Influence of Classroom Variables on Students Academic Performance in Government in Secondary Schools

Influence of Classroom Variables on Students Academic Performance in Government in Secondary Schools

 

Abstract

This research work examines the influence of classroom variables and students’ academic performance in Government in secondary schools in Nsit Ibom local Government Area. Five research questions and five null hypotheses were stated and tested at 0.05 alpha levels of significance. Literature relevant to the study was reviewed on Human Relations Theory, conceptual framework and reviews of empirical studies were also reviewed. The population of the study comprised all the senior secondary two (SS2) Government students in Nsit Ibom local Government Area in the 2018/2019 academic session.

The sample size used for the study was two hundred (200) students drawn from five public secondary schools in Nsit Ibom local Government Area. Researcher made questionnaire and Government Performance Test were the instrument used to collect data for the study. The instrument were tested on twenty (20) students and reliability co-efficient of 0.74 was obtained using Pearson Product Correlation Coefficient (PPMCC). Data obtained were analyzed using mean, Standard deviation and t-test statistics analysis, findings shown that; there is significant influence of classroom discipline in academic performance of students taught using discipline and those taught without using discipline in Government.

 

Influence of Classroom Variables on Students Academic Performance in Government in Secondary Schools

 

CHAPTER ONE

INTRODUCTION

1.1  Background to the Study

Classroom plays a very significant role in students’ academic performance. Effective classroom management put the teacher in firm control of the classroom and provide orderliness and safety needed for instruction and learning. Yet, the various reforms in education, like, the National Policy on Education of 1977, revised in 1981, 1998 and 2004 in Wali(2007), failed to mention or address classroom variables and the connectivity between students’ academic performance and classroom.

Classroom variable is one of the neglected areas in our secondary schools, despite the fact that the success or failure of any teaching and learning process depends on the way classroom are managed. Failure to effectively manage the classroom can have an overall negative influence on the entire school, especially in terms of sound academic performance of the school. When this happens other negative consequences follow such as a dropin students’ population of the school because parents/guardians prefer to enroll their children and ward in schools that are performing well academically.

The importance of good classroom variables in the realization of the objectives of education cannot be over emphasized. Teaching and learning is all embracing involving a wide range of activities such as writing on chalkboard, discussing with students, demonstrating a procedure, supervising student’s class work, reading and marking assignments.

Good classroom environment with good desks and seats well-spaced out, well ventilated, good lighting, good ceiling and roof and smooth floor enhances effective teaching and learning. When the classroom environment provides students with what they need, equilibrium occurs but when the classroom environment does not, there is disequilibrium.

The researcher has observed that most public secondary schools in Nsit Ibom Local Government Area are over populated. In most of these schools, the teacher student’s ratio of 1:80 is evidenced. The National Policy on Education revised (2004) recommended a teacher-student’s ratio of 1:40 for normal or regular school. Besides, research has revealed an increasing rate of behavior problems among secondary school students during lessons which most cases affect the teaching and learning process in the school (Yaduma and Abdulhamid, 2007).

Discipline, is one of the key variable of a Classroom. Discipline is a function of the interaction between teacher and students that bring about self-control and respect for authority. (Ada, 2014). It entails creating and keeping rules based on reciprocal understanding limits that must not be breached. What is common in the present time are students breaching the limits, turning violent in classroom, and exhibiting extreme unruly behavior. The result is a class full of arrogance and unruly student resulting in a noisy and chaotic classroom that does not support effective teaching and learning. This situation agrees no-less with the observation of Martin and Sass, (2010), that over the years, classroom has been observed to be issue for teachers. They continued that students’ performance has been affected in schools where discipline and behavior issues are not properly handled.

Marzono (2007) also express similar worry when he said that the importance of students feeling safe at school is linked to students’ learning. He said, without this feeling of safety, students will develop anxiety and become uneasy in the classroom. Safety and orderly environment protects students from physical and psychological harm and maintained order so learning can take place. Another worrisome issue in the public secondary schools is that of teacher’s quality.

Non-professional teachers’ are been recruited into the system. A professional teacher is one that has passed the Teacher Registration Council of Nigeria (TRCN) professional qualifying examination. A qualified and professional teacher is more likely to change the life of the students by planting the seed of aspiration, noble goals and dreams in the heart of students and be a role model and show the way to greatness to students.

A qualified and professional teacher is more likely to resolve and prevent conflict in the classroom, thus, bring about a better classroom environment conducive for teaching and learning, leading to better academic performance. Classroom variables may influence the academic performance of students either positively or negatively. It is therefore important that teachers learn to effectively manage their classrooms for a greater output.

The academic performance of students these days have given many people serious concern. Our secondary school graduates cannot defend their certificates. This could be as a result of indiscipline exhibited by students in classroom such as lateness to classroom, noise making, and so on. Hence the need for better classroom management that encompasses teachers’ efforts to oversee the activities of the classroom including student’s behavior, interaction and learning.

According to Umoren (2010), the concept of classroom variable is broader than the notion of student control and discipline, it includes all the things present in the classroom that foster students’ academic involvement and cooperation in classroom activities to create conducive learning environment. Morse (2012), stated thatfor effective teaching and learning to take place, teacher must be prudent in managing the learners.

Instructional supervision is another technique of effective classroom management adopted by teachers in the classroom. According to Obot (2010), instructional supervision involves moving around the classroom to observe students closely, engaging students in academic activities, asking questions and employing both verbal and non‐verbal teaching methods to ensure that students are paying undivided attention and taking more from the lesson than simple facts. It is on this background that the study investigate the influence of classroom variables on academic performance of students in Government in secondary schools in Nsit Ibom local Government Area.

 

1.2     Statement of the Problem

The poor or low level academic achievement, high failure rate in examinations such as West African Senior School Certificate Examination (WASSCE), National Examination Council (NECO) etc. and low quality students that are turned out has called for very serious concern in the society. What could be responsible for this ugly trend, even when there are well-trained and qualified teachers to teach effectively? A closer look at the learning environment proof that something need to be done to improve the academic performance of the students.

A conducive classroom is very important for learning, because without the feeling of safety,students will develop anxiety and become uneasy in the classroom. But what is prevalent in our public secondary schools are chaotic and unconducive classrooms, an environment that is highly unlikely to enhance expansive teaching and learning. Against this background, this study investigated the extent to which classroom variables influence students’ academic performance in Government secondary schools in Nsit Ibom local Government Area.

 

Influence of Classroom Variables on Students Academic Performance in Government in Secondary Schools

 

1.3     Purpose of the Study

The purpose of this study was to investigate the influence of Classroom variables on students academic performance in Government in secondary schools in Nsit Ibom local Government Area. Specifically, the study sought to find out:

1. The influence of classroom discipline on the academic performance of the students in Government in secondary schools in Nsit Ibom local Government Area
2. The influence of teachers’ quality on students’ academic performance in Government in secondary schools Nsit Ibom Local Government Area.
3. The influence of use of classroom reward system on students’ academic performance.
4. The influence of the use of delegation of Authority in the classroom on students’ academic performance in Government in secondary schools.
5. The influence of the physical characteristics of the classroom on academic performance of students in Government in secondary schools.

1.4     Research Questions

The following research questions guided this study:

1. How does classroom discipline influence academic performance of students in Government in secondary schools in Nsit Ibom local Government Area?
2. How does teachers’ quality influence academic performance of students in Government in secondary schools in Nsit Ibom local Government Area?
3. How does teachers’ reward system affect academic performance of students in Government in secondary schools in Nsit Ibom Local Government Area?
4. How does delegation of authority to students influence academic performance of students in Government in secondary schools in Nsit Ibom local Government Area?
5. How do the physical characteristics of the classroom influence students’ performance in Government in secondary schools in Nsit Ibom Local Government Area?

 

1.5     Research Hypotheses

The following null hypotheses were postulated and tested to guide the study:

Ho₁      There is no significant influence of classroom discipline on academic performance of the students.

Ho₂      There is no significant influence teachers’ quality on academic performance of the students in Government in secondary schools in Nsit Ibom local Government Area.

Ho₃      There is no significant of teachers reward system on academic performance of the students

Ho₄      There is no significant influence of delegation of authority on academic performance of the students in Government in secondary schools in Nsit Ibom local Government Area

Ho₅      There is no significant influence of physical characteristics of the classroom on academic performance of the students in Government in secondary schools in Nsit Ibom local Government Area

1.6     Significance of the Study

This study will be significant as it will yield data that will help a number of individuals and educational stakeholders such as the Ministry of Education, researchers and PTA members to ascertain the extent to which effective classroom variables affect students’ academic performance in secondary schools. The findings provided in this study will help teachers in accessing the effects of their classroom variables on student’s academic performance in the school.

Likewise, Ministry of Education and the curriculum planners will use the results of this study to guide them in imbibing classroom management skills in teachers so as to improve students’ academic performance. The study is equally significant to PTA members in that they will understand how disruptive behavior can hamper students’ academic performance. It will create awareness among teachers and parent on the need to always establish a conducive learning environment for improved academic performance among children.

 

Influence of Classroom Variables on Students Academic Performance in Government in Secondary Schools

 

1.7     Delimitation of the Study

This research work focuses on the effect of Classroom variables on students’ academic performance in Government in secondary schools in Nsit Ibom local Government Area. Only Public secondary schools were considered for the study.

1.8    Limitations of the Study

The researcher encountered some limitations to the scope of the study

Availability of research materials: The research material available to the researcher was insufficient, thereby limiting the study.

Time: the time frame allocated for the study could not enhance wider courage as the researcher has to combine other academic activities and examinations with the study.

Finance: the finance available for the research work could not allow wider coverage as resources were very limited as other academic bills to cover.

1.8     Assumptions of the Study

The following assumptions are made about this study:

1. Academic performance of students is a direct replica of students’ performance
2. Students whose classroom is well equipped and managed are likely going to perform academically better poorly students from poorly equipped classroom.
3. Poor classroom can pose challenges to both teachers and students in their achievements.

 

Influence of Classroom Variables on Students Academic Performance in Government in Secondary Schools

 

1.9   Definition of Terms

Classroom: refers to a room in a school or college where groups of students are taught,

Classroom Variables: are the setting in which student learning takes place. It concerns the classroom’s physical environment, the social system, the atmosphere, and norms and values.

Academic Performance: refers to the outcome for students in their education.

Secondary school is an educational level that constitutes grades 11-18 above.

Delegation of authority: is  a  technique of effective classroom management where the teacher assign  duties to deserving students such as cleaning chalk board, time keeping, controlling noisemakers, managing learning materials, collecting assignment from students, copying lesson notes on the chalk board, class representatives on behalf of the class.