Influence of Teachers’ Classroom Management Style on Pupils’ Motivation for Learning and Academic Achievement in Kwara State

Abstract

<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>

Enhancing Efl Learners’ Reading Comprehension Through Sq4r Method at the Secondary Schools

“…These results showed that the implementation of the SQ4R method can enhance the secondary school EFL learners' reading comprehension and indicate the strength of the notion that teachers' roles and strategies are things to be seemingly crucial to consider. It is in line with what some research findings showed, for instance, more evidence supporting the fact that the teacher's role in teaching and students' achievements have a strong relationship (e.g., Adedigba & Sulaiman, 2020;Goldhaber et al, 2020;Pedler et al, 2020;Shen et al, 2020;Zaharah, 2014). In addition, the SQ4R method can be one good solution to the problems of selecting methods for teaching reading.…”

“…In general, these difficulties might be caused by many factors, among other is teachers' roles in class. There have been more evidence supporting the fact that the teacher's role in teaching and students' achievements have a strong relationship (e.g., Adedigba & Sulaiman., 2020;Goldhaber, Krieg, & Theobald, 2020;Pedler, Hudson, & Yeigh, 2020;Shen et al, 2020;Zaharah, 2014). The teachers' roles in class at the same time can manage learners' affective states when they are learning EFL, for instance, learners' anxiety, which is argued as a major factor that has negative impacts on learning, may occur due to the teachers' role in raising and reducing anxiety, lack of vocabulary, test anxiety, peer anxiety, fear of negative evaluation, inability to comprehend the target language, lack of preparation before the class and limited participation in the class (Alhmadi, 2014;Alrabai, 2015;Rafada & Madini, 2017;Rafieyan & Yamanashi, 2016).…”

Managing the Culture of COVID-19 "New Normal" as a Motivation for University Students in South Africa

“…Daniels et al (2001) reported that when teachers are supportive, give feedback and caring translates to students' motivation towards their performance outcome. The characteristics of motivation, which include being supportive, giving feedback, and caring for students, are some of the leadership characteristics of a good teacher, which agrees with the finding of Adedigba and Sulaiman (2020) that there are positive relationships between leadership style and pupils' motivation towards their learning and academic performance.…”

Investigation of the communication skills, professional seniority, school stage and gender as predictors of teachers' classroom management styles

“…When the literature is examined, it is seen that there are studies investigating the teachers' classroom management styles (Adedigba & Sulaiman, 2020;Barrosa & Dias, 2020;Berger & Girardet, 2020;Debbag & Fidan, 2020;Guzeldere Aydin & Ocak Karabay, 2020;Juta & Wyk, 2020;Obiekwe & Ogbo, 2020) and communication skills (Claro, et al, 2018;Ihmeideh, Al-Omari & Al-Dababneh, 2010;Siddiq, Scherer & Tondeur, 2016;Yesil, 2010;Yusof & Halim, 2014), however we have not found any study which investigate the impact of teachers communication skills, together with gender, professional seniority and school stage, on their classroom management styles. In this context, this study aimed to fill this gap and to test the impacts of communication skills, professional seniority, school stages and gender as predictors of teachers' classroom management styles.…”