Relationship between Academic Performance of Students and Teachers Control Mechanisms in Secondary Schools in Awka South Local Government Area Anambra State

ABSTRACT: The study was carried out to ascertain the perceived relationship between teacher control mechanisms and academic performance of students in secondary schools in Awka South Local Government Area. Four research questions were used as a guide and descriptive survey design was adopted, the population comprised of 664 teachers in public Secondary schools in the area of study out of which a sample of 133 was used. Instrument used for data collection was a questionnaire of 19 items designed with a four- scale response options. The arithmetic mean was used for data analysis. The findings of the study indicated that there is a perceived relationship between teacher’s classroom rules and regulation and academic performance because punishing students who fail to partake in class activities helps students in public examination, checking student’s unnecessary exit and entry from the classroom improves students learning rate, encouraging study groups helps their ability to study for exams together. It was also revealed that there is a perceived relationship between teachers classroom design and students academic performance because; neatly designed classroom helps students to learn in class, when classroom is properly arranged it reduces discussion during lesson, poor lightning and inadequate ventilation in classroom affects academic performance of students, Neatly arranged student desk facing the blackboard will enhance students focus and learning in classroom, teacher makes sure students are not facing the window so that they don’t get distracted when lesson is going on, and  the number of students in the classroom affects academic performance of students. The following recommendations were made by the researcher; school management should organize seminars and forum for students on the importance of obeying rules and regulations. In such a workshop, teachers and other experts can share with students on real life experience on the obedience of rules and regulations. The school management should coerce the head teacher into strictly implementing the set rules and regulations. Student discipline is necessary in schools since it forms the basis for learning, performance in examinations and life-after school.

TABLE OF CONTENTS

Content                                                                                                 Page

TITLE PAGE

APPROVAL PAGE

CERTIFICATION

DEDICATION

ACKNOWLEDGEMENTS

ABSTRACT

TABLE OF CONTENTS

LIST OF TABLES

APPENDICES

CHAPTER ONE: INTRODUCTION                                                     

Background to the Study

Statement of the Problem

Purpose of the Study

Significance of the Study

Scope of the Study

Research Questions

CHAPTER TWO: REVIEW OF RELATED LITERATURE             

         Conceptual Framework                                                                          

Concept of Teacher’s Control Mechanisms

Concept of Academic Performance

Theoretical Framework

B.F Skinner’s Behaviorisms

Bandura’s Social Learning Theory

Theoretical Studies

Method on Teachers Control Mechanisms and Academic Performance of students

Method on Teacher Classroom Rules and Regulation

Method on Teacher Classroom Design

Method on Teacher Instructional Techniques

Method on Teacher Classroom Communication

Review of Empirical Studies

Studies on Teacher Classroom Rules and Regulation and academic performance of students

Studies on Teacher Classroom Design and academic performance of students

Studies on Teacher Instructional Techniques and academic performance of students

Studies on Teacher Classroom Communication and academic performance of students

Summary of the review of related Literature

CHAPTER THREE: METHOD                                                    

Research Design

Area of the Study

Population of the Study

Sample and Sampling Techniques

Instrument for Data Collection

Validation of the Instrument

Method of Data Collection

Method of Data Analysis

CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA   

Research Questions

Summary of Findings

CHAPTER FIVE: DISCUSSION OF RESULTS, CONCLUSION AND RECOMMEDATION                                                                                                                                                                                                                                                                                                                                              

Discussion of Results

Conclusion

Implications of the Study

Recommendations

Limitations of the Study

Suggestions for Further Research

REFERENCES

APPENDIX I

APPENDIX II

APPENDIX III

List of Tables

CHAPTER ONE

• INTRODUCTION
  • Background to the Study

In today’s society, schools are being held accountable for every aspect of student achievement. Teacher classroom control plays a major role in a student’s classroom achievement. Unfortunately, many of the education reforms have failed to mention or address the relationship between student academic performance and classroom control strategies (Brannon, 2010). Throughout the decades, classroom discipline has been cited as a major issue for teachers (Martin, Chiodo, & Chang, 2001; Martin & Sass, 2010). According to Shupe (2008), student academic performance has been affected in schools where discipline and behavioral issues are not appropriately handled.

Teachers vary in how they manage and control their classrooms, but little is known regarding the relationship between elementary school classroom control styles and student outcomes (Brannon, 2010). Effective teaching and learning cannot take place in poorly managed classrooms (Jones & Jones, 2012; Marzano, Marzano, & Pickering, 2003; Van de Grift, Van der Wal, & Torenbeek, 2011). Effective classroom control strategies support and facilitate effective teaching and learning. Effective classroom control is generally based on the principle of establishing a positive classroom environment encompassing effective teacher-student relationships (Wubbels, Brekelmans, Van Tartwijk, & Admiraal, 1999).

In the 1990’s classroom control 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 behavior affected others in the environment (Schneider, 2006). Research from Balmer (2008) and Brophy and Good (2006) shows that the time the teacher has to take correct misbehavior caused by poor classroom control skills result in a lower rate of academic engagement in the classroom. From the students‟ perspective, effective classroom control involves clear communication of behavior and academic expectations as well as a cooperative learning environment. Research findings converge on the conclusion that “teachers who approach classroom control as a process of establishing and maintaining effective learning environments tend to be more successful than teachers who place more emphasis on their as authority figures or disciplinarians” (Brophy, 2008:10).

Today, classroom control according to Akpakwu (2003) is the most neglected area in our secondary schools, and the success or failure of any teaching and learning process depends to a large extent on the way classrooms are managed. Failure to effectively manage the classroom can have an overall negative influence on the entire school, most especially in terms of sound academic performance of the school. When educator talks about classroom control, one of the first things that come to mind is maintenance of discipline, management, motivational teaching methods, leadership styles, use of instructional materials and communication. Ada (2004) sees classroom discipline as a function of the interaction between teacher and students that bring about self control and respect for authority. It entails creating and keeping books based on reciprocal understanding limits that must not be transgressed. Classroom motivation is another control variable that according to Fadipe (2000) is the process of influencing or stimulating a student to take action that will accomplish desired goals. A teacher can reward the learner in order to increase the probability of reporting the desired behavior.

Teachers that are effective classroom manager have; planned rules and procedures carefully, systemically taught these to students, organized instruction to maximize student task engagement and success, communicated directions and expectations to students. Teachers who have problems with behavior management and classroom discipline are frequently ineffective in the classroom. Class maintenance begins by setting a stage. Lingren (2006) noted that, “stage setting is a way of initiating structure, a term used in recognition of the fact that any ongoing situation has a certain trend, characteristics and cues that people use as basis for action.” This is the initial stage of self-acquaintance with the learners, their attitudes and behavior by the teachers. In establishing effective communication skills with them, through such approach like simple praise and direct approach with clear natural voice. The teacher, as teaching/learning continues will normally use general classroom management principles. These include activities like establishment of rules and regulations, and giving rationale for any ongoing factors. To know that the rules and regulations are meant for learning objectives, the learners are guided by teacher’s action, and learners‟ partake in school affairs and classroom activities. The rules and regulations are established and reviewed periodically. Reward or punishment is to be given where necessary in order to motivate, and to cope with discipline situations in the class and the school. Instructional management is the most important aspect of curriculum implementation is the organized classroom plan. To this effect, Offorma (2014) stated that, “the instructional consideration in curriculum development level include teachers making daily decisions about subjects, course, content, grouping of instructional material pacing and sequencing of activities and assessing how well students learn, which directly affects students learning.” In this process, the teacher with his words of experience should always be flexible with knowledge of the subject matter and learners, especially the fast and slow learners.

Secondary school students’ academic achievement according to Fadipe (2010) takes into cognizance both quality and quantity of the internal and external results achieved. It implies that it is not just the number of graduates of the system that matters but how relevant and competent the graduates are in meeting the societal needs and aspirations. It is on the basis of the above that the researcher decided to carry out this study to find out the relationship between teachers control mechanisms and students academic performance in secondary schools in Awka South Local Government Area.

Statement of Problem

In Nigerian secondary schools, the most common problem reported by teachers is those that relate to behavior control in the classroom (Igbo, 2005). The evidence is irrefutable and evident in Awka South LGA, surveys of teachers in public secondary schools indicate that sometimes in an attempt to maintain order in the classroom sometimes teachers can actually make the problem worse which leads to known implications such as; lackadaisical attitude towards learning, loss of interest in the subject and in general a poor academic performance of such a child (Adewale, 2007). Considering this observation, one wonders the extent these teachers are aware of and apply research supported classroom behavior control skills. Effective classroom control methods to be employed by the teachers should fall within the following: classroom rules and regulation; classroom design & organization; Instructional technique, and classroom communication.

Significance of the Study

The relationship between teachers control mechanism and academic performance of students if not properly addressed will assume a serious problem and threaten the very existence and reputation of secondary schools in Awka South Local Government Area. Practically, this study will contribute immensely to the teaching staff of secondary schools in Awka South Local government; it will show them the control mechanism and management skills needed to improve academic performance of students in secondary schools in Awka south local Government Area. Also this study will help the government and The Ministry of Education, provide the necessary legal frame work to guide teachers in their effort to effectively control and manage their students. This includes matters of discipline and formulation of school rules and regulations, design & organization, communication and instructional techniques.

Secondary schools in Awka South Local government will also benefit immensely from a study of this nature; it will directly lead to the raising of our standard of education because experience has shown that well controlled and disciplined students learn faster and perform better academically than uncontrolled students. Therefore, the findings of this study will help the school produce students who can contribute meaningfully towards the development of the nation in future.

Theoretically, the outcome of this study will contribute immensely to the already existing body of knowledge in the field; the results of the work will be of great help to future researchers. This will be a source of research materials or empirical data for them.

Purpose of the Study

The main purpose of this study is to find out the perceived relationship between teacher control mechanism and students academic performance in secondary schools in Awka South Local Government Area. Specifically the study will;

1. Determine the perceived relationship between teacher’s classroom rules and regulation and student’s academic performance in secondary schools in Awka South LGA.
2. Determine the perceived relationship between teacher’s classroom design and student’s Academic performance in secondary schools in Awka South LGA.
3. Determine the perceived relationship between teachers instructional techniques and students academic performance in secondary schools in Awka South LGA.
4. Determine the perceived relationship between teachers classroom communication and student’s academic performance in secondary schools in Awka South LGA.

Scope of the Study

The study focused on public secondary schools in Awka South Local Government Area in Anambra State. The study will be restricted to both male and female teachers in the secondary schools. They were chosen because it is expected that they are in constant contact with the students and are familiar with teacher’s classroom control mechanisms. Academic performance is delimited to the students’ cumulative average score of school subjects in a session.

Research Questions

The following research question will guide the study.

1. What is the perceived relationship between teacher’s classroom rules and regulation and student’s academic performance in secondary schools in Awka South LGA?
2. What is the perceived relationship between teacher’s classroom design and student’s Academic performance in secondary schools in Awka South LGA?
3. What is the perceived relationship between teacher’s classroom instructional techniques and student’s academic performance in secondary schools in Awka South LGA?
4. What is the perceived relationship between teacher’s classroom communications on student’s academic performance in secondary schools in Awka South LGA?

GET RELATED RESEARCH WORK ON ACADEMIC PERFORMANCE OF STUDENTS