Didactic Approaches of Teaching and Classroom Environment Influence on Academic Performance: A Perception of Gifted Students in Secondary Schools in Uasin Gishu County, Kenya

Abstract

Academic performance is multifaceted variable including modes of teaching, classroom environment and students’ ability. Therefore, many gifted students may face myriads of academic challenges, which may however, be masked by their academic prowess, yet research into this realm is limited in Kenya. Therefore, the objectives of the study was to establish the perception of gifted students on teacher - centred teaching methods and classroom environment influence on academic performance. Findings indicated that a majority 84% (88) of respondents were uncomfortable with didactic approaches of teaching. Further, greater majority of the gifted students 81% (85) perceived the classroom environment as unconducive for effective learning. This means gifted learners due to their exceptional speed to comprehend facts and information fast tend to get bored and switch off resulting to poor academic performance. This implies that gifted students tend to enjoy application of interactive or engaging methods approaches of teaching and a conducive class environment to realise their academic prowess.