Abstract:
The central problem of this study is that, the school
climate is a critical aspect of the academic achievement of any
student. This psychological construct ranges from the type of
school, the nature of the school’s leadership, to the teachers and
the relationship of the student to other learners among others.
The purpose of the study was to examine the relationship
between school climate and test scores among form ones. The
study was guided by Social cognitive learning by Albert Bandura
.The study adopted a descriptive correlational design. It also
used simple regression to find out whether the school climate
would predict test scores. The study was conducted in four public
schools of Dadaab refugee camps in the North-Eastern part of
Kenya. The target population consisted of students and teachers.
The sampling technique was that of convenient, purposive and
systematic sampling in that order, where thirty-five participants
were selected from each school, to sum up to one hundred and
thirty-eight form one students and a total of thirty-four teachers.
Research instruments included questionnaires for teachers and
students and the interview schedule for teachers. Piloting was
done as well to ascertain the reliability of the instruments. The
test- retest technique was used to estimate the degree to which
the instrument would yield consistent results after repeated
trials. The data was analyzed using the Statistical Package for
Social Sciences (SPSS) and examined before condensing and
presenting information using frequency distribution tables, pie
charts and bar graphs. The results revealed that there is a
negative and insignificant relationship between school climate
and academic performance of form ones.
