THE EFFECT OF CLASSROOM MANAGEMENT PRACTICES ON UNDERGRADUATE STUDENTS’ ACADEMIC PERFORMANCE IN BABCOCK UNIVERSITY

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ABSTRACT: The research evaluates the influence of classroom management practices on the academic performance of Babcock University undergraduate students. Specifically, the research establishes the effects of effective teaching, classroom incentive system, and classroom discipline on the academic accomplishments of students while also comparing male and female evaluations of performance in relation to tactics taken by the academic staff of Babcock University.

 

The study employed a descriptive survey research design via the administration of questionnaires to 120 undergraduate students at Babcock University, especially from the Colleges of Science & Technology, Babcock Business School, and School of Education & Humanities.

 

The research finds that classroom management has a considerable effect on academic achievement among students at Babcock University. The study further recommended that; Teachers should assign responsibilities to students to make them a sense of belonging and confidence of not being maltreated; It is also important that in-service teachers be regularly retrained through workshops, seminars, and conferences; Teachers should establish rules and regulations in the classroom against disruptive behavior; Teachers should intensify classroom discipline to encourage high academic performance of students; Teachers should ensure students participate actively in activities of learning for improved academic performance.

 

CHAPTER ONE INTRODUCTION

Background to the Study Human life is often defined by the accumulation of information to enhance the degree of thinking with matching influence on the surroundings. The major method through which information is obtained is instruction. Teaching, therefore, promotes the flow of information from generation to generation by engaging the learners or students to better their comprehension and application of ideas and procedures.

 

It might thus be reasonable to state that teaching is the transmission of information from one who has more knowledge to another who has less knowledge either in general or in regard to a specific topic or concept. The learners or students would ordinarily be assembled in a venue commonly referred to as a classroom.

 

With various pupils with varied backgrounds clustered together, there is always the necessity for effective administration. Articulation of processes and techniques for the administration of the classroom is what is referred to as ‘classroom management. Classroom management is the abilities and tactics that instructors use to maintain order and make the pupils attentive and organized in the classroom. It is also utilized to enable the pupils to be productive and participatory during class activities.

 

The introduction of classroom management has helped instructors to establish a highly favorable atmosphere for learning. Although discipline normally comes to mind at the mention of ‘classroom management, it is not the key component since teaching involves much more than that. Classroom management develops a set of expectations employed in an ordered classroom setting.

 

It comprises routines, regulations, and consequences. Effective classroom management offers a platform for the instructor to engage the students in learning for improved comprehension. It is extremely vital for a teacher to have a well-managed and organized atmosphere for learning to boost beneficial impacts on the performance of pupils in their academics.

 

To support this, Watkins, Carnell & Lodge (2007) argued that “classroom activities are conducted on the basic perspective of learning with the concept that students acquire in some simple manner what the instructor teaches. This is widely considered that will convert to greater academic achievement for the pupils.

 

According to Starr (2004), every teacher should exhibit exceptional classroom management skills”. Starr (2004) described classroom management as the methods, tactics, and instructional approaches instructors employ to control students’ conduct and learning activities.

 

When the students take charge of the class, it frequently leads to a chaotic environment in the classroom because studying is no longer the goal of pupils. Starr (2004) continues that there are many classroom management approaches that every instructor may apply as they consider fit. Some examples are: being consistent at all times, strictly following the class schedule, setting clear expectations and leveling them off at the start of every class, being patient, providing different activities to keep the class busy, encouraging active participation of students, and never talk too much or dominate the entire class hour.

 

When they are successfully put in place, the possibility of creating high-quality pupils with exceptional academic achievement is extremely high. While some of these mentioned classroom management approaches may be applied with beneficial outcomes, they may not be a one-off solution. Statement of the Problem Government, corporate organizations, and parents spend extensively on the education of citizens, personnel, and children accordingly for meaningful and good influence on society.

 

Despite this expenditure, the academic achievement of the kids is not promising. Regrettably, one of the key drivers of this falling academic performance is the disregard for proper classroom management. Most teachers in training regard classroom management as the most difficult component of teaching since it involves a lot of effort, understanding, and patience so most instructors find a way to down it.

 

Although classroom management actually may be quite tough, some instructors in training lack tolerance and so brutally perform their job either by providing too much punishment to the kids or ignoring them when they ask questions.

 

By doing so, they have made opportunities for ignorance to develop since the pupils would not be encouraged to study hard or they grow indifferent about learning which sometimes leads to absenteeism and failure. It is most commonly considered by some instructors that discipline is the remedy to everything. While it is important to have total discipline in the classroom, it should not be the sole strategy a teacher utilizes to make sure that the children learn.

Some pupils, however, are not influenced by punishment because they may not perceive the value. Some merely feel the need to carry out an appointed assignment because they do not want to be penalized but in real fact may not be learning so putting fear into the kids when there is meant to be respected.

 

Objectives of the Study The major purpose of this research is to explore the influence of classroom management methods on the academic performance of Nigerian undergraduate students using a case study of Babcock University. The precise aims of the research include: To identify the tactics utilized by Babcock academic staff in controlling the classroom.

 

To investigate the effects of excellent instruction on the academic achievement of Babcock undergraduate students. To assess the impact of classroom discipline on the academic achievement of Babcock undergraduate students. To investigate the influence of the usage of the classroom incentive system on the academic performance of Babcock undergraduate students.

 

Research Questions To what degree does the classroom management approach of Babcock academic instructors affect students’ academic performance? To what degree does effective teaching impact students’ academic performance? To what degree does classroom discipline affect students’ academic performance? To what degree does the classroom incentive system affect students’ academic performance? Research Hypotheses The following null hypotheses will be tested:

 

There is no substantial variation in the academic performance of male and female students at Babcock university pertaining to lecturers’ classroom management tactics. Effective instruction has no meaningful influence on the academic achievement of Babcock undergraduate students. Classroom discipline has no meaningful influence on the academic achievement of Babcock undergraduate students.

 

The classroom incentive system has no meaningful influence on the academic achievement of Babcock undergraduate students. Significance of the Study The major purpose of classroom management is to establish a favorable learning environment to boost students’ learning which would inevitably improve academic achievement. It will thus be crucial to the instructors since it will strengthen their teaching abilities and improve their efficacy.

 

Additionally, it would aid the instructors to establish a well-planned classroom for learning. Invariably, it would eliminate the repeat of everyday routine hence saving valuable time which might be utilized for other positive objectives in the classroom. It would also enable the children to focus on their academics since efficient classroom management provides the pupils with little or no space to misbehave.

 

The expectations are well communicated and the pupils already know precisely what is expected of them. Students may even develop better when the instructor is not present in the class as long as they have laid out expectations for regular work. They know how the classroom functions so they are able to assist the replacement run the classroom.

 

Furthermore, the results will let the government, private school owners, and parents have value for their investment with subsequent progress in societal development. Scope of the Study The survey includes undergraduate students in the school of education and humanities, the school of science and technology, and Babcock Business School of Babcock University. The research reveals the results of the many strategies and instructional techniques instructors employ in controlling their classes.

 

It affects the students’ academic results both favorably and adversely. The timeframe of the research is from 2015 – 2019 and studies classroom management in Babcock schools at Ilisan, Remo, Ogun State.

 

The research evaluates the influence of classroom management practices on the academic performance of Babcock University undergraduate students. Specifically, the research establishes the effects of effective teaching, classroom incentive system, and classroom discipline on the academic accomplishments of students while also comparing male and female evaluations of performance in relation to tactics taken by the academic staff of Babcock University.

 

The study employed a descriptive survey research design via the administration of questionnaires to 120 undergraduate students at Babcock University, especially from the Colleges of Science & Technology, Babcock Business School, and School of Education & Humanities.

The research finds that classroom management has a considerable effect on academic achievement among students at Babcock University. The study further recommended that; Teachers should assign responsibilities to students to make them a sense of belonging and confidence of not being maltreated; It is also important that in-service teachers be regularly retrained through workshops, seminars and conferences; Teachers should establish rules and regulations in the classroom against disruptive behavior; Teachers should intensify classroom discipline to encourage high academic performance of students; Teachers should ensure students participate actively in activities of learning for improved academic performance.

 

Human life is often defined by the accumulation of information to enhance the degree of thinking with matching influence on the surroundings. The major method through which information is obtained is instruction. Teaching, therefore, promotes the flow of information from generation to generation by engaging the learners or students to better their comprehension and application of ideas and procedures.

 

It might thus be reasonable to state that teaching is the transmission of information from one who has more knowledge to another who has less knowledge either in general or in regard to a specific topic or concept. The learners or students would ordinarily be assembled in a venue commonly referred to as a classroom. With various pupils with varied backgrounds clustered together, there is always the necessity for effective administration. Articulation of processes and techniques for the administration of the classroom is what is referred to as ‘classroom management.

 

Classroom management is the abilities and tactics that instructors use to maintain order and make the pupils attentive and organized in the classroom. It is also utilized to enable the pupils to be productive and participatory during class activities. The introduction of classroom management has helped instructors to establish a highly favorable atmosphere for learning.

 

Although discipline normally comes to mind at the mention of ‘classroom management, it is not the key component since teaching involves much more than that. Classroom management develops a set of expectations employed in an ordered classroom setting. It comprises routines, regulations, and consequences. Effective classroom management offers a platform for the instructor to engage the students in learning for improved comprehension.

 

It is extremely vital for a teacher to have a well-managed and organized atmosphere for learning to boost beneficial impacts on the performance of pupils in their academics. To support this, Watkins, Carnell & Lodge (2007) argued that “classroom activities are conducted on the basic perspective of learning with the concept that students acquire in some simple manner what the instructor teaches. This is widely considered that will convert to greater academic achievement for the pupils.

 

According to Starr (2004), every teacher should exhibit exceptional classroom management skills”. Starr (2004) described classroom management as the methods, tactics, and instructional approaches instructors employ to control students’ conduct and learning activities.

 

When the students take charge of the class, it frequently leads to a chaotic environment in the classroom because studying is no longer the goal of pupils. Starr (2004) continues that there are many classroom management approaches that every instructor may apply as they consider fit.

 

Some examples are: being consistent at all times, strictly following the class schedule, setting clear expectations and leveling them off at the start of every class, being patient, providing different activities to keep the class busy, encouraging active participation of students, and never talk too much or dominate the entire class hour. When they are successfully put in place, the possibility of creating high-quality pupils with exceptional academic achievement is extremely high. While some of these mentioned classroom management approaches may be applied with beneficial outcomes, they may not be a one-off solution.

 

Government, corporate organizations, and parents spend extensively on the education of citizens, personnel, and children accordingly for meaningful and good influence on society. Despite this expenditure, the academic achievement of the kids is not promising. Regrettably, one of the key drivers of this falling academic performance is the disregard for proper classroom management.

 

Most teachers in training regard classroom management as the most difficult component of teaching since it involves a lot of effort, understanding, and patience so most instructors find a way to down it. Although classroom management actually may be quite tough, some instructors in training lack tolerance and so brutally perform their job either by providing too much punishment to the kids or ignoring them when they ask questions. By doing so, they have made opportunities for ignorance to develop it since the pupils would not be encouraged to study hard or they grow indifferent about learning which sometimes leads to absenteeism and failure.

 

It is most commonly considered by some instructors that discipline is the remedy to everything. While it is important to have total discipline in the classroom, it should not be the sole strategy a teacher utilizes to make sure that the children learn. Some pupils, however, are not influenced by punishment because they may not perceive the value. Some merely feel the need to carry out an appointed assignment because they do not want to be penalized but in real fact may not be learning so putting fear into the kids when there is meant to be respected.

The major purpose of this research is to explore the influence of classroom management methods on the academic performance of Nigerian undergraduate students using a case study of Babcock University. The precise aims of the research include:

The following null hypotheses will be tested:

 

Significance of the Study

 

The major purpose of classroom management is to establish a favorable learning environment to boost students’ learning which would inevitably improve academic achievement. It will thus be crucial to the instructors since it will strengthen their teaching abilities and improve their efficacy.

 

Additionally, it would aid the instructors to establish a well-planned classroom for learning. Invariably, it would eliminate the repeat of everyday routine hence saving valuable time which might be utilized for other positive objectives in the classroom. It would also enable the children to focus on their academics since efficient classroom management provides the pupils with little or no space to misbehave.

 

The expectations are well communicated and the pupils already know precisely what is expected of them. Students may even develop better when the instructor is not present in the class as long as they have laid out expectations for regular work.

 

They know how the classroom functions so they are able to assist the replacement run the classroom. Furthermore, the results will let the government, private school owners, and parents have value for their investment with subsequent progress in societal development.

 

The survey includes undergraduate students in the school of education and humanities, the school of science and technology, and the Babcock Business School of Babcock University. The research reveals the results of the many strategies and instructional techniques instructors employ in controlling their classes.

 

It affects the students’ academic results both favorably and adversely. The timeframe of the research is from 2015 – 2019 and studies classroom management in Babcock schools at Ilisan, Remo, Ogun State.