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Classroom Environment And Pupils Academic Performance In Mathematics

| Format: Ms Word | 1-5 Chapters | Table of Content|

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Abstract

This research work aims at examining Classroom Environment And Pupils Academic Performance In Mathematics in Oruk Anam Local Government Area of Akwa Ibom State. The population of the study consisted of all the Primary (5) pupils in all Public Primary Schools in Oruk Anam Local Government Area, Numbering Two thousand, eight  hundred and seventy four (2,874). One hundred and twenty (120) pupils were selected from eight (8) primary schools to form a sample size through a simple random sampling technique. The design used was descriptive research design. Three research questions and three hypotheses were formulated to guide the study. The instrument used for data collection was Mathematics Achievement Test (MAT)”. The data collected was analyzed using Pearson Product Moment Correlation (PPMC). The findings show that, pupils who use work book will perform more significantly better than their counterparts without using it. Also, small class size has significant relationship on pupils’ academic performance in Mathematics than those with large class size and Class Work will help pupils to perform well in mathematics. It was recommended that, adequate incentives should be provided to rural teachers to encourage them put in their best in their work and the Parent Teachers Association (PAT) should help in providing some facilities in the schools.

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

A  Country that desire overall national development invests adequately in education of her citizens at all levels having recognized the fact that national development hangs on qualitative education. The quality of higher education depends on the classroom environment which would vividly helps to improved the academic performance of pupils. Individual acquires knowledge, either formally or informally, the purpose of which is to enable the individual become useful to himself and society at large Ukpong (2008).

Education whether formal or informal is usually create an opportunity for the development of the tripartite man which enable the individual to live a desirable life in the society. This is why education is seen as very significant industry and veritable tool for national development by countries of the world. And this explains why priority attention is been paid by countries, Government, States, Communities and individuals to ensure and develop it in all ramification. Education generally takes place anywhere (formal and informal). But formal education specifically takes place in the school. The school like every other school system constitutes learning environment which made up of parts that works inter and intra-dependently towards the attainment of common goal. These inter-dependent parts include all aspects in the teaching and learning process Udoukpong (2011).

Classroom plays important and vital role in pupils’ performance and behaviour modification. Classrooms environment are the catalysts of change; they are the torch bearers always lighting the path towards progress of the world in all its facets.

The  classroom still remains to be the main learning environment in the schools although learning can take place in other venues for pupils’ to attain their full potential in academic performance.  It is what teachers think, what teachers do and what teachers are at the level of the classroom that ultimately shape the kind of learning that pupils’ get. So, classroom environment is so much influenced by the teacher’s daily mood and is so much affecting the pupils academic standing in the classroom. Some pupils prefer classroom environment as friendly because lots of activities that take place in classroom shape their personality and gear them to better academic performance.

According to Whitaker (2009), the main factor in the classroom is not the pupils, but the teacher. Great teachers have high expectations for their students, but even higher expectations for themselves Effiong (2007). These teachers recognize the importance to effect their. “Good teachers put snags in the river of children passing by, and over time, they redirect hundreds of lives. There is an innocence that conspires to hold humanity together.

However, Whitaker (2009) reported that teachers are the first most important point of contact in a pupil’s life. Despite the countless reforms and programs implemented to improve education, no other element can be as profound as the human element. He urges, “It’s the people, not the programs”

Classroom social environment plays an important role in development for school-aged-children. Pupil experiences within the classroom help to develop their behavioural, social, and academic skills. The quality of the interactions that pupils have with their teachers predicts later academic success Pianta & Rollins (2009). Classroom characteristics, such as class composition, student-teacher characteristics, pupil interactions with peers and teachers, classroom values, and classroom beliefs all influence pupils’ academic development.

Classroom environment has great impact on academic performance. Teacher’s attitude and behaviour are vitally important, genuine involvement of pupil in class activities, flexibility of rules used by teachers, communication, competition, staff morale also plays crucial role, use of new techniques, planning various activities – assignments- encouraging creative thinking in pupil, affiliation between classmates and teacher etc. are various factors which influence academic performance of pupils in the classroom.

READ ALSO: LEARNING ENVIRONMENT AS A PREDITOR OF PUPILS ACADEMIC PERFORMANCE

1.2 Statement of the Problem

Over the years, there are still unprecedented poor academic performances among mathematics pupils in Nigeria Primary Schools Specifically in Oruk Anam Local Government Area of Akwa Ibom State despite the effort of teachers, Government and parents towards effective teaching and learning of schools subjects by teachers and pupils.

A lot of reasons have been advanced for this menace particularly with regard to the human factors such as adequate school buildings, well equipped classroom, good library and suitable textbooks, good administrative management, professionally qualified teachers, good laboratory equipment as well as good location in some schools while little or none of this that exist in other schools. It is because of this that Chike-okoli (2007) in line with Ikediashi (2009) have pointed out that poor teaching experience, inadequate or poor physical infrastructure, unsatisfactory building design are likely to cause some physical discomfort for the pupils and are therefore bound to influence their academic performance. Lastly, the overall problem of this study is to examine Classroom Environment and Pupils’ Academic Performance in Mathematics in Oruk Anam Local Government Area of Akwa Ibom State.

READ ALSO: AN ASSESSMENT OF THE LEARNING ENVIRONMENT OF EARLY CHILDHOOD AND DEVELOPMENT EDUCATION IN PUBLIC SCHOOLS

1.3 Purpose of the Study

The general purpose of the study is to examine Classroom Environment and Pupils Academic Performance in Mathematics in Oruk Anam Local Government Area of Akwa Ibom State.  Specifically, the study sought to;

  1. Access how the uses of mathematics workbook relate with pupils’ academic performance in mathematics in Oruk Anam Local Government Area.
  2. Examine the relationship of Class Size and pupils’ Academics Performance in Mathematics in Oruk Anam Local Government Area.
  3. Examine the relationship between Class Work and pupils’ Academic Performance of Pupils in Mathematics in Oruk Anam Local Government Area.

 

1.4 Research Questions

The following research questions were formulated to the process of data collection in the study;

  1. Does the use of mathematics workbook relate with pupils’ academic performance in mathematics in Oruk Anam Local Government Area.
  2. What is the relationship between class size and pupils’ Academic Performance in Mathematics in Oruk Anam Local Government Area.
  3. Does Class Work relate with pupils’ Academic Performance in Mathematics in Oruk Anam Local Government Area.

1.5 Research Hypotheses

In order to provide the necessary answers to the above research question, the following hypotheses were postulated to guide the study.

  1. There is no significant relationship between the uses of mathematics workbook and pupils’ academic performance in mathematics in Oruk Anam Local Government Area.
  2. There is no significant relationship between class size and pupils’ Academic Performance in Mathematics in Oruk Anam Local Government Area.
  3. There is no significant relationship between class work and pupils’ Academic Performance in Mathematics in Oruk Anam Local Government Area.

1.6 Significance of the Study

The findings of this study would be significant to the teachers, students, pupils, educators, educational administrators, the government and the society at large who need to understand the factors which influence the pupils academic performance in the learning of schools subjects most especially in the area of mathematics, because it will help them to work towards providing conducive classroom for the learners to elicits improved performance.

1.7       Limitation of the Study

This study was restricted by a number of factors among which were as follows;

  1. Lack of finance for the study to be executed and cover the entire primary schools in Oruk Anam Local Government.
  2. Fear of pupils being identified as, being Local, uncivilized probably made them not to give correct responses to the questionnaire.
  3. Research other academic engagement as specified by college also restricted the study from being given in depth consideration.

1.8   Delimitation Of the Study

This study is delimited to Classroom Environment and Pupils Academic Performance in Mathematics in Oruk Anam Local Government Area.

1.9 Operational Definition of Terms

For the sake of this study the following terms are defined operationally to the context of the terms.

Academic performance: A pupil’s achievement at school, measured in terms of grades or scores obtained in test or examination.

Location of school: This refers to the geographical area where schools are situated.

Mathematics: mathematics us the process of calculating using numbers.

Classroom: This is a room in which teaching and learning takes place.

Environment: The condition that surround someone or something.

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