Correlational research shows classroom push and pull factors affect value addition in public secondary schools, suggesting a need for targeted interventions.
Key Points
Classroom push and pull factors account for 16% of the change in value addition in the 2013 cohort, indicating a noteworthy impact.
Regression analysis shows a weak significant positive relationship between classroom factors and value addition, with β=0.386 for the 2013 cohort.
The study adopted a correlational research design, utilizing data from 39 public secondary schools and a total sample of 780 students.
Findings may inform educational policy and practices in Kenya and similar contexts, highlighting the importance of classroom dynamics.