CLASSROOM MANAGEMENT STRATEGIES AND SECONDARY SCHOOL STUDENT ACADEMIC ACHIEVEMENT IN MATHEMATICS

ABSTRACT The focus of this study was to investigate classroom management strategies and students' academic achievement in mathematics in public secondary schools in Obubra LGA, Cross River State. The research design adopted for this study was the ex-post facto design. The area of study is Obubra Local Government Area of Cross River State, Nigeria. The population of this research consists of all the 19 public secondary schools in Obubra Local Government Area of Cross River State with a total population of one thousand eight hundred (1,800) SS2 students in public secondary schools in 2023/2024 academic year. The sampling technique adopted for this study is the simple random sampling technique. The sample of this study is made up of four hundred (400) students randomly selected from five secondary schools in Obubra Area. The sample is 22.26% of the total population of the study. The instrument of data collection used for the study was the questionnaire titled Classroom Management Strategies Questionnaire (CMSQ). The second instrument was mathematics achievement test which was also designed by the researcher and comprised of twenty (20) objective questions in Mathematics which was used in determining their students' academic achievement. To determine the reliability of the research instrument), a trial test was done using (20) students drawn from secondary schools which was not among the real study area. The reliability of the instrument was determined through the test-retest method and Kudar-Richarson's reliability formula. The instruments were administered twice within two weeks on the same group of students. The scores derived from the two sets were corrected using Pearson Product Moment Correlation and Corrected with Cronbach Alpha formula. The coefficient ranges from 0.89-0.87, which was deemed high for the study. Four research questions and four hypotheses were tested using Pearson Product Moment Correlations analysis at .05 level of significance. Findings shows that there was a significant relationship between modelling, non-verbal communication, proximity control, peer teaching and students' academic achievement in mathematics. Based on the result of this study, it was recommended among other things that Government should ensure that only qualified teachers are employed to teach mathematics in public secondary schools. vi