Conducive Classroom Environment for Science Education: Teacher Effectiveness and Management of Classroom Environment in Nigeria is project materials from chapter one to five with references and abstract. download now
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ABSTRACT
This project is aimed at finding out the role of teachers in creating and maintaining a Conducive Classroom Learning Environment in Primary schools in Etsako Central Local Government Area of Edo State.
In carrying out this study a total of twenty (20) items questionnaires was formulated and administered to eighteen (18) primary schools teachers and another twenty item questionnaire constructed and administered to one hundred and eighty primary schools pupils randomly selected from six (6) primary schools thirty (30) each from
the randomly selected schools in Etsako Central Local Government Area of Edo State.Simple percentage was used in analyzing the data collected in taking our decisions,39.87%, 13.52%, 2.8%, 28.4%, and 15.41% for SA, A, U, SD and D. respectively Therefore, hypotheses 1 and 2 were rejected.Â
TABLE OF CONTENT
Title page
Certification
Dedication
Acknowledgement
Abstract
Table of content
CHAPTER ONE
Introduction
Purpose of the study
Significance of the study
Statement of problem
Research Questions
Hypothesis
Scope of Study
Delimitation of the study
Definition of terms
CHAPTER TWO
Review of related literature
Class room management
CHAPTER THREE
Research Methodology
Research Design of the study
Population of the study
Sample and sampling techniques
Instrumentation
Method of Data Collection
Method of Data Analysis
CHAPTER FOUR
Data analysis and interpretation of results
Presentation and Data Analysis
Hypothesis/ Research Questions
of findings
CHAPTER FIVE
Summary, conclusion and recommendation
Discussion of findings
Conclusion and Recommendation
Reference
Appendix I
Appendix II
Appendix III
CHAPTER ONE
INTRODUCTION
The classroom management refers to some forms of arrangement and coordination that go on in the classroom. Whenever activities are not organized, there will be confusion and chaos. It is not likely that the activity will be carried out properly.
Every teacher knows that a safe, clean, comfortable and attractive classroom can stimulate learning and help build a classroom community. But for many teachers, setting up the physical environment of their classrooms can be quite daunting, especially when faced with old buildings, crowded classrooms and insufficient storage space. You can make the most of your classroom environment by carefully considering your needs and the needs of your students.
Survey Your Classroom: Looking at the Basics
the first things to consider when organizing your classroom are cleanliness, light and temperature. Although you may not have complete control over some of these elements, try to make or suggest improvement as necessary.
The Floor Plan:Assessing Your Needs
Once you have checked the basic elements in your classroom, think about your floor plan. It should maximize classroom space and reflect your individual teaching style.
any of these guidelines hold true for the middle and upper grades, too. However, older students often spend more time seated in one area. Take your teaching style and lesson plans into consideration as you consider the different types of seating arrangements you might employ.
Positive, safe, and clean school environment is essential to sound child development and high level learning and is directly linked to pupil academic performance. Pupils learn best and achieve to their fullest potential when they are taught in an environment where they are physically,socially, and emotionally safe.
A positive school environment is associated with fewer pupil behavioral and emotional problems, increased academic success, and higher rates of staff retention which is important for providing a consistent set of adults whom pupils learn they can trust throughout their academic careers.
Feeling unsafe, however, adversely impacts pupil motivation, attitude, behavior, and overall functioningin school while also producing lower levels of academic achievement. The daily incidents of gossiping,bullying, and fighting that occur regularly in today’s schools are far more likely to contribute to pupils’and teachers’ overall sense of safety, or lack thereof, than the major incidents of school violence that are often reported in the media.
Therefore, creating a safe and secure school environment involves multiple facets of a school environment, including the school climate, norms, goals, values, interpersonal relationships, and the physical state of the building.
In order for pupils and staff to perform at their best, they must feel safe in all aspects of their experiences, which requires a concerted effort on the part of all stakeholders.
To support safe and productive learning environments, schools can engage in several evidence-based targeted strategies to improve school climate. These efforts should be relationship-focused so that everypupil connects to the school structure, and based on a curriculum that promotes social, emotional,and civic competencies along with content-area competencies.
Also, any attempt to improve school climate should emphasize pupils’ unique strengths and use diverse and increasingly intensive approaches to support pupils’ academic abilities.Several important strategies and resources can be used to create safe, positive, and secure school environments: the quality of relationships between staff and pupils and their families; additional staff and supports from the community, including law enforcement and social service agencies; and the physical state of a school building such as air quality, noise levels, lighting, and temperature.
Research also shows that schools need additional staff, and other supports from the community in orderto expand pupils’ access to counseling, anger management, and peer mediation services.
Additional pro-active partnerships with law-enforcement and social service agencies, including deliberate strategies to prevent bullying, gang activity, and other issues that put pupils and staff at risk can provide some of the supports schools need.
Also, consistently disruptive and potentially violent pupils should be placed in alternative settings. Schools should have the ability to place pupils who put themselves and others at risk in high-quality alternative education programs, distance learning opportunities, or other schools that can meet their academic, behavioral, and emotional needs while also providing job training.
Administrators and teachers in these alternative settings need appropriate training for working with and teaching these pupils.
There is also research to suggest that stricter dress codes and/or uniforms,when used in conjunction with other reform efforts, can reduce the perception of violence in schools and alter the school climate in positive ways. Stricter dress codes and uniforms can lead to fewer distractions, increased self-esteem, and less gang activity in schools.
PURPOSE OF THE STUDYÂ
The purpose of this study is to find out how conducive classroom environment for science education: teacher effectiveness and management of classroom environment in Etsako Central Local Government Area of Edo State
SIGNIFICANCE OF THE STUDY
How conducive classroom environment for science education: teacher effectiveness and management of classroom environment in Etsako Central Local Government Area of Edo State, and it is one veritable tool any government can use in stabilizing the teaching profession by giving it a sound footing and boosting it among any other profession or professional as the case may be.
STATEMENT OF THE PROBLEM
These researchers seek to investigate How conducive classroom environment for science education: teacher effectiveness and management of classroom environment in Etsako Central Local Government Area of Edo State .
It is on this basis that this study was designed to identify and examine ways the operators can create and maintain a conducive classroom environment for science education: teacher effectiveness and management of classroom environment in Etsako Central Local Government Area of Edo State.
RESEARCH QUESTIONS
In the course of this research work, the following questions were noted:
- Do teachers need to create and maintain a conducive classroom learning environment in our primary schools?.
- Do pupils gain more when the teachers create and maintain a conducive classroom learning environment in primary schools ?.
- Do Government, Society, Community and the entire Nation gain more when the teachers create and maintain a conducive classroom learning environment in primary schools?.
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