ASSESSMENT OF BASIC SCIENCE TEACHERS’ POSSESSION OF CLASSROOM MANAGERIAL SKILLS IN ANAMBRA STATE

Chiamaka N. Oguejiofor; Ebele C. Okigbo

Chiamaka N. Oguejiofor Science Education Department, Nnamdi Azikiwe University, Awka, Anambra State, Nigeria
Ebele C. Okigbo Science Education Department, Nnamdi Azikiwe University, Awka, Anambra State, Nigeria

Keywords: Gender, Classroom managerial skills, Basic science teachers, teaching experience, teaching qualification

Abstract

This research assessed the possession of Classroom Managerial Skills (SPS) by basic science teachers based on gender, teaching experience and teaching qualification. Three research questions guided the study and three hypotheses were tested at 0.05 alpha level. Descriptive survey research design was used in the study. The population comprised 178 Basic Science Teachers in all the 266 public secondary schools in the six education zones of Anambra state. No sampling was done because it is small and manageable. The instrument used for data collection was Classroom Managerial Skill questionnaire (CMSQ). The reliability of SPST was established using Cronbach alpha, which yielded coefficient of internal consistency of .79. Research questions were answered using mean and standard deviation while t-test and ANOVA was used to test the null hypotheses. The findings of the study showed that there was no significant difference in the possession of Classroom Managerial Skills based on gender, teaching experience and teaching qualification. It was recommended that the government, managers and administrators of education in Nigeria should create a unit in the ministry of education to ensure continual in service training of teachers in order to sustain the basic science teachers’ application of this skill for effective teaching and enhancement of students’ achievement in basic science.