusion of the study reinforces the existing studies that have shown that quality of education sought by a school and country at large is due to strategies teachers apply with the aim of improving students’ performance. The conclusion is that teachers’ should engage students in variety of teaching and learning activities to prevent students engagement in disruptive behaviors. Teachers ought to provide students with continuous classroom assessments as part of gauging student’s academic progress. However, students who are not endowed in academics should be guided to discover their talents early, nurture and pursue careers of their choice. Further research need to be undertaken on best approach of scaling-up the existing in-service teacher training programmes to benefit all teachers to improve teaching approaches in public secondary schools in Nandi County.en_US
dc.identifier.issn2279-0845
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/18312
dc.language.isoenen_US
dc.publisherInternational Organization of Scientific Researchen_US
dc.subjectEducationen_US
dc.subjectstrategiesen_US
dc.subjectaccountabilityen_US
dc.subjectclassroom strategyen_US
dc.subjectdisciplineen_US
dc.subjectassessmenten_US
dc.subjectperformanceen_US
dc.titleTeachers’ Classroom Strategy for Enhancing Students’ Performance in Public Secondary Schools in Nandi County, Kenyaen_US
dc.typeArticleen_US
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