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STUDENTS SATISFACTION WITH TEACHERS CLASSROOM MANAGEMENT TECHNIQUES AND DISCIPLINARY MEASURES IN SECONDARY SCHOOLS IN CROSS RIVER STATE OF NIGERIA - Comfort O. Nyeh

International Journal of Research and Development Studies                 Volume 8, Number 1, 2017

ISSN: 2056 – 2121
© 2017 McEvans Publishing Company


STUDENTS SATISFACTION WITH TEACHERS CLASSROOM MANAGEMENT TECHNIQUES AND DISCIPLINARY MEASURES IN SECONDARY SCHOOLS IN CROSS RIVER STATE OF NIGERIA

Comfort O. Nyeh
Department of Educational Management, Faculty of Education
University of Port Harcourt, Rivers State, Nigeria

Abstract
The study investigated students satisfaction with teachers’ classroom management techniques and disciplinary measures in secondary schools in Cross River State of Nigeria. Two (2) research questions and 2 hypotheses were answered and tested in the study respectively. The design for the study was the descriptive survey, with the population as the 487 public secondary schools in the 18 Local Government Areas in the State, with a student population of 122,000, from where 1220 were selected as the sample, using the multi-stage and stratified random sampling techniques. Respondents of the
study responded to a validated 11-item scale titled ‘Students Satisfaction with Teachers Classroom Management Techniques and Disciplinary Measures Scale (SSTCMIDMS), designed by the researcher, in the modified 4-point Likert scale model, with a reliability index of 0.92, determined using the Cronbach alpha statistics. Mean and rank order statistics were used in answering the research questions, while z-test was used in testing the hypotheses, at 0.05 level of significance. The findings of the study show that the students were to a very high level satisfied with the classroom management techniques and to a great extent satisfied with the effective use of disciplinary measures. The findings also reveal that, there is no significant difference between the mean ratings of JSS3 and SSS2 students on the extent of their satisfaction with teachers classroom management techniques and no significant difference between the mean ratings of urban and rural students on the extent they are satisfied at with disciplinary measures, used in secondary schools in Cross Rivers State. Consequently, it was recommended that teaching staff in public secondary schools in the state should strengthen their classroom management strategies to involve active participation of students in the learning process and adequate sensitization programmes conducted to enlighten students on the approved disciplinary strategies.

Introduction
Educational institutions exist in society to ensure the transmission of the worthwhile knowledge, values and skills of the society from one generation to another. They are made up of certain key stakeholders, whose involvements make it possible for the school to achieve the goals, ascribed to it by society. These stakeholders include administrators, who take charge of general administration, the teachers, who are the handlers of the transformational process and the students, who are the major clients of the school system. The administrators and teachers and sometimes the students jointly serve the interests of the clients, who are also members of the school organizational hierarchy. One major function of the school is that it should make sure that the management of the instructional programme is satisfactory. Managing instructionalprogrammes for the satisfaction of the clients (students) comes with some specific functions, among them classroom management and disciplinary measures, which are used by teachers in the implementation of the instructional programme at the point of transformation. Satisfaction in this respect refers to the psychological feeling of contentment of happiness (Ukeje, Okorie&Nwagbara, 1992). This is suggestive of the fact that when students are taught what the society wants them to be taught and in the right doses, they are satisfied.

International Journal of Research and Development Studies                 Volume 8, Number 1, 2017

In this study, the researcher is interested in teachers classroom management techniques and disciplinary measures adopted by the teachers. These core variables are presented in the proceeding paragraphs of the presentation. Thus;

Students’ Satisfaction with Classroom Management Techniques
Classroom management implies the mobilization and organization of resources to achieve the expected objectives of the system. It involves the utilization of material resources and securing the functions of planning organizing, directing and co-coordinating at classroom level. Olagboye (2004), outlines the need for classroom management as follows:
i.             To realize the school objectives
ii.           Enables the students to achieve the highest level of their potential abilities.
iii.          Ensures optimum utilization of the available resources in the classroom.
iv.          Avoids time wasting and to coordinate classroom activities.
A teacher has the duty and obligation to ensure effictive classroom management since students who come to school are of different backgrounds, ideas and goals.This makes the roles of teachers more challenging. According to Ajayi (2004), effective teaching/learning process cannot be accomplished without good classroom management. It therefore becomes important, for a teacher, to be sufficiently equipped with appropriate strategies for managing the classroom, to guarantee effective learning process, to encourage good relationship with the class members. The classroom cannot operate in isolation. Members of the same class have to interact together, as such class to class interactions need to be encouraged.
The task of teaching begins with the management of the students in the classroom.Several factors can impede effective classroom management. Arogundabe (2008), groups them into three, namely student factor, teacher factor, and school factor.
·                     The student factor: A successful classroom management cannot be guaranteed where students engage in activities which inhibiteffective teaching/learning process, such activities include disobedience to rules and regulations, absenteeism, noise making, refusal to do or complete assignments, inattentiveness to lessons, untidiness of the classroom among others.
·                     Teacher’s factor: Ineffective classroom management can also occur as a result of the following factors. Lack of interpersonal relationship between the teacher and the students, poor evidence ofmastery of the subject matter. The use of inappropriate teaching methods, inability toappreciate individual differences as it concerns their interests, ability and weakness. Moral laxity of the teacher. Poor organization and use of instructional materials, among others.
·                     School Factor: The teacher may find it difficult to manage the classroom due to some of these factors: Large class size, lack of instructional materials, harsh or unconducive school environment,poor school administration and lack of teachers’ welfare.
To improves effective classroom management, Arogundabe (2008), suggests the following strategies for successful classroom management:
·                     Good Classroom Structure: This involves the physical structure of the classroom, the arrangement of the desks, chairs and labels. Theability to see the chalk board clearly and free movement spaces for teachers to move around freely while the lesson is in progress.
·                     Classrooms should be designed and arranged in such a way that students can view the chalkboard and other visual learning materials, without obstruction. The classroom must be pleasing,neat and comfortable, posters, maps and pictures not only helplearning but also beautify the classroom.
·                     Good Mastery of the Subject Matter: Teachers should have good mastery of the subject matter, to be able to teach effectively. Subjects should be allocated based on areas of specialization. The teachers should know far more than the students and should exercise authority over the topic of the lesson.

Students Satisfaction with Teachers Classroom Comfort O. Nyeh
Management Techniques and Disciplinary Measures in
Secondary Schools in Cross River State of Nigeria

·                     Appropriate Learning Materials: The students will enjoy the lesson if the materials are appropriate to the students’ mental ability.
·                     The use of appropriate teaching methods. Adepoju (1999), presents a list of variables to be considered while choosing method of instruction. These include the age of the students, the topic and instructional materials, the class size, the topic and instructional materials, the individual differences, the level of assimilation of the students and the teaching environment. Teachers’ lesson presentationmust be properly organized with appropriate methods of instruction.
·                     The classroom provides an effective platform for the acquisition of knowledge and the shaping of attitudes towards learning (Ekene, 2008).For thepurpose of effective learning process, there is need for proper management of the classroom. Classroom organization either promotes or hinders the development of correct behaviour, it is possible to organize the classroom such that there will be no personal clashes among the students. Efficient classroom procedures will help thestudents develop habits that will enable them and the teacher tofunction more efficiently and happily in the environment conducive tolearning. Edwin (1952), in Ukeje, Okorie&Nwagbara (1992), suggeststhat the students should internalize the followings habits of socialrelationship:
i.             Punctuality: Keeping appointments, performing tasks      promptly, arriving at school on time and so on.
ii.           Obedience: Obeying constituted authorities, obeying the rules    and regulations, obeying intelligently without thought of        rewardamong others.

iii.          Co-operation: working and playing with others, working for the good of all, helping to keep the school compound decent. When the teacher is committed and relates very well with students and school authority, the atmosphere will be conducive and students may be satisfied with both the teaching process and the school administration.

Students’ Satisfaction with Disciplinary Measures in the School
Discipline refers to a system of control and a process of healthy character formulation. Dittmiya (1995), infers that discipline involves self control, restraint and respect for oneself and for others. In other words, class discipline is viewed as the means whereby students in the class are trained in orderliness, good conduct and the habit of getting the best out of them. Atanda (2008), suggests measures to sustain discipline in the school as good school management,careful planning of the school programme, good method of teaching, judicious use of reward and punishment, effective rules and regulations and effective control of external influence.
The extent which the students comply with the rules andregulations of the school goes a long way in determining the success ofthe School. Olagboye (2004), states that the following are the effectswhen a school lacks discipline.
·                     It retards the achievement of school goals.
·                     It distracts attention from meaningful study
·                     it disrupts the students academic career
·                     It hinders the attainment of lendable educational goals and high academic standards.
·                     It disorganizes good programmes of the school
·                     It lavishes the good image of the school
·                     It makes learning environment uncomfortable for effective teaching.
Disciplinary measures should be applied with caution, bearing in mind the ability and age level of the students. Dispensing discipline to students can be effectively created and maintained whenever there areacceptable and workable rules and regulations for the school. Both thestudents and teachers should be involved in the preparation of suchrules and regulations, which must be

International Journal of Research and Development Studies                 Volume 8, Number 1, 2017

enforced and approved. The punishment administered should serve as corrective and deterrentmeasures and must be commensurate with the offence committed. There should be thorough supervision by sincere and faithful teachers toensure that punishment is meted in accordance with the disciplinaryprocedure of the school. However, corporal punishment should besparingly and judiciously administered in strict adherence to theprovisions of the education law.
The school is an institution in which young people associate with others of comparable ages and learn to grow and to develop in order to become productive individuals (Edwin, 1952 in Ukeje, Okorie&Nwagbara, 1992). A school is like the body of a human being, there are various parts with different functions. When one part of the body is weak, it hinders the maximum cooperation of the whole body. The same applies to a school situation. Every staff must do his best to maintainappropriate discipline so that the overall programme does not suffer. Edwin (1952), in Ukeje, Okorie&Nwagbara (1992), states that good discipline is not only imperative to the establishment and development of a successful teacher, but it is important for the success of the school programme. Poor discipline weakens the character of young people and lack of control hinders the overall school programme. Taylor (1987), emphasizes that the mark of a good teacher is that the teacher is in control of the class. He further states that control refers to the influence a teacher has over the students in terms of the decisions as well as class rules and regulations for effective control.Therefore,Bello in Atanda (2008), highlights some techniques which include: simple and clear instruction and order before teaching, learning the student names, cultivation of voice, sound, preparation for teaching and consideration for individual differences among others.
An analysis on the foregoing presentation show that most of them are mere theoretical expositions and propositions which do not have empirical backing. Therefore, there is the utmost need to provide empirical evidence. Hence the preparation of the literature.

Statement of the Problem
The cardinal objectives of any educational institution is to bring up well disciplined and matured individuals who will become assets to the society. From the perspectives of the students, this will depend largely on the extent to which they (students) are satisfied with the services and programmes of the school system. It is however quite surprising that students seem not to be satisfied with their teachers classroom management techniques and disciplinary measures. These are issues of serious concern. Hence, the need for a study to ascertain the level of students satisfaction with their teachers classroom management techniques and disciplinary measures.

Aims and Objectives of the Study
The study investigated students satisfaction with their teachers classroom management techniques and disciplinary measures in secondary schools in Cross Rivers State of Nigeria. Specifically, the study had two objectives as follows:
(1)      To ascertain the level to which students’ are satisfied with their teachers’ classroom management techniques in secondary schools in Cross River State of Nigeria.
(2)      To ascertain the level to which students’ are satisfied with their teachers’ disciplinary measures in secondary schools in Cross River State of Nigeria.
Research Question
The following research questions were answered in the study.
(1)      What is the level of students’ satisfaction with their teachers’ classroom management techniques in secondary schools in Cross River State of Nigeria.
(2)      What is the level of students’ satisfaction with their teachers’ disciplinary measure in secondary schools in Cross Rivers State of Nigeria.
Hypotheses
The following hypotheses were tested in the study at 0.05 level of significance:
Ho1:    There is no significant difference between the mean ratings of junior and senior secondary school students on their level of satisfaction with their teachers’ classroom management techniques in secondary schools in Cross Rivers State of Nigeria.
Students Satisfaction with Teachers Classroom Comfort O. Nyeh
Management Techniques and Disciplinary Measures in
Secondary Schools in Cross River State of Nigeria

Ho2:    There is no significant difference between the mean ratings of students in urban and rural areas on their level of satisfaction with their teachers’ disciplinary measures in secondary schools in Cross Rivers State of Nigeria.

Methodology
The design for the study was the descriptive survey. The population of the study was the 487 public secondary schools in Cross Rivers State of Nigeria, with a student population of 122,000, from where 1220 were selected as the sample, using the multi-stage and stratified random sampling techniques. Respondents of the study responded to a validated 11-item instrument titled ‘Student Satisfaction with Teachers Classroom Management Techniques and Disciplinary Measures Scale (SSTCMTDMS), designed by the researcher in the modified 4-point Likertscale model, with a reliability index of 0.92, obtained using the Cronbachalpha statistics. Mean and rank order statistics were used in answering the research questions while z-test was used in testing the hypotheses at 0.05 level of significance.

Results
Results were got from the answers to the research questions and results to test of hypotheses as presented in the proceeding of sections.

Research Question 1: What is the level of students’ satisfaction with their teachers’ classroom management techniquesin secondary schools in Cross River State of Nigeria.
Table 1:  Mean and Rank Order Scores of JSS3 and SSS 3 Students on their Level of Satisfaction with their Teachers Classroom Management Techniques in Secondary Schools in Cross River State of Nigeria.
S/N
Items
JSS 3
N = 675
SSS 3
N= 525
Mean Set

Rank Order
Remarks
1
Good control of the class
2.76
2.82
2.79
1st
High level
2
Peaceful disposition of students in the class.
2.71
2.75
2.73
3rd
High level
3
Adequate provision of instructional materials.
2.41
2.38
2.40
5th
Moderate level
4
Orderly arrangement of desks and chairs.
2.71
2.77
2.74
2nd
High level
5
Appropriate class size
2.40
2.28
2.34
6th
Moderate level
6
Classroom pleasing, neat and conducive
2.67
2.62
2.65
4th
High level

Aggregate ()
2.76
2.75



Table 1 Analysis of data reveals that items 1, 2, 4 and 6 in serial number, had mean above 2.5, showing that students were to a High level satisfied with good control of the class, peaceful disposition of students in the class, orderly arrangement of desks and chairs and classroom pleasing neat and conducive for learning. However, the adequacy of instructional material and the class size were moderately very low.
Research Question 2:  What is the level of students’ satisfaction with their teachers’ disciplinary measures in secondary schools in Cross River State of Nigeria?
Table 2:  Mean and Rank Order Scores of Urban and Rural Students on their level of Satisfaction with their Teachers’ Disciplinary Measures in Secondary Schools in Cross River State of Nigeria.
S/N
Items
JSS 3
N = 675
SSS 3
N= 525
Mean Set

Rank Order
Remarks
7
Effective use of rewards and punishment.
2.79
2.88
2.84
2nd
High level
8
Effective application of rules and regulations.
2.82
2.93
2.88
1st
High level
9
Careful planning and execution of school programmes.
2.79
2.77
2.78
3rd
High level
10
Effective control of external influence
2.72
2,51
2.62
5th
High level
11
Good relationship with school authority.
2.82
2.68
2.75
4th
High level

Aggregate ()
2.79
2.75



International Journal of Research and Development Studies                 Volume 8, Number 1, 2017

Data on table 2 show that items 7-11 in serial number had all the mean set scores above the acceptable criterion mean of 2.5, indicating that to a high level students are satisfied with the effective use of reward and punishment, effective application of rules and regulations, careful planning and execution of school programmes, effective control of external influence and good relationship with school authority were the disciplinary measures used by the school.
Ho1: There is no significant difference between the mean ratings of JSS3 and SSS 3 students on their level of satisfaction with their teachers’ classroom management techniques in secondary schools in Cross River State of Nigeria.


Table 3: z-test Analysis the of Difference between the Mean Ratings of JSS3 and SSS 3 Students on their Level of Satisfaction with their Teachers Classroom Management Techniques in Secondary Schools in Cross River State of Nigeria.
Respondents
N

SD
df
z-cal
z-critical
Decision
JSS 3 Students
675
2.61
1.62


1198


0.08


1.96

Not Significant (Accept)
SSS 3 Students
525
2.60
1.61
Data on table 3 show that the z-calculated value of 0.08 is by far less than the z-critical value of 1.96 at 1198 degrees of freedom and 0.05 significance level. Hence, the null hypotheses is accepted, indicating that there is no significant difference between the mean ratings of JSS3 and SSS3 students in their level of satisfaction with the classroom management techniques adopted by teachers in secondary schools in Cross River State of Nigeria.
Hypothesis 3:  There is no significant different between the mean ratings of urban and rural students on their level of satisfaction with their teachers’ disciplinary measures in secondary schools in Cross River State of Nigeria.

Table 4: z-test analysis of Difference between Urban and Rural Student on the Level of Satisfaction with Disciplinary Measures in Secondary Schools in Cross River State.
Respondents
N

SD
df
z-cal
z-critical
Decision
Urban Students
685
2.79
1.67
1198
0.41


1.96

Not Significant (Accept)
Rural Students
515
2.75
1.66
Data on table 4 reveal that the z-test observed value of 0.41 is less than the z-critical value of 1.96 at 1198 degrees of freedom and 0.05 significance level. Hence, the null hypotheses is accepted, showing that there is no significant difference between the mean ratings of urban and rural students on the level they are satisfied with disciplinary measures used in secondary schools in Cross River State of Nigeria.

Discussion of Findings/Implications
Classroom Management Techniques and Students’ Satisfaction
The first finding of the study shows that students were to a high level satisfied with the classroom management techniques in the areas of good control of the class, peaceful disposition of the students, orderly arrangement of desks and chairs and conducive learning environment. This finding agrees with Arogundabe (2008), who admits that class structure which involves the physical structure of the classroom, the arrangement of the desks, chairs and tables, the ability to see clearly and free movement spaces for teachers constitute the management techniques used in the classroom to facilitate effective teaching and learning process. The result from the hypotheses tested indicates that there is no significant difference between the mean ratings of JSS3 and SSS3 students on the extent students are satisfied with classrooms management techniques. This is in agreement with Ajayi (2004), who affirms that effective teaching and learning processescannot be accomplished without  good classroom management.


Students Satisfaction with Teachers Classroom Comfort O. Nyeh
Management Techniques and Disciplinary Measures in
Secondary Schools in Cross River State of Nigeria

Disciplinary Measures and Students’ Satisfaction
The second  findings of the study shows that the disciplinary measures adopted among them effective use of reward and punishment, effective application of rules and regulations, control of external influence and good relationship with school authority satisfied the students to a high level. This finding corroborates with the views of Atanda (2007), who suggests measures to sustain discipline in schools, as careful planning of school programme, judicious use of punishment and reward system and control of external influences. The result from the test of hypotheses shows that there is no significant difference between the mean ratings of urban and rural students on the extent they are satisfied with the disciplinary measures applied in the schools. This is supported by Olagboye (2004), who insists that accepted and workable rules and regulations should be enforced by the school authority.
Conclusion
Based on the findings of the study, it is concluded that students are to a high level satisfied with their teachers’ classroom management techniques and disciplinary measures.

Recommendation
Based on the findings and conclusion of the study, it is recommended as follows:
1.       All categories of teaching staff in public secondary schools in Cross River State should strengthen their classroom management strategies to involve active participation of students in the learning process.
2.       Adequate sensitization programmes should be conducted in the school communities to enlighten students on the approval disciplinary strategies in the school.


References
Ajayi, I. A. (2004).Social science methods.Ado-Ekiti Green Line Publishers.

Arogundabe, B. B. (2008). Classroom management in education.In J. B. Babalola& A.O. Ayeni (Eds.).Educational management: Theories and Tasks. Lagos: Macmillan.

Atande, A. I. (2008). Classroom management in education.In J. B. Babalola& A. O. Ayeni (Eds.) Educational management Theories and tasks. Lagos: Macmillan.

Dittmiya, I. A. (1995). Discipline in schools in V.F. Peretomode (Ed) op.cit.

Edwin, J. B. (1952). Managing classrooms.New York: The  Ronald Press.

Ekere, S. C.O. (2008). Classroom management in Nigeria, In J. B. Babalola and A. O. Ayeni (Eds).Educational management: Theories and tasks.  Lagos: Macmillan.

Olagboye, A. A. (2004). Introduction to Educationalmanagement in Nigeria. Ibadan: Macmillan Press.

Taylor, B. W. (1987). Classroom discipline: A system of getting the school administrator to see classroom discipline problems your way.  Dayton O.H: Southern Hills Press.

Ukeje, B. O., Okorie, N.C and Nwagbara, N.A. (1992).Educational administration: Theory and practice.Owerri: Totan.




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