Classroom management and students’ learning of physics

Abstract

This study assessed the relationship between classroom management and students’ learning of Physics in secondary schools in Uganda focusing on Bukulula Sub County, Kalungu district. This study was guided by research objectives specifically identified as; to determine classroom management strategies that can enhance the teaching and learning of Physics in secondary schools, to establish the factors that hinder effective classroom management in secondary schools, and to examine the effects of instructional methods on students’ learning of Physics in secondary schools in Bukulula S/C, Kalungu District, Uganda. The study demonstrated that management of the class has a great influence on Physics learning outcomes. Strategies like discussion-based activities, role plays and practical experiments were proved successful for students in increasing their understanding and involvement. While the study highlighted some major challenges as the large class sizes, insufficient teaching materials, and environmental disruptions which all pose a threat towards effective classroom management. The study reported that the best classroom management strategies for improving Physics learning outcomes are not the only factor in the system due to the resource constraints and classroom overcrowding which have serious implications. Advising consists of three steps - improving teacher training, enhancing resource allocation, and changing educational policies to support good class management. The findings will be used to explore educational dynamics and develop a basis for secondary school Physics educational improvement within the region.