Effect of Classroom Environment on the Academic Achievement of Secondary School Students in Mombasa County, Kenya
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Date
2024-06
Authors
Kamoet, Peter Cheroben
Mbirithi, Daniel Mange
Journal Title
Journal ISSN
Volume Title
Publisher
IAJSSE
Abstract
In the 2022 KCSE examination in Kenya,
the pass rate was 61.96%, signaling a poor
performance influenced by factors such as
poverty, overcrowded classrooms, and
insufficient teaching quality. The objective
of this study was to investigate the impact
of the classroom environment on academic
performance in public secondary schools
within Mombasa County, Kenya. To fulfill
this objective, the study concentrated on
three key research inquiries: The effect of
class size on student academic
performance, the effect of teacher-student
ratio on academic achievement, and the
influence of teaching style on students'
academic outcomes. Additionally, the study
examined the book-student ratio.
Employing a descriptive research design,
data were collected to examine the
correlation between the classroom
environment and academic achievement.
The study targeted 1000 participants from
four public secondary schools in Mombasa
County, with a sample size distributed
among principals (0.4%), teachers (9.6%),
and students (90%). A descriptive research
technique was employed to define the
situation, problem, and phenomena without
establishing causal relationships. Python
was used for comprehensive data analysis
and visualizations. The results investigated
the influence of class size, teacher-student
ratio, teaching style, and resource allocation
on the academic success of secondary
students in Mombasa County. The findings,
systematically depicted through bar charts,
underscored the effects of these variables
on students' academic performance. The
study emphasized the significant role of
specific factors in shaping academic
achievement. Both educators and students
supported the positive impact of smaller
class sizes and a lower Teacher-Student
Ratio (TSR) on academic performance and
engagement. Effective teaching styles,
especially pedagogical approaches and
individualized instruction, received strong
endorsement from students. Educators
acknowledged the positive influence of
resource distribution, particularly subjectspecific books, on academic achievement.
Description
Article
Keywords
Classroom Environment, Class size, teacher-student ratio and Academic Achievement
Citation
Kamoet, P. C., & Mbirithi, D. M. (2024). Effect of classroom environment on the academic achievement of secondary school students in Mombasa County, Kenya. International Academic Journal of Social Sciences and Education (IAJSSE), 2(3), 345-363.