Influence of Classroom Management Strategies on Chemistry Performance in Public Secondary Schools in Trans Nzoia East Sub-County, Kenya

Abstract: Good performance in Chemistry is a prerequisite for students aspiring to pursue Science, Technology, Engineering, and Mathematics (STEM) courses in higher education. However, persistent poor performance in Chemistry among secondary schools in Trans Nzoia East Sub-County has raised concerns among education stakeholders. This study examined the influence of classroom management strategies on students’ performance in Chemistry. The study specifically sought to determine the influence of classroom management strategies, students’ psychological environment, and teachers’ characteristics on Chemistry performance. Anchored on McGregor’s (1960) Instructional Management Theory, a descriptive survey research design was adopted. The target population comprised 8495 respondents, with a sample size of 385 selected through simple random and purposive sampling. Data collection involved questionnaires, interviews, and document analysis. Descriptive statistics were applied for quantitative data analysis using SPSS Version 25.0, while qualitative data were analyzed thematically. The findings revealed that classroom management strategies significantly influenced Chemistry performance (72.7%), while the classroom psychological environment (68.9%) and teacher characteristics (81.4%) also demonstrated substantial effects. The study recommends prioritizing effective classroom management practices to enhance Chemistry outcomes in secondary schools. These insights will assist teachers and educational policymakers in aligning classroom management with Kenya National Examination Council (KNEC) standards, contributing to improved academic results.

Classroom Management Strategies, Chemistry Performance, Secondary Schools, Psychological Environment, Teacher Characteristics, Instructional Management Theory

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