Bukky KESTON2023-09-212023-09-212020-01-08https://teras.ng/api/asset/document/9dc1064b-43bd-4bed-8cbd-3f6641da719chttps://teras.ng/catalog-item/f3af2276-023b-48ca-a1f3-62323b1aedd3http://dspace.teras-network.net:4000/handle/123456789/6913This study was carried out to appraise the Stakeholders‟ Perceptions on Application of Classroom Management Techniques in Upper Basic Schools in North-Central Zone, Nigeria. The study was carried out with seven objectives among which are to examine the perceptions of stakeholders on the application of reward management technique in upper basic schools in North-Central Zone, ascertain the stakeholders‟ perceptions on application of classroom seating arrangement management technique in upper basic schools in North- Central Zone, determine the stakeholders‟ perceptions on the application of classroom rules and regulations technique in upper basic schools in North-Central Zone, evaluate the stakeholders‟ perceptions on the application of classroom time management technique in upper basic schools in North-Central Zone among others. Seven research questions and hypotheses were raised in line with the objectives. Relevant literatures were reviewed on the key variables of the study. Descriptive research design was used in this study. The total population of the study was 66,432, consisting of 61,825 teachers, 3,187 principals and 1,420 supervisors. The sample size of 1034 which comprised 346 principals, 382 teachers and 306 supervisors was used for the study. The instrument used for the study was self- constructed structured questionnaire, tagged “Stakeholders‟ Perceptions on the application of Classroom Management Techniques (SPACMT)”. The instrument was validated by the researcher‟s supervisors. Construct and content validity was used to validate the instrument. The instrument was pilot tested using test-re-test method and coefficient reliability index of 0.79 was obtained. The demographic data of the respondents were analyzed using frequency counts and percentages while mean and standard deviation were used to answer the research questions. All the seven hypotheses were tested using Analysis of Variance (ANOVA) at 0.05 level of significance. Findings from the study showed that, gifts such as exercise books and textbook were given to students as a form of reward. Also, symbolic rewards such as pinning up an excellent student‟s picture on the bulletin board for other students to see encouraged them to improve and learn better in upper basic schools, seats were arranged away from areas of distractions such as school field and shops to enable students concentrate on their lessons. Rules and regulations were stipulated earlier to curb deviant behaviours. Teachers did not spend much time on difficult areas of the course contents for proper understanding of concepts and this did not enhance students‟ learning in upper basic schools in North-Central Zone, Nigeria among others. In view of the findings, this study established that there is no technique for classroom management that will totally overcome students‟ behaviour problems if the teachers and other stakeholders do not provide an interesting, engaging programmes that could allow each student to become actively involved in the class activities and that teachers‟ responsibility to handle unpleasant behaviour in the classroom, set an example for students to see the necessity of behaving themselves. Recommendations were made which include among others that gifts such as exercise books and textbooks be given to students as reward; symbolic rewards such as pinning an excellent student‟s picture on the bulletin board for other students to see encourage them to improve in their academic pursuit. Government should provide adequate seats for students‟ comfort and the seats should be well arranged for teacher‟s mobility in the classroom. Policies that could allow teachers to make use of punishment, communication, rules and regulations as classroom management techniques should be encouraged, these will promote students‟ learning in upper basic schools in North-Central Zone, Nigeria.Post Graduate Theses