THE CLASSROOM MANAGEMENT STRATEGIES AND STUDENTS' ACADEMIC ACHIEVEMENT IN SECONDARY SCHOOLS IN BOKI LOCAL GOVERNMENT AREA

The study investigated the relationship between classroom management strategies and students' academic achievement in secondary schools in Boki Local Government Area, Cross River State, Nigeria. Effective classroom management is essential for creating a conducive learning environment, minimizing disruptions, and enhancing student engagement and performance. The research adopted a descriptive survey design, with a population of senior secondary school students and teachers from selected public and private schools in the area. A sample of 200 respondents was drawn using stratified random sampling. Data were collected through a structured questionnaire titled "Classroom Management Strategies and Academic Achievement Questionnaire" (CMSAQ), validated with a reliability coefficient of 0.82 using Cronbach's Alpha. The instrument measured strategies such as rule-setting, positive reinforcement, instructional supervision, disciplinary measures, and teacher-student interaction. Academic achievement was assessed using students' average scores in core subjects from recent examinations. Data analysis involved descriptive statistics (means and standard deviations) and inferential statistics (Pearson Product Moment Correlation and t-test) at 0.05 level of significance. Findings revealed a significant positive relationship between effective classroom management strategies (particularly proactive discipline, clear rules, and motivational techniques) and improved academic achievement (r = 0.68, p < 0.05). Ineffective strategies, such as over-reliance on corporal punishment, correlated with lower performance and higher disruptive behaviors. The study concludes that well-implemented classroom management enhances learning outcomes in resource-constrained rural settings like Boki LGA. It recommends teacher training in modern, positive management approaches, school policy support for non-punitive discipline, and further research on contextual factors in Cross River State secondary education.