CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Most secondary schools are aimed at effective and efficient management of the

human and material resources available for the attainment of organizational goals. The

classroom teacher is charged with lots of functions to perform in the teaching and

learning process. One of the most challenging functions of the classroom teacher is

classroom management and control (Ahrentzen and Evans, 2018). The teacher’s

effectiveness in teaching is assessed by his ability to use varied classroom management

techniques to control students towards effective and Meaningful learning cannot be

achieved in a classroom management characterized by noise making and other

distractions by students. The academic achievement of students of a particular classroom

can be attributed to the teacher’s ability to manage and control the classroom during

instruction (Anderson et. al., 2017).

Anderson and Evertson (2018) reported that the variables that measures the

classroom learning environment as perceived by students actually predicts their attitude

towards schooling and academic performance.

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 Classroom management according to Baker (2015) is the action a teacher takes to

create an environment that supports and facilitates instructions, academic, social and

emotional learning. It is the process of creating favourable conditions to facilitate

instructions as well as that of regulating social behavior of students. Teachers in the

classroom are by the nature of their profession, managers of classroom activities. The

classroom teachers’ job unlike that of other professionals is concerned with maintaining

order, allocating resources, regulating the sequence of events and directing his own

attention towards achieving educational goals.

Becker et. al. (2017) sees classroom discipline as a function of the interaction

between teacher and students that bring about self-control and respect for authority. It

entails creating and keeping books based on reciprocal understanding limits that must not

be transgressed. Classroom motivation is another management variable that according to

Brantlinger and Danforth (2016), is the process of influencing or stimulating a student to

take action that will accomplish desired goals. A teacher can reward the learner in order

to increase the probability of reporting the desired behavior.

Effective classroom management should be the primary responsibility of the

classroom teacher with the students accepting the responsibility of their inappropriate

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behavior. Effective classroom management does not consist of just a list of rules and

procedures, but the sensitivity and caring attitude of the teacher (Campbell, 2020).

All educational plans of a school involving teaching and learning takes place in the

classroom. According to Colvin et. al. (2016) the classroom is the meeting point for both

teachers and students where curricular activities are implemented .Educational objectives

cannot be fully achieved without the use of conducive classroom environment. The

classroom is characterized by a network of interpersonal relationships directed at the

attainment of educational goals. Conyers et. al. (2014) refers interpersonal relationship as

the reciprocal behaviour that occurs between individuals such as exchange of

information, exchange of expression and mutual activities.

The importance of good classroom management in the realization of the objectives

of education cannot be over emphasized. Teaching and learning is very embracing

involving a wide range of activities such as writing on chalkboard, discussing with

students, demonstrating a procedure, supervising student’s class work, reading and

marking assignments.

Classroom management is a prerequisite for achieving instructional objectives and

safeguarding the wellbeing of students for whom the teaching and learning activities are

cantered (Di Martini-Scully 2010). Classroom management entails planning, supervising,

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controlling and coordinating the activities of pupils in teaching–learning process.

According to Emmer and Stough (2017), successful classroom management enhances

students questioning and exploration only if the learning environment is conducive.

It can be rightly argued that the teacher is the biggest influence on how well

students behave in a classroom. This means that it is not the quality of the students, the

involvement of the parents, or the administration that make the most impact, but the

teacher’s attitude. This is premised on the fact that some students tend to live up to the

teacher’s expectations. In this instance when the teacher expects great things from them,

they would surely rise to the challenge. The corollary is that when you expect poor

classroom behaviour they would also meet that challenge. It must be appreciated that

effective classroom management is probably the most difficult aspect of a teacher’s duty

and role (Espin and Yell, 2016).

It is opined by Evertson . (2016) that, “it is not simply to teach curriculum content but it

is to also guide, direct and empower students to govern their own behaviour so that their

life within a social setting can be an enjoyable and productive one.” The overall value of

effective classroom management and its positive effect in guaranteeing the achievement

of outstanding educational outcomes is well captured by Evertson and Weinstein (2006),

they argued that the ability of teachers to organize classrooms and manage the behaviour

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of their students is critical to achieving positive educational outcomes. Although sound

behaviour management does not guarantee effective instruction, it establishes the

environmental context that makes good instruction possible (Fishbein and Wasik, 2019).

Effective classroom management requires some basic classroom procedures or

routine. According to Freiberg e (2015) the classroom procedures can be used to provide

“consistent momentum or transitions.” Some of them include entering or leaving the

classroom. The procedure involves students coming in quietly, take out the needed

materials for the class, and place their bags and other items neatly under their desks. In

starting the class, the students should be quiet before the teacher walks in.

The next procedure which is the taking of role can be accomplished quickly if you

have assigned seats to each student and you have a seating chart readily with you. This

can be followed by checking home work. To make this effective, the students can be

offered an “open notebook or home work quiz”. This serves as a form of positive

reinforcement (Greer-Chas e 2012). It is also suggested that the teacher should have

supplies of materials for at least three students as shortage of such materials may cause

distractions in the classroom. These stated routines and procedures can be better

articulated if the tips identified by Hall (2008) are given reasonable consideration. The

steps are put under the broad heading: “Tips on conducting the first ten minutes of class.”

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These tips include first, greeting the students as you stand at the door. The implication of

this is that it demonstrates to the students that you are interested in interacting with them.

Secondly, when you are prepared to begin any class, get everyone’s full attention before

you begin the class. It is important you wait to get every one’s full attention before you

begin the class. The third tip has to do with presenting class rules and consequences for

misbehaviours.

Classroom management plays an important role in the teaching and learning

process. It is veritable tool in the process of passing instructions from the teachers to the

students. The success of any educational system is a function of the effectiveness of

classroom management. Classroom teachers are managers and so ought to be in control

from the beginning of the lesson to the end so as to ensure that the students benefit from

the interactive business that transpires in the classroom situation. This, to a greater extent

would enhance smooth coordination and responses on the part of both the teacher and the

learner (Harris and Sherman, 2019).

Today, classroom management according to Hedges (2017) is the most neglected

area in our secondary schools, and the success or failure of any teaching and learning

process depends to a large extent on the way classrooms are managed. Failure to

effectively manage the classroom can have an overall negative influence on the entire

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school, most especially in terms of sound academic performance of the school. When

educator talks about classroom management, one of the first things that come to mind is

maintenance of discipline, control, motivational teaching methods, leadership styles, use

of instructional materials and communication (Ingersoll and Smith, 2019).

The prerequisite of effective classroom management does not depend only on

classroom motivation, leadership, organization and so on, by teachers. Kauffman (2005)

posited that apart from this variable in the classroom, classroom discipline is equally

important. Classroom discipline shares respect for each other but also are given

appropriate responsibilities.

Recent happening and occurrences at the level of secondary school, and even other

levels of education have left many scholars in panic today. The teachers find themselves

in the classroom filled with students who are disposed to violence, not only to their

fellow students but teachers also. In a bid to control this tendency toward violence,

indiscipline and noise making, careful management of the classroom is therefore

important.

Secondary school students’ academic achievement according to Baker (2005)

takes into cognizance both quality and quantity of the internal and external results

achieved. It implies that it is not just the number of graduates are in meeting the societal

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needs and aspirations. It is on the basis that this is study attempt to find out the

influence of classroom management on students’ academic performance in Ilesa West

local government area of Osun State.

1.2 Statement of Problem

It is observed that classroom management is being greatly neglected in the

secondary schools. This is more so in public schools. The managerial demands on the

classroom teachers are by no means high. The keeping of records and reports, requisition

of self-effort and provision of support and equipment as well as the necessary routine of

classroom management, take much of the teacher’s time. The teacher sometimes gets

trained in different cultural backgrounds, and later finds himself faced with students from

varied cultural and socio-economic background, different adjustment capabilities and

social interaction abilities.

The problem today includes inequality of opportunity in the classroom, improper

upliftment of rights of students, improper school ruler and inconsistency of the classroom

teachers, and poor level of preparedness on the part of the teacher to adequately pass on

instructions and so on.

Today, the situation in the secondary schools seems worst, if one walks into any of

these schools during lesson periods. Many classes, if not all, may not be recognized, there

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may be no form of discipline in these classrooms, no form of motivation for these

students in the classes Against this background, the major problem of this study put in

question form is; how does classroom management influence students’ academic

achievement in the study in Ilesa West Local Government Area of Osun state.

1.3 Objectives of the Study

The main objectives of this study is to examine the effect of classroom management on

the student academic performance.

1. To explore the perceptions of teachers in secondary school on the concept of

classroom management in Ilesa West Local Government Area of Osun State.

2. To find out some basic classroom management problems in secondary schools

Ilesa West Local Government of Osun State.

3. To find out the effects of classroom management on the quality of teaching and

learning process in secondary schools in Ilesa West Local Government Area of

Osun State.

4. To investigate and find solutions to classroom management problems in secondary

schools in Ilesa West Local Government Area of Osun State.

1.4 Research Question And Hypothesis

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 Based on the background of the study The following research question are raised

for the study

i. Will teaching technique of students significantly influence academic performance

0f students.

ii. Will planning of teaching and learning activities significantly influence students’

academic performance.

iii. Will teacher-student’s relationship significantly influence student’s academic

performance.

iv. Will classroom management activities significantly influence students academic

performance.

Research Hypotheses

The following hypothses are raised for testing

i. There is no significant relationship between teaching techniques adopted by the

teacher and the academic performance of secondary school.

ii There is no significant relationship between teacher-student relationship and the

academic performance of secondary school students.

iii There is no significant relationship between classroom management and activities

academic performance of secondary school students.

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1.5 Significance of Study

The basic goal of this study is to identify the effect of classroom management on

academic performance of student in Ilesa West local Government. Of Osun state

The study will be an eye opener for educators in order to emphasis the resultant effect of

classroom management, in ensuring that student in their class are carried along in the

teaching and learning process, and to reveal effective classroom management styles that

could help them in their teaching and learning process.

1.6 Scope of the Study

This study will be limited to a few selected secondary schools in Ilesa West of

local government of Osun State.

1.7 Definition of Terms

In every research, it is essential to define terms to avoid ambiguity and vagueness

in the interpretation of usage of such terms . It is the light of this that the following terms

are defined operationally.

Classroom management is a term teachers use to describe the process of ensuring that

classroom lessons run smoothly despite disruptive behaviour by students.

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Academic performance: it is the ability of a student in a particular subject. It may be

either excellent or poor performance.

Significance: this is the importance of something to beneficiaries

Teaching: this is the passing of knowledge from an experienced person to an

inexperienced person.

Effective: this is producing the result that is wanted or intended.

Education: this is the process of teaching and learning to improve knowledge and

develop skills of an individual to the society.

Classroom: this is where teaching and learning takes place.

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 CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 Concept of Classroom Management
The classroom is an operational venue in schools which holds students together
and offers them the opportunity of achieving the purpose of education, (Colvin et. al.,
2016) .It is a room in a school where a group of students or children are taught lessons.
Thus, the classroom should be well managed and maintained to bring about healthy
learning environment, relatively free from behavioral problems which goal should be to
maintain a positive productive learning environment and quality performance. The
quality of the physical environment, according to Wilson et. al. (2013) affects the
performance of teachers as well as that of students.
Classroom management can be defined as the teachers’ ability to co-operatively
manage time, space, resources, students’ roles and behaviors to provide a climate that
encourages learning (Wilson and Lipsey, 2016). Wilson et. al. (2018) viewed classroom
management as the provisions and procedures necessary to establish and maintain an
environment in which instruction and learning can occur.
Classroom management according to Stage and Quiroz (2017) involves a positive
classroom environment, appropriate standards of behaviors for students, effective
management of daily routines and instructions, and engaging the students in classroom
activities throughout the lessons to ensure quality secondary education. The emphasis on
classroom management therefore is dependent on components such as, an engaging
curriculum, the teacher as a role model, students as responsible citizens, classroom
management skills, robust instruction and working with resistance, conflict and stress. If

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any of this component is neglected, the whole process is compromised, leading to poor
quality in education.
Classroom management is the process of enhancing the learning environment,
physical interaction between teachers and students, student to student, parents and others,
stimulating and motivating children to learn to learning objectives, control and
supervision throughout the school to facilitate and encourage co-operation in teaching
and learning activities in the classroom smoothly, will as a result, improve the quality of
students performance (Spivack and Shure, 2019).
Classroom management, therefore, could be seen as an integrant part of effective
teaching which deters behavior problems through good planning, organizing and
managing of classroom activities, good presentation of instructional materials and good
teacher-student interaction aiming at increasing students’ involvement and co-operation
in learning to ensure quality secondary education.
Classroom management is an art and a science with many identifiable
characteristics that result in smooth periods of learning, flexible enough to recognize
what is needed and has the ability to keep control of the situation(s) that arise. Effective
classroom management begins with mutual respect and interpersonal relationships and is
vital to improve student achievement and teacher self-efficacy. It requires commitment to
students and their learning, because a positive rapport with students is the foundation
upon which classroom culture is built (Smith and Smith, 2016).
Effective classroom management is an essential ingredient that promotes and
enhances good teaching-learning environment which eventually lead to quality secondary
education. The teachers and other members of staff must co-operate to manage the
classroom, students, non-human resources and the environment. Effective classroom

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management revolves around the teachers’ attitudes, skills, desires, setting of
expectations and positive actions (Simonsen et. al., 2008). To improve classroom
behavior and student social skills, teachers must conceptualize the process of teaching
and understand classroom management principles for making professional decision on
class management. A well-managed classroom should strike a balance between consistent
disciplines and praise (Siebert, 2015).
Additionally, Shores et. al. (2018) has found that rules and routines provide
students with structure to work in organization and interact with each other fairly. The
class rules and routines must be mentioned both verbally and in written form. Examples
should be shared wherever necessary by the teachers through modelling during teaching
and learning. The basic purpose of classroom management is socialization of students. It
depends on the environment prevailing in the school. Positive environment directs
students’ behavior in a positive manner. Teachers should direct students’ behavior in a
desirable way. Whenever there is any disturbance in the classroom, teachers may take
help from experts and develop better strategies to cope with particular students with
inappropriate behaviors.
For successful teaching and learning teachers need to plan effectively. Successful
classroom teaching plan supports teachers in successful classroom management. For this
purpose, Parker et. al. (2015) suggest six strategies such as reflecting on student
development needs, creating a supportive physical environment, creating a cooperative
learning environment, teaching and maintaining rules and procedures, managing
classroom activities effectively, promoting sense of cooperation among students, using
appropriate classroom management style.

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 According to Oliver and Reschly (2014) the goal of classroom management is
considering and satisfying students’ developmental needs. This purpose can be achieved
by creating conducive learning environment, stimulating sights, relax sounds and good
ventilation. In view of Musser et. al. (2011) classroom is a place where students should
feel comfortable and at ease. The surrounding of the classroom should be neat and clean.
There should be respect for each other and a non-threatening atmosphere. Effective
teachers create a classroom management which is based on engaging practices. Such
teachers set expectations for their students such as respect for rules and procedures and a
motivating learning climate where every student takes part with interest.
2.2 Models of Classroom Management
The classroom teacher needs to be familiar with various available approaches or
models of classroom management.
Such a familiarization will assist the teacher to identify relevant strategize or
techniques which can be used to maintain classroom control and discipline.
The following eight (8) approaches are used for ensuring effective classroom
management worldwide. Ahrentzen and Evans (2018). These models approaches are.
1. Authoritarian model
2. Institutional model
3. Behavior modification model
4. Intimidation approach
5. Permissive classroom management approach
6. Cook book approach
7. Socio – emotional climate approach
8. The group – process or socio psychological approach

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2.2.1 Authoritarian Model
This is the most commonly useful approach to classroom management and control.
In the type controls and strategies to maintain student’s behavior are more or less
regulated through established and enforced rules norms and control mechanism. It is an
approach which makes the classroom teacher to be in charge since it is assumed he or
she is the one who knows best critics of this model have termed it is an instrument of
intimidation, since in its purest form a student’s deviates from established rules and
regulations (Anderson and Evertson, 2018).
The teacher is expected to enforce adherence to the stated expected behavior and
disruption of class management controls may engender some form of punishment. In its
‘purest’ form but it has however changed with recent development in teaching. In this
approach, the teacher usually establishes the limits of tolerable activities for her class.
This approach to classroom management is therefore, more commonly used with
pupils of nursery, primary school and junior schools. In many cases students at the senior
secondary school level can also be out under this model of management control (Becker
et. al., 2017).
All the primary and junior secondary levels, students are presumed to be going
through the most difficult period of early adolescent period there are sometimes immature
and impulsive and generally want to separate themselves from adult authorities.
Classroom management at this stage is therefore a matter of instilling controlled self –
discipline since rules and regulations being enforce in the classroom serve to guided and
limit the student’s behavior.

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 In authoritarian model of classroom management a student’s deviation from
established rules norms and regulation could land him in serious problems including
punishment. Most advocates of the authoritarian model do not support the use of severe
punishment even though the basic assumption and hence priority of the model is that
classroom orderliness should be enforced through the use of well-defined establishment,
strict rules and regulation.
2.3 Factors in Classroom Management
2.3.1 The Nature of the Leaner
Students differ in many aspects some are gifted while others are normal or
challenged. Some are introverts while others are extroverts. Pupils therefore require
different management techniques in the classroom. A good teacher must identify the
differences and apply appropriate and relevant management techniques secondary school
student are by nature playful young inquisitive, restive, acquisitive and reliable. These
qualities must be used well in managing their classes and to make learn in class.
2.3.2 Nature of Subject Matter
Subjects taught require different management techniques and challenges.
Individualized instruction may be required in some lessons while group work may be
required in others. The process of decoding knowledge particularly at the secondary
school classroom should involve a lot of activities. This is because the students are
young and easily bored if there are no activities. This put specific burdens on the nature
and quality of the behavior of the individual members of the social group. The teacher
seeks here to encourage development if behaviors that would lead to the achievement of
the goals and aspiration of the class group.

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The ability of the teacher to lead well and effectively in order to achieve instructional
objectives is the focus of classroom management.
The following factors would help the teacher in proper classroom management.
i. The nature of the teacher
ii. The nature of the learner
iii. Nature of subject matter
iv. Resources factors
v. Time factors
vi. Location factors
2.3.4 The Nature of the Teacher
A trained teacher by virtue of his training must exhibit skills of human relations,
skills of knowledge of the subject matter and skills or strategies of how to teach in order
that the pupils may learn. The lack of any or all, these skills will make classroom
management between the teacher and the learners must redial confidence and partnership
to ensure effectiveness and purposeful efficiency. According to Evertson and Weinstein
(2006) once a teacher loses control of their classroom, it becomes increasingly more
difficult for them to regal
2.3.5 Resources Factors
Resources for teaching and learning may or may not be available in the right
quality and quantity. This affects classroom management. Where for instances, fifty –
five students are to use few game materials or where in class the teacher does not have
enough equipment to go round these may result into noisy disorderly class. We have
classes where pupils have practically everything, the chair, the table, textbook, writing
materials, instructional materials and workbook etc. the classroom may also be too large

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or too small. In the former the teacher talk to space the later the class is overcrowded and
he has to deal with noise. These require different management and effectiveness. A class
may be in roe for teachers to move round if there is space. Lack of space may call forf
flexible arrangement. Lack of space may also degenerate into chaotic and noisy class
since children are naturally noisy and expressive.
2.3.6 Time Factor
Management of time is very important as time lost cannot be replenished. The
factor of time also relates to when to do the lesson and how long a lesson should last,
when a lesson last for too long, the pupils in class because of their age, may become
bored, tired, distracted and disorderly. When it is too short they may become discourage,
demotivated and over rushed. The time a lesson comes up in a season of term is also a
factor in how a class must be or is managed. Naturally, primary school pupils, are
nervous and restive during hot weather. They required activities when it is too hot. They
must be protected during rainy and storming weather. When they require activity the
teacher must not demoted the class. He must allow them to dance and talk. According to
Greer-Chase et. al., (2002) the time a teacher has to take to correct misbehavior caused
by poor classroom managements skills results in a lower rate of academic engagement in
the classroom.
2.3.7 Location Factors
Classes that are located near market places and noisy environments are more
difficult to manage than the ones located in serene and local areas. Ensuring that the
school is secured will go a long way to ensuring easy management. According to Soheili,
Alizadeh, Murphy and Ferguson. Classroom management can be explained as the actions

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and directions that teachers use to create a successful learning environment indeed,
having a positive impact on students achieving given learning requirements and goals.
2.4 Methods of Effective Classroom Control
The teacher could bring about effective classroom control by utilizing some
methods. These methods are stated below (Hall et. al., 2008).
i. Use of assertive discipline
ii. Use of site based on management
iii. Good curriculum
iv. Constant dialogue with the home
v. Moral instruction
vi. Use of rewards
vii. Post of honor
viii. Poor teaching method / inadequate preparation
2.4.1 Use of Assertive Discipline
Assertive discipline is a behavior management system that incorporates three
elements of classroom management. These include, first the teaching of expected
behavior, where is second and third the use of negative consequences are developed by
the school and usually follows a warning to suspension as the final consequences. If
students choose to behave inappropriate, they also choose a consequence
2.4.2 Use of Site Base Management
Site – based management is a creative decision making and implementation process
for maximizing involvement and interaction by those members of the school community
closer to the issue being addressed.
2.4.3 Good Curriculum

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 A good curriculum may be very difficult to define undoubtedly, all the programmed
of activities designed to educate. This child must be effective. It must perform the
function for which it is designed.

2.4.4 Constant Dialogue with the Home

Where it is discovered that the child practices one or more of the misbehaviors
mentioned, the cause may be home environment. It is the duty of the teacher will
converse with the parent and advice them. The teacher will not fail to reveal all the
misbehaving manners of the child. Through this, the home may play its own part.
2.4.5 Moral Instruction
Moral instruction, through religious stories in school will help in educating the child.
2.4.6 Use of Rewards
This strategy can be employed for a truant child. If t is discovered that a pupils is a
perpetual truant, he or she can be made to catch late comers such a child is likely to come
early in the morning to catch his former co – truants. This will encourage the pupils to be
punctual in school.
2.4.7 Poor Teaching Methods / Inadequate Preparation
To gain the attention of the class, the teacher should vary his teaching method.
Teaching aids, illustration story telling should be used at appropriate time. Also, the
teacher should regard his or her job as the one that fetches him or her remuneration. As
on preparation, he or she should find time to get information for his or her lesson. This
can be achieved by consulting books, journals, conducting, interviews, reading

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newspaper and his listening to radio. In this way the teacher would be adequately
prepared to face his class, and no doubt he or she will gain the attention of his class.
Moreover, a teacher should not be permissive in his or her class. He should be taught
but democratic. Guided freedom allows the class to have confidence in the teacher. The
learner should be allowed to make part in decision making. The teacher should help when
the class is in difficulty.
2.5 Problems of Effective Classroom Management
In a school system, where good classroom management is lacking, there is likely
to be chaos which affects the teaching-learning process, and the standard of students
performance, hence a good teacher should be acquainted with such problems, be able to
prevent and find solutions to such problems in order to promote quality secondary
education. These problems are as follows:
2.5.1. Overcrowded Classroom: The most crucial of all problems is overcrowded
classroom which constitutes a serious problem in many school systems (Holt et. al.,
2012) particularly in urban areas where space for new construction of classroom is at a
premium and funding for such construction is limited. As a result, students find
themselves trying to learn in overcrowded classrooms, where 60-80 students occupy a
classroom as seen in some Delta State Secondary Schools. My experience as a classroom
teacher in the 1990’s showed that overcrowded classrooms lead to noise making and
restlessness lose interest and lack concentration on their lessons. Teachers spend much
time controlling and managing the students instead of teaching, thereby making the
teaching-learning process cumbersome especially in group work and co-operative
learning.

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 Some recent studies (Kelshaw-Levering et. al., 2000) have linked teacher
effectiveness and teacher attrition to the condition of the school in which they teach.
Kellam et. al. (2020), in their study revealed that poor teacher-student relationship, poor
motivation, inadequate physical facilities, and teacher’s work environment in terms of
conducive environment are major constraints to effective classroom management.
Other problems of effective classroom management include the following:
2.5.2. Classroom Structure: Another problem is classroom structure which means the
physical setting of the classroom. It constitutes management behavior problems due to
inadequate number of furniture, lack of space between this furniture, inadequate
chalkboard, poor ventilation and lighting, the size of the classroom and also the sitting
arrangement (Kehle et. al., 2020).
2.5.3. Instructional Delivery Method: This has been identified as one of the major
factors that constitute classroom management problems. The teacher who uses only one
method of teaching without varying his methods makes the lesson boring and
uninteresting to the students. Teacher’s insufficient knowledge of subject matter and poor
communication cause inappropriate behaviors and poor academic standard (Kehle et. al.,
2020).
2.5.4. Lack of Teacher’s Preparation: Many teachers have no comprehensive
information to apply to the management of student’s behavior problems in the classroom;
instead they employ various ideas about discipline from disparate sources. Teacher
training institutions which puts emphasis on pedagogical methods and content knowledge
does not do much to ameliorate this situation. There should be a program/course on
classroom management problems and their solutions in teacher training institutions so
that such problems will be properly identified and handled. Thus, many teachers embark

24
on their career without having mastered an effective approach to managing students in
the classroom (Kehle et. al., 2016).
Some classroom management problems which are resultant effects of the above
problems include absenteeism, noise making, rudeness, disobedience, naughtiness,
truancy, restlessness, inattention, boredom, fighting (verbal and physical), sleeping,
untidiness and refusal to do assignments.
2.6 Preventing Classroom Management Problems
Teachers and students sometimes perceive things in different ways and these
differences in perception constitute a management problem. To reduce these differences,
and in order to be effective, and promote quality teaching and learning, teachers must be
proactive, facilitative and imaginative classroom managers (Kauffman, 2005). Thus, the
under listed strategies will prevent classroom management problems:
1) Providing instructions that use a variety of models, approaches and activities
consistent with learning objectives because young students typically respond positively to
stimulation and variety in the classroom. These activities make students to participate
actively in the lesson, and increases their attention span and motivation.
2) Instruction should be free of ambiguous and vague terms and interruptions. The
instruction should be made simple from known ideas to unknown (Greer-Chase et. al.,
2002).
3) Keeping thorough and realistic records of student’s attendance and academic
performances for the purpose of evaluation.
4) Knowing students names and calling them by their names will make them feel that
they are part of the classroom organization.

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5) Encouraging students to work co-operatively in groups such as laboratory activities or
smaller group projects (Hall et. al., 2008).
6) Monitoring students carefully and frequently so that misbehaviour is detected early
before it involves many students or becomes serious and redirecting the students to
appropriate behavior by stating what the students should be doing citing the applicable
procedure or rule (Ingersoll and Smith, 2003).
7) Challenging learners to greater achievement by involving students in the self-
evaluating process.
8) Teachers can reduce inappropriate behaviors from problems in the physical
environment by changing the sitting positions of the students that are likely to exhibit
classroom behavior problems and ensuring that students can easily get access to
instructional materials and activities, (Hedges, 2017). There should be proper seating
arrangement in which the teacher is close to all the students in order to direct learning as
well as circumvent any inappropriate behavior that will disrupt classroom activities. The
teacher should also review the amount of furniture provided whether they are adequate or
not for the student’s population and classroom size (Harris and Sherman, 2017).
9) Teacher’s conscious modelling in terms of behavior will have positive impact on
classroom management. This implies that the students will expect the teacher to be a role
model (good example) of the expectations that he conveys. Teachers who are courteous,
prompt, enthusiastic, patient and organized provide examples for their students through
their own behavior.
10) Involving learners in curriculum planning, and also keeping the curriculum
interesting by varying presentation formats (Freiberg et. al., 2015).

26
11) Probing into the students’ background is a valuable step of solving classroom
management problems. This is because student’s indiscipline in school could arise from
the home environment and training to which the students were exposed before coming to
school (Fishbein and Wasik, 2017).
12) Rules, policies and procedures should be clearly stated and taught to the students.
2.7 Importance of Effective Classroom Management
1. Effective use of classroom management techniques can dramatically decrease the
disruptions in the classes.
2. Students in classes where effective management techniques are employed have
achievement higher than students in classes where effective management
techniques are not employed.
3. It is not possible for a teacher to conduct instruction or for students to work
productively if they have no guidelines for how to behave or when to move about
the room, or if they frequently interrupt teacher and one another (Evertson et. al.,
2019).
4. Students in the class where rules and procedures were implemented might have
been less disruptive by their very nature than students in the class that did not
implement rules and procedures (Evertson et. al., 2019).
2.8 Characteristics of Effective Behaviour Managers
1. Respect their own strengths and weaknesses as seriously as those of their students
(Espin and Yell, 2016).
2. Understand that social-emotional growth is a never-ending process.
3. Clearly communicate rules, goals, and expectations.
4. Respond to behaviours consistently and predictably.

27
 5. Discriminate between issues of responsibility and problem ownership.
6. Exhibit high degrees of empathy and self-efficacy (Emmer and Stough, 2001).
2.9 Classroom Arrangement
1. Students should be seated where their attention is directed toward the teacher.
2. High traffic areas should be free from congestion.
3. Students should be able to clearly see chalk board, screens, and teacher.
4. Students should be seated facing the front of the room and away from the
windows.
5. Classroom arrangements should be flexible to accommodate a variety of teaching
2.10 Encouraging Student Success
1. Get to know the child. Solicit support from family members. Uncover the child’s
likes and dislikes.
2. Never publicly humiliate a child. You can’t imagine how this can adversely impact
this child.
3. Yelling at children all day is ineffective. Try lowering your voice.
4. Tell children something about you, perhaps a funny story. Children want to know
that you are human too!
5. Remember what it was like being a child.
6. Acknowledge good behaviour.
7. Learn from family members, other teachers, or any available resource what works
with the child.
8. Give students choices. Repeated choice opportunities allow students to build a
sense of competence and may prevent challenging behaviours.

28
9. Help students celebrate their successes, however small. This will help them open
up to more positive thoughts and actions about themselves.

29
 CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Research Design
The design for this study is a descriptive survey research design. This design is

appropriate for the study because it elicits information from individuals opinions on a

given subject. According to Nworgu (2017), this design is useful to collect data on a

given population in order to describe or present the facts of the population as it is. Ali

(2015) maintained that descriptive survey research design is one in which a group of

people or items are studied by collecting and analyzing data from a few people or items

that are representative of the entire group. This design was chosen in line with the

purpose of the study which was to investigate the effect of classroom management on

students’ academic performance in Ilesa West local Government Area of Osun State.

3.2 Population of the study

The population for the study comprised students and teacher of the selected public

secondary schools in Ilesa West local Government Area of Osun State.

3.3 Sample and Sampling Techniques

Four schools were randomly sampled from which 25 students were randomly

picked making a total of 100 respondents. The random sampling technique was used in

the selection of students in each of the schools. This is in line with Omu (2006) who

30
stated that no fixed number is ideal, rather it is the circumstances of the study situation

that determine what number or what percentage of the population that should be studied.

3.5 Research Instrument

The instrument used for data collection was questionnaire titled “Effect of

Classroom Management on Students’ Academic Performance. It is a structured

questionnaire, developed in consultation with experts in the field of test and evaluation

from school of education, Osun State College of Education Ilesha. The questionnaire

contains two sections, A and B. Section A of the instrument requested for the

demographic data of respondents such as, age, school, class, sex Section B has 15 items,

which sought information on the effect of classroom management on students’ academic

performance. The following Pattern was used; Strongly Agreed (SA), Agreed (A),

Disagreed (D) and Strongly Disagreed (SD), was adopted.

3.6 Validation and Reliability of Instrument

Validity refers to the extent to which a test measures what it is supposed to

measure. The research instrument was validated by two experts and the supervisor of the

research work thoroughly. It was requested that the research and bearing in mind the

purpose of the study. The corrections and advice gave rise to the modification of the

31
drafts and the final draft. The reliability was established through test-re-test survey and

the result was good enough for reliability of the instrument. .

3.7 Procedure for Data Collection

The researcher obtained a signed letter of introduction from the principals of

selected secondary schools in Ilesa West Local Government area of Osun State. The

direct delivery and retrieval method was employed in the administration of the

instruments. After seeking permission from the school authorities of the institutions

involved in the study; the administration of the questionnaire was carried out by the

researcher. The researcher visited the selected institutions to administer the questionnaire

the respondents. In the course of administering the copies of the questionnaire, The

respondents were also briefed on the purpose of the exercise and encouraged on how to

respond to the research questions.

3.9 Method of Data Analysis

The researcher assembled the copies of the administered questionnaire for

analysis. Responses gathered from the questionnaire in section A (Bio-data) were

analyzed using tables and percentage spread analysis. While Chi-Square was used to test

the hypotheses at 0.05 level of significance.

32
33
 CHAPTER FOUR

4.1 ANALYSIS OF RESULIT AND DISCUSSION OF FINDINGS

This chapter deals with the presentation, analysis and discussion of the data obtained in

response to the questions used for the study.

SECTION A

ANALYSIS OF DEMOGRAPHIC DATA OF RESPONDENTS

Table I: Distribution of the respondents by Gender

SEX FREQUENCY PERCENTAGE

Male 48 48%
Female 52 52%
Total 100 100%

From table I the numbers of respondents that are male were 48 in number making 48% of

the total respondents, while 52 of the respondents were female, making 52% of the

respondents.

34
Table II: Age distribution of the respondents
AGE FREQUENCY PERCENTAGE
13-15 63 63%
16-18 21 21%
18 above 16 16%
TOTAL 100 100%

From table II above, the age bracket of the respondents indicates that 63 of the

respondents were in the age bracket of between 13-15, which makes 63% of the

respondents, 21 were between 16-18 which makes 21% of the respondents, while 16 of

the respondents which makes 16% were 18 and above.

Table III: Distribution of respondents by class

CLASS FREQUENCY PERCENTAGE

[Link] 30 30%
[Link] 30 30%
[Link] 40 40%
Total 100 100%

Table III is a distribution table that shows the classes of the respondents. It reveals that 30

of the respondents which makes 30% were from [Link] and [Link] respectively, while

40% of the respondents were from SSSIII.

35
SECTION B

4.3 TESTING OF HYPOTHESES

HOI: There is significant relationship between teaching techniques adopted by the

teacher and the academic performance of secondary school students.

Table IV: EEFECT OF TEACHING TECHNIQUES ON ACADEMIC

PERFORMANCE OF STUDENTS.

x2 Calculated Critic al Value Degree of Level of Comment

Value Freedom Significant
37.90 5.991 4 0.05 Rejected

It was observed that the X2 calculated of 37.90 with is greater than the critical X 2 value of

5.991 with a degree of freedom of 4 at 0.05 level of significance, therefore the null

hypothesis which states that there will not be significant relationship between teaching

techniques adopted by the teacher and the academic performance of secondary school

students is rejected. With this, it really signifies that there is a relationship between the

teaching techniques adopted by the teacher and the academic performance of the students.

36
HYPOTHESIS TWO
HOII: There will not be significant relationship between teacher-student
relationship and the academic performance of secondary school students.
Table V: EEFECT OF TEACHER-STUDENT RELATIONSHIP ON THE
ACADEMIC PERFORMANCE OF STUDENTS
x2 Calculated Critic al Value Degree of Level of Comment
Value Freedom Significant
13.03 5.991 4 0.05 Rejected

It was observed that the X2 calculated value of 13.03 is greater than the critical X 2 value

of 5.991 with a degree of freedom of 4 at 0.05 level of significance, therefore the null

hypothesis which states that there will not be significant relationship between teacher-

student relationship and the academic performance of secondary school students is

rejected. Therefore it shows that, for improved academic performance of the student, the

teacher should ensure that there is a good relationship between them and the student, this

is in accordance with Baker (2005)m he believes that good teacher-student relationship is

a foundation for building confidence in the student towards their teacher.

37
HYPOTHESIS THREE
HOIII: There will not be significant relationship between learning environment and
the academic performance of secondary school students.
Table VI: EFFECT OF LEARNING ENVIRONMENT ON ACADEMIC
PERFORMANCE OF STUDENTS.
x2 Calculated Critic al Value Degree of Level of Comment
Value Freedom Significant
121.14 5.991 4 0.05 Rejected
It was observed that the X calculated value of 121.14 is greater than the critical X2 value
2

of 5.991, with a degree of freedom of 4 at 0.05 level of significance, therefore the null

hypothesis which states that there will not be significant relationship between learning

environment and the academic performance of secondary school students is rejected.

Therefore the environment have a significant effect on the student academic performance,

this is in line with Ahrentzen and Evans (2008) who believes that students or children are

the products of their environment.

4. 2 Discussion Of Findings

The study has reveal that there is a significant relationship in teaching method, teacher-
students relationship and the learning environment of the student. These are reveal from
the data analysised from each of the hypotheses table.

From hypothesis one, it was observed that the X 2 calculated of 37.90 with is
greater than the critical X2 value of 5.991 with a degree of freedom of 4 at 0.05 level of
significance, therefore the null hypothesis which states that there will not be significant

38
relationship between teaching techniques adopted by the teacher and the academic
performance of secondary school students is rejected. With this, it really signifies that
there is a relationship between the teaching techniques adopted by the teacher and the
academic performance of the secondary school students is rejected with this it really
signifies that there is relationship between the teaching techniques adopted by the
teacher and the academic performance the students.

From hypothesis two, It was observed that the X 2 calculated value of 13.03 is
greater than the critical X2 value of 5.991 with a degree of freedom of 4 at 0.05 level of
significance, therefore the null hypothesis which states that there will not be significant
relationship between teacher-student relationship and the academic performance of
secondary school students is rejected. Therefore it shows that, for improved academic
performance of the student, this is in accordance with Baker (2005) he believes that good
teacher-student relationship is a foundation for building confidence in the student towards
their teacher.

From hypothesis three it was observed that the X 2 calculated value of 121.14 is
greater than the critical X2 value of 5.991, with a degree of freedom of 4 at 0.05 level of
significance, therefore the null hypothesis which states that there will not be significant
relationship between learning environment and the academic performance of secondary
school students is rejected. Therefore the environment have a significant effect on the
student academic performance, this is in line with Ahrentzen and Evans (2008) who
believes that students or children are the products of their environment.

39
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Summary

The aim of this study is to investigate the effect of classroom management on

students’ academic performance in Ilesa local Government Area of Osun State. The

descriptive survey research design was employed for the study. The population comprises

of all public secondary schools in Ilesa East Local Government area of Osun State. A

simple random sampling technique was applied in selecting four (4) public secondary

schools in Ilesa East local Government Area of Osun State. A total number of one

hundred (100) students were selected as respondents for the study using simple random

sampling technique. The choice instrument for the study analysis was questionnaire, used

for drawing response as data for the study. The data collected was collated and analysed

using referencial statistics of chi-square to test the hypotheses formulated at 0.05 level of

significance at aapropriate degree of freedom.

5.2 Conclusions

Based on the findings of this study, the following conclusions are made, the

include;

40
 There is a significant relationship between teaching techniques adopted by the teacher

and the academic performance of secondary school students

There is a significant relationship between teacher-student relationship and the

academic performance of secondary school students

There is a significant relationship between learning environment and the academic

performance of secondary school students

5.3 Recommendations

Classroom management problems can be resolved through a variety of approaches

and techniques, which the teachers should integrate systematically to promote quality

secondary education. In this regard teachers and administrators should:

1. help the students manage and cope with their classroom management behavior

problems that disrupt teaching-learning process.

2. Teachers should be counseled by stakeholders such as principals, senior teachers

and inspectors of education that rewarding desirable behaviors is more effective

than punishing undesirable behaviors.

3. Teachers should also be advised to ignore inappropriate behavior while reinforcing

competing incompatible but appropriate behaviors.

41
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Baker, P. H. (2005). Managing student behavior: How ready are teachers to meet the
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Barrish, H., Saunders, M., & Wolf, M. (2006). Good behavior game: Effects of individual
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Becker, W.C., Madsen, C.H., & Arnold C. (2007). The contingent use of teacher
attention and praise in reducing classroom behavior problems. Journal of Special
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Berliner, D. C. (1986). In pursuit of the expert pedagogue. Educational Researcher, 15,
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Brantlinger, E., & Danforth, S. (2006). Critical theory perspective on social class, race,
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Browers A., & Tomic, W. (2011). A longitudinal study of teacher burnout and perceived
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Crouch, P. L., Gresham, F. M., & Wright, W. R. (2005). Interdependent and independent
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Darveaux, D. (2004). The Good behavior game plus merit: Controlling disruptive
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Di Martini-Scully, D., Bray, M. A., Kehle, T. J. (2000). A packaged intervention to
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Emmer, E. T., & Stough, L. M. (2001). Classroom management: A critical part of
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Espin, C. A., & Yell, M. L. (2006). Critical indicators of effective teaching for aggressive
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Clearing House, 44(5), 345-405.
Evertson C. M., & Weinstein, C. (2006). Classroom management as a field of inquiry. In
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 APPENDIX
OSUN STATE COLLEGE OF EDUCATION ILESA
DEPARTMENT OF CHRISTIAN RELIGIOUS STUDIES
DEAR RESPONDENT
This questionnaire is designed to find the effect of classroom management on
student academic performance.
This questionnaire was designed for research purpose only. Your response shall be
treated with utmost confidentiality and used solely for the purpose of this research study.
Please tick the appropriate response like this ( √ )
PART A
School:……………………………………………………………………
Class:……………………………………………………………………..
Sex: Male ( ) Female ( )
Age: 13-15 years ( ) 16-18 years ( ) 18 and above ( )
PART B
Please tick ( √ ) your response for each item in this part.
Strongly Agreed: SA
Agreed: A
Strongly Disagreed: SD
Disagreed: D
SECTION A
S/ TEACHING TECHNIQUES SA A D SD
N
1. Teachers use the lecture method to impact

46
 knowledge to the student.
2. Teacher do not use instructional materials in their
teaching.
3. Teachers teaching method take care of students need
interest and individual differences.
4 Improper planning of instructional activities is the
root cause of most management problems in the class
room.
5 Teachers usually prepare and implement a well-
planned lesson that provides for the needs interests
background and abilitiea of the students.
6 Proper planning of instructional material enhances
better classroom management.
SECTION B
Teacher-Students relationship
7. Mixed class room of boys and girls can be well handled
than only boys or girls class.
8. It is easier to control female student in classroom than
their male counterpart.
9. Good teacher – students relationship enhances effective
classroom management.
10. There is good rapport between students and teachers in
the classroom.

47
11 Proper Planning of lesson before entering the
classroom.

ENVIRONMENT
12. The school has made adequate provision for
good learning environment by providing for
good lighting, ventilation, desk & chairs,
flooring etc and avoiding overcrowding.
13. The schools has also made adequate
provision for water supply, toilet, facilities
first aid and emergency.
14. Because teacher are also open to student
they usually confide in them.
15. Students believe in their peers than the
teachers.

48