The Relationship between Classroom Management and Students’ Mathematics Performance in Public Secondary Schools in Makindye Division, Kampala, Uganda
- July 30, 2020
- Posted by: RSIS
- Categories: Education, IJRISS
International Journal of Research and Innovation in Social Science (IJRISS) | Volume IV, Issue VII, July 2020 | ISSN 2454–6186
Kayindu Vincent, Asmaa Elsayed Emara, Sofia Sole Gaite, Nakiyingi Sarah
Kampala International University, Uganda
Abstract:-The study investigated, among other things, the relationship between classroom management and student’s mathematics performance in four public secondary schools, in Makindye Division, Kampala. The respondents were 212 senior four (S.4) students and 12 teachers of Mathematics from four selected schools. Questionnaires, observation checklists and interview guide were used to gather data. Frequency, percentage, means, standard deviations and Pearson Linear correlation coefficient were used to analyze the data. The finding was that teachers’ classroom management was not significantly related to students’ performance in mathematics in the studied schools. Based on the findings, the study recommends that as for classroom management, a mathematics teachers need to exhibit flexibility and emphasize roll calls before or after class.
Key words: Classroom management, Mathematics performance; Public schools.
I. INTRODUCTION
Classroom management is one of the aspects of teacher classroom interactive behavior. Teacher interactive behaviors are the specific actions that allow for positive communication between the teacher and students. Classroom interactive behavior focuses mainly on what teachers do in the class with students in order to reach at the learning outcome prepared by the school. The development of learning skills such as listening, speaking and understanding or thinking happen in the classroom under teacher classroom interactive behavior (Brophy, 2006; Berk, 1988). Thus, the class has to be managed well for all this to be done effectively. The management of classrooms by teachers has been highly debated across the globe as a predictor of the performance of students. For instance, in Sweden, teacher classroom behavior has significantly influenced the performance of students in the recent history. In this way, the students condition their teachers’ behavior and vice-versa. The interaction has been mainly based on teaching and/or learning process through verbal and non-verbal actions. The verbal actions are mainly featured through dialogues, whereby a teacher may ask question and the student can respond to the question. The behavior can also be non-verbal by giving the students problems to solve, working out problems on the chalkboard or marking students work (Ifamuyiwa, 2008).
