Abstract: The study sought to establish how effective classroom management skills enhance students’ self-esteem and academic achievement. The population of the study was all second year Arts one (1) and Arts two (2) students of Dormaa Senior High School and the stratified and systematic sampling techniques were used to select one hundred and ten students comprising fifty-two (52) males and fifty-eight (58) females who were chosen as sample for the study. The cross-sectional survey design was used to collect data for the study. The major instruments used in this study were the Rosenberg Self-Esteem scale, Behavioral and Instructional Management Scale and end of term score of the participants in their core subjects. Four (4) hypotheses were tested and the findings of the study established that effective classroom management skills lead to high self-esteem. It was also established that effective classroom management leads to high academic achievement in students. The results showed that self-esteem have no effect on academic achievement and again, there are no differences between self-esteem and gender.
Keywords: Classroom management, self-esteem, academic achievement.
Title: Effective Classroom Management, Self Esteem and Academic Achievement
Author: Paul Kenny Lawer, Adisah-Atta Isaac, Asamoah Asare Seth, Nasmah Kande Adam Nashiru
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
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