Influence Of Classroom Management Technique And Pupils Academic Achievement In English Language Among Primary School Pupils
CHAPTER ONE
INTRODUCTION
1.1 Background
of the Study
Authority is involved in management, and management is
the main expression of authority where a balance is struck between the radiator
of authority and the recipient of authority, a frictionless relationship is
achieved. It can also mean the process
of arranging to direct and guiding resources in an organization to realize the
established goals. In a typical classroom, according to Taiwo (2007) teacher is
the radiator of at least is supposed to be the radiator of authority and the
pupils the recipient of authority.
ALSO READ;
Every classroom teacher must learn the techniques of
rewarding the types of behaviour they would like to manage. Joseph (2009) stated
that classroom management means to handle or arrange a number of people, things
or situation to bring about a desirable goal.
Humanistic classroom management emphasizes the need for
pupils to be allowed the freedom to use their discretion and to accept
responsibility for their actions. Self-discipline is substituted for the strict
teacher’s control (Okorie, 2006). (Ogbolo, 2011) Observed that in humanistic
classrooms pupils learn through co-operative interaction and experiences, and
they learn to take control of their affairs.
The classroom provides the formal arena for the
interaction between the teacher and the learner for the purpose of executing instructional objectives. Accordingly, Nwidecbuh (2013) outlines the component
of the classroom to include the teaching task, the teacher, the pupils, the
formal classroom organization and the classroom climate. In order to keep the
four elements intact and facilitate learning, classroom management control
become necessary. Formal classroom management techniques refer to classroom
arrangements specifically created by the teacher to pro9mote the teaching and
learning process. It involves the various techniques used by the teacher to
prevent indiscipline in the classroom as well as the methods used to motivate
pupils (Tawasi, 2011).
ALSO, READ;
In the midst of these problems, there is a growing debate over the declining standard of education and the attendant blame on
teachers for their unproductive parent have also been accused of giving up
from their responsibility, their natural role for rearing responsible children.
Whatever the debate, it is obvious that the indiscipline
in our classrooms is a matter that should be of concern to every individual who
has the interest of our children at heart. Because of the popular, belief that
our schools (classrooms) are a reflection of life in the larger society,
various governments have introduced policies that could facilitate and enhance
a disciplined society if the discipline which the society needs in order to
produce an enabling school environment is lacking, there would be Chaos and
destruction. The teacher is seen as the centre for the control of children’s
behaviour especially as they interact with them mostly in the classroom. For
any meaningful learning activity to go on in the classroom, the teacher must
try to adopt the necessary classroom techniques in order to control and manage the
classroom for effective learning to take place.
It was on the basis of the above observation that this study was carried out to determine the influence of classroom management
techniques by the teacher on pupil’s achievement in the learning of English language
among pupils in Uyo Local Government Area.
1.2 Statement
of the problem
Effective teaching should obviously lead to a change in
pupils’ behaviour. It is observed that classroom management is being greatly
neglected in the primary schools. This is more so in public schools in Uyo
Local Government Area of Akwa Ibom state. The managerial demands on the
classroom teachers 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
gets trained in different cultural backgrounds, and later finds himself faced
with pupils from the varied cultural and socio-economic background, different
adjustment capacities and social interaction abilities.
The problem today includes inequality of opportunity in
the classroom, improper up liftmen of a right of pupils, improper school rule and
inconsistency of the classroom teacher, and poor level of preparedness on the
part of the teacher to adequately pass on instruction and so on.
ALSO, READ;
Today, the situation in the primary schools 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 form of motivation for these pupils to learn. There may be no
monitor and control of activities of the pupils in the classes. Against this
background, the major problem of this study put in question form is, how does
classroom management relationship with the academic performance of pupils in Uyo Local
Government Area.
1.3 Purpose
of the study
The main purpose of this study was to examine the
influence of classroom management technique and pupils academic achievement in
English language among primary school pupils in Uyo Local Government Area.
In specific terms the study intends to:
(i) Assess the
influence of custodial classroom management technique on academic performance
of pupils in the English language.
(ii) Examine the
influence of humanistic classroom management technique on academic performance
of pupils in the English language.
1.4 Significance of the study
The study
will be significant in the following ways;
(i) It would
benefit mostly the teachers who form the centre of the teaching-learning the process as it could provide a basis for the teachers to evaluate their
classroom management techniques.
(ii) It would
also, help the teacher to realize that each pupil has a certain learning
capacity for learning which is definitely different from other members of the
class.
(iii) It would
help the school administrator and supervisor to design class management seminars
and conferences as a means of making teaching and learning more meaningful.
(iv) The result
of the finding, s will also be of immense benefit to the pupils themselves as it
will help them to check to understand those indiscipline traits that may make
or match their performances in the classroom.
15. Research Questions
The
following research questions were formulated to guide the study.
(i) Does
teacher’s custodial technique of classroom management relate with pupils
academic achievement in the English language?
(ii) How do
teachers humanistic techniques of classroom management relate to pupils
academic achievement in the English Language?
1.6 Research Hypotheses
The
following research hypotheses were postulated to guide the study.
(i) There is no
significant influence between teacher’s custodial classroom management
technique and academic achievement of pupils in the English language.
(ii) There is no
significant influence between teacher’s humanistic of classroom management
technique and pupils academic achievement in the English language.
1.7 Limitation of the study
In the course of conducting the research, the researcher was faced with certain
problems which posed a significant threat to the success of the research work.
Prominent
among these features presented themselves in the form of;
(i) The study
was restricted to ten (10) public primary schools.
(ii) Financial constraints
and limited time- frame.
1.8 Delimitation of the study
The
research work focuses on classroom management techniques and academic
performance of pupils in the English language in Uyo Local Government Area of Akwa
Ibom State. This research work covers only public primary schools pupils in Uyo
Local Government Area. However, ten (10) public primary schools were chosen for
the study.
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