Abstract:
The present study entitled “Class-room Management and Academic performance of
Pre- School children of Atwima Nwabiagya North. This study aimed to find out the
impact of classroom management on teaching and learning of pupils in Atwima
Nwabiagya North District in Ashanti region. The objectives of the study were to find
out the impact of classroom rules and regulations management on pre-school
children’s academic performance, determine the impact of classroom discipline
management on pre-school children academic performance. Quantitative research
approach in line with descriptive survey was used in this study. The sample size for
the study was seventy. Purposive and simple random sampling techniques were used
in this study. A questionnaire was used as the major tool to collect data for the study.
Data collected was analysed using descriptive statistics such frequency tables,
percentages, and simple counts. The study established that, there are a set of rules and
regulations in the ECE class managed teachers. The study found out that when
children are disciplined it enhances their academic performance. The study concluded
that classroom rules and regulations management affect pre-school children’s
academic performance largely. The study recommends that school management
continue ensuring that all children are well disciplined for this has been found to have
influence on children academic performance. The study also recommends that all
stakeholders including the government take the initiative role of ensuring that the
right resources are placed in the right schools and for right purpose.
Description:
A thesis in the Department of Early Childhood Education,
Faculty of Educational Studies, submitted to the School of
Graduate Studies in partial fulfillment of the requirements
for the award of the degree of
Master of Education
(Early Childhood Education)
in the University of Education, Winneba
