A STUDY OF CLASSROOM MANAGEMENT STRATEGIES IN PRE-PRIMARY SCHOOLS

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A STUDY OF CLASSROOM MANAGEMENT STRATEGIES IN PRE-PRIMARY SCHOOLS

CHAPTER ONE

1.1 BACKGROUND OF THE STUDY

Using pupils’ and teachers’ perceptions to study educational environments can be contrasted with the external observer’s direct observation and systematic coding of classroom communication and events (Brophy & Good 1986). Murray (1938) introduced the term alpha press to describe the environment as assessed by a detached observer and the term beta press to describe the environment as perceived by milieu inhabitants. Another approach to studying educational environments involves application of the techniques of naturalistic inquiry, ethnography, case study or interpretive research (see Erickson’s chapter in this Handbook). Defining the classroom or school environment in terms of the shared perceptions of the pupils and teachers has the dual advantage of characterising the setting through the eyes of the participants themselves and capturing data which the observer could miss or consider unimportant. Pupils are at a good vantage point to make judgements about Primary classrooms because they have encountered many different learning environments and have enough time in a class to form accurate impressions. Also, even if teachers are inconsistent in their day-to-day behaviour, they usually project a consistent image of the long-standing attributes of classroom environment. Later in this chapter, discussion focuses on the merits of combining quantitative and qualitative methods when studying educational environments (Fraser & Tobin 1991).

According to Fraser (2000), pupils have spent approximately 20.000 hours in Primary classrooms by the time they finish their pre-primary school education. This time devoted to schooling is focused mainly on the academic achievement of pupils. Teachers, pupils and schools face a variety of problems when realizing a productive learning environment for all these hours, such as lack of choice and opportunity in educational programs, lack of funding, dissatisfied and burnt-out teachers, problems in teacher quality, low grades, et cetera. Another problem, often mentioned byboth experienced and beginning teachers, is low attitudes of pupils toward school and school subjects (e.g. Veenman, 1984). Because student attitudes are such a point of concern, in particularin the Primary subjects, because they are the focus of many governments due to shortage of teachers and pupils in these subjects, and due to the fact that there is a strong relationshipbetween pupils’ attitudes and their academic and cognitive achievement (e.g. Creemers, 1994),the present study focuses on student attitudes and the way these are affected by the classroomenvironment.Fraser (1986) argues that perceptions of the pupils and the teachers are crucial if one isto investigate the learning environment (see also Wubbels, & Brekelmans, 1998). The role of teachers’ and pupils’ perceptions of the classroom environment in influencing cognitive andaffective outcomes has been addressed in many learning environment studies and a strong linkbetween student outcomes and their perceptions of learning environment’s have been shown bymany researchers (Fraser & Fisher, 1982; Wubbels, & Brekelmans, 1998; den Brok, Brekelmans, & Wubbels, 2004). In his review of past studies, Fraser (1998) stated that associations betweenoutcome measures and classroom environment perceptions have been replicated for a variety of cognitive and affective outcomes, with a variety of instruments, across numerous countries and grade levels. Learning environment research has studied these associations in different types of classroom environments (Fraser, 2002), such as Primary classroom environments, computer-assisted instruction Primary classrooms, constructivist classroom environments, cross-national studies of Primary classroom environments and computer classroom environments. Researchers studying classroom environments have used various instruments for collecting data over the years (Fraser, 1998)

1.2 PROBLEM OF THE STUDY

Pupils have been unable to answer and still fail in the Pre-primary school examinations although various strategies have been taken to enhance pupils’ achievement in Primary . Why do pupils fail in the Pre-primary school examinations every year? Apparently, pupils still fail to understand Primary concepts and they have misconceptions about concepts such as mitosis and meiosis. Pupils still have difficulty in understanding and are confused about the terms related to cell division process. Confusion about the terms leads to pupils misconceptions about the cell division concept..

The use of various teaching aids and materials in the teaching and learning process make the learning process more interactive, attract pupils to pay more attention and create a deep curiosity towards the subject that they are learning. Furthermore, teaching aids and materials help pupils to understand concepts clearly through visualization . Better understandings lead to good academic performance and high achievement among pupils. Pupils’ achievement in Primary and technology subjects including Primary will determine the extent of effectiveness of teaching and learning methods that used by teachers. Therefore, teachers should consider pupils’ needs in the learning process by selecting effective teaching aids and materials based on pupils’ ability and level of understanding so as to reduce pupils’ misconceptions and improve their achievement.

Computer simulation is one of the effective teaching methods that facilitate pupils’ learning in Primary . Simulation is an ICT based teaching and learning method

1.3 OBJECTIVES OF THE STUDY

1. To know the effect of classroom environment on the teaching and learning of Primary school subjects in pre-primary schools especially in Ofu local government area.

2. To research the different methods used by primary teachers and their effects on the success of the pupils.

1.4 RESEARCH QUESTIONS

1. Does salary structure affect teachers motivation and productivity.

2. Does primary classroom environment affect teachers level of output.

1.5. RESEARCH HYPOTHESES

H0: The salary does not affect teachers motivation and productivity.

H1: The salary structure affects teachers motivation and productivity.

H0: Primary classroom environment does not affect teachers level of output.

H1: Primary classroom environment affect teachers level of output.

1.6 SCOPE OF THE STUDY

This study is centered on effect of classroom environment on the teaching and learning of Primary in pre-primary schools in Ofu local government area.

.1.7 LIMITATION OF STUDY

Despite the limited scope of this study certain constraints were encountered during the research of this project. Some of the constraints experienced by the researcher were given below:

i. TIME: This was a major constraint on the researcher during the period of the work. Considering the limited time given for this study, there was not much time to give this research the needed attention.

ii. FINANCE: Owing to the financial difficulty prevalent in the country and it’s resultant prices of commodities, transportation fares, research materials etc. The researcher did not find it easy meeting all his financial obligations.

iii. INFORMATION CONSTRAINTS: Nigerian researchers have never had it easy when it comes to obtaining necessary information relevant to their area of study from private business organization and even government agencies. Teachers and pupils in Ofu local government area find it difficult to reveal their internal operations. The primary information was collected through face-to-face interview getting the published materials on this topic meant going from one library to other which was not easy.

Although these problems placed limitations on the study, but it did not prevent the researcher from carrying out a detailed and comprehensive research work on the subject matter.

1.8 DEFINITION OF TERMS

Attitudes: Attitudes are defined as “a learned predisposition to respond in a consistently favorable or unfavorable manner with respect to a given object” (Fishbein & Ajzen, 1975, p. 6). Lutz (1981, p. 234) defined attitudes as representing covert feelings of favorability or unfavorability toward an object, person, issue, or behavior. People learn attitudes over time by being in contact with the object directly (experience) or through receiving information about the object.

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