Assessing the Impact of Supportive and Corrective Classroom Management Strategies in Upper Basic Education Level of Abakaliki Education Zone in Ebonyi
Abstract
In recent times, teaching has evolved from the old missionary approach that was teacher-centered. Teaching has a new approach which is learner-centered, where the learner is given credit with some knowledge and skill. Thus, the teacher now only guides, facilitates, motivates, and allows room for interaction. This study was initiated because it has been noticed that most teachers in Upper Basic Education level in Abakiliki Education zone in Ebonyi State do not have adequate training and experience in classroom management to address the problems of disruptions in the classroom. This study aims to address the question on why class management strategies are not employed in the management and control of the classroom by teachers to ensure effective teaching in upper basic education level in Abakiliki Education Zone in Ebonyi State of Nigeria. The study equally aims to determine the effects of supportive and corrective classroom management strategies for the teaching of business studies in the upper basic education level of the Abakaliki Education Zone by male and female teachers. A descriptive survey research approach was deployed on 61 business education secondary school teachers in Abakiliki Education zone. The