CLASSROOM MANAGEMENT’S EFFECT ON STUDENT ACADEMIC PERFORMANCE IN ENGLISH IN PUBLIC SECONDARY SCHOOLS
Abstract
The impact of classroom management on students’ academic performance in English in public secondary schools was investigated in this study. The study’s total population is 200 staff members from selected secondary schools in Uyo, Akwa Ibom state. The researcher collected data using questionnaires as the instrument.
For this study, a descriptive Survey research design was used. The study included 133 respondents who included principals, administration staff, senior staff, and junior staff. The collected data was organized into tables and analyzed using simple percentages and frequencies.
chapter One
Introduction
1.1The Study’s Background
There is no human endeavor that does not necessitate proper management in order to function properly. To function effectively, all types of organizations, including government establishments, business enterprises, hospitals, schools, cooperatives, and churches, require good management.
One of the most important activities that encompasses all origins is management. When a group of people work together to achieve a common goal, there is a need for management to be in charge of ensuring that the organization’s goals and objectives are met.
Management, on the other hand, is defined as getting things done through the help of others. It entails the coordination of all an organization’s resources through the processes of planning, organizing, directing, and controlling in order to achieve organizational goals.
The successful achievement of our educational goals or objectives necessitates the proper management of all educational resources that will lead to the achievement of educational goals (mentor, 2004). Thus, English teachers must master the process of learning and learn how to effectively manage classroom lessons in order to maximize learning.
Classroom management typically refers to the management of the physical environment as well as instructional materials (Olurundare, 2004). It also deals with the organization of non-academic tasks like checking class attendance, keeping track of class progress, monitoring and regulating student activities and behavior, and maintaining order and disorder, all of which are necessary for teaching and learning.
Balawin (2006) maintained that there should be necessary equipment to help the teacher manage the class with ease, which contributes to effective classroom management by the teacher. He listed the following items:
Class discipline must be maintained.
Giving and receiving rewards and punishment
Motivation for how to keep it in class.
Knowledge of the subject matter, methods, and the students’ individual differences
This implies that good or effective classroom management is critical to the student’s academic success. However, if effective classroom management is lacking, there will be indiscipline in the classroom, and teaching and learning will be disrupted or negatively impacted.
Classroom management, according to Oliver and Reschly (2007), is a factor that influences academic performance in schools. Classroom management is the prevention of disruptive behavior in order to improve students’ academic performance. Academic performance refers to students’ ability to remember facts and communicate their knowledge verbally or in writing. Academic performance also includes test and examination results (Cambridge University Reporter, 2003).
Effective classroom management is determined by the teacher’s qualification, experience, instructional methods used, and assessment methods (Oliver & Reschly, 2007). Sound behavior management creates environments that allow for good instruction, while effective instructional methods reduce behavior problems by engaging students in meaningful academic tasks (Emmer and Stough, 2007).
Inability to effectively manage classroom behavior contributes to poor academic performance. Cross and Donovan (2002) According to Emmer and Stough (2007), the inability to manage classroom behavior is caused by a teacher shortage, which allows for less qualified and experienced teachers to handle the classroom.
According to Emmer and Stough (2007), the ability of teachers to organize classrooms and manage their students’ behavior is critical to achieving positive educational outcomes. A good classroom management allows for good instruction; additionally, classroom management is an important part of an effective teaching learning process.
Students thrive in a positive classroom climate and compassionate environment as a result of effective classroom management. Effective classroom management, from the perspective of a student, allows them to socialize while learning.
Effective classroom management, from the perspective of a teacher, entails precautionary discipline and fruitful teaching (James and Chilvers,2001). Okeli (2008) concluded that the physical environment of the classroom and the seating arrangement are interconnected and must be managed concurrently.
Effective classroom management entails much more than simply enforcing disciplinary measures when a student misbehaves; it entails devising proactive strategies to prevent problems from occurring in the first place while maintaining a positive learning environment (Kaushar, 2013).
Furthermore, Fuller (2006) stated that, while there are other moderating factors associated with students’ classroom behavior and academic performance, teachers’ time management, effective communicative skills, classroom discipline, and teacher quality are the key factors that determine students’ academic performance levels in school.
The ability of teachers to manage their time is critical to academic success. Time management in the classroom is dependent on knowing what needs to be done and when it needs to be done. The process of organizing and planning how to divide time between specific activities is known as time management. Good time management enables the teacher to meet lesson objectives and work more efficiently.
It entails planning a lesson in such a way that both the teacher’s and students’ activities are indicated. teacher Setting instructional goals and planning activities to be done in class to teach a topic are also part of classroom time management. Planning of activities expected of students in the classroom, estimation of time for each activity set, and assignment of priorities (Briton and Abraham, 2001).
Teachers’ communication skills in the classroom are typically defined as the transmission of a message involving the shared understanding of the context in which the communication occurs (Tsui, 2003). Communication occurs through channels. Communication skills are used by teachers in their classroom management, pedagogy, and interactions with students (Saunder and Mills. 2000). Furthermore, teaching speaking skills is essential in teacher education (MCcarthy and Carter, 2001).
Anselmus (2011) considers teacher quality to be the best way to convey unit of knowledge application and skills to students. The correct method entails knowledge of the content, process, methods, and means of converging content. Teachers’ quality also refers to the teacher’s ability to assist, guide, and counsel his or her students in order for them to achieve high grades. Mentor (2004) asserted that a teacher is an effective class manager when he or she is able to assist, guide, and counsel his or her students to achieve high levels of educational achievement.
Teachers’ classroom discipline refers to a teacher’s ability to assist his students in willingly submitting to disciplinary influences in the classroom. It is the application of those influences that ensure students’ proper behavior in the classroom without disruptions (mentor, 2004). Again, mentor (2004) concluded that effective learning and achievement will occur when students are not distracted by negative influences in the classroom.
According to Essien (2007), the usefulness of class discipline includes the following: creating a love for the lesson, allowing students to have free will and movement in the classroom, preventing bad behavior among students in the classroom, and training students’ character in school and in the classroom to improve effective learning achievement.
Effective classroom management is critical to students’ academic success. However, if effective classroom management is lacking, there will be indiscipline in the classroom, and teaching and learning will be disrupted or negatively impacted.
Payment, educators, and individuals have all expressed concern about the provision of functional education to students. As a result, the question is, to what extent has classroom management by teachers affected the student’s school academic performance in Biology in secondary school in Akwa Ibom state’s Local Government area?
1.2 THE PROBLEM’S STATEMENT
Teaching in secondary school is not the same as lecturing in higher education. The majority of teachers at Uyo Senior Secondary School believe that writing lesson notes daily to teach students is the only way to ensure their academic success.
They fail to recognize that effective classroom management combined with high-quality lesson plans will enable students to achieve their full potential. Teachers are not properly managing their classrooms, according to school supervisors, which is the cause of students’ poor performance in both internal and external examinations.
It has also been observed that, despite students’ poor performance in both internal and external school examinations in English language in secondary schools, little research is being conducted to determine the relationship between effective classroom management variables such as teachers’ time management, effective communication skills, classroom discipline, and teachers’ quality.
The problem of this study is to investigate the relationship between teacher classroom management and academic performance of students in English language in secondary schools in Uyo Local Government Area, Akwa Ibom State, based on the foregoing.
1.3 THE STUDY’S OBJECTIVE
The purpose of this study was to see how classroom management affected students’ academic performance in English in public secondary schools.
The specific goals are as follows:
To investigate the relationship between a teacher’s time management and students’ academic performance in English in secondary school.
To investigate the relationship between teachers’ effective communication skills and students’ academic performance in English Language in secondary schools.
To ascertain the relationship between teachers’ classroom discipline and students’ academic performance in English Language in secondary schools.
To ascertain the relationship between teacher quality and academic performance of English language students in secondary schools.
HYPOTHESES FOR RESEARCH
For the study, the following hypotheses were developed:
One Hypothesis
HO: There is no relationship between a teacher’s time management and students’ academic performance in English in secondary school.
Hello, there is a link between a teacher’s time management and students’ academic performance in English in secondary school.
Hypothesis No. 2
HO: There is no link between teachers’ classroom discipline and students’ academic performance in English Language in secondary schools.
Hello, there is a link between teachers’ classroom discipline and students’ academic performance in English Language in secondary schools.
THE STUDY’S IMPORTANCE
The study’s findings would be extremely beneficial to policymakers and educational planners in the ministry of education because they could serve as a useful guide in developing relevant policies for English language education programs in educational institutions.
The findings of this study are expected to provide data for curriculum planners and counselors, as well as an additional stock of secondary school data to educational system stakeholders who may find it relevant and useful in their inquiries.
The findings of this study may be useful to the Ministry of Education by providing relevant data to the government in terms of funding and the provision of adequate materials, tools, and equipment for the effective implementation of English language and education programs. This study may contribute to the study of English education teachers and students by improving their overall academic performance, which is one of the expected outcomes.
Finally, the findings would fill a knowledge gap and provide possible solutions to some of the practical and theoretical problems that exist among teachers and students in secondary schools in Uyo Local Government Area, Akwa Ibom State, regarding academic performance in English language.
THE STUDY’S SCOPE AND LIMITATIONS
The study’s scope includes the effect of classroom management on students’ academic performance in English in public secondary schools. The researcher comes across a constraint that limits the scope of the study;
a) RESEARCH MATERIAL AVAILABILITY: The researcher’s research material is insufficient, limiting the scope of the study.
b) TIME: The study’s time frame does not allow for broader coverage because the researcher must balance other academic activities and examinations with the study.
TERMS DEFINITION
A classroom is a room or area, usually in a school, where classes are held.
Classroom management style is defined as a climate that emphasizes and promotes proper learning, good behavior, and positive interpersonal relationships.
Academic Achievement:
Academic achievement, also known as (academic) performance, refers to the extent to which a student, teacher, or institution has met their short or long-term educational objectives.
A teacher, also known as a schoolteacher, is someone who educates students.
Classroom management is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive student behavior.
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CLASSROOM MANAGEMENT’S EFFECT ON STUDENT ACADEMIC PERFORMANCE IN ENGLISH IN PUBLIC SECONDARY SCHOOLS