ASSESSMENT OF TEACHERS' CLASSROOM MANAGEMENT PRACTICE ON THE ACADEMIC PERFORMANCE AMONG GOVERNMENT SECONDARY SCHOOL STUDENTS IN DELTA STATE, NIGERIA

Abstract

The study focused on the assessment of teachers’ classroom management practice on the academic performance among Government Secondary School Students in Delta State, Nigeria. The research design used in this study was descriptive. All secondary school teachers in Delta State's public schools made up the study's population. The sample size of the study consists of 700 teachers (400 male and 300 females) selected using multi-stage-sampling technique, from three separate Delta State school districts. A self-structured questionnaire called the "Effective Classroom Management and Student Academic Performance Questionnaire (ECMSAPQ)" was the research tool employed in this study. Experts  from the University of Delta, Agbor's Department of Educational Administration and Measurement validated the instrument and a reliability  coefficient of 0.84 was obtained using pearson product moment correlation coefficient. The study was led by two research questions and two hypotheses. The Z-test was employed to assess the null hypotheses at the 0.05 level of significance while the mean and standard deviation were used to provide answers to the research questions. According to a survey, students in Delta State Secondary Schools do better academically when their teachers are effective and maintain order in the classroom. Based on these results, the study recommended, among other things, that teachers be supported by consistent monitoring of instruction, and discipline should be encouraged because it aids academic performance among Government Secondary School Students in Delta State.