Effect of Classroom Environment on the Academic Achievement of Secondary School Students in Mombasa County, Kenya

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dc.contributor.authorKamoet, Peter Cheroben
dc.contributor.authorMbirithi, Daniel Mange
dc.date.accessioned2024-07-08T08:34:40Z
dc.date.available2024-07-08T08:34:40Z
dc.date.issued2024-06
dc.descriptionArticleen_US
dc.description.abstractIn 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.en_US
dc.identifier.citationKamoet, 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.en_US
dc.identifier.urihttps://iajournals.org/articles/iajsse_v2_i3_345_363.pdf
dc.identifier.urihttps://ir-library.ku.ac.ke/handle/123456789/28425
dc.language.isoenen_US
dc.publisherIAJSSEen_US
dc.subjectClassroom Environmenten_US
dc.subjectClass sizeen_US
dc.subjectteacher-student ratio and Academic Achievementen_US
dc.titleEffect of Classroom Environment on the Academic Achievement of Secondary School Students in Mombasa County, Kenyaen_US
dc.typeArticleen_US
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