A Study of the Problems of Classroom Management in Schs. In Egor L.g.a. Of Edo State.
CHAPTER ONE
Objective of Study
The main purpose of this study is to examine the problems of classroom management and control in secondary schools in Egor L.G.A.Of Edo State. Specifically, the study will determine:
- the extent to which teachers use effective communication as classroom management and control in secondary schools in Egor L.G.A.Of Edo State local government area;
- determine the extent to which teachers ensure effective discipline as classroom management and control in secondary schools in Egor L.G.A.Of Edo State local government area;
- identify the extent to which teachers manage their time as classroom management and control in secondary schools in in Egor L.G.A.Of Edo State local government area;
- examine the extent to which teacher use motivation as classroom management and control in secondary schools in Egor L.G.A. Of Edo State local government area.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
This chapter reviewed literature related to this study. The review is organized into the following sub-headings: the conceptual framework, theoretical framework, empirical studies and summary of literature review.
Conceptual Framework
- Concept of Classroom
- Concept of Management
- Concept of Classroom Management
Classroom Management and Control
- Communication as Classroom Management Skill
- Concept of Communication
- Classroom Communication
- Communication in Classroom Management
- Discipline as Classroom Management Skill
- Time as Classroom Management
- Motivation as Classroom Management
- Instructional Materials as Classroom Management Skill
Theoretical Framework
- Human Relation Theory
- Behavioural Science Theory
- System Theory
Empirical Studies
Summary of Literature Review
Conceptual Framework
Concept of Classroom
The classroom is a critical part of schools environment. It is where instruction is coordinated and facilitated to achieve school objectives and goals of education in general. Classroom has been defined in different ways by many authors, all pointing at the same direction. A class has been defined as a group of student of varying age range and level of intelligence from different socio economic status who are taught together in a particular place (Oboegbulem, 2011). A classroom is just a place or geographical space where any activity such as education can be carried out.
The education activity can only be achieved if there is meaningful instruction in the classroom. According to Ezeocha (2009), classroom is a room where students of different characteristics are taught for the purpose of proper organization and effective classroom management. In his own view, Akubue (2011) described classroom as one important place in the operation of a school which holds students together and offers them the opportunity of achieving the purpose of education. Similarly, Ogbonna (2008) upheld that a classroom is a geographical space occupied by a group of learners of similar characteristics. The similar characteristics can be age, sex, colour, physique, level of intelligence, among others. In any instructional activity of schools, the classroom plays a very vital role. This is because the greater aspect of instructional activity of schools usually takes place in a classroom and classroom holds students together and offers them the opportunity for group effort and interaction.
CHAPTER THREE
RESEARCH METHOD
This chapter presents the research method under the following sub-headings; research design, area of the study, population for the study, sample and sampling technique, instrument for data collection, validation of the instrument, reliability of the instrument, method of data collection and method of data analysis.
Research Design
The design of the study is a descriptive survey research which aimed at investigating teachers classroom management and control in secondary schools in Egor L.G.A.Of Edo State. Descriptive survey design, according to Ali (2006), is a study in which a group of people or items are studied by collecting and analysing data from few people or items considered to be a representative of the entire group. Similarly, Nworgu (2006) defined descriptive survey design as a type of study which aims at collecting data on, and describing in a systematic manner, the characteristics, feature or facts about a given population. Hence, the researcher sees it necessary to use this design because it uses a representative sample of the entire population.
Population for the Study
The population for this study will comprise the teachers in 16 public secondary schools in Egor L.G.A. Of Edo State. Available data show that there are 800 female and 700 male secondary school teachers in Egor L.G.A. Of Edo State. This gives a total population of 1500 secondary school teachers in Egor L.G.A.Of Edo State. (Source:- Planning, Research and Statistics Unit, PPSMB Edo, 2016).
CHAPTER FOUR
DATA ANALYSIS AND RESULTS
This chapter presents the data collected from respondents, as well as the results of their analyses. The presentation and analyses are according to the research questions. The summary of findings from the analyses is also presented.
Research Question 1: To what extent do teachers apply effective communication as classroom management and control in secondary schools in Egor L.G.A.Of Edo State?
CHAPTER FIVE
DISCUSSIONS, CONCLUSION, AND RECOMMENDATIONS
This chapter discusses the findings of the study, educational implications of the findings are also highlighted and recommendation made. Limitations of the study are also indicated while suggestions for further research were also made.
Discussion of Findings
Findings from the results of data analyses for this study are below:
To what extent do teachers apply effective communication as classroom management and control in secondary schools in Egor L.G.A.Of Edo State: the evidence from the study shows that male and female teachers apply effective communication as classroom management and control. In other words, it shows that teachers responded to a great extent in relation to effective communication been used as classroom management and control in secondary schools in Egor L.G.A.Of Edo State. The findings agree with Ocho (2016) who opined that, for a meaningful thing to take place in a classroom, effective communication is needed. He believes that for any teacher to effectively teach students he/she needs effective communication.
To what extent do teachers ensure discipline as classroom management and control in secondary schools in Egor L.G.A.Of Edo State:
The respondents share the view that there is great extent to which teachers ensure discipline as classroom management and control in secondary schools in Egor L.G.A.Of Edo State. The findings agree with Atanda and Lameed (2006) who opined that, orderliness and good conduct of students is very vital for effective management of the class.
To what extent do teachers ensure time management as classroom management in secondary schools in Egor L.G.A.Of Edo State: the evidence from the study shows that, the male and female teachers share the view that teachers manage their time as classroom management and control. In other words, it shows that teachers responded to a great extent in relation to time management as classroom management and control in secondary schools in Egor L.G.A.Of Edo State. The findings agree with Glazer (2011), who opined that teachers who understand and use time management strategies are an asset to the student who is not labelled with a disability, but may have other underlying causes for work delays. The practice of using time management strategies can aid in designing classroom rules that will facilitates al students.
To what extent do teachers apply motivation as classroom management skill for quality assurance in secondary schools in Egor L.G.A.Of Edo State: the respondents share the view that there is great extent to which teachers used motivation as classroom management and control in secondary schools in Egor L.G.A.Of Edo State. The findings agree with Ajayi (2012), who opined that teachers who understand and use time motivational strategies are an asset to the student who is not labelled with a disability, but may have other underlying causes for work delays. The practice of using motivational strategies can aid in designing classroom rules that will facilitates al students.
Conclusion
The research study examined the extent of teacher’s the problems of classroom management and control in secondary schools in Egor L.G.A.Of Edo State. Based on the findings of the study, the following conclusions were drawn that, in classrooms, teachers do adopt and use effective communication in their teaching, ensure students discipline, motivate and manage their time as classroom management and control in secondary schools.
Based on the findings of the study, the researcher recommends that principals and teachers should always adopt and use different communication techniques that will enable students to decode any information pass across. Also principals and teachers should encourage students through motivation and rewarding outstanding students.
Findings from the study also revealed that, there is no significant difference between the mean scores of male and female teachers on the extent teachers use effective communication as classroom management in secondary schools in Egor L.G.A.Of Edo State.
Recommendations
Based on the findings, the following recommendations were proffered:
- School principals and teachers should adopt different means of communication that will enable students to decode any information pass across to them.
- Secondary school management and teachers should adopt different means of inculcating discipline into their students such as punishment.
- School principals and teachers should always rewards and motivate their students through positive words, gift to any student who performs well.
- Secondary school management should also discourage teachers from spending beyond the normal period they have for a particular class. These will enable each teacher to plan and utilize their time.
- Teacher education institutions should pay more attention to imparting classroom management skills on teacher-trainees.
- School principals should supervise teachers’ classroom activities more closely to ensure that teachers’ weaknesses in classroom management skills are corrected.
- Conference, workshops, seminars and other in-service programmes should be regularly organized for teachers to acquaint them with latest innovations in classroom management.
Limitation of the Study
The following limitations were experienced in the course of this study:
- Financial issue was a major constraint because the researcher had issues meeting up with appointments with the respondents at the appropriate time.
- It was not possible for the researcher to use all the teachers in the secondary school system in Egor L.G.A.Of Edo State.
The inclusion of all of them would have increased the creditability and generalization of the result of the study.
Summary of the Study
The study centered on the extent of teachers’ application of classroom management skills for quality assurance in secondary schools in Enugu state. Four research questions and four hypotheses were formulated for the study. The population for the study consisted of 1500 secondary school teachers while the sample for the study included a total of 812 respondents. Questionnaire was used as the instrument for data collection and was designed to elicit appropriate information from the respondents.
The reliability co-efficient of the instrument was calculated using Cronbach Alpha method. Alpha value was found to be 0.92 indicating high reliability of the instrument. Mean score and standard deviation were used to answer the research questions, and t-test statistic was used to test the hypotheses at 0.05 level of significance. Some of the major findings of the study indicated a great extent in relation to teachers using effective communication as classroom management skill for quality assurance secondary schools in Delta state, the finding also showed a great extent teachers ensure discipline as classroom management skill for quality assurance in secondary schools.
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