Class Management Strategies and Academic Achievement of Students in Agricultural Science

Class Management Strategies and Academic Achievement of Students in Agricultural Science

Abstract

This study examined Class Management Strategies and AcademicAchievement of Students in Agricultural Science in Etim Ekpo Local Government Area. Three null hypotheses were formulated to guide the study in line with the specific objectives. The correlational research design was adopted for the study. The population of the study comprised 278 SS1 students offering Agricultural Science in the study area. A sample size of 110 respondents was used for the study. The major instruments for data collection were “Class Management Strategies and Students’ Academic Performance Questionnaire (CMSSAPQ)” and “Agricultural Science Achievement Test (ASAT)”. The data collected were analyzed using Pearson Product Moment Correlation (PPMC).

The results showed that a significant relationship exists between class control and students’ academic achievement in Agricultural Science. It was found that a significant relationship exists between classroom supervision and students’ academic achievement in Agricultural Science. Furthermore, the findings revealed that a significant relationship exists between classroom arrangement and students’ academic achievement in Agricultural Science. It was concluded that class control, class supervision and class arrangement have significant influence on students’ academic achievement in Agricultural Science. It was recommended among others that adequate class control measures should be put in place by teachers to facilitate smooth transmission of knowledge to the students for improved academic performance.

CHAPTER ONE

INTRODUCTION

Background to the Study

 Education in Nigeria is as old as the Nigerian society itself. The Western Education practiced in Nigeria begins in a formal classroom situation. Therefore curriculum planning and lesson preparation for any level of education must take into consideration, the classroom environment, availability of facilities and the age of the learners.

According to Ekukinam (2010), management in any organization has to do with coordinating the effort of the component sub-units, towards the achievement of organizational goals. it involves the ability to coordinate the numerous and often conflicting social energies within a single organization. So that they can operate as a single entity. In the school system generally and in a classroom situation in particular, the organizational goal are” concerned with teaching and learning. The main purpose of classroom management in schools is to ensure that the classroom functions effectively to be able to promote teaching and learning.

However, inspite of the emergence of innovations in the instructional processes in education, teachers are still at the centre of the instructional processes as they occupy a position that is pivotal in ensuring a smooth running of the system. For teachers to maintain this position, they must be guided accordingly , No educational system can rise above the quality of its teachers. Consequently the success or otherwise of the teaching-learning process in school depends on the teacher. The teacher is the manager of the classroom, hence his/her management  strategies determines to a large extent the success of the class he/ she manages (Peters, 2007).

Management in the classroom has to be done in a systematic and orderly manner. It needs to be well handled by teachers. The essence of classroom management is to control factors within the learning environment which may affect the quality and quantity of learning such as the teachers, the learners and the instructional facilities. In identifying the factors, the teacher, which is the first factor, is the pivot on which the learning process evolves (Ekah, 2008 ). He also can impede or enhance learning. The teacher must always be conscious that he is not only teaching the content of the subject but he is moulding characters and at the same time preparing his pupils / students for life-long tasks. He, therefore has a very intricate and difficult task at hand, especially in the primary school when the children are very fragile and at the verge of life. Classroom management is therefore a composite of physical and physiological factors.

Akpan (2008) stated that poor management of the classroom such as improper arrangement of seats, lack of control and supervision by teachers and unruly behaviour among students can affect students academic performance negatively. A classroom houses students and learning materials (resources) which have to be properly arranged for the realization of set objectives. Learning cannot take place in a  rowdy atmosphere. It calls for a conducive and controlled environment in order to facilitate effective teaching and learning for improved academic performance among learners. Therefore, the importance of classroom management need not be over-emphasized.

Statement of the Problem

One of the challenges facing our educational system today is how functional education could be provided to the teeming population of school children. The alarming increase in school enrolment does not commiserate with the available teaching-learning facilities. Available teaching-learning facilities can no longer cater for the influx of school children. Most school children have been subjected to learning in an over-crowded and unconducive classroom environment.

This development has attendant consequences on the academic achievement of the students. The poor academic performance of students in Agricultural Science in schools especially in external examinations has become a recurring decimal and has generated concerns among the major stake-holders in the educational sector. The blame has been put on teachers whose roles are pivotal in the teaching-learning process. Apart, from the teacher’s mastery of the subject matter and his/her teaching methods and strategies, the teachers classroom management strategies, could possibility influence the realization of the objectives of the teaching-learning process vis-à-vis students academic achievement.

However, it is on this premise that this study “Class Management Strategies and Academic Achievement of students in Agricultural Science in Etim Ekpo Local Government Area” become imperative.

Objectives of the Study.

The main objectives of this study were to examine Class Management Strategies and Academic Achievement of students in Agricultural Science in Etim Ekpo Local Government Area.  the specific objectives include to;

1. examine class control and students’ academic achievement in Agricultural Science in Etim Ekpo Local Government Area.
2. examine class supervision and students’ academic achievement in Agricultural Science in Etim Ekpo Local Government Area.
3. examine classroom arrangement and students’ academic achievement in Agricultural Science in Etim Ekpo Local Government Area.

Research Hypotheses

The following null hypotheses were formulated in line with the specific objectives of the study and the research questions.

1. There is no significant relationship between class control and students’ academic achievement in Agricultural Science in Etim Ekpo Local Government Area.
2. There is no significant relationship between class supervision and students’ academic achievement in Agricultural Science in Etim Ekpo Local Government Area.
3. There is no significant relationship between classroom arrangement and students’ academic achievement in Agricultural Science in Etim Ekpo Local Government Area.

 Significance of the Study

 It is anticipated that the findings of this study would be of immense benefits to all and sundry in the educational sector. Teachers, school administrators, educational planners,  policy makers, students and researchers would find this study useful in the following ways:

1. It would enable teachers to adopt appropriate classroom management strategies for effective teaching and learning.
2. Through the findings of this study, school administrators would see the need for adequate supervision of instruction in the class for effective teaching and learning.
3. Students through the findings of this study, would learn to conduct themselves in the best possible way in their classes for better understanding of instruction.
4. It would add to the body of existing literature on class management strategies and academic performance.
5. Finally, the findings of the study would serve as a reference materials and a spring-board to researchers for further research on class management strategies and student’s academic performance.

Delimitation of the Study

This study was delimited to Class management and academic achievement of students in Agricultural Science in Etim Ekpo  local Government Area. Analysis was on Senior Secondary One (SS1) students offering Agricultural Science in the Area

Operational  Definition of Term

The following terms used in this study were conceptualized by the researcher as explained below:

Class: A group of learners

Classroom: A place in a school where students are gathered for learning.

Classroom Management: The act of running and controlling the classroom in a successful way for effective teaching and learning

Strategies: The way or techniques in which something is done to achieve the desired result.

Class control: The act of checking the excesses or unruly behaviours among students in the classroom.

Class supervision: The act of monitoring to ensure that things are put in the right perspectives in the classroom.

Classroom Arrangement: The act of putting things in the proper perspectives in the classroom for effective teaching and learning.

Academic Achievement: A measure of the performance of students in taught lesson as indicated by their test or examination scores

CHAPTER TWO

REVIEW OF RELATED LITERATURE

This chapter presents the review of related literature under the following headings:

1. The Concept of Classroom Management
2. Class Control and Students’ Academic Achievement In Agricultural Science.
3. Class Supervision and Students’ Academic Achievement in Agricultural Science
4. Classroom Arrangement and Students’ Academic Achievement in Agricultural Science.
5. Summary of literature review

The Concept of Classroom Management

A classroom houses students and materials (resources). These have to be properly arranged for the realization of set objectives. Management in the classroom, therefore, has to do with the smooth and effective handling of the class through the process of controlling, supervising, planning and mobilizing of various resources. According to Tawarri (2007), the process of utilizing divers techniques to execute the education polices in order to realize the ultimate objective is classroom management.

Obanya (2005) viewed the classroom as a four wall enclosure in the school system, with seats and desks facing a chalk board and the teachers position as fixed as that of any other member in the classroom. In a traditional setting, a classroom includes both the conventional four wall enclosures, the school farm  for a field based subject like Agriculture, the total social and physical environment of the school and the safety at large for cultural and practical subject etc.

According to Ntuk (2010), different models of a classroom have generally been propounded in literature. To some, the classroom is an oasis to protect children from the society, a reservation to protect society from children. Garden in which growing plants are nourished and factories in which logs are shaped. To fulfill this, the teacher needs to develop his management skills and capabilities.

Management in any organization has to do with coordinating the effort of the component sub-units, towards the achievement of organizational goals. It involves the ability to coordinate the numerous and often conflating social energies within a single organization so that they can operate as signal entity (Twari, 2007)

In the school system generally and in a classroom situation in particular, the organizational goals are concern with teaching and learning. Therefore, classroom management according to Essien (2009), may be defined simply as the process of utilizing diverse methods, principles and practices, to establish, develop and execute the goals, policies, plans and procedures  required to achieved the objective of education. This process involves the systematic arrangement of the resources (financial human and material) available to achieve maximum goals realization. The main purpose of classroom management in schools is to ensure that the classroom functions effectively to be able to promote teaching and learning.

Class Control and Student’s Academic Achievement

As a manager of resources, a teacher is obliged, compelled or is required to constantly check up and make sure that plans are being carried out effectively, that organizing is sound and that leading Is effective.

According to Michael (2008), controlling is the work a teacher does to determine whether planning, organizing and leading are successful, realizing the objectives, which have been set, if the objectives are not-realized, then the class teacher must reassess and regulate the situation. It involves measuring the learning outcomes and constant monitoring of the learning process.

Ekukinam (2010) stated the controlling functions enable the teacher to determine whether an event conform to  plans and also enable the teacher to exchange failure to success. According to him, as an administrative process, controls have to do with regulating, curbing and checking the excesses of pupils/ students in the pursuance of their teaching and learning duties. It is always done through the enforcement of school rules and regulations, without any infringement or violation of such    rules and regulations. It is being followed by some form of discipline or other.

Nkang (2007) stated that control within the school system ensures that things are done according to established standards and norms which alternately help in producing and maintaining a good quality of instruction and learning. She maintained that for effective classroom management, school teachers can exercised control through regular inspection and supervision, being regular in school on the part of the teacher, the school handbook with its do and don’t and or other checks and balances.

In a study conducted by Peter (2007) on effects of classroom management on students’ academic performance in mathematics, it was found that teacher’s class control among other factors significantly influence students’ academic performance in the subject.

Similarly, Okechukwu (2008) carried out a study on Class Control and the Teaching Effectiveness of Teachers in Agricultural Science. The findings of the study showed that there was a significant relationship between class control and effective teaching of the subject by teachers. He maintained that through effective class control by the teacher, the academic performance of student in the subject would be greatly improved.

Class Supervision and Academic Achievement

The term supervision has been variously defined.  Okeke (2008) defined supervision as a way of advising guiding, refreshing, encouraging, stimulating, improving and over-seeing the activities of a given organization.

According to Lawal (2009) supervision is the act of assessing or observing the activities of teachers and pupils in the school to ensure the process of teaching and learning is carried out in a way that guarantees  improvement in students’ learning and academic performance,. It is a consciously planned program for the improvement of instruction or teaching-learning process.

Supervision according to Ntuk (2010) can be viewed in a school system from two related perspectives, first as “Administration of Education” and secondly as the “supervision of instruction”. Supervision in the former involves the efficient and proper management of available resources (human, material and financial). Providing conducive learning environment, motivating teachers to perform etc; while in the later concept supervision is conceived a technique of educational management, aimed at fostering the professional growth of all categories of Educational Workers.

Apart from the school head, whose supervisory role focuses on all areas of administration, classroom teachers have some supervisory activities, such as providing guidance to learners, overseeing the entire teaching-learning process, ensuring that trhe outlined objectives are attained, appropriate educational materials are needed and providing information based on a proper evaluation of the entire instructional process (Olaitan, 2007). Effective supervision of instruction in the class, particularly learning activities among the learners enables the teacher to know the learning ability of individual learner and his/her areas of weakness, and work towards helping them in that direction. Lack of supervision in the class can result in the exhibition of some unruly behavours by the learners which might have resultant effects on their academic achievement Akpan, 2008.

However, studies on classroom management in relation to students academic achievement have demonstrated the need for class supervision to improve learning and academic achievement among learners.

Akinbote (2009) conducted a study on classroom management strategies and students’ academic achievement in Biology in Senior Secondary Schools.

In a related study, Bassey (2009) found significant relationship class supervision and students’ academic achievement in Agricultural Science According to him, the poor supervision of students’ activities in the class by teachers result in poor academic performance among the students.

Classroom Arrangement and  Academic Achievement.

Another key classroom arrangement strategy which could possibly influence the teaching-learning process and students’ academic achievement is the arrangement of the class. The arrangement of the classroom is an important factor in learning. Teacher as managers of resources must arrange the classroom in such a way that effective teaching and learning can take place.

To accomplish this task, the teacher has to consider the task of classroom arrangement, as a vital ingredient for the attainment of his goals (Richardson, 2008). Teacher should arrange their classroom in such a way that effective supervision within the classroom is possible

A study in this area reveals that when students sit in a semicircle, those directly facing the teacher participate in the teaching-learning process more than those on the sides. When students sit in rows, those in front participate more than those at the sides Ntuk, 2010).

According to Adams and Biddle (2007), students in the periphery of the classroom are spectators rather than actors in the classroom drama, under the lecture method of teaching.

In a classroom, there must always be a table and chair for the teachers. Normally, the teacher’s table should be in front of the class facing the pupils in the opposite direction. Leaving the learners without a sit-in teachers should be discouraged. Learners should not be left unattended to, to check bad behaviour in the classroom (Edem, 2006). All desks, lockers, chairs and benches should be arranged in rows and lines with spaces for easy passage of the students. Students should be seated one in a locker and not more than two or three on the available seats and space. Also, learners should be trained on sitting position in the classroom. They should sit in a business-like position. Sitting with the palm supporting the head and the elbow on the desk should be discourage.

Miskel (2009) stated that the poor seats arrangement in the class can influence student`s understanding of instruction and student`s academic performance. He noted that a crowded classroom with poor seats arrangement can bring about loss of attention and concentration among the learners. In a study conducted by Okpala (2010) on classroom management and students academic performance in Mathematics, it was found that poor arrangement of classroom facilities significantly influenced students’ academic achievement in the subject. Similarly, Falokun (2008) found a significant relationship between class arrangement and students’ academic achievement.

According to the researcher, proper seats arrangement and other learning facilities in the class make possible for effective teacher-students interaction in the class thereby improving academic performance of the students.

Summary of Literature Review

The literature for the study have been logically reviewed incline with the specific objectives of the study. The review covers the concept of classroom management, class control and student`s academic achievement, class supervision and student` academic achievement, class arrangement and student’s academic achievement. From the literature reviewed, it was gathered that a significant relationship exists between class management strategies considered in the study and student`s academic achievement, However, no study has been reported on class management strategies and student`s academic performance in Agricultural science in the area of the study, thereby making this study timely.