The Contribution of Classroom Management Practices on Learners’ Academic Performance in Public Secondary Schools in Morogoro Municipality

Abstract

The study’s focus was to determine the contribution of classroom management practices to learners’ academic performances in public secondary schools in Morogoro municipality. The study used the qualitative research approach under a case study design with a total of 100 key informants. The key informants were drawn from four selected secondary schools in Morogoro municipal council. Ginott’s Theory of Communication in Teaching guided the study, whereas goal setting and social learning put emphasis on teachers to models in classroom management activities where learners facilitate learning through interaction. The data were collected through interviews, focus group discussions (FGDs), documents review and observations to the identification of classroom management activities on learners’ academic performance in secondary schools. The data collected was presented with the support of tree diagrams and direct quotation(s) from the respondent(s). The study results indicate that secondary schools in Morogoro municipality employ different classroom management strategies that impact students’ performance. The results of the study further indicated the level of employing the classroom management activities differ across schools, but the school which had effectively employed many strategies was also experiencing the high performance. Finally, the study recommends the schools improve facilities, availability of resources and teachers’ knowledge via on-job training for effective implementation of classroom teaching strategies across schools.