ABSTRACT
The main purpose
of this study was to examine the problems of classroom management and control
in secondary schools in Orumba North local government Area of Anambra state.
The design of the study is a descriptive survey research which aimed at
investigating teachers classroom management and control in secondary schools in
Orumba North. The study is carried out in Orumba North local government area of
Anambra State. The population of the study is 1500. Proportionate sampling was
used to draw out 812 in Orumba North. Simple random sampling technique was used
to select the male teachers out of female teachers. Therefore, the total sample
size of the study is 812. The instrument for data collection is structured
questionnaire. In analyzing the data, the researcher used mean score and
standard deviation in answering the research question of this study. Based on
the findings, the following recommendations were proffered: School principals
and teachers should adopt different means of communication that will enable
students to decode any information pass across to them. Secondary school
management and teachers should adopt different means of inculcating discipline
into their students such as punishment. School principals and teachers should
always rewards and motivate their students through positive words, gift to any
student who performs well. Secondary school management should also discourage
teachers from spending beyond the normal period they have for a particular
class. These will enable each teacher to plan and utilize their time. Teacher
education institutions should pay more attention to imparting classroom
management skills on teacher-trainees. School principals should supervise
teachers’ classroom activities more closely to ensure that teachers’ weaknesses
in classroom management skills are corrected. Conference, workshops, seminars
and other in-service programmes should be regularly organized for teachers to
acquaint them with latest innovations in classroom management.
CHAPTER
ONE
INTRODUCTION
Background
to the Study
Education is an important tool for human and National
development. The education given to citizens of a country especially at the
secondary school level must be of good quality to inculcate in them the
necessary skills for self development and survival. Quality education is a
necessity in order to build responsible citizens who can drive the economy of
the nation and compete favourably in the knowledge based world of today.
Quality in education bothers on effectiveness and efficiency of the school
administration, teaching and learning (Ukwungwu, 2008). To achieve this
quality, teachers application of classroom Management skills are very
fundamental.
The quality of education given in schools should be of
great concern to all stakeholders with the declining performance of students in
both the West African School Certificate and Nationals Examination Council
Examinations, coupled with continued decline in the number of credit passes
especially in core subjects like English language and mathematics which seem to
constantly point to the issue of quality of education reviewed. There is the
need for quality assurance in the secondary education.
The continuous decline in the performance of the outputs
raises issues of quality among stakeholders in education and members of the
public. The most essential activity in a typical school environment is the
ability to organize classroom activities and manage the behaviour of students.
Teachers have the responsibility of organizing classroom activities and managing
student’s behaviours in school, This means that teachers are major implementers of school curriculum
(Eze, 2009). As individuals or group of individuals, teachers hold a very
important position in educational sector (Modebelu, 2008). They need certain
classroom management control to enable them manage students behaviour and
ensure the maintenance of high standard in schools, since effective teaching
and learning cannot be achieved in a mismanaged classroom.
The
classroom is the environment where teaching and learning takes place. Classroom
is the power-house in which the success or failure of the teaching-learning
process is sustained (Wigwe, 2013). It is a learning environment where all the
factors conducive for learning are put in place such as physical- sensory
elements, that is lighting, colour, sound, space, furniture, among others. It
does not necessarily mean an empty room; it includes laboratories, workshops,
among others (Kanu, 2012). The anticipation and objectives of formal education
are normally accomplished in the classroom using a well planned curriculum
through effective classroom management.
Management
is an important aspect of every organization. Ogbonnaya (2014) defined
management as the co-ordination of the resources of an organization through the
process of planning, organizing, directing and controlling all energies aimed
at achieving the organizational goals. Management in the classroom refers to
issues of supervision, the act of handling or controlling the classroom
activities successfully. Male and female teachers take actions to create an
environment that support and facilitate both academic and non-academic
learning. The ability of the classroom teacher to exercise a reasonable degree
of control over student’s behaviours in the classrooms depends on the male and
female teachers’ knowledge and level of classroom management skills.
Classroom
management is well-informed actions taken by teachers to utilize any available
resources in schools to facilitate teaching and learning. Classroom management
is the action teachers take to create an environment that supports and
facilitates both academic and social emotional learning (Everton and Weinstein,
2006). Male and female teacher’s involvement and cooperation in classroom
activities help to foster and establish a productive class environment. It is
based on this that Oboegbulem (2011) defined classroom management as the
arrangement of students and grouping of activities into units to make for
effective teaching and learning. According to Alberto and Troutman (2009)
classroom management can be defined as the teacher’s ability to cooperatively
manage time, space, resources, student’s roles and behaviours to provide a
climate that encourages learning. Duke (2009) viewed classroom management as the
provisions and procedures necessary to establish and maintain an environment in
which instruction and learning can occur. For effective management of the
classroom, certain skills are required. These are known as classroom management
control. These include discipline, motivation, time management and
communication skills.
Classroom
management controls are the most special skills needed by a teacher for
effective teaching and classroom organization. It takes a great deal of effort
and ability to handle classroom that is full of students. The teacher has to be
thorough and knowledgeable in the subject he/she is handling, needs to know how
to control a class and maintain discipline and order in the classroom.
Browers
and Tower (2010), submitted that teachers who have problems with classroom
discipline are frequently ineffective in the classroom and often report of high
levels of stress and symptoms of burnout. According to Donovan and Cross (2012)
the inability of teachers to effectively manage classroom behaviours often
contribute to students’ low academic achievement. The rationale behind this
assertion is that teachers’ inability to effectively manage classroom
behaviours makes it impossible for quality to be assured in teacher’s classroom
management skills. This is because the quality of learning, among others
depends on the skills exhibited by the teachers in the classroom. The
application of these skills ensures quality in teaching and learning in
schools.
Quality
in teaching and learning in schools, otherwise known as quality assurance is
the process of ensuring that good standard is upheld. Mbaji, Ebirim and Akwali
(2012), opined that quality assurance is the establishment of standard in
various processes and activities that lead to the attainment of quality result.
Quality assurance is an organized way of encouraging the achievement of good
and high standard. Quality assurance is the practice to ensure that teachers
maintain good standard in the classrooms to achieve the educational goals.
Nwite (2012) maintained that quality assurance in teacher’s classroom
management involves a systematic management, monitoring, and evaluation of
procedures adopted to measure the performance of students to ensure that best
practices in institutional input and output are maintained in schools.
Quality
assurance involves processes of monitoring, assessing and evaluating according
to agreed standard, and communicating judgment obtained to all concerned in
order to ensure quality with integrity, public accountability and consistent
improvement. There are several dimensions of educational standards such as
infrastructural standard, curriculum or content standards, teaching and
learning standards, quality including management and leadership standards,
care, guidance support standards and professional standards Nwite (2012). All
these dimensions of standards are the concern of quality assurance. And these
should be maintained at all levels of the education system especially the
secondary level.
Secondary
school is one of the levels of Nigerian education system. Secondary education
is the education children receive after primary education and before the
tertiary stage, (Federal Republic of Nigeria (FRN) 2013). The underlying
principle here is that secondary schools should prepare the individuals for
useful living within the society and for higher education. The expectations and
objectives of secondary education are normally accomplished in the classroom
using a well planned curriculum through effective classroom management skills.
In order to maintain appropriate standards in secondary school there is need to
effectively manage classrooms by using appropriate classroom management
skills.
This
being the case, one may ask whether the expectations and objectives of
secondary education in Nigeria are guided by unskilled teachers and mismanaged
classrooms. These therefore aroused the interest of the researcher to
investigate the problems of classroom management and control in secondary
schools in Orumba North Local Government Area of Anambra State.
Statement
of the Problem
Classroom management and control is
the heart of any educational system. No curriculum planning is complete without
implementation of which is mainly carried out in the classroom. Teachers are
the ultimate decider of the classroom atmosphere as expected by all sundries.
Their role is crucial in influencing the behaviors of students. Teachers who
plan practically are able to overcome many classroom problems such as
disruptions, deviant behavior or misbehaviors of students. In this regard the nature of teacher plays a vital role,
for example, different teachers have different ways of instinctively managing the classroom environment and
patterns of setting up classroom that best fits their purpose (Aly, 2009).
Managing a classroom is the ultimate responsibility of a teacher. The way a
teacher manages the classroom will change the thinking of the students towards
learning.
These classroom management perspectives
for effective teaching and learning is concerned with the behavioral
management, instructional management and the leadership style employed by the
teachers and the school management for effective teaching and learning to take
place.
Behavioral management is the
coordination of all the stakeholders in the education to imbibe the expected
culture, norms and value set by the educational authorities for which
encourages the effective teaching and learning.
Instructional management is the teaching
aids necessary for each classroom for effective teaching and learning. But it
seemly not so in our post primary school bedevil with ineffective
teaching-learning process and inadequate
motivation breed up poor classroom management .
Secondary
school level is a bridge between the primary and tertiary levels of education.
The broad tasks of secondary education is geared towards providing all primary
school leavers with the opportunity for education of a higher level
irrespective of sex, social status, religious or ethnic background and offer
diversified curriculum to cater for the differences in talents, opportunities
and future roles among others. The realization of these objectives hinges in
many variables such as good classroom management skills, adequate teachers,
availability and adequate utilization of teaching and learning materials,
infrastructural physical facility and school inspection and supervision. All
these factors constitute quality bench marks, which if strictly applied will
ensure quality secondary education.
To
achieve quality education teacher’s play a fundamental roles as the prime
interpreters of the governments educational policies and progammes, through
effective application of classroom management skills. Despite the effort to
provide quality education, the secondary school system continues to face
challenges that could compromise the quality of education provided. No wonder
Ajayi (2012) lamented that secondary education in Nigeria is riddled with
crises of various dimensions and magnitude such as overcrowding and
indiscipline among students in the classrooms all of which combined to suggest
that the system is at crossroad. The quality of education given in secondary
schools students should be of great concern to all stakeholders. This becomes
more worrisome with the declining performance of students in both the West
African School Certificate and Nationals Examination Council Examinations. The
continued decline in number of credit passes especially in core subjects seem
to constantly point to the issue of quality of secondary education received.
This being the case, one may ask whether the expectations and objectives of
secondary education in Nigeria are guided by unskilled teachers and mismanaged
classrooms. These therefore aroused the interest of the researcher to determine
the problems of classroom management and control in secondary schools in Orumba
North local government Area of Anambra state.
Purpose
of the Study
The
main purpose of this study is to examine the problems of classroom management
and control in secondary schools in Orumba North local government Area of
Anambra state.
Specifically,
the study will determine:
1.
the extent to which teachers use
effective communication as classroom management and control in secondary
schools in Orumba North local government area;
2.
determine the extent to which
teachers ensure effective discipline as classroom management and control in
secondary schools in Orumba North local government area;
3.
identify the extent to which
teachers manage their time as classroom management and control in secondary schools
in in Orumba North local government area;
4.
examine the extent to which
teacher use motivation as classroom management and control in secondary schools
in Orumba North local government area.
Significance
of the Study
The findings of the
study would be of great benefit to school administrators (Principals),
teachers, students and ministry of education and the general public.
This
study will benefit the school administrators. The findings of this study will
help school administrators in Anambra state and beyond to gain clearer insight
into the classroom management and control especially classroom management
skills and measures for improving classroom management for quality assurance in
schools. This will be achieved, if the ministry of education through the
educational managers organize workshops and seminars for school administrators
for training programmes.
Teachers
will also benefit from the findings of the study because it will help them to
understand better classroom management skills that promote quality assurance in
schools. This will be achieved through workshops and seminars organized for
teachers by the school administrators to upgrade teachers perception of
classroom management and control.
The
result of this study will benefit secondary school students because when
teachers apply the various classroom management skills needed for ensuring
quality teaching and learning in schools, they will utilize these skills to
enhance teaching and learning thereby assisting students to learning more and their
aspirations realized.
The
findings of the study are also expected to enlighten Ministry of Education
officials on some of those classroom management skills that can be employed by
teachers in order to enhance teaching and learning in our education system.
Scope
of the Study
The
scope of the study is delimited to public secondary schools in Orumba North
local government area involving the teachers of the 16 secondary schools in the
area. The scope of this study focuses on the problems of classroom management
and control in secondary schools in Orumba North and to find out the extent to
which teachers use effective communication, motivation, discipline, and time
management as skills of classroom management and control in secondary schools
in Orumba North.
Research
Questions
The
following research questions guided the study;
1.
to what extent do teachers apply
effective communication as classroom management and control in secondary
schools in Orumba North local government area of Anambra State?
2.
to what extent do teachers ensure
discipline as classroom management and control in secondary schools in Orumba
North local government area of Anambra State?
3.
to what extent do teachers ensure
time management as classroom management in secondary schools in Orumba North
local government area of Anambra State?
4.
to what extent do teachers apply
motivation as classroom management skill for quality assurance in secondary
schools in Orumba North local government area of Anambra State?
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