The Effect of Classroom Management Practices on Undergraduate Students’ Academic Performance in Babcock University

Abstract Of The Effect of Classroom Management Practices on Undergraduate Students’ Academic Performance in Babcock University

The study examines the impact of classroom management strategies on the academic performance of Babcock University undergraduate students. Specifically, the study determine the impact on effective teaching, classroom reward system and classroom discipline on academic achievements of students while also comparing male and female ratings of performance in relation to strategies adopted by academic staff of Babcock University.

The study adopted descriptive survey research design through the administration of questionnaires to 120 undergraduate students at Babcock University, specifically from Colleges of Science & Technology, Babcock Business School and School of Education & Humanities.

The study concludes that classroom management has significant influence on academic performance among students in Babcock University. The study further recommended that; Teachers should assign responsibilities to students to make them have a sense of belonging and confidence of not being maltreated; It is also important that in-service teachers be regularly retrained through workshops, seminars and conferences; Teachers should establish rules and regulations in the classroom against disruptive behavior; Teachers should intensify classroom discipline to encourage high academic performance of students; Teachers should ensure students participate actively in activities of learning for improved academic performance.

Chapter One of The Effect of Classroom Management Practices on Undergraduate Students’ Academic Performance in Babcock University

INTRODUCTION

Background to the Study

Human existence is generally characterized by acquisition of knowledge to improve level of reasoning with corresponding impact on the environment. The main medium through which knowledge is acquired is teaching. Teaching thus enables the passage of knowledge from generation to generation by engaging the learners or students to enhance their understanding and application of concepts and processes. It could therefore be safe to assert that teaching is the transfer of information from one who possesses more knowledge to another who has less knowledge either in general or in relation to a particular subject or idea. The learners or student would normally be gathered in a place generally referred to as classroom.  With several students having different background congregated together, there is always the need for proper management. Articulation of procedures and strategies for the management of classroom is what is referred to as ‘classroom management’.

Classroom management is the skills and techniques that teachers use to keep order and make the students attentive and organized in the classroom.  It is also used to assist the students to be productive and participative during class activities. The introduction of classroom management has enabled teachers to have a very conducive environment for learning. Although, discipline usually comes to the mind at the mention of ‘classroom management’, it is not the main component as teaching is much more than that. Classroom management creates a set of expectations used in an organized classroom environment. It includes routines, rules and consequences. Effective classroom management paves a way for the teacher to engage the students in learning for better understanding.

It is very important for a teacher to have a well-managed and orderly environment for learning to enhance good effects on the performance of students in their academics. To support this, Watkins, Carnell & Lodge (2007) opined that “classroom activities are operated on simple view of learning with the idea that students receive in some simple way what the teacher teaches. This is generally believed that it will translate to better academic performance of the students.  According to Starr (2004), every teacher should possess excellent classroom management skill”. Starr (2004) defined classroom management as the procedures, strategies, and instructional techniques teachers use to manage students’ behavior and learning activities. When the students take control of the class, it often leads to chaotic situation in the classroom where learning is no longer the priority of students. Starr (2004) continues that there are different classroom management techniques that any teacher may use as they deem appropriate. Some examples are: be consistent at all times, strictly follow the class schedule, set clear expectations and level them off at the start of every class, be patient, provide different activities to keep the class busy, encourage active participation of students and never talk too much or dominate the entire class hour. When these are effectively put in place, the probability of producing high quality students with impressive academic performance is very high. While some of these enumerated classroom management techniques may be applicable with positive result, it may not be a one off solution.

Statement of the Problem

Government, private organizations and parents invest heavily on the education of citizens, staff and children respectively for meaningful and positive impact on the society. Despite this investment, the academic performance of the students is not encouraging. Regrettably, one of the major sources of this dwindling academic performance is the neglect of effective classroom management.   Most teachers in training see classroom management as the most difficult part of teaching because it requires a lot of work, understanding and patience therefore most teachers find a way to down play it. Although classroom management truly can be very challenging, some teachers in training lack patience and therefore violently play their role either by giving too much punishment to the students or ignoring them when they ask questions. By doing so, they have created room for ignorance to set in because the students will not be motivated to study hard or they become nonchalant towards learning which sometimes leads to absenteeism and failure.

It is most often believed by some teachers that discipline is the answer to all. While it is expedient to have absolute discipline in the classroom, it should not be the only technique a teacher uses to make sure that the students learn.  Some students, however, are not affected by discipline because they may not see the benefit. Some only feel the need to carry out an assigned task because they do not want to get disciplined while in actual fact might not be learning thereby infusing fear into the students when there is supposed to be respect.

Objectives to the Study

The main objective of this study is to investigate the impact of classroom management practices on the academic performance of Nigerian undergraduate students using a case study of Babcock University. The specific objectives of the study include:

1. To determine the strategies adopted by Babcock academic faculty in managing the classroom.
2. To determine the influence of effective teaching on academic performance of Babcock undergraduate students.
3. To determine the influence of classroom discipline on the academic performance of Babcock undergraduate students.
4. To determine the impact of the use of classroom reward system on the academic performance Babcock undergraduate students.

Research Questions

1. To what extent does the classroom management practice by Babcock academic faculty impact students’ academic performance?
2. To what extent does effective teaching influence students’ academic performance?
3. To what extent does classroom discipline influence students’ academic performance?
4. To what extent does classroom reward system impact students’ academic performance?

Research Hypotheses

The following null hypotheses will be tested:

1. There is no significant difference in the academic performance of male and female students at Babcock university regarding to lecturers’ classroom management strategies.
2. Effective teaching has no significant impact on the academic performance of Babcock undergraduate students.
3. Classroom discipline has no significant impact on the academic performance of Babcock undergraduate students.
4. Classroom reward system has no significant impact on the academic performance of Babcock undergraduate students.

Significance of the Study                              

The main goal of classroom management is to produce conducive learning atmosphere to enhance students’ learning which will invariably improve academic performance. It will therefore be significant to the teachers because it will enhance their teaching skills and improve their effectiveness. Additionally, it will assist the teachers to have a well-planned classroom for learning. Invariably, it would avoid repetition of daily routine thereby saving precious time which could be used for other beneficial purposes in the classroom.  It will also help the students to concentrate on their studies because effective classroom management gives the students little or no room to misbehave. The expectations are clearly explained and the students already know exactly what is expected of them. Students may even improve better when the teacher is not present in the class as long as they have set out expectations for everyday tasks. They know how the classroom runs so they are able to help the substitute run the classroom. Furthermore, the findings will enable the government, private school proprietors and parents have value for their investment with subsequent improvement in societal development.

Scope of the Study

The study covers undergraduate students in school of education and humanities, school of science and technology, and Babcock Business School in Babcock University. The study presents the findings of the different methods and teaching techniques teachers use in managing their classrooms. Its effects on the students’ academic performances both positively and negatively. The duration of the study is from 2015 – 2019 and examines classroom management in Babcock schools at Ilisan, Remo, Ogun State.