The influence of classroom management on academic achievement in primary school in Nairobi, Kenya.

Abstract

The study was an investigation into the influences of classroom management on academic achievement within a primary school located in Nairobi, Kenya. A descriptive methodology involving the survey of the school that has an interest in the students' well performance of academic excellence. The sample included 20 randomly selected teachers, all of categories from different classes, parents, and administration. A questionnaire and interview was used to collect the data. The analysis utilized a descriptive statistics used to analyze the data. The findings revealed that there is a number of significant between classroom management and student academic achievements. However, much more in-depth research will need to be undertaken for concrete evidence to be maintained. These significant findings point to the fact that some of the teachers are aware of what classroom management does to academic achievement but only a few have adequate training and support from stakeholders. An implication is the entire stakeholder collaborating together will enhance classroom management. In so doing academic achievements can be achieved within Kenvice primary school Nairobi.