APPLICATION OF CLASSROOM MANAGEMENT TECHNIQUES IN SECONDARY SCHOOLS IN NIGERIA

Title Page		i
Declaration		ii
Certification		iii
Dedication		iv
Acknowledgements		v
Abstract		vi
Table of Contents		vii
List of Tables		x
List of Abbreviations		xiii
Operational Definition of Terms		xiv
CHAPTER ONE: INTRODUCTION
1.1	Background to the Study	1
1.2	Statement of the Problem	5
1.3	Objectives of the Study	7
1.4	Research Questions	7
1.5	Research Hypotheses	8
1.6	Basic Assumptions	9
1.7	Significance of the Study	10
1.8	Scope of the Study	12
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1	Introduction	13
2.2	Conceptual Framework	14
2.2.1	Classroom Management	15
2.2.2	Time Management	17
2.2.3	Discipline	18
2.2.4	Reward	20
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2.2.5	Classroom Arrangement	21
2.2.6	Punishment	23
2.2.7	Non-verbal Communication	26
2.2.8	Group Participation	27
2.2.9	Management Techniques	30
2.3	Theoretical Framework	32
2.4	Techniques of Classroom Management	36
2.4.1	Techniques of Time Management	38
2.4.2	Techniques of Discipline	43
2.4.3	Techniques of Reward	44
2.4.4	Techniques of Classroom Arrangement	48
2.4.5	Techniques of Punishment	53
2.4.6	Techniques of Non-verbal Communication	63
2.4.7	Techniques of Group Participation	65
2.5	Teachers Role in Classroom Management	71
2.5.1	Knowledge and Behaviour of Teachers in Classroom Management	74
2.5.2	Techniques Teachers Need to Apply in Classroom Management	77
2.6	Empirical Studies	79
2.7	Summary	83
CHAPTER THREE: RESEARCH METHODOLOGY
3.1	Introduction	84
3.2	Research Design	84
3.3	Population of the Study	84
3.4	Sample and Sampling Techniques	85
3.5	Instrumentation	86
3.5.1	Validity of the Instrument	86

 

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3.5.2	Pilot Test	87
3.5.3	Reliability of the Instrument	87
3.6	Procedure for Data Collection	87
3.7	Procedure for Data Analysis	88
CHAPTER FOUR: DATA ANALYSIS, RESULTS AND DISCUSSION
4.1	Introduction	89
4.2	Analysis of Bio-data Variables	89
4.3	Answers to Research Questions	92
4.4	Hypotheses Testing	106
4.5	Summary of Hypotheses Testing	115
4.6	Summary of Major Findings	115
4.7	Discussions of Findings	116
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1	Summary	120
5.2	Conclusion	122
5.3	Recommendations	123
5.4	Suggestions for Further Studies	124
	References	125
	Appendix	134

 

LIST OF TABLES
Table 1: Population Distribution	85
Table 2: Sample of the Study	86
Table 3: Status of the Respondents	89
Table 4: Gender of the Respondents	90
Table 5: Age of the Respondents	90
Table 6: Marital Status of the Respondents	90
Table 7: Highest Educational Qualification	91
Table 8: Years of Experience	91
Table 9: School Location	92
Table 10: Descriptive statistics on the application of time management
during classroom management in secondary schools in Oyun Local
Government Area of Kwara State	93
Table 11: Descriptive statistics on the application of reward
during classroom management in secondary schools in Oyun Local
Government Area of Kwara State	95
Table 12: Descriptive statstics on the application of punishmemnt
during classroom management in secondary schools in Oyun Local
Government Area of Kwara State	97
Table 13: Descriptive statistics on the application of discipline
during classroom management in secondary schools in Oyun Local
Government Area of Kwara State	99
Table 14: Descriptive statistics on students group participation during
Classroom management in secondary schools in Oyun Local
Government Area of Kwara State	101
Table 15: Descriptive statistics on class arrangement during classroom
management in secondary schools in Oyun Local Government Area of
Kwara State	103
Table 16: Descriptive statistics on the use of non-verbal communication
during classroom management in secondary schools in Oyun Local

 

Government Area of Kwara State

105

 

Table 17: Summary of Analysis of Variance (ANOVA) statistic on the application of time management during classroom management

in secondary schools in Oyun Local Government Area of Kwara State

106

 

Table 18: Summary of Scheffe‘s Multiple Comparison Test on application of time management during classroom management in secondary schools in Oyun Local Government Area of Kwara State 107 Table 19: Summary of Analysis of Variance (ANOVA) statistics on the application of reward during classroom management in secondary

schools in Oyun Local Government Area of Kwara State

107

 

Table 20: Summary of Scheffe‘s Multiple Comparison Test on application of reward during classroom management in secondary schools in Oyun Local Government Area of Kwara State 108 Table 21: Summary of Analysis of Variance (ANOVA) statistics on the application of punishment during classroom management in secondary

 

schools in Oyun Local Government Area of Kwara State

108

 

Table 22: Summary of Scheffe‘s Multiple Comparison Test on application of punishment during classroom management in secondary schools in

 

Oyun Local Government Area of Kwara State 109 Table 23: Summary of Analysis of Variance (ANOVA) statistics on the

 

application of discipline during classroom management in secondary

 

schools in Oyun Local Government Area of Kwara State

110

 

Table 24: Summary of Scheffe‘s Multiple Comparison Test on application of discipline during classroom management in secondary schools in Oyun

 

Local Government Area of Kwara State 110 Table 25: Summary of Analysis of Variance (ANOVA) statistics on students

 

group participation during classroom management in secondary

 

schools in Oyun Local Government Area of Kwara State

111

 

Table 26: Summary of Scheffe‘s Multiple Comparison Test on students group participation during classroom management in secondary

 

schools in Oyun Local Government Area of Kwara State 111 Table 27: Summary of Analysis of Variance (ANOVA) statistics on class

 

arrangement in secondary schools in Oyun Local Government Area

 

of Kwara State

112

 

Table 28: Summary of Scheffe‘s Multiple Comparison Test on class arrangement

 

in secondary schools in Oyun Local Government Area of Kwara State 112 Table 29: Summary of Analysis of Variance (ANOVA) statistics on the

 

Use of non-verbal communication during classroom management in

 

xi

 

secondary schools in Oyun Local Government Area of Kwara State	113
Table 30: Summary of Scheffe‘s Multiple Comparison Test on the use of
non-verbal communication during classroom management in secondary
schools in Oyun Local Government Area of Kwara State	114
Table 31: Summary of the hypotheses tested in the study	115

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

xii

 

LIST OF ABBREVIATIONS

 

ADHD Attention-Deficit Hyperactivity Disorder CMT Classroom Management Technique ISS In-School Suspension L2 Second Language

OECD Organisation for Economic Co-operation and Development

 

OSS    Out-of-School Suspension

 

SGB    School Governing Body

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

xiii

 

OPERATIONAL DEFINITION OF TERMS

 

The following are the operational definition of the key terms used in this research:

 

Class Arrangement is the act of defining and clarifying the physical space of the classroom to enables students anticipate in the activity that will be held in each area.

 

Discipline: Training expected to produce a specific character of pattern of behaviour especially training that produces moral or mental improvement.

 

Management: The act of being or charge of something in order to cope with the situation and succeed, It is also the total utilization of both human and material resources in a cooperative effort, to achieve a set goal

 

Punishment: This is an action taken against someone for deviation from the schools rules or codes of conduct.

 

Reward: A thing that you are given because you have done something good.

 

Students Group Participation means keeping students busy and on task while they are working together.

 

Technique: A practical skill, and applied to a particular task.

 

Time management is the ability to produce and follow a schedule, meet deadlines, prioritize and minimize distractions and unimportant tasks.

CHAPTER ONE

INTRODUCTION

1.1         Background to the Study

Classroom is the immediate management environment for formal knowledge acquisition. It is a shelter for both teachers and learners so as to engage in educative activities. Classroom is made up of the teacher, the learners, learning equipment and the environment. Kimberly (2001) stated the five characteristics of a classroom as security, open communication, mutual likeness, shared goals and connectedness. Management on the other hand, can be seen as the process of designing and maintaining any setting in which people work in groups for the purpose of accomplishing predetermined goals. The idea of any setting equally indicates that management is applicable to all establishments which do not exonerate educational setting.

Management involves the act of running or controlling or skill of dealing with people or situations in any way (Adeyemo, 2012). Also, management is defined as a method where a group of people at the highest level of organization plan, organize, communicate, coordinate, control and direct the actions and activities of people who work for the organization toward the achievement of organizational objectives (Loomiz, 1989 in Adeyemo, 2012). Some people believe that education and management are incompatible; management is seen as process that happens in industry but not in education. The management role of a teacher therefore is not the same as that of an accountant or of a bank manager, but the management role is certainly an institution that has specific objectives and a school is not an exception. In order to achieve its aims, a school has to have objectives, and to achieve these objectives, the various people with responsibilities in the school especially in a classroom have to plan, organize and lead.

Classroom management is the term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behaviour by students. The term also implies the prevention of disruptive behaviour. It is possibly the most difficult aspect of teaching for many teachers; indeed experienced problems in this area cause some to leave teaching. Classroom management is a complex set of articulate behaviour which the teacher uses to establish and maintain conditions to enable learners achieve instructional objectives efficiently. Brown (1995) looked at classroom management as a process involving the organization of certain academic tasks which are essential for effective teaching and learning in a specific set up. Classroom management first became a popular topic in education during the 1970 and 1980 (Tavares, 1996 & Butchart, 1995). The focus in these early years was primarily on making the classroom safe and establishing behaviour management, used to control and shape students behaviour to conform to school rules by the classroom teacher. Classroom management using an authoritarian or punitive approach could repress disorderly behaviour, but it might not foster student‘s growth or allow the acquisition of more sophisticated modes of learning, such as critical thinking and reflection (Jones, 1995).

In the 1990s classroom management developed beyond a set of educational techniques to become a complex process in which an environment is constructed in an on-going reciprocal manner. This process included dialogue between teachers and students, reflection on past and present experiences, and looking at how one‘s behaviour affected others in the environment (Schneider, 1996). Research from Balmer, Brophy and Good in Adeyemo (2012) shows that the time teacher has to correct misbehaviour caused by poor classroom management skills result in a lower rate of academic engagement in the classroom. From the students‘ perspective, effective classroom management involves clear communication of behaviour and academic expectations as well as a cooperative learning environment. Apparently, classroom management is closely linked to issues of motivation, reinforcement, reward, discipline and respect (Naong, 2007). There are instances of some situations in the classroom that has necessitated the application of adequate management techniques by the teacher, these among others include: Students undermining the teacher‘s authority; students leaving class too frequently, sometimes without permission; sitting and backing the teacher during lesson; reading other materials or doing other things like discussion or noise making during lesson; eating or chewing gum while the class is going on; and students sleeping in the class during the lesson. All these should be considered rude and should not be tolerated. Other issues faced in the classes are: refusal to participate or speak during lesson, students sometimes become naughty and refuse to participate in classroom activities, fighting in the class, telling lies, stealing, copying other students‘ work during test or examinations, lack of toilet training, for instance and the likes. All these types of behaviour are management problems which need adequate classroom management techniques to tackle them. In countries like the U.S. and Malaysia, there are media publications, where teachers have been charged with assault on learners; teachers have used sticks to hit the children (Naong, 2007).

 

A significant body of research also attests to the fact that classroom organization and behaviour management competencies significantly influence the persistence of new teachers in teaching career (Ingersoll & Smith, 2003). New teachers typically express concerns about lacking effective means to handle the disruptive behaviour of students (Browers & Tomic, 2000). The ability of teachers to organize classrooms and manage the behaviour of their students is critical of achieving positive educational outcomes. As Zeidner (1990) in Adeyemo (2012) stated that adequate classroom discipline is generally regarded to be one of the most essential aspects of education as well as an absolute prerequisite to achieving instructional objectives and safeguarding students‘ psychological,

 

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social and physical well-being. The objectives of classroom are for students to gain social and academic success in a structured environment that caters for tolerance, exemplary behaviour and learning.

 

Effective classroom management means implementing techniques that create a safe, fair and rule based learning environment for students to flourish in. Emmor and Evertson in Osakwe (2013) stated that effective classroom management consists of teacher behaviour that produces high level of students‘ involvement in classroom activities, minimal amounts of student‘s behaviour that interferes with the teacher‘s or other students‘ work, and efficient use of instructional time. Classroom management techniques are a critical part of teacher’s success in creating a safe and effective learning environment for students. The purpose of education is to provide a safe and friendly environment in order for learning to take place. Therefore teachers should know how to use and apply techniques that will allow and also help student to learn because without classroom management, teaching and learning process cannot be successful and effective. In view of this, Inusa (2004) opined that, a person who cannot maintain order and discipline among children is not fit to be a teacher.

In Oyun Local Government Area of Kwara State, the issue of classroom management has some peculiar problems. One major issue is lack of interest in education at large. It has been discovered that schools have become less populated and even under populated in some cases because of lack of interest. The students that are even available in schools are hardly interested in education, but might be there by their parent’s desire, in essence, some of the learners display negative behaviour during lessons and when disciplinary action are taken against them it drives them out of school completely. How then do we manage our classroom adequately and keep such children in school. This study then was carried out to find appropriate techniques for classroom management in secondary schools in Oyun Local Government Area of Kwara State, Nigeria.

1.2     Statement of the Problem

The purpose of good classroom management in the realization of the objectives of education cannot be over emphasized. As student often exhibits some deviant behaviour in the classroom, which include; noise making, chewing gum, passing notes, using cell phones in class, cheating during examinations or test, copying or passing a different note during lesson, jesting, sleeping during lessons, stealing, eating during lessons, fighting, rudeness to teachers, breaking school rules, distracting others and the likes. All these and even more could constitute management problems that require effective management techniques to handle them so as to achieve educational objectives (Osakwe, 2014). Likewise, communication is a very important tool to help foster good classroom atmosphere and relations (Adeyemo, 2012). Students relate very well and openly with teachers they have formed a connection with through good communication. Hence, the teacher should not be seen as a dictator, because adolescents/teenagers easily rebel against such. A teacher should be someone reliable, trustworthy, approachable, open and respected. But these attributes are lacking in our teachers, which makes classroom management more difficult in Nigerian schools (Adeyemo, 2012). Good interpersonal relationship, will lead to easier classroom management and help achieve educational objectives at the long run.

Some parents in Oyun Local Government Area of Kwara State show negative attention to their children’s education and this makes it difficult for teachers to do their work effectively. This is because some classroom management techniques are taken, some parents do not take it in good faith. Parents are rather concerned with their children learning a trade, farming or even sending them to bigger cities to get jobs. Another problem that informs this study is the issue of classroom arrangement. This has made classroom management very difficult in Oyun. Furthermore, in Oyun Local Government Area of Kwara State, many teachers find it difficult to effectively manage students, because teenagers are more difficult to manage. Thus to effectively manage classroom with teenagers, proper techniques are to be tactically used with necessary variety (Kimberly, 2001).

 

Another problem in Oyun Local Government Area of Kwara State is bad infrastructure in schools. One of the conditions for effective classroom management in teaching and learning is a conducive environment, with good infrastructure. Hence, there are some schools in the zone without furniture, dilapidated buildings or falling ceiling. Managing learners under such conditions becomes difficult or very impossible. Educators in Oyun Local Government Area will therefore have to discover and apply techniques that are suitable with such conditions. In this Local Government, environmental conditions has also affected the teaching and learning process and invariably affecting classroom management. A child that is not sitting comfortably cannot listen attentively.

 

Even though, punishment and other effective classroom management techniques are allowed generally in Kwara State, there is need to discover alternative techniques to use that could help the teachers in classroom management and match with the attainment of educational objectives. Therefore, this study surveyed the application of Classroom Management Techniques in Secondary Schools in Oyun Local Government Area of Kwara State, Nigeria with the hope to discover alternative techniques to use for effective classroom management.

1.3     Objectives of the Study

This study was carried out with the objectives to

1. examine the opinions of principals, inspectors and teachers on the application of time management in secondary schools in Oyun Local Government Area of Kwara State;
2. investigate the opinions of principals, inspectors and teachers on the application of reward in secondary schools in Oyun Local Government Area of Kwara State;
3. explore the opinions of principals, inspectors and teachers on the application of punishment in secondary schools in Oyun Local Government Area of Kwara State;
4. determine the opinions of principals, inspectors and teachers on the application of discipline in secondary schools in Oyun Local Government Area of Kwara State;
5. find out the opinions of principals, inspectors and teachers on group participation in secondary schools in Oyun Local Government Area of Kwara State;
6. determine the opinions of principals, inspectors and teachers on the application of classroom arranagement in secondary schools in Oyun Local Government Area of Kwara State; and
7. assess the opinions of principals, inspectors and teachers on application use of non-verbal communication in secondary schools in Oyun Local Government Area of Kwara State.

1.4         Research Questions

 

The following research questions were raised to guide the conduct of this study:

 

1. What are the opinions of principals, inspectors and teachers on the application of time management during classroom management in secondary schools in Oyun Local Government Area of Kwara State?

 

 

 

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2. What are the opinions of principals, inspectors and teachers on the application of reward during classroom management in secondary schools in Oyun Local Government Area of Kwara State?

 

3. What are the opinions of principals, inspectors and teachers on the application of punishment during classroom management in secondary schools in Oyun Local Government Area of Kwara State?
4. What are the opinions of principals, inspectors and teachers on the application of discipline in classroom management in secondary schools in Oyun Local Government Area of Kwara State?
5. What are the opinions of principals, inspectors and teachers on students group participation in classroom management in secondary schools in Oyun Local Government Area of Kwara State?
6. What are the opinions of principals, teachers and inspectors on the classroom arrangement in secondary schools in Oyun Local Government Area of Kwara State?
7. What are the opinions of principals, inspectors and teachers on non-verbal communication in classroom management in secondary schools in Oyun Local Government Area of Kwara State?

 

1.5         Research Hypotheses

 

The following research hypotheses were formulated for the study:

 

H0₁:    There is no significant difference in the opinions of principals, teachers and inspectors on the application of time management in secondary schools in Oyun Local Government Area of Kwara State.

H0₂:    There is no significant difference in the opinions of principals, teachers and inspectors on the application of reward in secondary schools in Oyun Local Government Area of Kwara State.

 

H0₃:    There is no significant difference in the opinions of principals, teachers and inspectors on the application of punishment in secondary schools in Oyun Local Government Area of Kwara State.

 

H0₄:    There is no significant difference in the opinions of principals, teachers and inspector on the application of discipline in secondary schools in Oyun Local Government Area of Kwara State.

 

H0₅:    There is no significant difference in the opinions of principals, teachers and inspectors on students‘ group participation in secondary schools in Oyun Local Government Area of Kwara State.

 

H0₆:    There is no significant difference in the opinions of principals, teachers and inspectors on class arrangement in secondary schools in Oyun Local Government Area of Kwara State.

 

H0₇:    There is no significant difference in the opinions of principals, teachers and inspectors on the use of non-verbal communication in secondary schools in Oyun Local Government Area of Kwara State.

 

1.6         Basic Assumptions

 

For the purpose of this study, the following assumptions were made that:

 

proper application of time management in classroom management is assured to increase students teacher interaction and better students performance in secondary schools in Oyun Local Government Area, Kwara State.

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