CHAPTER ONE
INTRODUCTION
1.1 Background of the Study:
The terms "classroom management" and "administration" have often been used interchangeably, though they hold distinct meanings. Classroom management involves the mobilization, arrangement, direction, and allocation of resources within an organization to achieve established goals, such as a school (Ekanem, 2006). School administration, as observed by Ekanem, refers to activities carried out by individuals in high-ranking positions within the school.
Nkang (2003) suggests that understanding classroom management becomes more meaningful when considering both classroom management and administration together. Uta (2002) emphasizes the necessity of classroom management skills for effective management of a classroom and the creation of a conducive atmosphere for students' interest in learning social studies. These skills encompass maintaining classroom discipline, a crucial strategy for effective classroom management.
According to Ntuk (2010), effective classroom management requires teachers to cooperate with their colleagues in the school. Cooperation is identified as a major factor in the classroom management process, involving collaborative efforts toward achieving set goals in the classroom situation. This collaboration extends to working with the head teacher, other teachers, and even students to enhance the learning experience. Adherence to laid-down rules and regulations governing classroom conduct is also essential for effective classroom management (Ekanem, 2005).
1.2 Statement of the Problem:
The increasing number of failures in social studies, both in external and international examinations among secondary school students, is a matter of concern for educators, parents, and society at large. The decline in students' interest in opting for social studies in Oron Local Government Area secondary schools has prompted investigation. The researcher recognizes the urgent need to explore whether poor classroom management skills and inadequate methods of teaching social studies contribute to these issues. The primary concern centers on criticizing the teaching methods in social studies and addressing how to manage the classroom effectively.Top of FormBottom of Form
1.3. Purpose of the Study
The main purpose of this study is to examine the relationship between teachersclassroom management skills and students interest in the learning of social studies. The following are the purpose of the study;
- To assess the relationship between teachers classroom management skills and student interest in the learning of social studies.
- The examine the Relationship between classroom management and student performance.
1.4 Research Questions
The following research questions were put forward for the study;
- What is the relationship between classroom management and the academic performance of students in social Studies?
- How does Student interest affect the teaching of social studies?
- What is the relationship between teacher’s classroom management skills and the teaching of social studies in secondary school?
1.5 Research Hypothesis
H01: There is no significant relationship between teachers classroom management skills and student interest in the learning of social studies.
H02: There is no Relationship between classroom management and student performance.
1.6 Significance of the Study
The important of this study wrapped up in the fact that, this research will envisage and interprets the impact of teacher’s classroom management skills and students interest in the learning of social studies. It is therefore hopeful that this research work will contribute greatly in strategies selection in the management of classroom when teaching social studies. This study will also seek avenue to update vital information of the past researchers and add for further development.
The importance of this study is not farfetched and cannot be under-estimated as it would be properly carried out to benefit the following bodies in educational system.
Student on practical teaching, the teaching as a reference material during their teaching practice.
Teachers who involve in educational guidance and counseling, they will find this work useful I n enhancing their job profession.
Ministry of education, they will make use of this work during school supervision in line with classroom management and administration.
Curriculum planners, they will make use of this research as a means to foster curriculum planning, development and innovation in over educational system.
Classroom teacher, every good teacher in a standard school will see this material as a source of classroom management, administration and organization.
1.7. Limitations of the Study
This study is limited by the following;
- Financial constraints.
- The respondent’s in-depth attitudes on the cost of administering the instrument.
- The limited time scheduled for the study
1.8. Definition of Terms
To show a clear perception of the study, the following terms are defined as related to the study
a. Teachers: According to UNESCO, teachers are referred to as all those persons in schools who are responsible for providing his or her students with educational direction to the all-round development of the “human personality and the moral society” cultural and economic progress for the community.
b: Classroom Management: It refers to the smooth and effective handling of the class through the process of controlling, directing, supervision, planning and mobilizing of various resources. (Ekanem, 2005).
c. Skills: these are techniques or abilities to perform or doing something in a good way.
d. Students: As used in the study refers to as the group of learners who are studying at the school, like secondary schools and universities.
e. Interest: As used on the study refers to as the feeling that you have when you want to know or learn about something.
f. Learning: is the increase store of knowledge, facts, concepts, principles and process, which required skills acquisition.
g. L.G.A: This means local education authority in which the research is going to be carried out.
