Impact of Classroom Management Practices on Secondary School Students' Academic Performance in Mathematics in Makurdi Local Government Area of Benue State (original) (raw)
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Humanities and Social Sciences Letters
This study assessed school management practices, teachers' effectiveness and students' academic performance in mathematics in Cross River State's secondary schools. The study was guided by two formulated null hypotheses. The study adopted the factorial research design. Simple and proportionate stratified random sampling techniques were adopted in selecting a sample of 2,145 (893 teachers and 1252 students) from a population of 6,356 teachers, and 39,468 senior secondary school students respectively. "School Management Practices Questionnaire" (SMPQ), "Teachers' Effectiveness Questionnaire" (TEQ), and Students' Mathematics Achievement Test (SMAT) were all used as instruments for data collection. The reliability of the instrument was established using the Gutman Split-Half (GSH) reliability technique, with coefficients of .919, .889, and .952 obtained for SMPQ, TEQ, and SMAT respectively. The null hypotheses were all tested at .05 alpha level using Pearson correlation matrix and multiple regression. Multiple regression was employed as a multivariate statistical tool due to its ability to examine the combined effect of several independent variables on a dependent variable. Findings revealed that principals' leadership techniques, conflict management, teachers' motivation, teachers' discipline, school supervision, students' records management, students' discipline, effective communication, teachers' effectiveness, and students' academic performance are significantly related. The eight independent variables jointly predicted teachers' effectiveness (F= 505.47, p<.05) and students' academic performance (F=728.16, p<.05) significantly. It was recommended that secondary school principals should perform their routine duties of school management regularly and consistently in order to boost teachers' effectiveness and improve students' academic performance in mathematics. Contribution/Originality: This study is one of few studies which have assessed interrelationships among some school management practices, teachers' effectiveness and students' performance in Mathematics. The study also contributes to existing literature by determining the partial and cumulative effects of some school management practices on teachers' effectiveness and students' performance respectively.
2020
The study investigated, among other things, the relationship between classroom management and student's mathematics performance in four public secondary schools, in Makindye Division, Kampala. The respondents were 212 senior four (S.4) students and 12 teachers of Mathematics from four selected schools. Questionnaires, observation checklists and interview guide were used to gather data. Frequency, percentage, means, standard deviations and Pearson Linear correlation coefficient were used to analyze the data. The finding was that teachers' classroom management was not significantly related to students' performance in mathematics in the studied schools. Based on the findings, the study recommends that as for classroom management, a mathematics teachers need to exhibit flexibility and emphasize roll calls before or after class.
2021
The academic performance of students in mathematics among public secondary schools in Nigeria has consistently been low over a period. There are many factors that may have contributed to this, however, the influence of classroom management practices on the academic performance have not been given much attention. Studies have shown that very little learning occurs in disorganized classrooms. This study therefore aims to explore how students’ academic performance in mathematics could be augmented through classroom management practices. Three research questions were raised, the main question is, how does classroom management practices enhance academic performance among students of public secondary schools in Nigeria? A descriptive research design was adopted using a total sample size N=250. The research instrument was a paper‐based questionnaire on a five‐point Likert scale administered face to face to randomly selected mathematics teachers from among 5 states in Nigeria, Mean and stan...
The study investigated the influence of classroom management on students ' academic performance in zone B Senatorial District of Benue State. In all, three research questions and three hypotheses guided the study. The related literature review which was done under various subheadings, namely, the theoretical and conceptual framework identified classroom management variables as a tool for improving students' academic performance. The ex-post facto survey design was adopted for the study. Three hundred and thirty-five (335) teachers from 30 grant aided secondary schools constituted the sample of the study. A structured 15-item four point scale questionnaire titled Influence of Classroom Management on Students' Academic Performance Questionnaire (ICMSAPQ) was constructed by the researcher and used to collect data for the study. Data obtained for the study were analyzed using descriptive and inferential statistics. Mean and standard deviation were used to analyze the research questions while the chi-square (x 2 ) test of goodness of fit was used to test the hypotheses. The null hypotheses were tested at 0.05 level of significance. The findings of the study revealed that classroom discipline, motivation and use appropriate teaching methods significantly influences students' academic performance in secondary schools. Based on the findings, it was recommended that teacher should always maintain discipline in their classrooms, endeavour to introduce innovative ideas to motivate learning, they should identify and use appropriate teaching methods as a key factor to influence students' behaviour and achievements.
This study is the empirical investigation of the impact of classroom management techniques on students' academic performance in selected junior secondary schools in Municipal Area Council, to achieve this objective primary method of data collection was used and Statistical Package for Social Science (SPSS) programme mean and simple percentages were used for analysis. The responses from the respondents through questionnaires were presented in tables and analyzed.Fromthe research results it is noticed that there is a significant difference between classroom management techniques in junior secondary schools in Municipal Area Council and there is a positive impact of classroom management techniques on students' academic performance in junior secondary schools in Municipal Area Council. From the research findings, there is a strong relationship between classroom management techniques and students' academic performance in junior secondary schools in Municipal Area Council. One of the major problems of classroom management in the schools was lack of training for teachers, the teachers are not trained on the need and various techniques of classroom management in our junior secondary schools. Therefore, the policy recommendation is that school administrators should ensure that they regularly organize seminars that aim at intermittent training of teachers on the use of classroom management techniques and their importance in teaching and learning process in the school.
International journal of social sciences, 2019
The study investigated teachers’ classroom management characteristic and it influenced on student academic performance in Ekiti State secondary school. The research design was descriptive. The population was made of principals in 187 secondary schools in Ekiti state. The sample was made of 36 principals using multi-stage sampling procedure. Simple random sampling technique was used to select the 36 school across the three senatorial districts of the State and the principals of the schools were used. Two instruments were used to collect data for the study. These were a self-designed questionnaire and an inventory to collect WASSCE result for 2012-2016. Data for the study were analysed using ANOVA statistics to analyse five hypotheses formulated at 0.05 level of significance. The findings of the study showed that lesson plan preparation (F=0.966, df=2, 2, P>0.05), student discipline (F=1.288, df=2, 2, P>0.05), teaching methodology (F=0.588, df=2, 2, P>0.05), instructional ma...
This study was carried out to investigate Effective Classroom Management and Students' Academic Performance in Secondary schools in Uyo Local Government Area. Four research questions and four null hypotheses were formulated to guide the study. The survey design was adopted for the study. The population of 2044 Senior Secondary School One (SS1) students with a sample of 200 students selected from 5 public secondary schools in 4 clans within the study area. A researcher-made questionnaire was used to elicit data from respondents. The research instrument has a 4-point rating scale and 25 items based on the study variables. The Pearson Product Moment (PPM) Correlation Coefficient of 0.94 ascertained the reliability of instrument for use in the study. After the administration, scoring and collation of the instrument, the data obtained were subjected to the chi-square (X2) analysis. All the null hypotheses were tested at 0.05 level of significance. Based on the result of this study, it is concluded that SS1 students in the public Secondary Schools in Uyo Local Government Area differ significantly in terms of academic performance based on verbal instruction, corporal punishment, instructional supervision, delegation of authority to learners. It is recommended that teachers should be skilled in classroom management so as to influence students' academic performance positively.
This research work investigated utilization of classroom management strategies on students' performance in secondary schools in Anambra state. Two research questions were posed and one hypothesis was formulated to guide the study. The study adopted descriptive survey research. The population of the study comprised 5, 987 teachers in 6 education zones in Anambra state. Random sampling technique was used to select Awka education zone which has 1, 518 teachers and 61 secondary schools. Simple random sampling technique was also to select 12 teachers from each of the 61 secondary schools, making it a total of 732 respondents. A researcher-constructed questionnaire with 19 items, tagged-Classroom Management Strategies Questionnaire (CMSQ) was used for data collection. The instrument was validated by three experts in educational foundations department, two experts from educational management and one expert from measurement and evaluation, all from ChukwuemekaOdumegwuOjukwu University, Igbariam. Trial test was conducted with 25 teachers in Enugu State secondary schools for reliability of the instrument using Cronbach Alpha method. The instrument consistency reliability was 0.82. Mean and standard deviation were used to answer research questions while z-test was used to test hypothesis at .05 level of significance. The findings of the study revealed that the classroom management strategies improves classroom discipline, it also improves teaching atmosphere for successful teaching and learning. Based on these findings, it was recommended among others that periodic classroom management workshop should be organized for experienced and inexperienced teachers.
Humanities, Management, Arts, Education & the ‘social Sciences Journal , 2017
This study aimed at investigating teachers' classroom management and pupils' academic performance in Social studies in Calabar Metropolis, Cross River State, Nigeria. To achieve the purpose of this study, three null hypotheses were formulated to guide the study. Ex-Post facto research design was used for the study because the independent variables of the study have already occurred and the researchers did not have direct control over them. The population of the study consisted of all primary five pupils in the study area. The stratified random sampling technique was adopted in selecting thirteen public primary schools while proportional simple random sampling technique was adopted in selecting the three hundred and twenty eight respondents. An eighteen item four point Likert scale questionnaire tagged Teacher Classroom Management Questionnaire (TCMQ) and students achievement test were the instruments used for data collection. The instruments were validated by three Lecturers in the field of test and Measurement. They were tested for reliability using Cronbach alpha method before it was administered. Data obtained were analyzed using Pearson product moment correlation statistical tool. The result obtained from analysis of data revealed that there is a significant relationship between teachers' management of indiscipline behaviour, teachers' management of entry/exit procedure and pupils' academic performance in Social studies. Based on these findings it was recommended among others that teachers should be encouraged to attend conferences, workshops and symposium that will improve their ability to control indiscipline behaviour among pupils in their classroom in order to improve their academic performance.