Classroom Management Strategies And Academic Performance Of Secondary School Students In Oye LGA Ekiti State

Educational Management Project and Seminar Material

Classroom Management Strategies And Academic Performance Of Secondary School Students In Oye LGA Ekiti State


Abstract


The study examined classroom management strategies and academic performance of secondary school students in Oye LGA Ekiti State. The descriptive survey design was used for the study. One hypothesis and two research questions were developed to guide the study. Multistage sampling technique was used to select 48 teachers and 297 year two students to respond to the questionnaire. The statistical tools used to analyse the data collected were means, standard deviation, Pearson’s Product Moment Correlation Coefficient (PPMCC) and Multiple Regression. The findings revealed that both students and teachers identified good relationship and reinforcement as the mostly used classroom management strategies. It was found that a significant positive relationship existed between reinforcement and antecedent as classroom management schemes and students’ academic performance. However, good relationship and punishment as classroom management strategies did not have a positive relationship with the academic performance of students. It is recommended that teachers should use reinforcement and antecedent strategies frequently in their classrooms since they play a dual role of managing behaviour and predicting the academic performance of students. Good relationship as a classroom management strategy should be cautiously used because it could potentially be misinterpreted or abused and can lead to low academic performance. Using punishment as a classroom management strategy should be avoided as its use hinders academic performance of students.


Table of Content


  • Title Page
  • Certification
  • Dedication
  • Acknowledgement
  • Table of Content
  • List of Tables
  • Abstract

Chapter One:

Introduction

  • 1.1 Background of the Study
  • 1.2 Statement of the Problem
  • 1.3 Objective of the Study
  • 1.4 Research Questions
  • 1.5 Research Hypothesis
  • 1.6 Significance of the Study
  • 1.7 Scope of the Study
  • 1.8 Limitation of the Study
  • 1.9 Definition of Terms
  • 1.10 Organisations of the Study

Chapter Two:

Review of Literature

  • 2.1 Conceptual Framework
  • 2.2 Theoretical Framework
  • 2.3 Empirical Review

Chapter Three:

Research Methodology

  • 3.1 Research Design
  • 3.2 Population of the Study
  • 3.3 Sample Size Determination
  • 3.4 Sample Size Selection Technique and Procedure
  • 3.5 Research Instrument and Administration
  • 3.6 Method of Data Collection
  • 3.7 Method of Data Analysis
  • 3.8 Validity of the Study
  • 3.9 Reliability of the Study
  • 3.10 Ethical Consideration

Chapter Four:

Data Presentation and Analysis

  • 4.1 Data Presentation
  • 4.2 Analysis of Data
  • 4.3 Answering Research Questions
  • 4.4 Test of Hypotheses

Chapter Five:

Summary, Conclusion and Recommendation

  • 5.1 Summary
  • 5.2 Conclusion
  • 5.3 Recommendation
  • References
  • APPENDIX
  • QUESTIONNAIRE

Chapter One


Introduction

1.1 Background of the Study

Most formal organizations like secondary schools are aimed at effective and efficient management of the human and material resources available for the attainment of the school academic goals. The classroom teacher is charged with lots of functions to perform in the teaching and learning process.One of the most challenging functions of the classroom teacher is classroom management and control. The teacher’s effectiveness in teaching is assessed by his ability to use varied classroom management techniques to control students towards effective and meaningful learning during instruction. Meaningful teaching and learning cannot be achieved in a classroom environment characterized by noise making and other distractions by students. The academic achievement of students of a particular classroom can be attributed to the teachers’ ability to manage and control the classroom during instruction. Oyira (2006) reported that the variable that measures the classroom learning environment as perceived by students actually predicts their attitude towards schooling and academic performance.

The importance of good classroom management in the realization of the objectives of education cannot be over emphasized. Teaching and learning is all embracing involving a wide range of activities such as writing on chalkboard, discussing with students, demonstrating a procedure, supervising student’s class work, reading and marking assignments. Good classroom environment with good desks and seats well-spaced out, well ventilated, good lighting, good ceiling and roof and smooth floor enhances effective teaching and learning. When the classroom environment provides students with what they need, equilibrium occurs but when the classroom environment does not, there is disequilibrium. The researcher has observed that most public secondary schools in Federal Capital Territory (FCT), the classroom are over populated. In most of these schools, the teacher student’s ratio of 1:80 is evidenced. The National Policy on Education revised (2004) recommended a teacher-student’s ratio of 1:40 for normal or regular school.Besides, research has revealed an increasing rate of behaviour problems among secondary school students during lessons which most cases affect the teaching and learning process in the school (Yaduma and Abdulhamid, 2007).


1.2 Statement of the Problem

The poor or low level academic achievement, high failure rate in examinations such as West African Senior School Certificate Examination (WASSCE), National Examination Council (NECO) etc. and low quality students that are turned out has call for very serious concern in the society. What could be responsible for this ugly trend, even when it is assumed that there are well trained and qualified teachers to teach effectively? A closer look at the learning environment proof that something need to be done to improve the academic performance of the students. A conducive classroom is very important for learning, because without the feeling of safety, students will develop anxiety and become uneasy in the classroom. But what is prevalent in our public secondary schools appear chaotic and un-conducive classrooms. It is suspected that the environment are unlikely to enhance expansive teaching and learning. Against this background, this study examined on classroom management strategies and academic performance of secondary school students in Oye LGA Ekiti State.


1.3 Objectives of the Study

The overall aim of this study is to examine on classroom management strategies and academic performance of secondary school students in Oye LGA Ekiti State. Hence, the study will be channeled to the following specific objectives;

  1. Ascertain whether classroom management approaches are mostly used by Public Junior High School teachers within the Oye LGA Ekiti State.
  2. Determine the extent to which classroom management strategies (Reinforcement, Antecedent, Good relationship and Punishment) predicted the academic performance of students in the Oye LGA Ekiti State.
  3. Find out whether there is a significant relationship between classroom management strategies used by teachers and academic performance of students in the Oye LGA Ekiti State.

1.4 Research Questions

  1. What classroom management strategies are mostly used by Public Junior High School teachers in Oye LGA Ekiti State?
  2. To what extent do classroom management strategies (Reinforcement, Antecedent, Good relationship and Punishment) predict the academic performance of students in Oye LGA Ekiti State?
  3. Is there any significant relationship between classroom management strategies used by teachers and academic performance of students in Oye LGA Ekiti State?

1.5 Research Hypothesis

  • HO: There is no statistically significant relationship between classroom management approaches employed by teachers and academic performance of students in Oye LGA Ekiti State.
  • Ha: There is a statistically significant relationship between classroom management approaches employed by teachers and academic performance of students in Oye LGA Ekiti State.

1.6 Significance of the Study

This study will be significant as it will yield data that will help a number of individuals and educational stakeholders such as the Ministry of Education, researchers and PTA members to ascertain the extent to which effective classroom management affects students’ academic performance in secondary schools. The findings provided in this study will help teachers in accessing the effects of their classroom management on student’s academic performance in the school. Likewise, Ministry of Education and the curriculum planners will use the results of this study to guide them in imbibing classroom management skills in teachers so as to improve students’ academic performance. The study is equally significant to PTA members in that they will understand how disruptive behavior can hamper students’ academic performance. It will create awareness among teachers and parent on the need to always establish a conducive learning environment for improved academic performance among children.


1.7 Scope of the Study

The scope of this study boarders on classroom management strategies and academic performance of secondary school students in Oye LGA Ekiti State. However the respondents for this study will be obtained from teachers and students of some selected secondary school students in Oye LGA Ekiti State.


1.8 Limitation of the Study

Like in every human endeavour, the researcher encountered slight constraints while carrying out the study. Insufficient funds tend to impede the efficiency of the researcher in sourcing for the relevant materials, literature, or information and in the process of data collection, which is why the researcher resorted to a limited choice of sample size. More so, the researcher simultaneously engaged in this study with other academic work. As a result, the amount of time spent on research will be reduced.

Moreover, the case study method utilized in the study posed some challenges to the investigator including the possibility of biases and poor judgment of issues. However, the investigator relied on respect for the general principles of procedures, justice, fairness, objectivity in observation and recording, and weighing of evidence to overcome the challenges.


1.9 Definition of Terms

Classroom Management:

Refers to the actions teachers take to establish and sustain an environment that fosters students’ academic achievement as well as their social, emotional, and moral growth.

Classroom Management Strategies:

Could be refereed as the methods and processes through which a teacher controls their classroom environment so that student learning prevails because student misbehavior is effectively minimized and redirected.

Academic Performance:

How well or badly students do in studies at school.


1.10 Organization of the Study

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

  • 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.
  • Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature.
  • Chapter three deals on the research design and methodology adopted in the study.
  • Chapter four concentrate on the data collection and analysis and presentation of finding.
  • Chapter five gives summary, conclusion, and recommendations made of the study.

Chapter Five


Summary, Conclusions and Recommendations:

5.1 Introduction

This chapter summarizes the findings on classroom management strategies and academic performance of secondary school students in Oye LGA Ekiti State. The chapter consists of summary of the study, conclusions, and recommendations.


5.2 Summary of the Study

In this study, our focus was on classroom management strategies and academic performance of secondary school students in Oye LGA Ekiti State. The study is was specifically set to ascertain whether classroom management approaches are mostly used by Public Junior High School teachers within the Oye LGA Ekiti State, determine the extent to which classroom management strategies (Reinforcement, Antecedent, Good relationship and Punishment) predicted the academic performance of students in the Oye LGA Ekiti State, and find out whether there is a significant relationship between classroom management strategies used by teachers and academic performance of students in the Oye LGA Ekiti State.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 345 responses were validated from the enrolled participants, where all respondent are Junior secondary school teachers and students in some selected junior secondary schools in Oye LGA Ekiti State.


5.3 Conclusions

In line with the findings of the study it is resolved that reinforcement and antecedent as classroom management strategies were used mostly by teachers and they influenced academic performance positively whereas good relationship as well as punishment as classroom management strategies did not improve academic performance of students.


5.4 Recommendations

Based on the findings of the study, the following recommendations are proffered.

  1. Teachers should use reinforcement and antecedent strategies frequently in their classrooms since they play a dual role of managing behaviour and predicting the academic performance of students.
  2. Good relationship as a classroom management strategy should be cautiously used because it can potentially be misinterpreted or abused and can lead to low academic performance.
  3. Using punishment as a classroom management strategy should be avoided as its use hinders academic performance of students.

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