Abstract:
The aim of the study was to ascertain the effects of the classroom management techniques employed by teachers at Public Senior High Schools (SHS) on the academic performance of students in the Kwahu South Municipality of the Eastern Region of Ghana. The use of a descriptive survey method allowed for the acquisition of quantitative data. The targeted population of the Public SHS students was 4,102 with a sample size of 364. The simple random sampling method was used. A questionnaire and a performance assessment test were used. The following metrics were used: frequencies, percentages, means, and standard deviations, as well as correlation analysis. According to the findings of the study, the most important classroom management strategies of teachers were verbal instructional management, instructional supervision, behavior and instructional management, delegation of authority, and the use of corporal punishment. Additionally, the performance of students in Public SHS was not influenced by the classroom management practices adopted by the teachers. In consequence, there are other factors that induce students to study, and not how their teachers manage classrooms. The positive link identified also suggests that more effective classroom management techniques would boost students' academic performance. Based on the findings, it was recommended that teachers should set classroom rules and regulations against disruptive behaviour to improve students' academic achievement. Also, to have a favourable impact on students' academic progress, teachers should constantly work on improving their classroom management techniques.
