ASSESSMENT OF CLASSROOM MANAGEMENT TECHNIQUES USED BY TEACHERS LEARNING IN SOME SELECTED JUNIOR SECONDARY SCHOOLS IN GOMBE METROPOLIS, GOMBE STATE OF NIGERIA

Abstract

The influence of classroom management practices on the academic achievement is a matter that has not been given attention. The study sought to assess the “classroom management and its impact on students’ learning in some selected junior secondary schools in Gombe metropolis”. The specific ob-jectives for the study were; to identify the impact of demographic variables and the classroom man-agement practice on students learning in some selected junior secondary school of Gombe metropo-lis and also to proffer possible recommendations in addressing problem of classroom management in junior secondary schools. This study was based on two theories: The Theory of Planned Behaviour and Theory of Reasoned Action. The descriptive Survey design was used to carry out this study. The target population for the study was all the three thousand six hundred and ninety-three (3693) teachers in one hundred and Sixty-five (165) Junior Secondary Schools within Gombe Metropolis. Two hundred (200) were randomly selected from six (6) junior secondary school using stratified random sampling methods. To ensure the validity of the instruments, both face and content validity was used. Data was collected by use of structured questionnaires and checklist. Data was grouped; coded, cleaned and analyzed using SPSS version 21. Descriptive analysis was used to analyze the teachers‟ questionnaires. The study established that classroom discipline management practices had an impact on learners’ achievement; teaching methodologies however, were not effective and there-fore leading to little impact on the learners’ achievement. This study recommends that classroom dis-cipline management practices should be enhanced in order to realize better results, principals should go beyond just the normal checking of schemes, attendance register and do impromptu visits in clas-ses to ensure that, what is in the schemes is being followed to the letter. The study also recommends that principals should do bench marking with counties that have been found performing well partic-ularly in teaching methodologies. It also goes further to recommend that supportive feedback should be encouraged in order to boost students’ morale and hence improving their achievement in academ-ic. In conclusion the findings of the study are expected to help education policy makers, head teach-ers, teachers and other stakeholders to emphasize the incorporation of varied instructional strat-egies to improve learners academic achievement.