The Impact of Classroom Management and Early Childhood Student Teachers Efficiency in Teaching

The Impact of Classroom Management and Early Childhood Student Teachers Efficiency in Teaching

ABSTRACT 

This study examined classroom management and Early Childhood   Student Teachers’ Efficiency in Teaching in Oruk Anam Local Government Area. Two null hypotheses were formulated to guide the study. Survey research design was employed. Simple random sampling technique was used to select one hundred (100) respondents from the population in the study area.

A structured questionnaire titled “Classroom Management and Early Childhood Student Teachers’ Efficiency in Teaching (CMECSTET) was used as an instrument for data collection. The data collected from the respondents were subjected to statistical analysis using Pearson Product Moment Correlation (PPMC). The results revealed that classroom arrangement and discipline contributed significantly to student teachers’ efficiency in teaching in Oruk Anam Local Government Area.

Based on the outcome of the statistical analysis, the null hypotheses were all rejected. It was then concluded that classroom arrangement and discipline contributed to student teachers’ efficiency in teaching in Oruk Anam Local Government Area. It was then recommended among others that student teachers should at all times endeavour to arrange their classrooms before teaching as this will prevent disruption of the lesson by the pupils.   

The Impact of Classroom Management and Early Childhood Student Teachers Efficiency in Teaching

CHAPTER ONE

INTRODUCTION

1.1   Background to the Study

Education occupies a central place in the evolution of society and is pivotal to nation building. The classroom provides an effective platform for the acquisition of knowledge and the shaping of attitude towards learning. The basic foundation for educational development and sustainable improvements in teaching standards and learning behaviour is therefore best assured when the classroom environment is properly determined, monitored and managed (Richman, 2005).

The term “classroom” denotes a learning place. A room where children and adults learn about things. Classrooms are found in educational institutions of all kinds, from preschools to universities and may be found in other places where education or training is provided such as corporations, religious and humanitarian organizations. The classroom which is the center of reading and learning activities provides a space where learning can take place uninterrupted by outside distractions.

It is also a collection of learners of varying ages, upbringing, dispositions and capabilities. Due to these differences in the nature of learners within the classroom, negative tendencies such as; disorder, distractions and behaviours are bound to occur. These tendencies are capable of interfering with routine classroom activities. Hence, the need for classroom management  and  maintenance of discipline by teachers so as to create a conducive environment for effective teaching and learning.

Classroom management can be said to be a careful harmonization of those elements which helps to create a good teaching/learning situation (Afe, 2005). According to the author, these management elements include; the physical condition within the classroom, the seating of pupils and their passing from one seat to the other and from one room to the other, the storing, distribution and collection of books, materials and class papers, the daily programmes, keeping of necessary reports and attendance register.

However, the management of the classroom is never free from problems. In a classroom of learners with different characters, there are bound to be disorder or disturbances in the class activities. Such disorders could include; fighting, failure of pupils to comply with orders, damages of books of fellow classmates, untidy habits, disregard to class rules, refusal to obey class prefects or monitors, insolence, damage to school property, noise making, cheating and the likes. These disorders and disturbances obstruct the process of learners’ socialization and interfere with meaningful teaching and learning.

In order to bring about effective teaching and learning by teachers Nwankwo (2010) noted that the following factors should be considered; teachers personality, organization, thorough preparation, the age of the learners, the level of responsible behaviours expected from the learners and the family background of the learners.

Since there is likelihood of the class activities being interrupted by disorders and disturbances from the pupils, teachers are expected to exercise adequate control in the class to ensure that there is an effective management and control. From the foregoing, it is necessary to examine the influence of classroom management on Early Childhood student teachers efficiency in teaching in Oruk Anam Local Government Area.

The Impact of Classroom Management and Early Childhood Student Teachers Efficiency in Teaching

1.2   Statement of the Problem

For sometimes now, the teaching-learning process in pre-primary and primary schools have increasingly become more challenging as a result of inadequate teaching and learning facilities with its resultant effects on pupils’ academic performance. Hence, many educators and stakeholders in the education sector have been viewing with serious concern about the quality of teaching in our pre-primary and primary schools.

A number of factors have been enumerated by researchers in the past to have accounted for ineffective teaching and learning. Measures to remedy this unpleasant situation have long been proffered by scholars and researches, yet the poor quality of teaching has become a recurring feature with its attendance effects in examination.

However, it is on the expectation that classroom management techniques such as class arrangement, class discipline and pupils’ engagement in their lesson can influence student teachers efficiency in the classroom and bring about good performance of pupils in examination. It is against this background that the researcher is motivated to conduct a study on classroom management and early childhood student teachers efficiency in teaching in Oruk Anam Local Government Area.

1.3   Purpose of the Study

The main purpose of this study was to examine the influence of classroom management on early childhood student teachers’ efficiency in teaching in Oruk Anam Local Government Area. Specifically, the study sought to:

1. Examine the relationship between classroom arrangement and student teachers’ efficiency in teaching in Oruk Anam Local Government Area.
2. Investigate if classroom discipline influences student teachers’ efficiency in teaching in Oruk Anam Local Government Area.

1.4   Significance of the Study

This study will be beneficial in the following ways:

–       The study will reveal if classroom management techniques certainly influence student teachers’ efficiency in teaching in pre-primary and primary schools.

–       It will expose the impact of good classroom organisation on teachers’ efficiency in teaching.

–       It will also create awareness on the importance of class discipline.

–       It will enable government to employ and send to our pre-primary and primary school qualified teachers.

–       Lastly, the study will serve as a reference manual for prospective researchers who may wish to undertake a study on similar or related issues.

1.5   Research Questions

The following research questions were raised in line with the purpose of the study:

1. What relationship exits between classroom arrangement and student teachers’ efficiency in teaching in Oruk Anam Local Government Area?
2. How does classroom discipline influence student teachers’ efficiency in teaching in Oruk Anam Local Government Area?

1.6   Research Hypotheses

The understated hypotheses were formulated to guide the study:

1. There is no significant relationship between classroom arrangement and student teachers’ efficiency in teaching in Oruk Anam Local Government Area.
2. There is no significant relationship between classroom discipline and student teachers’ efficiency in teaching in Oruk Anam Local Government Area.

1.7   Limitations of the Study

Limitations are bound to occur in a study of this magnitude. The major limitations encountered in the study were insufficient funds, inadequate research materials regarding the research topic and time constraint.

1.8   Delimitation of the Study

The study was restricted to classroom management and early childhood student teachers’ efficiency in teaching. It was conducted within the confines of Oruk Anam Local Government Area.

1.9   Definition of Terms

The following terms used in the study were defined by the researcher as follows:

Classroom: This is an apartment or a room where teaching and learning takes place.

Classroom Management: This involves a careful harmonization of those elements which helps to create a good teaching and learning situation. It can also said to be procedures, strategies and instructional techniques teachers use to manage students’ behaviour and learning activities.

Early Childhood student teacher: This is a person or an individual who practices teaching at the pre-school.

Classroom Arrangement: This is the act of organizing or putting things in order in the classroom.

Classroom Discipline: This refers to the strategies a teacher uses to manage pupils/students’ behaviour and attitude during instructional time.