Classroom Management Practices: Nexus for Scholastic Achievement in Senior Secondary Chemistry in Ijebu Ode Local Government Area, Ogun State

Abstract

Classrooms play host to different personality types of learners who come into it differently prepared with a uniquely set characteristics. The problem of organizing these into a useful resource falls on the teacher who is the manager. To ensure conformity, the teacher adopts several strategies to secure compliance. So classroom management practices were investigated as predictors of academic achievement. Descriptive survey research design hinging on Correlation was adopted. Five hypotheses were postulated and tested at a 0.05 alpha level of significance. 200 Chemistry students drawn from ten purposively selected schools within Ijebu Ode Metropolis participated. Two instruments were used namely Behavioural and Instructional Management Scale (r = 0.82) and Chemistry Achievement Test (r = 0.73). Pearson Product Moment Correlation Coefficient and Multiple Regression Analysis were used for data analysis. Result showed that a significant relationship exists between classroom discipline and academic achievement (r = .758, P < .01), interpersonal relationship and achievement (r = .796, P < .01), and instructional technique and achievement (r = .713, P < .01), strong correlation exists between the predictors and the criterion variable (R = .873), coefficient of determination was equally strong (R2 = .762). Jointly, these predictors contributed 76.2% which was statistically significant (R2 = .762, F(3,200) = 143.099 Ƿ < 0.05). Relatively, classroom discipline contributed 47.0%, interpersonal relationship 26.9% while instructional technique contributed 28.6%. Conclusion was that classroom management practices as investigated in this study are necessary for academic achievement. Recommendation was that Principals and teachers should be very strict in their daily interactions with the students to enhance achievement.