CLASSROOM CONTROL AS A CORRELATE OF STUDENTS’ ACADEMIC PERFORMANCE IN ENTREPRENEURIAL SUBJECTS IN SECONDARY SCHOOLS IN OWERRI EDUCATIONAL ZONE II.

Abstract

This study investigated ‘classroom control as a correlate of students’ academic performance in entrepreneurial subjects in secondary schools in Owerri Educational Zone II.’ The correlation research design was adopted.  Two research questions were posed and two hypotheses formulated.  The population was 4,726 respondents while sample was 472, representing 10% of the population. Purposive and cluster sampling techniques were adopted. A researcher-constructed instrument was used.   The instrument was titled: “Teacher Classroom Control Questionnaire” (TCCQ).  The internal consistency reliability of the instrument was determined through the use of Cronbach Alpha method, which yielded an estimate of 0.83, signifying that the instrument was reliable. The Pearson ‘r’ statistic was used to answer the research questions.  The t-test significance of correlation coefficient statistic was used to test the hypotheses, at 0.05 level of significance.  Findings revealed among others that:  there is a significant relationship between teacher subject mastery exhibition classroom control and students’ academic performance.  It was recommended among others that teachers should endeavour to develop good mastery of their subjects in order to effectively influence students’ academic performance.