TABLE OF CONTENTS
CHAPTER
ONE
INTRODUCTION
1.1 Background
Of The Study
1.2 Statement
Of The Problem
1.3 Purpose
Of The Study
1.4 Significance
Of The Study
1.5 Research
Questions
1.6 Research
Hypotheses
1.7
Delimitation Of The Study
1.8 Limitation
Of The Study
1.9 Definition
Of Terms.
CHAPTER
TWO
REVIEW
OF RELATED LITERATURE
2.1 Theoretical
Framework
2.1.1 Constructivist
theory of learningBrunner (1966)
2.1.2 Thorndike
theory of learning (1911)
2.1.3 Skinner
operant Conditioning Theory (1949)
2.2 Conceptual
framework
2.2.1 Classroom
Management and academic performance
2.2.2 Teachers
time management and academic performance of students
2.2.3 Teachers
effective communication skills and academic performance of students
2.2.4 Teachers
classroom discipline and academic performance of students
2.2.5 Teachers
quality and academic performance of students
2.3 Summary
of literature Review
CHAPTER
THREE
RESEARCH
METHOD
3.1 Area
of the Study
3.2 Design
of the Study
3.3 Population
of the Study
3.4 Sample
and sampling techniques
3.5 Instrumentation
3.6 Validation
of the research instrument
3.7 Reliability
of the instrument
3.8 Administration
of the instrument
3.9 Statistical
Treatment of the Data
CHAPTER
FOUR
DATA
PRESENTATION AND INTERPRETATION OF RESULTS
CHAPTER
5
DISCUSSION
AND RECOMMENDATIONS
References:
APPENDIX: Teachers Classroom
Management Questionnaire (TCMQ)
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND
OF THE STUDY
There
is no human endeavour that does not require proper management for its proper
functioning. All types of organization government establishments, business
enterprises, hospitals, schools, cooperatives, churches among other require
good management to function effectively. Managing is one of the most important
activities that covers all originations. Where people work together for the
attainment of a set objective, there is a need for management that is charged
with the responsibilities of ensuring that the aims and objectives of the
organization are realized.
Management
however is defined as getting things done through others. It involves the
coordination of all resources of an organization through the process of
planning, organizing, directing and controlling in order to attain
organizational objectives. The
successful attainment of our educational goals or objectives requires proper
management of all resources in education that will lead to the attainment of
the goals in education (mentor, 2004). Thus teachers of English education must
master the way learning takes place and discover how to effectively manage
classroom lessons so as to maximize learning.
The
term classroom management usually refers to management of physical environment
and instructional materials (Olurundare, 2004). It also concerns with the
organization of non academic task such as checking of class attendance, record
keeping of class progress, monitoring and regulating the activities and
behavior of students maintaining order and disorder which are essential for
teaching and learning. Contributing to effective classroom management by the
teacher, Balawin (2006) maintained that there should be necessary equipment to
help the teacher manages the class with ease. He listed this equipment to
include:
1. Maintenance
of class discipline
2. Giving
rewards and punishment
3. Motivation
to how to maintain it in the class.
4. Vested
knowledge of the subject matter, methods and individual differences of the
students.
This
Implies that good or effective classroom management is key to academic success of
the student. However where effective classroom management was lacking, there is
bound to be indiscipline in the class and teaching and learning would be
disrupted or affected adversely. Oliver and Reschly (2007) noted that classroom
management is a factor that influences academic performance in schools.
Classroom management refers to preventing disruptive behaviour so as to improve
academic performance of students. Academic performance refers to the ability of
students to remember facts and be able to communicate their knowledge verbally
or through writing. Also academic performance refers to performance in tests
and examinations (Cambridge University Reporter, 2003).
Effective
classroom management is determined by teacher’s qualification, teacher’s experience,
instructional methods used and the methods of assessment (Oliver&Reschly,
2007). Sound behaviour management establishes environments that make good
instruction possible, at the sane time effective instructional methods reduces
behaviour problems through engaging students in meaningful academic tasks
(Emmer and Stough, 2007). The inabilities to effectively manage classroom
behaviour contribute to low academic achievement. (Donovan and cross, 2002). To
Emmer and Stough, 2007), the inability to mange the classroom behaviour is a
result of teachers shortage that allows for less qualified and less experienced
teachers to handle classroom.
Emmer
and Stough (2007) observes that the ability of teacher to organize classrooms
and mange the behaviour of their students is critical to achieving positive
educational outcomes. A good classroom management makes good instruction
possible, in addition, classroom management is a significant part of an
effective teaching learning process. Due to 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 teachers
perspective, effective classroom management involves precautionary discipline and
fruitful teaching (James and Chilvers,2001). Okeli (2008) concluded that
physical environment of the classroom and seating arrangement are interrelated
and manage alongside.
Effective
classroom management is much more than just administering corrective measures
when a student misbehaves, it is about developing proactive ways to prevent
problems from occurring in the first place while creating a positive learning
environment (Kaushar, 2013). In addition, fuller (2006) noted that although
there are other moderating factors associated with students classroom behaviour
and academic performance of students; teachers time management, teachers
effective communicative skills, teacher classroom discipline and teachers
quality are the key factors the determine the levels of academic performance of
the students in school.
Teacher’s
time management are important to academic success. Managing time in the
classroom depends on knowing what needs to be done and when to do it. Time
management is the process of organizing and planning how to divide time between
specific activities. Good time management enable the teacher to achieve lesson
objectives and to work smarter. It involves planning a lesson in such a way
that teachers activities and the activities of students is indicated teacher
classroom time management also involves setting of instructional goals,
planning of activities to be done in the class in order to teach a topic.
Planning of activities expected to be done by the students in the classroom,
making of time estimates for each of the activity set and set priorities
(Briton and Abraham, 2001).
Teachers
communication skills in the classroom is usually defined as the transmission of
a message that involves the shared understanding between the context in which
the communication takes place (Tsui, 2003). Communication takes place through
channels. Within the teaching profession, communication skills are applied in
the teachers classroom management, pedagogy and interaction with the class
(Saunder and Mills. 2000). In addition, teaching speaking skills is important
in teacher education (MCcarthy and Carter, 2001).
Anselmus
(2011) view teachers quality as the right way of conveying unit of knowledge
application and skills to the students. The right way includes knowledge of
content, process, methods and means of converging content. Teachers quality
also refers to the ability of the teacher to help, guideand counsel his or her
student to achieve high grades. Mentor (2004) maintained that a teacher is an
effective class manager when he is able to help, guide and counsel his or her
students to attain high education achievement.
Teachers
classroom discipline is the ability of a teacher to help his students to submit
themselves willingly to disciplinary influences in the classroom. It is the
application of those influences which secure right conduct of the students in
classroom without disturbances (mentor, 2004). Again, mentor (2004) concluded
by saying that when students are not distracted by negative influences in the
class, effective learning and achievement will take place.
According
to Essien (2007), the usefulness of class discipline include the following; to
create love for the lesson, to enable the students to have free will and free
movement in the class, to check offences which are bad among students in the
class and to train the character of the students in the school and in the
classroom to enhance effective learning achievement.
Effective
classroom management is the key to students academic performance. However where
effective classroom management was lacking, there is bound to be indiscipline
in the class and teaching and learning would he disrupted or affected
adversely. The provision of functional education to the students has been a
major concerned to payment, educationists and individuals. Therefore call for a
question, to what extent has the classroom management by teachers affect the
student’s school academic performance in Biology in secondary school in Local
Government area, Akwa Ibom state.
1.2 STATEMENT OF THE PROBLEM
Teaching
at secondary school level is not synonymous with lecturing at higher education
level. Majority of the teachers in uyo senior secondary school feel that
writing lesson notes daily to teach the student was the only solution to academic success of the
students. They forget that effective classroom management together with good
quality lessen notes will make the students to achieves maximally. The school
supervisors had observed that teachers are not properly manage their classroom
which is the cause of students poor performance in both internal and external
examination.
It
has also been observed that in spite of students poor performance in both
internal and external school examinations in English language in secondary
schools, little is done to find out the relationship between effective
classroom management variables such as teachers time management, teachers
effective communication skills, teachers classroom discipline and teachers
quality. Based on the afore-mentioned, the problem of this study is to
investigate the relationship between teacher’s classroom management and
academic performance of students in English language in secondary schools in Uyo
Local Government Area, Akwa Ibom State.
1.3 PURPOSE OF THE STUDY
The
purpose of this study was to determine the relationship between teacher’s
classroom management and academic performance of students in English language
in Uyo Local Government Area, Akwa Ibom State, the specific objectives are;
(1)
To identify the major teacher’s classroom
management problems in english language in secondary schools in uyo local government
area, akwa ibom state?
(2)
To determine if there is a significant
difference on the classroom management problem among the student student
respondentsswhen Grouped under ‘below average’ and ‘average and above’ in
academic performance in English Language in secondary schools in Uyo Local
Government Area, Akwa Ibom State.
(3)
To identify what classroom management
problem discourages effectiveness the most in learning English language in in
Secondary schools in Uyo local government Area, Akwa Ibom State.
1.4 SIGNIFICANCE OF THE STUDY
The
findings of this study would be of immense benefits to policy makers and
educational planners in the ministry of education because it may be a useful
guide in making relevant policies for English Language education programme in
educational institution.The result of this study is expected to provide data
for curriculum planners and counselors as well as providing additional stock of
secondary school data to stake holders in educational system who might find it
relevant and useful in their enquires. The result of this research work may be
useful to the ministry of Education by providing relevant data based to the
government in funding and provision of sufficient materials, tools and
equipment for effective implementation of English language and education progammes.
This research may add to be research of English education teachers and students
by improving their general performance academically as that is the expected
outcomes.
Finally,
the result of this finding would fill the gap in knowledge and provide possible
solutions to some of the practical and theoretical problems that exist within
teachers and the student on academic performance in English language in
secondary schools in Uyo Local Government Area, Akwa Ibom State.
1.6
RESEARCH
QUESTIONS
1) To
identify the major teacher’s classroom management problems in english language
in secondary schools in uyo local government area, akwa ibom state?
2) To
determine if there is a significant difference on the classroom management
problem among the student student respondentsswhen Grouped under ‘below average’ and ‘average and above’ in academic
performance in English Language in secondary schools in Uyo Local Government
Area, Akwa Ibom State.
3) What
classroom management problem discourages effectiveness the most in learning
English language in in Secondary schools in Uyo local government Area, Akwa
Ibom State.
1.6 RESEARCH
HYPOTHESES
For
the purpose of the study the following hypotheses were formulated.
(1)
There are no teacher’s classroom
management problems that would affect english language learning in secondary
schools in uyo local government area, akwa ibom state?
(2)
There is no significant difference on the
classroom management problem among the student student respondents when Grouped
under ‘below average’ and ‘average and above’ in academic
performance in English Language in secondary schools in Uyo Local Government
Area, Akwa Ibom State
(3)
There is no classroom management problem
that discourages effectiveness the most in learning English language in
Secondary schools in Uyo local government Area, Akwa Ibom State.
1.7 DELIMITATION OF THE STUDY
This
study is delimited to teachers classroom management variables and academic
performance of students in English Language in secondary Schools in Uyo local
government Area Akwa Ibom state, many factors could contribute to the students
academic performance in English language but for the purpose of this study,
only teachers time management, teachers communication skills, teachers classroom
discipline and teachers quality are selected for the study. The scope of the
study covered only the public secondary schools in Uyo local Government Area,
Akwa Ibom State during 2016-2017 academic sessions.
1.8 LIMITATION OF THE
STUDY
The
problems encountered during the study involved non- challant attitude of the student
respondentss. Most of them felt reluctant to collect and fill the answers of
their choice in the questionnaire for fear of publication.The circumstances
provided stress and much persuasion on the part of the researcher.
1.9 DEFINITION OF TERMS.
Classroom Management:
This is the process of organizing and conducting the business of the classroom.
Teachers Time Management:
This is process of organizing and planning on how to divide time between
specific activities in the classroom.
Teacher’s Communication
Skills: This is the transmission of a message that involves
the shared understanding between the contexts in which the communication takes
place.
Teacher’s Quality:
This is the ability a teachers to help, guide and counsel his or her students
to achieve high grades.
Academic Performance in
English Language: This refers to the raw score of the
student or other information obtained from the school teachers from terminal
examinations which serve as measure of student responses to their studies.
Teachers Classroom Discipline: This is the ability
of a teacher to help his or her student submit themselves willingly to
disciplinary influences in the classroom.
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