CLASSROOM MANAGEMENT PRACTICES ADOPTED BY TEACHERS FOR PROMOTING ACADEMIC ENGAGEMENT IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

The study examined teacher’s use of appropriate teaching methods and effective communication
skills as classroom management practices for promoting student’s academic engagement in
Anambra State. Two research questions guided the study while two hypotheses were tested at
0.05 alpha level. A descriptive survey research design was adopted for the study. The population
of the study comprised of 1072 male and 6176 female teachers making 7,248 in the 267 schools
in the six education zones of Anambra State. A sample size of 487 made up of 64 male and 423
female teachers in government owned secondary schools in the selected Education Zones was
drawn using multistage sampling procedure. A researcher-developed questionnaire title Teachers’
Classroom Management Practices for Promoting Students’ Academic Engagement in Secondary
School (TCMPPSAESS) was used for data collection. The instrument was validated by three
experts. The reliability of the instruments was established using Cronbach alpha method. The
reliability of instrument coefficients obtained was an overall index of 0.986. In answering the
research questions and testing the hypotheses, descriptive (mean and standard deviation) and
inferential (t-test) statistics were used. The findings revealed among others that teachers' use of
appropriate teaching methods, and effective use of communication skills promote students’
academic engagement. The study concluded that both female and male teachers' use of
appropriate teaching methods, and effective use of communication skills as classroom
management practices promote students' academic engagement in Anambra State and thus
recommended among others that curriculum planners should propose more effective strategies
that would continue to enhance teachers’ classroom management practices for better engagement
of students academically in Anambra State.