CHAPTER FOUR

RESEARCH FINDINGS AND DISCUSSION

4.0 INTRODUCTION

This chapter presents the analysis and interpretation of data collected to examine the
impact of classroom design on student performance in public secondary schools within
Kajiado County. The study employed a mixed-methods approach, utilizing both
qualitative and quantitative data collection techniques, including questionnaires,
interviews, and direct observations. The findings are organized according to the study's
objectives and research questions.

4.1 RESPONSE RATE

A total of 360 questionnaires were distributed to a sample of teachers and students across
selected schools in Kajiado County. Out of these, 330 completed questionnaires were
returned, yielding a response rate of 91.7%. This high response rate enhances the
reliability and validity of the study's findings.

4.1.1 DEMOGRAPHIC CHARACTERISTICS OF RESPONDENTS

4.1.1.1 GENDER DISTRIBUTION

The gender distribution of respondents was as follows:

 Male: 48%
 Female: 52%

This balanced representation allows for a comprehensive analysis of gender-related

perspectives on classroom design and its impact on student performance.
4.1.1.2 PROFESSIONAL EXPERIENCE

The professional experience of teacher respondents varied:

 1–5 years: 30%

 6–10 years: 40%
 11–15 years: 20%
 Over 15 years: 10%

This distribution indicates a mix of novice and experienced educators, providing diverse
insights into the effects of classroom design.

4.2.3 CLASSROOM LAYOUT AND STUDENT ENGAGEMENT

The study found a significant correlation between classroom layout and student
engagement. Classrooms with flexible seating arrangements, such as group clusters and
U-shaped designs, were associated with higher levels of student participation and
interaction. Conversely, traditional row seating arrangements were linked to lower
engagement levels.

Table 1: CLASSROOM LAYOUT AND STUDENT ENGAGEMENT

Layout Type Engagement Level (Mean Score)

Group Clusters 4.2

U-Shaped Arrangement 4.0

Traditional Rows 2.8

These findings align with previous research indicating that flexible classroom layouts can
enhance student engagement and collaborative learning experiences.

4.2.4 LIGHTING, VENTILATION, AND ACOUSTIC CONDITIONS

Adequate lighting, ventilation, and acoustic conditions were found to positively influence
student performance. Classrooms with ample natural light and proper ventilation were
associated with improved concentration and reduced fatigue among students.
Additionally, low noise levels contributed to better focus and information retention.

 Natural Lighting: 75% of respondents reported that classrooms with sufficient

natural light improved their ability to concentrate.
 Ventilation: 68% indicated that well-ventilated classrooms reduced feelings of
fatigue during lessons.
 Acoustic Conditions: 70% noted that low noise levels enhanced their ability to
understand and retain information.

These results are consistent with studies highlighting the importance of environmental
factors in the learning process.

4.2.5 CLASSROOM SIZE AND STUDENT PERFORMANCE

Classroom size was identified as a critical factor affecting student performance. Smaller
class sizes allowed for more individualized attention from teachers and facilitated better
classroom management. The study found that:

 Classrooms with fewer than 30 students: 80% of students achieved above-

average scores in assessments.
 Classrooms with 30–40 students: 65% of students achieved above-average
scores.
 Classrooms with more than 40 students: 50% of students achieved above-
average scores.

These findings corroborate existing literature suggesting that smaller class sizes can lead
to improved academic outcomes.

4.2.6 AVAILABILITY OF LEARNING RESOURCES

The availability of learning resources, such as textbooks, teaching aids, and technology,
was positively correlated with student performance. Schools with well-equipped
classrooms reported higher student achievement levels.

 Availability of Textbooks: 85% of students in well-resourced classrooms scored

above average in assessments.
 Use of Teaching Aids: 78% of students in classrooms utilizing teaching aids
scored above average.
 Integration of Technology: 72% of students in classrooms with integrated
technology scored above average.

These results underscore the importance of resource availability in enhancing the learning
experience.

4.2.7 TEACHER PERCEPTIONS ON CLASSROOM DESIGN

Teacher interviews revealed that educators believe classroom design significantly

impacts teaching effectiveness and student learning outcomes. Key insights include:

 Flexibility: Teachers emphasized the importance of flexible classroom layouts to

accommodate diverse teaching methods and student needs.
 Comfort: Comfortable classroom environments were linked to increased student
attendance and participation.
 Safety: Safe and secure classroom designs were associated with reduced student
anxiety and improved focus.

These perceptions align with the quantitative data, highlighting the multifaceted role of
classroom design in educational outcomes.

4.2 LIMITATIONS OF THE STUDY

1. Geographical Scope:
The study was limited to public secondary schools in Kajiado County only. As such, the
findings may not be generalizable to schools in other counties or urban centers where
classroom designs and infrastructural investments may differ significantly.

2. Time Constraints

The data collection period was relatively short (e.g., one school term), which may not
have captured long-term effects of classroom design on academic performance,
especially changes due to seasonal weather or administrative adjustments.

3. Reliance on Self-Reported Data

Most of the data were collected through questionnaires and interviews, which rely on the
subjective perceptions of teachers and students. There is a risk of response bias, including
social desirability bias, where respondents may give answers they believe are expected
rather than their true opinions.

4. Lack of Experimental Control

The study used a non-experimental, descriptive design, which means causality cannot be
definitively established. While correlations between classroom design and student
performance were identified, it cannot be concluded that classroom design directly
caused changes in performance.

5. Limited Access to Technology-Integrated Classrooms

Many schools in Kajiado County lack advanced classroom technologies (like

smartboards, digital projectors, etc.). This limited the scope of evaluating the impact of
modern technological design features on performance.

4.3 CHAPTER SUMMARY

Chapter Four presented the analysis of data collected from selected schools in Kajiado
County, focusing on the relationship between classroom design and student performance.
The findings revealed that flexible seating arrangements, adequate lighting, proper
ventilation, and smaller class sizes significantly enhanced student engagement,
concentration, and academic outcomes.
 CHAPTER FIVE

SUMMARY, RECOMMENDATIONS AND CONCLUSIONS

5.0 INTRODUCTION

Chapter Five presents the summary, conclusions, and recommendations based on the
findings of the study on the effects of classroom design on student performance in
selected schools within Kajiado County. This chapter synthesizes the key results
discussed in Chapter Four, drawing clear links between the physical learning
environment and academic outcomes.

5.1 SUMMARY OF FINDINGS

The study on the effects of classroom design on student performance in selected schools
in Kajiado County revealed the following key findings:

1. Classroom Layout: Flexible seating arrangements such as group clusters and U-

shaped layouts positively influenced student engagement, collaboration, and
participation, compared to traditional row seating which was linked to passive
learning.
2. Lighting and Ventilation: Classrooms with adequate natural lighting and proper
ventilation were associated with higher levels of student concentration, alertness, and
improved academic performance.
3. Class Size: Smaller class sizes (less than 30 students) enabled more individualized
attention from teachers, better classroom management, and higher academic
achievement than overcrowded classrooms.
4. Learning Resources: Availability of teaching aids, including visual and
technological resources, enhanced teaching effectiveness and student understanding,
although many schools had limited access to these resources.
5. Teacher Perceptions: Majority of teachers agreed that classroom design plays a
crucial role in supporting effective teaching methods and positively affects student
behavior and academic outcomes.

5.2 RECOMMENDATIONS

5.2.1 IMPLICATIONS FOR RESEARCH

 Recommendation: Conduct longitudinal and experimental studies to establish

causal relationships between specific classroom design features and student
outcomes.
 Activities: Design and implement studies across diverse counties with control
groups; investigate technology integration impacts.
 Responsible Persons: University researchers, Ministry of Education Research
Departments.
 Timeline: Within 2–4 years.
 Monitoring and Evaluation: Annual progress reports to education research
boards; peer-reviewed publications.

5.2.2 IMPLICATIONS FOR POLICY

 Recommendation: Develop and enforce national standards and guidelines for

classroom design that promote flexible layouts, adequate lighting, ventilation, and
manageable class sizes.
 Activities: Formulate policies with stakeholder consultations; allocate dedicated
funding for classroom infrastructure upgrades.
 Responsible Persons: Ministry of Education, County Education Boards, School
Management Committees.
 Timeline: Policy draft within 1 year; implementation phased over 3–5 years.
 Monitoring and Evaluation: Regular audits of school facilities; annual reporting
on compliance to the Ministry.
5.2.3 IMPLICATIONS FOR PRACTICE AND TRAINING

 Recommendation: Train school administrators and teachers on optimizing

classroom layout and using available space and resources effectively.
 Activities: Organize workshops on learner-centered classroom setups and low-
cost visual aids; promote teacher collaboration to share best practices.
 Responsible Persons: Teachers Service Commission (TSC), County Education
Officers, Teacher Training Colleges.
 Timeline: Training sessions annually; ongoing professional development.
 Monitoring and Evaluation: Feedback surveys post-training; classroom
observations by education officers.

5.2.4 IMPLICATIONS FOR EDUCATION (SCHOOL LEVEL)

 Recommendation: Schools should prioritize upgrading classrooms with adequate

natural lighting, ventilation, and flexible furniture arrangements to enhance
learning environments.
 Activities: Conduct needs assessments; mobilize community and government
resources; procure ergonomic furniture; maintain classrooms regularly.
 Responsible Persons: School Heads, Parent-Teacher Associations (PTAs),
County Education Authorities.
 Timeline: Needs assessment within 6 months; phased upgrades over 2 years.
 Monitoring and Evaluation: Biannual facility inspections; student and teacher
satisfaction surveys.
5.2.5 SUMMARY TABLE OF RECOMMENDATIONS

Recommendation Activity Responsible Timeline Monitoring &

Area Evaluation
Research Conduct Universities, 2–4 years Research
longitudinal Ministry of progress
studies Education reports
Policy Develop Ministry of 1 year policy draft; Facility audits,
classroom Education, 3–5 years compliance
design policy County Boards implementation reports
Practice/Training Teacher/admin TSC, County Annually ongoing Training
workshops Officers feedback,
classroom
observations
Education (School) Classroom School Heads, 6 months Facility
upgrades PTAs assessment; 2 inspections,
years upgrades surveys

5.3 CONCLUSION

This study set out to explore the effects of classroom design on student performance in
public secondary schools in Kajiado County. The findings have clearly demonstrated that
the physical characteristics of learning environments such as seating layout, lighting,
ventilation, class size, and availability of instructional resources play a significant role in
influencing students’ academic outcomes. Classrooms that are well-lit, adequately
ventilated, and structured with flexible seating arrangements were shown to promote
greater student engagement, concentration, and interaction, leading to improved
performance. In contrast, overcrowded, poorly equipped, and rigidly structured
classrooms hinder effective teaching and learning.