Abstract:
The study was conducted to examine the effect of classroom management practices on
academic performance in selected Senior High Schools in the Kumasi Metropolis of the
Ashanti Region. The objectives of the study were to examine the effect of classroom
discipline management on academic performance, determine the effect of classroom
instructional methodologies on academic performance, examine how instructional
supervision affects academic performance and to examine the influence of supportive
responses on academic performance in Senior High Schools in the Kumasi Metropolis.
Descriptive survey design was used. The target population was 350 teachers, and 4890
students of 4 public secondary schools. Simple random sampling was used to select 88
teachers and 489 students. Questionnaire was used for the study. The reliability test
yielded Cronbach Alpha of 0.80. Data collected were analyzed, using descriptive and
inferential statistics. The study found that using different instructional methods during
lessons aid in enhancing learning and academic achievement of learners. Also, interactive
instructional methods greatly improved learners’ academic achievement in this school.
Heads ensure that teachers are always present in classes during lessons which improve
learners’ achievement in examinations. Supportive response on academic performance
the study revealed were praising learners for good performance and positive interaction
between teachers and learners. It is recommended, based on the findings, that the Kumasi
Metropolitan Directorate of Education should ensure the sustenance of the classroom
management practices that promote teaching and learning to improve learners’ academic
performance.
Description:
A Dissertation in the Department of Educational Leadership, Faculty of Education
and Communication Sciences submitted to the School of Graduate Studies, Akenten
Appiah-Menka University of Skills Training and Entrepreneurial Development, in
partial fulfilment of the requirements for award of the Master of Arts (Educational
Leadership) degree