Evaluation & Assessment of Classroom Management Strategies in Public Primary Schools in Obio Akpor Local Government Area of Rivers State.
CHAPTER ONE
Objective of the study
The objective of the study is to assess the classroom management strategies in public primary schools in Obio Akpor Local Government Area of Rivers State. The specific objectives are;
- To ascertain the relationship between teacher’s classroom discipline and classroom management
- To ascertain the relationship between effective communication skill and classroom management
- To examine the relationship between teacher’s classroom management and academic performance of primary school pupil
- To ascertain the relationship between teacher’s qualification and classroom management
CHAPTER TWO
LITERATURE REVIEW
Classroom Management and Its Significance
Managing student behavior has always been a primary concern of teachers for student misbehaviors have interfered with a positive learning environment (Shin & Koh, 2007). From the beginning of teaching experience, teachers commonly express their concern about controlling the students and creating a disciplined environment in order to create a proper atmosphere for learning; and classroom management is commonly mentioned as the most intricate aspect of teaching. Doyle (1980) also states that maintaining order in a classroom is a basic task of teaching as management activities lead to the establishment and maintenance of those conditions in which instruction can take place effectively and efficiently. There is accumulating evidence from meta-analyses of variables that influence school learning and that classroom management has been identified as one of the variables that has greatest influence on school learning (Freiberg, 1999). Today, classroom management is becoming an increasing problem for teachers and administrators in primary schools because of changes in educational environments. Firstly there should be clarity about what classroom management is so that its effect on learning environment could be understood. Since classroom management is a multifaceted concept, it is defined differently by various writers. Conceptions of classroom management are influenced by changes in research perspectives at various points since the late 1960s (Harris & Evertson, 1999). Since that time the meaning of the term classroom management has changed from describing discipline practices and behavioral interventions to serving as a more holistic view of teachers’ actions in orchestrating supportive learning environments and building community. In most general terms classroom management refers to the actions and strategies teachers utilize to maintain order (Doyle, 1986). Doyle (1986) stated that two major tasks – learning and order- constitute teaching. For learning to be achieved, order must be provided in the classrooms beforehand; so these two tasks are said to be indivisible. This relationship between classroom management and student learning makes the issue of classroom management of critical importance. Classroom management was often viewed as the same with discipline in the past. Historically management research focused teachers’ reactions to students’ misbehavior. However, many researchers claim that they are not same; classroom management is much more than controlling the students and preventing misbehavior. Evertson, Emmer, Sanford and Clements (1983) state that classroom management is broader than the notion of student discipline.
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought to evaluation & assessment of classroom management strategies in public primary schools in Obio Akpor Local Government Area of Rivers State.
Sources of data collection
Data were collected from two main sources namely:
(i)Primary source and
(ii)Secondary source
Primary source:
These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment; the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
DATA ANALYSIS
The data collected from the respondents were analyzed in tabular form with simple percentage for easy understanding.
A total of 133(one hundred and thirty three) questionnaires were distributed and 133 questionnaires were returned.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was on evaluation & assessment of classroom management strategies in public primary schools in Obio Akpor Local Government Area of Rivers State. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of classroom management
Summary
This study was on Evaluation & assessment of classroom management strategies in public primary schools in Obio Akpor Local Government Area of Rivers State. Four objectives were raised which included: To ascertain the relationship between teacher’s classroom discipline and classroom management, to ascertain the relationship between effective communication skill and classroom management, to examine the relationship between teacher’s classroom management and academic performance of primary school pupil and to ascertain the relationship between teacher’s qualification and classroom management. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 staff of selected primary schools in Obio Akpor Local Government Area of Rivers State. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made up headmasters, headmistresses, class teachers and junior staffs were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
In addition, an investigation into the aspects of classroom management strategies and teaching motivation among trained and untrained primary school teachers needs to be carried out. This is important to help primary school teachers understand and practice classroom management strategies, and boost their teaching motivation that will in the end, encourage students’ performance in class.
Recommendation
Based on the findings of the study, the following recommendations are made 1. Teachers should always maintain discipline in their classrooms.
- Teachers should endeavour to introduce motive ideas to motivate learning like frequent involvement in debates, quizzes competition.
- Teachers should identify and use appropriate motivation as a key factor influencing students’ behavior and achievement by transmitting the required knowledge and skills to inspire their students to greater height in academics.
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