Effect of Classroom Management on Children’s Education in Pre-nursery School in Rural Areas
CHAPTER ONE
Purpose of the study
The purpose of this study was to establish the effect of classroom management on children’s education in pre-nursery School in rural areas in LCDA Yaba, Lagos state.
This study was guided by the following research objectives:
- To establish the effect of classroom rules and regulations management on preschool children’s academic performance activities
- To determine the influence of classroom discipline management on pre-nursery school children’s academic performance in activities
- To investigate the influence of classroom behaviour management on pre-nursery school children’s academic performance activities
- To investigate the influence of classroom space management on pre-nursery school children’s academic performance activities
CHAPTER TWO
LITERATURE REVIEW
Introduction
This chapter presented the literature review on influence of classroom management on academic performance of pupils. The literature presented was as reported or argued by other authors and academicians in a similar area. The main areas presented here were; the concept of classroom management, academic performance, empirical review on classroom management dimensions and the conceptual framework.
Concept of Classroom Management
The classroom is an operational venue in schools which holds students together and offers them the opportunity of achieving the purpose of education, (Hill, S and Hill, T. 1990). It is a room in a school where a group of students or children are taught lessons. Thus, the classroom should be well managed and maintained to bring about healthy learning environment, relatively free from behavioural problems. The goal should be to maintain a positive productive learning environment and quality performance. The quality of the physical environment, according to Edwards (1993), affects the performance of teachers as well as that of students.
Classroom management can be defined as the teachers’ ability to co-operatively manage time, space, resources, students’ roles and behaviours to provide a climate that encourages learning (Alberto & Troutman, 1986). Duke (1979) viewed classroom management as the provisions and procedures necessary to establish and maintain an environment in which instruction and learning can occur. Classroom management according to David, (1996) involves a positive classroom environment, appropriate standards of behaviours for students, effective management of daily routines and instructions, and engaging the students in classroom activities throughout the lessons to ensure quality secondary education. The emphasis on classroom management therefore is dependent on components such as, an engaging curriculum, the teacher as a role model, students as responsible citizens, classroom management skills, robust instruction and working with resistance, conflict and stress. If any of this component is neglected, the whole process is compromised, leading to poor quality in education. Classroom management is the process of enhancing the learning environment, physical interaction between teachers and students, student to student, parents and others, stimulating and motivating children to learn to learning objectives, control and supervision throughout the school to facilitate and encourage co-operation in teaching and learning activities in the classroom smoothly, will as a result, improve the quality of students performance (Wisetrinthong, Sirisuthi & Weangsamoot, 2012).
Classroom management, therefore, could be seen as an integral part of effective teaching which deters behaviuor problems through good planning, organizing and managing of classroom activities, good presentation of instructional materials and good teacher-student interaction aiming at increasing students’ involvement and co-operation in learning to ensure quality primary education.
CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
This chapter presented the methodology used for the study. In this chapter the research methodology was presented in the following order, research design, target population, sample size and sampling procedures, reliability and validity of the research instruments, data collection procedures and data analysis techniques.
Research Design
This study used mixed method research design approach. According to Pasick, Burke, Barker, Galen, Bird, Otero-Sabogal (2009) mixed methods begins with the assumption that investigators, in understanding the social and health world, gather evidence based on the nature of the question and theoretical orientation. Social inquiry is targeted toward various sources and many levels that influence a given problem (for example; policies, organizations, family, individual). Quantitative (mainly deductive) methods are ideal for measuring pervasiveness of “known” phenomena and central patterns of association, including inferences of causality. Qualitative (mainly inductive) methods allow for identification of previously unknown processes, explanations of why and how phenomena occur, and the range of their effects (Pasick et al., 2009). Mixed methods research, then, is more than simply collecting qualitative data from interviews, or collecting multiple forms of qualitative evidence (for example; observations and interviews) or multiple types of quantitative evidence (for example; surveys and diagnostic tests). It involves the intentional collection of both quantitative and qualitative data and the combination of the strengths of each to answer research questions. Mixed methods research is a research design with philosophical assumptions as well as methods of inquiry. As a methodology, it involves philosophical assumptions that guide the direction of the collection and analysis and the mixture of qualitative and quantitative approaches in many phases of the research process. As a method, it focuses on collecting, analyzing, and mixing both quantitative and qualitative data in a single study or series of studies. Its central premise is that the use of quantitative and qualitative approaches, in combination, provides a better understanding of research problems than either approach alone (Creswell & Plano Clark, 2007).
CHAPTER FOUR
DATA ANALYSIS, INTERPRETATION AND PRESENTATION
Introduction
This chapter presents the data analysis, interpretation and presentation of findings. The presentation of the analysis is based on the study objectives which were; to establish the effect of classroom rules and regulations management on pre-nursery school children’s academic performance activities, to determine the influence of classroom discipline management on pre-nursery school children’s academic performance in activities, to investigate the influence of classroom behaviour management on preschool children’s academic performance activities and; to investigate the influence of classroom space management on pre-nursery school children’s academic performance activities. The SPSS computation program was used to analyze quantitative data.
CHAPTER FIVE
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
Introduction
This chapter presents the findings on the effect of classroom management on the children’s education in pre-nursery schools in LCDA Yaba, Lagos state. the objectives of the study were; to establish the effect of classroom rules and regulations management on pre-nursery school children’s academic performance activities, to determine the influence of classroom discipline management on pre-nursery school children’s academic performance in activities, to investigate the influence of classroom behaviour management on pre-nursery school children’s academic performance activities and; to investigate the influence of classroom space management on pre-nursery school children’s academic performance activities.
Summary of Findings
Classroom Rules and Regulations Management
The study established that 82% of the respondents indicated that there are a set of rules and regulations in the class that the ECE teachers managed. Most of the respondents indicated, keeping quiet, asking permission while requiring doing something besides class work, speaking the English language always, keeping oneself tidy always, keeping time always (punctuality), maintaining high level discipline while in class and outside, respecting the teacher and other children and not fighting in class. Some other additional rules and regulations that the respondents indicated were; not jumping on top of desks, talking using polite words, obeying the teacher and the prefect at all times, to complete the homework in time, ensuring that there are no chorus answers and raising or putting up a hand while asked a question as some of the rules and regulations ECE teachers had set in class.
Most of the respondents said that; they give incentive to the good or those who obey (rewards), punish the wrong doers, follow up and discipline, emphasize on doing good always, interacting freely with the pre-nursery school children, contacting parents of those who break the set rules and regulations, offering guidance and counseling to all pre-nursery school children, reminding the learners regularly on the set rules and regulations, motivating those who obey, becoming a role model as a teacher for them to learn through imitation and training them as early as they enroll or report as a means of ensuring that pre-nursery school children adhere to the set rules and regulations for enhanced academic performance.
The study established that Forty seven (47%) of the respondents said that classroom rules and regulations management affect pre-nursery school children’s academic performance to a very great extent. According to the findings, majority of the respondents were in agreement that; all the children were aware of the classroom rules and regulations set, teachers have made all the learners understand the classroom rules, as teachers they believe they have the right skills to management of classroom rules and regulations that support pupils learning, the parents to the pre-nursery school children are aware of the set classroom rules and regulations, there is a set of rules and regulation in most classes, rules are made for the safety and better welfare of the learners in school, the ECE teachers involve pupils while making the classroom rules and that the school management has helped in creating of the set rules and regulations as shown by 68%, 52%, 50%, 50%, 48%, 42%, 36% and 36% respectively.
Classroom Discipline Management
The study found out that sixty five percent (65%) of the respondents agreed that children were disciplined enough to enhance their academic performance whereas 35% said that children were not disciplined enough to enhance their academic performance. thirty five percent (35%) of the respondents said that classroom discipline management affect pre-nursery school children’s academic performance to a very great extent and that; ECE teachers always offer positive guidance by indicating the correct way and by ensuring adherence to the correct way to pupils who are on the wrong, as ECE teachers, they have imposed strong rules and regulations towards discipline management in the class as shown by 65% and 58% respectively.
The study established that respondents strongly agreed that; they believe as an ECE teacher they have the right discipline management skills, agree it is ECE teacher’s responsibility to maintain order and discipline in the class and that the school management supports CEC teachers in discipline matters of pre-nursery school learners as shown by 54%, 42% and 32% respectively. Respondents moderately agreed that; the preschool children in their class are well disciplined and that ECE teachers maintain discipline in their class for the welfare and safety of learners as shown by 60% and 38% respectively. On the same statements, as shown by 60%, majority of the respondents disagreed that the parents have been in the forefront in support of discipline matters of pre-nursery school learners. The results therefore indicate that there is low involvement of parents in the maintenance of children’s discipline which could highly affect the academic performance of children in language activities.
Classroom Behaviour Management
It was found out from the study that most of the ECE teachers indicated some behaviors like; a pupil being violent; sometimes parents come to class to shout at teachers concerning their children, some children being mischievous, excessive talking with some pupils and noise making among others. Fifty three (53%) of the ECE teachers said that classroom behavior management affect pre-nursery school children’s academic performance to a great extent, 18% said to a very great extent, 18% said to a moderate extent, 6% said little extent respectively.
The study found out that majority of the respondents were in agreement that; ECE teachers have established a mutual respect with the children in the class so as to manage well on their behaviours, the schools has a set of positive behavior approaches according to their needs that guide the young children, ECE teachers believe they have the right behavioural management skills to effectively manage the pupils’ behaviours in class, some behaviors of the pre-nursery school children in class are socially acceptable, there are challenging behaviours in the classrooms that ECE teachers are required to correct day in day out, some behaviors of the pre-nursery school children are harmful to their academic performances, As teachers, they have set a culture that recognizes the connections between learning and behavior and that understanding the root cause of the child„s behaviour has been essential in the classrooms as shown by 85%, 76%, 74%, 69%, 68%, 66%, 65% and 65% respectively.
Conclusions
Classroom Rules and Regulations Management
The study concluded that in most of the public primary schools in LCDA Yaba, there are a set of rules and regulations in the class that the ECE teachers managed; like, keeping quiet, asking permission while requiring doing something besides class work, speaking the English language always, keeping oneself tidy always, keeping time always (punctuality), maintaining high level discipline while in class and outside, respecting the teacher and other children and not fighting in class, not jumping on top of desks, talking using polite words, obeying the teacher and the prefect at all times, to complete the homework in time, ensuring that there are no chorus answers and raising or putting up a hand while asked a question as some of the rules and regulations ECE teachers had set in class.
It was concluded from the study that teachers give incentive to the good or those who obey (rewards), punish the wrong doers, follow up and discipline, emphasize on doing good always, interacting freely with the pre-nursery school children, contacting parents of those who break the set rules and regulations, offering guidance and counseling to all preschool children, reminding the learners regularly on the set rules and regulations, motivating those who obey, becoming a role model as a teacher for them to learn through imitation and training them as early as they enroll or report as a means of ensuring that pre-nursery school children adhere to the set rules and regulations for enhanced academic performance.
The study concludes that classroom rules and regulations management affect pre-nursery school children’s academic performance to a very great extent. All the children were aware of the classroom rules and regulations set, teachers have made all the learners understand the classroom rules, as teachers they believe they have the right skills to management of classroom rules and regulations that support pupils learning, the parents to the pre-nursery school children are aware of the set classroom rules and regulations, there is a set of rules and regulation in most classes, rules are made for the safety and better welfare of the learners in school, the ECE teachers involve pupils while making the classroom rules and that the school management has helped in creating of the set rules and regulations.
Classroom Discipline Management
The study concludes that a good number of pre-nursery school children were disciplined enough to enhance their academic performance and that classroom discipline management affect pre-nursery school children’s academic performance to a very great extent. The study concluded that; ECE teachers always offer positive guidance by indicating the correct way and by ensuring adherence to the correct way to pupils who are on the wrong, as ECE teachers, they have imposed strong rules and regulations towards discipline management in the class to enhance the academic performance of the pre-nursery school children.
The study concluded that Respondents strongly agreed that; ECE teacher have the right discipline management skills, ECE teacher’s has a responsibility to maintain order and discipline in the class and that the school management supports ECE teachers in discipline matters of pre-nursery school learners, the preschool children in their class are well disciplined and that ECE teachers maintain discipline in their class for the welfare and safety of learners, parents have not been in the forefront in support of discipline matters of pre-nursery school learners.
Classroom Behaviour Management
The study concluded that there are types of behaviours that hider teachers from effective class management like; a pupil being violent; sometimes parents come to class to shout at teachers concerning their children, some children being mischievous, excessive talking with some pupils and noise making among others. The study concludes that classroom behavior management affect pre-nursery school children’s academic performance to a great extent. The study concluded that; ECE teachers have established a mutual respect with the children in the class so as to manage well on their behaviours, the schools has a set of positive behavior approaches according to their needs that guide the young children, ECE teachers believe they have the right behavioural management skills to effectively manage the pupils’ behaviours in class, some behaviors of the pre-nursery school children in class are socially acceptable, there are challenging behaviours in the classrooms that ECE teachers are required to correct day in day out, some behaviors of the pre-nursery school children are harmful to their academic performances, as teachers, they have set a culture that recognizes the connections between learning and behavior and that understanding the root cause of the child„s behaviour has been essential in the classrooms.
Classroom Space Management
This study concludes that classroom space management affect pre-nursery school children’s academic performance to a great extent. The study concludes that; the schools has set a plan on how desks should be arranged in the classroom, there are enough desks/chairs in the classroom, there are enough pens and other requirements that support English Language performance, the display of diagrams on the wall is adequate to support pupils learning, the floor and wall are clean enough, the distance between the chalkboard and the pupils is adequate, there are enough charts on the wall to support English and other languages performance and that most of the classrooms are well arranged with reference to pupils needs.
Recommendations
- The study recommends that the school management continue with the motive of supporting the ECE teachers manage classroom rules and regulations. The management in this case can take the initiative of ensuring the set rules and regulations are well communicated to the school stakeholders and that teachers don‟t harass children outside the set rules so as to enhance their academic performance.
- The study recommends that teachers continue ensuring that all children are well disciplined for this has been found to have an influence on children’s academic performance. In this case, teachers and the entire school management should come up with strategies that will help instill discipline to those children whose discipline is wanting for example by involving parents always for this will help them perform well in academics.
- This study recommends that all stakeholders including the government take the initiative role of ensuring that the right resources are placed in the right schools and for the right purpose. The government in this case could undertake a study to find out if the resources like desks, books, pencils, are adequate enough in the ECE classes so as to enhance the academic performance of the pre-nursery school children.
Recommendations for Further Studies
This study recommends that a similar study be conducted in all other counties in Nigeria. This will be to find out if the same results will be found given that LCDA Yaba is in a city. One would like to know if the same case on applies to the rest of the counties. Inferential statistics could also be done in future studies to find out the extent to which classroom management influences the academic performance of learners in preschool classes.
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