THE IMPACT OF CLASSROOM MANAGEMENT AND CONTROL ON THE ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS

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THE IMPACT OF CLASSROOM MANAGEMENT AND CONTROL ON THE ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS

CHAPTER ONE

1.0 INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Classroom management is a term used by teacher to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students. The term also implies the prevention of disruptive behavior. It is possibly the most difficult aspect of teaching for many teacher ; indeed experiencing problems in this area causes some to leave teaching altogether. In 1981 the US National Educational Association reported that 36% of teacher said they would probably not go into teaching if they had to decide again. A major reason was “negative student attitudes and discipline”.

According to Moskowitz & Hayman (1976), once a teacher loses control of their classroom, it becomes increasingly more difficult for them to regain that control. Also, research from Berliner (1988) and Brophy & Good (1986) shows that the time a teacher has to take to correct misbehavior caused by poor classroom management skills results in a lower rate of academic engagement in the classroom. From the student’s perspective, effective classroom management involves clear communication of behavioral and academic expectations as well as a cooperative learning environment.

Classroom management is closely linked to issues of motivation, discipline and respect. Methodologies remain a matter of passionate debate amongst teacher ; approaches vary depending on the beliefs a teacher holds regarding educational psychology. A large part of traditional classroom management involves behavior modification, although many teacher see using behavioral approaches alone as overly simplistic. Many teacher establish rules and procedures at the beginning of the school year. According to Gootman (2008), rules give students concrete direction to ensure that our expectation becomes a reality.

They also try to be consistent in enforcing these rules and procedures. Many would also argue for positive consequences when rules are followed, and negative consequences when rules are broken. There are newer perspectives on classroom management that attempt to be holistic. One example is affirmation teaching, which attempts to guide students toward success by helping them see how their effort pays off in the classroom. It relies upon creating an environment where students are successful as a result of their own efforts. By creating this type of environment, students are much more likely to want to do well. Ideally, this transforms a classroom into a community of well-behaved and self-directed learners.

1.2 STATEMENT OF THE PROBLEM

In an effort to maintain order in the classroom, sometimes teacher can actually make the problems worse. Therefore, it is important to consider some of the basic mistakes commonly made when implementing classroom behavior management strategies. For example, a common mistake made by teacher is to define the problem behavior by how it looks without considering its function.

Interventions are more likely to be effective when they are individualized to address the specific function of the problem behavior. Two students with similar looking misbehavior may require entirely different intervention strategies if the behaviors are serving different functions. Teacher need to understand that they need to be able to change the ways they do things from year to year, as the children change. Not every approach works for every child. Teacher need to learn to be flexible. Another common mistake is for the teacher to become increasingly frustrated and negative when an approach is not working.

The teacher may raise his or her voice or increase adverse consequences in an effort to make the approach work. This type of interaction may impair the teacher-student relationship. Instead of allowing this to happen, it is often better to simply try a new approach.

Inconsistency in expectations and consequences is an additional mistake that can lead to dysfunction in the classroom.^[13] Teacher must be consistent in their expectations and consequences to help ensure that students understand that rules will be enforced. To avoid this, teacher should communicate expectations to students clearly and be sufficiently committed to the classroom management procedures to enforce them consistently.

1.3 PURPOSE OF THE STUDY

This study sought to assess the theories of classroom management and inefficiency in the attainment of effective teaching in selected secondary school in Warri North.

1.4 OBJECTIVES OF THE STUDY

The study aimed at achieving the following specific objectives:

(i) To establish classroom management for effective teaching in secondary schools.

(ii) To determine the professional qualifications of the teacher in the attainment of effective teaching.

(iii) To identify the role of secondary school administration and other teacher in enhancing effective teaching.

(iv) To determine the attitude of students towards classroom management in secondary schools.

(v) To examine academic performance among secondary school students.

(vi) To establish the relationship between classroom management and inefficiency in the attainment of effective teaching in secondary school.

(vii) To identify the challenges facing classroom management in secondary schools.

1.5 RESEARCH QUESTIONS

The study addressed the following research questions:

(i) What is the effectiveness of teaching in secondary schools?

(ii) What are the professional qualifications of the teacher in secondary schools?

(iii) What the role of the secondary school administration and other teacher in enhancing effective teaching.

(iv) What is the attitude of students towards classroom management in secondary schools?

(v) What is the academic performance among secondary school students?

(vi) Is there any relationship between the classroom management and inefficiency in the attainment of effective teaching in secondary schools?

(vii) What are the challenges facing classroom management in secondary schools?

1.6 SIGNIFICANCE OF THE STUDY

Secondary school students face various challenges that if not well handled affect their academic achievement. Therefore, in order to adequately address these challenges, emphasis has been placed on the existing programmes within the secondary schools. Classroom management is one of these programmes. Detailed studies are needed to evaluate the influence of classroom management on the attainment of effective teaching. This study was based on the premise that it is important to understand the extent to which the programme is used in addressing challenges facing teaching in secondary schools. Such a study helps in providing useful information that could be useful in redesigning and giving impetus to the programme by those concerned including the Ministry of Education, administrators of the institutions, teacher and students so as to boost the academic performance of students and overall self-actualization of secondary school students. The teacher will use this study to evaluate the impact that classroom management will have on effective teaching in their respective secondary schools. The Ministry of Education will also use this study in evaluating whether classroom management programme is an effective measure in addressing the challenges facing effective teaching in secondary school in Warri North. The study will also assists secondary school administrators in assessing their contribution to classroom management programme and its influence on effective teaching in their secondary schools. When classroom management is well conceptualized by the Ministry of Education and implemented by the teacher with the support of the secondary school administrators, the students will benefit by improving their academic achievements and self-actualization.

1.7 THE SCOPE AND LIMITATIONS OF THE STUDY

The study focused on the theories of classroom management and inefficiency in the attainment of effective teaching in selected secondary school in Warri North. Warri North was chosen as a research site due to the available evidence of poor classroom management and poor academic performance among students. This study encountered a number of limitations which impeded effective answering of the research questions. These limitations include:

Scarcity of data and material; problem of finance. A study of this nature would require a lot of financial commitment in the area of the researcher moving around and also in the area of the questionnaire distribution.

1.8 ASSUMPTIONS OF THE STUDY

The study is based on the following assumptions:

(i) Poor and falling academic performance in the study area is due to inefficient and ineffective classroom management.

(ii) Teacher face a number of challenges in addressing the problem of classroom management in secondary schools.

(iii) The views expressed by the sampled respondents are a true reflection of inefficiency in classroom management in their respective secondary schools.

1.9 DEFINITION OF TERMS

In this section, operational definitions are presented as used within the context of this study. Classroom management: This refers to using a variety of methods in management. Inefficiency: Involves the inability of managing and getting an effective result. Effective: Producing a desired result. In this case, effectiveness refers to the Ability/capacity of teacher to offer its required services in a secondary school. In this study, the effectiveness of classroom management will be measured on a likert scale by examining the extent to which the programme is able to offer various components of academic/effective teaching in secondary schools.

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