TEACHER’S CLASSROOM MANAGEMENT STRATEGIES AS DETERMINANT OF ACADEMIC ACHIEVEMENT OF PUBLIC SECONDARY SCHOOL STUDENTS IN TARABA STATE

Abstract

This study examines the impact of teacher’s classroom management strategies on academic achievement of secondary school students in Taraba State. The study was guided by 3 research questions and hypotheses guided the study. Descriptive research design and multistage sampling technique as well as Krejcie and Morgan sample size table of determination were used to select 377 respondents from 20,635 target population. Two (2) instruments (researcher-developed questionnaire and students’ academic achievement) were used for data collection. The reliability coefficient for the instruments stood at .89 using Cronbach’s Alpha analysis. The data collected were analyzed using mean and standard deviations to answer research questions while Pearson Product Moment Correlation- PPMC was used to test the null hypotheses at 0.05 level of significance. The findings revealed that teacher’s instructional aids significantly impact academic achievement of secondary school students; and that teacher’s classroom instructional technique significantly impact academic achievement of secondary school students; as well as teacher’s classroom communication skill significantly impact academic achievement of secondary school students in Taraba State. Based on the findings, it was concluded that as far as secondary school students in Taraba State is concerned, teacher’s classroom management strategy has a positive and significant impact on academic achievement of students. It was recommended among others that secondary school teachers should use relevant and adequate instructional materials to ensure classroom calmness with a view to improving students’ learning experience in the study area. This will go a long way in ensuring effective teaching-learning process, thereby promoting academic achievement of the students.