The Effect of Classroom Management on the Academic Performance of Pupils in Primary Schools
CHAPTER ONE
PURPOSE OF THE STUDY
The reason behind this research is to examine the effects of classroom management on pupils’ academic performance of pupils in some selected primary schools, in Odeda Local Government, Ogun State. The researcher is also interested in examining
- The extent that classroom management has contributed to teaching effectiveness
- The importance of classroom management to the pupils learning environment.
- How classroom management has contributed to the academic Performance of Pupils in primary school
CHAPTER TWO
LITERATURE REVIEW
INTRODUCTION
The quality of education has been reflected not only in the subjects taught and achievement levels reached, but also in the learning environment. The environment has both reflected and influenced the behavior of pupils, and it has been affected by events within and outside of the school Cohen (2000). Most educators and researchers have agreed that the total environment should be comfortable, pleasant, and psychologically uplifting; should provide a physical setting that pupils find educationally stimulating; should produce a feeling of well-being among its occupants; and should support the academic process.
The major aspect of the classroom climate that has fallen under the control of the teacher is that of classroom management and discipline. As might be expected classroom climate which motivated learning and afforded the pupils the opportunity to be actively and meaningfully engaged in academic activities influenced the positive rating of teacher’s classroom management hence the relation to their performance in physics. Classroom management has referred to all the planned or spontaneous activities and interactions that have occurred within a classroom. In recent years, a growing interest has emerged in the area of classroom management. The classroom environment is a large part of classroom management that will either encourage pupils to succeed, or hamper their abilities and cause more failures. The classroom environment is different from the classroom management because the later deals with how the pupils feel in the classroom, while classroom management focuses on procedures, routines, and expectations, the classroom environment focuses on the relationships between pupils and teachers, as well as how the pupils feel amongst their peers in the classroom (Stepanek, 2000). Classroom management is the heart of teaching and learning in school setting. A well-managed classroom can provide an exciting and dynamic experience for everyone involved. Unfortunately, good classroom management implies not only that the teacher has elicited the cooperation of the pupils in minimizing misconduct and can intervene effectively when misconduct occurs, but also that worthwhile academic activities are occurring more or less continuously and that the classroom management system as a whole is designed to maximize student engagement in those activities, not merely to minimize misconduct. Many times, by encouraging behavior that is more positive and uplifting in one classroom, the behavior will carry on into other classrooms, taking the safe environment further than one classroom. Student achievement, as well as emotional and social outcomes, can all be positively affected by a safe, positive learning environment (Stepanek, 2000). When teachers do not tolerate disrespect both among pupils and between the pupils and teacher, they set the standard for their classroom and pupils feel more encouraged to participate and take risks in the classroom. Because of this, setting the classroom environment is often just as important as establishing classroom management strategies. Teachers have entered a new age of classroom management, faced with new challenges during the first part of the twenty first century teachers, teacher educators and school administrators have searched for alternative ways to manage classrooms. However, finding answers to classroom management situations is difficult because there is disagreement about what constitutes effective classroom management approaches. Some administrators and teachers think of classroom management and discipline as being synonymous terms. Vasa (1999) describe classroom management as behaviors related to maintenance of on-task student behaviors and the reduction off-task or disruptive behaviors. Those who share his view define effective classroom management as a way of preparing pupils for life. They focus not on controlling pupils‟ behavior today but on preparing pupils for the world they live in tomorrow. Teachers and administrators who approach classroom management from this perspective define effective classroom management as the process of creating a positive social and emotional climate in the classroom (Morris, 1996).
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
The research set out fundamentally to study the Effects of Classroom Management on Pupils’ Academic Performance in Selected Primary School Pupils in Ibadan South-West Local Government.
The chapter covered the following sub-headings:
- Research Design
- Population of the Study
- Sample and Sampling Technique
- Instrument
- Validity
- Reliability
- Administration of Data
- Data Analysis.
RESEARCH DESIGN
This study employed the use of descriptive survey design. The choice of descriptive survey design is the most appropriate research on the Effects of Classroom Management on Pupils’ Academic Performance in Selected Primary School in Ogun State, Odeda Local Government.
The survey focused on questions on a large number of pupils, since it is seldom possible to question everyone concerned with certain Effects of Classroom Management on Pupils’ Academic Performance in selected Primary School in Ogun State, Odeda Local Government.
CHAPTER FOUR
DATA ANALYSIS AND DISCUSSION OF RESULT
INTRODUCTION
This chapter presents the results of data collected from respondents, with different tables showing the responses of the respondents.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
INTRODUCTION
This chapter summarizes the implications of the study, recommendation and suggestion for further studies.
SUMMARY
Effective classroom management is conditional for enabling effective education. In this study, classroom management strategies that support and facilitate effective teaching and learning are investigated. Classroom management is defined as the actions teachers take to create an environment that supports and facilitates both academic and social-emotional learning. Effective strategies focus on preventive rather than reactive strategies. Establishing positive teacher-student relationships is an effective preventive strategy e.g. negotiates on classroom rules instead of impeding them, whereas punishment is generally an ineffective reactive strategy. In effectively managed classrooms, student’s engagement and achievement are evidently higher. Effective classroom management strategies are a base competence for all teachers. The daily practice in secondary school classrooms has changed rapidly toward more student-centred and cooperative learning, and the most recent meta-analysis on classroom management was conducted in 2003. This stresses the need for a renewed overview of effective classroom management strategies.
The main objective of the research was to conduct a meta-analysis on the effects of various classroom management strategies that enhance students’ academic performance in secondary school education. The meta-analysis encloses studies published since 2003, that examine the effects of classroom management strategies on academic outcomes e.g. student performance, time-on-task and on social-emotional outcomes. This knowledge base supports teachers in their challenge to effectively manage their classrooms in current educational settings.
CONCLUSION
From the results of this study, the effective classroom management techniques included effective communication, constant engagement of students in activities, regular use of questions by teachers, use of behaviour contract, teachers acting as models of good behaviour and monitoring amongst others.
Effective classroom managers provide a structured, caring environment that meets students’ personal and academic needs. Such teachers are perceived as authority figures in the classroom. They share high behavioral expectations, design and implement developmentally appropriate lessons, and establish and enforce behavioral guidelines. Because effective teachers respect students as individuals with rights, values, and feelings, they carefully choose their words and actions to protect students’ dignity. They actively engage students in meaningful, challenging educational experiences and provide plentiful positive feedback.
The conclusion drawn is that teacher classroom management effectiveness is a significant predictor of students learning and academic performance.
RECOMMENDATIONS
Classroom management effectiveness is one of the important criteria for assessing teaching effectiveness of teachers. Besides, classroom management effectiveness enhances students learning. This study has highlighted the effective classroom management techniques. Therefore school administrators should
- Ensure that they regularly organize seminars aimed at intermittent training of teachers on these classroom management techniques as a result of their importance in teaching and learning process.
- School administrators and teachers should ensure that they do not use corporal punishment as a classroom management technique.
- Teachers should be models of good behavior in the way they dress, the way they talk and things they do particularly in the classroom.
- Teachers should also ensure that they create positive learning environment. When the classroom physical learning environment is conducive, students will development a positive attitude towards schooling and always be attentive in class during instruction.
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