ABSTRACT
This research work investigated the impact of classroom management strategies on student learning and academic performance at Senior Secondary School level and thereby making recommendations. The study covered Senior secondary school students in Ifo Local Government Area of Ogun State with 120 senior secondary school students from five (05) schools (public schools) participating in the survey.
A survey design was used to collect data from the respondents. The data collected were analysed using descriptive statistics of frequency count, mean, and percentages. Chi-square at 0.05 level of significance was also used. The findings revealed that there is significant difference between the impact of classroom management strategies and students’ academic performance. The survey design was adopted for the study.
The population of 2044 Senior Secondary School students with a sample of 200 students selected from 5 public secondary schools in 4 clans within the study area. A researcher – made questionnaire was used to elicit data from respondents. The research instrument has a 4‐point rating scale and 25 items based on the study variables. T
The Pearson Product Moment (PPM) Correlation Coefficient of 0.94 ascertained the reliability of instrument for use in the study. After the administration, scoring and collation of the instrument, the data obtained were subjected to the chi‐square (X2 ) analysis. All the null hypotheses were tested at 0.05 level of significance. Based on the result of this study, it is concluded that students in the public Secondary Schools in Ifo Local Government Area differ significantly in terms of academic performance based on verbal instruction, corporal punishment, instructional supervision, delegation of authority to learners. It is recommended that teachers should be skilled in classroom management so as to influence students’ academic performance positively. Suggestions for further research and limitations were also given.
Keyword: Classroom, management, Academic, Performance, Strategies, Learning, Instruction, Verbal.
Word Counts: 492
TABLE OF CONTENTS
Cover Page i
Fly Leaf ii
Title Page iii
Certification and Approval page iv
Declaration v
Dedication vi
Acknowledgement vii
Table of Content xiii
List of Tables ix
List of Figures x
List of Glossaries xi
List of Appendices xii
Abstract xiii
INTRODUCTION
CHAPTER ONE
1.1 Background
to the Study 1
1.2 Statement of the Problem 7
1.3 Purpose of the Study 8
1.4 Research Questions 8
1.5 Research Hypotheses 9
1.6 Significance of the Study 9
1.7 Scope and Delimitation of the Study 10
1.8 Operational Definition of Terms 11
CHAPTER TWO
LITERATURE REVIEW
2.1 Classroom Management 12
2.2 Classroom
Management Strategies and Academic Performance 15
2.3 Discipline
and Academic Performance 16
2.4 Teacher-Student
Relationships and Academic Performance 25
2.5 Classroom
Management and Academic Performance 32
2.6 Classroom
Design and Academic Performance 39
2.7 Routine Schedule
and Academic \Performance 43
2.8 Instructional
Technique and Academic Performance 49
2.9 Non-Verbal
Cues and Academic Performance 51
2.10 Summary 58
2.11 Theories of
Classroom Management 59
CHAPTER THREE
METHODOLOGY
3.1 Research
Design 64
3.2 Variables of
the Study 65
3.3 Population
of the Study 65
3.4 Sample and
Sampling Techniques 66
3.5 Research
Instrument 66
3.6 Validity and of the Instrument 66
3.7 Reliability
of the Instrument 67
3.8 Administration of Research Instruments 67
3.9 Method of Data Analysis 68
CHAPTER FOUR
RESULTS AND
DISCUSSION
4.1 Presentation
of Data 69
4.2 Test of Hypotheses 72
4.3 Discussion of Findings 79
CHAPTER 5
SUMMARY, CONCLUSION AND
RECOMMENDATIONS
5.1 Summary of Study 81
5.2 Summary of the Findings 81
5.3 Conclusion 82
5.4 Recommendations 82
5.5 Contributions to Knowledge 85
5.6 Limitation of the Study 90
5.7 Suggestions
for Further Studies 96
REFERENCES
APPENDIX: QUESTIONNAIRE
LIST OF TABLES
TITLE PAGE
Table 4.1: Showing the
response of how Verbal Instruction
affect Students’ Academic Performance. 69
Table 4.2: Showing the response of how Corporal Punishment affect Students’ Academic Performance. . 70
Table 4.3: Showing the response of how Instructional Supervision affect Students’ Academic Performance. 71
Table 4.4: Showing the response of how Delegation Authority affect Students’ Academic Performance. 70
Table 4.5: Showing the response of how Impact of effective Classroom Management affect Students’
Academic Performance. 72
Table 4.6: Showing the response of how Verbal Instruction does not significantly influence Students’ Academic Performance. 73
Table 4.8: Showing the response of how Corporal Punishment does not significantly
influence Students’ Academic Performance. 73
Table 4.9: Showing
the response of how Instructional
Supervision does not significantly influence Students’ Academic Performance. 74
Table 4.10 Showing the response of how Delegation of Authority does not significantly
influence Students’ Academic Performance. 75
Table 4.11 Showing Impact of
effective Classroom Management on Students’ Academic Performance. 76
LIST OF FIGURES
Figure 4.1 Impact of Academic Facilities…………………………………………42
Figure 4.2 Instructional Skill of Teaching ……………………………………………….43
Figure 4.3 Effectiveness of Classroom Facilities………………………………………..45
LIST OF GLOSSARIES
PTA Parent
Teacher Association 9
AFT American
Federation of Teachers 14
KNEC Kenya
National Examination Council 18
TRCN Teacher Registration Council of
Nigeria 34
ALC Active
Learning Classroom 41
PPM Pearson Product Moment xvi
LIST OF
APPENDICES
Appendix 1: Letter of Introduction……………………………………………………...93
Appendix 2: Instrument (Questionnaires)…………………………………………….....94
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Classroom management has been highlighted
across numerous research studies as a major variable that affects students’
academic performance (Marzono, 2008). The most obvious reason for this
assertion is that, effective classroom management sets the stage for teaching
and learning. It sets a tone in the classroom that captures students’ attention
as a necessity for effective teaching and learning (Marzono, 2008). This
statement is obvious since a classroom which is chaotic and disorganized as a
result of poor classroom management is highly unlikely to enhance expansive
learning and students’ academic performance and might indeed, inhibit it. In
chaos, according to Idopise (2004), very little academic learning can take
place. When classroom management is viewed in a more wider and holistic sense,
incorporating every element of the classroom from lesson delivery to classroom
environment becomes important (Nicholas, 2007). According to Nicholas (2007),
this includes creating organized and orderly classroom, establishing
expectations, inducing students’ cooperation in learning tasks, and dealing
with the procedural demands of the classroom. This view of classroom management
contrasts to a more narrow view of classroom management as it deals with just
discipline and control. According to Bassey (2012), the wider view of classroom
management shows increased engagement, reduction in inappropriate and
disruptive behaviors, promotion of student responsibility for academic work,
and improved academic performance of students.
Classroom management techniques are aimed at producing conducive
learning environment where students can learn with ease and perform better
academically. All of these techniques can be adopted in the classroom depending
on the nature of the problem at hand. In senior secondary schools, where
students are preparing for crucial examinations and facing greater academic
expectations, effective classroom management plays a pivotal role in shaping
academic outcomes. The learning environment, teacher-student interactions, and
overall classroom climate all directly influence students' academic
performance.
The importance of classroom management cannot
be overstated, especially in senior secondary schools where students are
expected to perform at a higher level academically. Teachers are faced with the
challenge of managing increasingly diverse classrooms, with students of
different academic abilities, backgrounds, and learning styles. Poorly managed
classrooms are usually characterized by disruptive behaviors such as sleeping,
late coming, noise making, miscopying of notes, eating, calling of nicknames,
verbal or physical threat to fellow students or the teacher (Ekere, 2006).
These disruptive behaviors disorganize learning processes and hamper academic
performance of students. Effiong (2007), suggests that teachers can deal with
these disruptive behaviors in the classroom and reduce them to the minimum
through effective classroom management so that effective learning can take
place. Once teachers are able to effectively reduce or eliminate disruptive
behaviors in the classroom, there would be increased academic attentiveness and
engagement which would pave way for better academic performance by
students. Classroom management
strategies involve different techniques and approaches that teachers use to
maintain a productive classroom environment. These strategies can be grouped
into various variables based on their focus, such as behavior management,
instructional strategies, student engagement, and classroom environment.
Simply put, classroom
management refers to the wide variety of skills and techniques that teachers use
to ensure that their classroom runs smoothly, without disruptive behavior from
students. According to teacher Ben Johnson, it boils down to having
a structured learning environment with clear rules that promote
learning as well as consequences that diminish or eliminate behaviors that
hinders in the way of learning.
This can look different depending on
which subject and age group you teach, how many students you have, and most
importantly, your core personality. What works for a type-A, highly organized,
routine-loving teacher may not work for a more laid back, roll-with-the-punches
kind of teacher.Of course, the ultimate goal for any teacher is an academically
productive classroom with focused, attentive, and on-task students.
Unfortunately, any teacher can tell you this is way harder than it sounds and
usually takes years to accomplish. Even for teachers who consider themselves
relatively skilled managers, things often change depending on the new mix of
students they teach every year. So really, being skilled at management is an
ongoing process, part of the lifelong learning that makes teaching so
interesting. The bottom line is this: Effective classroom management is an
absolute must. It impacts your ability to be an effective educator and enjoy your
job, and it impacts your students’ success as learners. If your classroom is
out of control, it won’t matter how passionate you are about your subject or
how much you are truly dedicated to children, learning will be negatively
impacted.
Classroom activities should create conducive
learning environment. Morse (2012), relates that classroom management involves
curtailing learner’s disruptive behaviors such as fighting and noise making,
close observation, arrangement of classroom learning materials, and response to
students who suffer from poor sight (vision), poor hearing, poor reading, poor
writing, poor spelling, shame, dullness, hyperactivity and poor study habits. In
effect, discipline, control and the consequences become authoritative or
punitive approaches to classroom management. These have become much smaller
part of the term classroom management. Thus, classroom management denotes much
more than any of these words (Charlie, 2006). As put by Williams (2008),
classroom management involves how the teacher works, how the class works, how
the teacher and students work together and how teaching and learning takes
place. An analyses of the past 50 years of classroom management research
identified classroom management as the most important factor, even above
students’ aptitude, affecting students’ learning and academic performance
(Wang, et al., 2009). Contrary to popular belief held by Pandey (2006),
classroom management is not a gift bestowed upon some teachers. While it is
true that some teachers adapt to classroom management easily, making it felt by
their colleagues as if they possess some innate talents. Classroom management
is a skill that can be acquired like any other profession. It is a skill that
must be practiced to achieve proficiency. Classroom management thus requires
specific skills such as planning organizing, as well as an aptitude for team
work. It requires a great deal of commitment, initiatives, teachers’
willingness to adjust, creative thinking and actions (Abel, 2011). According to
Walter (2006), classroom management differs from one teacher to another because
of the teacher’s personality, teaching style, preparedness, and number of
students in the classroom. According to Umoren (2010), the concept of classroom
management is broader than the notion of student control and discipline, it
includes all the things teachers must do in the classroom to foster.
This one of the techniques for effective
classroom management that can be adopted by teachers. According to Good (2004),
clear instruction on what should be done gives the students concrete direction
to compliance. In this approach, teachers try to be consistent in enforcing the
verbal instruction so that it produces the desired results. Until recently,
corporal punishments were used widely as an effective classroom management
technique to curb disruptive behaviors in the classroom. It is now not commonly
applicable through it is still practiced in some schools as an effective classroom
management technique. Students are rewarded for good behavior and academic
achievement to encourage continued positive conduct and motivation. Rewards can
include verbal praise, certificates, or tangible rewards like extra break time.
Another variety of classroom management is applying rules and consequences
consistently so students know what to expect if they break the rules. This
creates a predictable environment that fosters respect and accountability.
Using methods to keep students engaged during lessons, such as group work,
hands-on activities, and interactive learning tools helps maintain focus and
motivation. Strategically arranging student seating to minimize distractions
and promote collaboration. For example, grouping students who work well
together or positioning them to face the board and the teacher.
Another technique of effective classroom management where
the teacher delegates his/her authority to deserving students and assign them
duties such as cleaning chalk board, time keeping, controlling noisemakers,
managing learning materials, collecting assignment from students, copying
lesson notes on the chalk board, class representatives on behalf of the class
(Nima, 2004). These contribute a great deal to making the classroom a conducive
place since cooperation between students and teachers in the classroom is
fostered. Each of these strategies has its own impact on students' academic
performance, as they contribute to creating an environment where students feel
supported, engaged, and motivated to succeed academically.
These are hand signals, eye contact, or
gestures to manage behavior or get students' attention without interrupting the
flow of the lesson. Another technique of effective classroom management adopted
by teachers in the classroom. According to Obot (2010), instructional
supervision involves moving around the classroom to observe students closely,
engaging students in academic activities, asking questions and employing both
verbal and non‐verbal teaching methods to ensure students are paying undivided
attention and taking more from the lesson than simple facts.
Teacher must address conflict in a way that
promotes resolution and learning. Teachers use strategies such as mediation,
peer conflict resolution, and problem-solving discussions to manage
disagreements between students. A teacher must be
intentional about how you set up your desk, your students' desks, bulletin
board displays, devices and other aspects of your classroom. Thoughtful
classroom design can help create a safe and welcoming learning environment.
To create a safe and caring school
community, develop classroom rules your students understand and hopefully, respect.
While it may not be fun, be sure to communicate that breaking classroom rules
will have concrete yet fair consequences. A teacher must being on time, keeping
on task and staying organized will help set up teachers lessons (and your
students' learning) up for success.
A teacher may not have the flexibility
he or she like when it comes to content and curriculum, you should have the
freedom to choose how you teach. For example, 8th grade
students may prefer a lecture-style lesson with small group discussions while
3rd grade students may prefer learning math with a digital game-based learning
platform. Observe how your students learn best and use the classroom management
strategies and techniques to teach your lessons.
1.2 Statement of the Problem
Un‐conducive learning environment in the
public schools has posed serious problems to students’ academic performance
over many decades ago. This trend has been on the increase on daily basis. Its
prevalence has attracted the concern of the teachers, parents, the guidance
counselors and many researchers. Effective classroom management has been
discussed extensively at educational seminars and workshops, with efforts aimed
at bringing lasting solution to the problem of students’ poor academic
performance encountered in secondary schools. In most cases, classroom teachers
become tired of using verbal instruction in attempts to establish effective
classroom management, but this method alone does not produce desired results.
Many teachers use corporal punishment to instill fear and discipline in the
classroom yet there are prevalence of disruptive behaviors in the classroom. A
lot of teachers waste time and energy in intensive classroom supervision so
that the classroom climate could be conducive for lessons. Some classroom
teacher’s delegates authority to deserving prefects such as time keeper, noise
prefects, class prefects, etc. to share in the responsibility of ensuring a
conducive learning atmosphere in the classroom.
These methods are adopted by teachers to enable the classroom become
conducive enough for effective teaching learning process and to facilitate
higher academic performance of the students. Researchers such as Udo (2002)
have investigated on effective classroom management in other geographical
locations of Ogun State. It is necessary to examine effective classroom
management and its impact on students’ academic performance among Senior
Secondary Schools in Ifo Local Government
Area of Ogun State. This study seeks to address the problem of how
different classroom management strategies impact on student learning and
academic performance. By examining the relationship between management
practices and academic outcomes, this research aims to provide educators with
insights into the most effective approaches to fostering a productive learning
environment. Ultimately, understanding these dynamics is critical for improving
educational practices, reducing disruptive behaviors, and enhancing students'
academic achievement.
1.3 Purpose of the Study
The general objective of this study is to investigate the impact of classroom management strategies academic performance. The specific objectives are;
i. To determine the effect of verbal instruction on students’ academic performance.
ii. To assess the impact of corporal punishment on students’ academic performance.
iii. To examine the effect of instructional supervision on students’ academic performance.
iv. To evaluate the impact of delegation of authority to learners on students’ academic performance.
v. To analyze the impact of classroom design on students’ academic performance.
1.4 Research Questions
This study tends to provide answers to the following research questions;
i. Does verbal instruction have any effect students’ academic performance?
ii. To what extent does corporal punishment influence students’ academic performance?
iii. Is there any significant influence of Instructional supervision on students’ academic performance?
iv. What effects does delegation of authority to learners have on students’ academic performance?
v. How does classroom design affect students’ academic performance?
1.5 Hypotheses
i. There is no significant impact of verbal instruction on students’ academic performance.
ii. There is no significant impact of corporal punishment on students’ academic performance.
iii. There is no significant impact of Instructional supervision on students’ academic performance.
iv. There is no significant impact of delegation of authority to learners on students’ academic performance.
vi. There is no significant impact of classroom design on students’ academic performance.
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.
One of the primary outcomes of this study is
its potential to improve students' academic performance. By exploring the link
between classroom management and student achievement.
This research work will provide teachers with
strategies to increase student motivation, reduce distractions, and create a
supportive learning environment. The outcome of this study will, lead to higher
examination scores, better grades, and improved overall academic outcomes for
senior secondary school students.
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. Ministry of Education and the curriculum
planners will benefit from 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 parent
teachers association 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 students.
Teacher training programs and professional
development initiatives can benefit from the findings of this study.
Understanding the specific classroom management strategies that positively
influence student learning can inform the curriculum and content of teacher
training courses. This knowledge will help equip future and current teachers
with the necessary skills to manage classrooms effectively by improving teaching
quality and student success.
This research will add to the growing body of
literature on classroom management and its influence on academic outcomes,
particularly in the context of senior secondary education. By focusing
specifically on this stage of education, the study will provide insights that
are unique to the needs and challenges of senior secondary students. The findings
can also serve as a reference for future studies in the field, particularly
those exploring the intersection between classroom management and academic
achievement.
1.7 Scope and Delimitation of
the Study
The content scope of this study is the impact
of classroom management strategies on student academic performance while the
geographical scope of this study is Ifo Local Government Area, Ogun State.
1.8 Operational Definition of
Terms
To ensure clarity and understanding in this
study, the following key terms are operationally defined:
Classroom Management:
This refers to the
techniques, strategies, and practices that teachers use to create an organized
and conducive learning environment. This includes setting rules, managing
student behavior, optimizing instructional time, and fostering a positive
classroom climate to facilitate learning.
Classroom Management
Strategies:
These are specific approaches used by teachers
to maintain order, engage students, and minimize disruptive behaviors. Examples
include proactive strategies (e.g., setting clear expectations, using rewards
or praise) and reactive strategies (e.g., addressing misbehavior with
consequences or discipline).
Student Learning:
This refers to the
process by which students acquire knowledge, skills, attitudes, and behaviors
through classroom instruction and activities. In this study, student learning
will be evaluated through academic engagement, participation in class, and
understanding of lesson content.
Academic Performance:
This refers to a measurable
outcomes of a student’s educational achievement, often represented by grades,
test scores, or other forms of academic assessment. This study uses academic
performance to assess the impact of classroom management strategies on student
learning.
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