| dc.description.abstract | Teacher classroom effectiveness is generally referred to in terms of a focus on student outcomes and the teacher behaviours and classroom processes that promote better student outcomes; therefore, teachers’ classroom effectiveness is an important factor in affecting students’ perceptions, self-concept and academic achievement in Hamisi.The objectives of the study were to: find out the students perceptions of teachers’ classroom effectiveness on students’ academic achievement, examine the students’ perception on teacher classroom effectiveness on students’ self-concept, examine the relationship between students’ perception, teachers’ classroom effectiveness, students’ self-concept and students’ academic achievement and establish gender differences in the students’ perceptions of teachers’ classroom effectiveness on academic achievement. The study was anchored on Attribution Theory by Weiner (1986) and a conceptual framework showing the interaction among the constructs. Descriptive survey research design method was adopted. Population of the study comprised of 4,848 participants from 52 secondary schools in Hamisi sub-county. Sample size was 357 students and 16 teachers from 16 secondary schools. Purposive sampling was used to select form three students and class teachers. Stratified random sampling on gender and school category and simple random sampling technique was used for equal chance for all participants. Questionnaires, interview schedules, and document analysis guide was employed to collect data. A pilot study was conducted in four schools. Split-half method was used to determine the reliability. Content and construct validity was ascertained by the researcher’s peers and supervisors. Quantitative data was analyzed using descriptive and inferential statistics. Qualitative data was transcribed, put into various categories and reported as themes and subthemes. From the findings, in the first objective, Study findings revealed that the correlation coefficient was r2=48.4 being statistically significant. This led to rejecting the null hypothesis which had stated that there is no significant association between students’ perceptions of teachers’ classroom effectiveness and students’ students’ self-concept In objective two, the correlation coefficient was r=0.296 with p<0.05 being statistically significant. This led to rejecting the null hypothesis which had stated that there is no significant association between students’ perceptions of teachers’ classroom effectiveness and students’ academic achievement. In the third objective, the regression coefficient was r=0.730 with p<0.05 being statistically significant. This led to rejecting the null hypothesis which had stated that there is no significant association between students’ perceptions, teachers’ classroom effectiveness, students’ self-concept and students’ academic achievement. In objective four, the results show t-test value that indicated a statistically significant difference between the mean score of students’ perception of teachers’ classroom effectiveness on academic achievements [t (259= -1.712, p = .038]. The 95% confidence interval of the difference between means ranged from [-178 to 2.545].The male students have a statistically significantly higher mean score on perception of teachers classroom effectiveness (M=70.83, SD=4.660) than their female counterparts (M=69.64, SD=6.503). The study concluded that there was statistically significant difference between gender of students’ perceptions of teachers’ classroom effectiveness and academic achievement. The null hypothesis was therefore rejected. The study concluded that there is a significant gender difference between the students’ perceptions, teachers’ classroom effectiveness and academic achievements. The study concluded that there was a statistically significant relationship between student’s perception of teachers’ classroom effectiveness on their self-concept and academic achievement. Recommendations are; teachers’ students should cultivate positive perception towards teachers’ classroom effectiveness. Schools to consider gender differences between students, teachers and academic achievement. The findings are beneficial to education stakeholders in efforts to improve overall academic achievement of students. | en_US |
