Gerald Bwenvu, Jacinta M. Adhiambo, Jared Anyona


This study investigated Teacher Class management skills as determinants of students’ academic performance in science subjects in Uganda certificate of education examinations in Buikwe district, Uganda. The target population included all head teachers, head of departments, science teachers, students in public and private secondary schools, and all Secondary Science and Mathematics regional trainers in Buikwe district. Both Probability and non-probability sampling were used. Simple random sampling was used to select 110 Science teachers, 375 students were selected using cluster random sampling while 28 head teachers were selected through census purposive sampling and expert sampling was used to select regional trainers. Data was collected using questionnaires, interview, focused group discussions and document analysis guide and were subjected to both content and face validity. Cronbach alpha technique determined reliability of quantitative instruments. Quantitative data were analyzed using SPSS version 23 for descriptive and inferential statistics. Frequencies and percentages were used to summarize data while Chi-square Test for associations was used to test hypotheses. The qualitative data were subjected to thematic analysis and findings presented in narrative form. The key findings indicated that there was a significant relationship between teacher class management skills and students’ academic performance in science subjects. The study found out that due to a sizable number of science teachers who do part timing, the effectiveness of instruction was hindered which affected students’ academic performance. The study also determined that poor teaching methodologies, negative attitude among students, lack of text books and well equipped laboratories in some schools contributed to poor performance. The study concluded that teacher class management skills are key to students’ academic performance in science subjects and teachers may acquire it through self-improvement, participating in seminars and refresher courses. The study recommended that MOES needs to organize seminars and equip science teachers with the required teaching and management skills to teach science subjects.


Article visualizations:

Hit counter


teacher quality, teacher class management skills, students’ academic performance, science subjects, examinations

Full Text:



Abisola, O. S. & Adam, H. S. (2017). Effective classroom management and students’ academic performance in secondary schools in Uyo local government area of Akwa Ibom state: Research in Pedagogy, 7 (1), 43‐56

Azlin, N. M., Wong, K. E., Mohamad, S. R., Mohd, I. M. H. & Aida, H. A. H. (2012). Effective classroom management. International Education Studies, 5(5), 35-42.

Babalola, J. B. & Ayeni, A. (2009). How to Make Students Develop Interest in your lesson. Unpublished B.Sc. Ed. Seminar in Education: University of Uyo, Uyo.

Bassey, B. A. (2012). A Wider View of Classroom Management. Uyo: Ekong Publishing House, Nigeria.

Best, J. W., & Khan, J. V. (2011). Research in Education. Boston: Pearson Education Inc.

Cherotin, C. (2010). Management and academic performance of pupils in Tegeres Sub-County, Kapchorwa District. Unpublished MA. Thesis: Makerere University.

Creswell, J. W. (2011). Research Designs: Mixed Methods Approaches. California SAGE.

Cresswell, J. (2012). Educational Research: Planning, Conducting and Evaluating Qualitative and Quantitative Research (4th ed.). Boston: Pearson Education Inc.

Creswell, J. (2003). Research Design: Qualitative and Quantitative Approaches (2 ed.). London:

Thousand Oaks, Sages.

Creswell, J. W. (2014). Educational research: Planning Conducting and Evaluating Quantitative

and Qualitative (ed). Upper Saddle River: Sage.

Emmer, E. T., & Sabornie, E. J. (2015).Handbook of classroom management (2nd. Ed). New York: Routledge.

Etim, U. E. (2015). The Use of Corporal Punishment on Students in Secondary School. Uyo: Happy Printing Press, Nigeria.

Ime, E. O. (2018). Effective use of Punishment in the Classroom. Uyo: Jefta Publishing enterprise, Nigeria.

Imran, L. S., Lubna, S., Iftikhar, M. & Muzaffar, H. (2018).Impact of classroom management on students’ achievement at university level. Asian Journal of Social Sciences & Humanities 2(2), 13-27.

Kothari, C. R. & Garg, G. (2014). Research Methodology: Methods and Techniques, 3 Ed. New

Delhi, New Age International Publication.

Kyoshabire, F. (2014). Effect of teachers’ management styles on the students’ academic performance in literature in English in Wakiso district. Unpublished MA. Thesis: Makerere University.

McMillan, J. H. & Schumacher, S. (2001). Research in education: a conceptual introduction (5th ed). London: Longman.

Menenu, S. P. (2018). Classroom management and students’ academic performance in public secondary schools in Rivers State. International Journal of Scientific Research in Education, 11(5), 940-963.

Mugenda, A. G. (2011). Social science research: theory and principles. Nairobi: Applied Research and Training Services.

Mugenda, O., & Mugenda, G. (2013). Research methods- Qualitative and Quantitative Approaches. Nairobi: Act Press African Centre for Technology Studies.

Mukasa, F. & Ainebyona, A. (2016). The impact of teachers’ qualification and experience on students’ performance in Catholic secondary schools in Kampala Archdiocese, Uganda. Unpublished M.A Thesis: Makerere University.

Musoke.P. (2017). Improving the quality of education through effective inspection of schools: http://www.findarticles.com).

Musoke, R. (2017). Effective classroom management techniques for secondary schools’ teachers in Luweero district. Unpublished M.A Thesis: Makerere University.

Nevin, G. Y. (2017). Classroom management and student achievement: a study on five elementary classrooms. AJESI - Anadolu Journal of Educational Sciences International, 7(1), 155-183.

Obinaju, D. S. (2016). Curbing deviant behaviour in the classrooms through clear verbal

instructions. Journal of curriculum Organization of Nigeria, 2(2), 142–154.

Soheili, F., Alizadeh, H., Murphy, J. M., Bajestani, H. S & Ferguson, E. D. (2015). Teachers as Leaders: The impact of Adler-Dreikurs classroom management techniques on students' perceptions of the classroom environment and on academic achievement. Journal of Individual Psychology,71 (4), 440 - 461.

Umoren, I. P. (2010). The concept of Classroom Management in Modern Society. Uyo: MGO Nigerian publishers.

DOI: http://dx.doi.org/10.46827/ejes.v7i8.3215


  • There are currently no refbacks.

Copyright (c) 2020 Gerald Bwenvu, Jacinta M. Adhiambo, Jared Anyona

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).