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  • Format: ms-word (doc)
  • Pages: 65
  • Chapter 1 to 5
  • With abstract reference and questionnaire
  • Preview abstract and chapter 1 below




1.1    Background to the Study

Classroom management is a prerequisite for achieving instructional objectives and safeguarding the well being of pupil for whom the teaching and learning activities are centered (Ogunu, 2000). Classroom management entails planning, supervising, controlling and coordinating the activities of pupil in teaching “learning process. According to Grieser (2007), successful classroom management enhances pupil questioning and exploration only if the learning environment is conducive. Classroom management techniques as used in this study, refers to tactics adopted by teachers to ensure decorum in the classroom and thus create a healthy and conducive atmosphere for learning.

Management on the other hand, can be seen as the process of designing and maintaining any setting in which people work in groups for the purpose of accomplishing predetermined goals. The idea of any setting equally indicates that management is applicable to all establishments which do not exonerate educational setting. The Oxford dictionary (6th edition) defines management as the act of running or controlling or skill of dealing with people or situations in any way (Oyira, 2006)

Classroom management is the term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by pupil. The term also implies that the prevention of disruptive behavior. It is possibly the most difficult aspect of teaching for many teachers; indeed experienced problems in this area cause some to leave teaching altogether.

The classroom is the immediate management environment for formal knowledge acquisition. It is made up of the teacher, the learners, learning equipment and the environment. Usually a pre-nursery school instructor is in a modest-sized room with between 10 to 20 pupil (Kimberly, 2001).

Most formal organizations like pre-nursery school 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. The teacher’s effectiveness in teaching is assessed by his ability to use varied classroom management techniques to control pupil towards effective and meaningful learning during instruction (Kolawole, 2004).

Meaningful teaching and learning cannot be achieved in a classroom environment characterized by noise making and other distractions by pupil. The academic achievement of pupil of a particular classroom can be attributed to the teachers’ ability to manage and control the classroom during instruction. Oyira (2006) reported that the variables that measures` the classroom learning environment as perceived by pupil actually predicts their attitude towards schooling and academic performance.

All educational plans of a school involving teaching and learning takes place in the classroom. According to Kyriacou (2005) the classroom is the meeting point for both teachers and pupil 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. Oyira, (2006) refers interpersonal relationship as the reciprocal behaviour that occurs between individuals such as exchange of information, exchange of expression and mutual activities. Good classroom environment must be well ventilated, fully supplied with age appropriate chairs and desks, have adequate spatial arrangement, have sizeable chalkboard, good floors, beautiful walls and lightings (Kolawole, 2004). A good classroom environment facilitates desirable behaviour and attitude among pupil and thus enhancing their academic performance positively. Such an environment provides avenue for effective teacher/pupil and pupil/pupil interaction.

1.2 Statement of the Problem

In Nigerian pre-schools, the most common problem reported by teachers is those that relate to behavior management in the classroom (Offorma, 1994). The evidence is irrefutable, surveys of graduates education schools and colleges indicate that sometimes in an attempt to maintain order in the classroom sometimes teachers can actually make the problem worse which leads to known implications such as; lackadaisical attitude towards learning, loss of interest in the subject and in general a poor academic performance of such a child. Considering this observation, one wonders the extent these teachers are aware of and apply research supported classroom behavior management skills (Kyriacou, 2005).

It has also been observed that pupil no longer have interest in education. Since classroom management is a keystone for pupil learning and has been cited by virtually every researcher and reviewer who looked at the relationship between educational practices and pupil results (Idu, 2003).

It is therefore against this background that the study seeks to examine the teachers’ classroom management style on pupil’s academic performance in Yaba LCDA.

1.3     Purpose of the Study

The purpose of the study is to examine the effect of teachers’ classroom management style on pupil’s academic performance in Yaba LCDA. Basically the study will:

  1. Examine teacher classroom management styles in Nursery classes
  2. Determine the effect of management style on pupil academic performance.
  3. Ascertain pupils classroom management preference.

1.4     Research Questions

The study is guided by the following research questions:

  1. To what extent will teacher classroom management styles influence Nursery Classes?
  2. How effective is management style on pupil academic performance?
  3. What are the strategies for ascertaining pupils’ classroom management preference?

1.5     Research Hypothesis

The following hypotheses were developed for the study:

Ho1:   There is no significant impact of teachers’ classroom management style and pupils academic performance.

 1.6     Significance of the Study

The significance of the study are stated below

The findings from the study will enlighten the general public on teachers’ classroom management style on pupil’s academic performance in Educational District IV, Yaba, Lagos State.

The study will serve as a guide to teachers on how strategically enhance classroom management and as such district education officers, district inspectors of schools to realize the effects of poor classroom management on pupil’ performance.

It will enable pre-nursery school proprietors to be able to plan systematically for the provision of good classroom which enhance pupil’ academic performance

It will contribute to the existing body of knowledge and will help other researchers when working on related issues.

 1.7     Scope of the Study

The scope of the study covers all the care-givers or instructors or teachers who are currently working in schools located in LCDA Yaba.

1.8     Operational Definition of terms

The under listed terms are relevant to this research study:

Classroom: A room or place especially in a school in which classes are conducted.

Teachers Management Style: Classroom management style is defined as a climate emphasizing and conducive to proper learning, good behaviour and positive inter personal relationships.

Pupil:  Pupil is a person formally engaged in learning, especially one enrolled in primary school.

Academic Performance: Academic achievement or (academic) performance is the extent to which a student, teacher or institution has achieved their short or long-term educational goals.

Teacher: A teacher or schoolteacher is a person who provides education for pupil.

Classroom management: Classroom management is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by pupil.


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