Influence of Teachers’ Classroom Management Techniques on Students’ Achievement in Public Secondary Schools in Port Harcourt Metropolis, Rivers State, Nigeria.

The study examined perceived influence of teachers’ classroom management techniques on students’ achievement in public secondary schools in Port Harcourt metropolis, Rivers State, Nigeria. Thus, three research questions guided the study. The study adopted descriptive survey design with a population of (1,954) teachers, and (25,025) students from (35) public senior secondary schools in Port Harcourt metropolis, Rivers State, Nigeria. Proportionate sampling technique was used to select 15 senior secondary schools in Port Harcourt metropolis. A sample size of 228 teachers and 777 students was drawn using simple random technique. Instrument used for data collection was titled, Teachers’ Classroom Management Techniques and Students’ Performance Questionnaire (CMTSPQ). The instrument was subjected to face and content validity. Reliability of the instrument was established using Pearson Product Moment Correlation Coefficient which gave r =0.89. The research questions were answered using mean with Standard Deviation. The hypotheses were tested using z-test statistic at 0.05 level of significance. The finding revealed those teachers’ classroom management techniques enhances improvement in academic achievement, discipline and active participation in learning activities by the students as well as providing for cordial relationship between the teachers and the students. From the findings, it was recommended that the school administrators should establish a reward system to encourage students as well as establishing rules and regulations that will check mate disruptive behavior.