Classroom Management Techniques As A Predictor Of Students’ Academic Achievement In Economics In Secondary Schools In Awka South

Classroom Management Techniques As A Predictor Of Students’ Academic Achievement In Economics In Secondary Schools In Awka South
Abstract
This study was carried out to examine the impact classroom management techniques as a predictor of students’ academic achievement in economics in secondary schools in Awka South. The study was specifically carried out to ascertain the classroom management techniques adopted during the teaching and learning of economics in secondary schools in Awka South, ascertain the impact of effective classroom management techniques on the academic achievement of economics students in Awka South, and identify the factors affecting the effective classroom management during the teaching and learning of economics in Awka South. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of Economics teachers in some selected secondary school students in Awka South. In determining the sample size, the researcher conveniently selected 57 respondents and 50 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables, and mean scores. While the hypotheses were tested using Pearson correlation statistical tool. The result of the findings reveals that the classroom management techniques adopted during the teaching and learning of economics in secondary schools in Awka South includes: good relationship, reinforcement, punishment, antecedent, reward system, effective communication, and role modelling. The study also revealed that effective classroom management techniques has a significant impact on the academic achievement of economics students in Awka South as it improves students attitude towards learning economics, Stimulates students interest in learning, improves students active participation in the classroom, enhances students learning outcome, and improves students performance in economics assessments. Therefore, 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. To mention but a few.
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
Classroom management is a prerequisite for achieving instructional objectives and safeguarding the well-being of students for whom the teaching and learning activities are centered (Ogunu, 2010). Classroom management entails planning, supervising, controlling and coordinating the activities of pupils in teaching –learning process. According to Grieser (2017), successful classroom management enhances students questioning and exploration only if the learning environment is conducive. Classroom management techniques as used in this study, refers to tactics adopted by teachers to ensure decorum in the classroom and thus create a healthy and conducive atmosphere for learning. Classroom is the immediate management environment for formal knowledge acquisition. It is a shelter for both teachers and learners so as to engage in educative activities. Classroom is made up of the teacher, the learners, learning equipment and the environment. Kimberly (2001) stated the five characteristics of a classroom as security, open communication, mutual likeness, shared goals and connectedness. Management on the other hand, can be seen as the process of designing and maintaining any setting in which people work in groups for the purpose of accomplishing predetermined goals. The idea of any setting equally indicates that management is applicable to all establishments which do not exonerate educational setting. Management involves the act of running or controlling or skill of dealing with people or situations in any way (Adeyemo, 2012). Also, management is defined as a method where a group of people at the highest level of organization plan, organize, communicate, coordinate, control and direct the actions and activities of people who work for the organization toward the achievement of organizational objectives (Loomiz, 2019 in Adeyemo, 2012). Some people believe that education and management are incompatible; management is seen as process that happens in industry but not in education. The management role of a teacher therefore is not the same as that of an accountant or of a bank manager, but the management role is certainly an institution that has specific objectives and a school is not an exception. In order to achieve its aims, a school has to have objectives, and to achieve these objectives, the various people with responsibilities in the school especially in a classroom have to plan, organize and lead.
Classroom management is the term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behaviour by students. The term also implies the prevention of disruptive behaviour. It is possibly the most difficult aspect of teaching for many teachers; indeed experienced problems in this area cause some to leave teaching. Classroom management is a complex set of articulate behaviour which the teacher uses to establish and maintain conditions to enable learners achieve instructional objectives efficiently. Brown 2015) looked at classroom management as a process involving the organization of certain academic tasks which are essential for effective teaching and learning in a specific set up. Classroom management first became a popular topic in education during the 1970 and 1980 (Tavares, 1996 & Butchart, 2015). The focus in these early years was primarily on making the classroom safe and establishing behaviour management, used to control and shape students behaviour to conform to school rules by the classroom teacher. Classroom management using an authoritarian or punitive approach could repress disorderly behaviour, but it might not foster student‘s growth or allow the acquisition of more sophisticated modes of learning, such as critical thinking and reflection (Jones, 2005).
In the 1990s classroom management developed beyond a set of educational techniques to become a complex process in which an environment is constructed in an on-going reciprocal manner. This process included dialogue between teachers and students, reflection on past and present experiences, and looking at how one‘s behaviour affected others in the environment (Schneider, 1996). Research from Balmer, Brophy and Good in Adeyemo (2012) shows that the time teachers has to correct misbehaviour caused by poor classroom management skills result in a lower rate of academic engagement in the classroom. From the students‘perspective, effective classroom management involves clear communication of behaviour and academic expectations as well as a cooperative learning environment. Apparently, classroom management is closely linked to issues of motivation, reinforcement, reward, discipline and respect (Naong, 2007).
There are instances of some situations in the classroom that has necessitated the application of adequate management techniques by the teacher, these among others include: Students undermining the teacher‘s authority; students leaving class too frequently, sometimes without permission; sitting and backing the teacher during lesson; reading other materials or doing other things like discussion or noise making during lesson; eating or chewing gum while the class is going on; and students sleeping in the class during the lesson. All these should be considered rude and should not be tolerated. Other issues faced in the classes are: refusal to participate or speak during lesson, students sometimes become naughty and refuse to participate in classroom activities, fighting in the class, telling lies, stealing, copying other students‘ work during test or examinations, lack of toilet training, for instance and the likes. All these types of behaviour are management problems which need adequate classroom management techniques to tackle them.
Effective classroom management means implementing techniques that create a safe, fair and rule based learning environment for students to flourish in. Emmor and Evertson in Osakwe (2013) stated that effective classroom management consists of teacher behaviour that produces high level of students‘ involvement in classroom activities, minimal amounts of student‘s behaviour that interferes with the teacher‘s or other students‘ work, and efficient use of instructional time. Classroom management techniques are a critical part of teacher’s success in creating a safe and effective learning environment for students.
1.2 Statement of the Problem
The purpose of good classroom management in the realization of the objectives of education cannot be over emphasized. Student often exhibits some deviant behaviour in the classroom, which include; noise making, chewing gum, passing notes, using cell phones in class, cheating during examinations or test, copying or passing a different note during lesson, jesting, sleeping during lessons, stealing, eating during lessons, fighting, rudeness to teachers, breaking school rules, distracting others and the likes. All these and even more could constitute management problems that require effective management techniques to handle them so as to achieve educational objectives (Osakwe, 2014). Likewise, communication is a very important tool to help foster good classroom atmosphere and relations (Adeyemo, 2012). Students relate very well and openly with teachers they have formed a connection with through good communication. Hence, teachers should be someone reliable, trustworthy, approachable, open and respected. But these attributes seem to be lacking among economics teachers in Awka South, which makes classroom management more difficult in the secondary schools thereby affecting students academic performance (Adeyemo, 2012).
Good interpersonal relationship, will lead to easier classroom management and help achieve educational objectives at the long run. Another problem that informs this study is the issue of classroom arrangement. This has made classroom management very difficult in Nigeria, many teachers find it difficult to effectively manage students, because teenagers are more difficult to manage. Thus to effectively manage classroom with teenagers, proper techniques are to be tactically used with necessary variety (Kimberly, 2001). Another problem in secondary schools in Awka South is bad infrastructure. One of the conditions for effective classroom management in teaching and learning is a conducive environment, with good infrastructure. Hence, there are some schools in Awka South without adequate furniture, dilapidated buildings or falling ceiling. Managing learners under such conditions becomes difficult or very impossible. In view of the above, this study seek assess the impact classroom management techniques as a predictor of students’ academic achievement in economics in secondary schools in Awka South.
1.3 Objectives of the Study
The overall aim of this study is to examine the impact classroom management techniques as a predictor of students’ academic achievement in economics in secondary schools in Awka South. Hence, the study will be channeled to the following specific objectives;
- Ascertain the classroom management techniques adopted during the teaching and learning of economics in secondary schools in Awka South.
- Ascertain the impact of effective classroom management techniques on the academic achievement of economics students in Awka South.
- Identify the factors affecting the effective classroom management during the teaching and learning of economics in Awka South.
1.4 Research Questions
The study will be guided by the following questions;
- What are the classroom management techniques adopted during the teaching and learning of economics in secondary schools in Awka South?
- Good relationship,
- Reinforcement,
- Punishment,
- Antecedent,
- Reward System,
- Effective Communication,
- Role Modelling.
- What is the impact of effective classroom management techniques on the academic achievement of economics students in Awka South?
- What are the factors affecting the effective classroom management during the teaching and learning of economics in Awka South?
1.5 Research Hypothesis
- Ho: There is no statistically significant relationship between classroom management and academic achievement of economics students in Awka South.
- Ha: There is a statistically significant relationship between classroom management and academic achievement of economics students in Awka South.
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 the impact classroom management techniques as a predictor of students’ academic achievement in economics in secondary schools in Awka South. However, the respondents for this study will be obtained from economics teachers in some selected secondary school students in Awka South.
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 the impact classroom management techniques as a predictor of students’ academic achievement in economics in secondary schools in Awka South. The chapter consists of summary of the study, conclusions, and recommendations.
5.2 Summary of the Study
In this study, our focus was to examine the impact classroom management techniques as a predictor of students’ academic achievement in economics in secondary schools in Awka South. The study was specifically carried out to ascertain the classroom management techniques adopted during the teaching and learning of economics in secondary schools in Awka South, ascertain the impact of effective classroom management techniques on the academic achievement of economics students in Awka South, and identify the factors affecting the effective classroom management during the teaching and learning of economics in Awka South.
The study adopted the survey research design and randomly enrolled participants in the study. A total of 50 responses were validated from the enrolled participants where all respondent were Economics teachers in some selected secondary school students in Awka South.
5.3 Conclusions
Based on the findings of this study, the researcher concluded that;
- The classroom management techniques adopted during the teaching and learning of economics in secondary schools in Awka South includes: good relationship, reinforcement, punishment, antecedent, reward system, effective communication, and role modelling.
- Effective classroom management techniques has a significant impact on the academic achievement of economics students in Awka South as it improves students attitude towards learning economics, Stimulates students interest in learning, improves students active participation in the classroom, enhances students learning outcome, and improves students performance in economics assessments.
- The factors affecting the effective classroom management during the teaching and learning of economics in Awka South includes: overpopulation in the classroom, lack of adequate school infrastructure, unconducive learning environment, persistent disruptive behaviour by the students, teacher’s ineffectiveness.
5.4 Recommendations
Based on the findings of the study, the following recommendations are proffered.
- 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 can 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.

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