DR

ResearchinPedagogy,Vol.7,Issue1(2017),pp.43‐56

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DR.I.NGEORGEOriginalscientificpaper

ABISOLAOLADENISAKIRUDEEN

UDK:373.51

ADAMHAPPINESSSUNDAY

DEPARTMENTOFEDUCATIONALFOUNDATIONS,GUIDANCEANDCOUNSELLING

FACULTYOFEDUCATION

UNIVERSITYOFUYO,UYOAKWAIBOMSTATE  DOI:10.17810/2015.47



CreativeCommons

Attribution4.0



InternationalLicense

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EFFECTIVECLASSROOMMANAGEMENTANDSTUDENTS’ACADEMIC

PERFORMANCEINSECONDARYSCHOOLSINUYOLOCAL

GOVERNMENTAREAOFAKWAIBOMSTATE

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Abstract:ThisstudywascarriedouttoinvestigateEffectiveClassroom Management

andStudents’AcademicPerformanceinSecondaryschoolsinUyoLocalGovernment

Area.Fourresearchquestionsandfournullhypotheseswereformulatedtoguidethe

study.Thesurveydesign wasadoptedfor thestudy. Thepopulationof2044Senior

SecondarySchool

One(SS1)students withasampleof200studentsselectedfrom5

public secondary schools in 4 clans within the study area. A researcher – made

questionnairewasusedtoelicitdatafromrespondents.Theresearchinstrumenthas

a4‐pointratingscaleand25itemsbasedonthestudy

variables.ThePearsonProduct

Moment (PPM) Correlation Co efficient of 0.94 ascertained the reliability of

instrumentforuseinthestudy.Aftertheadministration,scoringandcollationofthe

instrument,thedataobtainedweresubjectedtothechi‐square(X

)analysis.Allthe

nullhypothesesweretestedat0.05levelofsignificance.Basedontheresultofthis

study,itisconcludedthatSS1studentsinthepublicSecondarySchoolsinUyoLocal

Government Area differ significantly in terms of academic performance based on

verbal instruction, corporal punishment, instructional supervision,

 delegation of

authoritytolearners.Itisrecommendedthatteachersshouldbeskilledinclassroom

managementsoastoinfluencestudents’aca demicperformancepositively.



Keywords:classroom,Management,andStudents’AcademicPerformance.



1. INTRODUCTION



Classroom management has been highlighted across numerous research studies as a major

variable that affects students’ academic performance (Marzono, 2008). The most obvious

reasonforthisassertionisthat,effectiveclassroommanagementsetsthestageforteaching

andlearning.Itsetsatoneintheclassroomthatcaptures

students’attention–asanecessity

for effective teaching and learning (Marzono, 2008). This statement is obvious since a

classroom which is chaotic and disorganized as a  result of poor classroom management is

highlyunlikelytoenhanceexpansivelearningandstudents’academicperformanceandmight,

indeed,inhibitit.Inchaos,

accordingtoIdopise(2004),verylittleacademiclearningcantake



[email protected]

ResearchinPedagogy,Vol.7,Issue1(2017),pp.43‐56

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place. According to Walter (2006), classroom management differs from one teacher to

another because of the teacher’s personality, teaching style, preparedness, and number of

studentsintheclassroom.



According to Umoren (2010), the concept of classroom management is broader than the

notion of student control and discipline, it includes all

the things teachers must do in the

classroomtofosterstudents’ academic involvement andcooperationinclassroomactivities

tocreateconducivelearningenvironment.Morse(2012),relatesthatclassroommanagement

involves curtailing learner’s disruptive behaviors such as fighting and noise making, close

observation, arrangement of classroom learning materials, and response to students who

sufferfrom poorsight(vision),poorhea3etbring,poorreading,poorwriting,poorspelling,

shame,dullness,hyperactivityandpoorstudyhabits.

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When classroom management is viewed in a more wider and holistic sense, incorporating

every element of the classroom from lesson delivery to classroom environment becomes

important(Nicholas,2007).

AccordingtoNicholas(2007),thisincludescreatingorganizedand

orderlyclassroom,establishingexpectations,inducingstudents’cooperationinlearningtasks,

and dealing with the procedural demands of the classroom. This view of classroom

managementcontraststoamorenarrowviewofclassroommanagementasitdealswithjust

disciplineandcontrol.AccordingtoBassey(2012),thewiderviewofclassroommanagement

showsincreasedengagement,reductionininappropriateanddisruptivebehaviors,promotion

of student responsibility for academic work, and improved academic performance of

students.



In effect, discipline, control and the consequences become authoritative or punitive

approaches to classroom management. These have become much

 smaller part of the term

classroommanagement.Thus,classroommanagementdenotesmuchmorethananyofthese

words (Charlie, 2006). As put by Williams (2008), classroom management involveshow the

teacherworks,how the class works, how theteacherandstudentswork togetherand how

teachingandlearningtakesplace.



An analyses of the past 50 years of classroom management research identified classroom

management as the most important factor, even above students’ aptitude, affecting

students’learningand academicperformance(Wang,etal.,2009).Contrarytopopularbelief

heldbyPandey(2006),classroommanagementis nota giftbestoweduponsome

teachers.

Whileit istruethatsometeachersadapttoclassroommanagementeasily,makingitfeltby

theircolleaguesasif they posses some innatetalents.Classroommanagementisaskillthat

can be acquired like any other profession. It is a skill that must be practiced to achieve

proficiency.Classroommanagementthusrequires specificskillssuchasplanningorganizing,

as well as an aptitude for team work. It requires a great deal of commitment, initiatives,

teachers’willingnesstoadjust,creativethinkingandactions(Abel,2011).



Poorly managed classrooms are usually characterized by disruptive behaviors such as

sleeping,latecoming,noise

making,miscopyingofnotes,eating,callingofnicknames,verbal

orphysicalthreattofellowstudentsortheteacher(Ekere,2006).Thesedisruptivebehaviors

disorganize learning processes and hamper academic performance of students. Effiong

(2007),suggeststhatteacherscandealwiththesedisruptivebehaviorsintheclassroomand

reduce them to the minimum through effective classroom management so that effective

learningcantake place. Once teachersare able to effectively reduceoreliminatedisruptive

ResearchinPedagogy,Vol.7,Issue1(2017),pp.43‐56

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behaviors in the classroom, there would be increased academic attentiveness and

engagementwhichwouldpavewayforbetteracademicperformancebystudents.



The use of verbal instruction is one of the techniques for effective classroom management

thatcanbeadoptedbyteachers.AccordingtoGood(2004),clearinstructiononwhat

should

bedone givesthestudentsconcretedirectiontocompliance.Inthisapproach,teacherstryto

beconsistentinenforcingtheverbalinstructionsothatitproducesthedesiredresults.



Untilrecently,corporalpunishmentswereusedwidelyasaneffectiveclassroommanagement

techniqueto curbdisruptive behaviorsinthe classroom. It

is now notcommonly applicable

throughitisstillpracticedinsomeschoolsasaneffectiveclassroommanagementtechnique.



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.



Delegation of authority to learners is still another technique of effective classroom

managementwheretheteacherdelegateshis/herauthoritytodeservingstudentsandassign

them duties 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(Nima,2004).Thesecontributeagreatdeal

tomakingtheclassroomaconducive

placesincecooperationbetweenstudentsandteachers

intheclassroomisfostered.



Classroommanagementtechniquesareaimedatproducingconducive learningenvironment

wherestudentscanlearnwitheaseandperformbetteracademically.Allofthesetechniques

canbeadoptedintheclassroomdependingonthenatureoftheproblemathand.Basedon

the above statements, the researcher deemed it necessary to investigate the effect of

classroommanagementontheacademicperformanceofSeniorSecondarySchoolOne(SSS1)

studentsinUyoLocalGovernmentAreaofAkwaIbomState.



2. StatementoftheProblem



Un‐conducive learning environment in the public schools

 has posed serious problems to

students’academicperformanceovermanydecadesago.Thistrendhasbeenontheincrease

ondailybasis.Itsprevalencehasattractedtheconcernoftheteachers,parents,theguidance

counselors and many researchers. Effective classroom management has been discussed

extensively at educational seminars and workshops, with efforts aimed at bringing lasting

solutionto the problemofstudents’pooracademicperformance encountered in secondary

schools.



In most cases, classroom teachers become tired of using verbal instruction in attempts to

establisheffectiveclassroommanagement,butthismethodalonedoesnotprod ucedesired

results.Manyteachersusecorporalpunishment

toinstillfearanddisciplineintheclassroom

yetthereareprevalenceofdisruptivebehaviorsintheclassroom.Alotofteacherswastetime

and energy  in intensive classroom supervision so that the classroom climate could be

conducive for lessons. Some classroom teachers delegates authority to deserving prefects

ResearchinPedagogy,Vol.7,Issue1(2017),pp.43‐56

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such as time – keeper, noise prefects, class prefects, etc. to share in the responsibility of

ensuringaconducivelearningatmosphereinthe classroom.Thesemethodsareadoptedby

teacherstoenablethe classroombecomeconduciveenoughforeffectiveteaching–learning

processandtofacilitatehigheracademicperformanceofthe

students.



Researchers such as Udo (2002) have investigated on effective classroom management in

other geographical locations of Akwa Ibom State. It is necessary to examine effective

classroom management and its effects on students’ academic performance among Senior

SecondarySchoolOne(SSS1)inUyoLocalGovernmentAreaofAkwaIbomState.



3. PurposeoftheStudy



The purpose of this study was to examine effective classroom management and students’

academicperformanceinUyoLocalGovernmentAreaofAkwaIbomState.



Theobjectiveofthestudyincludes:

(i) Toaccesstheuseofverbalinstructionandhowitcouldenhancestudents’academic

performance.

(ii) To examine the use of corporal punishment on the learners and its effects on

students’academicperformance.

(iii) To determine how the use of instructional supervision could affect students’

academicperformance.

(iv) Toevaluatehowdelegationofauthoritytolearnerscouldaffectstudents’academic

performance.



4. ResearchQuestions



Thefollowingresearchquestionswereraised:

(I) Howdoesverbalinstructionaffectstudents’academicperformance?

(II) Howdoes corporalpunishmentaffectstudents’academicperformance?

(III) In what ways does the use of instructional supervision affect students’ academic

performance?

(IV) How does delegation of authority to learners affect students’ academic

performance?



5. ResearchHypotheses



Thefollowingnullhypotheseswereformulated:

i) Verbalinstructiondoesnotsignificantlyinfluencestudents’academicperformance.

ii) Corporal punishment does not significantly influence students’ academic

performance.

iii) Instructional supervision does not significantly influence students’ academic

performance.

iv) Delegation of authority to learners does not significantly influence students’

academicperformance.



ResearchinPedagogy,Vol.7,Issue1(2017),pp.43‐56

_______________________________________________________________________________________________________



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 management affects students’ academic

performanceinsecondaryschools.



The findings provided in this study will help teachers in accessing the effects of their

classroommanagement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.



7. Methodology



The survey design was adopted to determine the influence of effective classroom

managementonstudents’academicperformanceamongSeniorSecondarySchoolOne(SS1)

studentsinUyo Local Government Area of Akwa Ibom State. The survey design allowed for

selectionofsamplethatwouldrepresentalargepopulationsuchasinthisstudy.Thesample

of this study consisted of 200 Senior Secondary School One (SS1) students from five public

secondary schools. In each sampled school, 40 students were selected to take  part as

respondents.



8. Instrumentation



The researcher – made questionnaire entitled “Effective Classroom Management and

Students’ Academic Performance Questionnaire" (ECMASAPQ) was used to elicit responses

from the subjects. Experts in Test and Evaluation in the Department of Educational

Foundation, Guidance and  Counseling, Faculty of Education, University of Uyo, critically

scrutinized the contentsof the

 questionnaire. The validators effectednecessary corrections

onthedraftcopybeforeacceptingitsuitableforfurtherprocedures.



The instrument has two sections. Section A collects respondents’ demographic data, while

section B has 25 items which measures the relationship between effective classroom

managementandstudents’academicperformanceinsecondaryschools.Theinstrumenthad

a 4–point rating scale as follows: Strongly Agree (SA), Agree (A), Disagree (D), Strongly

Disagree(SD).



9. RESULTPRESENTATION



ResearchQuestion1.Howdoesverbalinstructionaffectstudents’academicperformance?



Figure1:PercentagePresentationofdataforquestion1

S/N Item A D

 No.% No.%

1 My teacher instructs us on what to be done in the

classroom.

15175.5 4924.5

ResearchinPedagogy,Vol.7,Issue1(2017),pp.43‐56

_______________________________________________________________________________________________________



2 Myteachertakestimetostressondisciplinary rules

andregulationsoftheclassroom.



11758.5



8341.5

3 MyteachergivesdirectivesonwhenIshoulddiscuss

intheclassroomsothatIdonotmakeanoise.



12160.5



7939.5

4 My teacher warns me on when to start writing

duringlessonperiodsothatIdonotlosefocus.



10653



9447

5 My teacher directs on how learners could submit

assignmentquietlywithoutdisturbingtheclass.



10150.5



9949.5

 596298 404202

FieldWork,2017



Figure 1 shows that majority of students receives verbal instructions from their classroom

teacheronhowtoconductthemselvessoastobenefitoptionallyformtheclass.



ResearchQuestion2.Howdoescorporalpunishmentaffectstudents’academicperformance?



Figure2:PercentagePresentationofdataforquestion2

S/N Item A D

 No.% No.%

6 Myteacher orders me to kneel down when I  come

latetotheclass.

13266 6834

7 My teacher asks me to pick leaves when I fail to

submitmyassignment.



9346.5



10753.5

8 MyteachersendsmeouttocutgrasswhenImakea

noise.



9447



10653

9 Myteacher uses cane on me when I insult a senior

person.



14070



6030

10 Ibehavewellintheclassroomonlywhenmyteacher

usespunishmentonme.



6130.5



13969.5

 520260 480240

FieldWork,2017



Figure2showsthatmajorityofstudentsaredisciplinedbytheteachersothattheytaketheir

studyseriously.



ResearchQuestion3. Inwhatwaysdoestheuseofinstructionalsupervisionaffectstudents’

academicperformance?



Figure3:PercentagePresentationofdataforquestion3

S/N Item A D

 No.% No.%

11 My teacher always goes round the classroom to

ensure that students are actively participating in

learningactivities.



14170.5



5929.5

12 While teaching, my teacher moves round the

classroomtospotoutlearnerswhomakeanoise



12361.5



7738.5

13 While teaching my teacher inspects students who

arefightingeachother.



10653



9447

14 Whileteachingmyteacher conductshimselfaround 

ResearchinPedagogy,Vol.7,Issue1(2017),pp.43‐56

_______________________________________________________________________________________________________



to note students who fail to copy from the chalk

board.



12562.5



7537.5

15 My teacher is against malpractice during test and

examinations.



10150.5



9949.5

 596298 404202

FieldWork,2017



Figure 3 shows that majority of students are encouraged to learn due to their teachers’

instructionalsupervisionintheclassroom.



4.1.4 Research Question 4. How does delegation of authority affectstudent’s academic

performance?



Figure4:PercentagePresentationofdataforquestion4

S/N Item A D

 No.% No.%

16 My teacher appoints any member of the class to

cleantheboard.



14170.5



5929.5

17 Myteacherappointsatime‐keeperintheclassroom.

13869



6231

18 Myteacherappointsstudentstowritenameofnoise

makersintheclassroom.



12060



8040

19 My teacher is partial in assigning responsibilities to

studentsintheclassroom.



11155.5



8944.5

20 Myteacherappointsaclassprefecttowritenames

oflatecomerstoclass.



10552.5



9547.5

 615307.5 385192.5

FieldWork,2017



Figure 4 showsthat majority of students increasestheir participation in classroomactivities

duetotheirteachers’delegationofauthority.



Figure5PercentagePresentationofDataforresponsesoneffectiveclassroom

managementandstudents’academicperformance

S/N Item A D

 No.% No.%

21 Ilistentolessonsintheclassroomandrememberall

duringexaminations.



11557.5



8542.5

22 I perform well during examinations because I study

veryhard.



11155.5



8944.5

23 My teachers’ order of “Fail‐and‐Go” forced me to

readhardertopassinexamination.



13266



65834

24 My teachers’ strict classroom management forced

me to change my habits to a better and rewarding

performance.



6331.5



13768.5

25 My teachers’ classroom management creates fear

that weakens learning and causes low academic

performance.



8341.5



11758.5

 504252 496248

FieldWork,2017



ResearchinPedagogy,Vol.7,Issue1(2017),pp.43‐56

_______________________________________________________________________________________________________



Figure5showsthatmajorityofstudentsperformwellacademicallyduetoeffectiveclassroom

management.

Hypothesis 1. Verbal instruction does not significantly influence students’ academic

performance.



Figure6:Calculationofchi‐squareforhypothesis1

Observed

Frequency(O)

ExpectedFrequency(E) O‐E (O‐E)

∑(O‐E)



E

151 119.2 31.8 1011.24 8.48

49 80.8‐31.8 1011.24 12.52

117 119.2‐2.2 4.84 0.04

83 80.8 2.2 4.84 0.06

121 119.2 1.8 3.24 0.03

79 80.8‐1.8 3.24 0.04

106 119.2‐13.2 174.24 1.46

94 80.8 13.2 174.24 2.16

101 119.2‐18.2 331.24 2.78

99 80.8 18.2 331.24 4.10

=31.67

FieldWork,2017At4.df;significantlevelof0.05,criticalvalueis9.49.



Figure 6 shows that verbal instructions significantly influence students’ academic

performance. Therefore, the null hypothesis is rejected sincethe calculated value is greater

thanthecriticalvalue(i.e31.67>9.49).



Hypothesis 2. Corporal punishment does not significantly influence

students’ academic

performance.



Figure7:Calculationofchi‐squareforhypothesis2

ObservedFrequency(O) ExpectedFrequency(E) O‐E (O‐E)

∑(O‐E)



E

132 104 28 784 7.54

68 96‐28 784 8.17

93 104‐11 121 1.16

107 96 11 121 126

94 104‐10 100 0.96

106 96 10 100 1.04

140 104 36 1296 12.46

60 96‐36 1296 13.5

61 104‐43 1849 17.78

139 96 43 1849 19326

 X

=83.13

FieldWork,2017



At4d.fandsignificancelevelof0.05,thecriticalvalueis9.49.



Figure 7 shows that corporal punishments significantly influence students’ academic

performance. Therefore, the null hypothesis is rejected sincethe calculated value is greater

thanthecriticalvalue(i.e83.13>9.49).



Hypothesis 3. Instructional Supervision does

not significantly influence students’ academic

performance.

ResearchinPedagogy,Vol.7,Issue1(2017),pp.43‐56

_______________________________________________________________________________________________________



Figure8:Calculationofchi‐squareforhypothesis3

ObservedFrequency(O) ExpectedFrequency(E) O‐E (O‐E)

∑(O‐E)



E

141 119.2 21.8 475.24 3.99

59 80.8‐21.8 475.24 5.88

123 119.2 3.8 14.4 0.12

77 80.8‐3.8 14.4 0.18

106 119.2‐13.2 174.24 1.46

94 80.8 13.2 174.24 2.16

125 119.2 5.8 33.64 0.28

75 80.8‐5.8 33.64 0.42

101 119.2‐18.2 331.24 2.78

99 80.8 18.2 331.24 3.35

 X

=20.62

FieldWork,2017



At4d.f.andsignificancelevelof0.5,thecriticalvalueis9.49.



Figure 8 shows that instructional supervision significantly influence students’ academic

performance. Therefore, the null hypothesis is rejected sincethe calculated value is greater

thanthecriticalvalue(i.e20.62>9.49).



Hypothesis 4. Delegation of Authority does not significantly influence students’ academic

performance.



Figure9:Calculationofchi‐squareforhypothesis4

ObservedFrequency(O) ExpectedFrequency(E) O‐E (O‐E)

∑(O‐E)



E

141 123 18 324 2.63

59 77‐18 324 4.21

138 123 15 225 1.83

62 77‐15 225 2.92

120 123‐3 9 0.07

80 77 3 9 0.12

111 123‐12 144 1.17

89 77 12 144 1.87

105 123‐18 324 2.63

95 77 18 324 4.21

 X

=21.66

FieldWork,2017



At4d.fandsignificancelevelof0.05,criticalvalueis9.49.



Figure 9 shows that delegations of authority significantly influence students’ academic

performance. Therefore, the null hypothesis is rejected sincethe calculated value is greater

thanthecriticalvalue(i.e.21.66>9.49).



Figure10:Calculationofchi‐squarefortheReponsesonclassroom

managementandstudents’academicperformance.

ObservedFrequency(O) ExpectedFrequency(E) O‐E (O‐E)

∑(O‐E)



ResearchinPedagogy,Vol.7,Issue1(2017),pp.43‐56

_______________________________________________________________________________________________________



E

115 100.8 14.2 201.64 2.00

85 99.2 14.2 201.64 2.03

11 100.8 10.2 104.04 1.03

89 99.2‐10.2 104.04 1.05

132 100.8 31.2 973.44 9.66

68 99.2‐31.2 973.44 9.81

63 100.8‐37.8 1428.84 14.18

137 99.2 37.8 1428.84 14.03

83 100.8‐17.8 316.84 3.14

117 99.2 17.8 316.84 3.19

 X

=60.12

FieldWork,2017



At4d.fandsignificancelevelof0.05,criticalvalueis9.49.



Figure 10 shows that effective classroom management significantly influence students’

academicperformance.Therefore,thenullhypothesisisrejectedsincethecalculatedvalueis

greaterthanthecriticalvalue(i.e.60.12>9.49).



10. DiscussionofFindings



The results

of findingsin thisstudywere discussedinthis section based onthe hypotheses

usedinguidingthestudy.



VerbalInstructionandStudentsAcademicPerformance



Result inFigure6 revealed that Senior Secondary School One (SS1) students in public

secondaryschoolsinUyoLoca l GovernmentAreawhoseteachersgiveinstructionsdodiffer



significantlyintermsofacademicperformancefromthosewhoseteachersdonot.Thismeans

thattheearlierpositednullhypothesisisrejected.



This result is in line with the view of Obinaju (2006), which states that most students

misbehave and perform below expectations because the classroom teacherfail to give

and

explaindisciplinary rulesandregulationsgoverningtheclass.Thisresultisalsoinlinewiththe

viewsofOkon(2009)whoassertedthatverbalinstructiononwhattobedonegivesstudents

anideaofwhatisexpectedofthemintheclassroomandthishelpthemtobehavewell.



Inanotherperspective, thisresultsupports the views ofNdiana(2009) whichopinesthatif

teachers give directives on how classroom activities should be done, the classroom will be

orderly enough for lessons to be affective, this will have positive impact on students’

academicperformance.



Basedontheabovediscussion,

itisdeductedthatseniorsecondaryschoolone(SS1)students

inUyoLocalGovernmentAreawhoseteachersgiveverbalinstructionsexhibitslessdisruptive

behaviorandperformbetteracademically.



ResearchinPedagogy,Vol.7,Issue1(2017),pp.43‐56

_______________________________________________________________________________________________________



CorporalPunishmentandStudents’AcademicPerformance



The result inFigure7 revealed that Senior Secondary School One (SS1) students in public

schools in Uyo Local Government Area whose teachers administer corporal punishment do

differsignificantlyintermsofacademicperformancefromotherstudentswhoseteachersdo

not.Thismeansthatthenullhypothesis

earlierpositedisrejected.

The result is in line with the views of Etim (2005) which asserted that corporal punishment

makesstudentsthinktwicebeforecommittingthesameoffence.ItisalsoinsupportofIme

(2008)whoopinedthatstudentsonlyrespondtocorporalpunishment.AccordingtoUdeme

(2006),effectiveclassroommanagementinvolvestheteacher’sconsiderableuseofcorporal

punishmentwhichwillcreateaconducivelearningatmosphere.



This result is also in agreement with Ukpong (2007), which posited that effective use of

corporalpunishmentproduceanorderlyclassroomsetting,whichwillhaveapositiveimpact

onstudents’academicperformance.



Based on the above discussion, it is deducted that Senior Secondary School One (SS1)

students Uyo Local Government Area whose teachers use corporal punishment exhibit less

disruptivebehaviorandperformbetteracademically.



InstructionalSupervisionandStudents’AcademicPerformance



TheresultoffindingsinFigure8revealedthatinstructionalsupervisionsignificantly

influence

SeniorSecondarySchoolOne(SS1)students’academicperformanceinUyoLocalGovernment

AreaofAkwaIbomState.



This result is in line with the views of Essien (2009) which asserted that instructional

supervisioncreatesanavenueforaninteractivesessionbetweenteachersandstudents.This

according to Essien (2009) gives teachers the opportunity to discover their students’

weakness, strength talent etc. and render academic assistance when the need arise. This

significantlyinfluencesstudent’sacademicperformance.



The results is alsoin line with the remark of Babalola & Ayeni (2009) which stipulate that

students will develop keen interest in academic

activities if teachers show concern in the ir

academicwell‐beingandencouragethemthroughinstructionalsupervision.



Based on the above discussion, it is expected that Senior Secondary School One (SS1)

students in Uyo Local Government Area of Akwa Ibom State whose teachers carryout

instructional supervision exhibit less disruptive behavior and develop rewarding academic

habitswiththehelpoftheteacher.



DelegationofAuthorityandStudents’AcademicPerformance



The result offindings in Figure9revealed thatdelegationofauthority significantly influence

SeniorSecondarySchoolOne(SS1)students’academicperformanceinUyoLocalGovernment

AreaofAkwaIbomState.



This result is in

 agreement with Ubom (2008) who asserted that delegation of authority

creates an avenue for students to be part of their academic work. This result is equally in

ResearchinPedagogy,Vol.7,Issue1(2017),pp.43‐56

_______________________________________________________________________________________________________



agreement with Denga (2001) which posted that delegationof authority gives students the

feeling that they play active role in keeping the classroom safe and orderly. Since it’s their

responsibilitytokeeptheclassroomorderly,therateatwhichdi sruptivebehavioroccurswill

reduce, making classroom management effectiveto positively influence

 students’ academic

performance.



TheresultisalsoinlinewiththeopinionofAdegoke(2004)whobelievesthatstudentswould

appreciatetheresponsibilitytheyareentrustedwiththroughdelegationofauthoritybytheir

teachers to make the classroom conducive. Adegoke (2004) also opined that delegation of

authorityincreasesstudents’participationinschoolactivities.



Basedontheabovediscussion,itisinferredthatseniorsecondaryschoolone(SS1)students

UyoLocalGovernmentAreaofAkwaIbomStatewhoseteachersdelegateauthoritytoexhibit

lessdisruptivebehaviorandperformbetteracademically.



EffectiveClassroomManagementandStudents’AcademicPerformance



Theresultoffindings

inFigure10revealedthateffectiveclassroommanagementsignificantly

influences senior secondary one (SS1) students’ academic performance in Uyo Local

GovernmentArea,AkwaIbomState.



ThisresultisinlinewiththeviewsofNdiyo(2011),whichassertedthatamongthefactorsthat

influence students’ academic performance, teachers’ efficiency in classroom

 management

stands out as the most important. The result is also in agreement with Baker (2000) who

states that effective classroom management techniques supports and facilitates effective

teachingandlearning,insodoingenhancingstudents’academicperformance.



TheresultisalsoinlinewiththeopinionofWang(2009),whoopinedthatmasteringeffective

classroom management techniques and applying them appropriately is a base competence

forteacherswhowishtosignificantlyinfluencetheirstudent’sacademicperformance.



Based on the above discussion, it is deduced that academic performance among senior

secondary school one (SS1) students in Uyo Local Government  Area, Akwa Ibom

 State is

significantlyinfluencedbyteacher’sclassroommanagement.



11. Recommendations



Thefollowingrecommendationsaremadebasedonthefindingsofthisstudy.

(i) Teachers shouldestablishrules and regulationsinthe classroomagainstdisruptive

behavior.

(ii) Teachersshouldalwayspayattentiontotheirclassroommanagementskillssothat

itaffectsstudents’academicperformancepositively.

(iii) Teachersshouldgiveacademicassistancetostudentsduringlessondelivery

(iv) Teachersshouldbecautiouswhileusingpunishmentsothatitdoesadverselyaffect

students’academicperformance.

(v) Teachers should assign responsibilities to students to make them have full

participationinthelearningprocess.

ResearchinPedagogy,Vol.7,Issue1(2017),pp.43‐56

_______________________________________________________________________________________________________



(vi) Principals should ensure that teachers acquire effective classroom management

skills that will not create fear in the classroom and will not weaken students’

academicperformance.

(vii) Educationalconferencesandseminarsshouldbeorganizedforteacherstolearnand

acquireneweffectiveclassroommanagementskills.



12. Conclusion



Based on the

 result of this study, it is concluded that Senior Secondary School One (SS1)

studentsinthepublicsecondaryschoolsinUyoLocalGovernmentAreadiffersignificantlyin

terms of academic performance based on verbal instruction, corporal punishment,

instructionalsupervisionaswellasdelegationofauthority.



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

Biographicalnotes:



Dr.I.NGeorgewasfromAkwaIbomState,South‐SouthofNigeria.HealsoaSeniorlecturerin

the Department of Educational Foundations, Guidance and  Counselling. University of Uyo,

UyoAkwaIbomState.



Mr.AbisolaOladeniSakirudeenwasproceededtoLagosStatewhereheobtainshis

primary

andSecondaryschoolcertificate.HeholdsB.EdinGuidanceandCounsellingfromUniversity

of Uyo, Uyo Akwa Ibom State. He also on hisM. Ed in Guidance and Counselling in the

Department of Educational Foundations, Guidance and Counselling, Faculty of Education,

UniversityofUyo,UyoAkwaIbomState.



Adam Happiness Sunday holds a B. Ed (Sc.) in Economic Education from University of Uyo,

UyoAkwaIbomState.

