ABSTRACT
This
study investigated the effects of classroom management and control on the
academic performance of students in Ojo Local Government Area, Lagos State. The study concentrated on the
influence of such variables as classroom management, good classroom management
and classroom sitting arrangement. Three hypotheses were formulated and tested
for the study as follows:
i.
Classroom management has no significant
relationship with students’ academic performance.
ii.
There is no significant relationship
between good classroom management and students’ academic performance.
iii.
Student’s classroom sitting arrangement
has not significant relationship with their academic performance.
The main instrument used
for this study was questionnaire administered on two hundred students randomly
selected from five secondary schools in the study area. The data generated from
the questionnaire were analyzed using Pearson Product – Moment Correlation
Coefficient (r). The results reveal that, in Ojo Local Government Area,
I.
Classroom management has significant
relationship with academic performance.
II.
There is significant relationship between
good classroom management and students’ academic performance.
III.
Students’ classroom sitting arrangement
has significant relationship with their academic performance.
Based on these findings,
the researcher therefore recommended that school authorities, government,
teachers should always do their best to provide the enabling environment for
the intellectual development of their students. Being that, such will build and
inculcate in them desirable learning habits.
TABLE
OF CONTENTS
Pages
TITLE PAGE i
CERTIFICATION ii
DEDICATION iii
ACKNOWLEDGEMENT iv
ABSTRACT v
LIST
OF TABLES vi
TABLE
OF CONTENTS vii-viii
CHAPTER ONE: INTRODUCTION
1.1
Background of the
Study 1
1.2
Statement of the
Problem 9
1.3
Purpose/objectives
of the Study 10
1.4
Significance of
the Study 10
1.5
Research Questions 12
1.6
Research
Hypotheses 12
1.7
Scope/Delimitation
of the Study 13
1.8
Definition of Terms 13
CHAPTER TWO: LITERATURE REVIEW
2.1 Classroom
Management 14
2.2 Good
Classroom Management 18
2.2.1 Establishing Rules of Conduct 19
2.2.2 Consequences Versus Punishment 20
2.2.3 Preventing Disruptions 21
2.3 Classroom
Management and Students’ Academic Performance 22
2.4 Students’
Performance in Social Study from 2007-2011 27
2.5
Summary of the Review 28
CHAPTER THREE: RESEARCH METHOD
3.1 Research Design 29
3.2 Area of
study 30
3.3 Population 29
3.4 Sample
and Sampling technique 31
3.5 Instrument
for Data Collection 32
3.6 Validation
of the Instrument 32
3.7 Method of
Data Collection 32
3.8 Method of Data Analysis 33
CHAPTER FOUR: DATA ANALYSIS,
INTERPRETATION ANDDISCUSSION OF RESULTS
4.1 Data Analysis and Interpretation
of Results 35
4.2 Summary of Findings 39
4.3 Discussions 40
CHAPTER FIVE: SUMMARY AND CONCLUSION
5.1 Summary of Results 43
5.2 General Conclusion 44
5.3 Implications of the Study 45
5.4 Recommendations 45
5.5 Limitations 46
5.6 Suggestions
for Further Studies 46
References 48-51
Appendix 1 52-58
Appendix 2 59-60
Appendix 3 61-62
LIST
OF TABLES
TABLE
1: Analysis of Hypothesis I
TABLE
2: Analysis of Hypothesis II
TABLE
3: Analysis of Hypothesis III
CHAPTER
ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Arranging the physical environment of
the classroom is one of the most important ways to improve the learning
environment and prevent behavior problems before they actually occur. This
research work shows that the physical arrangement of the classroom affects both
the behavior of teachers and students. It discusses the importance of a
well-arranged classroom and gives guidelines on how to achieve this. The issue
of classroom management is a continuous exercise, which a teacher has to cope
with any time he enters the classroom. Wong and Rosemary (2001) see classroom
management as what the teachers do to organize students’ space, time and
materials so that instruction in content and students learning can take place.
The teacher has to cope with the activities of the students in the class giving
the students the deserved attention. This may be seemingly difficult because
each student in the class needs different things at a point in time. It is the
responsibility of the teacher to pay attention to the needs of the individuals
in the class. However, Prophy (2002) observe that a lot of activities go on in
the classroom simultaneously even when a teacher gives the same problem for the
students to solve. Some of the students may get stuck on the way, while some
may neglect the problem and do something else. Others may finish solving the
problem because they understood it while some may prefer doing correction of a
previous work. This simple explanation points to the fact that at any point in
time, each student needs different attention, different things, different kinds
of encouragement and different materials. A teacher who will cope with this
situation must be knowledgeable in the skills necessary for managing classroom
activities and taking care of accommodating the individual needs simultaneously
in the classroom.
Classroom management could pose a problem to the teacher, if he lacks
the competence to create the setting, decorate the room, arrange the chairs,
speaking to children and listen to their responses, putting routines in place
and then executing, modifying and reinstating them, developing rules and
communicating those rules to pupils. The action perform by a teacher on each of
these variables mentioned above will determine the academic achievement and behaviour
of the students.
It is the duty of the teacher to create a good learning environment.
This creation of good learning environment involves how a teacher manages or
ensures both physical space and cognitive space. The way the teacher prepares
the classroom physically could determine the level of students’ participation
in lesson. A physical management of the classroom could make the classroom warm
and inviting, while distracting features of a room are eliminated. The physical
arrangement of the classroom should match the teachers’ philosophy of learning.
Pupils should also have easy access to necessary materials. The teacher has to
manage the cognitive space properly. This refers to the expectations the
teacher sets for students in the classroom and also the process of creating
motivational climate. An effective teacher is expected to create classroom
management practices that will make the students see the need for learning.
This could happen where the teacher develops plans of what to achieve and rules
and procedure to be followed by both teachers and students especially at the
beginning of the term. Lewis (2000) says that setting limits for students make
them behave better and know what to do. The rules will show the expected
behaviours in the classroom such as how students interact with peers and
teacher while procedure will spell out how things are done. The rules are best
made by both teachers and students. Teachers should also encourage the students
to see the need for the activities in which they are involved and that of
others. This will encourage them to put in their best. Teacher should be able
to take appropriate decisions at an appropriate time. Brophy (1998) says that
teacher should always be attentive to students’ individual behaviour and
learning needs. This means that for a teacher to maintain a learning
environment, he needs to actively monitor the activities of the students.
Active monitoring from classroom research, involves watching behaviour
closely, intervening to correct bad behaviour before it escalates. Jones (1996)
says that teacher must monitor both students’ behaviour and learning by keeping
eyes out for when students appear stuck, when they need: help, redirection,
correction and encouragement. Teacher must always anticipate learners’ actions
and reactions during a lesson in order to deal precisely with any problem that
could occur. Another important factor in classroom management is the
communication pattern used by both teachers and students. The communication style
of a teacher has a lot of influence in the achievement of students. Cowley
(2003) says that, effective teacher will describe objective clearly, give
accurate instructing for assignment and respond to students questions and
understand the needs of the students. Communication should be made in clear
language, which will enhance students understanding. Students should be
encouraged to make their own contribution freely and they should be made to
understand that their contribution is valued.
However, discipline is an integral aspect of classroom management;
Discipline is an instrument that mouldes, shapes, corrects and inspires
appropriate behaviour. Gieger (2000) observed that behaviour management is
necessary in order to maintain discipline. He suggested that every teacher must
exhibit firmness, tenderness and gentleness in order to cope with and curb
students’ misbehaviour.
Nearly every teacher
agrees that classroom management is an important aspect of successful teaching.
Fewer agree on how to achieve it, even fewer claims the concept of classroom
management is operating in their own classrooms.
Classroom management
and discipline are terms often used interchangeably are not synonymous.
Teachers asked to defined classroom management in one word have given the
following responses: discipline, control and consequences. Discipline was
always the first word they choose. In recent times, however, teachers have
responded with the following words: organization, control, positive climate and
incentive.
In effect, discipline
has become a much smaller part of the term classroom management. Classroom
management is much more than any of these words or the sum of these words
(Charles, 1992; Wolfang, 1995).
Classroom management
involves how the teacher works, how the class works, how the teacher and
students works together and how teaching and learning happen. For students,
classroom management means having some control in how the class operates and
understanding clearly the way the teacher and the students are to interact with
each other. For both teachers and students, classroom management is not a
condition but a process. Many teachers, especially beginning teachers cite
classroom management as an ever present concern (Roger and Freiberg, 1994,
Veenman, 1984). A meta-analysis of the past 50 years of classroom management
research identified classroom management as the most important factor, even
above student aptitude, affecting student learning (Wang, Haertel, & Walberg,
1994). But contrary, to popular belief, classroom management is not a gift
bestowed upon some teachers. While it’s true that some teachers adapt to
classroom management easily, making it look to their colleagues like they
posses some innate talent, classroom management is a skill-a skill that can be
taught like any other and most importantly, a skill that like any other must be
practiced to achieve proficiency.
Although much has been
written about classroom management, teachers have not been taught comprehensive,
practical methods of improving classroom management and little emphasis has
been placed on “helping teachers understand the issues in effective classroom
management and the relationship among various strategies” (Jones & Jones
2004 P.I) many teachers try classroom management ideas and strategies, tossing
them spontaneously and inconsistently into the classroom, then become
discouraged when the classroom they hope for does not materialize. Effective
classroom management does require specific skills such as planning, organizing
and reflecting as well as an aptitude for teamwork and perseverance. It
requires a great deal of commitment initially, then willingness to adjust ones
thinking and actions as one learns what works and what does not work.
How can our native’s
educational goals and objectives be attained if our classroom and learning
environments are defective and plagued with teachers who are not active and
aggressive and generally non-conforming to classroom management. If effective
curriculum implementation is necessary to the success of improved academic
performance of students, it follows therefore that its management must be of
utmost concern to teachers and other stakeholders in the education sector.
It
is on the heels of the fore going that the researcher intends to investigate
the effects of classroom management on the academic performance of students in Ojo
Local Government Area, Lagos State.
1.2 STATEMENT OF THE PROBLEM
The widespread good
academic performance of students in almost all subjects offered in schools has
very often been blamed on a member of other factors neglecting one of the most
important ones – classroom management.
It is very obvious
nowadays that there is no proper classroom management in our schools whereas, a
controlled and well ordered classroom management is a sine qua non for good
academic performance of students even in the class.
It is against this
background that, this work aims at investigating the effects of classroom
management on the academic performance of students in the class.
1.3 PURPOSE/OBJECTIVES OF THE STUDY
The purpose of the study
is to investigate the effects of classroom management on academic performance
of students in Ojo local Government Area, Lagos State. Specifically, the work
is aimed at ascertaining whether:
i.
Classroom management affects student’s
academic performance.
ii.
Classroom management has relationship with
students’ academic performance.
iii.
Classroom arrangement has relationship
with the academic performance of students.
1.4 SIGNIFICANCE OF THE STUDY
The place of classroom
management in the overall development of students especially in academic
performance in schools needs not to be over- emphasized. This is because the
classroom serves as a dressing room where future leaders are dressed before
they go out to display what they have on the field of play.
This research will
therefore be relevant to teachers as it will encourage them to adequately
prepare themselves with all the knowledge and skills required to fully harness
the potentials in the students through proper management of the classroom. It
would also help school managers – head teachers and proprietors to adequately
stock the classroom with the right personnel and facilities that will enhance
the academic performance of the students.
This study will help the
government/policy makers in framing their educational policies as it affects
the sizes of classroom, furniture and other relevant facilities in the
classroom environment, thereby correcting the cases of overcrowding, poor
ventilation, lack of other teaching – learning aids in the classroom and even
the dream of qualified teachers. Also, the work would be of great help to
curriculum planners in the analysis of student’ learning conditions,
motivational pattern reinforcements and punishment. Thus facilitating planning
based on facts rather than assumptions which will in turn result in the
development of an effective and efficient curriculum.
1.5 RESEARCH QUESTIONS
To achieve the listed purposes/objectives,
the following research questions are posed.
i.
Does classroom management affect students’
academic performance?
ii.
Is there any significant relationship
between good classroom management and student’ academic performance?
iii.
Can student’ academic performance in the
class be traced to their classroom management?
1.6 RESEARCH HYPOTHESES
The following hypotheses
are formulated.
I.
Classroom management has no significant
relationship with students’ academic performance.
II.
There is no significant relationship
between good classroom management and students’ academic performance.
III.
Student’s classroom sitting arrangement
has not significant relationship with their academic performance.
1.7 SCOPE/DELIMITATION OF THE STUDY
The research effect
concentrates on some selected schools in Ojo Local Government Area. The schools
selected for the study are as follows:
i.
Osolu High School, Irewe Ojo
ii.
Ivery Grammar School, Ibeshe
iii.
Egan High School, Ojo
iv.
Awori College, Ojo
v.
Ojo High School
1.8 DEFINITION OF THE TERMS
For the purpose of
clarity, the following terms are defined as they are used in the study:
CLASSROOM MANAGEMENT: this involves the
way and manner the classroom environment is manipulated by the teacher with a
view to bringing the best out of the students in terms of achieving educational
objectives.
ACADEMIC PERFORMANCE: this refers to
educational attainment in terms of grades or scores obtained by the students in
a standardized test.
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