ABSTRACT

This study investigated the influence of effective classroom management and pupils' academic performance in English Language in primary schools in Egor Local Government Area. Descriptive survey design was adopted for the study. Four research questions were formulated to guide the study. A validated fifteen items questionnaire titled classroom management and students ‘academic performance in English Language questionnaire (CMSAPELQ) structured by the researcher was use to collect data for the study. The questionnaire was structured along a "YES" or "NO" options.

A test retest on 30 respondents outside the sample of the study was used to ascertain the reliability of the instrument. A reliability estimate of 0.88 was obtained for the 15-item questionnaire using Pearson Product Moment Correlation Coefficient (r) for the analysis. The data collected were analyzed using descriptive and statistics. The results indicated that there is a significant and strong positive relationship between classroom discipline, effective teaching, use of classroom reward system and student academic performance and a significant and moderate relationship between use of delegation of authority in the classroom and student academic performance.

This indicated that effective classroom management strongly and effectively influences student academic performance in Edo State. Based on the findings the study recommended amongst others, that teachers should intensify classroom discipline, endeavor to introduce innovative ideas to motivate learning.