EFFECTS OF TRAINING MODEL ON TEACHERS’ CLASSROOM MANAGEMENT BEHAVIOURS, PUPILS’ FEEDBACK AND ACHIEVEMENT IN BASIC SCIENCE, JOS SOUTH PLATEAU STATE NIGERIA

Abstract

The study investigated the Effects of a training Programme on Teachers’ classroom management behaviours and pupils’ feedback in basic science in Jos South Plateau state, Nigeria. The population comprised of primary five basic science teacher and pupils. A total of 12 teachers and 120 pupils form the sample for the study. The samples were randomly assigned into three experimental and one control groups comprising of three teachers and 36 pupils in each group, A pre-test-post-test randomized control group design was used. Observation of classroom interactions and Sound recorders were used to collect data on all verbal interactions between teachers and pupils. Bloom’s and Blosser’s category systems were used to analyze the type of questions asked by teachers and pupils.  Two sets research assistants were used, the first sets was trained for one week to observe and record classroom interactions, while the second set was trained for two weeks to implement the training model. Pupils were giving unique identification numbers. A cool Edith programme was used to measure the unproductive wait time of teachers’ questions and the length of response of pupil. Marking scheme was used to record correct feedback of pupils. Four research questions guided the study and two null hypotheses were tested at 0.05 levels of significance. Data were analyse using chi-square statistics. The results show that the Training programme produced a significantly positive effect on teachers’ classroom management behaviours and of pupils’ feedback. It was recommended that the programme be used to train both teachers and pupils in Basic schools in Nigeria.