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Instructional Preparation Practices and Business Studies Performance in Kenyan Public Secondary Schools: Evidence from Matuga Sub-County

Author

Listed:
  • John Wambua Antony

    (Department of Education, Counselling and Humanities, Kenya Methodist University, Kenya)

  • Dr. Jacinta Magaju

    (Department of Education, Counselling and Humanities, Kenya Methodist University, Kenya)

  • Mr. Benjamin Mwandoe Mwawasi

    (Department of Education, Counselling and Humanities, Kenya Methodist University, Kenya)

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

Suggested Citation

  • John Wambua Antony & Dr. Jacinta Magaju & Mr. Benjamin Mwandoe Mwawasi, 2026. "Instructional Preparation Practices and Business Studies Performance in Kenyan Public Secondary Schools: Evidence from Matuga Sub-County," International Journal of Latest Technology in Engineering, Management & Applied Science, RSIS International, vol. 15(8), pages 1221-1231, August.
    • Handle: RePEc:bjf:ijltem:v:15:y:2026:i:8:a:282
    DOI: 10.51583/IJLTEMAS.2026.150800088
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