DOI: 10.36347/sjahss.2016.v04i02.004

Pages: 130-138

The classroom learning conditions embodies more than physical environment. However, researchers have overly focused on the physical classroom learning environment leaving out other conditions of learning. This study went beyond the physical aspect to focus also on environmental, sociological, emotional and psychological classroom learning conditions. The study objectives were to establish teachers’ and students’ perceptions of Kiswahili classroom learning conditions and to compare teachers’ and students’ perceptions of Kiswahili classroom learning conditions. The study was based on descriptive survey design. The target population was 2,520 students and 42 Kiswahili teachers. Yamane’s (1967) formula was used to derive a sample of 345 students who were selected by simple random sampling technique. Saturated sampling technique was used to select 38 Kiswahili teachers. Data was collected by the use of the questionnaire. Overall, the study established a statistically significant difference between the teachers’ (M=3.33, SD=.55) and students’ (M=3.69, SD=.35); t (380) = 3.93, p= .00 perceptions of the stated learning conditions in Kiswahili classrooms. The results imply that teachers and students perceive the classroom climate differently. The study recommends a wholistic approach to classroom design that takes into consideration environmental, sociological, emotional and psychological needs of students in order to realize optimum learning environment. Teachers also need to take into consideration learners’ opinions when planning for instruction due to their varied perceptions.