Correlates of Teachers’ Classroom Management Practices on the Academic Achievement of Secondary School Students in Social Studies in Oyigbo Local Government Area of Rivers State

Abstract

This study examined correlates of teachers’ classroom management practices on the academic achievement of secondary school students in social studies in Oyigbo L.G.A, Rivers State. Correlational research design was adopted for the study. Three research questions and three null hypotheses guided the study. The population of the study comprised of 5,000 students in public secondary schools and 350 teachers making a total of 5,350 for the study in Oyibo LGA. The sample size of study consisted of 400 respondents, using Taro Yamane method through simple random sampling technique. The instruments for data collection were a self-structured questionnaire titled ''Teachers Classroom Management Practices Scale” (TCMPS) and ''Social Studies Achievement Test” (SSAT). The reliability of the instruments was estimated using Crombach Alpha for a measure of internal consistency which yielded 0.75 and 0.79 reliability co-efficient. Pearson’s Product Moment Correlation was used to answer the research questions and test of hypotheses at 0.05 level of significance. The study revealed that classroom management practices play a significant role in enhancing academic achievement among secondary school social studies students, factors hindering effective classroom management practices significantly impact the academic achievement of secondary school social studies students and there is a strongly support on the effectiveness of the implemented measures in enhancing classroom management practices among secondary school teachers in Oyibo Local Government Area of Rivers State. Based on the findings, it was recommended that Teachers should establish clear expectations for behaviour in the classroom and reinforce positive behaviour for a better academic achievement. Schools should organize regular workshops, seminars, and training sessions for teachers to improve classroom management skills