Classroom Environment and Pupils Academic Performance in Mathematics
Abstract
The main purpose of this study was to examine classroom environment and academic performance of pupils’ in Mathematics in Oruk Anam Local Government Area of Akwa Ibom State. The population of the study consisted of all the Primary (5) pupils in all Public Primary Schools in Oruk Anam Local Government Area, Numbering Two thousand, eight hundred and seventy four (2,874). One hundred and twenty (120) pupils were selected from eight (8) primary schools to form a sample size through a simple random sampling technique. The design used was descriptive research design. Three research questions and three hypotheses were formulated to guide the study. The instrument used for data collection was classroom Environment and pupils academic performance in Mathematics Questionnaire (CEAPMQ)”. The data collected was analyzed using Pearson Product Moment Correlation (PPMC). The findings revealed that, schools with availability and well usage of learning facilities performed more significantly better than those without, small class size has significant relationship on academic performance of pupils in mathematics than those with large class size, it also, signifies that teachers effectiveness in lesson delivery will help the pupils to performed well in mathematics. It was recommended that, adequate incentives should be provided to rural teachers to encourage them put in their best in their work and the Parent Teachers Association (PAT) should help in providing some facilities in the schools.
TABLE OF CONTENTS
CONTENTS PAGES
Abstract – – – – – – – – – v
CHAPTER ONE:- INTRODUCTION
- Background to the Study – – – – – – 4
- Statement of the Problem – – – – – – 4
- Purpose of the Study – – – – – – 5
- Research Questions – – – – – 6
- Research Hypotheses – – – – – – 6
- Significance of the Study- – – – – – – 7
- Limitation of the Study. – – – – – – 7
- Delimitation of the Study – – – – – – 7
- Operational Definition of Terms – – – – – 7
CHAPTER TWO:- LITERATURE REVIEW
2.1 Concept of Classroom Environment- – – – – 14
2.2. Availability / usage of learning Facilities in the
Classroom and Academic Performance in Mathematics.- – – 16
2.3 Class Size and Academic Performance of Learners – – 18
2.4 Teacher’s Effectiveness in the Lesson Delivery and Academic
Performance of Pupils in Mathematics.- – – – — 20
2.5 Summary of the Related Literature – – – – – 21
CHAPTER THREE – RESEARCH METHOD
- Area of the Study – – – – – – 23
- Research Design – – – – – – 21
- Population of the Study – – – – – – 23
- Sample and Sampling Technique – – – – 24
- Instrumentation for data collection – – – – 24
- Validation of the instrument – – – – – 23
- Method of Data Collection – – – – – – 25
3.8 Method of Data Analysis – – – – – – 25
CHAPTER FOUR: – DATA ANALYSIS AND DISCUSSION OF FINDINGS
4.1 Results Presentation – – – – – – 30
4.2 Discussion of Findings – – – — – – 33
CHAPTER FIVE:- SUMMARY, RECOMMENDATIONS, CONCLUSION AND Suggestion for Studies
- Summary – – – – – – – – 31
- Recommendations – – – – – – – 32
- Conclusion – – – – – – – – 33
REFERENCES – – – – – – – – 38
APPENDIX – – – – – – – – – 41
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
A Country that desire overall national development invests adequately in education of her citizens at all levels having recognized the fact that national development hangs on qualitative education. The quality of higher education depends on the classroom environment which would vividly helps to improved the academic performance of pupils. Individual acquires knowledge, either formally or informally, the purpose of which is to enable the individual become useful to himself and society at large Ukpong (2008).
Education whether formal or informal is usually creates an opportunity for the development of the tripartite man which enable the individual to live a desirable life in the society. This is why education is seen as very significant industry and veritable tool for national development by countries of the world. And this explains why priority attention is been paid by countries, Government, States, Communities and individuals to ensure and develop it in all ramification.
Education generally takes place anywhere (formal and informal). But formal education specifically takes place in the school. The school like every other school system constitutes learning environment which made up of parts that works inter and intra-dependently towards the attainment of common goal. These inter-dependent parts include all aspects in the teaching and learning process Udoukpong (2011).
Classroom plays important and vital role in pupils’ performance and behaviour modification. Classrooms environment are the catalysts of change; they are the torch bearers always lighting the path towards progress of the world in all its facets.
The classroom still remains to be the main learning environment in the schools although learning can take place in other venues for pupils’ to attain their full potential in academic performance. It is what teachers think, what teachers do and what teachers are at the level of the classroom that ultimately shape the kind of learning that pupils’ get.
Classroom Environment and Pupils Academic Performance in Mathematics
So, classroom environment is so much influenced by the teacher’s daily mood and is so much affecting the pupils academic standing in the classroom. Some pupils prefer classroom environment as friendly because lots of activities that take place in classroom shape their personality and gear them to better academic performance.
According to Whitaker (2009), the main factor in the classroom is not the pupils, but the teacher. Great teachers have high expectations for their students, but even higher expectations for themselves Effiong (2007). These teachers recognize the importance to effect there. “Good teachers put snags in the river of children passing by, and over time, they redirect hundreds of lives. There is an innocence that conspires to hold humanity together.
However, Whitaker (2009) reported that teachers are the first most important point of contact in a pupil’s life. Despite the countless reforms and programs implemented to improve education, no other element can be as profound as the human element. He urges, “It’s the people, not the programs”
Classroom social environment plays an important role in development for school-aged-children. Pupil experiences within the classroom help to develop their behavioural, social, and academic skills. The quality of the interactions that pupils have with their teachers predicts later academic success Pianta & Rollins (2009). Classroom characteristics, such as class composition, student-teacher characteristics, pupil interactions with peers and teachers, classroom values, and classroom beliefs all influence pupils’ academic development.
Classroom environment has great impact on academic performance. Teacher’s attitude and behaviour are vitally important, genuine involvement of pupil in class activities, flexibility of rules used by teachers, communication, competition, staff morale also plays crucial role, use of new techniques, planning various activities – assignments- encouraging creative thinking in pupil, affiliation between classmates and teacher etc. are various factors which influence academic performance of pupils in the classroom.
1.2 Statement of the Problem
Over the years, there are still unprecedented poor academic performances among mathematics pupils in Nigeria Primary Schools Specifically in Oruk Anam Local Government Area of Akwa Ibom State despite the effort of teachers, Government and parents towards effective teaching and learning of schools subjects by teachers and pupils.
A lot of reasons have been advanced for this menace particularly with regard to the human factors such as adequate school buildings, well equipped classroom, good library and suitable textbooks, good administrative management, professionally qualified teachers, good laboratory equipment as well as good location in some schools while little or none of this that exist in other schools. It is because of this that Chike-okoli (2007) in line with Ikediashi (2009) have pointed out that poor teaching experience, inadequate or poor physical infrastructure, unsatisfactory building design are likely to cause some physical discomfort for the pupils and are therefore bound to influence their academic performance.
Lastly, the overall problem of this study is to examine Classroom Environment and Pupils’ Academic Performance in Mathematics in Oruk Anam Local Government Area of Akwa Ibom State.
1.3 Purpose of the Study
The general purpose of the study is to examine Classroom Environment and Pupils Academic Performance in Mathematics in Oruk Anam Local Government Area of Akwa Ibom State. Specifically, the study sought to;
- Access how availability and usage of learning facilities in the classroom relate the academic performance of pupils in mathematics in Oruk Anam Local Government Area.
- Examine the relationship of Class Size and Academics Performance in Mathematics in Oruk Anam Local Government Area.
iii. Examine the relationship between Class Work and Academic Performance of Pupils in Mathematics in Oruk Anam Local Government Area.
1.4 Research Questions
The following research questions were formulated to the process of data collection in the study;
- Does Availability/usage of Learning Facilities in the Classroom relate with Academic Performance of Pupils in Mathematics in Oruk Anam Local Government Area.
ii What is the relationship between class size and academic performance of pupils in mathematics in Oruk Anam Local Government Area.
iii Does teachers effectiveness in the lesson delivery relate with academic performance of pupils in mathematics in Oruk Anam Local Government Area.
1.5 Research Hypotheses
In order to provide the necessary answers to the above research question, the following hypotheses were postulated to guide the study.
- There is no significant relationship between availability and usage of learning facilities and Academic Performance of those taught in Small Class Size in Mathematics.
- There is no significant relationship of class size in academic performance of pupils in mathematics.
- There is no significant relationship between teacher’s effectiveness in the lesson delivery and academic performance of pupils in mathematics.