Classroom management, constructivist teaching and pupils’ engagement in remedial classes in government aided primary schools in Njeru municipality, Uganda

Abstract

This study examined the influence of classroom management on pupils’ engagement in remedial classes moderated by constructivist teaching in primary schools in Njeru Municipality, Uganda. Specifically, the study sought to establish the influence of classroom management, constructivist teaching on pupils’ engagement and the moderating effect of constructivist teaching on the influence of classroom management on pupils’ engagement in remedial classes. Guided by the quantitative approach, the study applied a correlational research design, collected data using a questionnaire and carried out Descriptive and inferential analyses on a sample of 216 pupils. Results showed that pupils rated teachers’ classroom management, use of constructivist teaching and their own engagement to be high. Inferential analysis indicated that classroom management and constructivist teaching had a positive significant influence on pupils’ engagement in remedial classes. However, classroom management partially moderated the influence of classroom management on pupils’ engagement in remedial classes in primary schools. Hence combining effective classroom management and constructivist teaching is imperative for pupil engagement in remedial classes. It was recommended that teachers should always ensure that effective classroom management go hand in hand with constructivist teaching to promote pupil engagement in remedial classes.