Classroom management strategies and pupils learning outcomes in Lawra Municipality

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.