School Climate Characteristics and Students’ Academic Achievements in Physics in STEM Model Public Secondary schools in Nairobi Metropolitan Kenya

Abstract: The objective of the study was to examine the influence of school climate characteristics on student’s academic achievements in physics in Science Technology Engineering and Mathematics (STEM) model schools in Nairobi Metropolitan region, Kenya. The study used convergent parallel mixed method design. The target population comprised 11principals, 60 teachers and 1120 students with a sample size of 368. Proportionate stratified sampling and simple random sampling was used to select students while purposive sampling was used to select teachers of physics and principals. Questionnaires, document analysis guide and interview guide were used to collect data. Descriptive statistics (frequencies and percentages) were used to analyze quantitative data. Thematic and content analysis were used for qualitative data analysis. The study found that school climate characteristics influence student’s academic achievements in physics in STEM model schools in Nairobi Metropolitan region, Kenya. Having a positive student-school staff and management relationship motivates students to do better in physics. Also, friendly student-student relationships allow them to help each other in understanding physics concepts. The study recommended that principals should advocate for healthy relationships between the principals and teachers, teachers and students and students and students. The school management through the principals should ensure that enough science and computer laboratories are constructed and equipped with the required teaching and learning material such as overhead projectors, robotics kits, audiovisual materials, cathode ray oscilloscopes and digital cameras.

School climate, adequacy of learning and teaching materials, STEM programme, School climate characteristics, student’s academic achievements and STEM model schools

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