Abstract: The study investigated Classroom Management Techniques and Academic Performance in Agricultural Science among Secondary School Students. Three research questions and three research hypothesis were formulated for the study. A survey research design was adopted for the study. The sample size for the study consisted of two hundred (200) students and ten (10) teachers drawn from ten (10) selected secondary schools within the study area. These were obtained using a simple random sampling technique. A structured questionnaire and students’ achievement score sheets were employed instruments for data collection. Mean, Standard deviation and Z.cal statistic analysis tools were used in analyzing the data.
The finding showed that classroom management technique one uses affect the academic performance of student. Based on the findings, it was recommended that teachers should adopt democratic classroom management technique which enhanced better academic performance and that appropriate opportunities should be giving to teachers to research and adopt classroom management technique suitable for the class.
Classroom Management Techniques and Academic Performance in Agricultural Science among Secondary School Students
CHAPTER ONE
INTRODUCTION
1.1 Background to the study
Classroom management techniques is one of the most important aspects of a teachers daily responsibilities, it is also one of the areas in which teacher’s are giving the most freedom to choose teaching techniques that will enhance learning. According to Okwori et al (2015) classroom management techniques include permissive authoritative and democratic techniques. Applying any of these management techniques depend on the situation the teacher finds himself.
Moreover, classroom management technique according to Dylkuk (2005), includes bureaucratic management technique, autocratic management technique, democratic management technique and laissez-faire management technique. Autocratic management technique is the type that the manager (teacher) is self-centered. He is after the outcome, the teacher believes in himself mostly, decisions are made exclusively by the teacher, he dictates what should be done while the students follow without complain. There are no consultations before taking decision concerning students. Okwori et al (2015) also asserted that one can only tell that classroom management techniques are effective if it is applied in a classroom situation and proven to be effective.
Furthermore, some teachers set their own rules for the students to follow but it is good if the students are involved in making the rules and agreed upon by everybody in the class, everyone will feel guilty of his own action if he contravenes the rules. There must be consequences for breaking the rules which should also be agreed upon by the class. Democratic management technique is class centered; it respects students’ opinion within the classroom.
It is against this background that the researcher investigated the extent classroom management techniques affect academic performance in Agricultural Science among secondary school students in Ukanafun Local Government Area.
Classroom Management Techniques and Academic Performance in Agricultural Science among Secondary School Students
1.2 Statement of the problem
The importance of appropriate classroom management techniques in the realization of objectives of education cannot be overemphasized. According to Okwori et al (2015) classroom management technique used in the classroom has a lot to do with students’ performance in the class. The technique of classroom management enables teacher to utilize resources, influence students’ actions and facilitates changes in their behaviour in order to accomplish the instructional objectives. Okwori et al (2015) asserted that one can only tell that a classroom management technique is effective if it is applied in a classroom situation and proven to be effective.
Unfortunately the academic performance of students in external examinations has fallen below expectation of recent. This is highlighted by WAEC. May/June 2015 result where only 38.64% or 616, 370 students secured five credits and above out of 1,605,248 candidates that registered for the examination Eguridu (2015). This poor performance of students them motivated the researcher to ask, could classroom management techniques influence the academic performance of students in Agricultural Science among secondary school students in Ukanafun Local Government Area? Finding answer to this question motivated the researcher to carry out this study to provide statistical backup and proof to the question.
