TEACHERS’ CLASSROOM BEHAVIOURS AS CORRELATES OF STUDENTS’ ACADEMIC PERFORMANCE IN ENGLISH LANGUAGE IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

The study examined teachers’ classroom behaviours as correlates of students’ academic performance in English Language in public secondary schools in Anambra State. Two research questions guided the study and two null hypotheses were tested at 0.05 level of significance. The study was a correlational research design. The population of the study consisted of 24,933 SS2 students comprising 11,359 males and 13,574 females in 267 public secondary schools in the six education zones in Anambra State. The sample of 1,247 SS2 students was used for the study. Multistage sampling procedure comprising proportionate stratified and simple random sampling techniques were used for the study. The instrument ‘Teachers’ Classroom Behaviour Questionnaire (TCBQ)’ was used for data collection while Students’ Academic Performance Scores (SAPS) in English language was used to measure students’ academic performance in English language. The instrument was subjected to face and construct validation. Face validation was done by three experts. The reliability of the instrument was done using Cronbach Alpha method and the average coefficient value was established at 0.80 for TCBQ. Pearson Product Moment Correlation statistical tool was used to answer the research questions and test the null hypotheses at 0.05 level of significance. The findings revealed that teachers’ class mentoring has a moderate positive and significant relationship with students’ academic performance in English Language while teachers’ instructional delivery has a high positive and significant relationship with students’ academic performance in English Language in public secondary schools in Anambra State. The study concluded that teachers’ classroom behaviours have positive and significant relationship with students’ academic performance in English Language in public secondary schools in Anambra State. Based on the findings, the study recommended that public secondary school teachers should focus on developing good instructional delivery for active students’ classroom engagement through the use of differentiated strategies tailored to individual students’ needs for improving students’ academic performance in English Language in public secondary schools in Anambra State.