IJLTEMAS International Journal of Latest Technology in Engineering, Management & Applied Science (IJLTEMAS) IJLTEMAS 2278-2540 IJLTEMAS 282 10.51583/IJLTEMAS.2026.150800088 Education Instructional Preparation Practices and Business Studies Performance in Kenyan Public Secondary Schools: Evidence from Matuga Sub-County Wambua Antony John Department of Education, Counselling and Humanities, Kenya Methodist University, Kenya Kenya Jacinta Magaju Dr. Department of Education, Counselling and Humanities, Kenya Methodist University, Kenya Kenya Benjamin Mwandoe Mwawasi Mr. Department of Education, Counselling and Humanities, Kenya Methodist University, Kenya Kenya 15 8 1221 1231 31 08 2026 05 09 2026 16 09 2026 Instructional Preparation Classroom Management Business Studies Academic Performance Secondary Schools Abstract

Business Studies performance in Matuga Sub-County, Kwale County, Kenya declined from a mean score of 4.2 in 2019 to 3.1 in 2024, well below the national average of 5.8. While classroom management is widely recognised as a determinant of academic achievement, no study has examined how instructional preparation specifically shapes Business Studies performance. This study investigated the influence of teachers’ instructional preparation practices on Business Studies students’ academic performance in public secondary schools in Matuga Sub-County. Grounded in Kounin’s Classroom Management Theory and Vygotsky’s Social Constructivist Theory, the study adopted a convergent parallel mixed-methods design targeting 5,314 stakeholders across 17 schools. A total of 346 respondents participated (317 students, 20 teachers, 9 principals), yielding a 93.0% response rate. Instructional preparation recorded the strongest correlation with performance (r = .608, p < .001) and was the dominant regression predictor (β = .597, p < .001), with the model explaining 43.9% of variance. Seven of nine principals independently identified lesson planning as the most effective classroom management practice. Performance was measured through self-reported perceptions rather than examination scores, which limits the scope of conclusions. The study concluded that instructional preparation is the strongest predictor of Business Studies performance and recommended that teachers prioritise structured lesson planning, that principals institutionalise lesson observation, and that the Teachers Service Commission incorporate subject-specific preparation into professional development.

 References Adejimi, S. A., Oyelekan, O. S., & Olorundare, A. S. (2021). Effect of collaborative learning strategies on senior secondary school students’ achievement in biology. Cypriot Journal of Educational Sciences, 16(5), 2340–2351. https://doi.org/10.18844/cjes.v16i5.6297 Adjei, H., Dankyi, J. K., & Dankyi, L. A. (2019). Influence of lesson planning on teacher effectiveness in some selected junior high schools in the Kumasi metropolis. African Journal of Educational Studies in Mathematics and Sciences, 15(1), 55–67. Ampera, D. (2018). Business Studies curriculum implementation: A review of pedagogical approaches in secondary education. Journal of Education and Practice, 9(15), 77–85. Arop, F. O., Mbon, U. F., Ekanem, E. E., Ukpabio, G. E., Uko, E. S., & Okon, J. E. (2020). School management practices, teachers effectiveness, and students’ academic performance in mathematics in secondary schools of Cross River State, Nigeria. Humanities and Social Sciences Letters, 8(3), 298–309. https://doi.org/10.18488/journal.73.2020.83.298.309 Burden, P. R. (2025). Classroom management: Creating a successful K-12 learning community. John Wiley & Sons. Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications. Franklin, H., & Harrington, I. (2019). A review into effective classroom management and strategies for student engagement: Teacher and student roles in today’s classrooms. Journal of Education and Training Studies, 7(12), 1–12. https://doi.org/10.11114/jets.v7i12.4491 George, D., & Mallery, P. (2020). IBM SPSS statistics 26 step by step: A simple guide and reference (16th ed.). Routledge. Ghafar, A. (2023). Instructional preparation and classroom readiness: A framework for teacher effectiveness. International Journal of Educational Management, 37(2), 412–429. Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2019). Multivariate data analysis (8th ed.). Cengage Learning. Kenya Institute of Curriculum Development. (2023). Competency-Based Curriculum framework. Government Printer. Khan, S., Siraj, D., & Ilyas, Z. (2024). Effect of lesson planning on academic performance: Evidence from the elementary level classroom. Pakistan Social Sciences Review, 8(1), 169–177. Khanum, A. (2020). Lesson planning and its impact on teaching and learning. International Journal of Education and Practice, 8(3), 455–468. Kiogolo, R., & Mtana, N. (2022). Time management and academic performance in Tanzanian secondary schools. East African Journal of Education and Social Sciences, 3(4), 78–89. Kounin, J. S. (1970). Discipline and group management in classrooms. Holt, Reinhardt & Winston. Kwale County. (2025). Education. County Government of Kwale. Lay, Y. F., & Ng, K. T. (2021). Analysis of TIMSS 2015: The contribution of curriculum coverage to student achievement in mathematics and science. Asia Pacific Journal of Educators and Education, 36(1), 1–25. Mbaki, L. (2024). Administrative practices of principals and learner’s academic performance in public secondary schools in Katulani sub-county, Kitui county, Kenya (Doctoral dissertation). Mdlokovane, T. (2020). Teacher commitment to lesson planning and its effect on learner outcomes in South African schools (Doctoral dissertation). University of South Africa. Mugoya, R., & Nalukwago, R. (2023). How teachers’ planning influences pupils’ academic performance in government aided primary schools in Namutumba District, Uganda. Muhwezi, M., Kyaligonza, R., & Mugimu, C. B. (2022). Teacher preparation practices and student performance in business subjects in Ugandan secondary schools. East African Journal of Education Studies, 5(2), 112–128. Mwangare, A. N., Mwawasi, B., & Mwenda, P. (2021). Influence of teachers’ classroom management practices on pupils’ academic performance in public primary schools in Matuga Sub-County, Kwale County, Kenya. Ouko, J. R. O. (2021). Exploring how teachers deal with students’ errors in mathematics: A case of a secondary school in Siaya County, Kenya. Philip, B., & Bennett, R. (2021). Pacing strategies and attention span in higher education lectures. Journal of Further and Higher Education, 45(3), 312–328. Song’oro, J. B. (2023). Effect of management of guidance and counseling services on students’ discipline and academic performance in public secondary schools in Kisii County, Kenya (Doctoral dissertation, Maseno University). Stronge, J. H. (2018). Qualities of effective teachers. ASCD. Tabachnick, B. G., & Fidell, L. S. (2019). Using multivariate statistics (7th ed.). Pearson. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. Waweru, J. W., & Gacheri, G. (2021). Classroom management strategies and their influence on student behaviour and academic achievement in secondary schools in Kenya. Kenya Journal of Education and Practice, 4(2), 45–61. Wolff, C. E., Jarodzka, H., & Boshuizen, H. P. A. (2020). Classroom management expertise of expert and novice teachers. Learning and Instruction, 66, 101300. https://doi.org/10.1016/j.learninstruc.2019.101300 Wu, M., Zhao, K., & Fils-Aime, F. (2022). Response rates of online surveys in published research: A meta-analysis. Computers in Human Behavior Reports, 7, 100206. Yamane, T. (1967). Statistics: An introductory analysis (2nd ed.). Harper & Row.