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  • Format: ms-word (doc)
  • Pages: 59
  • Chapter 1 to 5
  • File Size: 60kb
  • With abstract, reference, and questionnaire
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Evaluation and assessment of classroom management strategies in public primary schools in Obio Akpor Local Government Area of Rivers State.

Abstract

This study  evaluation & assessment of classroom management strategies in public primary schools in Obio Akpor Local Government Area of Rivers State. The total population for the study is 200 staff of selected primary schools in Obio Akpor Local Government Area of Rivers State. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made up headmasters, headmistresses, class teachers and junior staffs were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies

 

 

Chapter one

Introduction

1.1Background of the study

Few aspects of education have generated as much concern as classroom management and organization. They are among the most frequently addressed topics for teachers in service, they head the list of concerns of school administrators and have recently attracted more attention from teacher educators and researchers because a teacher’s ability to effectively manage the classroom and to organize instruction are basic components of teaching (Evertson, Emmer, Sanford & Clements, 1983). Moreover as classroom management strategies have a strong potential to positively influence student achievement and learning, they are paramount concern for many teachers, especially novices and teachers who are contemplating new instructional approaches for the first time (Delong & Winter, 1998).

There are many studies indicating that classroom management is one of the crucial factors that influence learning. For example, in their study, Wang, Heartel and Walberg (1993) identified classroom management as being the first in a list of important factors that influence school learning. Also, Marzano and Marzano (2003) reached the same results with Wang and his colleagues (1993) by identifying classroom management as the most important factor influencing school learning. Ben (2006) states that effective classroom management strategies are significant to a successful teacher’s delivery of instruction. This statement of the researcher explains the reason why classroom management is important. Effective classroom management prepares the classroom for an effective instruction which is crucial for the progress of learning. The term classroom management has been defined differently by various educators throughout the history. In most general terms, classroom management refers to the actions and strategies that teachers use to maintain order (Doyle, 1986). Martin, Yin and Baldwin (1998) define classroom management as a broader and comprehensive construct that describes all teacher efforts to oversee a multitude of activities in the classroom including learning, social interaction and students behaviors. Classroom management constitutes three broad dimensions; person, instruction and discipline. (Martin & Baldwin, 1992) For many years, traditional approaches were dominant in teaching and learning practices in schools. Traditional approaches were mostly based on the behavioral principles and laws of learning. (Goffin, 1994). The child was often viewed as the recipient of knowledge and teacher had the control over the students and subject matter. As a result of behavioral approach to instruction, teachers preferred behavioral classroom management techniques that consistent with their way of instruction. The behavioral model requires strong intrusion and management techniques on the part of the teacher (Garrett, 2005). Teacher is the leading person and therefore, has the responsibility of all ongoing issues in the classroom; from students’ motivation to misbehaviors.

In accordance with the current trends in education throughout the world, the Elementary School Curriculum was revised and designed based on the main principles of constructivist learning theory. This large-scale curriculum reform has been implemented since 2005 in primary schools in country level. This reform aimed at major changes in the primary school programs in all subjects and has been described as “constructivist education reform”. The existing subjects such as social studies, science, and mathematic are expected to incorporate into curriculum in terms of reforms’ framework (Güven & İşcan, 2006). In line with these changes in the curriculum, teachers have needed to adapt their classroom management techniques strategies into the learning environment while trying to achieve the constructivist curriculum objectives. Although there have been such a number of studies conducted to explore the effectiveness of constructivist curriculum since 2005 (Kalender, 2006; Çelebi, 2006; Ekinci, 2007), the number of studies conducted to examine the changes in classroom management strategies of teachers is very limited. Whether McCaslin and Good’s (1992) concern about a mismatch between instruction and classroom management is present in Nigeria primary schools or not seems to be an important issue to be addressed in current situation.

Statement of the problem

Teaching at primary school level is not synonymous with lecturing at higher education level. Majority of the teachers in primary school feel that writing lesson notes daily to teach the student was the only   solution to academic success of the students. They forget that effective classroom management together with good quality lessen notes will make the students to achieves maximally. The school supervisors had observed that teachers are not properly manage their classroom which is the cause of student’s poor performance in both.

It has also been observed that in spite of student’s poor performance in school examinations, little is done to find out the relationship between effective classroom management variables such as teachers time management, teachers effective communication skills, teachers classroom discipline and teachers quality. Based on the afore-mentioned, the problem of this study is to investigate the relationship between teacher’s classroom management and academic performance of students in primary school.

Objective of the study

The objective of the study is to assess the classroom management strategies in public primary schools in Obio Akpor Local Government Area of Rivers State. The specific objectives are;

  1. To ascertain the relationship between teacher’s classroom discipline and classroom management
  2. To ascertain the relationship between effective communication skill and classroom management
  3. To examine the relationship between teacher’s classroom management and academic performance of primary school pupil
  4. To ascertain the relationship between teacher’s qualification and classroom management

Research hypotheses

The following hypotheses were developed for the study:

. Hypothesis One

HO: there is no relationship between teacher’s classroom discipline and classroom management.

HI there is relationship between teacher’s classroom discipline and classroom management.

Hypothesis Two

HO:  there is no relationship between teacher’s classroom management and academic performance of primary school pupil

HI:  there is relationship between teacher’s classroom management and academic performance of primary school pupil

Significance of the study

This study has been designed to investigate Evaluation & assessment of classroom management strategies in public primary schools. Whether there is a consistency between the teachers’ classroom management approaches and constructivist approaches or not is another question to be explored in the present study. The need for this study emerged as a result of the reform attempts in primary school curriculum in Nigeria. This reform aims to settle constructivist learning principles in the elementary education in line with the changing educational settings throughout the world. Reforming schools is a complex task. It requires attention to many aspects of educational settings from modern learning and instructional theory, student development issues, motivational considerations, issues of testing, curriculum and technology to home-school relations and much more. There is not another issue in education that receives greater attention or causes more concerns for teachers, parents and students than classroom management as the lack of effective classroom management skills is the major block for a successful career in teaching (Long, 1987). Accordingly, the present conceptions about classroom management as an important aspect of school system must be changed if there will be a reform for schools (McCaslin & Good, 1992) since unless classroom management supports the instructional approach, they will work at cross-purposes.

Scope and limitation of the study

The scope of the study covers Evaluation & assessment of classroom management strategies in public primary schools in Obio Akpor Local Government Area of Rivers State.  The researcher encounters some constrain which limited the scope of the study;

  1. a) AVAILABILITY OF RESEARCH MATERIAL: The research material available to the researcher is insufficient, thereby limiting the study
  2. b) TIME: The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.

 DEFINITION OF TERMS     

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.

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 student

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 students.

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Disclaimer: This PDF Material Content is Developed by the copyright owner to Serve as a RESEARCH GUIDE for Students to Conduct Academic Research.

You are allowed to use the original PDF Research Material Guide you will receive in the following ways:

1. As a source for additional understanding of the project topic.

2. As a source for ideas for you own academic research work (if properly referenced).

3. For PROPER paraphrasing ( see your school definition of plagiarism and acceptable paraphrase).

4. Direct citing ( if referenced properly).

Thank you so much for your respect for the authors copyright.

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