CHAPTER ONE

1.0 INTRODUCTION

1.1 Background to the Study

Classroom control according to Dooloard (2004) is the action a

teacher takes to create an environment that supports and facilitates

instructions, academic, social and emotional learning. It is the process of

creating favourable conditions to facilitate instructions as well as that of

regulating social behavior of students. Teachers in the classroom are by the

nature of their profession, managers of classroom activities. The classroom

teachers’ job unlike that of other professionals is concerned with

maintaining order, allocating resources, regulating the sequence of events

and directing his own attention towards achieving educational goals.

Classroom control plays an important role in the teaching and learning

process. It is veritable tool in the process of passing instructions from the

teachers to the students. The success of any educational system is a function

of the effectiveness of classroom control. Classroom teachers are managers

and so ought to be in control from the beginning of the lesson to the end so

as to ensure that the students benefit from the interactive business that

transpires in the classroom situation. This, to a greater extent would enhance

smooth coordination and responses on the part of both the teacher and the

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learner.

Today, classroom control according to Akpakwu (2003) is the most

neglected area in our secondary schools, and the success or failure of any

teaching and learning process depends to a large extent on the way

classrooms are managed. Failure to effectively manage the classroom can

have an overall negative influence on the entire school, most especially in

terms of sound academic performance of the school. When educator talks

about classroom control, one of the first things that come to mind is

maintenance of discipline, control, motivational teaching methods,

leadership styles, use of instructional materials and communication.

Ada (2004) sees classroom discipline as a function of the interaction

between teacher and students that bring about self control and respect for

authority. It entails creating and keeping books based on reciprocal

understanding limits that must not be transgressed. Classroom motivation is

another control variable that according to Fadipe (2000) is the process of

influencing or stimulating a student to take action that will accomplish

desired goals. A teacher can reward the learner in order to increase the

probability of reporting the desired behavior.

Effective classroom control is determined by: teacher

qualifications, teacher experience, instructional methods used and the

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methods of assessment (Oliver and Reschly 2007). Sound behavior

control establishes an environment that makes good instruction

possible, at the same time effective instructional methods reduces

behavior problems through engaging students in meaningful academic

tasks (Emmer and Stough, 2007).The inability to effectively manage

classroom behavior contributes to low - achievement (Donovan and

Cross, 2002). To Emmer and Stough (2007), the inability to manage

the classroom behavior is as a result of teacher shortage that allows

for less qualified and less experienced teachers to handle classrooms.

In developed countries, behavior problems are noted among the

economically disadvantaged students, among students with disabilities

and among students with emotional and behavioral disorders (Oliver

and Reschly 2007). Wagner, Kutash, Duchnowski, Epsttin and Sumi

(2005) referred to this group as "at-risk students" To them, teachers

react to their inappropriate behaviour by removing the student from

instruction making the student who is already at risk of poor

performance to receive less instruction and fall further behind. Thus,

Oliver and Reschly (2007) emphasize the need for professional

development in the area of classroom control and behavioral control,

especially for new teachers.

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 In Nigeria effective class control is hindered by shortage of

textbooks which makes teachers to dictate notes or write notes on the

black board and lack of transport facilities and finances that would

enable to take students for field trips. These factors hinder interactive

learning in the classroom that would lead to higher performance

(Sahir, 2001).

Recent happening and occurrences at the level of secondary school,

and even other levels of education have left many scholars in panic today

and Kwali Area Council is not left out. The teachers find themselves in the

classroom filled with students who are disposed to violence, not only to their

fellow students but teachers also. In a bid to control this tendency toward

violence, indiscipline and noise making, careful control of the classroom is

therefore important.

Secondary school students’ academic achievement according to

Fadipe (2000) takes into cognizance both quality and quantity of the internal

and external results achieved. It implies that it is not just the number of

graduates of the system that matters but how relevant and competent the

graduates are in meeting the societal needs and aspirations. It is on the basis

of the above that the researcher is worried and decided to carry out this study

to find out the relationship between classroom control technique and pupils

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 learning outcome in Kwali Area Council FCT-Abuja.

1.2 Statement of the Problem

It is observed that classroom control is being greatly neglected in the

secondary schools. This is more so in public schools in Kwali Area Council.

The managerial demands on the classroom teachers are by no means high.

The keeping of records and reports, requisition of self-effort and provision

of support and equipment as well as the necessary routine of classroom

control, take much of the teacher’s time. The teacher sometimes gets trained

in different cultural backgrounds, and later finds himself faced with students

from varied cultural and socio- economic background, different adjustment

capabilities and social interaction abilities.

The problem today includes inequality of opportunity in the

classroom, improper upliftment of rights of students, improper school ruler

and inconsistency of the classroom teachers, and poor level of preparedness

on the part of the teacher to adequately pass on instructions and so on.

Today, the situation in the secondary schools seem worst, if one walks

into any of these schools during lesson periods. Many classes, if not all, may

not be recognized, there may be no form of discipline in these classrooms,

no form of motivation for these students to learn. There may be no teachers

to monitor and control the activities of the students in the classes. Against

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 this background, the major problem of this study put in question form is; the

relationship between classroom control techniques and pupils’ outcome in

Kwali Area Council?

1.3 Purpose of the Study

This research intends to investigate the relationship between

classroom control techniques and pupils’ outcome in Kwali Area Council.

The specific objectives are to:

i. To examine the relationship between classroom control technique and

pupils learning outcome.

ii. To determine the factors influencing effective classroom control

technique in Kwali Area Council.

iii. To find out the constraints to an effective classroom control in Kwali

Area Council.

iv. To describe the impact of a poor classroom control by the teacher on

pupils learning outcome in Kwali Area Council.

1.4 Research Questions

The research questions for this study include:

1. What are the relationship between classroom control technique and

pupils learning outcome?

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 2. What are the factors influencing effective classroom control technique in

Kwali Area Council?

3. What are the constraints to an effective classroom control in Kwali Area

Council.?

4. What are the impact of a poor classroom control by the teacher on pupils

learning outcome in Kwali Area Council?

1.5 Scope of the Study

The scope of this study is based on the relationship between

classroom control techniques and pupils’ outcome in Kwali Area Council.

The study is limited in scope by the number of schools to be covered.

Several reasons contributed to this situation. The main reasons included

financial, logistic and time constraints. The study therefore will be limited to

five primary schools

1.6 Significance of the Study

The result of the study is expected to be useful to the government,

policy makers, school administrators, teachers, students and parents.

Firstly, the government could use the findings and recommendations of

the study to establish a way to provide programmes, seminars and workshops

on helping teachers different strategies in other to control, reduce or end

unruly behavior among pupils.

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 The study would also assist educational policy makers give adequate

attention to off task behaviour of pupils and proffering appropriate counseling

methodologies in secondary schools.

The recommendations that would be made from this study would also

assist school administrators to put in place comprehensive school and

classroom control programmes and appropriate need assessment programmes.

The study would also call the attention for the need for counsellors,

teachers and parents when necessary to stand up to their responsibility in the

area of need assessment counseling and training and also ensuring that the act

of indiscipline is curbed.

For teachers, the study would equip them with information they need

for curbing the disruptive behaviour and suggest adequate strategies to help

the students attain high and improved academic performance in schools. This

is because knowing what predict pupils’ academic performance in schools’

would help teachers in achieving the goals of the new education roadmap

programme and meet the global educational development goals.

The study would help pupils to understand how the relationships among

effective classroom control can predict their overall performance. The study

would also equip pupils with true facts about their academic abilities,

weaknesses and opportunities they have in government introduction of formal

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 academic discipline subjects or programmes and the need to set high valuable

targets for excellence attainment in their academics and the need to seek

guidance in the areas of setting high targets for high academic performance.

Finally, parents, guardians and other family members would benefit

from this study by knowing the control techniques and also the extent to

which their children/wards welcome their contributions to setting goals and

shunning indiscipline would help them achieve high academic grade and

contribute effectively towards their academic attainment.

1.7 Operational Definition of Terms

Classroom control: this is the ability of the teacher to lead the class toward

achieving the socio-emotional welfare and learning of the students

Classroom control techniques: are activities or measures teachers use to

prevent disruptive behaviour so as to improve instructional delivery and

students‟ learning

Learning outcome: this is a change or modification of behaviour of a pupil.

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 CHAPTER TWO

2.0 REVIEW OF RELATED LITERATURE

2.1 Introduction

This chapter deals with review of related literature under the

following sub heading: conceptual framework, theoretical framework,

review of previous studies and summary.

2.2 Conceptual Framework

This aspect explains the following: concepts of classroom control;

factors influencing effective classroom control; effective management of

material resources; constraints of classroom control; strategies of effective

classroom control; consequences of not managing a classroom well;

importance of good classroom control; professional quality to ensure a good

classroom control

2.2.1 Concept of Class room Management

Classroom control is an important aspect of the teaching and learning

process. This is because no meaningful activity can take place in a classroom

that is not effectively organized and a prerequisite for effective instruction

(Odoemenam & Ibiam 2006).

Ezeocha (2009) defined classroom control and organization as the

process of organizing, controlling, and directing of variables in the

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classroom in order to achieve the objectives of the class in the school. The

variable includes the student and the teaching staff while- material resources

include the scats, desks, tables, teaching aid and so on. In the view of

Arikewugo (2001) classroom control is the process of efficiently and

effectively organizing the classroom so that teacher could achieve his

teaching objectives.

According to Nwankpa (2001) sees classroom organization and

management as involving the carets manipulation of physical and emotional

environment in the classroom records for purpose of achieving of human

learning of the students. From the above definitions, it could be seen that

there are wide range of activities carried out by teachers and students. These

activities include:

1. Initial preparations for teachers and pupils/students interactions,

designing curriculum, preparing the time-table and formulating rules and

regulations to guide student’s behavior.

2. Actions that recreated conducive condition that will help to bring

behaviors that will facilitate teaching and learning. Again, is also

negatively affects teaching and learning. More so, it is clear from the

definitions that the task of managing classroom involves, classroom

organization as being subsumed in classroom control. Classroom

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 organization and management can therefore be regarded as the process of

coordinating effectively human and material resources in the classroom

to create a conducive atmosphere for teaching and learning (Odoemenam

and Ibiam 2006).

On the other hand Nwite (2003), said that classroom control is refers

to some forms of arrangement and coordination that go on in the classroom.

The student, furniture, chairs, and other facilities all or which must be

properly arranged and coordinated for the comfort of the learner and more

importantly for teaching and learning effectiveness, Fella and Olowoye in

Nwite (2013), refers to classroom control as method or techniques which a

teacher adopts to ensure that every learner utilize available resources and

with sole aim of achieving the goals of the school system towards learning.

Adewole and Tuoyo cited in Nwite (2013), classroom control is a process

whereby human and material resources are organized, students are motivated

and inspired, co-operative working environment created to accomplish

educational objectives to mention but a few. Orunotan and Ladipo cited in

Nwite (2013), sees classroom control as the bringing together in a careful

manner, those elements which help to create good teaching and learning

conditions in a class.

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2.2.2 Factors Influencing Effective Classroom Control

Ladipo cited in Nwite (2013) pointed out that teacher who are high

achievers are good classroom manager. They exhibit the ability to minimize

disciplinary act, promote control and organizes the class and encourages

effective classroom control. He also said that teachers are advised to apply

these guiding principles for effective classroom control. They include:

1. Simple procedure: Management procedures should be a simple. Less

completing management procedure takes less time to teach students and

increase the choices of student’s success in completing the procedure.

Procedures are observable rules and regulations in the classroom. Make

simple rules as deemed necessary for the attainment of educational goals

too many rules created difficulties in enforcing them in the class, Let

students know that rules are not arbitrary, always enforce made rules,

methodology use low order questions for primary level and high

order/divergent question for secondary level, always entertain students

questions even when construction appear confused, ambiguous and

lacked clarity Layetunde cited in Nwite (2013.

2. Efficient Procedures: Classroom control procedure should minimize the

amount of time required for completion since the main purpose of any

classroom control task is to increase the amount of student task time,

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 classroom control procedure requiring the minimum time should be

chosen. Your children only concentrate for a short period of time for

children in grad 1-3 in primary schools should change class activities

every 25 – 30 minutes while grade 4 – 6 should change their class

activities every 30 – 35 minutes.

3. Avoid dead time: Avoid dead time (while away time) when student are

left with little or nothing to do, that is, not occupy with classroom or

recreational activities, they tends to make noise or disturb the class and

the entire school. On the other hand, if a teacher deliberately visits

principles, head teachers office to discuss with co-teacher unnecessary

political exigencies at the period he/she is supposed to be teaching his/her

class, these situation call for children involvement in “fooling around and

bother others” minimizing the amount of time in which student have

nothing to do is very important in choosing classroom control procedure.

Provide varieties of activities in the class to remove monotony (Oguchu,

2015).

4. Students Movement: Minimize students unusual movement during

classroom activity, it is likely going to create some problems. Therefore

minimize the numbers of student who need to move out, during

procedures carefully choose the kind of movement in which student need

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 to do and avoid any movement that require student to congregate and

rigmarole around some point or require student to stand and wait avoid

any types of movement outside the school premises except on permission

granted by the school authority. Make it clear to the student that loitering

around the classroom is not tolerated (Egunsola,2014).

5. Attract Attention: Attracting attention could be in the form of telling a

short story, planned body movement, assuring leading questions on

providing lesson instruction, lesion instruction should not be until almost

every students are listening otherwise many student might miss key

concept ideas, principles are techniques of instruction. Lack of

understanding of major concepts and principles may result to procedural

questions or misbehavior at the start of the lesion or assignment or

literate of lesson especially mathematics and hard science subjects

(Ehigiator, 2017).

6. Cultivations of Voice: as a professional teacher, learn how to be

friendly because good relationship creates good atmosphere in the

classroom while tensed atmosphere create misunderstanding and these

does not encourage effective teaching and learning in the classroom.

7. Effective Classroom Communication: Effective communication in the

class indicates the quality of instructions going on in each class of the

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 school. The ensure quality teaching the teacher should always make

clear and simple statement, communicate freely with good intonation and

to communicate effectively, in a nut shell, the teacher should understand

the receiver, formulate the message clearly with simple and short English

which will not be more than the receiver level. The teacher should:

a. In his non-verbal communication be brief

b. Not make less gestures and facial expression

c. Be enthusiastic and inspirational in communicating the above. Again

the teacher should ensure the use 0f effective communication feedback

mechanism that is, asking or allowing students to ask questions to

determine whether the instructions (message) have been coded by

students.

8. Consider individual differences: Psychologically students differ in

character, attitude, behaviour and work ethics. Some are physically

challenged; some do not behave the same way. (Abnormal behavior) and

so many more, they cannot comprehend nor learn at the same rate,

understand taught (gifted) alongside those with higher intelligence

quotient (IQ).Those consideration and more should be put before the

class pupils/students by the teacher by allowing some degree of

confidence in him/herself as the teacher, and the pupils/students

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 encourage in participating in the classroom discussion, demonstration

and other activities at all levels pupils/students ability or individual

differences.

9. Avoid the use of Ridiculous Statement: To ensure effective classroom

instructions, smooth transition from one activity to another and cordial

relationship between the teacher and the students, the teacher should

avoid completely the use of abusive remarks/word like: idiot, silly, fool,

stupid, nonentity etc., wrong use of abusive words on students in the

class for wrong answers. Poor performance, poor behavior and attitude

or against their parents causes deformation of character. In this situations,

students may refuse to co-operate further with the teacher in the

classroom, class activities may appear uninteresting and only to remain in

the class whiling away time, it is of important to know that Ridiculously

uncomfortable and unfriendly class leads to absence and lateness to

school and on a serious note leads to dropping out of school by students

or withdrawal of pupils/students by parents.

10.Monitor Students Progress: During instructions, pupils/students may

misinterpret or misunderstood some basic concepts, in such situations,

give such students chance to:

a. Ask questions where they are confused

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b. Ask low and high questions. Repeat concepts needed to be

emphasized and understood by the students and always keep students

interest occupied.

c. Call pupils/students by name: Name Suggest that the teacher is aware

of him as an individual, give signal to begin exercise activity, run

through example together with students, according to Nwite (2013),

Monitoring of students’ progress in the class ensures that students are

doing activities and procedure as directed. Procedure here means class

activities, test, assignment, experiment, group discussion, role playing

on projects. Ascertain from students cause of delay in carrying out

activities, poor performance, absence from school and lateness to

school. These student need to be monitored closely by the teacher to

ensure hitch free classroom teaching and learning. In another

development, Emyi (2006), added that tip for effective classroom

control are:

a. The teacher should be able to understand the feelings and problems of

the students

b. The teacher should be punctual to school and class

c. The teacher should be neat

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 d. The material resources should be effectively managed. These include

preparing the time-table early enough and displaying it conspicuously

for everyone entering the classroom to see the time-table shows what

subject to be taught, who should teach them, what time is to be carried

out and the individual classes to be handled.

e. The necessary materials should be provided, these include teaching

aids and chalks among others, and these will help to enhance teaching

and learning as well as to facilitate the understanding of the lesson

taught.

2.2.3 Effective Management of Material Resources

Hughes (1997) sees effective management of resources as involving a

careful selection of materials and proper use of such materials to attain the

intended outcomes in the same line, Odoemenam and Ibiam (2006), said that

in order to make sure that material resources or instructional materials are

effectively managed, the following should be observed::

1. There should be regular maintenance of the instructional materials

especially when they are improved, the very bad ones should be replaced

so as to ensure effectiveness.

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2. Machines and equipment should be used regularly. This is to make sure

that they do not rust away. They should be regularly lubricated if need

be.

3. Storage facilities should be provided to safeguard the machines and

equipment.

4. If the teacher discovers that any machines or equipment is faulty, he

should make sure that such is replaced as the case may be.

5. The teacher should make sure that proper inventory of facilities and

equipment is kept.

6. The purchase of instructional materials should be given wide range of

equipment and machines as this will enable the school make a correct

choice.

Onwaka (2011) explains that instructional resources result in more

effective learning of factual information, and skills in less time than

verbalization. According to him, if instructional materials are properly used,

the devices can accomplish seven objectives such as:

i. They make leaning permanent.

ii. They have a higher degree of interest for pupils/students.

iii. They offer reality of experience, which stimulates self-activity on the

part of the pupils, students or learners.

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 iv. They supply a concrete basic for conceptual thinking and reduce

meaningless word responses of pupils.

v. They develop continuity through motion pictures.

vi. They contribute to growth of meaning and hence to vocabulary

development.

vii. They provide experiences that are not easily obtained through other

materials and contribute to the efficacy depth and variety of learning.

2.2.4 Constraints to Classroom control

Some factors impede effective classroom control; these factors are

grouped as follows: students’ factors which include untidiness, absenteeism,

disobedience, fighting (verbal or Physical), inability to learn, lateness,

inattentiveness, noise making, non-compliance to do class assignment,

shifting feet, sleeping, laughing loud (Odoemenam and Ibiam, 2006). The

further stressed on teachers factors as lack of cordial relationship between

the teachers and the students; poor mastery of subject matters; use of

inappropriate instructional methods; inability of the teacher to communicate

effectively; moral laxity; inadequate lesson preparation; poor organization

and use of instructional materials. Lastly is the school factors which include:

large class size; poor student’s welfare; poor teacher’s welfare and hash

school climate variables.

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2.2.5 Strategies for Effective classroom Control

Cooking in Odoemenam and Ibiam (2006), reported that classroom

control and control involves the knowledge and application of the various

form of discipline, authority, control and appreciating effects on classroom

operation in classroom activities, those forms of authority relationship may

be authoritarian, democratic or laissez faire while the teacher is expected to

show care and concern, he must bear in mind that students will always prefer

teachers who make high demands on them and have high expectation for

them than one who displays a laissez-faire attitude. Odoemenam and Ibiam

(2006) outline the strategies for effective classroom control such as:

1. The Teacher must be consistent in allowing no favour and not cheating

anyone

2. He must not be too harsh and must avoid threats

3. He should “exercise” authority in the class and avoid attempt to be

popular with students.

4. The teacher should be firm indecision and action tidy and punctual.

5. The teacher is expected to walk round the class while the students are

doing there class work and give necessary guidelines.

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6. The teacher should face the students while teaching, there should also

speak distinctly and establish healthy competitive spirit learning in the

classroom.

7. The teacher should learn the pupils/students name and called them by

their names.

8. The teacher should be positive and not negative and should avoid

reporting students always to the head master or principal.

9. The teacher should keep lesion interesting by introducing variety in all

aspects of classroom operation.

10. The teacher should pay attention to the behavior of students. These

enable him or her in discipline the deviant act properly and control

major deviances.

11. Non-verbal communication class like eye contact should be use by the

teacher. A stern loom can call an erring student to order, a pleasant

look of approval can equally give the student the required feedback.

Gesture can also be used to convey information.

12. Reward and humour can also be used, the student should be praised

when necessary while the teacher care use humour to relax tension and

to sustain the interest of the student in the lesson.

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2.2.6 Consequences of Not Managing Classroom well.

If a classroom is not properly managed, the following are bound to

arise (Nwite, 2013):

1. There will be chaos; everything will be happening in a confused or

disorderly manner or way.

2. The students will resort to some behaviours problems such as

absenteeism, noise making and not paying full attention to the lesson.

3. Students will be going out of the class frequently without any

reasonable exercise.

4. Students will become truant; it means staying away from school

without permission.

5. Students will be aggressive and the aggression may be vebal or non-

verbal.

6. There will be non-compliance on the part of the students and may

involve refusing of rules or demand by the teachers.

7. Failing to do an assignment and not handing them at expected time.

2.2.7 Importance of Good Classroom Control

Apart from outdoor activities carried out outside the classroom in the

school such as field trips, game conducted in an open field, organized

teaching and learning occur in a classroom, teachers in these level of

24
education mostly organize a greater part of their teaching and learning in a

common place designed as a classroom in an educational institution and

environment Nwite (2013). He further described classroom as follow:

a. A place of sharing knowledge: Teachers teach new concepts, ideas and

theories, these shows that the classrooms serve as a common place for

sharing experience. Apart from sharing experience, it co-ordinates

teaching and learning activities.

b. Housing of Instructional Materials and Records: Instructional

materials such as the pictures, chats, continuous assessment, progress

chart, diagrams, film and slides, weekly diary/scheme of work, chalk

board, future and other integrative devices for teaching and learning.

These devices are housed in the classroom within school period and

moveable’s once are taken to the store after class for security purpose,

Akubue (1991) described it as an art gallery, museum, workshop, and

display center and exhibition area.

c. Influence Learning: One of the primary purpose of bringing

pupils/students into a common place designed as classroom is to interact

with each other in a learning environment. The teacher in the classroom

motivates the students and influences their learning positively. Good

classroom environment foster desirable attitude, behavior, creativity,

25
 active participation, group discussion, dramatization, co-operation, in

summary a good classroom is learner centered.

d. Teacher and Student Interaction: The classroom makes provision for

interactions between the student and the teacher thus giving student the

opportunity and provision to ask substantive questions in subject areas,

group assignment/expression of idea among others.

e. Encourages Independent Learning: The students contain in themselves

individual interest to carry out assignment, maintain an interest in task

and activities ,defines his goals, workout possibilities of affiancing a

goal.

f. Facilitate Ego-satisfaction: Development of interest leads to self-

assertion and self-egoism in other words students develop self-confidence

by seeing themselves in the classroom as belonging participating and

contributing in class activities, ask questions where them seem confused

and answer teachers questions, expresses personal view points,

responding to ideas, feeling and behaviour, share successes, failures, and

demonstrate class control beings with proper organization of the

classroom. To control the student effectively the teacher requires the

knowledge of psychology of children, development patterns common to

children of various ages, understanding individuals and uniqueness of the

26
 child and the environment in which the child operate, therefore, the

teachers should exploit the potentials of the classroom and as much as

possible accomplish the following:

i. Classroom should appear educative positive and attractive

ii. Appoint a class prefect

iii. Classroom should be moderately decorated with pictures, student’s

works and charts and improvised instructional materials.

iv. Replace outdated materials.

g. Proper Seating Arrangement: Organize student in a Social Working

group in order to ensure spirit of co-operation, promotion or socialization

and sharing of ideas. Seating arrangement should not be permanent

rather compatibility of student’s neighbours. Avoid locating students.

Where they can take undue advantages and disrupt normal classroom

lesion atmosphere for the purpose of discipline, stubborn students should

be placed within easy reach by the class teacher.

In addition, Ezeuwa (2005), said that the classroom is a very

important place in the areas, of school work. It holds students together and

affords them the opportunity of achieving the purpose of education. Much of

the task which the teacher performs normally takes place in the classroom

for example, teaching and learning, while some take place in the laboratory,

27
 sport field and so on. It is also in the classroom that educational plans are

carried out and research findings, tested or tried out. The classroom provides

a common form for pupils/students to share experiences together and this

enables them to row and learn how to live in group. He added that students

learn how to accommodate their like and dislike in the classroom. A

classroom is the base line, because the important positions that the

classroom occupies, the teachers must organize and manage his classroom,

effectively so that the objectives of his lesson will be achieved.

2.2.8 Professional Qualities to Ensure a Good Classroom

Eya and Igbokwe (2009) classroom teacher requires three professional

classroom control qualities, these include:

 Knowledge of the learner

 Knowledge of the subject matter and

 Knowledge of the various strategies of teaching.

According to them, in knowing the learner, the teacher should as well

note the following:

The learners are human beings, that these learners are children mostly

and as such are active all the time, they move about and talk all the time and

at will; that there learners need motivation and reinforcement. In this

vein, Akumah (2008) pointed out that the learner is the central focus of the
28
entire educational efforts, which is aimed at transforming him from the raw

material to the finished product. Its needs, interest and aspiration must be of

paramount consideration. If the individual learner receives little or

appropriate attention then the entire society suffers. When you build and

individual, you are building the society.

Akumah (2008) added that the learners unique needs, interest’s

emotional state, mental capacity and his or her other physical and

psychological characteristics influence curriculum planning and

development and hence mush be given adequate consideration in any

planning process.

Chimah (2010) supports this when he also state “If a curriculum has to

work it must be founded on the physical, psychological, social and trance

and entail needs of the learner and directed towards the realization of a

mature, socially well integrated human adult. He goes on to stress that a

well-planned curriculum should bridge the gap between the undeveloped

learner and the mature human being for his unique specific tasks in

reconstruction society.

Furthermore, a teacher who is better informed about his students is

likely to make better impact on the students such teacher knows that students

in the class come from various homes and background and to a large extent,

29
have already formed some worthwhile or desirable attitude or habit at home

before coming to school. Some of the early influences from home which

have become part of student’s character or regular habit are often projected

and found in the classroom example talkative, the truants, the incessant

interrupter and the defiant student (Eya and Igbokwe, 2009).

Similarly, Akubue (2001), put it that the successful teacher is

constantly aware of individual differences among the student or the

lapse in their behavior and should from time to time, try to understand

behavior manifestations typical of their age, like adolescence student who is

usually self-conscious and self-assertive.

Secondly, knowing his or her subject matter, according to Eya and

Igbokwe, (2009), said that the teaching and learning unit is to indicate the

subject matter, for the study, stating the subject matter is very important in

order to guide the teacher or quickly identify the plan he may be wishing to

use. Some school subjects are so related that except if guided, some use full

time would be spent trying guessing or verifying what the subject matter is a

type of unit existed mainly in the form of one broad topic or sub-units a

teacher who knows his or her subject matter too well, will likely not divert

from his or her area of focus.

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 This agree with the finding of Ogah, Emesine Abah and Eze (2009),

who found out that learners see their teacher as their main source of

knowledge. The teacher must recognize that his role is not merely to teach.

But to simulated learning by providing an enable environment within which

learning takes place. He should know the subject, show interest in teaching

it and be proficient in the delivery of his lessons in addition; he should

consistently improve on his knowledge of the Subject.

In support of the above, Oga (2009), said that in terms of disposition,

teachers should be friendly to the students. They should be approachable.

That is to say teachers should not be a loop. They should be patient,

sympathetic and understanding. They should show some concern for the

welfare of their students. They should live and upright and worthy life.

Generally, the society expects of teachers a high degree of respect.

Teachers are dignified by both students and the general public in their

language, appearance, and gait, they depict no vulgarly. Students hold

teachers as in contempt; the dignity of teachers gives students a sense of

pride and something to look forward-to. When teachers behave in an

unseeingly manner, their student not only become ashamed of him or her but

also tend to disrespect them and teachers hardly inspire their student to learn.

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 However, in spite of every effort made by the teacher to facilitate

learning, many students still fall short of expectations. Often, students fail

to understand and appreciate what is being done by the teacher. The teacher

is advised to be patient and understanding. He should understand that

students have varied abilities and also different background (Ogah, 2009)

2.3 Theoretical Framework

This study adopted McGregor’s theory X and Y (1960). His argument

is based on the classification of how people get actively involved in work.

Theory X holds that work is inherently distasteful to most people and that

most people are not ambitious, have little desire for responsibility, prefer to

be directed and must be coerced if organizational objectives are to be

achieved (Hersey, 2002). Theory Y on the other hand assumes that people are

not lazy; rather, that they can be self-directed and creative at work if properly

motivated and are creative enough to solve organizational problems. In a

classroom setting, the theory tends to explain how different tends to achieve

his/her classroom objectives. Some teachers may participate maturely

towards the improvement of their student’s academic excellence while others

may regress in the method they use and act irresponsibly in their roles as

stakeholders. From this theoretical background, it is apparent that, in a

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 classroom setting, teachers are supposed to willingly participate in

management activities in the classroom control.

Since it is a widely held view that teachers participation in school

management is directly related to school effectiveness and, subsequently,

academic performance, these theoretical propositions suggest that the poor

academic performance of schools in Kwali Area Council could be related to

the extent to which teachers are involved in school management in this area.

This study was undertaken to verify this possibility and specific attention was

placed on the role that teachers play in school management and how it has

been related to the schools’ performance.

2.4 Review of Previous Studies

Literature on empirical studies related to the present study was

reviewed when Jimmoh (2017), examine Effective Classroom control and its

impact on student academic performance in Secondary schools in Kwali

Area Council, FCT, Abuja. “He used a population of five thousand, three

hundred and ten (5,310) students and sample one hundred (100) students.

Descriptive survey design was used. He also used structural questionnaire in

generating data. Data collected were analyzed using mean statistic. He found

out that classroom control were affected as a result of inadequate

instructional resource, inadequate qualified teachers, problem of large class

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population and lack of motivational factors in the classroom. he

recommended among other things that students should be encouraged to

study in a conducive environment.

Ayuba (2017) carried out a study on “Teachers Classroom control and

it effect on the Academic performance or Secondary School \Students in

Kwali Area Council, FCT, Abuja”. A stratified sampling technique use used

to select one hundred and fifty (150) students from public schools, while the

simple random sampling technique was used to administer the questionnaire.

The study utilized a descriptive survey research design. The study indicates

that student’s academic performance is influenced by poor classroom

management, large class size and unqualified teacher. He recommended

among others that thereshould be appropriate support measures for each

child in the class room and provision of trained teachers.

Oguche (2015), examine classroom control and its effects on students

in secondary school in Olamaboro Local Government Area of Kogi State.

“he used a population of twenty five thousand (25,000) students and sample

size two hundred and fifty (250) students. Descriptive survey design was

used in carrying out the study. He also used structural questionnaire in

generating data. Data collected were analyzed using percentage, frequency

and standard deviation. He found out that large class size, lack of qualified

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teachers, lack of employing learner centered in teaching and lack of

Motivational factors as the causes of poor performance of students in

secondary school. He recommended among other things that students should

be encouraged to study in a conducive environment, qualified teachers be

employed in all schools, individual difference should be considered when

teaching and teachers at all level should employed learners centered in

teaching.

Ehigiator, (2017) Carried out a study on “The impact of classroom

control on the academic performance of secondary school students in Kuje

Area Council, Abuja”. The stratified sampling technique was used to select

two hundred and fifty (250) students from five secondary schools, while the

simple random sampling technique was used to administer the questionnaire.

The study utilized a descriptive survey research design for the study. The

study indicates that student’s academic performance is influenced by the

teacher’s method of teaching, classroom size, teaching aids and

socioeconomic background of their parents. He recommended that there

should be appropriate support measures for each child in the class room and

also from their homes.

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2.5 Summary

From the review of related literature a lot of factors is influencing

classroom control, such as teacher’s personal quality and attitudes, effective

procedure among others. Good classroom control is seen as a measure of

teacher’s effectiveness and also results in the production of individual,

especially in Kwali Area Council, FCT, Abuja. It has been discovered that

pupils in Kwali, has been admiring classroom control. Researchers have

found that students generally, have benefited from classroom control such as

it encourages independent learning, it influences learning, it gives room for

student teacher and student interaction. Researchers have found that a lot of

factors like, pupils disobedience, large class size, among other are constraint

to classroom control. Researchers have also found that they are innovations

in the thought and practice concerning classroom control. Notwithstanding,

none of the literature reviewed disclosed the extent of the impact of the

classroom control specifically in the secondary schools under study, the

research therefore intend to fill in gaps by examine the relationship between

classroom control techniques and pupils learning outcome in Kwali Area

Council, FCT, Abuja.

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 CHAPTER THREE

3.0 METHODOLOGY

3.1 Introduction

The main focus of this chapter deals with the research methodology

and will be discussed under the following sub-heading: research design,

population of the study, sample size and sampling procedure,

instrumentation, validity and reliability of the instrument, date collection

procedure and method of data analysis

3.2 Research Design

A descriptive survey design will be used for the study. This will be

used because it provided the opinions of respondents regarding the

phenomenon being study (Akande, 2012). A descriptive Survey was selected

because it can be used to collect many data from a large number of people in

a short space of time..

3.3 Population of the Study

The population of the study consists of all the tecahers from the five

selected secondary schools in Kwali Area Council, FCT, Abuja the total

numbers of teachers in the five selected secondary Schools, is two hundred

and ten (210) as of the time of this research work or study Source: (Kwali

Area Council Zonal Educational Office, Statistics department).

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 3.4 Sample size Sampling Procedure

A simple random sampling technique were used to select one hundred

and fifty (150) respondents from the total population of two hundred and ten

(210) pupil in the five selected primary in the study area. The below table

3.1 gives the breakdown of the sample obtained in each school.

Table 1: Sampling Size

S/N Name of School Population of Students Sample of

Respondents
1. Science Primary School, Dangara 39 30
2. Yangoji Primary School, Yangoji 48 30
3. LEA, Kwali 42 30
4. Yube Primary School, Yube 49 30
5. Dafa Primary School, Dafa 32 30

The above table 1 gives the breakdown of the sample obtained in each

school.

3.5 Instrumentation

The instrument for collecting data for this study are structured

questionnaire, which consist of twenty (21) questionnaire items to obtain

relevant information from the student participating in the study, the purpose

of the questionnaire is to enable to researcher to know the teachers’

classroom control and its impact on the academic performance of secondary

school students in Kwali.

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 The questionnaire was divided into two section; Section A: contains

personal information of the respondents while Section B: contained items

that cover the research questions. The questionnaire is designed along the

Likert point scale which contains ‘SA’: (Strongly Agree) ‘A’ (Agree), ‘D’

(Disagree), and ‘SD’ Strongly Disagree).

3.6 Validity and Reliability of the Instruments

In order to establish the validity of the instrument, the questionnaire

will be subjected to inspection by my supervisor to enable that the items of

the questionnaires adequately covered the research questions for the study

and also to ensure language appropriateness and remove ambiguity in the

items of the questionnaire which will make the instrument reliable for the

study.

3.7 Data Collection Procedure

The instrument will be administered to the respondents after receiving

the consent of the school heads to fill and collect back after filling. The

researcher will tabulate after which it will ready for statistical analysis.

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3.8 Method of Data Analysis

The data will be analyzed using tables, frequency counts and percentages for

the socio-demographic data while mean scores and standard deviation will be used

to answer the research questions

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