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CHAPTER ONE

INTRODUCTION

1.1. Background of the study

Education can be define as a process by which a person develops an attitude, abilities

and other form of behaviour considered to have value in the society in which we lives.

(UNESCO, 2023). One of the purposes of education is to improve the total life style of the

individual. And effective education refers to the degree to which school are successful in

accomplishing their educational objectives. The findings of numerous studies have shown

that teachers play a key role in shaping students over all behaviours, which include, their

study habit, (Hattie, 2019). The differences in achievement between students who spend a

year in a class with a highly effective teacher as opposed to a highly ineffective teacher are

startling. Marzano (2023), synthesized 35 years of research on effective schools and find the

above result.

Effective teaching and learning cannot take place in poorly managed classrooms.

(Jones, 2022). The classroom is a space bounded by the wall and roof which a teacher houses

his pupils/students for the purpose of giving instruction to such pupils/students. In other

words, it is a shelter for both teacher and learners so as to engage in educative activities.

Classroom teaching is a complex task in a complex environment. The classroom is the

immediate management environment for formal knowledge acquisition. Usually, a secondary

school classroom is a modest sized room with between twenty (20) to forty (40) students,

(Kimberly, 2021). He further states the five features of a classroom as security, open

communication, mutual liking, shared goals and connectedness. These can only be achieved

through the use of effective classroom management.

According to Everston and Weinstein (2016), classroom management is define as the

actions teachers takes to create an environment that support and facilitate academic and social
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emotional learning. This definition concentrates on the responsibilities of the teacher and

relates the use of classroom management to multiple learning goals for students which

include; the improvement of students interest to studies. Teachers' classroom management

technique constituted an integral part of the school effort in building a personality and life

style. These include classroom organization, classroom leadership, and classroom control and

classroom maintenance.

Classroom organization is concern with pre-arrangement of the classroom in such a

way as to appeal to students, area of activities need to be adequately equipped with materials

and resources to provide opportunity for students/teachers' interaction. When it is overlooked,

activities are half harzardly carried out, which will make the class uninterested and boring.

This will result into poor study habit of students. Classroom leadership is one of the duties of

the teacher. It is a social influencing process for the attainment of goals. The teacher has the

power over his or her students as a leader. He plays the function of influencing and directing

the activities of the class. When the teacher lacks leadership skills in his classroom, his goals

will not be achieved, and can be pushed around by his students. Hence, there is need for

proper leadership of the classroom by the teacher.

The teacher as a classroom manager, need to be efficient in class control. Most

teacher loss control of their classroom (students), when this is done, the study habit of

students will be negatively influenced. Classroom maintenance is one of the aspects that most

teachers over look when handling a class or teaching, and this gradually killing the learning

potentials of students. Most teachers feel it is not important or relevant, but where classroom

maintenance is considered, it yields positive result with regards to the study habit of students.

For students study habit to be improved, teachers classroom management need to be

improved. When it is not done, it leads to students' poor study habit and indiscipline act in

school, which will in turn affect the students, immediate school as well as the educational
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system. It increases cultism activities, examination malpractice, students dropout, poor over

all external examination result of west Africa Examination Council exams and the National

Examination Council exams, half-baked students for further learning in higher institutions

and half-baked graduate for the labour market.

Due to the above consequences, the study habit of secondary schools students has

motivated the researcher to study the teacher's classroom management and students' study

habit. Different allegations have been made on the factors that are responsible for falling

standard of education which include students study habit in Obudu Local Government Area

in particular, reading habit of students are poor. Students hardly study nor read to show that

they are students. They dwell seriously on examination mal-practice.

Government in a bid to improve upon the study habit of students extended the school

period from 2PM, the official closure time to 4PM daily. Parents on their side have engaged

extra moral teachers to keep the students busy both at home and in their different schools.

Aside this, government again awarded contracts for the fencing of all government owned

secondary school to keep the students intact for studies. All the entire efforts put together

have not yielded any positive result as there exist poor study habit among secondary school

students in Obudu Local Government Area. It is based on this that the researcher intends to

investigate on teachers' classroom management and students interest to studies of secondary

school students in Obudu Local Government Area.

Some people attribute this problem to student indiscipline, peer-group influence,

students' unwillingness to learn, parents' socio-economic status, home environment, school

environment and students' mental preparation. But psychologists such as Burrhus Fredrick

Skinner (2018) among others have discovered that there are teachers classroom management

that can be useful to learners to enable them study better. Due to this, the study is based on
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the relationship between teachers' classroom management and students' interest to studies in

secondary school in Obudu local government area of Cross river state.

1.2. Theoretical framework

This study is based upon the following theories;

1.2.1 Classroom management theory (Jacob S. Kounin, 1970)

1.2.2 Operant conditioning theory (Burrhus Fredrick Skinner, 1948)

1.2.1 Classroom management theory (Jacobs S. Kounin, 1970)

This is a management theory that believes that teachers need to be attentive to all

aspects of the classroom. It is focus on a teacher's ability to affect students' behaviour through

instructional management and that how teacher handles misbehaviour is how they handle

their classroom from the beginning of each school year. He believed that in order for a

teacher to have an effective connection between management and teaching, there must be a

good lesson movement, and it is archived through wittiness, overlapping, momentum,

smoothness and group focus. Kounin's theory is based on the following assumption;

a. If a teacher can correct misbehaviour by using one student as the instigator, other students

will correct their misbehaviours as well (ripple effect).

b. All teachers should be aware of what is taking place within their classroom (wittiness).

c. If the teacher can create little chaos between activities keep on task and utilize good time

management skill, they are modeling effective group management.

d. All teachers should be able to maintain group alertness and all members accountable for

understanding the content of the lesson.

e. Teachers should give assignment and task that provides the student with a feeling of

progress or accomplishment when assigned work is completed.

Relating this theory to the study (teacher's classroom management and students

interest to studies), Teachers need to understand that, their duty is not teaching only, but also,
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to manage every aspect of the classroom including the students in order to enhance their

study habit, the fact that if students thinks that the teacher is aware of what is going on within

the classroom, they are not likely to misbehave. This is because the teacher has effective

classroom management skills such as, classroom organization, leadership, control and

maintenance which will improve students interest to studies. The theory will help the teacher

by creating a procedure to use when two separate situations happen at nearly the same time.

For instance, if a student finishes an assignment, make a craft, among others (overlapping).

Momentum can be applied within the classroom by making lessons short so that students can

have time to work with other students in group, which will let them elaborate on a certain

subject and gain knowledge from other student's connection. Teachers can construct certain

body language signs at the beginning of the year so that students can use these signs during

the lesson to notify the teacher if they need help with a certain portion of the lesson

(smoothness).

The relevance of this theory to the study is that, it applied within the classroom by

always having some sort of group each day so that students can have time to collaborate with

one another. If students tend to go into the same groups, the teacher can write each student's

name and put all the pieces of paper in a hat to randomly select the groups which is classroom

organization. Having examined the relationship between classroom management theory and

the research topic, it is however imperative at this point to inform secondary school teachers

to adopt the above theory in respect to teacher's classroom management and general

achievement of the objective of education of which students' study habit is paramount.

1.2.2 Operant conditioning theory (Burrhus Frederic Skinner, 1948)

The theory believes that, the best way to understand behaviour is to look at the causes

of an action and its consequences. Skinner was rooted in a view that classical conditioning

was far too simplistic to be a complete explanation of complex human behaviour. His
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learning theory relied on the assumption that the best way to modify behaviour was to modify

the environment. He identified three types of responses or operant that can follow behaviour.

Natural operants; Responses from the environment that neither increase nor decrease

the probability of a behaviour being repeated.

Rein-forcers; Responses from the environment that increase the probability of a

behaviour being repeated.

Rein- forcers can be either positive or negative. Punisher; Responses from the

environment that decrease the likelihood of a behaviour being repeated. Punishment weakens

behaviour.

Relating the above theory to the study (teachers' classroom management and students

interest to studies), Skinner advocated for immediate praise, feedback, and reward when

seeking to change troublesome or encourage correct behaviour in the classroom. Teachers as

classroom managers can apply this to maintain and encourage hard work in class. Teachers

seeking to implement a reinforcement system in their classroom should use strategies such as

a "token economy" to reward students immediately for behaviour that they are reinforcing.

Skinner also advocated for teacher identification of and reflection on the environmental effect

on student's behaviour, this will help the teacher to understand every student's strength and

weaknesses so as to identify the strategy to be implemented. These can be achieved when the

teacher organize, leads, control and maintain his or her classroom, it will encourage and

improve student's study habits.

1.3 Statement of problem

It seems to have been a fallen standard of education in Nigeria and precisely, Obudu

Local Government Area of Cross River State, which is as a result of poor interest to studies.

The need to reawaken the spirit of hard work in students, demand proper attention on

classroom managers (teachers). In secondary schools today, there is an increasing rate of

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students loosing focus on the actual objective of education, which is studying to gain

knowledge and skills. Students no longer concentrate while in class, most of them find it

difficult to study in private both at home and in school. The school libraries are no longer

relevant to students. Henry (2014) reveals that 40% of adult Nigerians never always read a

non-fiction book from cover to cover after living school. Students no longer encourage

academic competitions among themselves. The few that have reading culture are often

distracted by their friends and discouraged by their ineffective teachers. Most teachers in

public schools, exhibit nonchalant attitude towards teaching, they go to class unorganized and

unprepared, they exhibit unprofessional teaching skills which will in turn, make their subject

uninteresting to students, thereby, encouraging poor study habit in students. Few students will

want to offer a subject of a teacher who lacks effective classroom management. But students

will develop interest and study well in a subject of a teacher who is a leader, an organizer,

and controller and maintains his classroom.

Most classroom teachers, even experienced ones, still find it difficult to apply

classroom management. Effective management is the key factor to a positive classroom

environment. When misbehaving students of a class tend to conform to rules and instruction

set by the teacher, and no longer misbehave, consistent classroom management is keenly

used. This is due to the fact that, the classroom manager need to build a positive

teacher/students' relationship which will help the teacher to improve the students interest to

studies in secondary school.

The degree of poor interest t studies in secondary schools in Obudu has become a

thing of great concern among stake holders. Despite the effort of the government in providing

fence and renovating all public secondary schools as well as equipping the libraries, and

parents providing extra moral teacher for their worth, poor study habits is still increasing

among secondary school students in Obudu.

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This is evidence in the external examination result; West Africa Examination

(WAEC) and National Examination (NECO) of 2022. Poor study habit has created the

problem of examination malpractice, truancy, school dropout, brain-drain, mass failure in

WAEC and NECO, half-baked graduates for the labour market. While to the society, poor

study habit has become a social problem, especially to parents and guidance who took pains

in training their wards in school without positive result, instead they become responsible for

all social vices and insecurity threat to the society and their families. Pitan (2013) observed

that, one of the consequences of poor interest to studies is, academic underachievement and

academic failure. This has contributed to low educational standard of the country as well as

the immediate schools. It is on the basis of this problem that the researcher is carrying out a

study on teachers classroom management and students interest to studies in secondary

schools in Obudu Local Government Area of Cross River State.

1.4 Purpose of the study

The purpose of this study is to determine the relationship between teachers' classroom

management and students interest to studies in secondary school students in Obudu Local

Government Area of Cross River State. The specific objectives of this study therefore

includes

1. To determine the relationship between classroom organization and students interest to

studies.

2. To determine the relationship between classroom leadership and students interest to

studies.

3. To examine the relationship between classroom control and students interest to studies.

4. To examine the relationship between classroom maintenance and students interest to

studies.
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1.5 Research questions

The research questions that will guide this study are as follows,

1. To what extent does classroom organization improve students interest to studies?

2. How does classroom leadership improve students interest to studies?

3. To what extent does classroom control improve students interest to studies?

4. How does classroom maintenance improve students interest to studies?

1.6 Research hypotheses

This study will be guided by the following hypotheses:

1. There is no significant relationship between classroom organization and students interest

to studies.

2. There is no significant relationship between classroom leadership and students interest to

studies.

3. There is no significant relationship between classroom control and students interest to

studies.

4. There is no significant relationship between classroom maintenance and students interest

to studies.

1.7 Significance of the study

The reason for any successful research is to increase knowledge. Hence, it is believed

that this study will increase knowledge among students, teachers and other researchers. To

the students; this study will help students realize their problem of poor interest to studies and

its causes as well as remedy.

To the teachers; the research work will serve as an eye opener for teachers to discover

their strength and weaknesses in classroom management. And will serve as a guide to

improving students interest to studies in secondary schools in Obudu. The teachers as

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classroom managers, will be aware on how and when to apply effective classroom

management technique in order to improve students interest to studies.

Researchers; finally, this study will stimulate other researchers into further research

and also will serve as a reference material for future research.

1.8 Assumptions of the study

The behaviour of students in the class is dependent on the management .

1. Good study habit is direct outcome of effective classroom management.

2. Variables of the study are measurable.

3. Classroom management differ according to teachers and the school.

1.9 Scope of the study

This study is limited to teachers classroom management and students interest to

studies in secondary schools in Obudu Local Government Area of Cross River State. The

contextual scope is limited to classroom organization, classroom leadership, classroom

control and classroom maintenance. The study is also limited to public secondary schools in

Obudu Local Government Area of Cross River State. The contextual scope of the study is

classroom organization, classroom leadership, and classroom control and classroom

maintenance as classroom management.

1.10 Limitation of the study

The research has been limited to selected secondary schools in Obudu Local

Government Area of Cross River State, due to some constraints like limited time, finance,

materials and above all, tight schedule of the researcher as he has to combine research with

other academic work.

1.11 Definition of terms

Classroom management: It is a systematic instructional process used by teachers to guide

students towards successful rule compliance in the classroom and to enhance classroom
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learning despite disruptive behavior by students. It implies the prevention of disruptive

behaviours.

Classroom organization: it is an arrangement in which all the classroom activities of the

teachers and students are properly coordinated in order to achieve the set goals and

objectives. Classroom leadership: it refers to a social influencing process for the attainment

of learning objective

Classroom control: it is concern with determining how well an actual operation of the class

activities conform to expected result.

Classroom maintenance: it refers a unified continuous arrangement or way of performing a

task in the classroom through a periodical or repeated manner. The style of teaching, teachers'

attitude, classroom environment and method of instruction.

Students interest to studies: refers to the inclination of the student towards a particular

subject in which he or she is easily able to connect without any hassle or hurdle
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CHAPTER TWO

LITERATURE REVIEW

The review of the related literature is under the following sub-heading:

2.1 Class room organization and students interest to studies.

2.2 Classroom leadership and students interest to studies.

2.3 Classroom control and students interest to studies.

2.4 Classroom maintenance and students interest to studies.

2.5 Summery of literature review

2.1 Classroom organization and students interest to studies.

Every classroom teacher is expected to possess the ability to provide and maintain a

teaching learning environment that encourages successful learning by all students (Jacobs and

Gawe, 2020). Classroom organization requires teachers to develop a classroom management

strategy in preparing and presenting lessons, for example managing time, managing changes

from one students activity to another, evaluating students learning as well as discipline, from

a significant parts of threat strategy. Segatlhe, (2023), advocated that classroom management

can be achieved through advanced planning which aims at preventing delays, distractions and

disruption. Every teacher strives to develop an effective organization strategy because it is an

essential part of their professional training. Teachers are the key people in the molding of

students' study habit excuse learners again and again as they commit and repeat mistakes

until they finally learn (Glasser in Segatlhe, 2023). The further stated that, learners can gain

maturity, respect, love and successful identity if they are considerate.

According to Everston, Emmer, Standford and Clements (2023), a teacher's ability to

manage a classroom and to organize instruction are the basic components of effective

teaching. Some teachers prefer to set all rules at the beginning of a school year. For example

learners are more receptive to learning rules and procedures at the beginning of a school term
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than in mid-term. Some of the rules are also formulated by the learners themselves. Well

organized classroom functions as a successful learning environment. This shows

organization, planning and scheduling on the part of the educator.

Laslett and Smith, (2014) explain four (4) basic rules of classroom organization in

producing a high rate of work environment with a low rate of deviating in academic setting.

The first rule requires attention to planning the start of each lesson. The process of beginning

smoothly and promptly involves greeting. seating and starting. How the seating is arranged

will depend on the type of lesson to be taught. It may be important to group students for some

activities or to increase participation or instruction, to show that the teacher is the manager of

the class.

Rule two is to get the learners out. The most important thing is how to conclude the

lesson and dismiss the class. Planning the end of a lesson also seems to be part of a smooth

transaction from one activity to another. Learning that has taken place during a lesson can

often been wasted if an opportunity is not taken to reinforce what has been taught by a

summary and short question session. If there is still time to spare, play an appropriate game

that requires not more than a black board and a piece of chalk.

This can be an incentive for prompt and orderly collection of materials at the end.

Students need to be cued in to the next activity.

Rule three is to get on with the lesson. Memorandum is the key to determining the

content of the lesson, its variety and space. Variety is needed within a lesson to maintain

interest, curiosity and motivation. It is believed that two short lessons are more effective than

one long one, missing gifted with more active group class can all help keep a lesson moving.

Each activity should be clearly specified, given precised instructions can be the simplest way

to alter behaviour, and organized structured movement from one activity to another is based
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on an almost automatic handling and if possible of problems. This can be done through the

use of learners' monitor, the provision of varied activities and plenty of materials.

The last rule is to develop mutual trust and respect. The teachers also need to show an

awareness of each child as an individual. He needs to be sensitive to the mood of the class as

a whole, for example, it is easier for the educator to curb indiscipline immediately when it

occurs. It will be personal for example 'quiet please, smith', 'sit up straight, Alex'.

Recognition of the names of the learners shows interest on the part of the educator.

Classroom organization is focus on the physical environment of the classroom. They

strategically place furniture, learning centers, and materials in order to optimize student

learning and reduce distraction (McLeod, 2004). This classroom is arranged in such a way

that it is appealing to learners by having areas of activity of interesting equipped materials

and resources. For example, the classroom should provide opportunities for teacher-learners

interaction and leaner-learner interaction. Individual, group and class meetings should also be

possible. These opportunities are achieved through making sure that all students are well

seated, establishing fixed locations for desks, teachers table, students bags and books,

maintaining position for the trash can and designating specific places for other classroom

supplies, this will all contribute to students learning as it will provide a conducive studying

environment.

According to Emmer and Evertson (2018), organizing and managing students work is

divided into three major categories that are: The establishment and communication of work

assignment, standards and procedure; the monitoring of learners' work and; the feedback to

learners. Everton, Emmer, Stanford and Clements (2003) gave a procedure on how to

organize the classroom from the beginning of the year, these include,

1. Readying the classroom; as an educator, one needs to be certain that the classroom

space and material are ready for the beginning of the year
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2. II. Planning rules and procedures, an educator must think about what procedure

learners must follow to function effectively in the classroom and school environment.

He or she must decide on what behaviours are acceptable and what is unacceptable.

And also draw a list of procedure.

3. Teaching rules and procedures; teaching learners rules and procedures systematically.

In your lesson plan for the beginning of the school year, include sequences for

teaching rules and procedures. When and how they will be taught and practice and

review will occur.

4. Strategies for potential problems; the educator plans strategies to deal with potential

problems that could upset classroom organization and management.

5. Organizing instructions; the educator organizes instructions and learning activities at a

suitable level for all learners in the class.

Kimberlyn, (2023) noted that, in a case where the classroom is not properly

organized, learning becomes barring to learners as they will be discouraged with the

educator, effective classroom organization create a classroom that focused on instruction and

reinforce the desire of students to study. Like in standard schools where classroom library is

established for each class, it serves a foundation of the literacy-rich classroom. A well-

stocked, research-based classroom, library becomes a tool for teaching and learning. The

availability of study materials improves students study habit. Once you gather a collection of

books, a system for organizing them is necessary, no matter how large or small your

classroom library is, organization counts as it will enable students to easily choose books

from the library, it can be grouped under categories like author, topic, new release, multiple

topics, fiction, notification; among others. When the classroom is properly organized, it

motivates the learners and improves their study habit.

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Segatlhe (2023), conducted a research on classroom organization and management for

effective teaching and learning at the intermediate phase in the Mafikeng District of the North

West province. To achieve this, three research questions and three hypotheses were

formulated to guide the study. A descriptive survey design was adopted in the study. A

simple random sampling technique was used to select eighteen (18) secondary schools from

the six (6) circuits. Ninety (90) schools educators from the randomly selected schools formed

the participants for the study. The instrument for data collection was questionnaire. Data

generated was analyzed using Pearson product moment correlation coefficient. The findings

of the study revealed that classroom management and organization improves effective

teaching and learning. Base on the findings, it was recommended that, improvement should

be in the issues of class room management and organization.

The school management team (STM) should also help the educators to improve their

classroom management, it also provided solutions on how problems, lack of knowledge in

classroom management and organization can be alleviated. Adeyemo, (2012) in his study sort

to analyzed the relationship between classroom organization and students' academic

achievement in Shomolu L.G.A of Lagos state. Four (4) hypotheses were formulated to guide

the study. The study adopted a descriptive survey research design. Simple random sampling

technique was adopted in selecting ten (10) senior secondary schools as sample for the study.

The sample consisted of eighty (80) respondents each from SS2 and SS3 classes and twenty

(20) teachers. The instrument for data collection was questionnaire. Data was analyzed using

mean and standard deviation. The t-test statistic was also used at 0.05 level of significance.

The study showed that there is a significant relationship between classroom organization and

students' academic achievement. Recommendations were made on how to improve classroom

organization. Another study was conducted by Obwoya (2021), on classroom management

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and learners achievement in secondary schools in kitgum Town council. Three research

questions and three hypotheses (3) were formulated to guide the study.

The study adopted quantitative paradigm with a cross sectional correlation survey

design. Simple random sampling technique was also adopted in the study. The sample

consisted of three hundred and forty one (341) respondents. The instrument for data

collection was questionnaire. The statistical tool was used for data collection was chi- square.

The result indicated significant low level of classroom management (P<0.01) and significant

positive relationship between classroom management and learners achievement (p<0.01) the

study found significance positive relationship between classroom management and students’

interest p<0.0, while the effect of predictor variables of learners achievement was determined

using multiple regression analysis (R2973, f4, 336, p<0.05) implying that classroom

management was a significant predictor of learners achievement. The researcher therefore

recommended that head teachers, teachers and students should use the findings to improve on

classroom management practices for a better learning achievement.

2.2 Classroom leadership and students interest to studies.

Classroom leadership has emerged as a powerful tool to enhance students interest to

studies. Classroom leadership promotes relationships with students, the leadership role of an

educator translate curriculum into learning activities (Ali, 2015). He further reveals that;

teacher leadership activities enhance students' self-esteem and confidence to solve learning

problems. Mackenz (2018), also said that, teacher leaders' pedagogic act contribute to

students leadership qualities as it affects the studies, and this is determine through the school

polices and teachers' work-load. Classroom leadership develops culture for leadership

activities in students while in the classroom (Ali, 2015). To support this statement, Mackenz

(2016), suggested that a continuous professional development should be mandatory for

teachers to carry out their leadership activities in the classroom for purposeful students
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learning. Classroom leadership is aim at improving teaching learning process between the

teacher and the students (Kamal, 2017).

In other words, classroom leadership plays a highly significant, frequent and

underestimated role in improving students interest to studies, (Porter, 2019). Teachers

typically define career satisfaction in terms of their ability to be at service to others and make

a difference in the lives of their students (McLauglin, 2015). Similarly, Hart (2019), stated

that the leadership consideration of teachers in the classroom is grounded in their desire to

improve their classroom management skills, and students study habit. He further viewed

classroom leadership as a process in which the teacher influences the behaviour of students

towards learning. Just like McLauglin and Lee, (2015) and Hart (2014), Porter (2019) saw

classroom leadership as a means of building trust and developing rapport between the teacher

and the students. Hence, the relationship that exists between students and the teacher affect

the study habits of the students.

Economy (2014) stated that, many leaders are competent, but few qualify as

remarkable leaders. He further outlined qualities of every leader must poses. These are-

1. Awareness; There is a difference between a teacher and students, a leader and followers.

A classroom leader must understand the nature of this difference and accept it.

2. Decisiveness; All classroom teachers as leaders must make tough decisions. It goes with

their jobs as teachers. They understand that in certain situations difficult and timely

decisions must be made in the best interest of the entire class.

3. Empathy: Classroom teachers as leaders praise their student in public and address

problems in private with a genuine concern, except order-wise.

4. Accountability; Teachers as classroom leaders take responsibility for every student

performance, including their own. They follow up on all outstanding issues, check the

absence of students and monitor the learning performance ability of students.

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5. Confidence: Not only are the teachers confident, but their confidence is contagious.

Students are naturally drawn to them, seek their advice and feel more confidence as a

result. When challenged.

6. Optimism: A teacher is source of positive energy. They communicate easily. They are

intrinsically helpful and genuinely concern for other students well fair. They always know

what to say to inspire and reassure their students' ability.

7. Honesty: Classroom leaders treat their students the way they want to be treated by their

students. They are extremely ethical and believe that honesty, effort and reliability form

the foundation of success.

According to Maxwell (2021), classroom leadership is something that develops from

the inside out. He further gave some assumptions that guide classroom leadership which are:

1. Classroom is effective base on who the teacher is on the site.

2. How to go the highest level of leadership is by developing character qualities from the

inside out.

3. True commitment inspires and attracts students to work hard.

4. A classroom leader starts and sustain the process of continue personal growth. Unlike

Economy (2014), Maxwell (2021) gave his own qualities of good classroom leaders such

as:

1. Character: Every classroom teacher should be a piece of the rock that all students will

come to for common purpose. Such character inspires confidence in students. A teacher's

actions are the real indicator of his or her character, and strong character is the foundation

on which to build success.

2. Charisma: The first impression students have about their teacher matter. A teacher should

be more concerned about making his/her students feel good about them than him making

them feel good about him/her. The bottom line should be other mindedness.
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3. Commitment: To be a classroom leader, the educator need to be committed to his or her

job and should make sure that student get the best out of him or her.

4. Communication: Without good communication students will not understand the lesson or

subject. Educators should simplify their lessons and when presenting it, they should also

watch the students to know if they are following or not by seeking responses in form of

question and answer section..

5. Competence: Educators as classroom leaders should be competent enough to handle their

subjects. They should keep learning, growing and improving such that they can teach and

answer all questions that will be possibly asked by students.

Tweet (2018) emphasis on the benefit that student stand to derive as a result of good

classroom leadership act of their teachers. They are as follows;

1. Motivating students study habit; Sound classroom leadership creates an urge for hard

work and transform potentials into performance. The leadership potentials in the teacher

improve the loyalty and commitment of students towards their studies.

2. Morale building; Classroom leadership is crucial to high student morale. It raises the

interest of students and build up their personality, it also develop good teacher- students'

relationship and academic discipline among students.

3. Creating confidence; Classroom leadership is able to create and sustain self- confidence

and enthusiasm among students. The teacher guidance and advice enable students to

recognize their qualities and capacity. He makes them believe in themselves and that

good study habit will make them outstanding among their mates.

4. Co-ordination; A teacher who exhibit leadership qualities will foster relationship and

group work (reading) among his/her students. He or she will be after to stop division

among students and create harmony instead. This will help lazy students to improve and

become hard working students.

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5. Identification and solving of student problems; The teacher as a leader devotes time to

identify student academic problems such as, reading and don't understand, can't read for

long, wrong spellings, unable to read correctly among others, when the teacher is aware

of this entire problems, he/she foster solution to them in other to create a positive study

habit in them. Porter (2014) also emphasis that, classroom leadership has recorded a

significant decrease in student's isolation, and fear of unknown. Odo, (2021) described;

classroom leadership as an act in which the teacher is able to command obedience of his

students toward learning.

According to Duke (2020), classroom leadership is focused on improving student's

classroom activities on learning. This is done through instructional leadership, participatory

leadership. Classroom leadership like what Duke (2020), described teacher participation in

class activities and set examples for students to follow, because most students believe in their

teachers than anyone else. There is need for teachers to exhibit leadership qualities in order to

influence the study habit of their students. Ogbonna, theagwam and Ukwayi (2011),

perceived that one of the major duties of the teacher as a classroom manager is the ability to

provide direction and help students improve their study habit in order to achieve their

academic objective. The teacher has the power to influence the behaviour, provide direction

and help them improve their study habit. VanHousen (2022), conducted a study on effective

classroom leadership in student-centered classroom in New York. Three research questions

and three hypotheses were formulated to guide the study. The population comprised of one

hundred and seventy five (175) secondary schools. The study adopted a survey research

design. Sample of 140 secondary schools were selected through the simple random sampling

technique. The instrument used for data collection was questionnaire and inventory. The data

were analyzed using mean and Pearson product moment correlation coefficient. The result
 22

revealed that, effective classroom leadership influence students' academic performance.

Recommendations were made to improve classroom leadership.

Another study was conducted by Kimberly (2021), on classroom leadership and

students academic achievement in California. Four research questions and four hypotheses

were formulated for the study. The study adopted a correlation survey research design and

interviews. The targeted population consisted of 24 secondary schools. The study adopted a

simple random sampling technique in selecting a sample of 150 respondents. The data was

collected using structured questionnaire. The analysis was done using the Pearson correlation

coefficient. Findings revealed that classroom leadership and students' academic achievement

have positive correlation. The study concluded that unless teachers are equipped with good

classroom leadership qualities, student academic achievement cannot be improved.

2.3 Classroom control and students interest to studies.

Control as determining how well an actual operation conforms to expected results. If

results fail to meet expectations, an attempt should be made to determine the reason, and

remedial actions taken accordingly. The teachers who possess classroom control, ensures that

everything occurs (all classroom activities and students behaviours.) in conformity with

established rules and standards set by the teacher as well as the school. Students with

behaviour problem could be controlled by their classroom teacher and their perception about

studies could be directed to meet learning objectives (Ogunu, 2020).

Ogbonna, Iheagwan and Ukwayi et al (2021), further emphasized that if a teacher is to

perform creditably, his role as a manager of a classroom cannot be completed without

efficient classroom control. The teacher need to take complete responsibility of his or her

class; what, how and when any activity is to take place in the class should be determine by

the teacher (Marzano, 2021). Everything that involves interaction with people, involve

control. (McLeod, 2003). The teacher need to set principles that will determine the conduct of
 23

students study habit, for example, the teacher can fix time for the submission of class work,

assignment and test. He can also set rules for answering of questions in the class also;

students should be allowed to go out of the class only on permission by the teacher. Evertson

and Worsh (2021), emphasized that teachers exercising control in class should set rules that

are clearly stated, reasonable, enforceable and general so that it can address several

behaviours as opposed to one specific misdeed, such rules include, no cheating, no running or

horse playing in class, complete all your assignments on time, raise your hand for permission

to talk or ask question, talk in indoor voice, be prepared to participate in class, etc. when rules

are made and kept, standards are improved as well as students study habit. It reduces

idealness and pleasure (Hoover, 2021).

Ukwayi (2017), identifies twelve basic principles for effective classroom control.

These are, the effect of curriculum, the effect of planning, the effect of achieving experience,

the effect of objectives and procedures, the effect of growth and habit, and the effect of

environmental influence, the effect of expectation, the effect of readiness, and the effect of

motivation. When all these are taken care of and geared towards the student's improvement in

their study habit, it will serve as basis to effective classroom control. They help to prevent

classroom misbehaviours; They help in disciplining misbehaving students; They increase

self-control among students; They help in making students to obey school rules. The above

mentioned are sources of poor study habit in students. If the teacher exhibit effective

classroom control, it will help solve such behaviour problems and thereby increase the study

habit of students.

Like Iheagwan and Ukwayi (2018) observed that without control of the teacher in the

classroom, students misbehaviours are bound to increase, which will lead to increase in poor

study habit. Teachers' classroom control is of great importance to students, study habit. Every

teacher has to command authority and control over his or her class. Because one of the
 24

facilities to significant classroom management is ability to influence the students(Cheers &

Carter, 2020.). Base on Cheers and Carter (2020) described that the limit of the teacher's

authority in the classroom are largely determined whether the teacher's control in the

classroom is minimal or extensive. Ukwayi, (2021) agrees with Barry (2020), when they

emphasized that, the way the teacher carries out his or her job, greatly affect their control

over the class. A case where students discovered that their teacher is not academically sound,

could cause a loss in confidence and disrespect from students, it will eventually lead to an

uncontrollable class. The way the teacher controls his class, plays a major role in the teaching

and learning process as well as improving study habit in students. Evertson, (2023),

emphasized that classroom managers established rules and procedures at the beginning of the

year that guide leaners! behavior in a variety of activities in their classrooms. This will

increase the level of control the educator has over the class.

Blase (2022), conducted a research on effective classroom management and control

on academic performance of secondary school students in Oredo Local Government of Edo

State. Four (4) research questions and four (4) research hypotheses were formulated for the

study. Survey research design was adopted for the study. Simple random sampling technique

was also adopted for the study. The instrument for data collection was analyzed using mean

and Pearson product moment correlation coefficient. The sample consisted of 120 students

and 20 teachers. The result revealed that there is a positive correlation between classroom

management and control on academic performance of students. The researcher recommended

that educators should employ classroom management and control if they want students'

academic performance to improve. Nimali (2020), conducted a research on the effect of

teacher interactions on classroom management and control in a Montessori environment.

Three (3) research questions and 3 hypotheses were formulated to guide the study. Survey
 25

design was adopted also simple random sampling technique was adopted for the study. The

sample consisted of 150 students and 15 teachers.

The data collection instruments used was observation and questionnaire. Mean and

standard deviation were used to analyze data collection. The result showed that positive

teacher interaction and positive usage of language had a great impact on classroom

management and control, and negative interaction and poor communications had a negative

effect on classroom management and control. The result indicated that teachers who had

more training, experience and knowledge have better classroom management and control

over learners.

2.4. Classroom maintenance and students interest to studies.

Maintenance according to the Merriam Webster dictionary (2020) is the act of

keeping or providing for. Base on that, it is the act of maintenance or the state of being

maintained. National center for Education Statistics (2015), emphasized on the main

objectives of classroom maintenance, which is to extend the life of older facilities and

maximize the useful life of newer facilities. Classroom maintenance affects the physical

financial and educational foundation of the school. Therefore, it should be focus of day-to-

day operations and long-range teacher's priorities. McLeod, (2022) observed that classroom

maintenance is concerned more than just resource management; it is also about providing

clean and safe classroom environment for students' learning. That is creating a physical

setting that is appropriate and adequate for learning. Similarly Duke (2020) said, classroom

maintenance focus on how clean, orderly, safe, cost-effective and instructionally supportive

classroom facilities enhance students learning as well as increase their interest to studies.

National center for education statistics (2015) noted that also that a classroom with

broken windows and cold drafts doesn't foster effective students" study habit. However

neither does an apparently state of the art classroom that is played with uncontrollable swings
 26

in indoor temperature. Ogbonna, Iheagwan and Ukwayi (2021), said that there are certain

measures teachers are expected to undertake prior to entering the classroom and other sets of

management skills used when a teacher enters a classroom and faced with its maintenance.

The fact of the matter is that whether at the preliminary or operational level, the teacher is

expected to be familiar with those things that contribute to effective learning. This is so

because he needs to make sure that the cardinal objective of the classroom which is

instruction is achieved where undesirable influences are removed and whatever that promotes

desirable influences are sustained or maintained

The analyses include things like the teachers' attitude, style of teaching, the classroom

environment and his method of instruction. This means that classroom maintenance is not

only on maintaining the classroom environment, but include teacher's attitude with students.

The teacher should maintain good teacher/students relationship, because students love

studying the subject of the teacher who maintains a cordial relationship with the students.

Segatlhe, (2016) described routines activities that are involve in classroom maintenance.

They are divided into three categories such as,

1. Classroom-running routines; these routine activities are non-academic. They enable an

educator to maintain a smooth running of the classroom which will eventually affect the

study habit of students, like taking the attendance register, distributing classroom rules,

among others. Procedures for learners movement for example, Entering the classroom at

the beginning of the day or period; Leaving the classroom at the end of the day or period;

Going to the library; Moving around the classroom and; Getting of materials or

borrowing from your class mate. Without clear specific class-routines, these activates can

consume significant part of the lesson time as well as cause distractions during lesson

presentation. The educator can enable learners to carry out many of these routines without

direct supervision, freeing herself/himself to concentrate on instruction. For example,

 27

having a single pass means that only one leaner can be made out of the class at a time.

They educator make sure no one leaves the room for unreasonable number of times. This

will reduce distracters and increase commitment and hard work as well as their study

habit.

2. Lesson-running routines: these routines directly support instructions by specifying the

behaviors that are necessary for teaching and learning to take place. Lesson- running routines

described what items learners are to have on hand when a lesson begins, how materials are to

be collected and distributed. In which books is that assignment to be written? What are the

learners to do if they finish early or if they are unable to finished assignment by the end of the

time period? Homework procedures can also be considered. Lesson-running routines for

determining quickly which learners have their homework and which do not give room for

laziness by students study habit as they are all treated independently.

3. Interaction routines; these routines refers to rule for talk. Talk between educators and learners

and talk among learners themselves interaction routines specify when talk is permitted and

how it is to occur. For example, during a whole class discussion, learners need to know what

to do if they want to respond to a question or make a comment. Usually educators require

learners. To raise their hands and wait to be called on, rather than simply calling out. This

will make the classroom calm and conducive for learning.

McLeod (2023), stated that, classroom maintenance contribute to instructional

effectiveness, learning/study ability of students, extend the useful life of the classroom

facilities and materials, and improve the cleanliness, or dirtiness and safety of the classroom

and students there in. Likewise, Tweet (2012), noted that classroom maintenance include

cleaning of blackboard, removal of refuse dump, mopping, desk clearing and vacuuming of

floor and chairs. It also includes the repairs of facilities that are in bad shape. When these are
 28

put in place, it encourages students to study hard and putting their best. When the

environment is conducive, learning/studying is more interesting.

Regents of the university of Minnesota (2019), emphasized on preventive

maintenance as it reduce equipment downtime and these hat include clearing, verifying,

checking that all classroom facilities are functional. The class teacher can provide repair

recommendation to the school principal on identified materials or facilities. The teacher

should involve students in classroom maintenance process so as to build a maintenance

culture in them. This will translate into good study habit as studying will become a culture

and a habit in them. Yusuf, (2018) conducted a study on classroom maintenance and students'

academic performance in Uganda. The population of the study involved 226 secondary

school teachers. Data was collected using questionnaire and interviews, four research

questions and four research hypotheses were formulated to guide the study. The analysis was

done using the Pearson correlation coefficient. The rest of the interview data was used to

back up the correlation between classroom maintenance and teachers effectiveness in

secondary school in Uganda. The study concluded that unless teachers are well equipped with

knowledge of classroom maintenance, they would not be able to improve students' academic

performance.

Adeyemi, (2021) examine teacher's classroom maintenance and students' academic

achievement in secondary school in Ekiti State, Nigeria. It was a survey research by design.

The population comprised all the 175 secondary schools in the state. Samples of 140

secondary schools were selected through, the simple random sampling technique. The

instrument used for data collection was questionnaire. The data collected were analyzed using

mean and Pearson moment correlation. The result revealed that classroom maintenance

improves students' academic achievement. The research concluded that unless teachers
 29

improve their knowledge and ability in classroom maintenance, they can improve students'

academic achievement.

2.5 Summary of literature review

This chapter reviewed literature related to the study. The review was done based on

the teacher's classroom management (independent variable). This covered classroom

organization, leadership, control and maintenance. Also, the different opinion classroom

management and students study habit were reviewed. Some review were studied

internationally, most of the reviewed studies revealed that teachers classroom management

improves students study habit. The view also showed that very few researches have been

conducted locally. Thus, the need for a study of this nature is encouraged. The reviewed

literature has exposed this researcher on the methodology and the statistical tool to be utilized

in analyzing the data. The vacuums that need to be fill, has also been unfolded in the course

of the literature review and the review has taken care of them.