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           Classroom management is a significant part of effective teaching and learning process. Due to an effective room management, pupils flourish in a positive climate and a compassionate environment. From a pupils’ perspective, effective room management provides them the opportunities to socialize themselves while learning. From a teacher’s perspective, effective room management involves precautionary discipline and fruitful teaching.

           li (2008) concluded that physical environment of the room and seating arrangement is interrelated with management. For the room to serve its purpose, the teacher must be able to establish order. This requires him/her to have the knowledge, attitude and skills necessary. He/she must be able to establish rapport with the pupils and their parents, involve pupils in the processes of establishing ground rules for behavior and being accountable for their actions, manage transitions during instructions, and motivate pupils to maximize time-on-task. The teacher also supervises pupils in their learning activities and lastly deals with pupils’ misbehavior effectively.

            However, the phenomenon of over- crowded room as well as poor quality and inadequate furniture in the room due to unlimited expansion has taken its toll on the educational system. Thus, only few people will deny that the quality of teaching and learning is on the decline at all levels of the educational system. Hassan (1995)

            In the same vein, Ajayi (2000) opines that the poor result of the senior primary school examination (SSCE) in almost all subjects in recent s is one potent indicator. The increase in examination malpractices cannot be divorced. From poor seating arrangement in room

            Furthermore, room management is the process of organizing and conducting the business of the room, many perceive it as the preservation of order the through teacher control. Classroom management is much more than that; it also involves the establishment and maintenance of the room environment so that educational goals can be accomplished (Savage & Savage 2010).

            Effective room mangers create orderly, safe environments where pupils feel valued and comfortable. Thus, setting the stage for teaching and learning, to achieve rooms space to support a variety of independence, small and large group activities (Crane, 2001). Elementary teachers also designate a large area of floor space where pupils can gather for read aloud, demonstrations and meeting. Hence, in all rooms, there should be no “blind” area in the room where pupils can be out of view. To structure “traffic flow” and minimize disruption, teachers separate high-traffic area such as group work areas, learning centers, pupils’s desk and teacher’s desk.

            Supporting this view, Adeyinka (2012) stressed that effective room managers provide a structured, caring environment that meets pupils’ personal and academic needs. Such teachers are perceived as authority figures in the room. They share high behavioural expectation, designing implement development appropriate lessons, and establish and enforce behavioural guidelines, because effective teachers respect pupils as individuals with rights values and feelings, they carefully choose their words and actions to protect pupils’ dignity. They actively engage pupils in meaningful, challenging educational experiences and provide plentiful positive feedback. In short, they set their pupils and themselves up for success.

            However, ineffective teachers are poor planners. They do not start on time, become sidetracked easily, use limited, low interest teaching strategies, and create a disorganized expectation, (Adeyemo, 2012): furthermore, they avoid their responsibility in helping pupils to make good behavioral choices by trying to be the pupils’ friend instead of their teacher. When that approach generates misbehaviors, ineffective teaches use ridicule, sarcasm, and put-down to put pupils in their place. Pupils disrespect for these teaches is evidenced through increasingly frequent room disruptions and exceeding poor behavioural choices.


Classroom management is the heart of any educational system. No curriculum Planning is complete without implementation and evolution, both of which are mainly carried out in the room. Most of the activities take place while pupils are seated. The seating arrangement is therefore too important to suffer the kind of neglect being experienced by many primary school pupils in the country today.

As rightly observed by Cohen and Manion (1983): A careful attention of seating arrangement contributes effectively to room management and control of overall success of the room. Observation reveals that in recent times, there has been astronomical rise in size due to increase in environment of pupils in public primary schools. Some schools have as many as eighty (80), hundred (100) or above per as against the teacher pupils ratio of 1:25 recommended by the National Policy on on (FGN 2004) which  can affect pupils’s academic performance if room is not properly managed by the management. This situation has multiple negative effects on teaching and learning as well as pupils academic outcome. This is evidenced in the failure rates recorded by pupils in external exams like W.A.E.C in core subjects like English Language between 2004 to date (Osin 2009). Apart from this, pupils no longer have confidence in writing exams on their own without examination mal practice (Mgbikem 2004). However, this research tends to take a look into how room management has affected the performance of pupils in primary schools.


            The reason behind this research is to examine the effects of room management on pupils’ academic performance of pupils in some selected primary schools, in Odeda Local Government, Ogun State. The researcher is also interested in examining

1.         The extent that room management has contributed to teaching effectiveness

2.         The importance of room management to the pupils learning environment.

3.         How room management has contributed to the academic Performance of Pupils in primary school


This research study is aimed at examining how room management affects pupil’s academic performance. In order to gather valuable information on the topic, the following questions will be used.

(i)                 Why should teachers develop and enhance their skills in room management?

(ii)               What do good teachers bring with them to develop supportive pupils-teacher relation?

(iii)             How does room management help develop successful learning environment?

(iv)             What is the significance of room management on pupil’s academic achievement?


            The research will be carried out in some selected schools in Odeda Local Government, Ogun State. These schools are:

(i)                 FCE Nursery and Primary School, Abeokuta

(ii)               God Grace Nursery & Primary School, Ire-Akari, Osiele

(iii)             St. Marry Primary School

(iv)             Standard Nursery and Primary School


            The information that will be obtained from this project will be significant such that it will help a number of Individuals, Organisation, Curriculum Planners, onal Agencies and Teachers in proper planning and development of the curriculum in other to ensure effective room management.

            It will also help to improve room management skills so as to help the pupils perform better in their studies.


EFFECTS:                A change that something or somebody causes in something or somebody else.

CLASSROOM:         This refers to a formal place, organize by educational planners where reasonable   learners gather to learn and to achieve common educational goal from more knowledgeable person.

MANMENT:    The act of running and controlling an organization.

CLASSROOM MANMENT: refers to the wide variety of skills and techniques that teachers used to keep pupils organized orderly, focused, attentive on task, and academically productive during a .

PUPILS:                                            These are sets people or lower reasonable learners who learn from more knowledgeable person (teachers, instructors, lecturers) within the four walls of the school, so as to function well in the society.

ACADEMIC :   This refers to as the measure at which pupils perform academically in school which could be either negative or positive that determines the grade point, success, achievement of pupils in schools.

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