TEACHERS CLASSROOM MANAGEMENT AND PRIMARY SCHOOL PUPILS’ ACADEMY ACHIEVEMENT IN BASIC SCIENCE IN YALA LOCAL GOVERNMENT AREA OF CROSS RIVER STATE, NIGERIA

Abstract This study was conducted to determine the effect of teachers classroom management and primary school pupils academy achievement in basic science in Yala local government area of Cross River State. Three null hypothesis were posed on the basis of the identified independent sub-variables of: Behaviour modification; based on the identified independent variables namely Behaviour modification and academic achievement. Teacher’s disciplinary study habit and gender rest and study. To generate data to these hypothesis a 15 item questionnaire was developed by the researches and validated by the project supervisor. It was then administered on 200 randomly selected primary 2 pupils in the study area. Literature related to the variables under this study was revealed accordingly on the bases of all major variables of the study. Cluster, simple and purposive random impling techniques was adopted for the study. A sample of 200 pupils from primary 2 and 3 participated in the study. The questionnaire was the main instrument use for data collected. The questionnaire was administered on the sampled pupils to test the formulated hypothesis, the correlation and independent test analysis was statistical tool was used because of the nature of the variable in the hypothesis directing the study, 0.05 alpha level of significance was use for the statistical interpretation of the result. The result of the analysis revealed that almost all the variable significantly relate to pupils academic achievement in school in Yala local government area of Cross River State based on the finding.