Full Project – THE INFLUENCE OF CLASSROOM PRACTICES ON THE ACADEMIC PERFORMANCE AND ENGAGEMENT OF SECONDARY SCHOOL STUDENTS
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CHAPTER ONE
INTRODUCTION
Background to the study
The influence of classroom practices on the academic performance and engagement of secondary school students in Lagos is a topic of great importance. Classroom practices refer to the teaching methods, strategies, and activities employed by teachers in the classroom. These practices can have a significant impact on students’ learning outcomes and overall educational experience.
Research has shown that effective classroom practices can enhance students’ academic performance and engagement. When teachers use interactive and student-centered approaches, such as group work, discussions, and hands-on activities, students are more likely to be actively involved in the learning process. This active engagement promotes deeper understanding, critical thinking, and problem-solving skills.
On the other hand, ineffective classroom practices, such as lecture-based teaching and rote memorization, can hinder students’ academic performance and engagement. These traditional methods often lead to passive learning, where students are merely passive recipients of information. This can result in disengagement, boredom, and a lack of motivation to learn.
Similarly, teachers in classrooms with a substantial proportion of students with special needs may find it particularly challenging to judge the performance of some or all of their students accurately or may tend to assign differential weight to different factors in their judgments (Martínez and Mastergeorge, 2002).
It has been proved that teachers have an important influence on students’ academic achievement. They play a crucial role in educational attainment because the teacher is ultimately responsible for translating policy into action and principles based on practice during interaction with the students (Afe, 2001). In their study, Wright, Horn and Sanders (1997) concluded that the most important factor influencing student learning is the teacher. Teachers stand in the interface of the transmission of knowledge, values and skills in the learning process.
Adeyemi (1982) says teaching techniques become a unifying and complimentary force which when planned properly by a teacher is a vital determinant of students academic performance in any subject. Therefore in learning any school subject, three stages are usually distinguishable. First is the acquisition stage, followed by the retention and then the recall stage. Acquisition stage denotes or entails exposure to the materials to be learnt by. The students In retention stage, what has been learnt is stored away while in the third stage that which has been learnt is produced either for tests or examinations.
According to Rivkin, Hanusheck and Kain (2005), there has never been consensus on the specific teacher factors that influence students’ academic achievement. Researchers have examined the influence of teacher characteristics such as gender, educational qualifications and teaching experience on students’ academic achievement with varied findings. Akiri and Ugborugbo (2008) found that there was a significant relationship between teachers’ gender and students’ academic achievement. This is contrary to Dee cited in Akiri and Ugborugbo (2008). Yala and Wanjohi (2011) and Adeyemi (2010) found that teachers’ experience and educational qualifications were the prime predictors of students’ academic achievement. However, Ravkin et al (2005) found that teachers’ teaching experience and educational qualifications were not significantly related to students’ achievement.
Akinsolu (2010) asserts that availability of qualified teachers determined the performance of students in schools. Coonen (1987) emphasizes that teachers involved in in-service training were more effective in classrooms as compared to teachers who had not undergone training. Wirth and Perkins (2013) indicate that teacher’s attitude contributed significantly to student attention in classrooms whereas Adesoji and Olatunbosun (2008) illustrates that student attitude was related to teacher characteristics. This therefore meant that teacher’s attitude directly affected students’ attitude. On teacher personality, Adu and Olatundun (2007) contend that teachers’ characteristics are strong determinants of students’ performance in secondary schools.
Furthermore, the influence of classroom practices on students’ academic performance and engagement is also influenced by factors such as teacher-student relationships, classroom management, and the learning environment. A positive and supportive classroom climate, where students feel valued, respected, and safe, can greatly enhance their academic performance and engagement.
The influence of classroom practices on the academic performance and engagement of secondary school students in Lagos is a critical area of study. By understanding and implementing effective teaching methods and strategies, educators can create a conducive learning environment that promotes active engagement, deep learning, and improved academic outcomes for students.
Statement of the Problem
The problem of classroom practices and their influence on the academic performance and engagement of secondary school students in Lagos is an important issue that needs to be addressed. The quality of classroom practices can have a significant impact on students’ learning outcomes and overall engagement in the educational process.
One of the main problems is the lack of effective teaching strategies and instructional methods being used in classrooms. Many teachers in Lagos may still rely on traditional lecture-based approaches, which can be passive and less engaging for students. This can result in decreased motivation and interest in learning, leading to lower academic performance.
Another problem is the limited use of technology in classrooms. With the rapid advancement of technology, it is crucial for students to be exposed to modern tools and resources that can enhance their learning experience. However, many schools in Lagos may not have access to adequate technology infrastructure or trained teachers who can effectively integrate technology into their teaching practices.
Additionally, the issue of overcrowded classrooms is a significant problem in Lagos. With a large number of students in a single classroom, it becomes challenging for teachers to provide individual attention and personalized instruction to each student. This can hinder students’ academic progress and engagement, as they may feel neglected or overlooked in such a crowded environment.
Overall, addressing the problem of classroom practices and their influence on the academic performance and engagement of secondary school students in Lagos requires a comprehensive approach. It involves implementing effective teaching strategies, integrating technology into classrooms, and addressing the issue of overcrowding. By doing so, we can create a conducive learning environment that promotes active engagement and enhances students’ academic performance.
Purpose of the Study
This study generally examines influence of classroom practices on the academic performance and engagement of secondary school students in Agege Local Government. Specifically, the study intends to find out:
- The effect of teaching methods on students’ academic performance and engagement.
- The effect of teachers’ qualification on students’ academic performance.
- The influence of classroom environment on academic performance of students in secondary schools.
- The availability and utilization of teaching aids in Secondary Schools.
Research Questions
- How does teachers’ classroom practice affect students’ academic performance and engagement?
- How does teachers’ qualification affects students’ academic performance?
iii. Does classroom environment affect students academic performance in secondary schools?
- To what extent is the availability and utilization of teaching aids in Secondary Schools?
Research Hypotheses
H1: There is no significant relationship between teachers’ classroom practices and students’ academic performance & engagement.
H2: There is no significant relationship between teachers’ qualification and students’ academic performance.
H3: There is no significant relationship between classroom environment and students’ academic performance.
H4: There is no significant relationship between availability of teaching aids and students’ academic performance.
Significance of the Study
The significance of the study are stated below:
The school administrators may use findings from the study to understand the factors affecting teachers classroom practice and students academic performance in secondary school.
The study will serve as a guide to head teachers and Board of Governors, parents and teachers’ association, members of the public, district education officers, district inspectors of schools to realize the effects of poor remuneration on teacher performance to improve, maintain, develop and retain such manpower.
Again, it will enable secondary school proprietors to be able to plan systematically for staff retention. Other stakeholders of education (parents, students, teachers, support staff, donors) will use the findings of study as a checkpoint to happenings of the same nature.
Furthermore, it will contribute to the existing body of knowledge and will stimulate other researches as in areas of staff retention in government secondary schools.
This study is quite significant in the sense that it will be useful to educationists, psychologists, counselors, parents, teachers and students in other to throw more light and expatiate further on how to improve students’ academic performance.
Scope of the Study
The work examines influence of classroom practices on the academic performance and engagement of secondary school students in Agege Local Government in Agege, Lagos. The research study is limited to the selected institutions under study.
Definition of Terms
The under listed terms are relevant to this research study:
Academic performance: Academic performance is the outcome of education the extent to which a student, teacher or institution has achieved their educational goals.
Student engagement: Student engagement occurs when “students make a psychological investment in learning. They try hard to learn what school offers.
Teaching Aids: Items used in the classroom to aid teaching and training. May be visual aids or interactive tools
Classroom Practice: Classroom practice is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly.
Student: Student is a person formally engaged in learning, especially one enrolled in a school or college.
Teacher: A teacher or schoolteacher is a person who provides education for pupils (children) and students (adults).
Classroom: A room or place especially in a school in which classes are conducted.
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