Abstract:
The study examined the influence of classroom management strategies of Junior High School teachers on academic performance of students in the Asante Akyem North District. The descriptive survey design was used for the study. Multi-stage sampling technique was used to select 48 teachers and 297 students to respond to the Behaviour and Instructional Management Scale (BIMS). The statistical tools used for data analysis were frequencies, percentages, mean, standard deviation, Pearson’s Product Moment Correlation Coefficient (PPMCC), Multiple regression and independent samples t-test. The findings of the study revealed that both students and teachers identified good relationship with students and reinforcement as the most frequently used classroom management strategies. It was found that significant positive relationship existed between reinforcement strategy and academic performance of students and antecedent strategy and academic performance of students. However, no difference existed between teachers who taught in the rural areas and their counterparts who taught in the urban areas in terms of the classroom management strategies they adopted. It is recommended from the study that teachers should focus on classroom management strategies that are effective, like reinforcement. Government should make provision for infrastructural and social amenities in the rural areas so as to allow qualified teachers accept postings to such places to ensure pupils in those areas also receive good tuition for improved academic performance. The culture of constant in-service training for teachers should be maintained by the Ghana Education Service. This will make sure that teachers are exposed to new trends and modern ways of teaching.
