CLASSROOM MANAGEMENT AND STUDENTS ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN RIVERS STATE
Category : Uncategorized
Akosubo-Ogori Ebimiere1, Nwankwo Jane Uloaku2& Nweke, Emmanuel Onyekachi3
1Department of Educational Foundations, Niger Delta University, Wilberforce, Island
2Department of Educational Management, Ignatius Ajuru University of Education, Port Harcourt
3Department of Office Technology and Management, Capt. Elechi Amadi Polytechnic, Port Harcourt
E-mail: emy1242000@yahoo.com
ABSTRACT
The study investigated classroom management and students’ academic performance in public secondary schools in Rivers State. Descriptive research design for this study was used in this study, it sought to describe the relationship that exists between the variables of classroom management (independent variable) and students’ academic performance (dependent variable). The population of the study consisted of Twenty Four Thousand, Three Hundred and Twenty (24,320) teachers in public secondary schools in Rivers State. The sample technique adopted was stratified sampling technique in which one hundred and fifty teachers (150) were chosen from each of the three senatorial districts in Rivers State, totaling 450. Out of 450 copies of the questionnaires distributed, 400 representing 89% of the total distributed copies of questionnaires were duly completed and returned and the study based its analysis on the returned questionnaire copies. The instrument used for this study was a sixteen item self-structured questionnaire captioned, “Effective classroom management and student academic performance, questionnaire (ECMSAP) which consisted, A and B. Section A elicited demographic information about the respondents while section B contains 16 items on a four point modified Likert like rating scale of strongly agree (4 points), agree (3 points), strongly disagree (2 points) and disagree (1point) respectively to elicit information on effective classroom management and academic performance of the students. Validity of the Instrument The face and content validity of the by the researcher’s supervisor in the department of Educational Management, Ignatius Ajuru, University of Education. The reliability of the instrument was done using Crombach Alph (SPSS version 23) and .911>.71 was obtained which showed that the instrument was highly reliable. The method of analysis used for the study was mean and standard deviation used in answering the research questions at 2.5 mean benchmark and Pearson Product Correlation Coefficient (PPMC) used in testing the hypotheses at .05 significance level. The findings of tested hypothesis one showed that there is a significant relationship between classroom discipline and academic performance of the students in public secondary schools in Rivers State, while answer to research question one showed with the grand mean of 2.19>2.5 that the class room discipline does not relate to students’ academic performance in public secondary schools in Rivers State. The result of hypothesis one equally showed that there a significant relationship between effective teaching and academic performance of the students in public secondary schools in Rivers State. The answers to research question two showed grand mean of 2.56 implying that the respondents agreed that there is a relationship between effective teaching and academic performance of students in public secondary schools in Rivers State. The result of hypothesis three showed that there is a significant relationship between teachers reward system and academic performance of the students in public secondary schools in Rivers State. The answer to the research question equally showed that Grand mean score of 2.00 shows that there the respondents disagreed that there is no significant relationship between reward system and students’ academic performance in public secondary schools in Rivers State. The study recommended that school administrators should encourage school discipline, effective teaching and reward system to enhance students’ academic performance.
