Abstract:
The study assessed the effect of teachers’ classroom management techniques on
students’ academic performance in some selected junior high schools in
Asokwa Municipality in the Ashanti Region. This research work was
undertaken in the purview of three major classroom management techniques,
namely: interventionist classroom management technique driven by operant
conditioning theory, interactionist classroom management technique grounded
in the choice theory, and the permissive classroom management technique
influenced by student-directed learning theory. The study adopted correlational
research designs. Closed-ended questionnaire was the main primary data
collection instrument used to gather data on classroom management styles and
continuous assessment marks of four subjects were used as data for students’
academic performance. Quota, census and systematic random sampling
methods were use to sample 180 teachers and students from the three selected
junior high schools within the Municipality. Data were analysed using
descriptive statistical tools, correlational and regression components of SPSS
(Version 20). The study revealed that the teachers mostly used interventionist
and interactionist classroom management techniques because, among others,
they helped the students to perform well in their subjects and helped the teachers
to cover their termly lessons easily. A strong positive correlation was found
between teachers’ classroom management techniques and students’ academic
performance. It was recommended among others that educators at the basic
level of education should pay serious attention to the classroom management
techniques used in the schools since they play crucial role in driving the
academic performance of the students
