Classroom Management Practices and Students’ Academic Performance in Agricultural Science in Secondary Schools

Classroom Management Practices and Students’ Academic Performance in Agricultural Science in Secondary Schools
Classroom Management Practices and Students’ Academic Performance in Agricultural Science in Secondary Schools

Classroom Management Practices and Students’ Academic Performance in Agricultural Science in Secondary Schools

Abstract

 This study examine classroom management practices and student’s academic performance in Agricultural Science in Secondary Schools in Eket Local Government Area. Three (3) research questions and hypotheses were formulated for this study. A survey research design was used for the study. The population of the study comprised of 760 senior secondary two (SS2) students offering Agricultural Science.

The study made use of simple random sampling technique to select a total of 100 students out of 760 students from five (5) public secondary schools in the study area. Two research instrument structured questionnaire and result scores of second terminal examination 2017/2018 session of senior secondary school two (SS2) students were used for the study. The scores collected were analyzed using independent t-test method.

The result revealed that all the calculated t- values were greater than the critical t-values which implies that classroom management practices significantly influence students academic performance in Agricultural Science in Secondary Schools in Eket Local Government Area of Akwa Ibom State. Some recommendations were made among others that Government should organizes seminar and conference for teachers to enlighten them on how to enhance effective classroom management practices in order to boost students academic performance in school subjects including Agricultural Science.

Classroom Management Practices and Students’ Academic Performance in Agricultural Science in Secondary Schools

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Agricultural science is recognized all over the globe as indispensable tools for national development. The vision of every modern society for social change looks up to Agricultural Science. In other words any country that desire to bring about a new social order sees Agricultural Science as instrumtent for such a change. To effect a desired change such a country must undertake modification of its curriculum as a first step followed by classroom instructions which is derived from the affected curriculum and implemented by the teacher in the classroom.

Classroom management according to Dooloard (2004) is the action a teacher takes to create an environment that supports and facilitate 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/her own attention towards achieving educational goals. Classroom management practices are highlighted by Dooloard (2014) are as follows; classroom discipline, classroom motivation, instructional methods, classroom arrangement teachers methods of assessment among others.

Classroom Management Practices and Students’ Academic Performance in Agricultural Science in Secondary Schools

Recent happening and occurrences at the level of secondary school, and even other levels of education have left many scholars sin panic today and Eket Local Government is not left out. 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 Fadipe (2000) takes into cognizance both quality and quantity of the internal and external results achieved. It implies that it is not just the number f graduates of the system that matters but how relevant and competent the graduates are in meeting the societal needs and aspirations.  It is on the basis of the above that the researchers are worried and decided to carry out this study to find out the influence of classroom management practice on students’ academic performance in Agricultural Science in Secondary Schools in Eket Local Government Area.

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 sought 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 learners.

Today, classroom management according to Akpakwu (2003) 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 managed. Failure to effectively manage the classroom can have an overall negative influence on the entire 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, controls motivational teaching methods, leadership styles, use of instructional materials and communication.

Ada (2004) 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 no be transgressed. Classroom motivation is another management variable, according to Fadipe (2000) 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 behaivour.

Classroom Management Practices and Students’ Academic Performance in Agricultural Science in Secondary Schools

1.2   Statement of the Problem

It is observed that classroom management practice is being greatly neglected in the secondary schools. This is more so in public schools in Eket Local Government Area of Akwa Ibom State. The managerial demands on the classroom teacher 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 get trained in different cultural backgrounds, and later finds himself faced with studnets 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 or rights of student,  improper school ruler and inconsistency of the classroom teachers, and poor level of preparedness on the part of the teacher to adequately pass on instruction and so on.

Today, the situation in the secondary school seem worst, if one walks into any of these schools during lesson periods. Many classes, if not all, may not be recognized, there may be no form of discipline in these classrooms, no forms of motivation for these students to learn. There  may be no teachers to monitor and control the activities of the students in the classes.  Against this background, the major problem of this study put in question form is, how does classroom management practice influence students’ academic performance in Agricultural Science in secondary schools in Eket Local Government Area?

1.3   Purpose of the Study

The main purpose of the study was to investigate the influence of classroom management practices on students academic performance in Agricultural Science in Secondary School in Eket Local Government Area.

        Specifically, the study sought to:

  1. Find out the influence of classroom discipline on students academic performance in Agricultural Science in secondary schools in Eket Local Government Area.
  2. Investigate the influence of classroom motivation on students academic performance in Agricultural Science in secondary schools in Eket Local Government Area.
  3. Assess the influence of classroom arrangement on student academic performance in Agricultural Science in secondary schools in Eket Local Government Area.

1.4   Significance of the Study

This study and its findings will be of immense benefits to many agencies of educational system.

It will provide knowledge base on the concept of classroom management practices to the teachers who are at the center of teaching and learning process. The teachers would find the findings of this study as a useful guide to achieve the educational goals.

The findings of this study will be significant to the educational stakeholders and curriculum planners in strategizing appropriate contents and classroom management practices in order to achieve set educational goals. The findings will serve as resource materials for future research in the related field. The study will also ensure quality and standard education system in our schools as a way of measuring the quality and effective teaching and learning of Agricultural science to boost students’ academic performance.

1.5   Research Questions

        The following questions were formulated to guide the study;

  1. To what extent does classroom discipline influence students’ academic performance in Agricultural Sciences in secondary schools?
  2. To what extent does classroom motivation influence students’ academic performance in Agricultural Sciences in secondary schools?
  • To what extent does classroom arrangement influence students’ academic performance in Agricultural Sciences in secondary schools?

1.6   Hypotheses

        The following hypotheses were postulated to provide answers to the study;

  1. There is no significant influence of classroom discipline on students academic performance in Agricultural Science in Secondary Schools.
  2. There is no significant influence of classroom motivation on students academic performance in Agricultural Science in Secondary Schools.
  • There is no significant influence of classroom arrangement on students academic performance in Agricultural Science in Secondary Schools.
1.7   Delimitation of the Study   

This study was delimited to classroom management practices and students’ academic performance in Agricultural Science in secondary schools in Eket Local Government Area. The scope shall cover all the secondary schools in Eket Local Government Area only. The findings of this study will be of benefits not only to Eket Local Government Area but to Akwa Ibom State at large.

1.8   Operational Definition of Terms

        The following terms were defined according to the context in this study:

  • Classroom Management: It is the process of creating favourable conditions to facilitate instructions as well as that of regulating social behavior of students.
  • Classroom Discipline: This is a process of guiding the individual to make reasonable and responsible decision.
  • Classroom Motivation: This refers to something that makes students want to do something or to work harder, for example gifts.
  • Classroom Arrangement: This is the presentation of posters, charts and physical setup of chairs, tables and other learning resources.

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