The Influence of Classroom Management on Student Academic Achievement in Social Studies in Ido Local Govt Area, Oyo State
Chapter One
Purpose of the Study
The main purpose of this study is to find out the Influence of Classroom Management on Student’s Performance In Ido Local Govt Area, Oyo state. Specifically, the study sought to find out the influence of classroom discipline, motivation and appropriate teaching methods on students’ academic performance in secondary schools in the Zone.
- To determine the influence of classroom discipline on students’ academic performance in secondary schools in Ido Local Govt Area, Oyo state
- To determine influence does classroom motivation have on students’ academic performance in secondary schools
- To determine appropriate teaching methods influence classroom management and students’ academic performance in secondary schools
CHAPTER TWO
REVIEW OF RELATED LITERETURE
Introduction
This chapter reviewed related literature in the areas of classroom management and students’ performance and various theories related to the two variables are fully discussed. This chapter also reviewed empirical studies related to the areas of classroom management and students performance.
CONCEPTUAL FRAMEWORK
Concept of Classroom Management
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 the same; classroom management is much more than controlling the students and preventing misbehavior. Evertson, & Neal, (2005) and Emmer & Stough (2001), state that classroom management is broader than the notion of students’ discipline. It includes all the things teachers and school management must do to enhance student involvement and cooperation in classroom tasks and to establish a productive learning environment.
Similarly, Brophy and Good (2003) defines classroom management as a teacher’s efforts to establish and maintain the classroom as an effective environment for teaching and learning. Brophy and Good (2003) discusses the importance of the close and mutually supportive relationships between effective classroom management and effective curriculum and instruction. Good classroom management implies good instruction. “All research results show that in addition to dealing with the misbehaviors and problems effectively, to prevent them from occurring is an important aspect of efficient classroom management” (Brophy and Good, 2003).
There are also several definitions of classroom management as there are writers on the subject matter. Each writer defines the concept as he views it. Classroom management has therefore been defined in various ways such as the orderly control of the students, the class environment and teaching materials in order to obtain the desired learning objectives which can enhance the academic performance of students. Mgbodile (2004) sees classroom management and administration as the process of creating favourable conditions to facilitate instructions as well as that of regulating social behaviour of students. He viewed classroom management and organization as a function of proper knowledge, dedication, skill and training for which they are called. The behaviours and the reaction of students are much related to the degree of teacher’s proper management of the classroom. Akpakwu (2003) defines classroom management as the orderly control of the learners, teaching materials and teaching aids in order to obtain the desired learning objectives.
Classroom management alludes to every one of the things that an teacher does to compose students, space, time, and materials with the goal that students learning can occur characterizes student focused learning groups as having shared administration, group building, and a harmony between the requirements of the instructors and students (Wong et al., 2012). Students of all learning capacities and social foundations are adapting together in the same classrooms with teachers being considered responsible for every individual students’ achievement (Brannon, 2010). Scholastic achievement has been diversely portrayed: as level of capacity achievement in academic work or as formally obtained data in university subjects which is routinely addressed by rate of engravings gained by students in examinations.
Today, classroom disciplinary issues are worse than those in the past, which has impacted student achievement (Colavecchio & Miller, 2002; Etheridge, 2010). Classroom management issues have a devastating impact on students’ achievement.
Classroom management is concerned with a course of action of teachers’ behavior and activities that are basically anticipated that would develop student co-operation and consideration in classroom (Brannon, 2010). Classroom management is concerned with a course of action of teachers’ behavior and activities that are basically anticipated that would develop student co-operation and consideration in classroom (Freiberg, 2013).
Since there are many theories about classroom management (Wong et al., 2012; Edward & Watts, 2010; Tauber, 2007), teachers are still concerned about classroom management and student achievement (Brannon, 2010).
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
This chapter deals with the design of the study, population, sample and sampling technique, instrumentation, validity/reliability of the instrument, procedure for data collection and method of data analysis.
Research Design
The research design that was employed for this study is ex-post facto design. The main purpose of this design is to determine the influence of the current status of the phenomena under study. The Influence of Classroom Management and Student’s Academic Performance which served as the independent variable could not be directly manipulated (Kerlinger, 2000, Mugenda and Mugenda 2003). This design was also found appropriate because it allowed the investigation of subsequent influences between the independent and the dependent variables. Academic Performance is taken as the dependent variable. Thus, the researcher will be able to relate an after-the-fact analysis to an outcome or the dependent variable. The researcher used the design to investigate the Influence of Classroom Management and Student’s Academic Performance of public secondary school students in Ido Local Govt Area, Oyo state.
Population for the Study
The population of the study is 1,025 senior secondary school teachers drawn from 21 Senior Secondary schools in Ido Local Govt Area.
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND INTERPRETATION
Introduction
This chapter is concerned with the data presentation analysis and interpretation using the method already described earlier in Chapter three. The chapter also discusses the major finding of the Influence of Classroom Management and Student’s Academic Performance of public secondary school students in Ido Local Govt Area, Oyo state. Every data presented, analysed and interpreted are based on the outcome of the respondents using questionnaire.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
INTRODUCTION
This chapter present summary of the study, conclusion, recommendations, limitation of the study and suggestion for further study.
Summary
The study was intended to find out the Influence of Classroom Management on Student’s Academic Performance In Ido Local Govt Area, Oyo state.
The study dealt with background to the study where argument for the justification to this study was presented. Objectives were stated, research questions were raised three Null hypotheses were raised for the study, the scope and delimitation was also presented.
Related literature were reviewed where and materials and studies consulted. The independent variables of “the Influence of Classroom Management on Student’s Academic Performance” were discussed. The human relations theory and Behavioural Science Theory was considered appropriate for this study. From the human relations theory and Behavioural Science aspect, The relevance of this theory to this study is that, secondary school students need to be given attention in the classroom organization. The classroom teachers of secondary schools should put into consideration the personal interest and welfare of their students. While the behavioural science theory provides an integrative approach to educational management. Some empirical studies were also reviewed and finally the chapter ends with an abridged summary.
The methodology used in carrying out this study is ex-post facto design. It drew 356 samples for the study using Morgan and Krejcie table for determining sample size. Four schools out of 21 were selected randomly for the study. Chapter four dealt with result and discussion of findings. Data obtained from the subjects were analyzed using Statistical Package for Social Sciences (SPSS) version 25. All the three hypotheses stated were rejected.
Finally, the summary of the study, where each chapter discussed were summarized in detail. Conclusion is also presented based on the findings. Recommendations were for teachers, students, head teachers and policy makers who may be interested in the Influence of Classroom Management on Student’s Academic Performance In Ido Local Govt Area, Oyo state.
Conclusions
The research study examined the Influence of Classroom Management on Student’s Academic Performance In Ido Local Govt Area, Oyo 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, use of appropriate teaching methods significantly influenced on academic on the extent teachers use effective communication as classroom management in secondary schools the Influence of Classroom Management on Student’s Academic Performance In Ido Local Govt Area, Oyo state.
Recommendation
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.
Suggestion for Further Studies
The study is by no means exhaustible, further studies are therefore suggested in the following areas:
- The present study was carried out in secondary schools in Ido Local Govt Area, Oyo state; further study can be conducted using primary school or institution of higher learning.
- Since the present study was conducted in public secondary schools in Ido Local Govt Area, Oyo state, further study can be carried out in another state in Nigeria.
- The present study was carried out in public secondary schools; therefore, further study can be carried out in private secondary schools.
REFERENCES
- Ada, N. A. (2004), Strategies for Effective Classroom Organization and Management. In the Practice of Teaching Perspectives and Strategies: A Resource Manual for today’s Teachers.
- Adeboyeje, R.S. & Afolabi, A. (2012). Classroom management. Ife: Oluwa Enterprises Nig. Ltd.
- Adesina, S. (2010). Educational management. Enugu: fourth Dimension Publishing Company.
- Aghenta, J. A. (2009). Basic management functions. Journal of Studies in Educational Planning and Administration.
- Ajayi, K. (2012). Effective supervision of instruction in schools. Paper presented at training workshop on school management and supervision.
- Akpakwu, S.O. (2003). Classroom Organization and Management A paper presentation on a workshop organized by MOE Benue State
- Akpakwu, S.O. (2004). Managing the Classroom towards a successful Universal Basic Education Scheme. In the Nigerian Academic Forum: A Multidisciplinary Journal 4 (2) 16-20.
- Ali, A. (2006). Conducting research in education and social sciences. Enugu: Tashiwa Networks Ltd.
