EFFECT OF CLASSROOM CONTROL AND MANAGEMENT IN SECONDARY SCHOOLS IN OREDO LOCAL GOVERNMENT AREA OF EDO STATE

ABSTRACT

The purpose of this study is to find out the effect of classroom control and management.  The study was carried out in some selected schools in Oredo Local Government Area of Edo State. The study also deals with the method of which the research was carried out and also the limitation of data collection. Based on these findings, summaries and recommendation were made on all that has been written in previous chapter.

TABLE OF CONTENT

CHAPTER ONE

Introduction

Background of the study

Statement of the problem

Purpose of the study

Research questions

Scope of the study

Limitation

Significance of the study

Definition of terms

CHAPTER TWO

Literature review

CHAPTER THREE

Research design

Population of the study

Sample and sampling procedure

Research instrument

Validity and reliability of the instrument

Administration of questionnaire

Method of data analysis

CHAPTER FOUR         

Analysis of data collection

CHAPTER FIVE 

Summary

Recommendation

Conclusion

REFERENCES    

QUESTIONNAIRE       

CHAPTER ONE

INTRODUCTION

BACKGROUND TO THE STUDY

            The role of discipline in relation to class room control and management in the teaching learning process in secondary schools cannot be overemphasized. School discipline is the most important key to effective and efficient classroom control and management in the teaching and learning process. There is need for an introduction to the concept of discipline as regard this research topic in order to give the reader the background on which to base his/her own conclusion.

            Though Turner (2004) sees discipline as one of the most controversial topic in education. It is an area of interest that closely involves many parents and teachers who feel the need to refine school value to take account  of changes in the social environment but have not always sure of the best way to go about the job. In regard to teaching/learning process, Summer Hill (2002) defined discipline as nearly total freedom to youngsters to find their own philosophy of behaviour and relief or would it be wiser to seek to pressure some or all of the traditional standards as an essential bulwark against the risk of social disruption. Discipline according to Banjo (2000) is the law in a good school for without it school life cannot fulfill its purpose.

            Adeyemo (2005) defined discipline as the control of the children by the teacher as applicable to a teacher of school life. Bicker State (2006) sees discipline  as the highest order to control and is self imposed by the pupils rather than imposed from outside by the teacher. Feiret (2004) regards discipline as measure by the extent to which children exercise self control and wiling apply themselves to the tasks appointed by their teacher. In nut shell, school discipline is the training which produces self control, orderliness, obedience, and power of cooperation in the learning. Therefore, school discipline involves self control and willingness to accept order, rules and regulation governing the teaching/learning process.

STATEMENT OF THE PROBLEM

            Classroom control and management which is the effective and efficient harmonization of three variables such as the teacher, students and teaching resources so as to enhance optimal teaching/learning process in secondary schools. Therefore, classroom control and management is a matter of pertinent concern to the school management, parents and the society at large. However, the major problems of this research work are to investigate the factors affecting discipline which is the chief factor affecting classroom control and management in the teaching/learning process in secondary schools.

PURPOSE OF THE STUDY

            This study is set to examine the role of discipline in relation to classroom control and management in the teaching/learning process in secondary schools. For the purpose of the study, the following basic assumptions will be tested.

            It is generally assumed that some teachers do not have in-depth knowledge of classroom control and management in the teaching process in secondary school rather than their counterpart in secondary school. Finally that some teachers do not have the discipline on classroom control and management in the teaching and learning process.

RESEARCHABLE QUESTIONS

            Based on the above assumption, the following researchable questions will be tested;

1.      What are the roles of discipline in relation to classroom control and management?

2.      What are the management in the teaching and learning process in secondary schools?

3.      What are the effectiveness of a good classroom control?

SIGNIFICANCE OF THE STUDY

            As many authors defined discipline as self control and willingness to accept order, one therefore agrees with them that if children or students are allowed to do whatever they wanted to do, peace and order wo0uld completely be ruled out for the school. e.g. in Economics, Geography, Mathematics, English Language, History and Psychology, there should be discipline among the students so that they can learn effectively. Discipline is important, for it involves all the subjects in the school time table and also includes the students, teachers and parents, communities, education officers, policy makers in one way or the o0ther e.g.  the following generalization can be made about the students attending the school, they are well glad and well nourished, they are very excited, they are easily distracted, have a limited attention span and turn off at will. Then there are auxiliary staff of the school who are drawn from a wide area, their aims are quite simple to learn and to live together in understanding and tolerance and to give children a stale learning environment.

            To achieve this, the life of school must be based on mutual respect for all its members and understanding of the difficulties and problems they face. The principal and teachers have responsibility for the whole area of working relations with the school community, the principal or head of units doom must never be closed to any students, parents, staff, members, education officer and policy makers and he/she must also be prepared to listen at any time to apparently trivial details which are of course of vital importance to the complainants.

DEFINITION OF TERMS

Order of good conduct: are action which results from training in a system of rules and good conduct and respect for accepted rules and regulation or a particular institution and society.

Indiscipline: this refers to the bad conduct or bad behaviour of students who do not obey the rules and regulation of a school.

Trained teachers: this refers to graduates teachers in education, N.C.E. holders and holders of Diplomas.

Untrained teachers: they are teachers appointed to teach in a primary school but have no formal teacher education i.e. (no educational qualification)

Respondents: a person who answers questions during an intervi9ew or who fills the questionnaire for his research work.

Student: a person undergoing a course of study and instruction at a primary school.

Parent teacher association: this is an organization where the parents or students and teachers in a particular school discussing matters affecting and concerning the school and students.

Principal: this refers to the head to the secondary school where public or private school. He is at the helm of affairs etc.

Delinquency: this refers to doing wrong, failing to perform a duty in school or at home