TEACHERS’ CLASSROOM MANAGEMENT STRATEGIES AND STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN OGOJA LOCAL GOVERNMENT AREA OF CROSS RIVER STATE, NIGERIA
Abstract
The purpose of the study was to investigate the relationship between teachers classroom management strategies and students academic performance in Ogoja Local Government Area of Cross River State, Nigeria. The study was based on three specific objectives in which three null hypotheses and research questions were derived. Literature reviewed was carried out by the sub variables of the study. Survey research design was adopted in the study. The population of the study was made up of all the three thousand six hundred (3600) students in public secondary schools in the study area. Simple random sampling technique was used to select two hundred (200) students. An instrument titled teachers classroom management strategies and students academic performance questionnaire (TCMSSAPQ) was used was validated by the supervisor and two other experts. Cronbach’s Alpha was used to test the reliability of the instrument. Data obtained was tested with Pearson’s product moment correlation. Result revealed that there is significant relationship between teachers classroom management strategies and students academic performance.
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