1.1 Background to the Study
Classroom management is a critical part of effective instruction. Effective classroom management which begins with efficient lesson planning preparation, helps teacher to teach and students to learn. Student thrive in positive class climate and on environment in which they feel safe, cared for and involved. From a student perspective, effective classroom management provides students with opportunities to socialize while learning interesting content. From a teacher perspective, effective classroom management involves preventive discipline and interesting instruction (Lang and Hebert, 1995). Similarly, classroom management is important because it keeps students motivated to continue their work provides appropriate instruction and feedback, and managing student work and it can keep disruptive behaviours down to a minimum (Doyle, 2001).
The effective teacher is an extremely good classroom manager. Effective teaching and learning cannot take place in a poorly managed classroom. If students are disorderly and disrespectful, and no apparent rules and procedures guide behaviour, chaos becomes the norm. Well-managed classrooms provide an environment in which teaching and learning can flourish. Maintaining order in a classroom is a basic task of teaching (Doyle, 2001; Crandell et al, 1995). Many research studies have resulted that a conducive classroom environment promotes students academic performance (Crandell et al, 1995).
Classroom management strategies are a crucial apart of teachers’ success is creating a safe and effective learning environment for students. The purpose of education is to provide a safe a friendly environment in order for learning to take place. Therefore teachers should know how to use and apply strategies that will allow and also help students to learn (Stage and Quiroz, 1997; Zuckerman, 2007).
Also, the purpose of this study is to gain awareness about the classroom management strategies and compare the classroom management strategies in public and private schools. The research provided insight to determine the effectiveness of the strategies used in both the sectors.
1.2 Statement of the Problem
Classroom management based on coercion and behaviour control is linked to retaliatory behaviour disruption leading to conflict, punishment and substandard academic performance. Classroom management based on democratic, humanistic processes is linked with greater student participation, cooperation, and motivation to achieve academically. High schools are routinely managed by teacher control and student compliance models. Further research that supports the use of a democratic classroom management paradigm could help educators to understand the potential link with academic performance.
1.3 Purpose of the Study
The main reason for this research work planned has to do with teacher’s classroom management and student academic performance. The aim of this study are as follows:
i To know how to manage the available resources to suit academic standard of the school.
ii. To have a better insight on how to measure discipline in the school system.
iii. To know teachers effective, affect the students in the school and outside the four wall of the classroom.
iv. To know the extent performance of the students both school and at home.
1.4 Research Questions
This study attempts to provide answers to the following questions:
i. What classroom management strategies are being employed in Junior Secondary Schools in Abeokuta?
ii. What effective strategies can be used in classrooms to improve student performance?
iii How can the comparison is made regarding classroom management strategies used by the Junior Secondary School.
1.5 Scope of the Study
The coverage of this study is limited to Junior Secondary Schools in Abeokuta South Local Government Area. These are: Abeokuta Grammar School, Abeokuta Girls Grammar School, Lishabi High School, Egba Comprehensive High School, Asero High School. The research work includes all other Junior Secondary School students in various schools at Abeokuta South Local Government Area.