Abstract
This study was carried out to investigate Effective Classroom Management and Students' Academic Performance in Secondary schools in Uyo Local Government Area. Four research questions and four null hypotheses were formulated to guide the study. The survey design was adopted for the study. The population of 2044 Senior Secondary School One (SS1) students with a sample of 200 students selected from 5 public secondary schools in 4 clans within the study area. A researcher - made questionnaire was used to elicit data from respondents. The research instrument has a 4-point rating scale and 25 items based on the study variables. The Pearson Product Moment (PPM) Correlation Coefficient of 0.94 ascertained the reliability of instrument for use in the study. After the administration, scoring and collation of the instrument, the data obtained were subjected to the chi-square (X2) analysis. All the null hypotheses were tested at 0.05 level of significance. Based on the result of this study, it is concluded that SS1 students in the public Secondary Schools in Uyo Local Government Area differ significantly in terms of academic performance based on verbal instruction, corporal punishment, instructional supervision, delegation of authority to learners. It is recommended that teachers should be skilled in classroom management so as to influence students' academic performance positively.
Highlights
Classroom management has been highlighted across numerous research studies as a major variable that affects students’ academic performance (Marzono, 2008)
Based on the above statements, the researcher deemed it necessary to investigate the effect of classroom management on the academic performance of Senior Secondary School One (SSS1) students in Uyo Local Government Area of Akwa Ibom State
The findings provided in this study will help teachers in accessing the effects of their classroom management on student’s academic performance in the school
Summary
Classroom management has been highlighted across numerous research studies as a major variable that affects students’ academic performance (Marzono, 2008). According to Umoren (2010), the concept of classroom management is broader than the notion of student control and discipline, it includes all the things teachers must do in the classroom to foster students’ academic involvement and cooperation in classroom activities to create conducive learning environment. Delegation of authority to learners is still another technique of effective classroom management where the teacher delegates his/her authority to deserving students and assign them duties such as cleaning chalk board, time keeping, controlling noisemakers, managing learning materials, collecting assignment from students, copying lesson notes on the chalk board, class representatives on behalf of the class (Nima, 2004) These contribute a great deal to making the classroom a conducive place since cooperation between students and teachers in the classroom is fostered. Based on the above statements, the researcher deemed it necessary to investigate the effect of classroom management on the academic performance of Senior Secondary School One (SSS1) students in Uyo Local Government Area of Akwa Ibom State
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