Impact of Teacher Classroom Management on Students’ Performance in Basic Science in Rivers State.

Abstract

Effective classroom management and teacher motivation are critical for students' academic success, particularly in Basic Science. This study examines how teachers' motivation and attitude contribute to good classroom management and its impact on students' academic performance. The study adopted a survey design with all the junior secondary section as the population for the study from which a sample size of 200 students and 100 teachers were selected through the stratified random sampling techniques. The study was guided by four research questions and as well four null hypotheses tested at 0.05 level of significance. Data used for the analysis was gathered through an instrument titled Teachers Classroom Management Strategies Questionnaire (TCMSQ). The instrument was validated and its reliability was established through the Cronbach alpha r=0.8. The result showed a relationship between classroom management and student performance, between teachers' attitude as a management strategy with students' performance and teachers' motivation as a strategy and students' performance though the relationship was weak. Consequent to the above results, some recommendations were made. The study concluded that teacher's classroom management has a relationship with students' academic performance in basic science.