Class Room Administration of Primary School Instructional Structure in Obio/Akpor

Class Room Administration of Primary School Instructional Structure in Obio/Akpor

Content Structure of Class Room Administration of Primary School Instructional Structure in Obio/Akpor

• The abstract contains the research problem, the objectives, methodology, results, and recommendations
• Chapter one of this thesis or project materials contains the background to the study, the research problem, the research questions, research objectives, research hypotheses, significance of the study, the scope of the study, organization of the study, and the operational definition of terms.
• Chapter two contains relevant literature on the issue under investigation. The chapter is divided into five parts which are the conceptual review, theoretical review, empirical review, conceptual framework, and gaps in research
• Chapter three contains the research design, study area, population, sample size and sampling technique, validity, reliability, source of data, operationalization of variables, research models, and data analysis method
• Chapter four contains the data analysis and the discussion of the findings
• Chapter five contains the summary of findings, conclusions, recommendations, contributions to knowledge, and recommendations for further studies.
• References: The references are in APA
• Questionnaire.

Chapter One of Class Room Administration of Primary School Instructional Structure in Obio/Akpor

INTRODUCTION

BACKGROUND OF THE STUDY

Education is viewed as the process of inviting truth and possibility. It is the wise, hopeful and respectful cultivation of learning undertaken in the belief that all should have the chance to share in life. Dewey, J. (1938). Learning is both a process and an outcome. As a process it is part of living in the world, part of the way our bodies work. As an outcome it is a new understanding or appreciation of something. According to Doyle, 1986; Classroom Management is involves the actions and strategies used by teachers to solve the problem of order in classrooms. Effective teachers employ rules, procedures, and routines to facilitate student’s participation in learning (Marzano, Marzano, & Pickering, 2003). In essence, class room management is employed not only to control student behavior but to influence and direct it towards effective learning in the class room. (McLeod, Fisher, & Hoover, 2003). The successful management of the class room is achieved through the application of the guidelines established for its operation, its users, and its physical elements. When teachers have little control over issues such as temperature and leaky ceilings, they can significantly affect the operation of their classrooms by managing and organizing it so that students to contribute positively and productively to class room learning. James H. Stronge, Pamela D. Tucker and Jennifer L. Hindman (2004).The study seeks to appraise class room administration of primary school instructional structure in obio-akpor.

 STATEMENT   OF   THE PROBLEM

The low level of performance of many primary school pupils are attributed to poor class room management .Class room management requires a more effective educational supervision to ensure that teachers are carrying out their job functions effectively in line with recommended curriculum and time frame. Since teaching is a creative act, greater responsibility is placed on the teacher to effectively manage the classroom and teach the people. Consequently the basic psychological problems underlying classroom management is to ensure that pupils contribute positively and productively towards learning and good academic performance. The problem confronting the study is to appraise class room administration of primary school instructional structure in obio-akpor.

OBJECTIVE   OF THE STUDY

The Main Objective of the study is to appraise  class room administration of primary school instructional structure in obio-akpor; The specific objectives include

      1 To determine the relevance of class room administration of primary school.

    2 To determine the effect of class room administration of primary school instructional structure in obio-akpor.

 RESEARCH QUESTIONS

1 What is the relevance of class room administration of primary school?

2 What is the effect of class room administration of primary school instructional structure in obio-akpor?

STATEMENT OF THE HYPOTHESIS

The statement of the hypothesis for the study is stated in Null as follows

HO    The level of academic performance of primary school in obio-akpor is low.

Ho   The effect of class room administration of primary school instructional structure on the academic performance of primary school pupil in obio-akpor is negative.

SIGNIFICANCE OF THE STUDY

The study proffers an appraisal of   class room administration of primary school instructional structure in obio-akpor. It provides relevant data for the effective formulation and implementation of policies     to enhance the realization of envisaged objective.

LIMITATION OF THE STUDY

The study was confronted with logistics and geographical factors.

DEFINITION OF TERMS

 CLASS ROOM ORGANISATION DEFINED

Classroom Organization focuses on the physical environment. Effective teachers organize a safe classroom environment (Educational Review Office, 1998). They strategically place furniture, learning centers, and materials in order to optimize student learning and reduce distractions.

EDUCATIONAL SUPERVISION DEFINED

Educational Supervision consist of all effort involving school officials directed at t providing leadership to educational workers or teachers to enhance an  improved educational system and institution. The process involves the deployment of human and material resources

EDUCATION DEFINED

Education is viewed as the process of inviting truth and possibility. It is the wise, hopeful and respectful cultivation of learning undertaken in the belief that all should have the chance to share in life.

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