BIMBILA COLLEGE OF EDUCATION

THE IMPACT OF CLASSROOM MANAGEMENT ON TEACHING AND LEARNING

IN SOME SELECTED JUNIOR HIGH SCHOOLS IN THE NANUMBA NORTH

DISTRICT

BY

TADIME IBRAHIM
 ABSTRACT

Contemporary schools are being held accountable for every aspect of student performance.

Classroom management plays a major role in a student’s classroom performance. Unfortunately,

many of the education reforms have failed to mention or address the relationship between student

achievement and the management of the classroom. This study therefore examines the impact of

classroom management on teaching and learning in some selected Junior High Schools in the

Nanumba North District. Descriptive survey design was used to undertake the study. Population

of the study were 250 who were selected from Jilo JHS, Isshakiya E/A JHS and Wulensi D/A

JHS by simple random and purposive sampling. The data was collected by using questionnaires

and face-to-face interview. The findings of the study revealed that teachers who exhibit good

skills in verbal instruction, corporal punishment, instructional supervision as well as delegation

of authority in the management of the classroom have students with less disruptive behavior and

perform better academically. The researcher recommends that the Ghana Education Service must

organize training and workshops for teachers to enhance their classroom management skills.
 Contents

DECLARATION.............................................................................................................................ii

ACKNOWLEDGEMENTS...........................................................................................................iii

DEDICATION................................................................................................................................iv

ABSTRACT....................................................................................................................................v

Contents..........................................................................................................................................vi

CHAPTER ONE..............................................................................................................................1

GENERAL INTRODUCTION.......................................................................................................1

1.1 Background to the Study........................................................................................................1

1.2 Statement of the Problem.......................................................................................................3

1.3 The Purpose of the Study.......................................................................................................4

1.4 Research Questions................................................................................................................4

1.5 Research Hypotheses.............................................................................................................5

1.6 Scope of the Study.................................................................................................................5

1.7 Significance of the Study.......................................................................................................5

1.8 Limitation of the Study..........................................................................................................6

1.9 Organization of the Rest of the Study....................................................................................6

CHAPTER TWO.............................................................................................................................8

LITERATURE REVIEW................................................................................................................8

2.1 Introduction............................................................................................................................8
 2.2 Definition of the term ‘Classroom Management’..................................................................8

2.3 History of Classroom Management.....................................................................................11

2.4 Factors that are Connected to Classroom Management.......................................................12

2.5 Significance of Classroom Management.............................................................................16

2.6 Classroom Management Approaches...................................................................................19

2.7 Conclusion...........................................................................................................................20

CHAPTER THREE.......................................................................................................................21

METHODOLOGY........................................................................................................................21

3.1 Introduction..........................................................................................................................21

3.2 Description of Study Area....................................................................................................21

3.3 Educational Background of the Area...................................................................................22

3.4 Research Design...................................................................................................................24

3.5 Target Population.................................................................................................................25

3.6 Sampling Procedure.............................................................................................................26

3.7 Sources of Data and Data Collection Instruments...............................................................26

3.8 Data Collection Instruments.................................................................................................27

3.9 Data Collection Procedure...................................................................................................28

3.10 Ethical Issues of the Study.................................................................................................28

3.11 Data Analysis.....................................................................................................................29

CHAPTER FOUR.........................................................................................................................30
RESULTS AND DISCUSSIONS..................................................................................................30

4.1 Introduction..........................................................................................................................30

4.2 Result Presentation...............................................................................................................30

4.3 Discussion on findings.........................................................................................................36

CHAPTER FIVE...........................................................................................................................39

SUMMARY, CONCLUSION AND RECOMMENDATION......................................................39

5.1 Introduction..........................................................................................................................39

5.2 Summary..............................................................................................................................39

5.3 Conclusion...........................................................................................................................40

5.4 Recommendations................................................................................................................41

Bibliography..................................................................................................................................43

APPENDICES...............................................................................................................................47
 CHAPTER ONE

GENERAL INTRODUCTION

1.1 Background to the Study

Formal classroom management is as old as formal school education in Ghana. Fielding (2006)

defines classroom as “the space bounded by walls and roof in which a teacher houses pupils or

students for the purpose of giving them instructions. The classroom therefore serves as a shelter

for the two parties who are engaged in educational activities.” The classroom is an instructional

environment that is made up of the teacher, the learners, the learning equipment and the learning

environment, which definitely requires managerial skills for effective impartation and acquisition

of knowledge. The Glossary of Education Reform (2014) defines classroom management as a

wide range of techniques that teachers use to keep students organized, orderly, focused, attentive,

on task and academically productive during class hours. When classroom-management strategies

are executed effectively, teachers minimize the behaviors that impede learning for both

individuals and students while maximizing the behaviors that facilitates or enhance learning.

Glossary of Education Reform (2014), states that effective teachers tend to display

strong classroom-management skills, while the hallmark of the inexperienced or less effective

teacher is a disorderly classroom filled with students who are not working or paying attention.

Classroom management therefore plays a pivotal role in the teaching and learning process. It is

essentially needful for passing instructions from the teacher to the students, so that the success of

any educational system depends largely on the effective functioning of classroom management.

Classroom management is a complex exercise in education. It demands talent, skills, energy and

ability from teachers to manage classrooms because it directly deals with the behaviors of
learners (Charles, 1999). Human behavior is the most complex phenomenon in education that

seeks the unfailing skills of the teacher who is the manager over the teaching and learning

process. The ability of the teacher being in control from the start of the lesson to the end is very

crucial for achieving terminal objectives (Kwamong, 2010).

On the other hand, if the classroom atmosphere is dominated by the behaviour of students over

the teacher, terminal objectives could hardly be achieved. Dooloard (2004) in Omenka and Otor

(2015:36) asserts that classroom management is the action a teacher takes to create an

environment that supports and facilitates instructions, academic, social and emotional learning. It

is the process of creating favourable conditions to facilitate instructions as well as that of

regulating social behavior of students. By the nature of their profession, teachers are the

managers of the classroom and are responsible for every activity that goes on in the teaching and

learning environment. The job of the teacher like any other professional is concerned with the

maintenance of order, allocating resources, regulating the sequence of events and directing their

attention towards achieving educational goals. Dodge, Rudick and Colker (2009) argue that the

learning environment involves the use and the organization of space in the classroom, the daily

schedule and routines, and the social and emotional atmosphere that meets students’

developmental needs. This gives the students sense of safety and comfort which goes a long way

to enhance effective learning.

Martin and Sass (2010) maintains that the concerns and mandates of teachers have evolved over

the years with classroom management techniques which is divided into two major components

namely, behavioral management (BM), and instructional management (IM). Martin and Sass

(2010), revealed that Behavioral Management (BM) is similar to but different from discipline, in
that it includes pre-planned efforts to prevent misbehavior as well as the teacher’s response to it.

BM refers to the general daily maintenance of the classroom, which includes rules for student

input during instructional time and the types of reward systems utilized (Martin and Sass, 2010).

Instructional Management (IM) on the other hand includes activities such as monitoring

seatwork, structuring of the daily routines as well as teachers’ use of lecture and student practice

versus interactive, participatory approaches to instruction (Martin and Sass, 2010). To this end, it

is obvious that effective teaching and learning cannot take place in a poorly managed classroom,

hence importance of the influence of classroom management on students’ performance.

1.2 Statement of the Problem

At the core of any educational system is classroom management since no curriculum is complete

without its implementation. In Nanumba North District, of the Northern Region of Ghana, it has

been observed that students’ performance in the Basic Education Certificate Examination

(BECE) has been fluctuating with good and poor results. It is the dream of every guardian to see

his or her ward improving from stage to stage to enhance the continuity of the ward’s education.

Similarly, school authorities and the entire district have interest in the overall performance of

students in the district; a good overall performance will earn the schools a good name in the

chronicles of national education, and promote the good name of education in the district. This

yearning however is undermined by fluctuating results, often skewed towards the negative than

the positive. Many factors may be attributed to the frequent abysmal performance but this study

has singled out classroom management as an issue of investigation to see how its influence

impacts on teaching and learning in second cycle institutions in the district. Since the teacher is

the ultimate decider of classroom atmosphere, his or her role is crucial in influencing the
 behavior of students, but all teachers are not the same. Aly (2007) observes that “different

teachers have different ways of instinctively managing the classroom environment and patterns

of setting up classroom that best fits their purpose.” Classroom management is the ultimate

responsibility of the teacher which has advert influence on teaching and learning. For this reason,

it becomes necessary among other factors to single out classroom management for enquiry, to

assess its influence on teaching and learning in the Nanumba North District, of the Northern

Region of Ghana.

1.3 The Purpose of the Study

The purpose of this study is to critically examine the influence classroom management has on

teaching and learning in First Cycle institutions in Nanumba North District, of the Northern

Region of Ghana. The purpose is categorized into:

i. identify the different modes of classroom management in basic schools.

ii. describe the extent to which classroom management affect teaching and learning.

iii. evaluate the impact of various types of classroom management on school and student

development.

1.4 Research Questions

In examining the effectiveness of classroom management in Nanumba North District, the

following questions have been raised to facilitate the research process:

i. How does classroom management influence teaching and learning in First Cycle

institutions in Nanumba North District?

 ii. To what extent does behavioral management contribute to teaching and learning in First

Cycle institutions in Nanumba North District?

iii. How effective is instructional management on teaching and learning in Nanumba North

District?

iv. To what extent does leadership style influence/affect teaching and learning in First Cycle

institutions in Nanumba North District?

1.5 Research Hypotheses

The study is based on the following null hypotheses that:

i. Classroom management does sufficiently affect teaching and learning activities in second cycle

institutions in Nanumba North District.

ii. Behavioral management does not significantly contribute to teaching and learning in second

cycle institutions in Nanumba North District.

iii. Instructional management does not adequately affect teaching and learning in second cycle

institutions in Nanumba North District.

iv. Leadership style does not effectively relate to the teaching and learning process in second cycle

institutions in Nanumba North District.

1.6 Scope of the Study

This study is limited to the influence of classroom management on teaching and learning in

second cycle institutions in Nanumba North District. The geographical scope includes the public

first cycle institutions in Nanumba North District in the Nothern Region of Ghana.
 1.7 Significance of the Study

The result of this study is significant in a number of ways, the first is to benefit is the

Stakeholders in Education: The study is significant to stakeholders in the educational sector as

the findings, empirical evidence and recommendations inferred from the study informs policy

choice and strategic implementation of effective classroom management with the aim of

improving the general academic performance of students.

i. Teachers: The study is also significant to the teachers in Nanumba North District as it will

enhance their creativity in handling classroom management to improving teaching and learning

techniques for effective learning to take place.

ii. Students: the study will bring to bear on students, the fact that they are part and parcel of

classroom management to facilitate effective teaching and learning in their schools.

iii. Researchers: This study also serves as empirical document for further research studies to be

carried out by other researchers.

1.8 Limitation of the Study

The study is limited in geographical scope to the Nanumba North District. It emphasizes on the

impact of classroom management on teaching and learning among basic school students.

Therefore, the study only focused on first cycle institutions in the district.

1.9 Organization of the Rest of the Study

Chapter One which is captioned introduction, looks at the background of the study, the statement

of problem, the purpose of the study, the research question, the research hypothesis, the scope of

the study, the significance of the study, and the organization of rest of work.
Chapter Two which is captioned review of related literatures examines some scholarly works

that are related to the study. Chapter Three is captioned research methodology and consists of the

introduction, research design, sources of data, area of the study, the population of the study,

sample size determination, sampling technique, data collection procedures and methods,

instrument for data collection, pilot study, validity of the instrument, reliability of the instrument,

and methods of data analysis.

Chapter Four is captioned data presentation and analysis, discusses the bio data of respondents,

test of hypotheses, and summary of findings. Chapter Five which is captioned summary,

conclusion, and recommendations, discusses the research findings, and draws a conclusion that

spells out some recommendations.

 CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

The significance of classroom management to the teaching and learning process has contributed

to the increase in the number of research on the phenomenon by scholars. It is therefore

aspherical to review some of the works on the topic by other scholars. The section on literature

review is divided into four main themes. Definition of the term ‘Classroom Management’,

History of Classroom Management, Factors that are connected to classroom management,

Classroom Management and Its Significance, Classroom management Approach have been

reviewed.

2.2 Definition of the term ‘Classroom Management’

Classroom management is widely viewed by most educators, as the number one concern in

schools. During the last decades, many definitions have been given to this term, starting from

1961, where it was mentioned that classroom management is strongly connected to the teacher’s

role in the class and the way he/she handles all the daily issues that may come up in the

classroom (Brown and Phelps, 1961). This term does not only include the repressive actions a

teacher can make, but it also includes all the preventive actions the teacher should make in order

to ensure a thriving environment for all the pupils (Makarova and Herzog, 2013). Furthermore,
classroom management is also related not only to student’s academic success as it was

considered, but also to their full development-sentimental, cognitive and social (Evertson and

Weinstein, 2011). It is also important to mention that effective classroom management is directly

connected to the development of children’s inner discipline. Thus, children do not follow an

imposed discipline because they are obliged to do so, but they co-decide on the rules of the class

and the consequences that should be applied in case they do not follow these rules (Barns, 2010).

Classroom management as a broader, umbrella term is described as teachers’ effort to oversee a

multitude of activities in the classroom including learning, social interaction, and student

behavior. Further, classroom management is defined as a multi-faceted construct that includes

three broad dimensions-instructional managements, people management, and behaviour

management (Martin and Yin, 1997). Kulinna, Cothran, and Regualos (2003) confirmed that

classroom management refers to a broad range of teacher behaviours, and one of the most critical

is managing student behaviour.

Evertson and Weinstein (2006) define classroom management as “the actions teachers take to

create an environment that supports and facilitates both academic and social-emotional learning”.

This definition concentrates on the responsibility of the teacher and relates the use of classroom

management strategies to multiple learning goals for students. Evertson and Weinstein (2006)

also reveal that teachers asked to define classroom management in one word have given the

following responses: discipline, control, and consequences. Discipline was always the first word

they chose (Evertson and Weinstein, 2006). Other researchers argue that in the last few years,

teachers have responded with the following words: organization, control, positive climate, and

incentives. In effect, discipline has become a much smaller part of the term classroom
management. Classroom management is much more than any one of these words or the sum of

all these words (Wolfgang, 1995).

Similarly, Brophy (1986) defines classroom management as a teacher’s efforts to establish and

maintain the classroom as an effective environment for teaching and learning. Brophy (1986)

discusses the importance of the close and mutually supportive relationships between effective

classroom management and effective curriculum and instruction and added that good classroom

management implies good instruction. Brophy (1986) also states that prevention is possible with

good planning, curriculum pacing, and instruction that keep students profitably engaged in

academic tasks. As well management and instruction are closely interrelated since instruction is

involved in much of the activity that would typically be described as classroom management;

such as classroom routines for activities. Furthermore, successful classroom managers increase

the time students engaged in academic activities; they also maximize their students’

opportunities to learn academic content, and these result in superior performance on achievement

tests (Brophy, 1986). In an earlier study, Brophy (1986) describes the ways of creating an

effective environment for teaching and learning with the help of classroom management

techniques, and he focuses on establishing an effective management system, maintaining

attention and task engagement, and pursuing broader student socialization goals.

On the other hand, classroom management is “a wide-array of proactive, well-established, and

consistent techniques and practices teachers employ to create an atmosphere conducive to

learning” (Johnson, 2005). However, Randolph and Evertson (1994) proposed “orchestration” to

be the more appropriate definition for classroom management. Randolph and Evertson

(1994) said, the teacher is expected to orchestrate the classroom where proactive and

reactive strategies are included, the students’ agenda and needs are catered for, less paperwork is
required and more reflection and discussion take place. Classroom management is also defined

with the phrase “classroom climate” and means that classroom management relates to preparing

specific rules, establishing a warm climate, and maintaining an orderly environment with

problem solving strategies (Akbaba and Altun,1998).

Classroom management means how the teacher works, how the class works, how the teacher and

students work together, and how teaching and learning happen. For students, classroom

management means having some control in how the class operates and understanding clearly the

way the teacher and students are to interact with each other. For both teachers and students,

classroom management is not a condition but a process.

2.3 History of Classroom Management

Kounin (1970), Ginott (1972), Skinner (1974), Dreikurs and Cassel (1991), Bandura (1997),

Glasser (1998), and Canter and Canter (2001) are major researchers in classroom management,

discipline, and the daily struggles that teachers face in the classroom. They devised specific

theories and strategies to assist teachers in dealing with challenging student behaviors.

Marzano, Marzano, and Pickering (2003) agreed that classroom management has been an

ongoing and long-term concern of teachers. These authors pointed out that the study of effective

classroom management has been a recent development in the educational research world.

Marzano (2003) discussed the first high-profile studies in behavior management. The first study

that they examined was that of Kounin (1970), who analyzed videotapes of 49 classrooms and

then coded the behavior of teachers and students. Kounin’s (1970) findings included critical

dimensions of classroom management that included (i) “with-it-ness,” (ii) appropriate pacing

during lessons, (iii) making students aware of the behavior expectations, and (iv) differentiation

in the seatwork.
The next major study that Marzano et al. (2003) referenced was that of Brophy and Evertson

(1976), whose research sample included 30 elementary school teachers whose students had

performed higher than average in academic achievement. Their comparison group included 38

teachers whose academic performances were more standard. Even though the researchers

focused on a large number of teaching behaviors, classroom management arose as one of the

more important qualities of successful teaching. A large portion of the data gathered by Brophy

and Evertson (1976) supported the earlier findings of Kounin (1970).

2.4 Factors that are Connected to Classroom Management

There are several factors that are linked to the term of classroom management. Below these

factors are presented.

The school is the first factor linked to the term of classroom management. A school is a social

institution, which is organized to train the human beings of every society (Xochellis, 2015). For

the school to be effective, students must show more progress in relation to their former level.

Two parameters characterize a school as effective - the quality of education it offers and

children’s full development (Evaggelou, 2014). The effective schools are those ones that have

vision and mission, safe environment, pluralistic perspective, success expectancy for all its

students, positive interaction between teachers and students, a capable director as well as

teachers, and a good evaluation system (Epanchin et al., 1994). Zotos (1993) adds that these

schools must be open to the parents of their students and in general has an outward-looking

perspective to the whole community.

Secondly, Matsaggouras (1999) considers the classroom as another significant factor to

classroom management. It was suggested that the classroom is not only the place that gathers

students, but it is also a social team, as a mean of discipline, and teaching methodology.
Furthermore, the classroom is the place where strong bonds are created, bonds of solidarity,

bonds of support, bonds of mutual respect, and last but not least bonds of love (Zotos, 1993).

Despite the classroom considered as a key factor to classroom management, the climate in the

Classroom is highly pivotal. The classroom climate encompasses both the physical environment

and the social relations in the classroom (Chaplain, 2016). Moreover, the classroom climate is

about the feeling one has, when one enters a classroom. This feeling is not easily measurable

(Papastamatis, 2006). Supporting the view of Chaplain (2016), it was emphasized that a poorer

classroom climate may have as a result children’s disruptive behavior and it is a threat to the

educational environment and to children’s school performances (Persson and Svensson, 2017).

Hence, a democratic climate in a classroom is a beneficial factor that contributes effective

control of the class (Muuss, 1966).

The physical conditions of the class are another important factor of classroom management is to

create a proper learning environment, where children would be inspired, ready to make the best

of their abilities. It has been noted that the physical environment consists of the following:

provision of desks and seats and other furniture in the class, aesthetic condition of the class,

logistic infrastructure, natural conditions such as lighting, temperature etc., and student’s seats

(Dunne and Wragg, 2003).

Dunne and Wragg (2003) also argues that an effective teacher is paramount to classroom

management. Others define an effective teacher to be a teacher who has quality in his/her attitude

(Barns, 2010), and some think that such a teacher obtains good relations and communication

with his/her students demonstrating to them: love, honesty, immediacy, acceptance, calmness,

determination (McPhillimy, 1996). Nonetheless, the management skills of effective teachers are

mostly active in the prevention of undesirable behavior. Therefore, in order to succeed in

effective classroom management, teachers should always take into account feelings, interests,

skills and differences of children (Kayikci, 2009). In addition, it was proclaimed that an effective

teacher should apply some strategies for the prevention and confrontation of problems that may

come up during the school year (Karantzis, 2011). Prevention strategies are considered to be the

following: (i) Getting ready before the inception of the school year, (ii) programming, co-

operating with colleagues, (iii) studying the archives of the future pupils, (iv) looking for

assessment models, keeping down important notes, (v) organizing the classroom (Sylwester,

1970), and (vi) coming in touch with parents (Brown and Phelps, 1961). Subsequently, others

explained that when the school year begins schools must introduce to the children the school’s

rules and to co-decide classroom rules (Morgan, 2015).

Verbal and non-verbal interactions are also pivotal factors in classroom management. verbal

interaction is about communicating with others orally and it has some principals such as: speech,

language, quality of voice, phonetic characteristics, language ability. Vasiliou On the other hand

states that nonverbal communication is an outcome of series of phenomena, expressions and

gestures and appearance (Vasiliou, 2004). The nonverbal attitude is widely known as body

language, and it indicates the feelings of a person (Vrettos, 1994). The nonverbal interaction

includes eye contact and it contributes to the prevention of unwanted behavior, while verbal

interaction contributes to the confrontation (Konti, 2011). Schain and Polner (1964) advice that

when a problem arises, teachers should keep their calmness and look for the causes of the

problem, rather than talk to their students in an intense way. Other scholars in nonverbal field

add that the whole communication of the group influences the classroom climate (Hurt et al.,

1978). Teachers should be effective managers and apply properly all the communication

messages through different directions and provide proper feedback (Ho and Lin, 2016).
Discipline is another factor of classroom management. Discipline was defined as the obedience

between two people or to an authority. From educational approach the target of discipline is self-

discipline/self-control (Aravanis, 1998). As far as children are concerned, their behavior is

influenced by many parameters such as socio-cultural and economical background, family,

ability, sex and age (Andreadou and Andreadou, 2017). Discipline is more specific about age,

when children grow up their relations change, they are more critical to their teachers, and their

parents, they need acceptance and qualification (Smyrnakis, 2015). Authorities therefore

recommend that teachers concerned must possess the fundamental elements that influence

student’s behavior. These elements include: teacher’s personality, style of teaching, active

teaching time, classroom organization, implementation of rules (Papanastasiou, 2016).

Furthermore, some of the school factors that are connected to discipline are mutual respect

between teacher and student, compliance to the rules of the class, appliance of student centered

teaching, confrontation of students as equal, reassurance that the school discipline ensures

children’s dignity (Kyrides, 1999). Andreadou and Andreadou (2017) conclude by expatiating

that the basic risk factors for the development of behavioral disorders are family background,

school factors and personal factors. So, as far as school factors are concerned (which is the only

that can be managed), the key to problematic behavior is considered to be prevention of

unwanted behavior. Kyrides (1999) also adds that a well prepared teacher is a teacher who shows

respect to the students, has much less disruptive problems to face.

Finally, Ellis and Tod (2015) mentions some external factors that influence classroom

management. These factors are: school philosophy and policy. Other educationists also consider

the principal and his/her way of management, colleagues and the relationships among them, the

intervention of local authorities that indicates an external influence dimension, community and
its relationship with school (Stravakou, 2003). Stabouli (2017) however suggests the family

background and their attitude towards the school as an external factor to classroom management.

2.5 Significance of Classroom Management

Managing student behavior has always been a primary concern of teachers, as student

misbehaviors have interfered with a positive learning environment (Shin and Koh, 2007). From

the beginning of teaching experience, teachers commonly express their concern about controlling

the students and creating a disciplined environment in order to create a proper atmosphere for

learning; and classroom management is commonly mentioned as the most intricate aspect of

teaching (Doyle, 1980). Doyle (1980) also states that maintaining order in a classroom is a basic

task of teachers, as management activities lead to the establishment and maintenance of those

conditions in which instruction can take place effectively and efficiently. There is accumulating

evidence from meta-analyses of variables that influence school learning and that classroom

management has been identified as one of the variables that has greatest influence on school

learning (Freiberg, 1999).

In their meta-analysis research conducted by Wang, Haertel and Walberg (1993), they found out

that direct influences like classroom management affect student learning more than indirect

influences such as policies. Wang, Haertel and Walberg (1993) made an analysis of 50 years of

research combining 11,000 statistical research findings from the content analysis, the research

synthesis, and the survey of experts; they obtained an average score for each of the 28 categories.

Classroom management included teachers’ “with-it-ness,” learners’ responsibilities, group

alerting, and smooth transitions. Then they listed the categories from most to least influential;

and classroom management, metacognitive processes and home environment variables were at

the top the list and had the greatest influence on students’ learning. The research also indicated
that effective classroom management increases student engagement, decreases disruptive

behaviors and makes good use of instructional time. Constructive student and teacher social

interactions also have a familiar effect on school learning. The frequency and quantity of these

interactions contribute to students’ sense of self-esteem and foster a sense of membership in the

class and school (Wang, Haertel and Walberg, 1993).

In the study of Evertson, Emmer and Brophy (1999) on the differences between effective

teachers and ineffective teachers, they compared math teachers- six of them were identified as

ineffective and three were identified as highly effective teachers basing on the student learning

gains in achievement test and on the basis of student’s attitudes measured by the questionnaire

given at the end of the year to each teacher’s students. These teachers’ classrooms were

extensively observed by the objective observers who had no knowledge about the students’

achievement level. Although the results showed that there was no significant difference on

classroom behavior between two groups of teachers, there were reliable differences on classroom

management variables. Teachers labeled as highly-effective were more successful in managing

the classroom activities and routines.

Marzano and Marzano (2003) stated that classroom management is a key to high student

achievement. In their research, they found out that teachers’ actions in their classrooms have

twice the impact on student achievement as do school policies regarding curriculum, assessment,

staff collegiality, and community involvement. Effective classroom manager provides effective

instruction, so management is an integral part of learning process.

Brophy and Evertson (1976) also reported the results of one of the major studies in classroom

management. Their sample included some 30 elementary teachers whose students had exhibited

consistently better than expected gains in academic achievement. The comparison group
consisted of 38 teachers whose performance was more typical. Although the study focused on a

wide variety of teaching behaviors, classroom management surfaced as one of the critical aspects

of effective teaching.

Moreover; studies show that there is a positive correlation between teacher effectiveness and

student achievement. There are many characteristics- such as well-organized, active, strongly

academically oriented, managing efficiently- that define an effective teacher. Many studies have

demonstrated that classroom management is an influential attribute in teacher effectiveness

(Raptakis, 2005). The more academically effective teachers in those studies generally had better

organized classrooms and fewer behavior problems (Everstson et al., 1980). Highly effective

teachers make good use of instruction time by providing task-engagement for all the students

with the help of variable and challenging activities. Effective teachers can multitask and have an

elevated awareness of all actions in the classroom while solving minor problems and distraction

(Good and Brophy, 1997). In well-organized classes, the successful teachers did not have to react

as often to behavior problems, because such problems are quite rare.

More effective teachers were seen as better and gifted classroom managers. They were more

consistent in rule enforcement, monitored better, accepted less disturbance, had fewer

interruptions, and had more efficient transitions. These teachers are also perceived to have

greater confidence and enthusiasm, less anxiety, and to be more encouraging and receptive to

student input (Emmer, Evertson and Brophy, 1980). Laut (1999) found in his analysis of

research in the area of classroom management that effective classroom management is often

identical with being an effective teacher. Creating a safe and orderly classroom environment

optimizes the opportunity for students to learn and teachers to teach. Classroom management
may increase or decrease the value of teaching and learning basing on its appropriateness (Laut,

1999).

2.6 Classroom Management Approaches

2.6.1 Teacher- Centered Approach:

Traditional classroom can be called a teacher-centered classroom. A teacher- centered classroom

is a class where the child is often viewed as the recipient of knowledge and teacher has the

control over the students and subject matter. The teacher is the dominant person in the

classroom and has the responsibility of all ongoing issues in the classroom; from students’

motivation to misbehaviors (Garrett, 2005). The teacher exerts control over students and that it is

the teacher’s job is to mediate the environment where possible, and incorporate a reward and

punishment approach to redirect the student’s behavior when needed. In these teacher-centered

classrooms students are passive learners and compliance is valued rather than initiative

(Freiberg, 1999).

2.6.2 Child- Centered Approach:

Rogers and Freiberg (1994) revealed that the child-centered classroom management approach

started from criticizing the perspective of behaviorism, a teacher-centered classroom discipline

strategy. The child-centered theory places the learner at the center of classroom management

models. This approach is derived from cognitive learning theory that emphasizes a child’s

capacity to lead his or her own learning and thinking, developing self-automaticity (Lerner,

2003). Cognitive learning theorists perceive learning as process. Thus, they are concerned more

about individual difference than individual academic outcomes (Brooks and Brooks, 1993).
In the child- centered classroom, teachers recognize the importance of explicitly integrating

management and instructional strategies to attain broader and more challenging learning goals

for all students. Some researchers propose that teachers implement more student-centered

classroom management techniques to help accomplish their goal (Frieberg and Rogers, 1994;

Christensen, 1996; Dollard and Brophy, 1999; Evertson and Neal, 2006). The purpose of

classroom management in student-centered classrooms is for teachers to actively engage

students in learning, encourage self-regulation, and build community (Evertson and Neal,

2006).

2.7 Conclusion

Form the above reviews, it is observed that massive and intense research has been conducted on

the area of high standard or quality education. However, the research conducted by the scholars

fail to address the issue to address the issue of how classroom management influence the

academic performance of students. However, the various literature reviewed would aid in my

research as they provide relevant information for the study.

 CHAPTER THREE

METHODOLOGY

3.1 Introduction

This chapter describes the procedure adopted in conducting the study. It embraces the

description of the study area, issues such as educational background of the selected municipality,

research design, population, sample and sampling procedure. It further describes the research

instrument used for the study, data collection procedure and data analysis plan.

3.2 Description of Study Area

The study was conducted in the Nanumba North Disrtict. The Nanumba North District is one of

the twenty-six districts in the Northern Region of Ghana. It was created as a separate district in

2004 under LI 1754 when the then Nanumba District was split into two, North and South, with

an area of 2260.8 sq/km. It is found in the eastern part of the Northern Region and lies between

latitudes 8.5º N and 9.25º N and longitudes 0.57º E and 0.5ºE. The district shares boundaries

with East Gonja to the west, Yendi Municipal to the north. To the east, it shares its boundary

with Zabzugu, the south with Kpandai and to the south east the Nanumba South Districts. The

administrative district capital is Bimbilla. (Ghana Statistics Service, 2010).

Figure 3.1: Map showing study area of Ketu Municipality (Ghana Statistics service, 2010)

3.3 Educational Background of the Area

Literacy generally refers to a person’s ability to read and write with understanding in any

language. The ability to read and write is essential to the development of the population and the

nation, as literacy not only enables people to access information on what goes on in all spheres of

life, but also enhances vertical mobility in society. In the 2010 PHC, a person was considered

literate if he/she could read, write, and understand a simple statement in any language. The

question relating to literacy was asked of persons 11 years and older. The distribution of various

levels of literacy in the Nanumba North district is presented in the table below.
Table 3.1 Population 11 years and older by sex, age and literacy status (PHC, 2010)

The table shows the distribution of the population aged population 11 years and over by sex and

literacy status. The total population of illiterates is 56,548, while that of literate is 28,900.

However, the age group 25-29 years has the highest number of the illiterates in the district,

followed by those aged 30- 34 years and 20- 24 years in that order. Also, 31.4 percent of the

literate population can read, write and understand English language only, and the 11- 14 age
group reported the highest percentage (40.3%) in this category while those aged 55- 59 years

reported the least (19.5%). Overall, 43 percent are literate in Ghanaian language only, with the

older age groups recording higher percentages than the younger age groups. Close to two-thirds

(64.2%) are literate in English and Ghanaian language. The highest literacy rates are reported for

these two languages combined, with the highest of rate of 73.3 percent by age group 35- 39 years

and the lowest of 54 percent by 11- 14 years age group. The lowest (none or negligible) literacy

rates are reported for the following language combinations: English and French and English,

Ghanaian Language and French. No rates were recorded for the languages classified as “other”.

For the sex distribution by literacy and age, 24,602 of the male population are non-literates and

16,926 are literates whiles 31,946 of the female are non-literate and 11,974 are literates. Though

it is clear that the literacy rate of both sexes is lower than that of the illiteracy, relative to the

male population, the female illiterate population is more, which vividly show a picture of gender

discrimination in terms of education as the population structure is female dominated but less

privileged in terms of education. Hence educational policies should target high enrollment of the

girl child.

3.4 Research Design

This study is essentially descriptive in nature. The decision to adopt a qualitative

methodology to this study has been informed by several reasons. Firstly, the aim of

qualitative research is to illuminate an experience or understanding. (Vygotsky, 1986).

Also, Patton (1990) defined five features of qualitative research which help put this

issue into perspective. The features are as follows: (i) Qualitative research has actual

setting as the direct source of data and the researcher is the key instrument. (ii)

Qualitative research is descriptive. The written results of the research contain quotations
from the data to illustrate and substantiate the presentation. (iii) Qualitative researchers

are concerned with process rather than simply with outcome or products. (iv)

Qualitative researchers tend to analyze their data inductively and do not search out data

or evidence to prove or disprove hypotheses before entering the study, rather through

data collection, qualitative research results in constructing a picture that takes a

particular shape. This adds further weight to the decision of using a qualitative

methodology.

3.5 Target Population

The target population was 250 consisted of 200 students and 50 teachers. For the purpose of this

research, three schools were purposively selected from the District (Jilo JHS, Isshakiya E/A JHS

and Wulensi D/A JHS). This was because, these schools were densely populated and were

heterogeneous in nature and the researcher could get all the characteristics from these

communities. Table 1below describes the distribution of respondents’ population of the study.

Table 2 Target population of the study

Category of Respondents Number Selected

Students 200

Teachers 50

Total 250
Table 3: Distribution by Gender

Category of respondents No. of Male No. of Female

Students 100 100

Teachers 35 15

3.6 Sampling Procedure

The sample was arrived at using the random numbers method. The simple random

sampling technique was appropriate because the population of study were similar in

characteristics of interest. A sampling frame was obtained from a list of all the students and

these were numbered and ordered accordingly. A list of random numbers that contained all

numbers included in the sampling frame was then used. Numbers were then picked from the

tables randomly and registered, the name in the sampling frame corresponding to the

numbers. The process continued until the required number of students was achieved for the

study.

3.7 Sources of Data and Data Collection Instruments

3.7.1 Data Types and Sources

Generally, the two main data sources employed in the research were primary and secondary

Heaton, (2008). The primary and secondary sources of data are discussed below.

A. Secondary Data

Hakim (1982), cited in (David and Sutton 2004), secondary data is a further analysis of existing

data. It represents information additional to or different from those represented in the report of

the researcher. According to David and Sutton, Dale et al. (1988) suggested that secondary data
analysis is a broad term that entails data being analyzed by someone else other than the

researcher.

Secondary data was collected prior to the actual field work. This involved consulting relevant

materials on the subject matter already in existence. There was extensive use of internet sources

to gather secondary information. Also, institutional reports prepared by various organizations

were consulted to collect relevant data. Generally, among the secondary sources were books and

information from libraries and the internet where electronic books, journals, reports and web

pages were consulted. With respect to the study, secondary data collected included theories

underpinning the study, the influence of formal education on the child. Secondary data was used

mostly in literature review with little application in the analysis for comparison.

B. Primary Data

This is data collected directly from the study district through techniques such as observation,

interviews and discussions. As part of the study, empirical data collected from primary sources

were used to supplement secondary data. The primary data were collected from the field through

interviews, and distribution of questionnaires (refer to Appendix 1). These were used to meet

research objectives for which secondary data could not capture. These data were collected using

various tools and techniques which are discussed below.

3.8 Data Collection Instruments

The study gathered primary data randomly from 3 selected Junior High Schools in the Ketu

North Municipality. The study purposively centered the data collection process on 250 students

and teachers in the municipality. The study used surveys as the basic method of data collection.

The major survey techniques used by the study were questionnaires and face-to-face interviews

(refer to Appendix 2). These techniques were used by the researcher for their overall importance
of enabling the researcher to have interactions with the respondents to be able to be furnished

them with the basic information wanted for the study. The questionnaires designed for this study

basically contained closed-ended questions with options for responses provided for the

respondents to choose from. Structured questionnaires were used to solicit relevant information

from the respondents. The type of interview conducted for the study was a face-to-face

interview, which was one-on-one and it was structured. The interview was generally conducted

around all the research objectives of the study. The aim was to obtain as much information as

possible for the study.

3.9 Data Collection Procedure

The questionnaires (refer to appendix 1) were administered personally to the respondents and

also face-to-face interview by the researcher. To maximize response level, the researcher

emphasized the importance of the study and the need for their contribution and concerns.

3.10 Ethical Issues of the Study

Ethical issues were considered in the process. Ethical issues are highly relevant and require

due consideration in any research (Kelly, 1979). The researcher has an obligation to respect

the rights, values and desires of the respondents. Lumley & Brown (2005) suggested that a

responsible researcher should be considerate, should not injure or harm the participants of the

research, keep data collected from respondents confidentially and record information

accurately, among others. Based on these ethical issues, the researcher went through the

following steps to protect the rights of participants. The administration of the questionnaire

was preceded by a letter of introduction. The consent of the respondents was obtained so that

they could fully and voluntarily participate in the study.

The purpose of the study was explained to the respondents in the covering letter attached to

the questionnaire. Confidentiality was ensured since the questionnaire did not require them to

write their names and addresses. Data collection for the study was done by the researcher

personally. The respondents were students and teachers and a total of 250 questionnaires

representing the sample size distributed to the respondents were retrieved. This represents

100% return rate. The success of the exercise was made possible as a result of the cooperation

of the respondents who were eager to answer the questions probably because they have been

made a part of a study which directly affects them.

3.11 Data Analysis

The responses to the questions were coded and entered into a computer software for analysis

and interpretation. Coding is used where observation categories have been developed and the

items of observation are clear, specific and known in advance. Codes serve as symbols, a

shorthand recording, where actions and behaviors are replaced by numerals or keywords

(Mayo,1993). Percentages and frequencies were used for the analysis and interpretations. A

five point Likert-type scale was the major scale of measurement for parts two, three and four

of the questionnaire.

The items were scored as ordinal level data. Analysis of the responses was done in the order

of the research questions. Responses from the various categories of respondents were

discussed systematically in line with the research questions. Tables were created for the

various items and responses.

 CHAPTER FOUR

RESULTS AND DISCUSSIONS

4.1 Introduction

This chapter presents and analyzes the data collected for the study. Discussions of the

findings are also presented. The analysis is done on the basis of the biographic data of

respondent and research questions. The sample of the study was 250. This was made up of

200 students, 50 teachers. A total of 250 copies of the questionnaire were distributed to

teachers and students. They were duly completed, which represent 100% of the total

number administered. The results were presented in tables by indication of responses from

the various respondents. These are from students and teachers.

4.2 Result Presentation

This section presents the response of students:

Table 4.1. How does verbal instruction affect students’ academic performance?

No. Item Yes No

Number of Percentage (%) Number of Percentage (%)
participants participants
1. My teacher instructs us on what 151 75.5 49 24.5
to be done in the classroom.
2. My teacher takes time to stress on 117 58.5 83 41.5
disciplinary rules and regulations
of the classroom
3. My teacher warns me on when to 106 53 94 47
start writing during lesson period
so that I do not lose focus.
4. My teacher gives directives on 121 60.5 79 39.5
when I should discuss in
classroom so that I do not make
noise
5. My teacher directs on how 101 50.5 99 49.5
learners could submit assignment
quietly without disturbing the
Class
Table 4. 1 shows that majority of students received verbal instructions from their classroom
teacher on how to conduct themselves so as to benefit optionally from the class.

Table 4. 2: Does corporal punishment affect students’ academic performance?

No. Item Yes No

Number of Percentage (%) Number of Percentage (%)

participants participants
1. My teacher orders me to 132 66 68 34
kneel down when I
come late to the class
2. My teacher punishes me 93 46.5 107 53.5
when I fail to submit my
assignment
3. My teacher sends me 94 47 106 53
out when I make noise
4. My teacher uses cane on 140 70 60 30
me when I insult a
senior person
5. I behave well in the 61 30.5 139 69.5
classroom only when
my teacher uses
punishment on me
The table 4.2 shows that majority of students are disciplined by the teacher so that they take their study
seriously.

Table 4. 3. In what ways does the use of instructional supervision affect students’ academic

Performance?

Item Yes No

Number of Percentage (%) Number of Percentage (%)

participants participants
1. My teacher always goes 141 70.5 59 29.5
round the classroom to
ensure that students are
actively participating in
learning activities.
2. While teaching my 123 61.5 77 38.5
teacher move around the
classroom to spot out
leaners who make noise.
3. While teaching my 106 53 94 47
teacher inspects students
who are fighting each
 other.
4. While teaching my 125 62.5 75 37.5
teacher conducts himself
around to note students
who fail to copy from the
chalk board
5. My teacher is against 101 50.5 99 49.5
malpractice during test
and examination
The table 4.3 shows that majority of students are encouraged to learn due to their teachers’ instructional
supervision in the classroom.

Table 4.4: How does delegation of authority affect students’ academic performance?

No. Item Yes No

Number of Percentage (%) Number of Percentage (%)

participants participants
1. My teacher appoints 141 70.5 59 29.5
any member of the
class to clean the
board
2. My teacher appoints 120 60 80 40
students to write
names of noise
makers in the
classroom
3. My teacher appoints 138 69 62 31
time-keeper in the
classroom
4. My teacher appoint a 105 52.5 95 47.5
class prefect to write
names of late comers
The Table 4.4 shows that majority of students increase their participation in the classroom
activities due to their teacher’s delegation of authority.
Figure 4.1: Does effective classroom management affect academic performance?

No
15%

Yes
85%

Yes No

Figure 4.1 depicts the effect of classroom management on academic performance.

The current section presents the response of teachers.

Table 4.5: How does verbal instruction affect students’ academic performance?

No. Item Yes No

Number of Percentage (%) Number of Percentage (%)

participants participants
1. I instructs my students 50 100 0 0
on what to be done in
the classroom. 0 0

2. I take time to stress on 45 90 5 10

disciplinary rules and
regulations of the
classroom
3. As a teacher I warn my 40 80 10 20
students on when to
start writing during
lesson period so that
they do not lose focus.
Table 4. 5 shows that majority of teachers give verbal instructions to students on how to conduct
themselves so as to benefit optionally from the class.

Table 4.6: How does corporal punishment affect students’ academic performance?

No. Item Yes No

Number of Percentage (%) Number of Percentage (%)

participants participants
1. I punish my students 49 98 1 2
when they are late for
class
2. As a teacher I punish 50 100 0 0
my students when they
fail to submit their
assignment
3. I send my students out 25 50 25 50
when they make noise
Table 4.6 2 shows that majority of teachers disciplined students so that they take their study seriously.
Table 4.7: In what ways does the use of instructional supervision affect students’ academic

performance?

No. Item Yes No

Number of Percentage (%) Number of Percentage (%)

participants participants
1. I always go round the 30 60 20 40
classroom to ensure that
students are actively
participating in learning
activities.
2. While teaching I move 35 70 15 30
around the classroom to
spot out leaners who
make noise.
3. While teaching I inspect 20 40 30 60
students who are fighting
each other.
Table 4.7 shows that majority of teachers encourage student to learn by instructional supervision
in the classroom.

Figure 4.2: Does effective classroom management affect academic performance?

No
26%

Yes
75%

Yes No

Figure 4. 2 depicts effective classroom management and academic performance

4.3 Discussion on findings

The results of findings in this study were discussed in this section based on the hypotheses used

in guiding the study.

4.3.1 Verbal Instruction and Students Academic Performance

Results from the responses revealed that JHS school students in the Nanumba North Disttrict

whose teachers give instructions do differ significantly in terms of academic performance from

those whose teachers do not. The result is in line with the argument of Thomas (2006), which

states that most students misbehave and perform below expectations because the teacher fail to

give and explain disciplinary rules and regulations governing the class. Similarly, the result from

the work done also support the view of Ndiana (2009) which opines that if teachers give

directives on how classroom activities should be done, the classroom will be orderly enough for

lessons to be effective, this will have a positive impact on students’ academic performance.

From the data on verbal instruction and student’s academic performance, it was deduced that

basic school students in the Nanumba North whose teachers give verbal instructions exhibit less

disruptive behavior and perform better academically.

4.3.2 Corporal Punishment and Students’ Academic Performance

The data collected on corporal punishment and academic performance (refer to 4.2) revealed that

students in JHS schools in the Nanumba North District whose teachers administer corporal

punishment do differ significantly in terms of academic performance from other students whose

teachers do not. The result is in line with the view of Etim (2005) which asserted that corporal

punishment makes student think twice before committing the same offence. Therefore, effective

classroom management involves the teacher’s considerable use of corporal punishment which

will create a conducive learning atmosphere. The result from table 4.2 suggests that students
whose teachers use corporal punishment exhibit less disruptive behavior, hence promoting better

performance academically.

4.3.3 Instructional Supervision and Students’ Academic Performance

The result signify that instructional supervision significantly influences the academic

performance of students in the Nanumba North District. The above finding is in line with the

view of Essien (2009), which asserted that instructional supervision creates an avenue for an

interactive session between teachers and students. Essien (2009) further opines that instructional

supervision gives teachers the opportunity to discover their students’ weakness, strength, talents

etc. and render academic assistance when the need arise (Essien, 2009). This influenced the

student academic performance.

Based on table 4.7, it is noted that basic school students in the Nanumba North District whose

teacher’s carryout instructional supervision exhibit less unruly behavior and develop rewarding

academic habit with help of their teachers.

4.3.4 Delegation of Authority and Students’ Academic Performance

The findings indicate that delegation of authority significantly influence the academic

performance of students in the Nanumba North District (refer to 4.4). This result is in line with

the view of Ubom (2008) who claims that the delegation of authority creates an avenue for

students to be part of their academic work. This would give students the feeling that they played

active role in keeping the classroom safe and orderly. Since it is students’ responsibility that the

rate of disruptive behavior will drastically reduce, making classroom management effective

which will positively influence the academic performance of students.

 4.3.5 Effective Classroom Management and Students’ Academic Performance
The work revealed that effective classroom management have influenced the academic

performance of students. This results disclosed that among main factors that influence students’

performance, teachers’ efficiency in classroom management stands out as the most important.

The result is in line with the argument of Baker (2000) who states that effective classroom

management techniques support and facilities effective teaching and learning, in so doing

enhancing students’ academic performance.

 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 Introduction

This chapter deals with summary, conclusion and recommendations. In this section a

summary of the study and the major findings were made. Again, conclusions of the

fundamental findings were drawn and some possible recommendations were made on the

basis of the findings of the study.

5.2 Summary

The main objective of this study was to assess becomes necessary among other factors to

single out classroom management for enquiry, to assess the influence of classroom

management on the performance of some selected basic schools in the Nanumba North

District of the Northern Region of Ghana. To accomplish this objective, a descriptive survey

method was employed in order to gather data. The research addressed the following basic

questions in order to search for answers on how effective classroom management influence

the academic performance of students.

i. How does classroom management influence teaching and learning in basic schools in

Nanumba North District?

ii. To what extent does behavioral management contribute to teaching and learning in

basic schools in Nanumba North District?

iii. How effective is instructional management on teaching and learning in Nanumba

North District?
 iv. To what extent does leadership style influence/affect teaching and learning in basic

schools in Nanumba North District?

The sample size of the study was 250 respondents from selected schools were selected using

the simple random sampling technique. A sampling frame was obtained from lists provided

by each school and these were numbered and ordered accordingly. A list of random numbers

that contained all numbers included in the sampling frame was then used. Numbers were then

picked from the tables randomly and registered. Besides, to achieve the very objectives of the

study, the data were gathered mainly through questionnaire. The questionnaire was tested

before it was distributed to the respondents. Based on the analysis of the data, the following

were obtained from the study.

From the data on verbal instruction, corporal punishment, instructional supervision as well as

delegation of authority, the researcher deduced that basic school students in the Nanumba

North District whose teachers exhibit these leadership skills have students with less disruptive

behavior and perform better academically.

5.3 Conclusion

In conclusion it is observed that:

i. A well-managed classroom can provide an exciting and dynamic learning experience for

everyone involved. Unfortunately, student behavior can often interfere with this process.

ii. Classroom management plays a large part in today's educational system. It is key in

influencing student behavior and performance of students at the individual level as well

as class as a whole.
 iii. The teacher is the pivot of the management of the classroom. One of the characteristics of

teachers in high-performing classrooms is the use of effective classroom management,

including preventing or positively redirecting inappropriate student behaviors.

iv. Teachers in high-achieving classrooms use consistent expectations and consequences; their

students are aware of the expectations and the consequences associated with

inappropriate behavior.

v. Time management is another characteristic of high-achieving classroom teachers; time

management include managing transition time, minimizing interruptions by other adults,

and maximizing time spent on academic activities.

vi. Finally, an effective classroom management promote independent learning and success for

all students in classrooms that are productive, orderly, and pleasant. Therefore, adhering

to routine classroom management will help in developing effective classroom rules and

procedures.

5.4 Recommendations

Based on the findings of the research, the researcher makes the following recommendations.

i. In the future, study on classroom management should be conducted with a larger, more

representative population; it would be beneficial to use students and teachers from

different levels, different schools, and different areas of the country.

ii. Training and workshops must be organized for teachers to enhance their classroom

management skills.

iii. Teachers should establish rules and regulations in the classroom against disruptive behavior.

iv. Teachers should always pay attention to their classroom management skills so that it affects

students’ academic performance positively.  

 v. Teachers should give academic assistance to students during lesson delivery. 

vi. Teachers should be cautious while using punishment so that it does adversely affect

students’ academic performance. 

vii. Teachers should assign responsibilities to students to make them have full participation in

the learning process.

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 APPENDICES

BIMBILLA COLLEGE OF EDUCATION

APPENDIX 1

QUESTIONNAIRE FOR STUDENTS

This questionnaire is an attempt to assess the impact of classroom management on

teaching and learning in the Nanumba North District. You are assured of confidentiality

as you fill this questionnaire. Thank you in advance for your willingness, cooperation and

timely responses. No need to write your name so, that the information will remain

anonymous and no one will be affected by it.

Please tick YES or NO

Research Question 1. Does verbal instruction affect students’ academic

performance?

No. Item Yes No

1. My teacher instructs us on what to be

done in the classroom.

2. My teacher takes time to stress on

disciplinary rules and regulations of

the classroom

3. My teacher warns me on when to

start writing during lesson period so

that I do not lose focus.

4. My teacher gives directives on when

 I should discuss in classroom so that I

do not make noise

5. My teacher directs on how learners

could submit assignment quietly

without disturbing the Class

Research question 2: How does corporal punishment affect students’ academic

performance?

No Item Yes No

1. My teacher orders me to kneel down

when I come late to the class

2. My teacher punishes me when I fail

to submit my assignment

3. My teacher sends me out when I

make noise

4. My teacher uses cane on me when I

insult a senior person

5. I behave well in the classroom only

when my teacher uses punishment

on me
Research Question 3. In what ways does the use of instructional supervision affect

students’ academic performance?

No Item Yes No

1. My teacher always goes round the

classroom to ensure that students are

actively participating in learning

activities.

2. While teaching my teacher move

around the classroom to spot out

leaners who make noise.

3. While teaching my teacher inspects

students who are fighting each other.

4. While teaching my teacher conducts

himself around to note students who

fail to copy from the chalk board

5. My teacher is against malpractice

during test and examination

Research question 4: How does delegation of authority affect students’ academic

performance

Item Yes No

My teacher appoints any member of the

class to clean the board

My teacher appoints students to write

names of noise makers in the classroom

My teacher appoints time-keeper in the

classroom

My teacher appoint a class prefect to write

names of late comers

How does effective classroom management and affect academic performance?

No. Item Yes No

1. Students who listen to lessons in the

classroom remember during

examination

2. Students perform well during

examination because they study very

hard

3. Teacher’s order force students to

read harder to pass examination

4. Strict classroom management force

students to change their habit for

better and rewarding performance.

5. Teacher’s classroom management

creates fear that weakens learning

and causes low academic

performance.