TEACHERS CLASSROOM MANAGEMENT STRATEGIES AND STUDENTS ACADEMIC ACHIEVEMENT IN SOCIAL STUDIES IN JUNIOR SECONDARY SCHOOL (EDUCATION PROJECT TOPICS AND MATERIALS)
ABSTRACT
The study examined the school management as determinants for the quality of education in selected secondary schools in Abeokuta North Local Government Area of Ogun State. In order to acquire more knowledge about the selected topic, the researcher reviewed many textbooks and journal written by knowledgeable people in the field of educational management. Some research works relating to the selected topic are also reviewed. The sample comprised fifty teachers randomly selected from five secondary schools in Abeokuta North Local Government Area of Ogun State. A self constructed questionnaire was used to obtain responses from the subjects. Pearson product moment correlation coefficient statistics was used for data analysis for the study. The result of analysis showed that there is existed significant relationship between the management on the hand and school effectiveness and teachers job performance on the other hand. Consequently, the research suggested among other things that is the need to overhaul the division of the Ministry of Education as well as provision of professional training for the management so as to change the impress that they are fault finder rather than partners’ in progress to teachers.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Classroom management is a critical part of effective instruction. Effective classroom management which begins with efficient lesson planning preparation, helps teacher to teach and students to learn. Student thrive in positive class climate and on environment in which they feel safe, cared for and involved. From a student perspective, effective classroom management provides students with opportunities to socialize while learning interesting content. From a teacher perspective, effective classroom management involves preventive discipline and interesting instruction (Lang and Hebert, 1995). Similarly, classroom management is important because it keeps students motivated to continue their work provides appropriate instruction and feedback, and managing student work and it can keep disruptive behaviours down to a minimum (Doyle, 2001).
The effective teacher is an extremely good classroom manager. Effective teaching and learning cannot take place in a poorly managed classroom. If students are disorderly and disrespectful, and no apparent rules and procedures guide behaviour, chaos becomes the norm. Well-managed classrooms provide an environment in which teaching and learning can flourish. Maintaining order in a classroom is a basic task of teaching (Doyle, 2001; Crandell et al, 1995). Many research studies have resulted that a conducive classroom environment promotes students academic achievement (Crandell et al, 1995).
