APPLICATION OF CLASSROOM ADMINISTRATION PRACTICES IN SECONDARY SCHOOLS IN OYUN LOCAL GOVERNMENT AREA OF KWARA STATE, NIGERIA
ABSTRACT
This study investigated Application of Classroom Management Techniques in Secondary Schools in Oyun Local Government Area of Kwara State, Nigeria. The study was carried out with seven objectives among which are to examine the opinions of principals, teachers and inspector on the application of time management, application of reward and application of punishment during classroom management in secondary schools in Oyun Local Government Area of Kwara State, Nigeria. Seven research questions were raised in line with the objectives and the hypotheses. Relevant literatures were reviewed on the key variables of the study. Descriptive research design was used in this study. The population of the study was 340 with the sample size of 19 principals, 283 teachers and 38 inspectors, making a total of 340 used as the sample. The instrument used for the study was structured questionnaire, tagged “Classroom Management Technique Questionnaire (CMTQ)”. This instrument was validated by the researcher supervisors and pilot tested, which showed a reliability index of 0.94. The demographic data of the respondents were analyzed using frequency count and percentages while mean and standard deviation were used to answer the research questions. All the hypotheses were tested using Analysis of Variance (ANOVA) at 0.05 level of significance. Findings from the study showed that, there was low level of communication between the teacher and student about what to do on the application of time management in secondary schools and poor application of group participation by the students does not encouraged and maintained their academic and social relations in secondary schools in Oyun Local Government Area of Kwara State, Nigeria. In view of these findings, the study concluded that the teacher ability to handle unpleasant behaviour in the classroom sets an example for students to see the necessity to behave themselves. Recommendations was made among others that time management skills of the teacher during classroom instruction should be sustained while efforts should be directed towards avoiding those factors that constitute impediments to their time management skills; the use of reward during classroom instruction should be regulated as this may be encouraging docility and defense to authority rather than originality and spontaneity of effort; and application of punishment during classroom instruction should be made a temporary drive as students always associate fear of pain with study, and it is not healthy to keep students under a permanent state of siege.
TABLE OF CONTENTS
Title Page i
Operational Definition of Terms xiv
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study 1
1.2 Statement of the Problem 5
1.3 Objectives of the Study 7
1.4 Research Questions 7
1.5 Research Hypotheses 8
1.6 Basic Assumptions 9
1.7 Significance of the Study 10
1.8 Scope of the Study 12
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 Introduction 13
2.2 Conceptual Framework 14
2.2.1 Classroom Management 15
2.2.2 Time Management 17
2.2.3 Discipline 18
2.2.4 Reward 20
2.2.5 Classroom Arrangement 21
2.2.6 Punishment 23
2.2.7 Non-verbal Communication 26
2.2.8 Group Participation 27
2.2.9 Management Techniques 30
2.3 Theoretical Framework 32
2.4 Techniques of Classroom Management 36
2.4.1 Techniques of Time Management 38
2.4.2 Techniques of Discipline 43
2.4.3 Techniques of Reward 44
2.4.4 Techniques of Classroom Arrangement 48
2.4.5 Techniques of Punishment 53
2.4.6 Techniques of Non-verbal Communication 63
2.4.7 Techniques of Group Participation 65
2.5 Teachers Role in Classroom Management 71
2.5.1 Knowledge and Behaviour of Teachers in Classroom Management 74
2.5.2 Techniques Teachers Need to Apply in Classroom Management 77
2.6 Empirical Studies 79
2.7 Summary 83
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 84
3.2 Research Design 84
3.3 Population of the Study 84
3.4 Sample and Sampling Techniques 85
3.5 Instrumentation 86
3.5.1 Validity of the Instrument 86
3.5.2 Pilot Test 87
3.5.3 Reliability of the Instrument 87
3.6 Procedure for Data Collection 87
3.7 Procedure for Data Analysis 88
CHAPTER FOUR: DATA ANALYSIS, RESULTS AND DISCUSSION
4.1 Introduction 89
4.2 Analysis of Bio-data Variables 89
4.3 Answers to Research Questions 92
4.4 Hypotheses Testing 106
4.5 Summary of Hypotheses Testing 115
4.6 Summary of Major Findings 115
4.7 Discussions of Findings 116
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 120
5.2 Conclusion 122
5.3 Recommendations 123
5.4 Suggestions for Further Studies 124
References 125
Appendix 134
LIST OF TABLES
| Table 1: Population Distribution | 85 | |
| Table 2: Sample of the Study | 86 | |
| Table 3: Status of the Respondents | 89 | |
| Table 4: Gender of the Respondents | 90 | |
| Table 5: Age of the Respondents | 90 | |
| Table 6: Marital Status of the Respondents | 90 | |
| Table 7: Highest Educational Qualification | 91 | |
| Table 8: Years of Experience | 91 | |
| Table 9: School Location
Table 10: Descriptive statistics on the application of time management |
92 | |
| during classroom management in secondary schools in Oyun Local | ||
| Government Area of Kwara State
Table 11: Descriptive statistics on the application of reward during classroom management in secondary schools in Oyun Local |
93 | |
| Government Area of Kwara State
Table 12: Descriptive statstics on the application of punishmemnt during classroom management in secondary schools in Oyun Local |
95 | |
| Government Area of Kwara State
Table 13: Descriptive statistics on the application of discipline during classroom management in secondary schools in Oyun Local |
97 | |
| Government Area of Kwara State | 99 | |
Table 14: Descriptive statistics on students group participation during
Classroom management in secondary schools in Oyun Local Government
Area of Kwara State 101
Table 15: Descriptive statistics on class arrangement during classroom management in secondary schools in Oyun Local Government Area of
Kwara State 103
Table 16: Descriptive statistics on the use of non-verbal communication during classroom management in secondary schools in Oyun Local
| Government Area of Kwara State
Table 17: Summary of Analysis of Variance (ANOVA) statistic on the application of time management during classroom management |
105 |
| in secondary schools in Oyun Local Government Area of Kwara State
Table 18: Summary of Scheffe‘s Multiple Comparison Test on application of time management during classroom management in secondary |
106 |
| schools in Oyun Local Government Area of Kwara State
Table 19: Summary of Analysis of Variance (ANOVA) statistics on the application of reward during classroom management in secondary |
107 |
| schools in Oyun Local Government Area of Kwara State
Table 20: Summary of Scheffe‘s Multiple Comparison Test on application of reward during classroom management in secondary schools in |
107 |
| Oyun Local Government Area of Kwara State
Table 21: Summary of Analysis of Variance (ANOVA) statistics on the application of punishment during classroom management in secondary |
108 |
| schools in Oyun Local Government Area of Kwara State | 108 |
Table 22: Summary of Scheffe‘s Multiple Comparison Test on application of punishment during classroom management in secondary schools in
Oyun Local Government Area of Kwara State 109
Table 23: Summary of Analysis of Variance (ANOVA) statistics on the application of discipline during classroom management in secondary
schools in Oyun Local Government Area of Kwara State 110
Table 24: Summary of Scheffe‘s Multiple Comparison Test on application of discipline during classroom management in secondary schools in Oyun
Local Government Area of Kwara State 110
Table 25: Summary of Analysis of Variance (ANOVA) statistics on students group participation during classroom management in secondary
schools in Oyun Local Government Area of Kwara State 111
Table 26: Summary of Scheffe‘s Multiple Comparison Test on students group participation during classroom management in secondary schools in
Oyun Local Government Area of Kwara State 111
Table 27: Summary of Analysis of Variance (ANOVA) statistics on class arrangement in secondary schools in Oyun Local Government Area
of Kwara State 112
Table 28: Summary of Scheffe‘s Multiple Comparison Test on class arrangement in secondary schools in Oyun Local Government Area of Kwara State 112 Table 29: Summary of Analysis of Variance (ANOVA) statistics on the
Use of non-verbal communication during classroom management in
secondary schools in Oyun Local Government Area of Kwara State 113
Table 30: Summary of Scheffe‘s Multiple Comparison Test on the use of non-verbal communication during classroom management in secondary schools in Oyun Local Government Area of Kwara State 114
Table 31: Summary of the hypotheses tested in the study 115
LIST OF ABBREVIATIONS
ADHD Attention-Deficit Hyperactivity Disorder
CMT Classroom Management Technique
ISS In-School Suspension
L2 Second Language
OECD Organisation for Economic Co-operation and Development
OSS Out-of-School Suspension
SGB School Governing Body
OPERATIONAL DEFINITION OF TERMS
The following are the operational definition of the key terms used in this research:
Class Arrangement is the act of defining and clarifying the physical space of the classroom
to enables students anticipate in the activity that will be held in each area.
Discipline: Training expected to produce a specific character of pattern of behaviour
especially training that produces moral or mental improvement.
Management: The act of being or charge of something in order to cope with the situation
and succeed, It is also the total utilization of both human and material resources in a cooperative effort, to achieve a set goal
Punishment: This is an action taken against someone for deviation from the schools rules
or codes of conduct.
Reward: A thing that you are given because you have done something good.
Students Group Participation means keeping students busy and on task while they are
working together.
Technique: A practical skill, and applied to a particular task.
Time management is the ability to produce and follow a schedule, meet deadlines,
prioritize and minimize distractions and unimportant tasks.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Classroom is the immediate management environment for formal knowledge acquisition. It is a shelter for both teachers and learners so as to engage in educative activities. Classroom is made up of the teacher, the learners, learning equipment and the environment. Kimberly (2001) stated the five characteristics of a classroom as security, open communication, mutual likeness, shared goals and connectedness. Management on the other hand, can be seen as the process of designing and maintaining any setting in which people work in groups for the purpose of accomplishing predetermined goals. The idea of any setting equally indicates that management is applicable to all establishments which do not exonerate educational setting.
Management involves the act of running or controlling or skill of dealing with people or situations in any way (Adeyemo, 2012). Also, management is defined as a method where a group of people at the highest level of organization plan, organize, communicate, coordinate, control and direct the actions and activities of people who work for the organization toward the achievement of organizational objectives (Loomiz, 1989 in Adeyemo, 2012). Some people believe that education and management are incompatible; management is seen as process that happens in industry but not in education. The management role of a teacher therefore is not the same as that of an accountant or of a bank manager, but the management role is certainly an institution that has specific objectives and a school is not an exception. In order to achieve its aims, a school has to have objectives, and to achieve these objectives, the various people with responsibilities in the school especially in a classroom have to plan, organize and lead.
Classroom management is the term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behaviour by students. The term also implies the prevention of disruptive behaviour. It is possibly the most difficult aspect of teaching for many teachers; indeed experienced problems in this area cause some to leave teaching. Classroom management is a complex set of articulate behaviour which the teacher uses to establish and maintain conditions to enable learners achieve instructional objectives efficiently. Brown (1995) looked at classroom management as a process involving the organization of certain academic tasks which are essential for effective teaching and learning in a specific set up. Classroom management first became a popular topic in education during the 1970 and 1980 (Tavares, 1996 & Butchart, 1995). The focus in these early years was primarily on making the classroom safe and establishing behaviour management, used to control and shape students behaviour to conform to school rules by the classroom teacher. Classroom management using an authoritarian or punitive approach could repress disorderly behaviour, but it might not foster student‘s growth or allow the acquisition of more sophisticated modes of learning, such as critical thinking and reflection (Jones, 1995).
In the 1990s classroom management developed beyond a set of educational techniques to become a complex process in which an environment is constructed in an ongoing reciprocal manner. This process included dialogue between teachers and students, reflection on past and present experiences, and looking at how one‘s behaviour affected others in the environment (Schneider, 1996). Research from Balmer, Brophy and Good in Adeyemo (2012) shows that the time teacher has to correct misbehaviour caused by poor classroom management skills result in a lower rate of academic engagement in the classroom. From the students‘ perspective, effective classroom management involves clear communication of behaviour and academic expectations as well as a cooperative learning environment. Apparently, classroom management is closely linked to issues of motivation, reinforcement, reward, discipline and respect (Naong, 2007). There are instances of some situations in the classroom that has necessitated the application of adequate management techniques by the teacher, these among others include: Students undermining the teacher‘s authority; students leaving class too frequently, sometimes without permission; sitting and backing the teacher during lesson; reading other materials or doing other things like discussion or noise making during lesson; eating or chewing gum while the class is going on; and students sleeping in the class during the lesson. All these should be considered rude and should not be tolerated. Other issues faced in the classes are: refusal to participate or speak during lesson, students sometimes become naughty and refuse to participate in classroom activities, fighting in the class, telling lies, stealing, copying other students‘ work during test or examinations, lack of toilet training, for instance and the likes. All these types of behaviour are management problems which need adequate classroom management techniques to tackle them. In countries like the U.S. and Malaysia, there are media publications, where teachers have been charged with assault on learners; teachers have used sticks to hit the children (Naong, 2007).
A significant body of research also attests to the fact that classroom organization and behaviour management competencies significantly influence the persistence of new teachers in teaching career (Ingersoll & Smith, 2003). New teachers typically express concerns about lacking effective means to handle the disruptive behaviour of students (Browers & Tomic, 2000). The ability of teachers to organize classrooms and manage the behaviour of their students is critical of achieving positive educational outcomes. As Zeidner (1990) in Adeyemo (2012) stated that adequate classroom discipline is generally regarded to be one of the most essential aspects of education as well as an absolute prerequisite to achieving instructional objectives and safeguarding students‘ psychological, social and physical well-being. The objectives of classroom are for students to gain social and academic success in a structured environment that caters for tolerance, exemplary behaviour and learning.
Effective classroom management means implementing techniques that create a safe, fair and rule based learning environment for students to flourish in. Emmor and Evertson in Osakwe (2013) stated that effective classroom management consists of teacher behaviour that produces high level of students‘ involvement in classroom activities, minimal amounts of student‘s behaviour that interferes with the teacher‘s or other students‘ work, and efficient use of instructional time. Classroom management techniques are a critical part of teacher’s success in creating a safe and effective learning environment for students. The purpose of education is to provide a safe and friendly environment in order for learning to take place. Therefore teachers should know how to use and apply techniques that will allow and also help student to learn because without classroom management, teaching and learning process cannot be successful and effective. In view of this, Inusa (2004) opined that, a person who cannot maintain order and discipline among children is not fit to be a teacher.
In Oyun Local Government Area of Kwara State, the issue of classroom
management has some peculiar problems. One major issue is lack of interest in education at large. It has been discovered that schools have become less populated and even under populated in some cases because of lack of interest. The students that are even available in schools are hardly interested in education, but might be there by their parent’s desire, in essence, some of the learners display negative behaviour during lessons and when disciplinary action are taken against them it drives them out of school completely. How then do we manage our classroom adequately and keep such children in school. This study then was carried out to find appropriate techniques for classroom management in secondary schools in Oyun Local Government Area of Kwara State, Nigeria.
1.2 Statement of the Problem
The purpose of good classroom management in the realization of the objectives of education cannot be over emphasized. As student often exhibits some deviant behaviour in the classroom, which include; noise making, chewing gum, passing notes, using cell phones in class, cheating during examinations or test, copying or passing a different note during lesson, jesting, sleeping during lessons, stealing, eating during lessons, fighting, rudeness to teachers, breaking school rules, distracting others and the likes. All these and even more could constitute management problems that require effective management techniques to handle them so as to achieve educational objectives (Osakwe, 2014). Likewise, communication is a very important tool to help foster good classroom atmosphere and relations (Adeyemo, 2012). Students relate very well and openly with teachers they have formed a connection with through good communication. Hence, the teacher should not be seen as a dictator, because adolescents/teenagers easily rebel against such. A teacher should be someone reliable, trustworthy, approachable, open and respected. But these attributes are lacking in our teachers, which makes classroom management more difficult in Nigerian schools (Adeyemo, 2012). Good interpersonal relationship, will lead to easier classroom management and help achieve educational objectives at the long run.
Some parents in Oyun Local Government Area of Kwara State show negative
attention to their children’s education and this makes it difficult for teachers to do their work effectively. This is because some classroom management techniques are taken, some parents do not take it in good faith. Parents are rather concerned with their children learning a trade, farming or even sending them to bigger cities to get jobs. Another problem that informs this study is the issue of classroom arrangement. This has made classroom management very difficult in Oyun. Furthermore, in Oyun Local Government Area of Kwara State, many teachers find it difficult to effectively manage students, because teenagers are more difficult to manage. Thus to effectively manage classroom with teenagers, proper techniques are to be tactically used with necessary variety (Kimberly, 2001).
Another problem in Oyun Local Government Area of Kwara State is bad infrastructure in schools. One of the conditions for effective classroom management in teaching and learning is a conducive environment, with good infrastructure. Hence, there are some schools in the zone without furniture, dilapidated buildings or falling ceiling.
Managing learners under such conditions becomes difficult or very impossible. Educators in Oyun Local Government Area will therefore have to discover and apply techniques that are suitable with such conditions. In this Local Government, environmental conditions has also affected the teaching and learning process and invariably affecting classroom management. A child that is not sitting comfortably cannot listen attentively.
Even though, punishment and other effective classroom management techniques are allowed generally in Kwara State, there is need to discover alternative techniques to use that could help the teachers in classroom management and match with the attainment of educational objectives. Therefore, this study surveyed the application of Classroom Management Techniques in Secondary Schools in Oyun Local Government Area of Kwara State, Nigeria with the hope to discover alternative techniques to use for effective classroom management.
1.3 Objectives of the Study
This study was carried out with the objectives to:
- examine the opinions of principals, inspectors and teachers on the application of time management in secondary schools in Oyun Local Government Area of Kwara
State;
- investigate the opinions of principals, inspectors and teachers on the application of reward in secondary schools in Oyun Local Government Area of Kwara State;
- explore the opinions of principals, inspectors and teachers on the application of punishment in secondary schools in Oyun Local Government Area of Kwara State;
- determine the opinions of principals, inspectors and teachers on the application of discipline in secondary schools in Oyun Local Government Area of Kwara State;
- find out the opinions of principals, inspectors and teachers on group participation in secondary schools in Oyun Local Government Area of Kwara State;
- determine the opinions of principals, inspectors and teachers on the application of classroom arranagement in secondary schools in Oyun Local Government Area of
Kwara State; and
- assess the opinions of principals, inspectors and teachers on application use of nonverbal communication in secondary schools in Oyun Local Government Area of Kwara State.
1.4 Research Questions
The following research questions were raised to guide the conduct of this study:
- What are the opinions of principals, inspectors and teachers on the application of time management during classroom management in secondary schools in Oyun
Local Government Area of Kwara State?
- What are the opinions of principals, inspectors and teachers on the application of reward during classroom management in secondary schools in Oyun Local Government Area of Kwara State?
- What are the opinions of principals, inspectors and teachers on the application of punishment during classroom management in secondary schools in Oyun Local Government Area of Kwara State?
- What are the opinions of principals, inspectors and teachers on the application of discipline in classroom management in secondary schools in Oyun Local Government Area of Kwara State?
- What are the opinions of principals, inspectors and teachers on students group participation in classroom management in secondary schools in Oyun Local Government Area of Kwara State?
- What are the opinions of principals, teachers and inspectors on the classroom arrangement in secondary schools in Oyun Local Government Area of Kwara State?
- What are the opinions of principals, inspectors and teachers on non-verbal communication in classroom management in secondary schools in Oyun Local Government Area of Kwara State?
1.5 Research Hypotheses
The following research hypotheses were formulated for the study:
H01: There is no significant difference in the opinions of principals, teachers and inspectors on the application of time management in secondary schools in Oyun
Local Government Area of Kwara State.
| H02: | There is no significant difference in the opinions of principals, teachers and inspectors on the application of reward in secondary schools in Oyun Local
Government Area of Kwara State. |
| H03: | There is no significant difference in the opinions of principals, teachers and inspectors on the application of punishment in secondary schools in Oyun Local
Government Area of Kwara State. |
| H04: | There is no significant difference in the opinions of principals, teachers and inspector on the application of discipline in secondary schools in Oyun Local
Government Area of Kwara State. |
| H05: | There is no significant difference in the opinions of principals, teachers and inspectors on students‘ group participation in secondary schools in Oyun Local
Government Area of Kwara State. |
| H06: | There is no significant difference in the opinions of principals, teachers and inspectors on class arrangement in secondary schools in Oyun Local Government
Area of Kwara State. |
| H07: | There is no significant difference in the opinions of principals, teachers and inspectors on the use of non-verbal communication in secondary schools in Oyun
Local Government Area of Kwara State. |
| 1.6 | Basic Assumptions |
For the purpose of this study, the following assumptions were made that:
- proper application of time management in classroom management is assured to increase students teacher interaction and better students performance in secondary schools in Oyun Local Government Area, Kwara State.
- the way teachers apply reward during teaching and learning in secondary schools in
Oyun Local Government Area of Kwara State is very effective.
- proper application of punishment during classroom management in secondary schools in Oyun Local Government Area of Kwara State ensure smooth teaching and learning.
- proper application of discipline during classroom management in secondary schools in Oyun Local Government Area of Kwara State brings about respect between teachers and students.
- students group participation during classroom management in secondary schools in
Oyun Local Government Area of Kwara State helps facilitate cooperation.
- effective class arrangement would aid proper learning in secondary schools in Oyun
Local Government Area of Kwara State.
- proper use of non-verbal communication during classes in secondary schools in
Oyun Local Government Area of Kwara State can encourage orderliness.
1.7 Significance of the Study
This study is significant because it attempted to study the application of the techniques of classroom management used by teachers in secondary schools in Oyun Local Government Area of Kwara State. Therefore, findings from this study showed significance in a number of ways to the teachers, educational planners, Ministry of education, stakeholders and students.
Classroom teachers are known as classroom managers because of their roles in managing learning activities, instructional procedures, the prevailing attitudes, feeling and atmosphere in the classroom. It is hoped that findings from this study would help teachers know the common problems they might likely experience during lessons, and proffer tangible solutions on how to handle such situation. It would equally help teachers to know how to uphold discipline and order in the classroom and create a more conducive teaching and learning environment. This information will be applicable or useful to other secondary schools in Nigeria.
Hopefully, the outcomes of this study would help educational planners, Ministry of Education, Inspectors and other educational bodies to identify the importance of employing qualified teachers in review techniques as the times change. The finding would bridge the gap between theories and practice in classroom management techniques used in secondary schools in Nigeria in general and Oyun in Kwara State in particular. However, it will help educators and school managers know to what extent educational objectives have been met.
Findings from the study would also benefit the parents/guardians. It will give parents a better understanding on why they should allow certain techniques of classroom management which could be beneficial to them and their children at the long run. Financial stakeholder would also see the need and usefulness of classroom management which would justify their financial input at the long run.
Also, findings of the study will be relevant and will add to literatures of related studies. The findings would be beneficial to secondary school teachers in Oyun, Kwara State. This is because the teachers will get more understanding and knowledge on the various classroom techniques of classroom management that will be employed in secondary schools. The information will help proffer solutions to issues related to classroom management in Oyun Local Government Area of Kwara State.
Finally, the research will equally benefit students because when there is good classroom management their performances will get better and learning will be more interesting and effective. Students will further benefit from the findings of this study as students will know what are considered legitimate reasons for being absent, procedures to follow when absent as well as when returning from an absence, and the impact recurring absences will have on their performance. They will also understand the importance for being on time for class. Because being late to class did not only interrupt instruction for others but also causes them to miss work.
1.8 Scope of the Study
The main focus of this study was on the application of classroom management techniques in secondary schools in Oyun Local Government Area of Kwara State. This study looked into the various classroom management techniques used by teachers in secondary schools which are time management, reward, punishment, discipline, students group participation, class arrangement, non verbal communication and the common behavioural problems that students exhibit. The scope of this study covered 19 secondary schools in Oyun Local Government Area. Hence, the study is limited to principals, inspectors, and secondary school teachers and also to the above named classroom management techniques.
APPLICATION OF CLASSROOM ADMINISTRATION PRACTICES IN SECONDARY SCHOOLS IN OYUN LOCAL GOVERNMENT AREA OF KWARA STATE, NIGERIA