Table of Contents
Abstract. 2
CHAPTER ONE.. 5
INTRODUCTION.. 5
1.1 Background to the Study. 5
1.2 Statement of the Problem... 7
1.3 Objectives of the Study. 8
1.4 Research Questions. 8
1.5 Research Hypothesis. 9
1.6 Significance of the Study. 9
1.7 Scope of the Study. 10
1.8 Limitations of the Study. 10
1.9 Organization of the Study. 10
1.10 Definition of Terms. 11
CHAPTER TWO.. 16
REVIEW OF RELATED LITERATURE.. 16
2.0 Introduction.. 16
2.2 Theoretical Framework.. 16
2.2.1 Behaviorist Theory. 16
2.2.2 Social Learning Theory. 17
2.2.3 Ecological Systems Theory. 17
2.2.4 Self-Determination Theory. 18
2.3 Conceptual Review.. 18
2.4 Empirical Review.. 22
2.5 Summary of Chapter. 24
Chapter Three. 26
Research Methodology. 26
Introduction.. 26
Research Design.. 26
Population and Sample. 26
Sampling Technique. 27
Instrumentation.. 27
Data Collection Procedures. 28
Data Analysis Methods. 28
Ethical Considerations. 28
Conclusion.. 29
CHAPTER FOUR.. 30
DATA ANALYSIS AND INTERPRETATION.. 30
4.1 Preamble. 30
4.2 Socio-Demographic Characteristics of Respondents. 30
TABLES BASED ON RESEARCH QUESTIONS.. 33
4.3 Analysis of the Respondents’ Views on Research Question one:. 34
4.4 Testing Hypothesis. 47
Discussion of Findings. 49
CHAPTER FIVE.. 52
SUMMARY CONCLUSION AND RECOMMENDATIONS.. 52
5.1 Summary. 52
5.2 Conclusion.. 53
5.3 Recommendations. 53
References. 56
Questionnaire. 58
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
1.1 Background to the Study
Classroom management plays a pivotal role in shaping students' academic performance, particularly in public secondary schools in Edo State, Nigeria. Effective classroom management involves the strategic organization of classroom activities, fostering a conducive learning environment, and implementing disciplinary measures that promote positive behavior among students. In Edo State, where public secondary schools face numerous challenges, including overcrowded classrooms and limited resources, the significance of adept classroom management cannot be overstated. Studies have shown that well-managed classrooms correlate strongly with higher academic achievement, as they create an atmosphere where students can focus, participate actively, and receive the attention they need from their teachers (Emmer & Stough, 2001).
A key aspect of classroom management is the establishment of clear rules and expectations. Teachers who communicate their expectations effectively and consistently enforce classroom rules tend to experience fewer disruptions and higher levels of student engagement (Marzano, Marzano, & Pickering, 2003). In Edo State, where teachers often deal with large classes, having a structured approach to classroom management helps in maintaining order and ensuring that each student has an opportunity to learn. The implementation of positive reinforcement strategies and a fair disciplinary system also contributes to creating a learning environment that encourages students to exhibit positive behavior and strive for academic excellence (Wang, Haertel, & Walberg, 1993).
Moreover, the physical organization of the classroom can significantly influence students' academic performance. Research indicates that a well-organized classroom layout, which includes appropriate seating arrangements and easy access to learning materials, enhances students' ability to concentrate and engage with the curriculum (Everston & Weinstein, 2006). In the context of Edo State public secondary schools, where resources might be limited, innovative approaches to classroom organization can mitigate some of the challenges posed by large class sizes and inadequate infrastructure. By optimizing the use of available space and resources, teachers can create an environment that supports effective teaching and learning (Rosenholtz & Simpson, 1990).
Furthermore, the role of the teacher in managing classroom dynamics is crucial. Teachers who are adept at using a variety of instructional strategies and maintaining a positive teacher-student relationship tend to achieve better academic outcomes for their students (Brophy, 1983). In Edo State, the professional development of teachers in classroom management techniques is essential for improving the overall quality of education. Continuous training and support can equip teachers with the skills necessary to handle diverse classroom situations effectively, thereby enhancing student learning and performance (Jones, 2006). Thus, improving classroom management practices in public secondary schools in Edo State is a vital determinant of students' academic success.
1.2 Statement of the Problem
Despite the critical importance of classroom management in fostering a conducive learning environment, many public secondary schools in Edo State face significant challenges that hinder effective classroom management. Overcrowded classrooms, inadequate resources, and insufficient teacher training are prevalent issues that contribute to a disruptive learning atmosphere. These challenges impede teachers' ability to establish and maintain an orderly classroom environment, ultimately affecting students' academic performance. Research indicates that poorly managed classrooms are associated with higher levels of student misbehavior, lower engagement, and decreased academic achievement (Evertson & Weinstein, 2006). In Edo State, the lack of systematic approaches to classroom management exacerbates these problems, leading to suboptimal educational outcomes.
Furthermore, the absence of consistent and effective classroom management practices undermines the potential for academic success among students in public secondary schools. Teachers often struggle to implement strategies that cater to diverse student needs and learning styles, resulting in a one-size-fits-all approach that fails to address individual challenges. This situation is compounded by limited professional development opportunities for teachers, leaving them ill-equipped to handle complex classroom dynamics (Jones, 2006). The correlation between effective classroom management and student academic performance underscores the urgent need for targeted interventions and policy reforms in Edo State's public secondary schools. By addressing these systemic issues, it is possible to create a more supportive and productive learning environment that enhances academic outcomes (Marzano, Marzano, & Pickering, 2003).
1.3 Objectives of the Study
The main objective of the study is to examine Class room management as determinant of students academic performance in public secondary school in Edo State. Specific objectives of the study are:
- To examine the impact of classroom management practices on student academic performance in public secondary schools in Edo State.
- To identify the specific classroom management strategies that are most effective in enhancing student engagement and reducing disruptive behaviors in public secondary schools in Edo State.
- To assess the role of teacher training and professional development in improving classroom management and its subsequent effect on students' academic performance in Edo State.
1.4 Research Questions
To guide the study and achieve the objectives of the study, the following research questions were formulated:
- How do classroom management practices influence student academic performance in public secondary schools in Edo State?
- What classroom management strategies are most effective in promoting student engagement and minimizing disruptive behaviors in public secondary schools in Edo State?
- What is the impact of teacher training and professional development on classroom management effectiveness and student academic performance in public secondary schools in Edo State?
1.5 Research Hypothesis
The following research hypothesis was developed and tested for the study:
Ho: There is no significant relationship between classroom management and students’ academic performance.
1.6 Significance of the Study
The study is important for many reasons. The following are the major stakeholders this paper through its practical and theoretical implications and findings will be of great significance:
Firstly, the paper will benefit major stakeholders and policy makers in the Education sector. The various analysis, findings and discussions outlined in this paper will serve as a guide in enabling major positive changes in the industry and sub-sectors.
Secondly, the paper is also beneficial to the organizations used for the research. Since first hand data was gotten and analysed from the organization, they stand a chance to benefit directly from the findings of the study in respect to their various organizations. These findings will fast track growth and enable productivity in the organisations used as a case study.
Finally, the paper will serve as a guide to other researchers willing to research further into the subject matter. Through the conclusions, limitations and gaps identified in the subject matter, other student and independent researchers can have a well laid foundation to conduct further studies.
1.7 Scope of the Study
The study is delimited to selected schools in Benin City, Edo State. Findings and recommendations from the study reflects the views and opinions of respondents sampled in the area. It may not reflect the entire picture in the population.
1.8 Limitations of the Study
The major limitations of the research study are time, financial constraints and delays from respondents. The researcher had difficulties combining lectures with field work. Financial constraints in form of getting adequate funds and sponsors to print questionnaires, hold Focus group discussions and logistics was recorded. Finally, respondents were a bit reluctant in filling questionnaires and submitting them on time. This delayed the project work a bit.
1.9 Organization of the Study
The study is made up of five (5) Chapters. Chapter one of the study gives a general introduction to the subject matter, background to the problem as well as a detailed problem statement of the research. This chapter also sets the objectives of the paper in motion detailing out the significance and scope of the paper.
Chapter Two of the paper entails the review of related literature with regards to corporate governance and integrated reporting. This chapter outlines the conceptual reviews, theoretical reviews and empirical reviews of the study.
Chapter Three centers on the methodologies applied in the study. A more detailed explanation of the research design, population of the study, sample size and technique, data collection method and analysis is discussed in this chapter.
Chapter Four highlights data analysis and interpretation giving the readers a thorough room for the discussion of the practical and theoretical implications of data analyzed in the study.
Chapter Five outlines the findings, conclusions and recommendations of the study. Based on objectives set out, the researcher concludes the paper by answering all research questions set out in the study.
1.10 Definition of Terms
1. Classroom Management: The process by which teachers and schools create and maintain appropriate behavior of students in classroom settings. Effective classroom management ensures an environment conducive to academic learning and student achievement (Emmer & Stough, 2001).
2. Academic Performance: The measurable outcomes of students' learning in various subjects, typically assessed through grades, test scores, and other academic achievements. High academic performance is often linked to effective teaching and conducive learning environments (Marzano, Marzano, & Pickering, 2003).
3. Public Secondary Schools: Government-funded schools that provide secondary education to students, generally from grades 7 to 12. These schools are accessible to the general public and often face challenges such as limited resources and large class sizes (Rosenholtz & Simpson, 1990).
4. Edo State: A state in southern Nigeria known for its historical significance and diverse culture. The state's education system includes numerous public secondary schools that serve a significant portion of the school-age population.
5. Student Engagement: The degree of attention, curiosity, interest, and passion that students show when they are learning or being taught. Engaged students are more likely to perform well academically and exhibit fewer behavioral problems (Fredricks, Blumenfeld, & Paris, 2004).
6. Disruptive Behaviors: Actions by students that interrupt the flow of teaching and learning in the classroom. Examples include talking out of turn, not following instructions, and engaging in off-task behaviors. Effective classroom management aims to minimize such disruptions (Charles, 2013).
7. Teacher Professional Development: Ongoing education and training for teachers to improve their teaching skills, including classroom management techniques. Professional development is crucial for equipping teachers with the tools needed to handle diverse classroom situations and enhance student learning outcomes (Guskey, 2002).
