Rules and Routines as Effective Classroom Management Techniques on Perceived Students’ Academic Achievement in Shorthand in EDO State, Nigeria
Keywords:Academic achievement, classroom management techniques, rules, routines, shorthand
Purpose: The instruction of shorthand is facing serious criticism among teachers in Edo state. There are doubts on the actual classroom management techniques used in teaching shorthand, leading to poor academic achievement of the students. The study seeks to investigate rules and routines as effective classroom management techniques on perceived students’ academic achievement in shorthand in Edo state, Nigeria. Methodology: Two research questions and hypotheses were tested at 0.05 level of significance for the study. Descriptive survey research design was adopted for the study. The population of the study was 134 teachers, hence, as there was no sampling which was done. The instrument for collecting data tagged Teachers Classroom Techniques on Students Academic Achievement in Shorthand. The instrument used was validated by three experts. Cronbach’s alpha method was used to compute reliability of the instrument which yielded a reliability coefficient of 0.83. T-test was used to test the hypotheses. Findings: The findings from the study revealed that classroom rules and classroom routines have to a high extent influence student academic achievement in shorthand. It also shows that teachers did not differ significantly on classroom management influence on student academic achievement in shorthand with respect to male and female teachers and rural and urban located teachers. Implications: Consequently, it was recommended that institutions should encourage training and retraining of business studies teachers on classroom management techniques that will lead to increased academic achievement. Originality: There is dire need for an effective classroom management technique in shorthand to enable shorthand instruction to be efficient in schools. Conclusion: Based on the findings of this study, the researcher concluded that the classroom management techniques highly influence students’ academic achievement in shorthand.
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