<p style="text-align: justify;">This study investigated the influence of teachers’ classroom management on pupils’ motivation for learning and academic achievement in Kwara State. Descriptive survey design was adopted. The population was all primary teachers and pupils in Ilorin Metropolis, Kwara State. The sample size was 250 teachers and all pupils in their classrooms. One research questions and four hypotheses guided the study. The instruments used to collect data were researchers’ developed instruments titled ‘Teachers’ Classroom Management Style Observation Scale (TCMOS) and Pupils’ Motivation for Learning Rating Scale (PMLRS) with reliability coefficients of 0.82 and 0.86 respectively. Data collected were analysed using descriptive statistics, linear regression, t-test and Analysis of Variance (ANOVA). All hypotheses were tested at 0.05 level of significance. The results showed that there was significant influence of classroom management styles on pupils motivation for learning (F<sub>(1,248)</sub> = 121.155, p < 0.05) and their academic achievement (F<sub>(1,248)</sub> = 28.947, p < 0.05). It was therefore recommended that teachers should be encouraged to adopt appropriate classroom management to motivate pupils to learn for improved academic achievement. Also, courses on classroom management and leadership should be integrated into the teacher training curriculum while regular retraining of in-service teachers should be encouraged.</p>
British Colonial policies on education were formulated and implemented in Nigeria between 1882 and 1926, when it became apparent that the missionary education was not solving the education problems of the Nigerian natives.Going by the records, western missionary education started in Nigeria in 1842, with the arrival of Thomas Birch Freeman, of the Methodist missionary society and Mr. and Mrs. De Graft of the church missionary society.The initial objective of the missionary bodies to Nigeria was to carry out evangelical work i.e. preaching the gospel to the natives. Remarkable efforts were made by the various missionary bodies in building churches and schools which were all used for the purpose of evangelizing. The basic content of instruction in schools was reading and writing which were necessary for the understanding of the gospel.However, these missionary schools were devoid of standard and uniform curricula, as each missionary body established schools to suit their specific needs. The practice of the missionary bodies in establishing and managing schools continued for about four decades after which, the colonial government according to Ajayi (1965) became critical of the small denominational schools that were not able to produce the clerks who were needed for the growing administration and expanding commercial enterprise in Nigeria. This paper gives a historical appraisal of the formulation and implementation of British Colonial policies of education in Nigeria between 1882 and 1926. It also takes a look at the nature of such educational policies and critically evaluates the role played by the British colonial administration and the Christian missions.
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