IIARD International Institute of Academic Research and Development

INTERNATIONAL JOURNAL OF SOCIAL SCIENCES AND MANAGEMENT RESEARCH (IJSSMR )

E-ISSN 2545-5303
P-ISSN 2695-2203
VOL. 11 NO. 4 2025
DOI: 10.56201/ijssmr.vol.11no4.2025.pg.287.295

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An Assessment of Classroom Management Practices in Tertiary Institutions in Kebbi State

KWASHABAWA, Bala Bakwai PhD, ABDULLAHI, Z. Maikano

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Abstract

This study assesses classroom management practices in tertiary institutions within Kebbi State, Nigeria, with the aim of identifying both existing and best practices. Effective classroom management is vital for fostering a conducive learning environment and ensuring academic success in higher education. The study employed a descriptive survey design, targeting 904 academic staff across the six tertiary institutions in Kebbi State, with a sample of 269 respondents determined using Research Advisors and selected through proportional sampling techniques. Data collection was carried out using a validated instrument titled Classroom Management Questionnaire (CMQ which has a reliability index of 0.961.the data collected was analyzed using descriptive statistics of frequency count and percentages. The findings revealed that current classroom management practices include lesson planning, effective communication, discipline enforcement, student engagement, and the use of instructional materials and technology. These practices contribute significantly to maintaining order, promoting student participation, and enhancing the learning environment. The study also identified best practices such as establishing clear classroom rules, using positive reinforcement, building respectful teacher-student relationships, incorporating technology, and involving students in decision-making processes. These strategies were considered most effective in managing student behavior and boosting academic performance. The study concluded that adopting a combination of proactive and student-centered strategies is essential for successful classroom management. The study recommends that educational authorities and institutions invest in continuous professional development for lecturers to enhance their classroom management skills, with a focus on inclusivity, communication, and engagement. The findings provide valuable insights for educators, policymakers, and

keywords:

Classroom Management, Classroom Management Practices, Tertiary Institution

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