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Students’ Perception of Teacher Classroom Effectiveness and Academic Achievement: A Case of Secondary School Students in Hamisi Sub-County, Kenya
Shayne Khavere
Joel P. Ogutu
Kennedy Bota
Abstract
Teacher classroom effectiveness plays a crucial role in influencing students' perceptions and academic achievement. This study aimed to address this research gap by examining students' perceptions of teachers' classroom effectiveness and its impact on academic achievement in Hamisi Sub County. The study employed a descriptive survey research design. A sample size of 373 (357 students and 16 teachers) from 16 secondary schools participated in the study. Data was collected through questionnaires administered to students, interviews conducted with teachers, and document analysis to assess students' academic performance. Quantitative data was analysed using descriptive statistics and regression analysis, while qualitative data was analysed using thematic analysis. The findings revealed a statistically significant relationship between students' perception of teachers' classroom effectiveness and their academic achievement (t = 15.093, p < 0.005). It is recommended that teachers focus on cultivating positive perceptions of their classroom effectiveness among students. By doing so, teachers can positively influence students' academic achievement. These findings have implications for education stakeholders, including school administrators, teachers, and policymakers, as they can guide efforts to improve overall academic achievement in students. Overall, the study findings contribute to the understanding of the importance of students' perceptions of teachers' classroom effectiveness and its impact on academic achievement.
