Effect of classroom management techniques in improving academic performance of Senior secondary students

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Education is universally acknowledged as the cornerstone of national development and societal progress. It serves as a powerful tool for shaping individuals’ intellectual, social, and economic capacities, thereby contributing to the overall growth of a nation. In Nigeria, the education sector plays a crucial role in preparing students for future responsibilities and enabling them to contribute meaningfully to the country’s socio-economic development. The senior secondary school stage, in particular, is a pivotal period in the academic journey of students as it prepares them for higher education, vocational pursuits, and the workforce. At this stage, students are expected to acquire advanced knowledge, critical thinking skills, and discipline, all of which are essential for future success.

Despite the importance of education at the senior secondary level, concerns about students’ academic performance in Nigeria have continued to grow. Reports from examination bodies such as the West African Examinations Council (WAEC) often reveal that a significant proportion of candidates fail to attain the required credit passes in core subjects such as Mathematics, English Language, and Science. This situation is particularly pronounced in Lagos State, where students’ results have reflected declining academic achievement over the years (Ogunyemi, 2019). The trend raises questions about the factors influencing academic performance and highlights the need to investigate how school-related practices affect student outcomes.

One of the critical factors influencing learning outcomes is classroom management. Classroom management can be described as the collection of methods and strategies that teachers use to organize and control classroom activities to create an environment conducive to effective learning. It involves practices such as setting clear rules, maintaining discipline, managing time, organizing group activities, and fostering positive teacher-student relationships (Evertson & Weinstein, 2013). Teachers who demonstrate strong classroom management skills are more likely to engage students productively, minimize disruptive behavior, and enhance the overall quality of teaching and learning.

Research has consistently shown that effective classroom management has a direct impact on academic performance. Marzano, Marzano, and Pickering (2003) noted that strategies such as consistent discipline, motivation, time management, and effective communication not only promote order but also increase student engagement and achievement. In contrast, classrooms characterized by frequent disruptions, lack of discipline, or poor teacher-student interaction often result in reduced instructional time, low concentration, and diminished learning outcomes. Thus, classroom management remains a vital determinant of students’ academic success.

In Lagos State Education District IV—which covers Apapa, Surulere, and Mainland Local Government Areas—the need for effective classroom management is particularly pressing. Teachers in this district face challenges such as overcrowded classrooms, limited instructional materials, and diverse student backgrounds, all of which complicate teaching and learning processes. These challenges increase the likelihood of classroom disorder and reduce the effectiveness of instructional delivery. Akinwumi and Adepoju (2018) emphasized that poor classroom management practices contribute significantly to indiscipline, absenteeism, and declining academic performance among secondary school students. Conversely, well-managed classrooms encourage discipline, focus, and motivation, leading to improved academic achievement.

Furthermore, the classroom environment plays a psychological role in influencing students’ attitudes towards learning. A classroom where students feel respected, motivated, and engaged fosters positive attitudes that translate into better performance. Conversely, environments characterized by frequent conflicts, lack of structure, or ineffective teacher control can diminish students’ interest in learning and negatively impact their outcomes. Therefore, classroom management goes beyond maintaining discipline—it also shapes the learning climate and determines whether students achieve their full academic potential.

Against this backdrop, this study seeks to investigate the effect of classroom management techniques on improving the academic performance of senior secondary school students in Lagos State Education District IV. By examining the specific techniques used by teachers and their relationship with students’ performance, the study aims to provide insights that can inform teacher training, educational policies, and school practices. Ultimately, the research will contribute to ongoing efforts to enhance the quality of education and ensure that students in Lagos State and Nigeria at large are better equipped for future challenges.

1.2 Statement of the Problem

In recent years, the persistent decline in academic performance among senior secondary school students in Lagos State has become a major concern for educators, parents, policymakers, and other stakeholders in the education sector. Reports from the West African Examinations Council (WAEC, 2022) consistently reveal that a large percentage of students fail to obtain credit passes in core subjects such as Mathematics and English Language, which are prerequisites for further education and career opportunities. This trend raises questions about the effectiveness of the teaching and learning process in secondary schools and highlights the urgent need for interventions that can improve learning outcomes.

Several factors have been identified as contributing to this decline in academic performance. These include inadequate resources, insufficient teacher training, poor infrastructure, and the socio-economic challenges faced by students and their families. However, while these factors are important, research suggests that classroom management is a critical determinant of student achievement that has often been overlooked in discussions about academic performance (Ogunlana, 2020). Unlike infrastructural development, which requires significant government investment, effective classroom management techniques can be implemented directly by teachers to enhance the quality of instruction and learning.

Teachers in Lagos State, particularly within Education District IV, frequently face challenges that hinder effective classroom control. Overcrowded classrooms, often with more than fifty students per class, make it difficult for teachers to maintain discipline and ensure active participation. In addition, disruptive behavior among students, poor engagement in lessons, and lack of motivation are common issues that reduce instructional time and compromise the learning process. These challenges not only affect the ability of teachers to deliver lessons effectively but also diminish students’ ability to concentrate, interact, and achieve optimal performance.

Furthermore, ineffective discipline strategies employed by some teachers often exacerbate the problem. Punitive measures without constructive alternatives may discourage students rather than improve their behavior, while inconsistent enforcement of classroom rules undermines teacher authority and reduces respect for instructions. The absence of proactive strategies such as interactive teaching, group activities, and motivational techniques also contributes to a learning environment that is less engaging and less productive. Without proper management, classrooms become sites of disorder rather than effective learning spaces.

The consequences of poor classroom management extend beyond academic results. They include increased levels of absenteeism, low student morale, poor teacher-student relationships, and in some cases, higher dropout rates. When classrooms are not effectively managed, both teachers and students become frustrated, leading to a cycle of poor performance and reduced interest in learning. These outcomes ultimately affect not only the students’ individual futures but also the overall quality of education in Lagos State and Nigeria at large.

The central problem, therefore, lies in determining the extent to which classroom management techniques can improve students’ academic performance in Lagos State Education District IV. While previous studies have examined broader challenges in education, there is a need to specifically investigate how teachers’ classroom management practices influence learning outcomes in this district. Addressing this problem will provide insights into practical strategies that teachers can adopt to enhance student engagement, reduce disruptive behavior, and ultimately improve academic achievement.

1.3 Objectives of the Study

The main objective of this study is to examine the effect of classroom management techniques on the academic performance of senior secondary school students in Lagos State Education District IV.

The specific objectives are to:

1. Identify the classroom management techniques commonly employed by teachers in senior secondary schools.
2. Examine the relationship between classroom management techniques and students’ academic performance.
3. Determine the extent to which effective classroom management contributes to improved learning outcomes.
4. Find out the challenges confronting classroom management and students’ academic performance.

1.4 Research Questions

The study will be guided by the following research questions:

1. What classroom management techniques are commonly employed by teachers in Lagos State Education District IV?
2. What is the relationship between classroom management techniques and the academic performance of students?
3. To what extent does effective classroom management improve students’ learning outcomes?
4. What are the challenges confronting classroom management and students’ academic performance?

1.5 Research Hypothesis

H₀: Classroom management techniques have no significant effect on the academic performance of senior secondary school students in Lagos State Education District IV.
H₁: Classroom management techniques have a significant effect on the academic performance of senior secondary school students in Lagos State Education District IV.

1.6 Significance of the Study

This study is significant because it provides teachers with valuable insights into the role of classroom management in promoting effective learning. Many teachers focus primarily on lesson delivery without recognizing that the way they organize and manage the classroom environment can greatly influence students’ outcomes. By highlighting the importance of strategies such as establishing clear rules, fostering motivation, maintaining discipline, and engaging students actively, the findings of this study will serve as a practical guide for teachers to refine their classroom practices and create an environment conducive to academic success.

Secondly, the study has relevance for school administrators who are responsible for ensuring quality teaching and learning in their institutions. Administrators often face challenges in identifying and addressing the causes of poor student performance. This research will provide evidence-based knowledge that administrators can use to support teachers through supervision, mentoring, and the adoption of school-wide behavior management policies. Such support can help ensure that effective classroom management techniques are consistently applied across classrooms, leading to improved student performance.

Policymakers in the Lagos State Ministry of Education and other relevant agencies will also benefit from the findings of this research. Educational policies often emphasize curriculum design and resource provision, but they sometimes overlook the importance of classroom management in determining learning outcomes. The study’s results can inform policy decisions regarding teacher training, recruitment, and professional development programs. By incorporating classroom management skills into teacher education curricula and workshops, policymakers can help equip teachers with the competencies required to handle today’s complex classroom dynamics.

Students themselves stand to gain directly from the outcomes of this research. A well-managed classroom fosters a positive learning environment where students feel safe, respected, and motivated to learn. When disruptive behaviors are minimized and instructional time is maximized, students are better able to concentrate and actively participate in lessons. This not only enhances their academic achievement but also helps them develop social and emotional skills such as discipline, cooperation, and respect for rules, which are essential for success beyond the classroom.

In addition, the study will contribute to the broader body of academic literature on education in Nigeria. While much research has been conducted on student performance and school resources, fewer studies have focused specifically on the link between classroom management and academic achievement in Lagos State. By filling this gap, the research will serve as a reference point for other scholars, researchers, and practitioners interested in improving educational outcomes through effective classroom practices. It will also encourage further studies on related themes, such as teacher-student interaction, instructional methods, and behavior management.

Finally, this study has long-term societal implications. Improving classroom management and student performance in senior secondary schools will not only enhance the quality of education in Lagos State but also contribute to national development. Students who perform well academically are more likely to progress to higher education and acquire the skills needed to participate productively in the economy. Thus, the study’s findings have the potential to benefit not only teachers and students but also the wider community by contributing to the development of a skilled, disciplined, and knowledgeable workforce.

1.7 Scope of the Study

This research is limited to senior secondary schools within Lagos State Education District IV, which comprises Apapa, Mainland, and Surulere areas. The focus will be on investigating classroom management techniques employed by teachers and their relationship with students’ academic performance in core subjects such as Mathematics, English Language, and Science. The study will not cover junior secondary schools or private schools outside the selected district.

1.8 Operational Definition of Terms

Classroom Management Techniques: This refers to the strategies, methods, and practices teachers use to maintain order, create a conducive learning environment, and enhance student engagement in the classroom. In this study, classroom management techniques include the establishment of rules and procedures, use of discipline strategies, motivation, group work, time management, and teacher-student communication.

Academic Performance: This denotes the measurable outcomes of students’ learning, usually reflected through grades, test scores, and examination results. In this research, academic performance will be assessed based on students’ achievements in core subjects such as Mathematics, English Language, and Science within Lagos State Education District IV.

Senior Secondary School Students: These are students enrolled in the senior segment of secondary education (SS1–SS3) as structured by the Nigerian educational system. For the purpose of this study, it refers specifically to students in public senior secondary schools within Lagos State Education District IV.

Lagos State Education District IV: This is one of the six education districts in Lagos State, Nigeria, covering areas such as Apapa, Mainland, and Surulere. It serves as the geographical scope of this research where the effects of classroom management techniques on students’ academic performance will be examined.

Teacher: A teacher in this study refers to a professional educator responsible for planning lessons, managing classrooms, and facilitating learning among students at the senior secondary level. Their role in classroom management is central to determining the learning environment and influencing students’ outcomes.

Learning Outcomes: This refers to the knowledge, skills, attitudes, and competencies acquired by students as a result of the teaching and learning process. In this study, learning outcomes are operationalized as students’ demonstrated academic achievements and behavioral improvements resulting from effective classroom management practices.