Influence of classroom learning environment on lower primary school pupils’ performance in social studies in Makueni County, Kenya

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dc.contributor.authorMakau, Mathias Wambua
dc.date.accessioned2018-09-18T08:21:15Z
dc.date.available2018-09-18T08:21:15Z
dc.date.issued2018-03
dc.descriptionA research thesis submitted in partial fulfilment for the award of the degree of master of education, department of early childhood studies in the school of education, Kenyatta University. March, 2018en_US
dc.description.abstractSocial studies play a vital role of equipping pupils with knowledge and skills to help them cope with the present and future. This allows pupils to participate effectively in their world and explain their relationship with the other people in social, economic and political issues. However, despite the role social studies play in society, in Kenya many classrooms learning environment in primary schools is not conducive and pupils’ performance in social studies has been poor. Therefore, the purpose of this study was to find out the influence of classroom learning environment on lower primary school pupils’ performance in social studies in lower primary schools in Kibwezi zone in Makueni County, Kenya. The study was guided by ecological model by Urie Brofenbrenner (1979) which focuses on child development within context of systems of relationship that form the child environment in five layers. The study employed descriptive survey design. The independent variable was classroom learning environment while dependent variable was pupils’ academic performance in social studies. The study targeted all pupils and teachers in lower primary schools in Kibwezi zone. Purposive sampling was used to select location of the study while stratified random sampling and simple random sampling technique were used to select categories of schools and lower primary school teachers to be involved in the study. The sample comprised of all lower primary school pupils in the sampled schools. Data was collected using questionnaires and observation schedules. Content validity was used to ensure validity of the instruments. Test- retest method was used to evaluate reliability of the instruments. Data was analyzed using descriptive statistics. Results showed that a number of variables in this study were influencing classroom learning environment which contributed to poor performance in social studies in Kibwezi zone. It was recommended that parents be sensitized to participate in forums which could help primary schools get funded for teaching /learning materials and facilities by funding organizations and government agencies such as CDF and county Government. It was also recommended that TSC should employ more qualified teachers to reduce pupil-teacher ratio. More so, the Government should increase the Free Primary School funding to enable schools buy more teaching /learning materials and build more physical facilitiesen_US
dc.description.sponsorshipKenyatta Universityen_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/18603
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.titleInfluence of classroom learning environment on lower primary school pupils’ performance in social studies in Makueni County, Kenyaen_US
dc.typeThesisen_US
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