CLASSROOM MANAGEMENT PRACTICE AND ACADEMIC PERFORMANCE OF STUDENTS IN PUBLIC SENIOR SECONDARY SCHOOLS IN KALTUNGO LOCAL GOVERNMENT AREA GOMBE STATE, NIGERIA

This study examined classroom management practices and their impact on students’ academic performance in public senior secondary schools in Kaltungo Local Government Area (L.G.A), Gombe State, Nigeria. the study has three objectives and three research question. The objectives of the study were to: (1) identify the common classroom management practices employed by teachers in public secondary schools in Kaltungo L.G.A; (2) assess the relationship between classroom management practices and students’ academic performance; and (3) explore the challenges teachers face in implementing effective classroom management strategies. T management practices impact on students’ academic performance? What are the challenges in implementing effective classroom management strategies in public secondary schools in Kaltungo L.G.A?A survey research design was adopted for the study, involving 117 respondents, including 50 teachers and 67 students. Data were collected using structured questionnaires and analyzed quantitatively. The findings revealed that 75.9% of respondents agreed that teachers establish clear classroom rules to maintain discipline, and 71.8% acknowledged that group work is a frequently used strategy for managing student behavior. Moreover, 77.8% of respondents believed that active teaching strategies enhance academic performance. A significant positive relationship was found between effective classroom management and students’ academic performance, with 80.3% affirming that well-managed classrooms promote better academic outcomes.However, the study also uncovered several challenges impeding the implementation of effective classroom management practices. These challenges include large class sizes (75.2%), lack of administrative support (76.9%), insufficient teaching resources (76.9%), student disruptive behavior (75.9%), and lack of student motivation (74.4%). In response to these findings, the study recommends that schools should prioritize reducing class sizes to enable more individualized instruction and improve classroom control. Effective communication and collaboration between teachers and administrators should be enhanced, and administrators should ensure the availability of adequate teaching and learning materials. Furthermore, continuous professional development programs should be provided for teachers to improve their classroom management skills.The study concludes that effective classroom management is vital for fostering academic success and creating a conducive learning atmosphere. While various management strategies are in use, the persistence of structural and behavioral challenges underscores the need for systemic support. Addressing these issues through targeted interventions will significantly enhance the academic achievement of students in public secondary schools in Kaltungo L.G.A.