CLASSROOM MANAGEMENT AND LEARNING ACHIEVEMENT IN SELECTED SECONDARY SCHOOL IN LOKOJA LGA OF KOGI STATE

CLASSROOM MANAGEMENT AND LEARNING ACHIEVEMENT IN SELECTED SECONDARY SCHOOL IN LOKOJA LGA OF KOGI STATE

ABSTRACT

This study investigates the impact of effective classroom management on students’ learning achievement in selected secondary schools in Lokoja LGA. The research aims to identify current classroom management strategies, assess their effects on student performance, and explore challenges and solutions related to classroom management practices. A mixed-methods approach was employed, including a structured questionnaire distributed to 260 respondents, with 245 responses retrieved for analysis. The findings reveal that effective classroom management strategies, such as clear rules, consistent rewards and punishments, and the integration of technology, significantly contribute to higher levels of student engagement and improved academic performance. Correlation analysis shows a moderate to strong positive relationship (r = 0.68) between classroom management practices and students’ academic achievement, with a p-value of 0.01 indicating statistical significance. Challenges such as overcrowded classrooms, limited resources, and insufficient professional development were identified as barriers to effective classroom management. The study recommends providing ongoing professional development, improving resource allocation, addressing classroom overcrowding, and developing comprehensive school policies to support effective management. The research concludes that effective classroom management is crucial for enhancing students’ learning outcomes. It contributes valuable insights into the relationship between classroom management and academic performance, offering practical recommendations for educators and policymakers to improve classroom management practices and student achievement in Lokoja LGA. Future studies are encouraged to explore broader geographical contexts, longitudinal impacts, and qualitative insights to further enrich the understanding of classroom management effectiveness.

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Classroom management is a critical component of teaching and learning processes in secondary schools. It encompasses a range of strategies and practices that teachers use to create an environment conducive to learning, promote student engagement, and maintain order (Marzano, Marzano, & Pickering, 2003). Effective classroom management ensures that instructional time is maximized, and students are well-behaved, attentive, and motivated to learn (Wang, Haertel, & Walberg, 1993).

In recent years, the focus on classroom management has intensified due to its direct impact on students’ academic achievement and overall learning outcomes. Research indicates that classrooms where management practices are effectively implemented tend to have students with higher academic performance and improved social skills (Evertson & Weinstein, 2006). Teachers who employ effective classroom management strategies can significantly reduce disruptive behaviors and create a positive learning atmosphere (Emmer & Stough, 2001).

The importance of classroom management is particularly significant in secondary schools, where students are at a critical developmental stage. This period is marked by cognitive, emotional, and social growth, which can affect students’ behavior and their approach to learning (Eccles & Roeser, 2011). In the context of Lokoja LGA, Kogi State, several schools face challenges related to overcrowded classrooms, limited resources, and inadequate teacher training, which can impede effective classroom management (Adeyemi, 2014).

Secondary education in Lokoja Local Government Area (LGA) serves as a foundation for students’ future academic and career pursuits. Therefore, it is essential to investigate the extent to which classroom management practices in these schools contribute to learning achievement. Previous studies suggest that poor classroom management can result in low academic performance, increased dropout rates, and overall dissatisfaction among students (Okeke, 2015).

There is a growing need to understand how classroom management strategies can be tailored to address the unique challenges of Lokoja secondary schools. Such an understanding can help in developing policies and practices that foster a positive learning environment and improve student achievement (Ogunniyi, 2018). While global and national studies have highlighted the critical role of classroom management in enhancing learning outcomes, specific research on Lokoja LGA remains limited.

This study aims to bridge this gap by exploring the relationship between classroom management and learning achievement in selected secondary schools in Lokoja LGA. It is essential to identify effective management strategies that can be adapted to local contexts to optimize learning outcomes (Afolabi, 2019). By examining the existing practices, challenges, and opportunities in these schools, this study hopes to contribute to the broader discourse on improving education quality in Nigeria.

1.2 Statement of the Problem

Despite the recognized importance of classroom management in promoting learning achievement, many secondary schools in Lokoja LGA face significant challenges in this area. Teachers often struggle with large class sizes, limited teaching resources, and inadequate professional development, which undermine effective classroom management (Obanya, 2016). These challenges contribute to a learning environment that may be less conducive to academic success.

There is a noticeable gap in the existing literature regarding the specific classroom management practices used in Lokoja secondary schools and how these practices impact student learning outcomes. While some studies have explored classroom management at the national level, there is a lack of localized research that considers the unique socio-cultural and economic factors of Lokoja LGA (Eze, 2020). This gap has implications for policy formulation and the implementation of effective strategies.

Furthermore, the problem is compounded by insufficient training and support for teachers in classroom management skills. Many teachers in Lokoja are not adequately prepared to handle disruptive behaviors, manage diverse classrooms, or apply modern educational techniques that can foster a positive learning environment (Olatunde, 2017). As a result, students in these schools often experience suboptimal learning conditions that hinder their academic achievement.

The absence of a robust framework for evaluating and improving classroom management practices in Lokoja secondary schools further complicates the issue. Without such a framework, it is challenging to identify effective strategies, monitor their implementation, and assess their impact on learning outcomes (Ibrahim & Ojo, 2021). This study, therefore, seeks to address these gaps by investigating the current state of classroom management in selected schools and its effect on students’ academic performance.

1.3 Purpose of the Study

The purpose of this study is to examine the relationship between classroom management and learning achievement in selected secondary schools in Lokoja LGA, Kogi State. Specifically, the study aims to:

1. Identify the classroom management strategies currently used in these schools.
2. Evaluate the effectiveness of these strategies in promoting learning achievement.
3. Determine the challenges faced by teachers in implementing effective classroom management.
4. Provide recommendations for improving classroom management to enhance learning outcomes.

1.4 Research Questions

1. What classroom management strategies are currently used in selected secondary schools in Lokoja LGA?
2. How do these strategies impact students’ learning achievement?
3. What challenges do teachers face in implementing effective classroom management in Lokoja secondary schools?
4. What are the possible solutions to improve classroom management practices in these schools?

1.5 Research Hypothesis

H1: Effective classroom management has a significant positive impact on students’ learning achievement in selected secondary schools in Lokoja LGA.

H0: Effective classroom management does not have a significant positive impact on students’ learning achievement in selected secondary schools in Lokoja LGA.

1.6 Scope of the Study

This study focuses on selected secondary schools in Lokoja LGA, Kogi State. It will examine classroom management practices and their impact on learning achievement. The study is limited to these schools due to logistical constraints and aims to provide insights that can be generalized to similar contexts in Nigeria. The research will involve teachers, students, and administrators to gather comprehensive data on classroom management and learning outcomes.

1.7 Significance of the Study

This study is significant for several reasons:

It will provide insights into the specific classroom management strategies that are most effective in Lokoja secondary schools, thereby informing educational policies and practices tailored to the local context (Tunde, 2022).

The findings of this study will help educators and school administrators in Lokoja LGA to identify gaps in their current practices and adopt new strategies to enhance student learning outcomes (Maduabuchi, 2019).

By highlighting the challenges faced by teachers in managing classrooms, the study will also contribute to teacher training programs, focusing on equipping educators with the skills needed for effective classroom management (Ajayi, 2020).

Policymakers will benefit from the study’s findings, as it provides data-driven recommendations for improving the overall quality of education in Lokoja secondary schools and beyond (Uche, 2021).

Finally, this research will add to the existing body of knowledge on the relationship between classroom management and learning achievement, particularly in developing countries, thus filling a critical gap in the literature (Nwosu, 2018).

1.8 Operational Definition of Terms

Classroom Management: The methods and strategies used by teachers to maintain a productive learning environment, including managing student behavior, organizing classroom space, and optimizing instructional time.

Learning Achievement: The measurable performance of students in their academic work, often assessed through tests, assignments, and overall grades.

Secondary School: An educational institution where students receive the second stage of formal education, typically for adolescents aged 12 to 18.

Lokoja LGA: Lokoja Local Government Area, a regional administrative unit in Kogi State, Nigeria.

Teachers’ Training: Professional development programs designed to enhance the skills and knowledge of educators, particularly in classroom management and instructional techniques.