Examining the Outcomes of Behavioral Classroom Management on Mathematics Academic Engagement Among Upper Primary Pupils with Attention-Deficit/Hyperactivity Disorder in Obio-Akpor Local Government Area, Rivers State

Abstract

This study evaluated the effect of Behavioural Classroom Management on the Mathematics academic engagement and performance of upper primary pupils with Attention- Deficit/Hyperactivity Disorder in Obio-Akpor Local Government Area, Rivers State, Nigeria. Three research questions and three null hypotheses guided the study, tested at a 0.05 level of significance. The study adopted a quasi-experimental pretest-posttest non-equivalent control group design. The target population comprised approximately 27,500 upper primary school pupils across 55 public primary schools in Obio-Akpor LGA. A multi-stage sampling procedure was used to select 12 schools, yielding a sample size of 216 upper primary pupils identified with ADHD behaviors across three intact group conditions: Experimental Group 1 (Class Rules, n= 60), Experimental Group 2 (Structured Routines, n= 49), and Control Group (Conventional Instruction, n= 107). Data were collected using a researcher-developed instrument titled "Behavioural Classroom Management on Mathematics Academic Engagement" , which was validated by three experts in Educational Measurement and Evaluation and Primary Education/Curriculum Studies. The instrument yielded an internal consistency coefficient of 0.82 via Kuder-Richardson Formula 20 (KR-20). Mean (X̅) and Standard Deviation (SD) were used to answer the research questions, while Paired-Samples t-Test and Analysis of Covariance were used to test the null hypotheses. Results revealed that both explicit class rules (Mean Gain = 22.17, t= 28.79, p< 0.05) and structured daily routines (Mean Gain = 25.70, t= 40.13, p< 0.05) produced statistically significant gains in posttest Mathematics performance among pupils with ADHD. ANCOVA results confirmed a significant main effect of intervention type across groups (F2,212 = 377.54, p< 0.05), with structured daily routines demonstrating the highest efficacy, while conventional instruction yielded minimal improvement (Mean Gain = 4.25). It was concluded that proactive BCM strategies serve as effective external cognitive scaffolds for neurodivergent learners. It is recommended, among others, that primary school Mathematics teachers systematically integrate structured daily routines and co-created, positively stated class rules into daily classroom instruction, while the Rivers State Universal Basic IJEE IJEE www.ijee.io Education Board should provide targeted professional development on proactive behavioral interventions.

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