EVALUATION AND ASSESSMENT OF CLASSROOM MANAGEMENT STRATEGIES IN PUBLIC PRIMARY SCHOOLS IN RIVERS STATE’S OBIO AKPOR LOCAL GOVERNMENT AREA.
Abstract
This study evaluated and assessed classroom management strategies in public primary schools in Rivers State’s Obio Akpor Local Government Area. The study’s total population is 200 staff members from selected primary schools in Rivers State’s Obio Akpor Local Government Area.
The researcher collected data using questionnaires as the instrument. This study used a descriptive survey research design. The study included 133 respondents who included headmasters, headmistresses, class teachers, 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
Few topics in education have sparked as much debate as classroom management and organization. They are among the most frequently addressed topics for teachers in service, top the list of school administrators’ concerns, and have recently gotten more attention from teacher educators and researchers because a teacher’s ability to effectively manage the classroom and organize instruction are fundamental components of teaching (Evertson, Emmer, Sanford & Clements, 1983).
Furthermore, because classroom management strategies have a high potential to positively influence student achievement and learning, they are a top priority for many teachers, particularly novices and teachers considering new instructional approaches for the first time (Delong & Winter, 1998).
Many studies have found that classroom management is one of the most important factors influencing learning. Wang, Heartel, and Walberg (1993), for example, identified classroom management as the first in a list of important factors influencing school learning in their study.
Similarly to Wang and his colleagues (1993), Marzano and Marzano (2003) identified classroom management as the most important factor influencing school learning. According to Ben (2006), effective classroom management strategies are critical to a successful teacher’s delivery of instruction. This researcher’s statement explains why classroom management is important.
Effective classroom management prepares the classroom for effective instruction, which is critical for learning progress. Throughout history, various educators have defined the term “classroom management” in various ways. In the broadest sense, classroom management refers to the actions and strategies used by teachers to maintain order (Doyle, 1986).
Martin, Yin, and Baldwin (1998) define classroom management as a broader and more comprehensive concept that encompasses all teacher efforts to supervise a wide range of activities in the classroom, such as learning, social interaction, and student behavior. Classroom management is divided into three broad categories: person, instruction, and discipline.
Martin and Baldwin (1992) Traditional approaches to teaching and learning in schools were dominant for many years. Traditional approaches were primarily based on behavioral principles and learning laws. Goffin (1994) The child was frequently viewed as the receiver of knowledge, while the teacher exercised authority over the students and subject matter.
Teachers preferred behavioral classroom management techniques that were consistent with their method of instruction as a result of their behavioral approach to instruction. The behavioral model necessitates the teacher’s strong intrusion and management techniques (Garrett, 2005). As the leader, the teacher is responsible for all ongoing issues in the classroom, from student motivation to misbehavior.
The Elementary School Curriculum was revised and designed in accordance with current educational trends worldwide, based on the main principles of constructivist learning theory. This large-scale curriculum reform has been in place in primary schools across the country since 2005.
This reform, dubbed “constructivist education reform,” sought major changes in primary school programs across the board. In terms of the reform framework, existing subjects such as social studies, science, and mathematics are expected to be incorporated into the curriculum (Güven & şcan, 2006). In response to these curriculum changes, teachers have had to adapt their classroom management strategies into the learning environment while attempting to achieve constructivist curriculum objectives.
Although numerous studies have been conducted to investigate the effectiveness of constructivist curriculum since 2005 (Kalender, 2006; Elebi, 2006; Ekinci, 2007), the number of studies conducted to investigate changes in teachers’ classroom management strategies is very limited. Whether or not McCaslin and Good’s (1992) concern about a mismatch between instruction and classroom management exists in Nigerian primary schools appears to be an important issue to address in the current situation.
Problem identification
Teaching in primary schools is not the same as lecturing in higher education. The majority of primary school teachers believe that writing daily lesson notes 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.
Despite students’ poor performance in school exams, little is done to investigate the relationship between effective classroom management variables such as teachers’ time management, effective communication skills, classroom discipline, and teacher quality. Based on the foregoing, the problem of this study is to investigate the relationship between teacher classroom management and primary school students’ academic performance.
The study’s objective
The study’s goal is to evaluate classroom management strategies in public primary schools in Rivers State’s Obio Akpor Local Government Area. The specific goals are as follows:
Determine the relationship between a teacher’s classroom discipline and classroom management.
Determine the relationship between effective communication and classroom management.
To investigate the relationship between a teacher’s classroom management and a primary school student’s academic performance.
Determine the relationship between teacher qualifications and classroom management.
Hypotheses for research
For the study, the following hypotheses were developed:
One Hypothesis
There is no relationship between a teacher’s classroom discipline and classroom management, according to HO.
Greetings, there is a link between a teacher’s classroom discipline and classroom management.
Hypothesis No. 2
HO: There is no link between a teacher’s classroom management and a primary school student’s academic performance.
Hello, there is a link between a teacher’s classroom management and a primary school student’s academic performance.
The study’s importance
The purpose of this study is to look into the evaluation and assessment of classroom management strategies in public primary schools. Another question to be investigated in the current study is whether or not there is consistency between the teachers’ classroom management approaches and constructivist approaches. The need for this study arose as a result of Nigeria’s efforts to reform the primary school curriculum.
This reform seeks to establish constructivist learning principles in elementary education in response to changing educational settings around the world. Reforming schools is a difficult task. It necessitates attention to many aspects of educational settings, including modern learning and instructional theory, student development issues, motivational considerations, testing, curriculum, and technology issues, and much more.
There is no other issue in education that receives more attention or causes more concern for teachers, parents, and students than classroom management, as a lack of effective classroom management skills is a major impediment to a successful teaching career (Long, 1987).
As a result, current perceptions of classroom management as an important aspect of the school system must be altered if school reform is to occur (McCaslin & Good, 1992), because unless classroom management supports the instructional approach, they will work in opposition.
The study’s scope and limitations
The study’s scope includes the evaluation and assessment of classroom management strategies in public primary schools in Rivers State’s Obio Akpor Local Government Area. 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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EVALUATION AND ASSESSMENT OF CLASSROOM MANAGEMENT STRATEGIES IN PUBLIC PRIMARY SCHOOLS IN RIVERS STATE’S OBIO AKPOR LOCAL GOVERNMENT AREA.