CHAPTER ONE

GENERAL INTRODUCTION

This chapter focus on background of the study and it comprised of historical, conceptual and contextual background. The chapter also discuss the problem statement, research objectives, research questions, hypothesis scope and delimitation of the study and the operational definition of terms.

Background of the Study

This research seeks to explain the relationship between classroom management and students learning in secondary schools within the Bamenda III municipality.

Historical Background

With the growing number of research resources and behavior studies, modern day schools have changed drastically in their use of effective classroom management. The use of classroom management has emerged as a huge contributor of the overall success of students. A positive classroom environment enhances the learning experience of both the teacher and students. Many classroom management styles have evolved over the years which include good behavior game by Barrish, Saunders and Wolf, assertive discipline without stress punishment or reward by Dr. Marvin Marshall. With the introduction of public schools in the United States, classroom management began to emerge as an important aspect of the classroom environment.

According to B.F Skinners theory of operant conditioning and schedules of reinforcement, he introduced the idea that behavior can be shaped and modified. This led to the future studies conducted by numerous behavior therapist. The idea the behavior can be shaped led to a movement in public school systems. Modern and practical forms of classroom management began to emerge as a way to shape and modify behavior in students. Classroom management in the 1800s by B.F Skinner. Private schools allowed children born into wealthy families’ educational opportunities. Classroom management was often unnecessary and corporal punishment was used when needed and children attending these private schools were expected to behave in an orderly and respectful manner and these expectations were societal norms (early stages of classroom management 1600s-1700ss) common types of classroom management during this time includes Rote discipline which involved repeated copying of classroom rule broken, corporal punishment which involve the use of a paddle, switch or belt in physical punishment. Classroom management was not important in the colonial period because overcrowded, one room schoolhouses often prevented the use of practical management techniques.

Conceptual Background

The concepts of the study would include concepts like classroom, classroom management styles.

Classroom Management

According to Marzamo et al (2003) the foundation of successful management is the effective classroom leader who uses different types of strategies with different types of children who possess special classroom management techniques and who design classroom curriculum.

Proper classroom management creates an ideal environment for learning. This is important for teacher and students’ safety, happiness and productivity. A successful classroom management system will help prevent teacher burnout and reduce the need for yelling, scolding or other stressful discipline method that cause friction between teacher and student. This kind of environment enhances learning, as well as social/emotional environment. Managing classroom is more than just establishing a set of rules.

According to MDRC building knowledge to improve social policy January 2006 pg 4  Students’ beliefs about their competence and their expectations for success in school have been directly linked to their levels of engagement, as well as to emotional states that pro- mote or interfere with their ability to be academically successful. For example, students who believe they are academically incompetent tend to be more anxious in the classroom and more fearful of revealing their ignorance.8 They fear that educational interactions will result in embarrassment and humiliation, and this, in turn, inhibits them from behaving in ways that might help them, such as asking questions when they are confused or engaging in trial-and-error problem- solving. In addition, such students are more likely to avoid putting much effort into a task so that they can offer a plausible alternative to low ability or lack of knowledge as an explanation for failure — for example, “I could have done it if I tried, but I didn’t feel like doing it.”

Student Learning

Student learning refers to the measurable skills, attitudes and knowledge of the learner as a result of participation on and educational activity  MDRC building knowledge  to improve social policy January 2006 pg 3 Student engagement can be defined as the level of participation and intrinsic interest that a student shows in school.1 Engagement in schoolwork involves both behaviors (such as persistence, effort, attention) and attitudes (such as motivation, positive learning values, enthusiasm, interest, pride in success). Thus, engaged students seek out activities, inside and outside the classroom, that lead to success or learning. They also display curiosity, a desire to know more, and positive emotional responses to learning and school.

Extensive evidence exists that engagement and motivation are critical elements in student success and learning. Researchers agree that engaged students learn more, retain more, and enjoy learning activities more than students who are not engaged. Studies have shown a direct link be- tween levels of engagement and achievement in reading and mathematics. Many school-level studies have identified higher levels of student engagement as important predictors of scores on standardized achievement tests, classroom learning and grades, and student persistence.

Curriculum Implementation

Curriculum implementation refers to how teachers deliver instruction and assessment through the use of specified resources provided in a curriculum. Curriculum designs generally provide instructional suggestions, scripts, lesson plans, and assessment options related to a set of objectives. Such designs focus on consistency to help teachers successfully implement and maintain the curricular structure in order to meet various objectives (Wiles & Bondi2014). Having curriculum alignment between the same grades and the preceding grades levels offers consistency in supporting curriculum implementation and expectations designed to promote student preparedness and growth (Tweedie & Kim, 2015). Understanding the beliefs and concerns of teachers can provide insights into whether curriculum implementation will meet with success or failure. McNeill et al. (2016) and Rakes and Dunn (2015) have all substantiated this notion by addressing the impact of teachers’ beliefs about given objectives in science curricula. McNeill et al. (2016) found that teachers’ beliefs significantly influence their decisions for instruction.   McNeill et al.’s (2016) primary recommendations included preparing teachers through collaborative opportunities; specifically, professional development should make sure that teachers fully understand the objectives and receive time to try the new curriculum with a class to support it effectiveness. The need for teacher understanding and efficacy when implementing a new curriculum is apparent, especially considering the impact of these factors on student learning.

To ensure that the curriculum is effectively implemented with fidelity, school environment should be aligned to the specific learning goals provided in the curriculum 

(MacDonald, Barton, Baguley, & Hartwig, 2016; Phillips, Ingrole, Burris, & Tabulda, 2017). Curriculum implementation encompasses different components, including the delivery of the curriculum through resources and instructional practice (Causarano, 2015). In addition, teacher preparedness for curriculum implementation plays a vital role (McNeill et al., 2016). The findings from their study supported the need for teachers to know the curriculum well as well as established a stimulating school environment to strengthen the successful implementation of curriculum. Content instruction depends on the quality of the explanations the teachers offer (MacDonald et al., 2016). MacDonald et al. Sometimes the problem with implementation results from a problem with the curriculum itself and the environment in which the curriculum is presented (Caropreso, Haggerty, & Ladenheim, 2016). Bell pointed out another necessary component when considering the effective curriculum implementation, he reinforced the role conducive school environment played in the implementation of the curriculum (Caropreso et al., 2016; McNeill et al., 2016).

Teaching methods /strategies

It refers to the broader techniques used to help students achieve learning outcomes while activities are different ways of implementing these methods. There are different types of teaching methods that can be categorized into four broad types which are teacher cantered, learner centered, content-focused and interactive/participative methods. Teaching methods helps student to master the content of the course, learn how to apply the content in a particular context. Instructors should identify which teaching methods will properly support a particular learning outcome. Its effectiveness will depend on this alignment to make the most appropriate choice an instructor should consider learning outcomes, students’ needs and the learning environment.

Classroom management styles

The international journal of innovative research and development defines classroom management as skills employed by the teacher to get students to organize, maintain, discipline and create a safe and conducive learning atmosphere. The paper identified the importance of classroom management as achieving effective teaching, fewer behavior problems and efficient use of time. Various ways of effectively managing the classroom where highlighted such as setting of rules, have expectations, be firm and consistent, be organized and lead by example.

Curriculum implementation

The term curriculum has been defined differently by different scholars. Garba (2004) defined curriculum implementation as a process of putting the curriculum into work for the achievement of the goals for which the curriculum was designed for. Okebukola (2004) also described curriculum implementation as translation of curriculum from paper to practice. Such designs focus on consistency to helps teachers to effectively implement and maintain the curricular structure in order to meet various objectives. It is often difficult for teachers to manage their classroom effectively. This is true especially when they are new to teaching. A curriculum can provide teachers with the tools they need to be successful in the classroom some of which may include; the curriculum reinforces class rules, prevent discipline problems, provides consistency in the classroom, and helps with the culture of the classroom and many others. In order for the curriculum to support classroom management, it must be comprehensive and include all of the necessary standards and objectives.

Theoretical background

Various theories have been used to explain the relationship between classroom management and students learning.

Social learning theory of Albert bandura

These theory revolves around the idea the humans learn from observing and imitating behavior modelled by others. Bandura labeled this phenomena as observational learning. This process of social learning involves some steps. The first step which id attention which states for a student to learn a lesson must engage to sufficiently hold their attention, the second step which is retention which means an individual needs to be able to remember detail of what they have seen or heard, the third step is reproduction; here the students are given time to practice the observed behavior, the fourth and final step is motivation where students must be able to see the benefits of a new behavior for long term assimilation. Social learning theory was used in this study because it can be used to encourage and teach desirable behaviors in the classroom through the use of positive reinforcement and rewards.

B.F Skinner Theory of Operant Conditioning

This theory is also known as instrumental conditioning. Skinner is regarded as the father of operant conditioning but his work was based on Thorndike’s (1898) law of effects which states that “behavior that is followed by pleasant consequences is likely to be repeated, and behavior that is followed by unpleasant consequences is less likely to be repeated”. Skinner introduced a new law term into the law of affect reinforcement. He studied operant conditioning by conducting experiments using animals which he placed in a  Skinner box ( operant conditioning chamber) is a device used to record animals behavior in a compressed time frame. An animal can be rewarded or punished for engaging in a certain behavior such as level pressing for rats, and key pecking for pigeons.  From this Skinner identified three types of responses which are neutral operands, rein forcers and punishers. In the classroom a student is either rewarded or punished for a certain behavior and the students responses from the teacher’s reaction could either be neutral operands, reinforcers, or punishers.

Statement of the problem

The observations in secondary schools on how the teaching and learning process is carried out, shows that both old and beginning teachers face a lot of challenges in trying to provide a classroom environment that encourages learning. Must teachers spend a great deal of their time trying to manage disruptive behavior in the classroom and end up being un able to Classroom management is of paramount importance in shaping learners output. However, classroom management techniques, teaching methods makes learning easier. The relationship between classroom management and learning has been an issue of concern to all stakeholders in education. Classroom management is becoming stressful for the teaching and learning process because instructional materials are inadequately provided, infrastructural facilities are in horrible conditions, qualified teachers and facilities that promote teaching and learning are in short fall.

Research Objectives

Main Research Objectives

The main objective of the study is to determine the relationship between classroom management and students learning.

Specific Objectives

• To examine the effects of teaching methods on students learning
• To examine the effects of classroom management techniques on students learning.
• To examine the effects of the curriculum implementation on students learning.

Research Question

Main Research Question

What is the contribution of classroom management on students learning in secondary schools?

Specific Research Question

• To what extent does teaching methods affect classroom management and students learning?
• Does classroom management techniques affects students learning?
• Does the curriculum affect classroom management and students learning?