Teachers’ Classroom Management Strategies And Islamic Studies Senior Secondary School Students’ Academic Performance In Ilorin East, Nigeria

Abstract

Management is the bedrock of classroom effectiveness; without it, effective learning is usually disrupted. Therefore, to bring the fore the indispensability of management, the researcher investigated teachers' classroom management strategies and Islamic Studies senior secondary school students’ academic performance in Ilorin East, Kwara State, Nigeria. All the twenty-eight (28) public senior secondary schools in Ilorin-East were used for the study. A total number of four hundred and twenty (420) Islamic Studies students were sampled for the study. Random sampling technique was used to select fifteen (15) Islamic Studies students from each of the schools. Teachers' Classroom Management Strategies and Students' Academic Performance Proforma were used to collect data from the respondents. Four research hypotheses were formulated for the study and data collected were analyzed using Pearson Product-Moment Correlation Statistics. The findings revealed that there was a significant relationship between teachers’ classroom management strategies and Islamic Studies senior secondary school students’ academic performance. The challenges facing teachers’ classroom management strategies and Islamic Studies senior secondary student’s academic performance are identified. Based on the findings, it was recommended among others that Kwara State Ministry of Education and Human Capital Development should regularly provide instructional resources for senior secondary schools, while the principals should ensure that Islamic Studies teachers adequately utilise them to aid excellent performance of students in the subject. It is believed that this would assist in adjustment for effective and efficient out-Put. Schools should create management-teacher interactive forum, so that teachers can share ideas about effective ways of evaluating students during and at the end of the lesson.