Classrooms management strategies and pupils' performance in nigeria’s primary schools

Abstract

The literature highlights that effective teaching and learning cannot take place in poorly managed classrooms. The differences in achievement between students who learn in a class with a highly effective teacher as opposed to a highly ineffective teacher are startling. The objective of this article is to analyze the incidence of classrooms management strategies on the pupil performance in Nigeria’s primary schools. To achieve this, data from the Service Delivery Indicator survey, collected in primary education system, were analyzed through the statistical methods. The findings of the study reveal that the teacher’s interaction with all pupils in classroom, the facts that teacher waits pupils to complete task, listens the pupil’s reading or reciting, supervises pupil’s writing or maintains discipline in class significantly influence pupils’ academic achievement in mathematics. Based on the findings, it is recommended that teachers should always maintain discipline in their classroom; Teachers should endeavor to adopt innovative behaviors to motivate learning, especially the assignment the homework, the pay attention in writing, reading and reciting to all pupils in class.