Classroom Climate as a Predictor of Academic Achievement in Biology among Form Three Students in Kiambu County, Kenya
| dc.contributor.author | Swanya, Millicent Nyaboke | |
| dc.contributor.author | Ndege, Oluoch James | |
| dc.contributor.author | Koskei, Benjamin | |
| dc.date.accessioned | 2025-07-25T08:47:42Z | |
| dc.date.available | 2025-07-25T08:47:42Z | |
| dc.date.issued | 2024-10-09 | |
| dc.description.abstract | Kenya aims to become an industrialized nation by 2030, and achieving Vision 2030 can be supported by focusing fundamentally on science subjects, including Biology. However, academic achievement in Biology has been below average, raising numerous concerns. This study, therefore, aimed to establish how classroom climate predict achievement in Biology among Form Three students in Juja Sub-County of Kiambu County, Kenya. This research aimed to address the poor Biology achievement of secondary school students in Form Three in the Juja area of Kiambu County. The study adopted the interactive learning theory by Vygotsky (1978). Correlational research design was also adopted. The study targeted all 4,000 Form Three students in Kiambu County. A purposive, stratified sampling method, together with simple random procedures, were utilized to select an appropriate sample size of 399 students. The following research tools were employed to gather information: the Student Classroom Climate Inventory (SCCI), and end-of-term examination scores in Biology to measure academic achievement in Biology. In this study, a pilot test was carried out in two secondary schools within the neighbouring Juja Sub County to ascertain the reliability of the research tools. Additionally, Cronbach's alpha was utilised to determine internal consistency. Construct, face and content validity of the research scales were ascertained through the guidance of the supervisors and experts in the educational psychology department. SPSS version 30 was employed in the cleaning, coding and analysing data whereby descriptive and inferential statistics such as Pearson correlation coefficient and multiple regression were generated for data analysis. Findings from the study indicates a negative and significant relationship between classroom climate and Biology achievement r (396) =-.103, p <.05. Further, classroom climate significantly predicted the achievement of female students than male students. Additionally, academic achievement was greatly influenced by an interactive classroom climate. The research outcomes strongly suggest that parents and teachers should engage in activities that sustain an interactive classroom climate. Further research is recommended to explore ways to sustain interactive, supportive, and respectful classroom climates to ensure higher achievement among students. | |
| dc.identifier.citation | Swanya, M. N., Ndege, O. J., Koskei, B. (2024) Classroom Climate as a Predictor of Academic Achievement in Biology among Form Three Students in Kiambu County, Kenya. | |
| dc.identifier.issn | 2348-3156 | |
| dc.identifier.issn | 2348-3164 (online) | |
| dc.identifier.uri | https://ir-library.ku.ac.ke/handle/123456789/30843 | |
| dc.language.iso | en | |
| dc.publisher | Research Publish Journals | |
| dc.title | Classroom Climate as a Predictor of Academic Achievement in Biology among Form Three Students in Kiambu County, Kenya | |
| dc.type | Article |