شبكة المعلومات العربية التربوية

The study was carried out to investigate teaching and learning process as a veritable tool for classroom management in Kwara State public junior secondary schools. The descriptive survey design was used in the study. The population of the study comprised all the principals and teachers in 430 in Kwara State secondary schools. The sample comprised 500 respondents which included 50 principals and 450 teachers who were proportionally and randomly selected from 50 public junior secondary schools in the State. Two sets of research instruments were used to collect data for the study. A validated self-designed questionnaire titled ‘Teaching-Learning Process Questionnaire’ (TLP) was used to collect information from the respondents and Observation schedule titled ‘Teachers’ Effectiveness Observation Schedule’ (TEOS) to collect additional information in the study. The reliability index of the questionnaire was 0.89. Data collected were analyzed using frequency counts, percentage scores and t-test statistics. The hypothesis formulated was tested at 0.05 level of significance. Results indicated that, student-centered approach was found to be predominantly used by the teachers. The result showed that students’ centered approach was very effective, 82% and teachers’ centered 69% was moderately effective respectively in classroom control and management in public secondary schools in Kwara State. The results further showed that there was no significant difference in teacher-centered and student-centered approaches to teaching in classroom management in public junior secondary schools in kwara State N = 500, tcal. = 1.82, ttab= 1.96, p <.05. The study concluded that, student-centered approach of teaching was predominantly used by teachers in Kwara state junior secondary schools. It was therefore recommended that teachers should make teaching in the classroom more interesting through the use of child-centered approach as the situation demands in order to achieve effective classroom control and management in Kwara State public junior secondary schools. (Published abstract)