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Full Project – EVALUATION OF TEACHER CLASSROOM MANAGEMENT ON STUDENT’S ACADEMIC PERFORMANCE IN BUSINESS STUDIES IN EFON LGA, EKITI STATE

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CHAPTER ONE

INTRODUCTION

Background of the Study

Classroom management according to Akubue (2001) is the process of creating favourable conditions to facilitate instructions as well as that of regulating social behaviour of students. He viewed classroom management and organization as a function of proper knowledge, dedication, skill and training for which they are called. The behaviours and the reaction of students are much related to the degree of teacher’s proper management of the classroom. Teachers in the classroom are by the nature of their profession, managers of classroom activities. The class teacher’s job unlike that of other professionals is concerned with maintaining order, allocating resources, regulating the sequence of events and directing his own attention towards achieving the educational goals.

Education in Nigeria has become a gigantic industry that has been recognized not only as a tool for nation building but also as a source from which individual Nigerians can realize their goals and aspirations. The vision of every society in modern times is that education be used as a tool for social change. In other words, if a country desires to bring about a new philosophy, a new orientation, a new social order or a new thinking pattern, the vehicle for such a change is education. To effect a desired change such a country must undertake modification of its curriculum as a first step, followed by classroom instruction, which is derived from the affected curriculum and implemented by the teacher in the classroom.

Classroom management plays an important role in the teaching/learning process. It is a veritable tool in the process of passing instructions from the teacher to the students. The success of any educational system is a function of the effectiveness of classroom management. Classroom teachers are managers and so ought to be in control from the beginning of the lesson to the end so as to ensure that the students benefit from the interactive business that transpires in the classroom situation. This, to a greater extent would enhance smooth coordination and responses on the part of both the teacher and the learner. Today, classroom management according to Akpakwu (2003) is the most neglected area in our secondary schools, and the success or failure of any teaching/learning process depends to a large extent on the way classrooms are managed. Failure to effectively manage the classroom can have an overall negative influence on the entire school most especially in terms of sound academic performance of the school. When educators talk about classroom management, one of the first things that come to mind is maintenance of discipline, others are control, motivation, teaching methods, leadership style, use of instructional materials and communication.

Ada (2004) sees classroom discipline as a function of the interaction between teacher and students that brings about self-control and respect for authority. It entails creating and keeping rules based on reciprocal understanding and tolerance, and requires establishing limits that must not be transgressed. Students’ reinforcement is another management variable that according to Fadipe (2000) is the process of influencing or stimulating a student to take action that will accomplish desired goals. A teacher can reward the learners in order to increase the probability of reporting the desired behaviour. Good and appropriate teaching methods are important aspects of classroom management. Diane and Farrand (2000) explained that teachers do not necessarily modify their teaching strategies or methods when placed in a class to manage. They further said that teachers need to be trained in order to effectively apply a wide range of instructional methods that can cater for various forms of differences that exist in the class.

Recent happenings and occurrences at the level of secondary schools and even other levels of education leave many scholars in panic today and zone B senatorial District is not left out. The teacher finds himself in a class filled with students who are disposed to violence, not only to their fellow students but the teacher also. In a bid to control this tendency towards violence, indiscipline, and noise making, careful management of the classroom is therefore important.

Secondary School students’ academic performance according to Fadipe (2000) takes into cognizance both quality and quantity of the internal and external results achieved. It implies that it is not just the number of graduates of the system that matters but how relevant and competent the graduates are in meeting the societal needs and aspirations. It is on the basis of the above that the researcher is worried and decided to carry out this research to find out, the influence of classroom management on students’ academic performance in Efon LGA, Ekiti State.

Statement of the Problem

It is regrettable to observe that classroom management which is the most important ingredient of good teaching seem to be greatly neglected in secondary schools especially the public schools in zone B senatorial District of Benue State. The managerial demands on the classroom teacher are by no means light. The keeping of records and reports, requisition of self-effort and provision of supplies and equipment as well as the necessary routines of classroom management, take much of the teachers’ time. The teacher sometimes gets trained in different cultural backgrounds and later finds himself faced with students from varied cultural and socio economic backgrounds, different adjustment capabilities and social interaction abilities.

The problems today include inequality of opportunity in the classroom, improper upliftment of rights of students, improper school rules and inconsistency of the classroom teacher, and poor level of preparedness on the part of the teacher to adequately pass on instructions and so on. Today, the situation in our secondary schools seem worse, if one walks into any of these schools during lesson periods, many classes if not all, may not be organized, there may be no form of discipline in these classrooms, no form of motivation for these students to learn, no teacher to monitor and control the activities of the students in the classes to mention but a few which negate effective classroom management. Against this background, the major problem of this study is to determine the influence of classroom management on students’ academic performance in in Efon LGA, Ekiti State.

Research Questions

The following research questions were generated to guide the study;

What is the influence of classroom discipline on academic performance of business studies students in Efon LGA, Ekiti State?
What influence does students’ reinforcement have on academic performance of business studies students in Efon LGA, Ekiti State?
Does teachers’ pedagogical attitude influence academic performance of business studies students in Efon LGA, Ekiti State?
Will teacher’s class control have any influence on academic performance of business studies students in Efon LGA, Ekiti State?

Research hypotheses

The following hypotheses were formulated to guide the study and tested at 0.05level of significance

H₀1 there is no significant influence of classroom discipline on academic performance of business studies students in Efon LGA Ekiti State

H₀2 there is no significant influence of students’ reinforcement on academic performance of business studies students in Efon LGA Ekiti State

H₀3 there is no significant influence of teachers’ pedagogical attitude on academic performance of business studies students in Efon LGA Ekiti State

H₀4 Teacher’s class control does not significant influence academic performance of business studies students in Efon LGA Ekiti State

Purpose of the Study

The main purpose of this study is investigating the Teacher Classroom Management and Student’s Academic Performance in Business Studies in Efon LGA Ekiti State. Specifically, the purpose of the study is to:

find out whether classroom discipline will have influence on academic performance of business studies students in Efon LGA, Ekiti State
determine whether students’ reinforcement will be able to influence on academic performance of business studies students in Efon LGA, Ekiti State
examine whether teachers’ pedagogical attitude will be the influence on academic performance of business studies students in Efon LGA, Ekiti State
investigate whether teacher’s class control will be the influence on academic performance of business studies students in Efon LGA, Ekiti State

Significance of the study

The study will be significant in the sense that teachers at secondary level of education need to be properly motivated and encouraged in order to enhance performance and effectiveness. The reason is that it is at this level that student’s academic performance determines their career afterwards.

The finding of this research work will be significant to students, teachers, NUT, policy makers and government at large.

It will help students to enjoy proper classroom arrangement for effective teaching and learning.

Teachers to able to increase the ability of controlling and proper arrangement of classroom of teaching and learning

It will enable the educationists and the government to be aware of the level of motivation being made available to teachers.

The study will provides information for policy makers and serves as guide to improve on specific areas of need that could enhance teacher’s performance in their job performance.

The findings will assist the professional bodies specially the Nigeria Union of Teachers (NUT) and the like on how to go about improving lots of its members.

Scope of the Study

This study presents the findings of the Teacher Classroom Management and Student’s Academic Performance in Business Studies in Efon LGA Ekiti State. This study was carried out in Efon Local Government Area in Ekiti State, Nigeria.

The study is covers the influence of teachers classroom management and ways to improve the efficiency and effectiveness of teaching and learing business studies among the junior secondary schools in Efon Local Government Area, Ekiti State.

Operational Definition of Terms

Although there are various definition and meaning which can be given to each of the terms, the researcher has limited the understanding of some important terms used hereby defined them the content of this study.

Classroom: refers to a place where interaction between the teacher the teachers and students are taken place for the purpose of learning.

Control: Is to direct, supervise and coordinate a set of people or situation in order to gain or achieve a desire goal.

Teacher: This is refers to the facilitator of teaching and learning or a person who delivers subject matter to the learners.

Class Size: This is the population of the students available in a classroom setting.

Facilities: It is the materials available for the teaching and learning of business studies in a given class or school.

Discipline: Orderly or good conduct and action which result from raining in a system of rules for the conduct and respect for accepted rules and regulations of the school.

Student: A person undergoing a course of study and instruction at a secondary school.

Management: These is the process of designing and maintaining a conducive atmosphere for members of an organization who is working together towards the realization of set objective as planning, organizing, staffing, heading and controlling in order to reach the end as utilizing the physical and human resources through co-operative effort.

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