Project Materials






1.1 The Study’s Background

Classroom management is required for achieving instructional goals and protecting the well-being of the students on whom the teaching and learning activities are focused (Ogunu, 2000). Classroom management entails planning, supervising, controlling, and coordinating pupil activities in the “learning process.”

According to Grieser (2007), effective classroom management only improves pupil questioning and exploration if the learning environment is conducive. Classroom management techniques, as used in this study, refer to strategies used by teachers to maintain decorum in the room and thus create a healthy and conducive learning environment.

ement, on the other hand, can be ded as the process of creating and maintaining any environment in which people work in groups to achieve predetermined goals. The concept of any setting implies that management is applicable to all establishments, which does not exclude educational settings. ement is ded by the Oxford Dictionary (6th edition) as “the act of running or controlling or the skill of dealing with people or situations in any way” (Oyira, 2006)

Teachers use the term “room management” to describe the process of ensuring that room lessons run smoothly despite disruptive behavior by students. The term also implies the avoidance of disruptive behavior. It is possibly the most difficult aspect of teaching for many teachers; indeed, problems in this area have caused some to leave the profession entirely.

For formal knowledge acquisition, the room is the immediate management environment. It consists of the teacher, the students, the learning materials, and the environment. A pre-nursery school teacher is usually in a small room with 10 to 20 students (Kimberly, 2001).

Most formal organizations, such as pre-nursery school, strive for effective and efficient management of human and material resources available to achieve organizational goals. The room teacher is responsible for a variety of tasks during the teaching and learning process.

Classroom management and control is one of the most difficult functions of the room teacher. The effectiveness of a teacher’s teaching is measured by his ability to use a variety of room management techniques to students toward effective and meaningful learning during instruction (Kolawole, 2004).

Meaningful teaching and learning cannot take place in a room environment characterized by pupil noise and other distractions. The ability of teachers to manage and control the room during instruction can be attributed to the academic achievement of students in a specific room. According to Oyira (2006), the variables that measure the room learning environment as perceived by students predict their attitude toward schooling and academic performance.

The room is where all of a school’s educational plans involving teaching and learning take place. According to Kyriacou (2005), the room serves as a meeting place for both teachers and students where curricular activities are carried out.

Educational objectives cannot be fully realized unless a conducive room environment is used. The room is ded by a of interpersonal relationships aimed at achieving educational goals. Interpersonal relationships are ded by Oyira (2006) as the reciprocal behavior that occurs between individuals, such as the exchange of information, expression, and mutual activities.

A good room environment should be well ventilated, fully furnished with age-appropriate chairs and desks, have adequate spatial arrangement, a large chalkboard, good floors, beautiful walls, and lighting (Kolawole, 2004). A positive room environment encourages desirable behavior and attitudes in students, which improves their academic performance. This type of environment allows for effective teacher/pupil and pupil/pupil interaction.

1.2 Problem Description

The most common problems reported by teachers in Nigerian pre-schools are those relating to room behavior management (Offorma, 1994). The evidence is irrefutable; surveys of graduates from schools and colleges show that in an attempt to maintain order in the room, teachers can sometimes exacerbate the problem,

leading to known consequences such as a lackadaisical attitude toward learning, loss of interest in the subject, and in general a poor academic performance of such a child. Given this observation, one wonders how well these teachers are aware of and employ research-backed room behavior management techniques (Kyriacou, 2005).

It has also been observed that students have lost interest in education. Since room management is a cornerstone of student learning and has been cited by nearly every researcher and reviewer who has examined the relationship between educational practices and student outcomes (Idu, 2003).

Against this backdrop, the study seeks to investigate the impact of teachers’ room management styles on students’ academic performance in Yaba LCDA.

1.3 The Study’s Purpose

The study’s goal is to look into the impact of teachers’ room management styles on students’ academic performance in Yaba LCDA. Essentially, the research will:

Examine the room management styles of teachers in Nursery es.
Determine the impact of management style on academic performance of students.
Determine the students’ p for room management.
1.4 Research Concerns

The following research questions guide the study:

To what extent will room management styles of teachers influence Nursery Classes?
How effective is management style in terms of student academic performance?
What are the methods for determining students’ p for room management?
1.5 Hypothesis of Research

For the study, the following hypotheses were developed:

Ho1: There is no significant relationship between teachers’ room management style and students’ academic performance.

1.6 of the Research

The significance of the study is discussed further below.

The study’s findings will inform the general public about the impact of teachers’ room management styles on students’ academic performance in Educational District IV, Yaba, Lagos State.

The study will serve as a guide for teachers on how to strategically improve room management, as well as for district education officers and school district inspectors to understand the effects of poor room management on pupil performance.

It will allow pre-nursery school owners to plan systematically for the provision of good rooms that will improve students’ academic performance.

It will add to the existing body of knowledge and assist other researchers working on related issues.

1.7 The Study’s Scope

The study’s scope includes all caregivers, instructors, and teachers who currently work in LCDA Yaba schools.

1.8 Operational Terminology Definition

The following terms are pertinent to this research study:

A room is a room or area, usually in a school, where es are held.

Classroom management style is ded as a climate that emphasizes and promotes proper learning, good behavior, and positive interpersonal relationships.

Pupil: A pupil is a person who is formally engaged in learning, usually in primary school.

Academic Achievement: Academic achievement, also known as (academic) performance, refers to the extent to which a student, teacher, or institution has met their short or long-term educational objectives.

A teacher, also known as a schoolteacher, is someone who educates students.

Classroom management is a term used by teachers to describe the process of ensuring that room lessons run smoothly in the face of disruptive behavior by students.




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