TEACHERS’ CLASSROOM MANAGEMENT SKILLS AND STUDENTS’ ACADMEIC PERFORMANCE IN BUSINESS STUDIES IN ETUNG LOCAL GOVERNMENT AREA OF CROSS RIVER STATE

Abstract

ABSTRACT The purpose of the study was to examine the influence of teacher’s classroom management and academic performance in business studies in Etung Local Government Area of Cross River State, Nigeria. Four research hypotheses were formulated for the study. Literature related to the variables was reviewed according to the hypotheses. The survey research design was adopted for this study. Total sample of two hundred (200) students were randomly selected for the study. The selection was done through random sampling technique. The questionnaire was the main instrument used for data collection. Pearson Moment Correlation Co-efficient was used to test whether to accept or reject the hypothesis. All hypotheses were subjected to testing at 0.05 level of significance. The result of the analysis showed that there is significant relationship between classroom discipline and student academic performance; there is significant relationship between classroom motivations and students’ academic performance; there is significant relationship between teachers’ management skills on student’s academic performance and that there is significant relationship between teacher’s experiences relate to student’s academic performance in business studies. Based on the findings, conclusion was drawn and recommendations made among which are that Government should organize workshops and seminars regularly for the teachers in other to update their knowledge and hone their skills in business studies, and that teachers with professional qualification(s) at higher level should teach business studies in the secondary schools, among others.