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CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Education in Nigeria has become a gigantic industry that has been recognized

not only as a tool for nation building but also as a source from which individual

Nigerians can realize their goals and aspirations. The vision of every society in

modern times is that education be used as a tool for social change. In other words, if a

country desires to bring about a new philosophy, a new orientation, a new social order

or a new thinking pattern, the vehicle for such a change is education. To effect a

desired change such a country must undertake modification of its curriculum as a first

step, followed by classroom instruction, which is derived from the affected curriculum

and implemented by the teacher in the classroom.

Disruptive behaviour in schools has been a source of concern for school

systems for several years. Indeed, the single most common request for assistance from

teachers is related to behaviour and classroom management (Rose & Gallup, 2005).

Classrooms with frequent unruly behaviours have less academic engagement time,

and the pupils in disruptive classrooms tend to have lower grades and do poorer on

standardized tests (Shinn et al., 1987). Furthermore, attempts to control these

behaviours cost considerable teacher time at the expense of academic instruction.

School discipline issues such as disruptive behaviour and violence also have an

increased effect on teacher stress and burnout (Smith & Smith, 2006). There is a

significant body of research attesting to the fact that classroom management

competencies significantly influence the persistence of new teachers in their teaching


careers (Ingersoll & Smith, 2003). New teachers typically express concerns about

effective means to handle undisciplined behaviour (Browers & Tomic, 2000).

Teachers who have significant problems with behaviour management and classroom

discipline often report high levels of stress and symptoms of burnout and are

frequently ineffective (Berliner, 1986; Browers & Tomic, 2000; Espin & Yell, 1994).

The ability of teachers to organize classrooms and manage the behaviour of their

pupils is critical to achieving both positive educational outcomes for pupils and

teacher retention.

Effective classroom management is also related to prevention efforts. Pupil's

behaviour is shaped by the social context of the environment during the

developmental process (Kauffman, 2005). Many behavioural disorders begin with or

are made worse through behavioural processes such as modelling, reinforcement,

extinction, and punishment (Kauffman, 2005; Patterson, Reid, & Dishion, 1992). The

classroom context plays a significant role in the emergence and persistence of

aggressive behaviour. Early intervention and treatment for pupils at-risk for emotional

and behavioural disorders (EBD) is essential to prevent more serious behaviours from

developing (Greer-Chase, Rhodes, & Kellam, 2002).

Classroom management is a complex exercise in the process of education. It

demands talent, skills, energy and ability from teachers to manage classrooms because

it directly deals with the behaviors of learners. Human behavior is the most complex

phenomenon. Teachers with highly practical vision, strategies, skills and knowledge

can manage classroom effectively (Tan, Parsons, Hinson, and Sardo-Brown, 2003).

The term classroom management refers to all those decisions that teachers take to
facilitate the learning process and to provide the students maximum opportunity for

learning (Krause, Bochner, and Duchesne, 2003).

In this regard Canter and Canter. (2001) argued that there are two goals of

classroom management, first, to create and maintain a highly supportive learning

environment and second, to promote a safe classroom community so that students’

interest, motivation and involvement in the learning process is maintained. And third,

is to students are allowed to establish relationships openly and to set targets for

themselves. This situation will enable to discuss their needs with teachers without and

also feel comfortable to intellectual risks. For this purpose teachers can establish rules

and routines.

The progression and malleability of maladapted behaviour is affected by

classroom management practices of teachers in the early grades (Greer-Chase et al.,

2002). For example, classrooms with high levels of disruptive or aggressive behaviour

place children at-risk for more serious behaviour problems and EBD. Research has

indicated that aggressive pupils in aggressive or disruptive classroom environments

are more likely to be aggressive in later grades (Greer-Chase et al., 2002). Research-

based approaches to classroom management are necessary to improve both academic

and behavioural outcomes for pupils.

A significant body of research also attests to the fact that that classroom

organization and behavior management competencies significantly influence the

persistence of new teachers in teaching careers (Ingersoll and Smith, 2003). New

teachers typically express concerns about lacking effective means to handle the
disruptive behavior of students (Browers and Tomic, 2000). Effective teaching

requires considerable skill in managing the myriad of tasks and situations that occur in

the classroom each day. The ability of teachers to organize classrooms and manage the

behavior of their students is critical of achieving positive educational outcomes.

Research has shown that learners’ ability to interact effectively with peers,

teachers and family members is crucial to their socio-psychological development and

adjustment at school (Santrock, 2004). Inadequate socio-psychological has also been

observed to relate positively to low academic achievement among learners in schools

(Charles and Senter, 2002).

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

neglected area in our basic schools, and the success or failure of any teaching/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

educators talk about classroom management, one of the first things that come to mind

is maintenance of discipline, others are control, motivation, teaching methods,

leadership style, use of instructional materials and communication.

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

teacher and students that brings about self-control and respect for authority. It entails

creating and keeping rules based on reciprocal understanding and tolerance, and

requires establishing limits that must not be transgressed. Classroom motivation is

another management 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 learners in order to increase the probability of reporting the

desired behaviour. Good and appropriate teaching methods are important aspects of

classroom management.

Recent happenings and occurrences at the level of basic schools and even other

levels of education leave many scholars in panic today and Isin Local Government

Area, Kwara State is not left out. The teacher finds himself/herself in a class filled

with pupils who are disposed to violence, not only to their fellow students but the

teacher also. In a bid to control this tendency towards violence, indiscipline, and noise

making, careful management of the classroom is therefore important.

1.2 Statement of the Problem

Few would disagree that schooling influences pupils’ social and moral

development. Unfortunately, in many schools at present, these influences are relegated

to what has been called the “hidden curriculum,” and as such are largely implicit and

“unconscious.” That is, while teachers and administrators pay careful attention to the

academic content to be conveyed in their lessons, and to the efficacy of the

instructional processes by which that content is to be passed across, they pay much

less attention to the implications of their classroom practices for pupils’ developing

understanding of themselves, other people, and society at large. The consequences of

not explicitly attending to social and ethical development in school are problematic.

At best, relegating school influences on social and moral development to the domain

of the “hidden curriculum” does not provide pupils with clear and consistent messages

about how we should live our lives, and denies them an important source of guidance

from adult members of society as they strive to understand themselves and the world
around them; at worst, it “teaches” pernicious lessons about social and ethical

behavior and presents a “world view” and depiction of the relations between

individuals in society that works counter to the aims of promoting pupils’ moral and

character development.

1.3 Objectives of the Study

The main objective of this study is to assess teachers’ classroom management

practices and moral behaviour of pupils in Imeko/Afon Local Government Area of

Ogun State. The study therefore seeks to:

1. Examine the classroom management mostly practice by basic school teachers


in Imeko/Afon LGA

2. Find out the extent to which classroom management is practiced by basic


school teachers in Imeko/Afon LGA.

3. Assess the effect of classroom management on pupils’ moral behaviour in basic


schools in Imeko/Afon LGA

1.4 Research Questions

The following questions are raised to guide the study

1. What are the classroom management mostly practice by basic school teachers
in Imeko/Afon LGA?

2. To what extent do basic schools teachers practice classroom management is in


Imeko/Afon LGA?

3. What is the effect of classroom management on basic school pupils’ moral


behaviour in Imeko/Afon LGA?
1.5 Significance of the Study

This study is significant because, it will help teachers and educational

administrators identify classroom management as an indispensable behaviour and

function for teachers in basic schools and re-stress using the variables identified which

are disciplines, motivation, use of appropriate teaching methods, and communication

to induce behaviour change in learners. This will also help government, school

administrators and policy makers to recognize the benefits, primary school pupils can

derive from this and how the pupils’ performance can be increased through the use of

appropriate classroom management.

It is also revealed in Fadipe (2000) where he stated that classroom motivation

and another management variable used appropriate in the classroom, can influence or

stimulate pupils to take action that will accomplish desired goals. This will become a

necessity because it will open the avenue for teachers, educationists and government

to appraise and contribute positively and meaningfully to effective maintenance of

classroom management in teaching primary school pupils in Nigeria and the world at

large.

It is expected that at the end of this study based on the findings of the

researcher, the researcher will be able to give positive suggestions and a device to the

concerned topic on how to encourage effective classroom management in teaching so

as to mould moral behaviour of basic school pupils in Imeko/Afon Local

Government Area of Ogun State.


1.6 Scope of Study

The study would investigate classroom management and pupils’ moral

behaviour in Imeko/Afon Local Government Area, Ogun State. This study covers all

basic school in the Local Government Area. The targeted population of this study

would be 10 basic schools. The study would focus on the basic school teachers and 10

teachers would be randomly selected from each sampled school, and this give a total

number of 100 participants.

Operational Definition of Terms

Classroom: An experimental lab for children. A place where learning takes place in a

formal setting.

Management: Administration of an organization. Act of monitoring and supervising

business or organization

Classroom management: Classroom Management refers to the actions and strategies

teachers use to maintain order in the classroom.

Moral Behaviour: Acting in accordance to one’s moral value and standards. In a

classroom setting, moral behaviour is seen as pupil’s ability to act according to the

rules, regulations, norms, and standards of the school.


CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 Conceptual Review
2.1.1 Classroom Management
Classroom management has been defined broadly as any action a teacher takes to

create an environment that supports and facilitates both academic and social-

emotional learning (Evertson & Weinstein, 2006). Instructional procedures could also

be considered classroom management by this definition; however, effective

instruction alone is insufficient for establishing universal classroom management.

Procedures that structure the classroom environment, encourage appropriate

behaviour, and reduce the occurrence of inappropriate behaviour are necessary for

strong classroom management

(Evertson, Emmer, Sanford, & Clements, 1983).

Instructional procedures, although equally important to the classroom

environment, can be considered a separate set of procedures. The components of

effective classroom management are important in several ways. For example, focusing

on preventive rather than reactive procedures establishes a positive classroom

environment in which the teacher focuses on pupils who appropriately behave (Lewis

& Sugai, 1999).

Rules and routines are powerful preventative components to classroom

organization and management plans because they establish a behavioural context for

the classroom that includes what is expected, what will be reinforced, and what will be

retaught if inappropriate behaviour occurs (Colvin et al., 1993). This prevents problem

behaviour by giving pupils specific, appropriate behaviours to engage in. Monitoring


pupil behaviour allows the teacher to acknowledge pupils who are engaging in

appropriate behaviour and prevent misbehaviour from escalating (Colvin et al., 1993).

2.2 Classroom Management Practices

Research on classroom management has typically focused on the identification

of individual practices that have some level of evidence to support their adoption

within classrooms. These practices are then combined under the assumption that, if

individual practices are effective, combining these practices into a package will be

equally, if not more effective. Textbooks written and policies and guidelines are

disseminated to school personnel based on these assumptions.

Without research that examines classroom management as an efficient package

of effective practices a significant gap in our current knowledge base still exits.

Understanding the component that make up the most effective and efficient classroom

management system as well as identifying the effects teachers and administrators can

expect from implementing effective classroom management strategies represent some

of these gaps.

An analysis of classroom management practices which identifies more and less

effective approaches to classroom management as a set of practices is needed to

provide the field with clear research based standards.

2.3 Pupils’ Moral Behaviour

Today, many schools in urban and rural areas are comprised of children who

have been described by the prefix dis; disenchanted, disaffected, disaffiliated,

distributed and disruptive. Many of these children live in community conditions that

have adversely impacted their readiness for school. Some of these conditions include:
the family’s loss of meaningful employment, the infestation of meaningful illegal

drugs and an increase in single parent households.

In addition, the number of children being reared by grandparents and foster

parents has increased, and there are still others who have been left to rear themselves.

Children subjected to these living conditions have greater propensity to engage in

inappropriate behaviour in the classroom.

Problem behaviour occurs when a child is unable to communicate needs or

desires effectively. The behaviour is a communicative function. Typically a

challenging behaviour serves to obtain something or to avoid something. It becomes a

very effective form of communication and to the child, it seems reasonable and

logical.

School discipline issues such as disruption behaviour and violence also have an

increased effect on teacher stress and burnout (Smith and Smith, 2006). There is a

significant body of research attesting to the fact that classroom organization and

behaviour management competencies significantly influence the persistence of new

teachers in their teaching career (Ingersoll and Smith, 2003). New teachers typically

express concerns about effective means to handle disruptive behaviour (Browers &

Tomic, 2000).

Teachers who have significant problems with behaviour management and

classroom discipline often report high levels of stress and symptoms of burnout and

are frequently ineffective (Berliner, 1986; Browers & Tomic 2000). The ability of

teachers to organise classrooms and manage the behaviour of their pupils is critical to

achieving both positive education outcomes for pupils and teacher retention. In view
of all of the above issues highlighted, the present study aims at analysing practices

with the aim of determining their effectiveness in curriculum delivery.

2.4 Classroom Management and Pupils’ Classroom Misbehaviour

Teacher’s classroom management is classically identified as one of the most

important variables to understand pupils’ classroom misbehavior (Doyle, 1986;

Brophy, 1996). Classroom management refers to the set of strategies used by the

teacher to increase pupils’ cooperation and engagement and to decrease pupils’

disruptive behaviors, thus keeping an appropriate learning environment (Postholm,

2013). This involves the management of classroom space, time and activities, as well

as the management of pupil behavior, taking into account teacher’s characteristics,

skills and competencies (Djigić & Stojiljković, 2011).

Classroom management also encompasses the establishment of clear rules and

procedures to coordinate classroom activities (Brophy, 1996). The rules are intended

to control pupils’ behaviors that may disturb classroom activities and environment

whereas the procedures represent classroom actions allowed by the teacher, i.e.,

according to classroom’s activities and tasks (Doyle, 1986).

It is not unusual however to find classrooms where rules and procedures are not

explicit. This may happen if the teacher both believes that the pupils are familiar with

classroom rules and that the pupils do not need to be reminded about those rules

(Piwowar, Thiel, & Ophardt, 2013).

Inconsistencies in rules’ setting between teachers may also trigger disruptive

behaviors. Also, when there are no rules or when rules are not explicit, some pupils
may test the boundaries of classroom order and may disturb the class, thus interfering

with classroom activities (Tauber, 2007).

2.5 Teacher’s Self-Efficacy and Pupils’ Classroom Misbehaviour

Teacher’s behaviors and actions in the classroom and the way the teacher deals

with classroom misbehavior may be mediated by teacher’s self-efficacy beliefs

(O’Neill & Stephenson, 2012; Tschannen-Moran & Hoy, 2001).

Bandura (1982) defines perceived self-efficacy as a set of judgments about

one’s ability to perform a certain action or to deal with a specific situation. However,

self-efficacy does not refer to the number of skills that a person owns but to what the

person thinks she can perform with those skills (Hicks, 2012). Different people with

similar skills can, therefore, perform the same actions differently according to their

efficacy beliefs (Bandura, 1993).

Within the classroom context, self-efficacy beliefs seem to arise mostly from

judgments about the learning process (O’Neill & Stephenson, 2012). Specifically,

teachers’ self-efficacy beliefs have much to do with the teacher’s perceived ability to

promote positive changes in the pupils (Gibson & Dembo, 1984). High self-efficacy

seems to be associated with effective classroom management and to be positively

correlated with democratic classroom management (Dârjan, 2012).

Consequently, a teacher with high self-efficacy will likely allow more

independent pupils’ behaviors in the classroom. Instead, a teacher with low self-

efficacy will likely try to strengthen control over the pupils, limiting their actions.

Gordon (2001) suggests that teachers with high self-efficacy feel more

confident managing pupils’ misbehavior. These teachers seem to hold a more


humanistic perspective about behavior management and seem to attribute less

negative consequences for pupils’ disruptive behaviors. Usually, teachers with high

self-efficacy are also more effective in both classroom management and classroom

instruction (Dârjan, 2012). In contrast, teachers with low self-efficacy may feel less

apt to manage pupils’ behavior. These teachers seem to assume a less humanistic

approach, using more negative consequences for pupils’ misbehavior (Khani &

Mizaee, 2015).

Nevertheless, while authors like Hicks (2012) stress that there is a direct

relationship between the perceived behavior of the pupils and teacher’s self-efficacy,

others (e.g., Main & Hammond, 2008) caution that perception and reality are separate

entities and that teacher’s confidence in the management of pupil’s behavior may not

translate into practice.

2.6 Pupils’ Classroom Misbehaviour and Teaching Time Spent With

Misbehaviour

The maximization of instructional time is crucial for the teachers to reach her

teaching goals and to increase students’ learning opportunities (Berliner, 1991; Rogers

& Mirra, 2014). The classroom instructional time, however, seldom or never equals

the allocated time (the amount of time made available for teaching by a national or

local authority) because of classroom events such as delays or the transition between

activities (Abadzi, 2007). The available learning time is the time left for teaching and

learning after classroom time loss is deducted from the classroom allocated time

(Rogers & Mirra, 2014).


Time spent with misbehavior has been identified as a significant cause of

classroom time loss and a source of impoverished students’ performance.

Conversely, an orderly and positive classroom climate has been positively

related to student’s performance and with the reduction of the impact of students’

socioeconomic status on academic performance. Not surprisingly, significant

differences between teachers, schools, school neighborhoods, and even countries have

been reported (Abadzi, 2007; Organisation for Economic Co-operation and

Development, OECD, 2013). Interestingly there seems to be a mismatch between

students and teachers’ perceived classroom time spent with misbehavior.

Classroom Discipline

Discipline involves the preparation of an individual to be a complete and

efficient member of a community; and a disciplined member of a community is one

that knows his/her rights and obligation to the community. That is, the individual must

be trained to have self- control, respect, obedience and good manners. Okumbe (2009)

identity two types of disciplines, Positive and negatives discipline. The positive

discipline also known as self- discipline comes from the aim and desires that are

within the person, where there is no element of fear.

Okumbe (2008) connects positive discipline with preventive discipline,

providing gratification in order to remain committed to a set of values and control

individual responsibility in the management of time, respect for school property,

school rules and authority and good relation between students and teacher.

Punishment in schools are considered as a disciplinary measure and therefore used as

a means to maintain good discipline, referring to conformity and order in schools.


Punishment as a social institution is intended to control, correct or bring into desired

line, the individual or group of individuals behavior.

In line with this opinion, Okumbe (2010), said punishment in school is meant

to instill discipline and is meted on students who violates the school rules and

regulations and that it is administered to bring about the desired change in behavior

and improve school discipline if commensurate with the offence committed. Viewing

from the angle of accountability, Cotton (2006) opined that punishment in the school

system are expected to teach students accountability for their mistakes, that is, to teach

them the relationship between their behaviors and the outcome.

However, Omari (2006) argued that punishment does not teach the correct

behavior, that it destroys even the opportunity to demonstrate the acceptable behavior.

He asserts that from the age of eighteen years onwards, there is a growing opposition

to any use of physical force in disciplining the individual. This argument brings us to

the negative form of discipline which according to Okumber (1998) occurs when our

individual is force to obey orders blindly or without reasoning. In which, he

continued, the individual may pretend to do the right thing or behave well when the

superiors are present but turned the other way round when his/her superiors are absent.

He illustrated his argument with a situation where a student may behave well when the

teacher is present but resort to mischief as soon as the teacher is out sight.

This discipline, the positive discipline, also referred to as self-discipline, boost

academic achievement. Time management not only an element of discipline but an

indicator of self - discipline is an essential ingredient in goal attainment, academic

outcome inclusive.
In their view, Eilam and Aharon (2003) stressed that time management can be

viewed as a way of monitoring and regulating self as regards the performance of

multiple tasks within a certain time period and, therefore, for a better academic

outcome, the students’ self -attitude and participation is required as a principle of time

management practice. Success can only be achieved when students discipline

themselves and show a good management of time.

Kelly (2004) expresses similar view and argued that efficient use of time on the

part of the students and school administrators directly associated with increased

academic performance. However, some disciplinary actions are counter academic

achievement.

Canter, (2006) argues that although discipline is one of the most common

problems for teachers, some punishment such as corporal punishment should not be

used because no evidence suggests that they have produced better result academically,

morally or that it improves school discipline.

Corporal punishment may instill fear in the mind of the student or it may lead

to physical injury if not well administered by the teacher. Both situations may lead to

absconding or absence from school and consequently reducing the academic

performance of the student. Hence, it is important that teachers need always realize

the appropriateness of a punishment before meting out on the student. It is important

to ensure that the best behavior and conditions are established, inculcated and

maintained for effective learning to take place in our schools.

This could be achieved through the teacher’s effective classroom management

and advanced planning by the school administrator and the teacher. Effective teaching
and learning is correlated with higher academic outcome and this is better achieved in

a disciplined school environment in which the student and teachers know that they are

on the same side working together to achieve higher academic outcome.

2.2 Theoretical Review

2.2.1 Teacher’s Behavior Continuum of Wolfgang and Glickman 1980

In 1980, Wolfgang and Glickman, based on combination of psychological

interpretation, theorized a framework to explain teachers’ beliefs towards discipline.

According to the continuum, Wolfgang and Glickman’s instructional and behavioral

classroom management, they, Wolfgang and Glickman (1980) developed a classroom

management model that is expressed in series from interventionist to non-

interventionist with interactionist connecting between the two extremes. In the context

of this theoretical frame work, the interventionist reacts to student’s behavior with

consequences. They emphasized what the outer environment (people and objects)

does to the human organism to cause it to develop in its particular way. While non-

interventionist, rather than react to students, plan their environment to proactively

facilitate the classroom. The noninterventionist presupposes the student has an inner

drive that needs to find its expression in the real world. The interactionist seeks to

utilize the best aspects of interventionist and non-interventionist.

The interactionist (connecting between the two extremes) focus on what the

individual does to modify the external environment as well as what the environment

does to shape him or her.

Wolfgang and Glickman (1980) assumed that teachers believe and act

according to all the three models of discipline, but one usually predominates. Thus the
application of the three theories emphasizes teacher behavior that reflects the

corresponding degree of power possessed by the teacher and students. This theory is

relevant for this study because the three model of discipline in the series are applied

by the teacher (even though one predominate) to manage the classroom.

Besides the theory seek to explain classroom management, the different

approaches and methods of classroom management and the effect of classroom

management on students’ academic performance. These are the same variables this

study seeks to investigate. Interventionist Classroom Management Managers of this

approach seek to manage the classroom by intervening to shape student behavior with

consequences. Key figures that make unequal contribution to this approach include

Skinner, Bandura, Dreeikurus and Canter (2012).

2.2.2 Skinner Behaviour Management Theory

Skinners behavior management beliefs focused on consequences for behavior.

Skinner believed that behaviour is shaped by the consequences that follow an

individual’s action. According to him reinforcements can increase desired behavior or

decrease unwanted behaviours. Types of reinforcement could be social, graphic,

tangible or an activity (Andrew 1998).

In his book, Skinner said everything we know about operant conditioning is

relevant to making behaviour more or less likely to occur upon a given occasion that

is the traditional field of reward and punishment. Operant conditioning of behavior is

a process of behavior modification in which the likelihood of a specific behavior is

increased or decreased through positive or negative reinforcement each time the


behavior is exhibited, so that the subject comes to associate the pleasure or displeasure

of the reinforcement with the behavior.

What Skinner (1975) implied is that, a teacher can control the classroom

environment through instantaneous reinforcement. This reinforcement can come in

positive (special opportunities, celebrations, candy) or negative, (loss of opportunities,

office referals, in school suspension, out of school suspension), forms to create an

environment where each student work productively. Skinner believes that the

student’s behavior can be shaped by consequences.

2.2.3 Social Learning Theory

Albert Bandura developed the social learning theory (Bandura, 2013). Based on

the fact that the classroom has more than one student learning at a time. He extended

the behaviourist concept of learning from consequences to include learning by

observing the consequences of the behaviours of others.

Albert Bandura’s social learning theory is built around the view that people

learn appropriate and inappropriate behaviours from each other. Bandura thought that

students learn through their perceptions and imitations of certain behvaiours

demonstrated by parents, teachers or other students. Bandura believed that as

behaviours exhibited, each person would emulate one another, (Bandura 2003).

According to Bandura’s (2013) social learning theory, people acquire self-

efficiency which allows them to possess self-control of their thoughts, actions

inspiration, drive and feeling throughout various levels of life. He characterized self-

efficiency as the beliefs in one’s capability to organize and execute the courses of

action required to manage prospective situations (Bandura, 2003).


The theory also emphasizes the importance of student perception in the

learning process with an emphasis in the idea that people frequently acquire

knowledge, rules, skills, strategies, beliefs and attitudes by watching others (Bandura,

2012). Bandura believed that self-efficacy convinced the choices people make because

a person’s experience and learning from others are the fundamental through which a

person reveals his/her behavior (Bandura, 2012). Unless people believe they can

produce desired results and forestall detrimental ones by their actions, they have little

incentive to act or to persevere in the face of difficulties.

Bandura (2003) shows how interaction between thought, influence and action

work together with one’s personal behavior and uniqueness along with the

surrounding environment to make people both product and producers in the

environment. This theory has a very important implication for classroom management.

It is important for the classroom. It showed how students can learn from the

consequences of others. The interventionist classroom management approach is

reactive in nature. They all faster methods to intervene with perceived consequences

for student actions which may help others learn by observation (Bandura, 2002).

2.3 Empirical Review

An OECD (2013) study about classroom order and student performance,

conducted with 15-year old students in 65 countries worldwide (Portugal included)

show that two out of three students report that never or almost never is there noise or

disorder in the classroom. An even more recent study from the OECD (2015)

conducted with students from 39 countries (Portugal included) shows that discipline in

classroom improved from 2003 to 2012. On the other hand, a study conducted in
Portugal with k-1 through k-12 (6-12 years old) teachers found that teachers report

spending an average of 10 to 30% of their classroom time with misbehavior and that

more than 85% of the participants feel that classroom disruption significantly

increased in the last five years (Lopes & Oliveira, personal communication, National

Parliament, May 11, 2015). This mismatch apparently shows that classroom discipline

is at least in part a perceived construct and that the classroom status may significantly

influence the perception of how orderly classroom are.

The literature does not usually explore the relation between teachers’ perceived

time spent with misbehavior and teachers’ perceived classroom misbehavior.

Although we could expect that teachers that perceive to spend more classroom time

with misbehavior also perceive more classroom misbehavior, we have no clear

evidence about that or of the circumstances under which that relation may occur. It

can happen for instance that highly controlling teachers perceive that they are

spending too much time with misbehavior even if they perceive that misbehavior is

unusual in their classrooms.

Appraisal of the Reviewed Literature

It can be noted from the forgoing discussion that Classroom management is a

cardinal feature of the total education process. It contains all the steps through which

interaction between the educator and the education take place.

It is also revealed that Classroom management is the heart of teaching and

learning in school setting. A well-managed classroom can provide an exciting and

dynamic experience for everyone involved. Unfortunately, student behavior can often

with this process. Good classroom management implies not only that the teacher has
elicited the cooperation of the student s in minimizing misconduct and can intervene

effectively when misconduct occurs, but also that worthwhile academic activities are

occurring more or less continuously and that the classroom management system as a

whole is designed to maximize student engagement in those activities, not merely to

minimize misconduct.

Akpakwu (2008) also maintained that for good teaching to take place in order

to achieve effective classroom management, the competent teacher should involve the

students in evaluating their own work as well as your own instruction. These

educators have agreed that the quality and method of instruction or teaching is a key

factor influencing students’ behaviour and academic achievement.

Many researchers like Ali (2000), Aly (2007), Canter & Canter (2004) and

Ostrosky (2008) have carried out different researches that revealed the influence of

classroom management on students’ academic performance, problems of classroom

management of students’ academic performance, significance of classroom

management etc but research works that focus on classroom management and pupils’

moral behaviour in Imeko/Afon Local Government Area, Ogun State are either scanty

or not in existence, and this has created a wide research gap to be fill on the influence

of teachers’ classroom management on pupils’ moral behaviour in Imeko/Afon Local

Government Area, Ogun State.


CHAPTER THREE

RESEARCH METHOD

In this chapter, the research tries to describe the method adopted for this study

under the sub-heading below:

a. Research design.

b. Population Sample and Sampling Techniques.

c. Instrumentation.

d. Validation of the instrumentation.

e. Procedure of data collection.

f. Data analysis technique.

Research Design

This study adopts a descriptive survey method. A survey method is a data

collection tool used to gather information about individuals, collected self- report data

from study participants. Survey was considered appropriate for this study because it

involved direct contact with the samples that are relevant to the investigation.

Therefore, the descriptive survey method was adopted since the study is carried out to

assess the impact of classroom management on pupils’ moral behaviour in

Imeko/Afon Local Government Area, Ogun State.

Population Sample and Sampling Techniques

The study would investigate the impact of classroom management on pupils’

moral behaviour in Imeko/Afon Local Government Area, Kwara State. This study
covers all basic school in the Local Government Area. The targeted population of this

study would be 10 basic schools. The study will focus on basic school teachers and 10

teachers would be randomly selected from each school, and this will give a total

sample of 100 participants. To elicit information from the respondents, researcher

designed questionnaires titled Teachers’ Classroom Management and Pupils’ Moral

Behaviour (TCMPMB) would be administered to the respondents.

Instrumentation

A researcher designed questionnaire titled Teachers’ Classroom Management

and Pupils’ Moral Behaviour (TCMPMB) would be adopted in order to obtain

information for the research. The questionnaire will be designed for the basic school

teachers only with clear instruction. Questionnaire would be found suitable as an

instrument due to its advantages. The close-ended questionnaire to use comprises (2)

sections; A and B. Section A comprises of respondents’ demographic data. Section B

comprises questions on teachers’ classroom management and pupils’ moral behaviour

in Imeko/Afon Local Government Area, Ogun State, Nigeria.

Validation of Instrument

In order to ensure the validity of the instruments, face and content validity would

be used, where the items in the questionnaire would be checked against the research

purpose. An expert judgment would also be sought from the supervisors and to other

lecturers from the department who assisted in the validation of the instruments. The

validity helped in identifying items in the questionnaires that needed restating and

removing those that was not important in the study.

Procedure for Data Collection


The researcher will collect letter of introduction from the Department of Adult

and Primary Education, Institute of Education, University of Ilorin. The letter will be

tendered to Head of teachers of selected schools. After the permission is granted and

date fixed, the researcher would personally administer the questionnaire and collect

the completed questionnaire.

Data Analysis Techniques

The data collected from the respondents would be analysed using descriptive

statistic (frequency count and percentage) for demographic data while mean and

standard deviation will be used to answer the research questions raised.

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