EFFECTIVENESS OF CLASSROOM COMMUNICATION AS A STRATEGY FOR AS A STRATEGY USED BY TEACHERS IN MANAGING STUDENTS’ CLASSROOM MISBEHAVIOUR IN PUBLIC SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

The study determined the effectiveness of classroom communication as a strategy used by teachers in managing students’ classroom misbehaviour in public secondary schools in Anambra State. One research question and one hypothesis guided the study. The study adopted the descriptive survey research design. The population of the study comprised 5,369 teachers in the 268 public secondary schools in the six-education zone in Anambra State. A sample of 378 was drawn using multistage sampling technique and simple random sampling. Two structured validated instruments were used for data collection. The reliability coefficients obtained was 0.87 for CCSQ and 0.83 for CMQ. Data analysis involved the use of mean and standard deviation to address the research questions. The findings of the study revealed that classroom communication is an effective strategy employed by teachers to manage students' misbehaviour in public secondary schools in Anambra State. The result showed that classroom communication used by teachers is significantly effective in managing students’ misbehaviour in public secondary schools in Anambra State. Based on these findings, the following recommendations were made among others that teachers should collaboratively develop clear and concise rules with students at the beginning of each term to establish expectations and reduce the likelihood of students’ classroom misbehaviour