Culmination of Different Classroom Management Arrangement on Students Performance in Integrated Science

Abstract

The study researched the culmination of different classroom management arrangements on students performance in integrated science. A criterion sampling technique was used in selecting eight(8) junior secondary schools in Ogba Egbema, Ndoni local government area of rivers state and a total of two hundred and thirty – eight integrated science students made the sample of the study. Two (2) research questions and four (4) research hypotheses were posited to guide the study. Integrated science performance test (ISPT) was the instrument used in gathering data for the study. Analysis of covariance (ANCOVA) was used for the data collected. The results indicate that classroom management (project involving groups and whole class activities) has a significant culmination or effect on the academic performance of integrated science students. Besides the result of the multiple classification analysis indicate that 25% of the total variance in the performance of student in integrated science is credited to classroom management. Amidst the recommendations made was that colleges of education charged with the responsibility of producing integrated science teachers, should ensure that the pre-service are familiar with the capability of classroom management, as this will improve the teaching and learning of integrated science in our junior secondary schools in Nigeria. Also, that facility of education should be adequately made available to schools.

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