EFFECTS OF CLASSROOM MANAGEMENT PRACTICES ON PUPILS’ LEARNING IN PUBLIC BASIC SCHOOLS IN THE ASUTIFI NORTH DISTRICT

The study examined classroom management practices and their effect on pupils learning in selected schools in Asutifi North District. The study used quantitative research approach and employed descriptive survey design. The target population for the study was all Public Junior High school teachers of the Asutifi North District. With a … See more

The study examined classroom management practices and their effect on pupils learning in selected schools in Asutifi North District. The study used quantitative research approach and employed descriptive survey design. The target population for the study was all Public Junior High school teachers of the Asutifi North District. With a population of 282 and to ensure a fair representation with error margin of 5%, 165 teachers were sampled using stratified sampling methods. The study used a questionnaire as data collection instrument. The instruments were pre-tested on 20 teachers in the Asutifi South District. Validity was checked with the aid of the assigned supervisor. The reliability coefficient was 0.8352. The data collected were analysed statistically through means and standard deviations, frequency and percentages. The study revealed, among others, four management practices; autonomy support, control, structure and chaos were used by teachers however, structure was seen to be most prevalent. Again, there is a positive relationship between classroom management practices and student learning. Similarly, the study established that autonomy support has positive significant impact on learning. Based on the findings, it was recommended that head teachers in Asutifi North District should take measures to orientate their teachers on the classroom management practices to implement in their classroom.

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