The Problems of Classroom Management and Control in Secondary School
CHAPTER ONE
Objectives of the Study
The purpose of this study is to ensure that discipline and control of pupils become effective in the teaching and learning process. To effect the above the following will be examined among others
- it opens our eyes to see the need of classroom management and control in secondary schools in Oredo local government area.
- it gives a better perspective on the quarters of a teacher
- to expose different methods techniques involved in the school management and control
- to educate teachers on how to ensure effective classroom management and control.
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
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.
Classroom provides opportunity for educational plans to be carried out and research findings tested and tried out. The classroom is a place where curriculum is co-ordinated and various types of instructional efforts are assembled. According to Akintunde (2014), classroom is the builder of tomorrow’s consciousness where teachers who are motivational coaches empower learners with sacred intrinsic and fundamental values in the process of social engineering.
Classroom provides opportunity and environment for trained professional and competent teachers to exercise authority and control over instruction through utilizing knowledge, patience, self confidence, self respect, status and control of students. Ogbonna (2008) maintained that classroom is a place where teachers as change agents through their daily impressions upon the fertile field of the students minds, often form and re-form the future scheme of things. Students exhibit various behaviours arising from attitude, social class, ethnicity, bias, idiosyncrasy, whims and caprices in the classroom. The behaviours require conscious manipulations by the class teacher to bring about effective instruction.
Concept of Management
Management is a genetic term and subject to many explanations. Management has been interpreted in a variety of ways. A number of ideas have been attributed to the meaning of management. Some authorities such as Akubue (2001) and Ogbonnaya (2004) have explained management in terms of group of people in an organization, while some others such as Peretomode (2011) described it as a social process which has goals to accomplish. In whichever way management has been perceived, the issue remains that, it involves harmonization of resources in an interaction to achieve stated objectives.
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 Oredo local government area. 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 public secondary schools in Oredo local government area of Edo state. Available data show that there are 800 female and 700 male secondary school teachers in Oredo local government area. This gives a total population of 1500 secondary school teachers in Oredo local government area. (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: Does class room management and control help pupils to have a good a behaviors is the untrained teacher better equipped with classroom control that the trained teacher?
Table 1: Mean score of male and female teachers on the extent do teachers apply effective communication as classroom management and control in secondary schools in Oredo local government area 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.
Conclusion
The research study examined the extent of teacher’s the problems of classroom management and control in secondary schools in Oredo local government area 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 Oredo local government area.
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
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