CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Globally, education plays a key role in the development of society since it teaches knowledge which helps to understand the present and plan for the future. Normally, the education addresses key issues in the society such as: morality, responsible citizenship, good governance, national integration, conflict resolution and international cooperation. Thus, through education students are able to acquire virtues of honesty and integrity as well as cope with the challenges of the day such as HIV/AIDS, drug abuse and corruption as well as to develop into socially and economically useful members of the society (The UK house of lords 2012). Therefore, teachers must master the way learning takes place and discover how to effectively manage classroom lessons so as to maximize learning.
Oliver and Reschly (2007) explained that classroom management is a concept that affects academic achievement. Classroom management was noted to be a way of preventing disruptive behavior in order to improve academic achievement. Academic achievement refers to the capacity of students to study, remember what was studied and be able to communicate their knowledge verbally or through writing. Also academic performance refers to performance in tests and examinations (Cambridge University Reporter 2003).
There are ways of measuring academic achievement. These ways include: examinations and continuous assessment tests (CATs). Notwithstanding, different countries in the world have different ways of determining academic achievement. For instance at California they measure-the level of academic achievement through an Academic Performance Index. Tracking of academic achievement is paramount since it allows for curriculum implementers to note areas of achievement as well as areas of failures and at the same time improve the learning process.
Teachers’ qualifications, teachers’ years of experience, instructional methods used and the methods of assessment are the determinats of effective classroom management (Oliver and Reschly 2007). Sound behavior management establishes an environment that makes good instruction possible, at the same time effective instructional methods reduces behavior problems through engaging students in meaningful academic tasks (Emmer and Stough, 2007). The inability to effectively manage classroom behavior contributes to low - achievement (Donovan and Cross, 2002). To Emmer and Stough (2007), the inability to effectively manage the classroom behavior is as a result of shortage in the numbers of teachers that allows for less qualified and less experienced teachers to handle classrooms.
In developed countries, behavior problems are noted among the economically disadvantaged students, among students with disabilities and among students with emotional and behavioral disorders (Oliver and Reschly 2007). Wagner, Kutash, Duchnowski, Epstein and Sumi (2005) referred to this group as “at-risk students.” To them, teachers react to their inappropriate behavior by removing the student from instruction making the student who is already at risk of poor performance to receive less instruction and fall further behind. Thus, Oliver and Reschly (2007) emphasize the need for professional development in the area of classroom management and behavioral management, especially for new teachers.
In Nigeria effective class management is hindered by lack of provision of adequate textbooks which leads the teachers to dictate notes or write notes on the black board and inability to provide good transport facilities and finances that would require students to go for field trips. These are parts of the factors hinder interactive learning in the classroom that would lead to higher performance (Sahir, 2001).
Over a period of time the performance of students in their education has been of interest to parents, guardians and educationalists. This is because majority of students attain slightly below average grades in during external examinations like West African Secondary School Certificate of Examination (WASSCE), National Examination Council (NECO) and Joint Admission and Matriculation Board (JAMB). Thus this study aims at studying skills for effective class management so as to improve performance in students. The study is based on the fact that Classroom Management is the collective ability of teachers and students to agree upon and implement a common framework for academic success (McNergney and Herbert 1998).
1.2 Statement of the Problem
Importance of education to the society cannot be underestimated because it plays a key role in the development of society since it teaches knowledge of the past which helps to understand the present and plan for the future. Normally, education is a useful instrument to address key issues in\ the society such as: morality, responsible citizenship, good governance, national integration, conflict resolution and international cooperation.
Emmer and Stough (2001) revealed that the ability of teachers to coordinate and organize classrooms and manage the behavior of their students is positively correlated to achievement of positive educational outcomes. A good classroom environment makes good instruction possible. Adding to this, Fuller (1986) posited that although there are other moderating factors associated with students’ classroom behavior and student’s academic achievement; teacher qualification, experience of the teacher, discipline, motivation, instructional methods, and evaluation are the key factors that determine the level of academic performance of the students.
Over the time, the performance of students in their education has been of interest to parents, guardians and educationalists. This is because majority of students attain slightly below average grades in during external examinations like West African Secondary School Certificate of Examination (WASSCE), National Examination Council (NECO) and Joint Admission and Matriculation Board (JAMB). Thus this study aims at studying skills for effective class management so as to improve performance in students. The study is based on the fact that Classroom Management is the collective ability of teachers and students to agree upon and implement a common framework for academic success (McNergney and Herbert 1998). This study will therefore investigate class management as predictor of students’ academic achievement by using Awka South Local Government Area, Anambra State, Nigeria.
1.3 Objectives of the Study
The objective of this study is to investigate class management as predictor of students’ academic achievement by using Awka South Local Government Area, Anambra State, Nigeria. However, the specific objectives are:
i) To investigate the impacts of teachers’ quality on the academic achievement of students
ii) To study the effects of discipline on the academic achievement of students
iii) To examine the importance of instructional materials on the academic achievement of students
1.4 Research Questions
The following questions were generated during the course of this study:
i) What are the impacts of teachers’ quality on the academic achievement of students?
ii) What are the effects of discipline on the academic achievement of students?
iii) What is the importance of instructional materials on the academic achievement of students?
1.5 Research Hypotheses
The following hypotheses were formulated for this study:
i) There is no significant relationship between teachers’ quality and the academic achievement of students
ii) There is a significant relationship between discipline and the academic achievement of students
1.6 Significance of the Study
This study will be significant as it will yield data that will help a number of individuals and educational stakeholders such as the Ministry of Education, researchers and PTA members to ascertain the extent to which effective classroom management affects students’ academic performance in secondary schools. The findings provided in this study will help teachers in accessing the effects of their classroom management on student’s academic performance in the school. Likewise, Ministry of Education and the curriculum planners will use the results of this study to guide them in imbibing classroom management skills in teachers so as to improve students’ academic performance. The study is equally significant to PTA members in that they will understand how disruptive behavior can hamper students’ academic performance. It will create awareness among teachers and parent on the need to always establish a conducive learning environment for improved academic performance among children.
1.7 Scope of the Study
This study was limited to academic achievement of students in public secondary schools in Awka South Local Government Area, Anambra State, Nigeria.
1.8 Limitations of the study
There are a few challenges that the researcher encountered during the study. They included: Time limitation since the researcher is in full time employment. However the researcher came up with a timetable that assisted to appropriately use the available time. Financial constraints, since the researcher spent funds on traveling and paying for stationery. However, the researcher used personal savings. Large number of secondary schools in Awka South Local Government Area, seemed delay data collection. However, the researcher identified a sample that represented the majority of the population.
1.9 Definitions of Terms
Average performance refers to achievements of grades B-, C+ and C.
Certification refers to recognition by the state as a teacher for having met minimal standards for competent practice.
Class management refers to the ability of teachers to organize classrooms and manage the behavior of
Learning refers to change of behavior after exposure to new ideals.
Teaching refers to the process of imparting knowledge, skills and attitudes with a view ot expecting change towards a desired behavior or outcome.
