Moderating Effect of In-Service Training Between Classroom Management and Students’ Engagement of Selected Secondary Schools of Kumba 1 Municipality

Abstract

The current study aimed at investigating the influence of classroom management on students’ engagement in learning and the moderating role of in-service training among selected Secondary schools in kumba 1 municipality. Specifically, it was purposed to find out the influence of exploratory teaching methods and  students’ engagement in learning, to investigate how  communication influences students’ engagement in learning, to determine the effect of reinforcement on students’ engagement in learning, to explore the influence of classroom environment on students’ engagement in learning and to examine the moderating role of in-service training in the relationship between classroom management and students’ engagement in learning. By use of a status cross-sectional quantitative research design, data for 132 secondary school students’ and 20 teachers in Kumba 1 municipality gathered using questionnaires. Data was analyzed using SPSS PROCESS macro. The results showed that exploratory teaching methods and classroom environment have significant positive influences on students’ engagement in learning. Thus, these findings emphasize the importance of learner-centered pedagogy and conducive classroom settings in promoting active learning. On the contrary, reinforcement and communication did not show statistically significant effects, although communication showed a near-significant positive trend. The findings further suggest that effective classroom management can substantially improve student engagement, particularly when mediated through continuous in-service training. Thus, comprehensive classroom management remain crucial for enhancing student engagement in learning.