International Journal of Education and Human Developments, Vol. 8 No.

1; September 2022
ISSN 2415-1270 (Online), ISSN 2415-1424 (Print)
Published by Center for Global Research Development

Assessing the Impact of Supportive and Corrective Classroom Management

Strategies in Upper Basic Education Level of Abakaliki Education Zone in Ebonyi
State of Nigeria

Ijeoma Pamela Abiara

Ebonyi State College of Education, Ikwo
Ebonyi State, Nigeria
Felix O. Chima, PhD.
Prairie View A&M University
United States of America
Helen I. Ajudeonu, PhD.
University of Delta Agbor
Delta State, Nigeria
Chioma Vivienne Nwokoro, PhD.
K.O. Mbadiwe University
Imo State, Nigeria

Abstract
In recent times, teaching has evolved from the old missionary approach that was teacher-centered.
Teaching has a new approach which is learner-centered, where the learner is given credit with
some knowledge and skill. Thus, the teacher now only guides, facilitates, motivates, and allows
room for interaction. This study was initiated because it has been noticed that most teachers in
Upper Basic Education level in Abakiliki Education zone in Ebonyi State do not have adequate
training and experience in classroom management to address the problems of disruptions in the
classroom. This study aims to address the question on why class management strategies are not
employed in the management and control of the classroom by teachers to ensure effective teaching
in upper basic education level in Abakiliki Education Zone in Ebonyi State of Nigeria. The study
equally aims to determine the effects of supportive and corrective classroom management
strategies for the teaching of business studies in the upper basic education level of the Abakaliki
Education Zone by male and female teachers. A descriptive survey research approach was
deployed on 61 business education secondary school teachers in Abakiliki Education zone. The
findings revealed that supportive and corrective classroom management are effective in teaching
upper basic education level students. The study also shows that there is no statistically significant
difference in the mean ratings of male and female business studies teachers on the extent that
corrective and supportive classroom management strategies affect the effective teaching of
business studies in selected schools.
Key words: supportive teaching, corrective teaching, classroom management, learner-centered
teaching

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www.cgrd.org International Journal of Education and Human Developments Vol. 8 No. 1; September 2022
Background of the Study
The classroom represents the environment where teaching and learning take place. The classroom is the powerhouse
in which the success or failure of the teaching and learning processes is generated and sustained (Jones and Jones,
2012). Since effective teaching and learning cannot be achieved in a mismanaged classroom, the most essential
activity in a typical school environment is the ability to organize classroom activities and manage the behaviors of
students. Teachers have the responsibility of organizing classroom activities and managing students’ behaviors in
schools (Al‐Zu'bi, 2013). He stated that as individuals or groups of individuals, teachers hold a very important
position in the educational sector and so they need certain classroom management strategies to enable them to
manage students’ behavior and ensure the maintenance of high standards in schools. Teacher must have working
classroom management strategies to be an effective educator. Having a classroom management strategy enables
teachers to organize, interpret and control what is happening in the classroom. This informed why Mwaniki, (2012)
defined classroom management strategies as the body of skills and competencies that a teacher manifests in directing
the affairs of the classroom organization. Similarly, Al‐Zu'bi, (2013) described classroom management strategies
as the techniques and strategies through which a teacher plans, controls and directs the activities of the classroom
organization.
On the other hand, management is an important aspect of every organization. Amesi and Sobere, (2019) defined
management as the coordination of the resources of an organization through the process of planning, organizing,
directing, and controlling all energies aimed at recording achievement of the organizational goals. Management in
the classroom refers to issues of supervision, the act of handling or controlling the classroom activities successfully.
Teachers take action to create an environment that supports and facilitates both academic and non-academic learning
(George et al, 2017). They argued the ability of the classroom teachers to exercise a reasonable degree of control
over students’ behaviors in the classrooms depends on the teachers’ knowledge and level of classroom management.
Classroom management is the process by which teachers and schools create and maintain appropriate behavior of
students in classroom settings. The purpose of implementing classroom management strategies is to enhance
prosocial behavior and increase student academic engagement (George et al, 2017, Amesi and Sobere, 2019).
Effective classroom management principles work across almost all subject areas and grade levels (Deb, 2018). He
defined Classroom management as those actions teachers take to create an environment that supports and facilitates
both academic and social-emotional learning. Teachers’ involvement and cooperation in classroom activities help
to foster and establish a productive class environment. It is based on this that Jones and Jones, (2012) defined
classroom management as the arrangement of students and grouping of activities into units to make for effective
teaching and learning. To achieve effective teaching and learning, teachers have to exercise a high degree of control
and employ strategic classroom management actions.
According to Okolocha and Oyeneke (2013), Business Studies equip its recipients with personal skills, consumer
skills, and knowledge for clerical and managerial abilities needed to adapt to changing economic and business
realities and these skills make the recipients wealthy and job creators rather than wealthy and job seekers. According
to Onajite, (2016), Business Studies comprise either preparation for management and general business or a detailed
focus on a specific area. Business Studies is a dynamic course that prepares students for the challenges of the 21st
century by introducing them to the world of business.
However, one of the reasons why teachers in our upper basic classes sometimes find it difficult to deliver effective
teaching during classes is because of the nature of the classroom. To that effect, the inability of the teacher to employ
a suitable classroom management strategy can hinder the learner from understanding what was taught in the class.
Effective teaching and learning can take place when a student is properly guided by the teacher by way of employing
appropriate classroom management strategies through which his teaching could be meaningful and effective.
According to Igwe (2014), Supportive strategy is the category of classroom management strategies that enable the
classroom teacher(s) to regulate students’ activities, monitor the behavior of students, and helps for effective
teaching and learning. Exploring on the makeup of the aforementioned category of class management strategies.
Brown (2013) defined Supportive classroom management strategies as designed to be implemented once you
suspect that students are wandering off task. He further explains that it involves changing actions during the lesson
as a way of supporting student learning. Effective or “with-it” teachers can identify signs of restlessness and respond
when students become agitated or disengaged. According to Amesi, Akpomi, and Amadi (2014), the supportive
component of classroom management focuses on promoting and teaching responsible behavior.

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They noted that when students are acting responsibly, it directly affects teaching: When students are more
responsive, there are fewer distractions, and there is more cooperation. The supportive strategies focus on positive
behavior, resulting in less need for corrective interventions (Brown, 2013; Nwokoro et. al, 2020).
Another strategy is the Corrective classroom management strategies and as the name goes involves the final resort
for teachers; they aim to correct inappropriate or undesirable behavior in the classroom as it occurs. Eliamani,
Mghweno, and Baguma, (2014) define it as a way of disciplining students when there is a serious violation of the
class/school rules or major disruption. According to them, this implies the use of coercive power when all the other
approaches fail. This method is the application of consequences and it should be the last option and not the first
(Anitra, 2013). Before taking corrective action, the student concerned should be given sufficient warning that the
teacher has decided to take up since the student did not respond to earlier persuasive models (Eliamani et al, 2014).
With these aforementioned strategies, a Business Studies teacher can only carry out his or her task effectively by
employing these different strategies during the teaching-learning process for effective classroom management and
effective teaching of business studies (Abiara, Nwokoro and Chima, 2019). The researcher, therefore, deems it
necessary to determine the classroom management strategies for effective teaching of business studies in the upper
basic education level of Abakaliki Education Zone in Ebonyi state of Nigeria.
Purpose of the Study
The purpose of the study is to determine whether supportive and corrective classroom management strategies it is
the most effective strategies for the teaching of business studies in the upper basic education level of Abakaliki
Education Zone.
Specifically, it aimed at:
1. Determine the extent to which supportive classroom management strategies influenced effective teaching
of business studies in the upper basic education level of Abakaliki Education Zone.
2. Determine the extent to which corrective classroom management strategies influenced effective teaching
of business studies in the upper basic education level of Abakaliki Education Zone.
Significance of the Study
The findings of this study will benefit the following stakeholders:
Practically, this study will benefit the school administrators, teachers, secondary school students, and future
researchers. The findings of this study will help school administrators to gain a clearer insight into the class
management strategies especially, the extent of its use and areas that need retraining.
Teachers will also benefit from the findings of the study because; it will help them to understand better classroom
management strategies that promote effective teaching in classes.
The findings of this study will benefit the secondary school students because; when teachers are aware of the various
classroom management strategies needed for assuring effective teaching and learning in schools, they will utilize
these strategies to enhance teaching and learning, thereby helping students to learn more and their aspirations
realized.
Lastly, the result of this study will be of importance to future researchers who may wish to carry out studies relating
to the problem under study. Future researchers will benefit from this work when they consult this study as a source
of literature review.
Research Questions
To guide this study, the following research questions were addressed.
1. To what extent does supportive classroom management strategy influence effective teaching of business
studies in the upper basic education level of Abakaliki Education Zone?
2. To what extent does corrective classroom management strategy influence effective teaching of business
studies in the upper basic education level of Abakaliki Education Zone?

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Hypotheses
The following hypotheses were formulated and will be tested at (0.05) level of significance.
Ho1: There is no significant difference in the mean ratings of male and female business studies teachers on the
extent supportive classroom management strategies influence effective teaching of business studies in the upper
basic education level of Abakaliki Education Zone?
Ho2: There is no significant difference in the mean ratings of male and female business studies teachers on the
extent corrective classroom management strategies influence effective teaching of business studies in the upper
basic education level of Abakaliki Education Zone?
Methodology
The research methodology adopted for this study is discussed under the following subheadings namely; design of
the study, area of the study, the population of the study, sample and sampling technique, the instrument for data
collection, validation of the instrument, reliability of the instrument, method of data collection and method of data
analysis.
Research Design
This study is a descriptive survey research design that aims at investigating supportive and corrective management
strategies as effective for teaching of business studies in the upper basic education level of Abakaliki Education
Zone. Descriptive survey design, according to Creswell, (2014) is a study in which a group of people or items are
studied by collecting and analyzing data from a few people or items considered to be a representative of the entire
group. Similarly, Creswell (2014) defined descriptive survey design as a type of study which aims at collecting data
on and describing systematically, the characteristics, features, or facts about a given population. Hence, the
researcher sees it necessary to use this design because; it uses a representative sample of the entire population.
Area of the study
The area of the study is the Abakaliki Education Zone of Ebonyi State. The Abakiliki education zone is made up of
four (4) local government areas namely: Abakaliki, Ebonyi, Izzi, and Ohaukwu Local Government Area Councils
and sixty-one (61) public secondary schools. Abakaliki education zone is generally populated by the Igbo people.
The inhabitants of this are mainly civil servants and few traders, farmers, and artisans: Abakaliki education zone
lies at the intersection of the Enugu, Afikpo, and Ogoja Roads
Study Population, Sample and Sampling Techniques
The population of the study is 61 Business studies teachers selected from each of the 61 public secondary schools
in the Abakaliki education zone. The population was chosen because Business studies teachers at the upper basic
education level are in the right position to respond to classroom management strategies for effective teaching of
business studies in the upper basic education level of Abakaliki education zone.
The entire population was used for the study due to its manageable size making the sampling technique
unnecessary.
Instruments for Data Collection
The instrument used was a structured questionnaire titled classroom management strategy questionnaire (CMSQ)
designed to collect data from 61 Business Studies teachers. The questionnaire was divided into two parts.
Part 1 was designed for demographic data of the respondents, while part 2 contained a total of 28 items structured
into four sections (A, B, C, D,) according to the research questions.
Section A has 7 items that were used in collecting data to analyze the extent to which cognitive classroom
management strategy is adopted by Business Studies teachers’ for effective teaching of business studies in the upper
basic education level of Abakaliki Education Zone.
Section B has 7 items that were used in collecting data to analyze the extent to which preventive classroom
management strategies are adopted by Business Studies teachers’ for effective teaching of business studies in the
upper basic education level of Abakaliki Education Zone.

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Section C has 7 items that were used in collecting data to analyze the extent to which supportive classroom
management strategies are adopted by Business Studies teachers for the teaching of business studies in the upper
basic education level of Abakaliki Education Zone. Section D has 7 items that were used in collecting data to
analyze the extent to which corrective classroom management strategies are adopted by Business Studies teachers’
for teaching business studies in the upper basic education level of Abakaliki Education Zone.
The response options of Very High Extent (VHE), High Extent (HE) Low Extent (LE) Very Low Extent (D) were
used. The value of the response options real limits of the mean was used. Therefore, any item with a mean between
4.00-3.50 was regarded as very high extent 3.49-2.50 high extent 2.49-1.50 low extent 1.49-1.00 very low extent.
Any mean above the criterion mean of 2.50 was regarded as high extent while any item below 2.50 was regarded
as low extent. These items were structured to provide answers to the research question formulated for the study.
Validation of the Instrument
The instrument was face validated by three experts. Two persons in the business education department and one
person in measurement & evaluation from Enugu State University of science and technology Enugu validated the
instrument to determine its adequacy, appropriateness for the study, and content. The advice and criticism of these
experts, their corrections were used in the modification of the instrument.
Reliability of the Instrument
The reliability of the instrument was determined by administering copies of the questionnaire to a sample of 20
business studies teachers in the upper basic education level in Enugu State. The reason for using these business
studies teachers in the upper basic education level in Enugu State is because that the schools in Nigeria run the same
curriculum regulated by Universal Basic Education Board and outside my respondents. Data collected from the
respondents were analyzed using Cronbach Alpha co-efficient to determine the internal consistency of the
instrument. The Cronbach Alpha was used because the items on the questionnaire do not have True or False answers.
The instrument was divided into four sections. The sections yielded the following reliability coefficients; section A
had 0.76, section B had 0.78, section C had 0.74, and section D had 0.82. The grand coefficient was 0.72, indicating
that the instrument was reliable for use in data collection.
Data Collection Methods
A total of 61 copies of the questionnaire were administered to the respondents with the help of five research
assistants briefed by the researcher on the content of the questionnaire and its administration to ensure that the
questionnaire is properly administered, filled, and retrieved. The instrument was retrieved immediately after they
have been properly filled by the respondents to avoid bias and respondents who were not able to complete the
questionnaire items on the spot were followed up through phone calls to ascertain when to return for collection
within one week. Out of 61 copies of the questionnaire distributed 60 were properly filled, returned, and used for
data analysis representing a 99% return rate.
Data Analysis Technique
The data collected from the respondents were analyzed using the weighted mean and standard deviation. The mean
was used to answer the research questions while the standard deviation was used to check the homogeneity of their
responses. The t-test was used to test all the null hypotheses at the (0.05) level of significance and the appropriate
degree of freedom.
Decision Rule: The decision rule was based on the principle of the lower and upper limit of the mean, thus;
Very high Extent (VHE) 3.50-4.00
High Extent (HE) 2.50-3.49
Low Extent (LE) 1.50-2.49
Very Low Extent (VLE) 1.00-1.49
The null hypothesis was significant where the probability value was less equal to .05 significant levels at an
appropriate degree of freedom; otherwise, the null hypothesis was not significant.

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Data Analyses and Results
The data analyses present the results of the data analyses based on the two research questions and the two null
hypotheses that guided the study. Tables are used in presenting the results. The research questions were answered
using mean scores and standard deviation. The hypotheses were tested using t-test at (0.05) level of significance.
Research Question 1
To what extent does a supportive classroom management strategy influence the effective teaching of business
studies in the upper basic education level of Abakaliki Education Zone?
The data for answering the above research question are presented on Table 3 below
Table 3: Mean ratings of business studies teachers on extent supportive classroom management strategy
influence the effective teaching of business studies in the upper basic education level of Abakaliki Education
Zone?
S/ ITEMS: extent supportive classroom VHE H LE VLE N ∑ FX 𝑥̅ Decision
N management strategy influence the (4) E (2) (1)
effective teaching of business studies (3)
includes:
15 Showing interest in their work, engaging 8 24 24 4 60 156 2.6 HE
them with questions and comments
promotes effective teaching of business
studies.
16 Using subtle, non-verbal cues such as eye 5 23 27 5 60 148 2.47 LE
contact and head shaking promotes
effective teaching of business studies.
17 Using physical proximity to students as a 10 32 15 3 60 169 2.82 HE
way of getting them back on task
promotes effective teaching of business
studies.
18 Providing suggestions when they become 6 9 35 10 60 131 2.18 LE
stuck on a question or a task promotes
effective teaching of business studies.
19 Giving small challenges for them to rise 9 21 30 - 60 159 2.65 HE
to, e.g. “how much of this sheet can we
finish by recess, promotes effective
teaching of business studies.
20 Scaffolding your lessons to their ability, 10 37 10 3 60 174 2.90 HE
and changing teaching strategies when
necessary promotes effective teaching of
business studies.
21 Going round the classroom in between 20 31 9 - 60 191 3.18 HE
the lines and rows of the students, seating
arrangements promotes effective
teaching of business studies.
Overall Mean 2.69

Source: Field Survey, 2021

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Data presented in Table 3 above shows the mean ratings of business studies teachers on the extent supportive
classroom management strategy influence the effective teaching of business studies in the upper basic education
level of Abakaliki Education Zone. Based on the data in Table 3, the business studies teachers rated a high extent
on items 15, 17, 19, 20 and 21 indicating that supportive classroom management strategy such showing interest in
their work, engaging them with questions and comments; using physical proximity to students as a way of getting
them back on task; giving small challenges for them to rise to; scaffolding your lessons to their ability, and changing
teaching strategies when necessary and going round the classroom in between the lines and rows of the students,
seating arrangements during classes has a high effect on effective teaching of business studies. However, with items
16 and18 rated low extents, this means that using subtle, and non-verbal cues such as eye contact and head shaking
and providing suggestions when they become stuck on a question or a task has a low effect on effective teaching of
business studies. Summarily, the overall mean rating of (2.69) indicates that generally, supportive classroom
management strategy has a high effect on effective teaching of business studies in the upper basic education level
of Abakaliki Education Zone.
Research Question 2
To what extent does a corrective classroom management strategy influence the effective teaching of business
studies in the upper basic education level of Abakaliki Education Zone?
The data for answering the above research question are presented on Table 4 below
Table 4: Mean ratings of business studies teachers on extent corrective classroom management strategy
influence the effective teaching of business studies in the upper basic education level of Abakaliki Education
Zone?
S/N ITEMS: The extent corrective VHE HE LE VLE N ∑ FX 𝑥̅ Decision
classroom management strategy (4) (3) (2) (1)
influence the effective teaching of
business studies includes:
22 Intervening when a student breaks a 21 32 7 - 60 194 3.23 HE
class rule or agreement promotes
effective teaching of business
studies.
23 Discussing students’ actions calmly 4 12 34 10 60 130 2.17 LE
and respectfully promotes effective
teaching of business studies.
24 Not raising your voice, or ‘backing - 20 26 14 60 126 2.1 LE
students into a corner promotes
effective teaching of business
studies.
25 Having clear repercussions for 21 32 4 3 60 191 3.18 HE
misbehavior and adhering to them
promotes effective teaching of
business studies.
26 Retaining your composure, not 17 35 4 4 60 185 3.08 HE
arguing with students, and following
the rules set down previously
promotes effective teaching of
business studies.
27 Having a consistent and logical 10 22 22 6 60 156 2.6 HE
approach in class promotes effective
teaching of business studies.
28 Engaging in a verbal altercation with - 5 10 45 60 80 1.33 VLE
a student promotes effective
teaching of business studies.
Overall Mean 2.53
Source: Field Survey, 2021
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Data presented in Table 4 above shows the mean ratings of business studies teachers on the extent corrective
classroom management strategy influence the effective teaching of business studies in the upper basic education
level of Abakaliki Education Zone. Based on the data in Table 4, the business studies teachers rated a high extent
on items 22, 25, 26 and 27 indicating that corrective classroom management strategy such as intervening when a
student breaks a class rule or agreement having clear repercussions for misbehavior and adhering to them; retaining
your composure, not arguing with students, and following the rules set down previously; having a consistent and
logical approach during classes has a high effect on effective teaching of business studies. However, with items 23
and 24 rated low extents, this means that discussing students’ actions calmly and respectfully and not raising your
voice, or ‘backing students into a corner has a low effect on effective teaching of business studies. Also, item 28
was rated very low extent which that engaging in a verbal altercation with a student has a very low effect on effective
teaching of business studies. Summarily, the overall mean rating of (2.53) indicates that generally, corrective
classroom management strategy has a high effect on effective teaching of business studies in the upper basic
education level of Abakaliki Education Zone.
With reference to research question one which dealt with reference to supportive classroom management strategy
and the effective teaching of business studies, the respondents share the view that supportive classroom management
strategy promotes effective teaching of business studies in the upper basic education level of Abakaliki Education
Zone. According to their response, supportive strategies such as showing interest in their work, engaging them with
questions and comments; using physical proximity to students as a way of getting them back on task; giving small
challenges for them to rise to promotes effective teaching of business studies. This finding agrees with the work of
Brown (2013), who found that the more teachers share with students the supportive strategies and their purpose and
rationale, the more effectively the students will learn responsible behaviors. Similarly, Dana and Emily (2017)
findings agree with this study’s findings as they found that maintaining eye, contact with every one of the students
in the classroom, going round the classroom in between the lines and rows of the students, seating arrangements,
and occasionally questioning some of the students at random leads to effective learning. Discussing the
accompanying hypothesis, hypothesis three was accepted as postulated. The acceptance of this hypothesis is not
surprising since the business studies teachers are active players in teachers’ classroom management strategies hence
the uniformity in their view about how supportive classroom management strategies help teachers achieve effective
teaching. Their knowledge of this is expressed by their independent opinions as presented on Table 1.
Looking at the research question two, the business studies teachers used for the study are of the view that teachers
perceive corrective classroom management strategy as a vital classroom management strategy that enable teachers
deliver an effective teaching of business studies. According to them, intervening when a student breaks a class rule
or agreement having clear repercussions for misbehavior and adhering to them; retaining your composure, not
arguing with students, and following the rules set down previously; having a consistent and logical approach during
classes contributes to effective teaching of business studies. Also, the findings show that discussing students’ actions
calmly and respectfully or not raising your voice, or ‘backing students into a corner and engaging in a verbal
altercation with a student could slow effective teaching. Discussing the accompanying hypothesis, hypothesis four
was accepted as postulated. The acceptance of this hypothesis is so because the business studies teachers are active
players in teachers’ classroom management strategies and are therefore in the best position to know how corrective
classroom management strategies help teachers achieve effective teaching. Their knowledge of this is expressed by
their independent opinions as presented on Table 2.
Summary of Findings
1. Supportive classroom management strategy has a high effect on effective teaching of business studies in
the upper basic education level of Abakaliki Education Zone
2. Corrective classroom management strategy has a high effect on effective teaching of business studies in the
upper basic education level of Abakaliki Education Zone.
3. There is no statistically significant difference in the mean ratings of male and female business studies
teachers on the extent supportive classroom management strategies affects the effective teaching of business
studies in the upper basic education level of Abakaliki Education Zone.
4. There is no statistically significant difference in the mean ratings of male and female business studies
teachers on the extent corrective classroom management strategies affects the effective teaching of business
studies in the upper basic education level of Abakaliki Education Zone.

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Recommendations
In the light of the findings, and the educational implications of the study, the researcher makes the following
recommendations
1. Teacher education institutions should pay more attention to imparting classroom management strategy
skills on teacher-trainees.
2. School principals should supervise teachers’ classroom activities more closely to ensure that teachers
employ appropriate classroom management strategy while teaching.
3. Conference, workshops, seminars, and other in-service programmes should be regularly organized for
teachers to acquaint them with latest innovations in classroom management.
4. Teacher’s classroom management skills should be improved to facilitate effective teaching and learning
and ensure that students achieve the purpose of education.

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