This research work has been designed to investigate the problems affecting classroom management and identify the solutions facing such challenges. This is to enable the researcher suggest measure that would solve the problem affecting classroom management in Nigeria. Chapter one, deals with the background purpose and significance of the study, in chapter two, the researcher carries out the literature review by reading book and browsing work relating to the problem of various writers and researcher and their opinion appears to level support to my findings, chapter three deals with the various techniques adopting in getting fact of the study. The use of questionnaire and interviewing methods were adopted to get the information required. The population of the study is made up of one hundred and twenty students and twenty teachers. Data collected from questionnaire were converted into figures and percentages which were arranged in tabular form. These were then discussed in chapter four and some recommendations were made by the researcher.
1.1 Background of Study
Classroom management deals with how things are done, its structure, procedure and routines to the point of becoming rituals. When procedure are explained to and practiced by students it is periodically reinforced by practicing, classroom management and control. When procedures are learned, practiced and reinforced, instructions becomes efficient. This is the foundation of any classroom management and is a prime responsibility of the teacher.
It is believed that the teacher is the biggest influence on how well students behave in a classroom. This means that it is not the quality of the students, the involvement of the parents, or the administration that make the most impact, but the teacher’s attitude. This is premised on the fact that some students tend to live up to the teacher’s expectations. In this instance when the teacher expects great things from them, they would surely rise to the challenge. The corollary is that when you expect poor classroom behaviour they would also meet that challenge. It must be appreciated that effective classroom management is probably the most difficult aspect of a teacher’s duty and role. It is opined by Verstrate (2011) that, “it is not simply to teach curriculum content but it is to also guide, direct and empower students to govern their own behaviour so that their life within a social setting can be an enjoyable and productive one.”
Classroom management discipline is the responsibility of the student discipline has to do with appropriate behavior. To make classroom conducive for learning, the school is not to be focused on a view but rather being together contrasting opinion and attitudes so that the teacher can be given the way on which it is to be based on his conclusion.
When teacher takes up the role of discipline students, they deprive young people of the opportunity of becoming more responsible. A far more effective approach is for students to develop procedures to help redirect irresponsible impulse. In addition, the usual approach is for adult to impose some of the punishment when this occurs; students have no ownership in the decision to a victim hood mentality and have negative feeling towards the imposers.
Traditionally, teachers are encouraged to believe that the learning environment must be orderly and quiet. For some principals, a quiet classroom means effective teaching. With the growing movement toward cooperative learning, however, more teachers are using activities in which students take an active role. Sharing ideas and information with various activities occurring at the same time can make for noisy classrooms. But it would be a mistake to conclude that in such classrooms students are not learning (Carr et al. 1998)
There are some pointed out four rules of classroom management and these for rules can be applied in the classroom for effective teaching and learning they are:
RULE ONE: Get them In: – the process of getting them can be seen to involve the phrases of the very beginning of the classroom situation.
RULE TWO: Get on with it: this refers to the main part of the lesson, the nature of content and the manner of its presentation
RULE THREE: Get on with them: here the teacher develops good relationship with their pupils, by fostering mutual and trust and respects. To do this sensitively, the mood of the class as whole.
This obviously means knowing track of what is who/ whom on.
RULE FOUR: Get them out: optimistically, the teacher here consider two phrases of concluding a lesson and dismissing the class.
Also this study will be of great help and immense benefit to the government and to the ministry of education whose primary objective is to see students as the future teachers and leaders of tomorrow. It would also be a great significance to the ministry of education and teachers as well as their school authorities who deals directly with students on how to prevent classroom management problems among students in secondary school. On the other hand since continuous research is this field is not rules out, the findings of the study would like to use it as a base for future investigation.
1.2 Statement of the Problem
Classroom management contributes to the building of discipline in a school and a pupil are students who lack control allowed to misbehaves is there any significant different between students who come late to school and those who come to school early. Are there any significant differences between the controls of groups that work cooperatively? Nowadays, teachers face many challenges such as: the spread of behavioral and academic problems that threaten the educational system in most of the schools.
Un‐conducive learning environment in the public schools has posed serious problems to students’ academic performance over many decades ago. This trend has been on the increase on daily basis. Its prevalence has attracted the concern of the teachers, parents, the guidance counselors and many researchers. Effective classroom management has been discussed extensively at educational seminars and workshops, with efforts aimed at bringing lasting solution to the problem of students’ poor academic performance encountered in secondary schools. In most cases, classroom teachers become tired of using verbal instruction in attempts to establish effective classroom management, but this method alone does not produce desired results. Many teachers use corporal punishment to instill fear and discipline in the classroom yet there are prevalence of disruptive behaviors in the classroom. A lot of teachers waste time and energy in intensive classroom supervision so that the classroom climate could be conducive for lessons. Some classroom teacher’s delegates authority to deserving prefects such as time – keeper, noise prefects, class prefects, etc. to share in the responsibility of ensuring a conducive learning atmosphere in the classroom. These methods are adopted by teachers to enable the classroom become conducive enough for effective teaching/learning process and to facilitate higher academic performance of the students.
These problems have direct influence on the learning process. This obviously states that the classroom management cannot be over looked in teaching and learning situation.
In line with this, the purpose of this research is to carry out a survey of management problems among secondary school s in Nigeria.
1.3 Objective of the Study
The primary aim of the study is to examine the effect of classroom management in the academic performance of secondary school students. The sub objectives are:
- To help educate teachers on how the classroom needs to be conducive for students in order for teaching to be effective.
- This study will also seek possible way of preventing these management problems among student in secondary by exposing them to simple classroom management and rules.
- To provide solution to the problem affecting the classroom in secondary school in Nigeria.
1.4 Research Questions
The following research questions were formulated by the researcher to guide the study:
- Does lack of proper classroom management affect the students’ academic performance?
- Does class room environment affect the academic performance of students?
- Does classroom size and population affect the academic performance of students?
- What are the problem of classroom management and control?
- What are the causes of these problems have on the students?
1.5 Research Hypotheses
The following null and alternate hypotheses were formulated to be tested in the course of the syudy:
H0: Corporal punishment does not significantly influence students’ academic performance.
H1: Corporal punishment significantly influences students’ academic performance.
H0: Instructional supervision does not significantly influence students’ academic performance.
H2: Instructional supervision significantly influences students’ academic performance.
1.6 Significance of the Study
It is hoped that the study will help to enrich the teaching of classroom management in schools.
The researcher is interested in the study of classroom management and control because whatever happens the classrooms have a direct behaving to the performance of the students.
There should be discipline among the students to ensure executive teaching and learning. Discipline is important, it involves all the students in the school time table and also includes the teacher’s education officer’s i.e. teacher’s education officer’s i.e. teachers, parents, communities, policy makers in one way or the other, and for example the following generalization can be made about the students attending school they are well glad, happy and well nourished.
Finally, findings from the study will aid teachers in the management of their classroom.
1.7 Scope and Limitation of the Study
The study centers on the effect of classroom management in the academic performance of secondary school students case study of selected secondary school in Nigeria is aimed at achieving discipline among student in their locality. In the cause of the study, the researcher encounters some limitations which limited the scope of the study;
Staff Reluctance: In most cases the staffs often feels reluctance over providing required information required by the researcher. This result in finding information where the structured questionnaires could not point out.
Researcher’s Commitment: The researcher, being of full time student spent most of her time on other academic activities such as test, class work, assignment, examination etc which takes average focus from this study.
Inadequate Materials: Scarcity of material is also another hindrance. The researcher finds it difficult to lay hands on several required material which could contribute immensely to the success of this research work.
Financial constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
1.8 Definition of Terms
Discipline: this refers to the bad conduct or behavior of students who does who does not obey the rules and regulation of a school.
Trained Teachers; this is refers to graduated teachers in education NCE holder and holders of educational diplomas.
Untrained Teachers: these consist of unqualified teachers appointed to teach in primary and secondary or tertiary (as the case may be) probably without formal teacher’s education.
Respondents: a person who answers question during an interview or who fills the questionnaire for his or her researcher work.
Students: a person undergoing a course of study and instruction at secondary school or in any tertiary institution.
Parents Teachers Association: this refers to an organization where the parents of the students and teachers in that particular school discuss matters affecting and concerning the school and as well as the students.
Broken Homes: this happens when the parents of the students are separated or divorced, so that the children now lack proper care and security.