Effects of Teacher Classroom Management Techniques On Junior High School Students’ Academic Performance In the Asokwa Municipality in Ashanti Region, Ghana

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