Teachers’ Classroom Management and Academic Performance of Students in English Language

Teachers’ Classroom Management and Academic Performance of Students in English Language
Teachers’ Classroom Management and Academic Performance of Students in English Language

ABSTRACT: This study examined Teachers’ Classroom Management and Academic Performance of Students in English Language. In the study, the relative influence of three teachers’ classroom management variables – school discipline, teachers’ interpersonal relationship with students and instructional materials on academic performance of students in English Language in Uyo Local Government area of Akwa Ibom State. The study used survey research design. Questionnaire and interview was used to collect relevant data and other related information for the study. The sample population was one hundred students of Junior Secondary Schools in Uyo Local Government Area which was randomly selected.

Simple percentage computation was used in analyzing the collected data. Consequent upon the findings made, it was observed that school discipline, teachers’ interpersonal relationship with students and instructional materials are significant predators of students’ academic outcomes in English studies. Thus, it was recommended that the government should endeavor to provide adequate teaching aids, more teachers and facilities to all schools to ensure effective teaching and learning.

Teachers’ Classroom Management and Academic Performance of Students in English Language



1.1     Background to the study

In Nigeria, the aims of education are highlighted        in the National Policy on Education (FRN), 2004). The policy aims at the inculcation of the right type of values and attitudes for the survival of the individuals and the Nigerian society. The training of the mind in the understanding of the world around him and the acquisition of appropriate skills, abilities and competencies both mentally and physically      as well as equip the individual with skills to live and contributes to the development of the society.

The quality and the training which children are able to receive depend to a great extent on teachers since they are the key player in the realization of educational goals and learning outcomes and uses the classroom for it. The teacher is a major determinant of the quality of education in the educational system in our society.

The teacher has a multi-dimensional role to play in the educational system. He is among other things, a motivator, a guide, an administrator, a true and humane being. Udo (2008) says:

“He should be able to relate to his class without either dominating it or submitting to it. The classroom should be orderly, peaceful and comfortable. The teacher should deal justly and impartially with all the students and improve upon his instructional strategies to meet the challenging demands of students for occupational knowledge and efficiency”. (p.2).

A room designates for where a class of children are taught is called “classroom” (Gairan, 1996).

According to Oganya (1985) a classroom can be seen as a four walled enclosure in the school system, with seats and desks, facing a chalk board and the teacher’s position as fixed as that of any other member in the classroom.

Management in any organization has to do with co-ordinating the efforts of the component sub-units, towards the achievement of organizational goals. In the school system generally and in the classroom situation in particular, the organizational goals are concerned with teaching and learning. Twari (1982) in Ekanem (2005) sees management as the process of utilizing divers methods, principles and practice, to establish, develop and execute the goals, policies, plans and procedures required to achieve the objective of good education. This means that the process involves the systematic arrangement of the resources (financial, human and material) available to achieve maximum goals realization. The main purpose of classroom management in schools is to ensure that the classroom functions effectively to be able to promote teaching and learning (Ekanem 2005).

English language is one of the languages in the world today and it is estimated that there are about six thousand languages spoken in the world Barber, (1993, P. 53) in Effiong et al (2008 P.2). the political and economic progress made by English speaking countries such as America and United kingdom account for the current position occupied by English as a world language. English is the Language of the television, radio, trade, internet, newspapers, magazines, books, science, education, sports, technology, medicine, aviation, music, movies, entertainment, diplomacy, international competitions, academic conferences, advertising, business, international travel, international law, among others. It is a teaching subject as well as a medium of instruction and communication in Nigeria Effiong et al (2008, PP. 1-2).

Akindele and Adegbite (1999, P. 61) observe that English in Nigeria performs three basic functions, viz, accommodation, participation and social mobility. From the view point of accommodation, English, “serves as a link between people of multilingual societies of Africa and the outside world” (P.61). With regard to participation, the authors note that “those who wish to participate in the social, political and economic life of the country must “know” English (P.62). At the level of social nobility, ‘the ability to use English enhances both horizontal and vertical mobility of people (P. 62).

The aim of English Language teaching and learning in both secondary and tertiary institutions in Nigeria is to promote in the students a systematic development of both the language skills and the literacy knowledge that they need for effective use of English in oral and written forms, and in addition to learning other school subjects Odusina and Ikegulu (1993) in  Azikiwe (1998).

Learning is so vital in the school organization. But it cannot take place in an unorganized environment. The natural qualities of the teacher’s mind and his management techniques play crucial roles in the teaching learning process and in the academic achievement of students.

Teachers’ Classroom Management and Academic Performance of Students in English Language

1.2     Statement of the problem

Classroom management is the first professional activity to be developed at the beginning of any teaching exercise and represents the most significant difficulty to be overcome when a teacher first begins to teach. Numerous research efforts have shown that the question of controlling classroom activity constitutes a matter of concern even for the experienced teacher, and is a decisive factor in what they set out to do (Dreeben, 1973; Emmer, 1987).

Study reports show that a consistent trend of decline in students’ academic performance persist (Mallum, 2002). Scholars have through their findings, linked students’ poor performances  to several classroom management variables, such as teachers’ gender, teachers’ experience, teachers’ qualifications, instructional materials’, teachers’ good organization of work, teachers’ sound preparation, teachers’ personality, teachers’-students relationship, exemplifying character of a teacher (model), rowdy atmosphere for learning and unconducive and uncontrolled environment for learning.

In all these factors, rowdy and uncontrolled classroom situation is prominent at the secondary school. This is not effective in bringing learners to an acceptable level of mastery of the English Language. Classroom management is a necessary ingredient for the realization of the ultimate aim of education which is learning through various means Ekanem (2005 P. 8).

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