Class Group Management Strategy and Its Influence on Student Learning in Secondary Schools in Uasin Gishu, County, Kenya
Journal Title: International Journal of Research in Education and Social Sciences - Year 2018, Vol 1, Issue 2
Abstract
The purpose of this study was to examine the extent to which class group management strategy influence student learning in Uasin Gishu County Secondary Schools. The study adopted a descriptive survey research design and was guided by the teacher behavior continuum theory as used by Wolfgang and Glickman. The target population was 21 principals, 390 teachers and 8400 students in all the 21 County secondary schools in the County. Simple random sampling was used to select 117 of the teachers and 205 students in the selected county secondary schools. All principals of the county schools were purposively included in the study. Data was collected using questionnaires and interview schedules. Data was analyzed using both quantitative and qualitative techniques. Data was presented using frequency tables. The findings of this study indicated that schools had a procedure of forming class groups which were effective in improving students’ general performance. Evening preps was the best time for group discussion. In most cases the size of the group formed in a class was dictated by the size of the class. The study also established that group members were encouraged to accept individual differences. Students asserted that the group must be accountable for achieving its goals and each member must be accountable for contributing his or her share of the work. It is hoped that the findings of this study will be useful to the teachers and students especially on the need to come up with meaningful class group management strategies in order to enhance learning in secondary schools
Authors and Affiliations
Agayo Moraa Elmeldha
Keywords
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