The Effect Of Classroom Management Practices On Students Academic Performance In Nigeria

Educational Management Project and Seminar Material

The Effect Of Classroom Management Practices On Students Academic Performance In Nigeria


This study was carried out to look at the effect of teachers’ classroom management behaviour and students’ academic performance in secondary schools in Nsukka Local Government Area of Enugu State.

The research instrument was a self-designed questionnaire called “classroom management practices measurement Questionnaire” (CMPMQ). The respondents were sampled using simple sampling techniques.

The questionnaire was administered on the teachers of the sampled schools.

The analysis of data collected was done with the use of pearson product-moment correlation co-efficient of significance. The finding showed that there is relationship between classroom control/discipline of a teacher and academic performance of the students.

Equally, the findings revealed that there is a significant between classroom evaluation and the academic performance on the student.

Based on the findings of the study. It was recommended that teachers should be introduced to seminars, workshops, and conferences on classroom management for efficiency.

Chapter One


1.1 Background of the Study

Classroom management is a significant part of an effective teaching learning process. Due to an effective classroom management, students flourish in a positive class climate and a compassionate environment. From a student’s perspective, effective classroom management provides them the opportunities to socialize themselves while learning. From a teacher perspective, effective classroom management involves precautionary discipline and fruitful teaching. Okoli (2008) concluded that physical environment of the classroom and seating arrangement are interrelated and managed alongside.The ability to manage, lead and supervise students during the learning process has been shown to be an indispensible component of effective teaching and learning, more so in Nigeria where the challenge of overcrowded classrooms hinders effective teacher instruction in the classroom. For the classroom to serve its purpose, the teacher must be able to establish order. This requires him/her to have the knowledge, attitude and skills necessary. He/she must be able to establish rapport with the students and their parents, involve students in the processes of establishing ground rules for behavior and being accountable for their actions, manage transitions during instructions, and motivate students to maximize time-on-task, supervise students in their learning activities and lastly deal with students’ misbehavior effectively. This study is expected to help students master these key skills. It will also equip them with the ability to be open-minded and creative about the application of these techniques to their challenges. The phenomenon of overcrowded classroom as well as poor quality and inadequate furniture in the classroom due to unlimited expansion has taken its toll on the educational system. Only few people will deny that the quality of teaching and learning is on the decline at all levels of the educational system. The poor result of the Senior Secondary School examination (SSCE) in almost all subjects in recent years is one potent indicator. The increase in examination malpractices cannot be divorced from poor seating arrangement in classrooms. The quantity and quality of interaction in the class are likely to be adversely affected due to lack of space for moving round the class and the over whelming number of students that the teacher has to deal with within a forty-minute lesson. Effective classroom management is much more than just administering corrective measures when a student misbehaves; it’s about developing proactive ways to prevent problems from occurring in the first place while creating a positive learning environment. Establishing that climate for learning is one of the most challenging aspects of teaching, and one of the most difficult skills to master. For those new to the profession, failure to set the right tone will greatly hinder your effectiveness as a teacher. Indeed, even experienced faculty may sometimes feel frustrated by classroom management issues. Strategies that worked for years suddenly become ineffective in the face of some of the challenges today’s students bring with them to the classroom.Classroom management is the process of organizing and conducting the business of the classroom. Many perceive it as the preservation of order through teacher control. Classroom management is much more than that, however! It also involves the establishment and maintenance of the classroom environment so that educational goals can be accomplished (Savage & Savage, 2010).Effective classroom managers create orderly, safe environments where students feel valued and comfortable, thus setting the stage for teaching and learning. To achieve that, they strategically arrange classroom space to support a variety of independent, small and large group activities (Crane, 2001). Elementary teachers also designate a large area of floor space where students can gather for read a louds, demonstrations, and class meeting. In all classrooms, there should be no “blind” areas in the room where students can be out of view. To structure “traffic flow” and minimize disruption, teachers separate high-traffic areas such as group work areas, learning centers, students’ desks, and the teacher’s desk. Effective classroom managers provide a structured, caring environment that meets students’ personal and academic needs. Such teachers are perceived as authority figures in the classroom. They share high behavioral expectations, design/implement developmentally appropriate lessons, and establish and enforce behavioral guidelines. Because effective teachers respect students as individuals with rights, values, and feelings, they carefully choose their words and actions to protect students’ dignity. They actively engage students in meaningful, challenging educational experiences and provide plentiful positive feedback. In short, they set their students (and themselves) up for success Ineffective teachers are poor planners. They do not start class on time; become sidetracked easily; use limited, low-interest teaching strategies; create a disorganized environment; and hold unclear academic and behavioral expectations. Furthermore, they abdicate responsibility for helping students to make good behavioral choices by trying to be the students’ friend instead of their teacher. When that approach generates misbehaviors, ineffective teachers use ridicule, sarcasm, and put-downs to “put students in their place.” Students’ disrespect for these teachers is evidenced through increasingly frequent classroom disruptions and exceedingly poor behavioral choices.

1.2 Statement of the Problem

The classroom is the heart of any educational system. No curriculum planning is complete without implementation and evolution, both of which are mainly carried out in the classroom. Most of the class activities take place while students are seated. The seating arrangement is therefore too important to suffer the kind of neglect being experienced by many secondary schools in the country. As rightly observed by Cohen and Manion (1983 p.221) “a careful attention to seating arrangement contributes as effectively as any other aspect of classroom management and control to overall success with a class subsequently”. Adesina (1990 p.73) also affirms that one potent index for evaluating educational standards and quality is an examination of the physical facilities available for learning experiences”. The seating arrangement can make or mar any lesson. Ideally, in a secondary school, especially in a mixed ability grouping, as found in Nigeria schools, seats should be arranged in rows with a reasonable amount of space between them to allow for proper teacher-student and student-student interactions as well as allow for individual and group work (Cohen and Manion, 1983).To this end, the ratio of teacher to students should not exceed 1:30 or at most 40 judging by the size of the classrooms. But what one finds in many of these classes is between ratios 1: 50 and 1: 150 in certain cases. This study was therefore interested in identifying the major problems caused by overpopulated classes in Nigeria growing towns and cities with a view to making suggestions that could help to alleviate the problems.Observation reveals that in recent times, there has been astronomical rise in class size due to increase in enrolment of students in public secondary schools in Cross River State. Some schools have as many as eighty (80), hundred (100) or above 100 students per class as against the teacher-student ratio of 1:40 recommended by the National Policy on Education (FGN 2004). This situation has had multiple negative effects on teaching and learning as well as students’ academic outcomes.This is evidenced in the failure rates recorded by students in external exams like W.A.E.C in a core subjects like English Language between 2004 and 2006 (Osim 2009). Apart from this, students no longer have confidence in writing exams on their own without examination malpractice (Mgbekem, 2004). This also is consequent upon the fact that small class sizes do no encourage effective teaching and learning environment.

1.3 Objective of the Study

The objectives of the study are;

  1. To ascertain the relationship between classroom management practice and student academic performance
  2. To ascertain the important of classroom management on the academic performance of student
  3. To ascertain the management problem of classroom in secondary school student
  4. To ascertain the causes of misbehavior in the classroom

1.4 Research Hypotheses

For the successful completion of the study, the following research hypotheses were formulated by the researcher;

  1. H0: there is no relationship between classroom management practice and student academic performance
    H1: there is relationship between classroom management practice and student academic performance
  2. H02: there is no management problem of classroom in secondary school student
    H2: there is management problem of classroom in secondary school student

1.5 Significance of the Study

This study would be of great help and immense benefit to the government and the ministry of education whose primarily aim is to see students as the future leaders of tomorrow. It would also be of great significance to the ministry of education and teachers as well as the school authorities who deal directly with these students in secondary school

1.6 Scope and Limitation of the Study

The scope of the study covers the effect of classroom management practices on student academic performance in Nigeria. The researcher encounters some constrain which limited the scope of the study;

a) Availability of Research Material:

The research material available to the researcher is insufficient, thereby limiting the study

b) Time:

The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.

c) Organizational Privacy:

Limited Access to the selected auditing firm makes it difficult to get all the necessary and required information concerning the activities

1.7 Definition of Terms


Classroom management is a term teachers use to describe the process of ensuring that classroom lessons run smoothly without disruptive behavior from students compromising the delivery of instruction.

Academic Performance:

Academic achievement or (academic) performance is the extent to which a student, teacher or institution has achieved their short or long-term educational goals.

1.8 Organization of the Study

This research work is organized in five chapters, for easy understanding, as follows

  1. Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study.
  2. Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature.
  3. Chapter three deals on the research design and methodology adopted in the study.
  4. Chapter four concentrate on the data collection and analysis and presentation of finding.
  5. Chapter five gives summary, conclusion, and recommendations made of the study

Chapter Five

Summary, Conclusion and Recommendation

5.1 Introduction

It is important to ascertain that the objective of this study was on the effect of classroom management practices on student academic performance in Nigeria. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of classroom management

5.2 Summary

This study was on the effect of classroom management practices on student academic performance in Nigeria. Four objectives were raised which included: To ascertain the relationship between classroom management practice and student academic performance, to ascertain the important of classroom management on the academic performance of student, to ascertain the management problem of classroom in secondary school student, to ascertain the causes of misbehavior in the classroom.In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 staff of selected secondary schools in Nsukka local government of Enugu state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made up principals,vice principals administration, senior staffs and junior staffs were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies

5.3 Conclusion

On the basis of the major findings secured, the following conclusions are made.

Principals and teachers are among the major factors for the health enhancement of the instructional activity. But in Oredo Secondary Schools, principals, supervisors and teachers have low awareness on classroom management. The reason is that, there is no adequate training. Therefore, it is possible to conclude that the existing problems in the areas of principals, supervisors and teachers classroom management might be affected by the teachers of professional preparation or exposure to classroom management courses. Teachers were less practicing classroom management activities in the school. This was created due to lack of attention or carelessness and busyness of teachers and principals.

Therefore, one can conclude that the classroom management in each school has lost its advantages. Participation of teachers in practicing classroom management training and their participation in training related to classroom management will motivate them to work better and keep it up implementation process. But what is revealed in the analysis was that the schools were not ready to provide training for teachers on the area of classroom management in their schools. Therefore, lack of providing training for teachers on class management might have negatively affected the teaching- learning process in schools.

5.4 Recommendation

Based on the findings of the study, the following recommendations were drawn to minimize and solve the impacts of classroom management on students’ academic achievement of secondary schools of Oredo local government:

  1. The study reveals that as the training given in relation to classroom management was no sufficient. The government should give continuous chance for teachers, principals and supervisors in training to be professional to scopes with emerging complex conditions in the classroom that hinder students learning and academic achievement.
  2. Including different types of students with different learning style was one of challenge in relation to classroom management. So government and the school should have to mobilize the school community and the whole community in the Oredo to reduce the number of students in the class in to standard to help students with different learning styles.
  3. Principals and teachers with poor skills and professional on classroom management found in secondary schools. Therefore, it seems desirable that the Oredo local government area educational office should prepare short term training programs regularly for teachers, supervisors and school principals such as seminar, workshop, in service training before they go school activities in order to give them the reasonable preparation.
  4. Teachers, with the students’ active involvement during instruction, should have to formulate ground rules and procedures for students so that the students’ classroom off task behavior can be handled change their attitude.

Get Complete Project Material

5,000 5000

The Complete Material Will Be Sent to You in Just 2 Steps

Quick & Simple…

Step One Purchase

Make Payment (Through Transfer) of ₦5,000 to Any of the Account Below

Access Bank PlcAcc No: 0811003731
Samphina Academy
Current Account
Zenith BankAcc No: 1225513212
Samphina Academy
Current Account

Or CLICK HERE To Pay With Debit Card

CLICK HERE To Purchase Material ($15)
Make Payment of 120 GHS to 0553978005 | Douglas Cloud Osabutey | MTN MoMo

Step Two Purchase

Send the Following Details on WhatsApp ( 08143831497) After Payment

  1. Payment Details

  2. TOPIC: The Effect Of Classroom Management Practices On Students Academic Performance In Nigeria

The Complete Material Will Be Sent To You On WhatsApp After Receiving Your Details
T & C Apply

  Contact Our Help Desk

Need a Different Topic? Perform a Quick Search

List of Related Works

Click on Any Topic to Preview the Content

Samphina Academy

Samphina Academy is an Online Educational Resource Center that is aimed at providing students with quality information and materials to aid them in succeeding in their academic pursuit.