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1.1       Background to the Study 

Classroom management technique is one of the most important aspects of a teacher’s daily responsibilities.  It is also one of the areas in which teachers are given the most freedom to choose teaching techniques that will enhance learning.

According to Okwori, Owoduni & Abiodun (2015), classroom management techniques include permissive authoritative and democratic techniques. Applying any of these management techniques depend on the situation the teacher finds himself.

Moreover, classroom management technique according to Obi (2004), includes autocratic management technique, democratic management technique and laissez-faire management technique.


There are no consultations before taking decision concerning students. Okwori, Owoduni & Abiodun (2015) also asserted that one can only tell that classroom management techniques are effective if they are applied in classroom situations and proven to be effective.

Classroom management are the actions and directions that teachers use to create a successful learning environment. In an effort to ensure all students receive the best education it would seem very important that teachers organize the classroom very well. Any teacher that loses control of his classroom finds it difficult to regain that control.

Also, research from Berliner and Brophy and Good as cited in Ikwuegbu (2013) shows that the time a teacher has to take to correct misbehavior caused by poor classroom management skills results in a lower rate of academic engagement in the classroom.


Teachers and students need value re-orientation on the importance of classroom management. It is against this background that the researcher investigates the extent classroom management techniques affect academic achievement in Government among secondary school students.



Statement of the problem

The importance of appropriate classroom management techniques in the realization of objectives of education cannot be overemphasized.

According to Okwori Okwori, Owoduni & Abiodun (2015), the classroom management technique used in the classroom has a lot to do with students’ achievement in the class.


The technique of classroom management enables teacher to utilize resources. Thus, influence students’ actions and facilitates changes in their behavior in order to accomplish the instructional objectives.

Unfortunately the academic achievement of students in external examinations has fallen below expectation of recent. Therefore, it is poor achievement of students that motivated the researcher. To investigate if classroom management techniques do influence the academic achievement of students in Government among secondary schools.


Objectives of the Study

The main objective of the study was to examine classroom management techniques and students academic achievement.

The specific objectives include:


Significance of the Study

The significance of this study includes the following:

  1. The findings of this study will help the school and the teachers to manage the classroom adequately in order to improve upon the academic achievement of students.
  2. the result of the finding will serve as reference materials for the future researchers.


Limitation of the study

The limitations encountered in the course of this research include;

Financial constraint: The researcher experienced shortage of funds for transport, typing and browsing for information due to inadequate funding.

Time constraints: In brief, there was serious time constraint in the course of this research as the researcher had to combine the work with regular academic work.


Delimitation of the study

This research will employed only Senior Secondary Two (SS2) students in selected secondary schools in the study area.


Operational Definition of Terms

Classroom Management Techniques: In brief, these are those styles that aid effective teaching and learning in the classroom.

Academic Achievement: This is the outcome that indicates the extent to which a person has accomplished specific goals that were the focus of activities in instructional environments specifically in schools, Colleges and Universities.



Based on the finding and discussion made, the following conclusions were drawn;

  1. Classroom management technique has the tendencies of affecting student performance in the subject.
  2. Classroom management technique has the tendencies of affecting student’s interest in learning the subject.
  3. Classroom management technique has the tendencies of affecting students’ discipline which is a catalyst for positive performance in the subject.


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Joselyn Nya

My Name is Joselyn Nya A Publisher in Project Boss Team. I'm a Nigerian I'm a graduate/Educational Researcher. Project Boss Team. We are the best for Project materials and project writing services. Email:

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