CLASSROOM MANAGEMENT AND ACADEMIC ACHIEVEMENT OF JUNIOR SECONDARY SCHOOL STUDENTS IN BASIC SCIENCE IN IKERE LOCAL GOVERNMENT AREA, EKITI STATE

Abstract

The study investigates the relationship between classroom management practices
and the academic achievement in Basic Science among the junior secondary
school students in lkere Local Government Area of Ekiti State. Three research
questions guided the study. Descriptive survey designed was employed for the
study. A sample of 350 respondents, comprised 50 teachers 300 students was used
for the study. A 18-item questionnaire was administered to the 350 respondents.
Real limit of numbers was used to interpret the data while mean scores and
standard deviations were used to answer the research questions. Purposive
sampling was used to select the schools and teachers, while simple random
sampling was employed for the students. Data were collected using a structured
questionnaire for teachers and students, supplemented by students' academic
records in Basic Science. Descriptive statistics (means and standard deviations)
and inferential statistics (Pearson correlation and multiple regression analysis)
were applied to analyze the data. Preliminary findings indicate a significant
positive relationship between effective classroom management practices and
students' academic achievement in Basic Science. There was a significant positive
correlation of p < 0.005 between total classroom management scores and
academic achievement. The study concludes that robust classroom management
was a determinant to academic achievement in the Junior Secondary Schools. It
was recommended that the professional development training for teachers on
advanced classroom management techniques to enhance teaching effectiveness
and student performance should be considered