CLASSROOM MANAGEMENT PRACTICES AND STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

The study examined Classroom Management Practices and Students Academic Performance in Public Secondary School in Anambra State. Five specific purposes, four research questions and four null hypotheses guided the study. The study adopted a correlational research design. The population of the study consisted 19048 SS2 students in 267 public secondary schools in the six education zones in Anambra State. The sample of 300 SS2 students was selected using stratified and simple random sampling techniques. One instrument was used for data collection: Classroom Management Practices Questionnaire (CMPQ). The instrument was subjected to face and construct validation. The face validation was done using three experts. The reliability of the instrument was done using Cronbach Alpha technique and the average coefficients established was 0.81 for CMPQ. Pearson Product Moment Correlation Coefficient was used for data analyses. The findings of the study revealed that poor teachers-students relationship, classroom environment, clear rules, instructional strategies and open communication contributed to poor academic performance among Public Secondary School Students in Anambra State. The study concluded that effective classroom management practices improve student academic performance. Based on the findings, the study recommended that Anambra State Education Commission through the post Primary School  Service Commission (PPSSC) should ensure that effective classroom management practices are implemented in secondary schools in Anambra State. This will allow for a more effective learning experience and better academic performance among students in Public Secondary Schools in Anambra State.