AUGMENTATION OF STUDENTS’ ACADEMIC PERFORMANCE IN MATHEMATICS THROUGH CLASSROOM MANAGEMENT PRACTICES IN NIGERIA

Abstract

The academic performance of students in mathematics among public secondary schools in Nigeria has consistently been low over a period. There are many factors that may have contributed to this, however, the influence of classroom management practices on the academic performance have not been given much attention. Studies have shown that very little learning occurs in disorganized classrooms. This study therefore aims to explore how students’ academic performance in mathematics could be augmented through classroom management practices. Three research questions were raised, the main question is, how does classroom management practices enhance academic performance among students of public secondary schools in Nigeria? A descriptive research design was adopted using a total sample size N=250. The research instrument was a paper‐based questionnaire on a five‐point Likert scale administered face to face to randomly selected mathematics teachers from among 5 states in Nigeria, Mean and standard deviation were used to analyze the data and possible conclusions were drawn. The result among others shows that disciplined and well‐motivated classrooms have a significant impact on students’ academic performance in mathematics.