| dc.description.abstract | This study sought to assess and recommend ways of solving the problem of students’
disruptive behaviour in the classroom in mixed secondary schools in Kisauni SubCounty, Mombasa County, Kenya. The objective of this study was to determine the
relationship between classroom layout practices and student disruptive behaviour in the
classroom within mixed secondary schools in Kisauni sub-County, Mombasa County,
Kenya. The data was collected and analysed using a descriptive design. The study's
target population included 24 mixed secondary schools, 96 class teachers, and 840 form
four students in Kisauni Sub-County. The study sampled 8 schools and 24 class teachers
using both the purposive and simple random sampling techniques. A simple random
sampling technique was used to select the actual students/respondents to participate in
the study. Descriptive statistics computed included means, frequencies, standard
deviation and percentages. In order to test hypotheses, f-and t-statistics shall be
computed to test significant statistical differences at a 95 per cent significance level.
Data was presented in tables, diagrams and charts. There is a moderate correlation
between practices on physical classroom layout and students disruptive behaviour (r
=.305, p .000<.05, β = .305, p =.000<0.05, t = 4.914). The study is significant in that it
will help teachers understand different student disruptive behaviours in secondary
school, which will give directions on how to curb such behaviours. The findings of this
study shall be used by school administrators and the government. | en_US |
