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This study aimed at finding out how classroom management can improve students‟ academic
performance. The study was conducted in Nyamagana district, Mwanza city and involved 5
secondary schools. A mixed research approach (qualitative and quantitative) and design was
employed. The respondents were sampled randomly and purposively. The total number of
respondents was 93 respondents. These included 63 teachers, 25 students and 5 heads of
schools. The quantitative data were manually analyzed and presented in percentages and in
tables while qualitative data were subjected to content analysis. The study findings show that
students‟ academic performance is improved if the classroom is effectively managed during
teaching and learning activities. On the other hand, the findings have revealed that teachers
were aware of the need to acquire different classroom management strategies, skills, and
teaching methods especially participatory and non-participatory methods so as to improve
students‟ academic performance. The study recommends that the government through the
Ministry of Education, Science and Technology should ensure that curriculum should
incorporate classroom management modules in the syllabi. |
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