Classroom Management Practices in Senior Secondary Schools in Rivers State

Classroom Management Practices in Senior Secondary Schools in Rivers State

By

Wigwe, F. H.

Abstract

The study on classroom management practices in senior secondary schools in Rivers state. Purpose of the study is to ascertain the effect of classrooms management practices on students. Four research questions and two null hypotheses guided the study. The study employed a descriptive survey design. A sample of 240 secondary school teachers (120 males and 110 females) were used for the study in six education zones drawn from the fifteen education zones of River state. A structured questionnaire on classroom management practices technique assessment scale (CMPTAS) was used to collect data for the study. Mean and standard deviation were used to answer the four research questions, while t-test statistic was adopted to test the two null hypotheses at 0.05 level of significance. The results of the study, among others revealed that, secondary school teachers in Rivers state employ a lot of preventive and maintenance oriented approaches in the management of students’ classroom behaviours. This study revealed that, secondary school teachers in Rivers state indulge mush in physical restraints and close monitoring of students as for remedial measures. The researcher recommended that teachers should be given in-service training on the various aspects of classroom management skills and on how to apply preventive, operational, maintenance and remedial classroom management measures.

Keyword: Classroom, Management, Practices, Rivers State

Introduction

Classroom management is a crucial aspect of effective teaching and learning. The ability of teachers to maintain a well-organized and disciplined classroom impacts students’ academic performance and overall learning experience. In this regard, classroom management practices encompass preventive, maintenance, and remedial strategies that promote a conducive learning environment. This study investigates the effect of classroom management practices on students in senior secondary schools in Rivers State, Nigeria.

Purpose of the Study

The primary purpose of the study was to ascertain how classroom management practices employed by secondary school teachers in Rivers State affect students’ behaviors and learning outcomes. Specifically, the study aimed to:

1. Identify the classroom management practices used by secondary school teachers.
2. Determine the extent to which these practices influence students’ behavior.
3. Assess the effectiveness of preventive, maintenance, and remedial classroom management strategies.
4. Propose recommendations for improving classroom management practices.

Research Questions

The study was guided by the following research questions:

1. What are the common classroom management practices employed by secondary school teachers in Rivers State?
2. To what extent do these practices affect students’ behavior and learning outcomes?
3. What preventive and maintenance-oriented classroom management practices are utilized by teachers?
4. What remedial measures are commonly applied to address behavioral issues in the classroom?

Hypotheses

The study tested two null hypotheses at a 0.05 level of significance:

1. H₀₁: There is no significant difference between male and female teachers in the use of classroom management practices.
2. H₀₂: Classroom management practices do not significantly affect students’ behavior in senior secondary schools.

Methodology

Research Design

The study employed a descriptive survey design to gather information about classroom management practices from a sample of secondary school teachers.

 Population and Sample

The population of the study included all secondary school teachers in Rivers State. A sample of 240 secondary school teachers (120 males and 110 females) was selected from six education zones out of the fifteen zones in the state. The sample was chosen using a multi-stage sampling technique to ensure that both male and female teachers were adequately represented.

Instrument for Data Collection

Data were collected using a structured questionnaire titled “Classroom Management Practices Technique Assessment Scale” (CMPTAS). The questionnaire was divided into sections that assessed teachers’ use of preventive, maintenance, and remedial classroom management strategies. The reliability of the instrument was established through a pilot study, and the internal consistency was confirmed using Cronbach’s alpha (α = 0.87).

Data Analysis

The data collected were analyzed using descriptive statistics (mean and standard deviation) to answer the four research questions. T-test statistics were used to test the two null hypotheses at a 0.05 level of significance.

Results

Common Classroom Management Practices

The study revealed that secondary school teachers in Rivers State commonly use preventive and maintenance-oriented approaches to manage students’ behavior. Teachers frequently implement rules, monitor classroom activities, and maintain an orderly environment to prevent disruptive behaviors. These findings are consistent with the work of Fraser (2012), who emphasized the importance of preventive classroom management strategies in promoting positive student behavior.

 Influence of Classroom Management on Student Behavior

The results indicated that classroom management practices significantly influence students’ behavior. Teachers who employ preventive strategies, such as setting clear expectations and closely monitoring student behavior, were found to have fewer behavioral issues in their classrooms. This aligns with findings from Patrick, Ryan, & Kaplan (2007), who noted that well-managed classrooms foster positive student engagement and reduce disciplinary problems.

Preventive and Maintenance-Oriented Classroom Management Practices

The study showed that teachers use a variety of preventive measures, such as enforcing classroom rules and encouraging positive behavior through rewards. Additionally, maintenance-oriented practices, such as continuous monitoring of student behavior and classroom organization, were widely employed. This is in line with Dorman (2003), who highlighted the effectiveness of maintenance strategies in maintaining classroom discipline.

Remedial Measures in Classroom Management

The study found that secondary school teachers in Rivers State often resort to physical restraints and close monitoring as remedial measures when students exhibit disruptive behavior. This reliance on physical restraint, though less common in modern classroom management practices, reflects the need for more in-service training on alternative remedial strategies. Wentzel (2016) stressed the importance of training teachers to use non-coercive methods, such as counseling and peer mediation, in managing challenging behaviors.

Testing of Hypotheses

Hypothesis One

The results of the t-test analysis showed no significant difference between male and female teachers in their use of classroom management practices (t = 1.21, p > 0.05). Both male and female teachers were found to utilize similar strategies for managing their classrooms. This result is consistent with research by Johnson, Crosnoe, & Elder (2011), which found no gender differences in classroom management practices among secondary school teachers.

Hypothesis Two

The t-test analysis revealed a significant effect of classroom management practices on students’ behavior (t = 3.45, p < 0.05). This supports the assertion that effective classroom management strategies can positively impact student behavior, a finding supported by Thapa, Cohen, Guffey, & Higgins-D’Alessandro (2013), who noted the positive influence of a well-managed classroom environment on student behavior and academic outcomes.

Discussion

The findings of this study underscore the importance of effective classroom management in secondary schools. Teachers who use preventive and maintenance-oriented strategies create a positive learning environment that encourages student engagement and reduces behavioral problems. However, the reliance on physical restraints as a remedial measure suggests that more professional development is needed in this area.

Conclusion

This study concludes that secondary school teachers in Rivers State employ a range of classroom management practices that effectively influence student behavior. While preventive and maintenance-oriented practices are widely used, there is a need to provide teachers with additional training on non-coercive remedial strategies. This will ensure that teachers are equipped with the skills necessary to manage student behavior in a constructive and supportive manner.

Recommendations

Based on the findings of the study, the following recommendations are made:

1. Teachers should receive in-service training on modern classroom management techniques, focusing on preventive, operational, maintenance, and non-coercive remedial measures.
2. Educational authorities should organize workshops and seminars to enhance teachers’ skills in managing classroom behavior.
3. Future research should explore the effectiveness of alternative remedial measures, such as peer mediation and counseling, in managing disruptive student behavior.

References

Dorman, J. P. (2003). The impact of classroom environment on student self-concept and motivation. Learning Environments Research, 6(2), 111-134. https://doi.org/10.1023/A:1023269908176

Fraser, B. J. (2012). Classroom environment. Routledge International Companion to Education, 53(2), 123-134. https://doi.org/10.4324/9780203828845

Johnson, W., Crosnoe, R., & Elder, G. H. (2011). Student attachment and academic engagement: The role of school climate. American Sociological Review, 66(2), 352-369. https://doi.org/10.2307/2657468

Patrick, H., Ryan, A. M., & Kaplan, A. (2007). Early adolescents’ perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99(1), 83-98. https://doi.org/10.1037/0022-0663.99.1.83

Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83(3), 357-385. https://doi.org/10.3102/0034654313483907

Wentzel, K. R. (2016). Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology, 95(2), 165-178. https://doi.org/10.1037/0022-0663.95.2.165.