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The Relationship between Classroom Management and Students’ Mathematics Performance in Public Secondary Schools in Makindye Division, Kampala, Uganda

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  • Kayindu Vincent

    (Kampala International University, Uganda)

  • Asmaa Elsayed Emara

    (Kampala International University, Uganda)

  • Sofia Sole Gaite

    (Kampala International University, Uganda)

  • Nakiyingi Sarah

    (Kampala International University, Uganda)

Abstract

The study investigated, among other things, the relationship between classroom management and student’s mathematics performance in four public secondary schools, in Makindye Division, Kampala. The respondents were 212 senior four (S.4) students and 12 teachers of Mathematics from four selected schools. Questionnaires, observation checklists and interview guide were used to gather data. Frequency, percentage, means, standard deviations and Pearson Linear correlation coefficient were used to analyze the data. The finding was that teachers’ classroom management was not significantly related to students’ performance in mathematics in the studied schools. Based on the findings, the study recommends that as for classroom management, a mathematics teachers need to exhibit flexibility and emphasize roll calls before or after class.

Suggested Citation

  • Kayindu Vincent & Asmaa Elsayed Emara & Sofia Sole Gaite & Nakiyingi Sarah, 2020. "The Relationship between Classroom Management and Students’ Mathematics Performance in Public Secondary Schools in Makindye Division, Kampala, Uganda," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 4(7), pages 192-197, July.
    • Handle: RePEc:bcp:journl:v:4:y:2020:i:7:p:192-197
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