CLASSROOM MANAGEMENT STRATEGIES AS CORRELATES OF STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

The study examined classroom management strategies as correlate of students’ academic performance in public secondary schools in Anambra State. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. The study adopted correlational research design. The population of the study is 20,804 senior secondary school students in form 2 (SS2) (9,235 male and 11,569 female) in 267 Anambra State, public secondary schools. The sample of 1,040 SS2 students was used for the study. Multi-stage sampling procedure was used for the study. The instruments for data collection were researchers-structured questionnaire titled: Classroom Management Strategies Questionnaire (CMSQ), and Students’ Academic performance Scores (SAPS). The instruments were validated by three experts. The reliability of the instrument was determined using Cronbach Alpha Coefficient method and the average coefficient of 0.78 for classroom discipline management strategy, and 0.80 for use of reward system management strategy. The data were analyzed using Pearson Product Moment Correlation Coefficient. The study revealed that classroom discipline management strategy and use of reward system management strategy have positive and significant relationship with students’ academic performance in public secondary schools in Anambra State. The study recommended that public secondary schools in Anambra State should adopt and institutionalize reward system management strategies that recognize and celebrate both academic and non-academic achievements of students.