The Effects Of Classroom Management And Control On The Academic Performance Of Senior Secondary Student

The Effects Of Classroom Management And Control On The Academic Performance Of Senior Secondary Student

Abstract

This study looked into how pupils’ academic performance in Ojo Local Government Area, Lagos State, was affected by classroom management and control. The study focused on the effects of factors including classroom management, effective classroom management, and seating arrangements. For the study, the following three hypotheses were created and tested:

i. There is no discernible connection between student academic success and classroom management.

ii. The academic performance of the pupils and effective classroom management are not significantly correlated.

iii. The seating arrangement of students in a classroom has little bearing on how well they perform academically.

This study’s primary tool was a questionnaire given to 200 randomly chosen secondary school students from among the area’s five secondary schools. Using the Pearson Product – Moment Correlation Coefficient (r), the survey data were examined. According to the findings, Ojo Local Government Area

I. Academic performance and classroom management have a substantial relationship.

II. Effective classroom management and students’ academic success are significantly correlated.

III. Academic achievement is significantly correlated with how students are seated in the classroom.

Based on these conclusions, the researcher advised school administrators, the government, and educators to always try to create an environment that supports children’ intellectual growth. As a result, they will develop and reinforce positive learning habits.

Chapiter 1

Introduction

1.1 The Study’s Context

One of the most crucial methods to enhance the learning environment and stop behavior issues before they start is by organizing the physical space of the classroom. This study demonstrates how the physical layout of the classroom influences both teachers’ and students’ behavior. It emphasizes the value of a well-organized classroom and offers suggestions for how to do it. Every time a teacher enters the classroom, he or she must deal with the issue of classroom management. According to Wong and Rosemary (2001), classroom management refers to the actions teachers take to arrange students’ time, space, and materials so that topic instruction and student learning can occur. The teacher must manage the classroom activities while giving each student their due attention. Due to the fact that each kid in the class has various demands from time to time, this may appear to be challenging. It is the duty of the instructor to pay attention to each student’s needs in the classroom. However, Prophy (2002) notes that even when a teacher assigns the same problem for the pupils to solve, a lot of activities go place in the classroom concurrently. Some of the pupils might become lost along the route, while others might put off solving the issue and moving on to other things. While some may prefer to fix prior work, others may complete the challenge since they understand it. This straightforward justification highlights the reality that each student has varied attentional, material, and encouragement needs at any given time. The ability to manage classroom activities and attend to student demands concurrently in the classroom is a quality that a teacher who will handle this circumstance must possess.

If the teacher is unable to set the scene, decorate the room, arrange the chairs, speak with the students and listen to their responses, establish routines and then carry them out, modify them, and then reinstate them, develop rules, and communicate those rules to the students, these issues with classroom management may arise. The way a teacher responds to each of the aforementioned variables will have an impact on the students’ behavior and academic performance.

The responsibility of the instructor is to foster a positive learning environment. The management or assurance of both physical and cognitive space by a teacher is a key component of creating a positive learning environment. The degree of student participation in the lesson may depend on how the teacher physically sets up the classroom. Physical management of the classroom could make it comfortable and welcoming while removing distracting elements from the space. The architectural design of the classroom should reflect the instructional philosophies of the teachers. Additionally, students should have simple access to the tools they need. The teacher must effectively regulate the cognitive space. This refers to the standards that the instructor establishes for the pupils in the classroom as well as the process of fostering a motivating environment. A good teacher should design classroom management strategies that will help the kids understand the importance of learning. This could occur when the teacher creates goals and procedures that both teachers and students must adhere to, especially at the start of the term. Lewis (2000) asserts that establishing boundaries helps pupils learn appropriate behavior. While procedures will outline how things are done, rules will outline the expected classroom behaviors, such as how students should interact with one another and the teacher. The best rule-makers are teachers and students working together. Teachers should also help the children recognize the importance of both their own and others’ participation in certain activities. They will be inspired to work hard as a result. A teacher should be capable of making the right decisions at the right moment. According to Brophy (1998), teachers should always be aware of the unique requirements and behavioural patterns of each student. This means that a teacher must actively supervise student behavior in order to create a positive learning environment.

Based on research done in the classroom, active monitoring is closely monitoring behavior and acting to stop inappropriate behavior before it gets out of hand. According to Jones (1996), teachers must keep an eye out for when pupils appear stopped and when they need assistance, re-direction, correction, or encouragement. When teaching, the teacher must always anticipate the actions and emotions of the students in order to deal with potential issues accurately. The manner in which teachers and students communicate is another crucial aspect of classroom management. The effectiveness of a teacher’s communication has a significant impact on pupils’ academic performance. According to Cowley (2003), a good teacher will clearly state their objectives, provide precise instructions for assignments, respond to questions from students, and be aware of their needs. The use of clear language in communication will improve pupils’ comprehension. It is important to let students know that their contributions are valued and to encourage them to contribute freely.

Discipline is a tool that moulds, forms, corrects, and motivates acceptable behavior, hence it is an essential component of classroom management. Gieger (2000) noted that maintaining discipline requires behavior management. He advocated that in order to deal with and control pupils’ misbehavior, teachers must always demonstrate firmness, kindness, and gentleness.

Almost all educators concur that effective classroom management is crucial to effective instruction. Even fewer state that the idea of classroom management is in use in their own classes, and even fewer can agree on how to accomplish it.

Although the phrases discipline and classroom management are sometimes used synonymously, they are not the same. The following are the definitions given by teachers when asked to sum up classroom management in one word: discipline, control, and consequences. They constantly began their sentences with the word “discipline.” However, in more recent times, educators have responded with the words “organization,” “control,” “positive climate,” and “incentive.”

In actuality, punishment now constitutes a significantly lower portion of classroom management. The term “classroom management” encompasses considerably more than just these words individually or as a whole (Charles, 1992; Wolfang, 1995).

The way the teacher, the class, the teacher and students collaborate, and how teaching and learning take place are all factors in classroom management. For students, effective classroom management is being able to influence how the class runs and having a clear grasp of how the teacher and the students are to interact. Classroom management is a process, not a condition, for teachers or pupils. According to Roger and Freiberg (1994) and Veenman (1984), classroom management is a common worry among teachers, particularly newer ones. Classroom management was found to be the most significant element, even more significant than student aptitude, determining student learning in a meta-analysis of the past 50 years of classroom management research (Wang, Haertel, & Walberg, 1994). But contrary to popular assumption, some teachers may not naturally excel at classroom management. While it’s true that some teachers find it simple to manage their classrooms, giving the impression to their peers that they have some innate talent, classroom management is a skill that can be taught just like any other and, most importantly, a skill that, like any other, must be practiced to become proficient.

Although a lot has been written about classroom management, teachers have not been given comprehensive, useful strategies for doing so, and little emphasis has been put 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, throwing them haphazardly and inconsistently into the classroom, then be disappointed by the results. Planning, organizing, and reflecting abilities, as well as a capacity for teamwork and persistence, are necessary for effective classroom management. It needs a significant amount of dedication at first, followed by a readiness to modify one’s thoughts and behavior as one discovers what works and what does not.

How can we achieve the educational goals and objectives of our people if our classrooms and learning spaces are subpar, filled with inactive, combative, and generally non-conforming teachers? Since successful curriculum implementation is required for students to achieve improved academic performance, teachers and other stakeholders in the education sector must give the administration of the curriculum their utmost attention.

Following up on the foregoing, the researcher wants to look into how classroom management affects pupils’ academic achievement in Ojo Local Government Area, Lagos State.

1.2 Statement of the problem

Many times, one or more other factors—including one of the most significant ones—have been overlooked in the widespread good academic performance of students in practically all of the courses taught in schools. This includes classroom management.

Today, it is abundantly clear that our schools lack adequate classroom management, despite the fact that a regulated and well-organized classroom environment is a requirement for children to do well in class.

In light of the foregoing, the purpose of this paper is to examine how classroom management affects students’ academic achievement.

1.3 The Study’s Purpose And Objectives

The goal of the study is to look into how classroom management affects students’ academic achievement in Ojo Local Government Area, Lagos State. The work specifically aims to determine whether:

i. Academic achievement of students is impacted by classroom management.

ii. The way a class is run affects how well its pupils succeed academically.

iii. The organization of the classroom and students’ academic success are related.

1.4 The Study’s Significance

It is important to not overstate the role that effective classroom management plays in students’ general development, particularly their academic achievement in the classroom. This is so that future leaders can be ready in the classroom before they enter the field of play to demonstrate their skills.

Teachers will find this research to be significant because it will motivate them to effectively prepare themselves with the information and abilities needed to fully unlock the potential in the pupils through effective classroom management. Additionally, it would be beneficial for school administrators, such as head teachers and proprietors, to fully staff the classroom with the individuals and resources necessary to improve the kids’ academic performance.

As it relates to classroom sizes, furniture, and other facilities, this study will assist the government and policy makers in developing their educational policies. This will help to address issues with overcrowding, poor ventilation, a lack of other teaching and learning aids in the classroom, and even the aspiration of qualified teachers. Additionally, the study’s research of students’ learning environments, motivating patterns, and rewards and punishments will be very helpful to curriculum planners. assisting the construction of a successful and efficient curriculum by enabling planning based on facts rather than assumptions.

1.5 QUESTIONS FOR THE STUDY

The following research questions are put forth to accomplish the aforementioned purposes and objectives.

i. Does a student’s academic performance suffer from poor classroom management?

ii. Is there a connection between students’ academic success and effective classroom management?

iii. Can the classroom management of the students be linked to their academic performance in the class?

Research hypotheses, section 1.6

The following theories are put forth.

I. There is no discernible connection between student academic success and classroom management.

II. The academic performance of the pupils and effective classroom management are not significantly correlated.

III. The seating arrangement of students in a classroom has little bearing on how well they perform academically.

1.7 The Study’s Scope And Delimitations

The research’s impact is mostly on a few chosen schools in the Ojo Local Government Area. The following schools were chosen for the study:

i. High School of Osolu, Irewe Ojo

ii. Ibeshe Ivery Grammar School

iii. Ojo’s Egan High School

iv. Ojo’s Awori College

versus Ojo High School

Definition of the terms in section 1.8

The following terms are defined as they are used in the study for the sake of clarity:

CLASSROOM MANAGEMENT: This refers to the teacher’s manipulation of the classroom environment in order to maximize student performance in order to meet educational goals.

Academic performance is measured by a student’s grades or test results, which indicate how well-rounded their education is.