TABLE OF CONTENTS
Abstract
CHAPTER ONE
1.0 Introduction
1.1 Background of Study
1.2 Statement of Problems
1.3 Research Objectives
1.4 Research Question
1.5 Research Hypothesis
1.6 Scope of Study
1.7 Significance of study
1.8 Limitation of study
1.9 Definition of terms
CHAPTER TWO
2.0 Literature Review
CHAPTER THREE
3.0 Research methodology
3.1 Research Design
3.2 Population of study
3.3 Sampling Design and Procedure
3.4 Data Collection Instrument
3.5 Administration of Data Collection Instrument
3.6 Methods of data analysis
CHAPTER FOUR
4.0 Data Presentation and Analysis
4.1 Data Presentation
4.2 Test of Hypothesis
CHAPTER FIVE
5.0 Summary, Conclusion and Recommendation
5.1 Summary
5.2 Conclusion
5.3 Recommendation
References
Questionnaire
CHAPTER ONE
INTRODUCTION
1.1Background of the study
Although there is no agreed-upon definition of classroom management, the framework offered by Evertson and Weinstein (2006) represents a current and widely accepted view. According to Evertson and Weinstein, classroom management has two distinct purposes: “It not only seeks to establish and sustain an orderly environment so students can engage in meaningful academic learning, it also aims to enhance student social and moral growth”. Classroom management, often called classroom discipline, has been a priority for teachers for nearly 40 years, or for as long as there have been opinion surveys of educational priorities. For example, the Gallup Poll designed to assess perceptions of public education (Rose & Gallup, 2006) has consistently cited classroom management/school discipline as a major issue.
In a 2006 survey of Pre-K through 12th grade teachers conducted by the American Psychological Association (APA), teachers identified help with classroom management and instructional skills as their top need. Results from over 2300 responses showed that teachers wanted assistance with classroom management because of their concerns about student safety and their desire for strategies to deal effectively with students’ negative and/or disruptive behaviors.
Primary Education is the initial stage of education and has as its basic aim to create, establish and offer opportunities to all children, regardless of age, gender or country of origin, to achieve a balanced cognitive, emotional and psychomotor development.
Pre-Primary Education is compulsory for all the children that have reached the age of four years and eight months by the 1st of September of the year their tuition is due to begin.
Attendance of Primary Education is compulsory for all the children that have reached the age of five years and eight months. Most preschools and kindergartens are privately owned, but they register with the government and follow federal guidelines. They are normally very expensive, so only the wealthy can afford to send their children to preschools and kindergartens. The federal government initiated an early Childhood Care Development Education (ECCDE) program in the early 1990s, but rapid changes in political events prevented it from making progress.