THE EFFECTS OF CLASSROOM MANAGEMENT AND CONTROL ON THE ACADEMIC PERFORMANCE OF SENIOR SECONDARY STUDENT
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THE EFFECTS
OF CLASSROOM MANAGEMENT AND CONTROL ON THE ACADEMIC PERFORMANCE OF SENIOR
SECONDARY STUDENT
ABSTRACT
This study
investigated the effects of classroom management and control on the academic
performance of students in Ojo Local Government Area, Lagos State. The study
concentrated on the influence of such variables as classroom management, good
classroom management and classroom sitting arrangement. Three hypotheses were
formulated and tested for the study as follows:
i. Classroom management has no
significant relationship with students’ academic performance.
ii. There is no significant
relationship between good classroom management and students’ academic
performance.
iii. Student’s classroom sitting
arrangement has not significant relationship with their academic performance.
The main
instrument used for this study was questionnaire administered on two hundred
students randomly selected from five secondary schools in the study area. The
data generated from the questionnaire were analyzed using Pearson Product –
Moment Correlation Coefficient (r). The results reveal that, in Ojo Local
Government Area,
I. Classroom management has significant
relationship with academic performance.
II. There is significant relationship
between good classroom management and students’ academic performance.
III.
Students’ classroom sitting arrangement has significant relationship with
their academic performance.
Based on
these findings, the researcher therefore recommended that school authorities,
government, teachers should always do their best to provide the enabling
environment for the intellectual development of their students. Being that,
such will build and inculcate in them desirable learning habits.
CHAPTER ONE
INTRODUCTION
1.1BACKGROUND
OF THE STUDY
Arranging
the physical environment of the classroom is one of the most important ways to
improve the learning environment and prevent behavior problems before they
actually occur. This research work shows that the physical arrangement of the
classroom affects both the behavior of teachers and students. It discusses the
importance of a well-arranged classroom and gives guidelines on how to achieve
this. The issue of classroom management is a continuous exercise, which a
teacher has to cope with any time he enters the classroom. Wong and Rosemary
(2001) see classroom management as what the teachers do to organize students’
space, time and materials so that instruction in content and students learning
can take place. The teacher has to cope with the activities of the students in
the class giving the students the deserved attention. This may be seemingly
difficult because each student in the class needs different things at a point
in time. It is the responsibility of the teacher to pay attention to the needs
of the individuals in the class. However, Prophy (2002) observe that a lot of
activities go on in the classroom simultaneously even when a teacher gives the
same problem for the students to solve. Some of the students may get stuck on
the way, while some may neglect the problem and do something else. Others may
finish solving the problem because they understood it while some may prefer
doing correction of a previous work. This simple explanation points to the fact
that at any point in time, each student needs different attention, different
things, different kinds of encouragement and different materials. A teacher who
will cope with this situation must be knowledgeable in the skills necessary for
managing classroom activities and taking care of accommodating the individual
needs simultaneously in the classroom.
Classroom management could pose a problem
to the teacher, if he lacks the competence to create the setting, decorate the
room, arrange the chairs, speaking to children and listen to their responses,
putting routines in place and then executing, modifying and reinstating them,
developing rules and communicating those rules to pupils. The action perform by
a teacher on each of these variables mentioned above will determine the
academic achievement and behaviour of the students.
It is the duty of the teacher to create a
good learning environment. This creation of good learning environment involves
how a teacher manages or ensures both physical space and cognitive space. The
way the teacher prepares the classroom physically could determine the level of
students’ participation in lesson. A physical management of the classroom could
make the classroom warm and inviting, while distracting features of a room are
eliminated. The physical arrangement of the classroom should match the
teachers’ philosophy of learning. Pupils should also have easy access to
necessary materials. The teacher has to manage the cognitive space properly.
This refers to the expectations the teacher sets for students in the classroom
and also the process of creating motivational climate. An effective teacher is
expected to create classroom management practices that will make the students
see the need for learning. This could happen where the teacher develops plans
of what to achieve and rules and procedure to be followed by both teachers and
students especially at the beginning of the term. Lewis (2000) says that
setting limits for students make them behave better and know what to do. The
rules will show the expected behaviours in the classroom such as how students
interact with peers and teacher while procedure will spell out how things are
done. The rules are best made by both teachers and students. Teachers should
also encourage the students to see the need for the activities in which they
are involved and that of others. This will encourage them to put in their best.
Teacher should be able to take appropriate decisions at an appropriate time.
Brophy (1998) says that teacher should always be attentive to students’
individual behaviour and learning needs. This means that for a teacher to
maintain a learning environment, he needs to actively monitor the activities of
the students.
Active monitoring from classroom
research, involves watching behaviour closely, intervening to correct bad
behaviour before it escalates. Jones (1996) says that teacher must monitor both
students’ behaviour and learning by keeping eyes out for when students appear
stuck, when they need: help, redirection, correction and encouragement. Teacher
must always anticipate learners’ actions and reactions during a lesson in order
to deal precisely with any problem that could occur. Another important factor
in classroom management is the communication pattern used by both teachers and
students. The communication style of a teacher has a lot of influence in the
achievement of students. Cowley (2003) says that, effective teacher will describe
objective clearly, give accurate instructing for assignment and respond to
students questions and understand the needs of the students. Communication
should be made in clear language, which will enhance students understanding.
Students should be encouraged to make their own contribution freely and they
should be made to understand that their contribution is valued.
However, discipline is an integral aspect
of classroom management; Discipline is an instrument that mouldes, shapes,
corrects and inspires appropriate behaviour. Gieger (2000) observed that
behaviour management is necessary in order to maintain discipline. He suggested
that every teacher must exhibit firmness, tenderness and gentleness in order to
cope with and curb students’ misbehaviour.
Nearly every
teacher agrees that classroom management is an important aspect of successful
teaching. Fewer agree on how to achieve it, even fewer claims the concept of
classroom management is operating in their own classrooms.
Classroom
management and discipline are terms often used interchangeably are not
synonymous. Teachers asked to defined classroom management in one word have
given the following responses: discipline, control and consequences. Discipline
was always the first word they choose. In recent times, however, teachers have
responded with the following words: organization, control, positive climate and
incentive.
In effect,
discipline has become a much smaller part of the term classroom management.
Classroom management is much more than any of these words or the sum of these
words (Charles, 1992; Wolfang, 1995).
Classroom
management involves how the teacher works, how the class works, how the teacher
and students works together and how teaching and learning happen. For students,
classroom management means having some control in how the class operates and
understanding clearly the way the teacher and the students are to interact with
each other. For both teachers and students, classroom management is not a
condition but a process. Many teachers, especially beginning teachers cite
classroom management as an ever present concern (Roger and Freiberg, 1994,
Veenman, 1984). A meta-analysis of the past 50 years of classroom management
research identified classroom management as the most important factor, even
above student aptitude, affecting student learning (Wang, Haertel, &
Walberg, 1994). But contrary, to popular belief, classroom management is not a
gift bestowed upon some teachers. While it’s true that some teachers adapt to
classroom management easily, making it look to their colleagues like they
posses some innate talent, classroom management is a skill-a skill that can be
taught like any other and most importantly, a skill that like any other must be
practiced to achieve proficiency.
Although
much has been written about classroom management, teachers have not been taught
comprehensive, practical methods of improving classroom management and little
emphasis has been placed on “helping teachers understand the issues in effective
classroom management and the relationship among various strategies” (Jones
& Jones 2004 P.I) many teachers try classroom management ideas and
strategies, tossing them spontaneously and inconsistently into the classroom,
then become discouraged when the classroom they hope for does not materialize.
Effective classroom management does require specific skills such as planning,
organizing and reflecting as well as an aptitude for teamwork and perseverance.
It requires a great deal of commitment initially, then willingness to adjust
ones thinking and actions as one learns what works and what does not work.
How can our
native’s educational goals and objectives be attained if our classroom and
learning environments are defective and plagued with teachers who are not
active and aggressive and generally non-conforming to classroom management. If
effective curriculum implementation is necessary to the success of improved
academic performance of students, it follows therefore that its management must
be of utmost concern to teachers and other stakeholders in the education
sector.
It is on the
heels of the fore going that the researcher intends to investigate the effects
of classroom management on the academic performance of students in Ojo Local
Government Area, Lagos State.
1.2 STATEMENT OF THE PROBLEM
The
widespread good academic performance of students in almost all subjects offered
in schools has very often been blamed on a member of other factors neglecting
one of the most important ones – classroom management.
It is very
obvious nowadays that there is no proper classroom management in our schools
whereas, a controlled and well ordered classroom management is a sine qua non
for good academic performance of students even in the class.
It is
against this background that, this work aims at investigating the effects of
classroom management on the academic performance of students in the class.
1.3 PURPOSE/OBJECTIVES OF THE STUDY
The purpose
of the study is to investigate the effects of classroom management on academic
performance of students in Ojo local Government Area, Lagos State.
Specifically, the work is aimed at ascertaining whether:
i. Classroom management affects
student’s academic performance.
ii. Classroom management has
relationship with students’ academic performance.
iii. Classroom arrangement has
relationship with the academic performance of students.
1.4 SIGNIFICANCE OF THE STUDY
The place of
classroom management in the overall development of students especially in
academic performance in schools needs not to be over- emphasized. This is
because the classroom serves as a dressing room where future leaders are
dressed before they go out to display what they have on the field of play.
This
research will therefore be relevant to teachers as it will encourage them to
adequately prepare themselves with all the knowledge and skills required to
fully harness the potentials in the students through proper management of the
classroom. It would also help school managers – head teachers and proprietors
to adequately stock the classroom with the right personnel and facilities that
will enhance the academic performance of the students.
This study
will help the government/policy makers in framing their educational policies as
it affects the sizes of classroom, furniture and other relevant facilities in
the classroom environment, thereby correcting the cases of overcrowding, poor
ventilation, lack of other teaching – learning aids in the classroom and even
the dream of qualified teachers. Also, the work would be of great help to
curriculum planners in the analysis of student’ learning conditions,
motivational pattern reinforcements and punishment. Thus facilitating planning
based on facts rather than assumptions which will in turn result in the
development of an effective and efficient curriculum.
1.5 RESEARCH QUESTIONS
To achieve
the listed purposes/objectives, the following research questions are posed.
i. Does classroom management affect
students’ academic performance?
ii.
Is there any significant
relationship between good classroom management and student’ academic
performance?
iii. Can student’ academic performance
in the class be traced to their classroom management?
1.6 RESEARCH HYPOTHESES
The following
hypotheses are formulated.
I. Classroom management has no
significant relationship with students’ academic performance.
II. There is no significant
relationship between good classroom management and students’ academic
performance.
III.
Student’s classroom sitting arrangement has not significant relationship
with their academic performance.
1.7 SCOPE/DELIMITATION OF THE STUDY
The research
effect concentrates on some selected schools in Ojo Local Government Area. The
schools selected for the study are as follows:
i. Osolu High School, Irewe Ojo
ii. Ivery Grammar School, Ibeshe
iii.
Egan High School, Ojo
iv.
Awori College, Ojo
v. Ojo High School
1.8 DEFINITION OF THE TERMS
For the
purpose of clarity, the following terms are defined as they are used in the
study:
CLASSROOM
MANAGEMENT: this involves the way and manner the classroom environment is
manipulated by the teacher with a view to bringing the best out of the students
in terms of achieving educational objectives.
ACADEMIC
PERFORMANCE: this refers to educational attainment in terms of grades or scores
obtained by the students in a standardized test.
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