CLASSROOM MANAGEMENT AND STRATEGIES FOR EFFECTIVE EVALUATION OF STUDENTS’ LEARNING PERFORMANCE IN ECONOMICS IN CROSS RIVER STATE PUBLIC SCHOOLS
The study examines classroom management and strategies for effective evaluation of students’ learning achievement in upper basic education in South-South Nigeria. The study adopted descriptive survey design. Three research questions and three null hypotheses were formulated to guide the student. A structured questionnaire with 30 items on a four point rating scale was used to collect data for the study. The instrument was face validated by three experts and the reliability co-efficient of 0.86 was obtained using Cronbach Alpha coefficient. The population of the study consist of 1000 less experienced (newly employed) universal board education teachers and 80 highly experienced universal basic education teachers in South-South Nigeria. No sample was used due to the fact that the population size was considered manageable. Data collected were analysed using mean and standard deviation to answer the research questions, while t-test statistics was used to test the hypotheses at 0.05 level of significance. The study revealed the following strategies among others were identified for effective evaluation, conducive learning environment, teachers to ensure that no event influence evaluation process. Based on the findings, it was recommended among others that universal basic education teachers should be made to always submit their evaluation records to the principal/school board, teachers should ensure that they adopt the use of all the correct methods of evaluation to evaluate their students, in-service training programmes should always be organised for teachers in order to up-date their knowledge on current issues concerning teaching and learning methodologies/processes in universal basic education
Keywords: classroom, cross, economics, effective, evaluation, learning, management, performance, public, river, schools, state, strategies, students’