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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