Abstract:
This study sought to examine the influence of classroom management strategies on
pupils learning outcomes in Junior High Schools in Lawra Municipality, Upper West
Region, Ghana. The objectives were to: (i) examine the effects of class size on pupils
learning outcomes, (ii) examine the classroom management strategies of teachers in
basic schools (iii) investigate the influence of classroom management strategies on
pupils learning outcomes and (iv) assess the learning outcomes of pupils in basic
schools in Lawra Municipality. The study adopted a mixed method design. The
population of this study comprise all the Junior High Schools within the Municipality.
The target population comprised all JHS two pupils whilst the accessible population
comprised of JHS two pupils in the selected 10 schools. The schools were regrouped
into six circuits and 10 schools were selected randomly using simple random
sampling techniques. A sample of 327 participants were interviewed, comprising: 10
teachers and 317 pupils. A self-administered close-ended Likert type (3point scale)
instrument was used to collect quantitative data from the pupils and qualitative data
was collected from the teachers using an interview guide. Statistical package for
social scientist (SPSS) version 20 was used to analyse the quantitative data and
ATLAS.ti to analyse the qualitative data. The result indicated large class sizes with
negative effect on pupils learning outcomes, poor classroom management strategies
hence influencing learning outcomes negatively. The results also indicated poor
learning outcomes of pupils in basic schools in Lawra Municipality. The findings
revealed that, 81.1% of respondents agreed that the classroom is congested whiles
18.9% had a different view. 84.2% of the pupils disagreed with the item: pupils are
comfortable with the sitting arrangement whiles 15.8% taught differently. Also,
95.9% of the respondents agreed that teachers are not able to attendant to individual
pupils during lesson delivery. It is therefore recommended that since government is
the major financier of the schools, government policy on classroom management
strategies on education must be regularly reformed to incorporate new and modern
classroom management strategies to teaching and learning to make the school
environment conducive for learning. In addition, this study will help Directors of
education, school administrators, teachers and students to know the factors that
influence classroom management strategies and how they affect learning outcomes.
More so, Directors of education and Headteachers can use the findings from this study
to come out with effective supervision approaches to teaching and learning process.
This will help learners to know their expected learning outcomes as an individual or a
class.
Description:
A thesis in the Department of Educational Administration and Management, Faculty of Educational Studies, submitted to the School of Graduate Studies in partial fulfilment
of the requirements for the award of the degree of Master of Philosophy
(Educational Administration and Management) in the University of Education, Winneba
APRIL, 2021