Influence of teachers‘ classroom behavioural and instructional management style on students‘ academic performance.

Abstract

This study investigated the influence of Senior High School (SHS) teachers‘ classroom behavioural and instructional management style on students‘ academic performance. The study determined primarily the difference in students‘ academic performance across the behavioural and instructional management styles in addition to the behavioural and instructional management style that best predicts SHS students‘ academic performance within the Kumasi Metropolis, Ashanti region. The study was descriptive and randomly sampled 320 SHS students together with 26 teachers who were purposively selected from 7 schools. Data was collected using an adapted form of the Behavioural and Instructional Management Scale. Results of the study indicated that there is a significant difference in students‘ academic performance between the interactionalist and interventionist behavioural management styles. The magnitude of the difference was 39% and 47% for biology and chemistry respectively. Also, the study discovered that the interventionist style of behavioural management best predicts students‘ academic performance. Again, the study discovered that the interactionalist style of classroom instructional management best predicts students‘ academic performance. In the light of the results, teachers are recommended to adopt the appropriate style to instruct and manage students‘ behaviour during lessons.