Relationship Between Teachers’ Classroom Management-Techniques and Students’ Academic Performance in Post Basic Schools in Adamawa State, Nigeria

Alawiyya Abubakar Abba and F. O. Awodoyin (Ph.D)
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Alawiyya Abubakar Abba: Department of Physical Sciences Education, Faculty of Education, Modibbo Adama University, Yola.
F. O. Awodoyin (Ph.D): Department of Physical Sciences Education, Faculty of Education, Modibbo Adama University, Yola.

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 8, 943-955

Abstract: This study examined the relationship between teacher classroom management techniques and student academic performance in Post Basic Schools in Adamawa State, Nigeria. Specifically, three specific objectives, three research questions and three corresponding hypotheses guided the study. A correlational research design was adopted for the study. The population of the study is 43,499. This comprise 5133 teachers, 337 principals and 38,499 Senior Secondary School II (SSS2) in the five education zones. Multi-stage sampling procedure was adopted for the study. The instruments for data collection is a self-structured 10-items questionnaire titled “Teachers Classroom Management Techniques and Students Academic Performance Questionnaire (TCMTSAPQ)†and a Profoma of first, second and third term Senior Secondary School II Mathematics and English Language. To ensure the face validity of the instrument (TCMTSAPQ), the instrument was submitted to three experts from the Department of Physical Sciences Education, Faculty of Education, Modibbo Adama University, Yola for validation. Data were collated and analyzed for reliability using Cronbach Alpha Statistic. The overall co-efficient of each component of “Teachers Classroom Management Techniques and Students Academic Performance Questionnaire (TCMTSAPQ)†, yielded 0.88. Descriptive and inferential statistics were used in analyzing the data. Specifically, Descriptive statistics of Mean and Standard Deviation were used in answering the three research questions raised for the study. While, Simple Linear Regression Analysis was used in testing null hypotheses (1-2) at 0.05 level, while Multiple Regression Analysis was used in testing hypothesis 3 at 0.05 Alpha level of significance. The results show that there is significant positive relationship between teacher’s classroom management techniques (classroom instructional supervision, delegation of authority) and students’ academic performance in Post Basic Schools in Adamawa State, F(5, 372) = 130.608, p

Date: 2024
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