CHAPTER FOUR

DATA ANALYSIS, PRESENTATION, INTERPRETATION AND DISCUSSION

4.0: Introduction

This chapter presents the results of the study broken down into the following thematic

subsections; questionnaire response rate, result from the teachers’ questionnaire and

from the teachers’ observations schedule.

4.1: Questionnaire response rate

The study used 126 PSTs who included diploma teachers, ordinary certificate teachers

as well as untrained teachers. There were 42 diploma teachers, 42 ordinary certificate

teachers and 42 untrained teachers. The questionnaire response rate and return rate was

42 out of 42 (100%) for the diploma teachers, 42 out of 42 (100%) for the ordinary

certificate teachers and 42 out of 42 (100%) for the untrained teachers. Overall the

response rate was 126 out of 126 giving 100%.

Section A: 4.2 Effects of teacher experience on classroom management

The PSTs had different demographic characteristics which influenced CM in a number

of ways. The teachers included 42 diploma, 42 certificate and 42 untrained teachers

giving a total of 126 teachers. The teachers were aged 20 to 40 years with a teaching

experience of 1 to 15 years. All the 126 teachers were females who held form 4

certificate. The characteristics influenced the way the teachers managed class control

with respect to discipline. The characteristics influenced the way the teachers managed

pupils’ seating arrangement as well as learning aids. The characteristics also determined

how class records and time were managed by the teachers.

Different PSTs had different teaching experiences which determined the way the

teachers effected CM. Experience influenced the way the teachers managed class

31
control by maintaining class discipline. The characteristics again influenced the way the

teachers managed pupils’ seating arrangement as well as learning aids for effective CM.

The different teaching experiences furthermore determined how class records and time

were managed by the teachers. Teachers with longer experience managed classrooms

more effectively than the teachers with shorter experience.

4.2.1: Teacher experience, classroom rules and management

Classroom rules are an aspect of CM and are useful in guiding pupils’ discipline.

Teacher experience had influence on classroom rules and hence CM. The respondents

were asked to indicate if there were rules guiding pupils’ discipline in classrooms to

help achieve effective CM. The teachers were also asked to indicate teaching

experience. Table 4.2.1 shows the number of teachers who indicated application of CM

through use of classroom rules against the total number of teachers in each experience

category.

Table 4.2.1 Teacher experience and classroom rules

Experience (years) Teachers using rules for CM

f %

1-3 6 15

4-6 9 23

4-10 12 30

Over 10 13 32

Total 40 100

According to table 4.2.1 6 out of 40(15%) teachers with an experience of 1 to 3 years

indicated having classroom rules to guide in CM. 9 teachers (23%) with an experience
32
of 4 to 6 indicated having rules for CM while 12(30%) indicated the same. Again

13(32%) of the teachers with an experience of over 10 years indicated application of

CM by use of classroom rules. The implication here is that more experienced teachers

than less experienced ones had rules to manage the classroom.

Classroom rules are used for guiding pupils’ discipline for effective CM although the

study has revealed that some PSTs did not have the rules. The class whose pupils are

aware of classroom rules is easier to manage than a class without rules because the rules

become a part of pupils’ daily routine. Our data shows clearly that the more experienced

the teachers were the more likely the teachers were to have classroom rules and hence

successful CM. Discipline in a classroom setting is one aspect of CM without which no

effective learning can take place. It ensures that pupils are attentive to instruction and

are of good behaviour.

Regarding teaching experience, our findings concur with the statement of a certain

teacher who had this to say;

“Experience sharpens the skills of a teacher enabling

the teacher to handle classroom management effectively.
This is based on the phrase that practice makes perfect.
Through experience, the teacher will practice activities
related to classroom management such as preparation
for lessons and learning materials. Experience can be
achieved by improving the working conditions for the
teachers. By improving the working conditions ,teachers
will remain in the profession for periods of time thus
gaining experience.”

4.2.2: Teacher experience, controlling class discipline and management

Reward for good behaviour, guidance and counseling are effective methods of

controlling class discipline for effective CM. The respondents were asked to indicate

how frequently the respondents used various methods as a measure of controlling class

33
discipline. Table 4.2.2 shows the number of teachers who practised CM by indicating

use of guidance and counseling or reward for good behaviour as measures of controlling

discipline rather than using either corporal punishment or reproof method of

punishment.

Table 4.2.2 Experience and methods of controlling class discipline

Experience Guidance and Corporal punishment Reproof method

years counseling or reward
for good behaviour
f % f % f %

1-3 5 12 4 33 4 66

4-6 11 26 4 33 0 0

7-10 12 29 3 24 1 17

Over 10 14 33 1 8 1 17

Total 42 100 12 100 6 100

Table 4.2.2 shows that out of 42 respondents who indicated using guidance and

counseling or reward for good behaviour 5(12) had an experience of 1 to 3 years.

11(26%) of the teachers who indicated using guidance and counseling for CM had an

experience of 4 to 6 years, while those with an experience of 7 to 10 years were

12(29%). 14(33%) of the respondents who had applied CM by use of guidance and

counseling rather than the other methods had over 10 years of experience. The

implication is that more experienced teachers than the less experienced teachers used

guidance and counseling or reward method. At the same time the table indicates that a

higher percentage of less experience teacher used corporal punishment to manage class

discipline.

34
4.2.3: Teacher experience, learning materials and classroom management

Learning materials enhance learning by making lessons clearly understood by the

learners. Use of materials helps to improve CM by making the teacher well prepared for

lessons. The respondents were asked to indicate how regularly the teachers prepared

various documents as part of teacher preparation. Table 4.2.3 shows the number of

teachers who indicated applying CM by preparing schemes of work termly or annually.

These teachers also indicated preparing lesson plans, record of work and learning aids

on a daily basis. The table shows the number of these teachers along with the teachers’

respective experience in years.

Table 4.2.3 Teacher experience and learning materials

Experience Schemes of Lesson Records of work Learning aids

(Years) work plans
f % f % f % f %

1-3 8 20 10 21 6 15 8 20

4-6 8 20 10 21 7 17 9 23

7-10 11 26 12 26 13 32 11 27

Over 10 14 34 15 14 36 12 30

Total 41 100 47 100 40 100 40 100

According to table 4.2.3 8 teachers 8(20%) with an experience of 1 to 3 years applied

CM by preparing schemes of work while again 8(20%) with an experience 4 to 6 years

applied CM by preparing schemes of work. Among the teachers with an experience of 7

to 10 years, 11(26%) applied CM by preparing schemes of work and among the teachers

with experience of over 10 years 14(34%) managed classrooms by preparing schemes of

work. Higher percentages of more experienced teachers than less experienced teachers

35
applied CM by preparing schemes of work. The same applied to lessons plans, records

of work and learning aids.

Effective teachers employed good CM by way of preparing learning materials at the

right time. For example the teachers prepared lesson plans on daily basis which is a

requirement for learning. Less effective teachers either prepared the right materials late

or did not prepare some of the materials at all. According to table 4.2.3, the more

experienced teachers were better prepared for lessons than the less experienced teachers

since the teachers prepared learning materials more promptly than the less experienced

teachers. This was in agreement with Petty (2001) who stated that experienced teachers

do not deal with problems but rather, prevent the problems from occurring by applying

the effective CM.

4.2.4 Teacher experience, pupils seating arrangement and classroom management

Different classroom activities require different seating arrangements for effective CM.

The respondents were asked to indicate what method of seating arrangement one applied

when administering a test. Table 4.2.4 shows the number of the teachers and teaching

experiences.

Table 4.2.4 Teacher experience and pupils seating arrangement

Experience Desk or table Clusters Circle or Activity zones

(Years) rows semicircle
f % f % f % f %

1-3 10 20 2 50 0 0 3 60

4-6 10 20 2 50 1 100 2 40

7-10 15 30 0 0 0 0 0 0

Over 10 15 30 0 0 0 0 0 0

Total 50 100 4 100 1 100 5 100

36
Table 4.2.4 indicates that 10(20%) of the teachers who indicated application of CM by

using desk or table rows had a teaching experience of 1 to 3 years while another

10(20%) had an experience of 4 to 6 years. 15(30) had a teaching experience of 7 to 10

and over 10 years irrespectively. Many teachers did not use the other methods. For

example only 1 teacher and 5 teachers applied CM using used circle or semi-circle and

activity zone methods respectively.

The teachers with longer teaching experience, according to table 4.2.4 employed CM

by using the different seating arrangements more appropriately than the teachers with

shorter teaching experience. Using the right seating arrangement for a certain activity is

a good CM strategy and indicates that the teacher is organized. For instance, it would be

very wrong to use Cluster seating arrangement when administering a test because

children might copy each other’s answers making the test futile.

4.2.5: Teacher experience and classroom time management

Proper time management helps the teacher to achieve effective CM by utilizing all the

classroom time to the maximum. Utilizing classroom time to the maximum helps the

teacher and the pupils to cover the syllabus within the specified time. The respondents

were asked to indicate what time one commenced and ended lessons daily as an attempt

to achieve effective CM. The teachers also indicated ways of determining what subject

to teach during a particular period.

Table 4.2.5 shows the number of teachers who answered applying CM by commencing

lessons between 8.00 and 9.00 am and ending the lessons between 12.00 noon and 1.00

pm. The teachers also indicated using a timetable to determine what they were to teach

during a particular period which is another useful CM practice. The table shows the

number of these teachers along with the teachers’ respective experience in years.

37
Table 4.2.5 Teacher experience and time management

Experience Started morning lesson Ended morning lesson

(Years) punctually (8.00 am to punctually (12 noon to
9.00 am) 1.00 pm)
f % f %

1-3 13 22 11 22

4-6 15 26 12 26

12 26
7-10 15 26
12 26
Over 10 15 26

Total 58 100 47 100

According to table 4.2.5 majority of the respondents started the lessons between 8.00 am

and 9.00 am. The majority ended the lessons between 12 noon and 1.00 pm. This

implies that the teachers were able to manage time as an important aspect of CM. More

experienced teachers applied CM by time management better than less experienced

teachers. The table shows that 13(22%) teachers with a teaching experience of 1 to 3

years observed punctuality by starting lessons at 9.00 am or earlier. This was necessary

for effective CM. 15(26%) and another 15 with experience of 4 to 6 and 7 to 10 years

respectively applied CM by proper time management. Again 15(22%) of the

respondents who indicated application of CM by observing punctuality had an

experience of over 10 years.

4.2.6: Teacher experience, pupils’ classroom records and classroom management

Classroom records are part of CM management. In a well managed classroom records

are kept and maintained to make CM easy. Some teachers ignore some of the records

and do without the records. This makes CM difficult. Teacher experience may have

influence on the way the teacher manages a classroom with respect to classroom record.

38
The respondents were asked to state if one maintained classroom records. The

respondents were also asked to state teaching experiences so as to establish the effect of

teacher experience on CM with regard to classroom records.

Table 4.2.6 Teacher experience and classroom records

Experience Admission Attendance Performance

(Years) register register records
f % f % f %

1-3 4 16 14 24 13 23

4-6 6 24 14 24 14 25

7-10 7 28 15 26 14 25

Over 10 8 32 15 26 15 27

Total 25 100 58 100 56 100

Table 4.2.6 shows that out of 25 teachers who indicated maintaining admission register

for CM 4(16%) had teaching experience of 1 to 3 years, 6(24%) had experience of 4 to 6

yeas while 7(28%) had experience of 7 to 10 years. Out of 25 8(32%) had an experience

of over 10 years. Generally older teachers applied CM by maintaining admission

register with a higher percentage than the younger teachers.

This applied to the attendance register and the performance records. Accurate

educational records do not happen by accident. Teachers should maintain the records to

effect CM. The implication here is that older teachers were more effective in CM than

the younger teachers. However the findings have revealed that the difference is not

significant.

39
4.3 Section B: Effects of teacher professional qualifications on classroom

management

PSTs were of different professional qualifications including diploma, ordinary

certificate as well as untrained teachers. The professional qualifications could have

effect on CM. The question intended to find out the effect of teacher professional

qualification on CM. The more qualified teachers were expected to manage classrooms

more efficiently than the less qualified teachers.

4.3.1 Teacher professional qualifications, classroom rules and management

Classroom rules make CM easier since discipline is guided by the rules. The

respondents were asked to state if one had rules about pupil’s discipline in classrooms or

not. The respondents were also asked to indicate professional qualifications. Table 4.3.1

shows the number of teachers who indicated having classroom rules against the total

number of teachers of different levels of professional qualifications.

Table 4.3.1 professional qualification and classroom rules

Professional Used rules for CM

qualification
f %

Diploma 35 35

Certificate 35 35

Untrained 30 30

Total 100 100

According to the table 4.3.1 35(35%) diploma teachers indicated application of CM by

using rules to manage classroom. Certificate teachers were also 35(35%) of the

respondents who indicated application of CM by using classroom rules. Among the

40
untrained teachers 30(30%) indicated application of CM by use of classroom rules. The

findings revealed that a higher percentage of diploma teachers applied CM by use of

classroom rules compared to certificate and untrained teachers. At the same time more

of the certificate teachers than untrained teachers applied CM by use of rules.

4.3.2 Teacher professional qualifications, controlling class discipline and

management

Some methods of controlling discipline such as corporal punishment are inefficient

compared to other methods such as reward for good behaviour and guidance or

counseling. The respondents were required to state how frequently one used various

methods as a measure of controlling class discipline. Table 4.3.2 shows the number of

teachers who indicated using guidance and counseling or reward for good behaviour as

measures of controlling discipline and those who used either corporal punishment or

reproof method of punishment.

Table 4.3.2 Professional qualification and methods of controlling discipline

Professinal Guidance and Corporal Reproof method

qualification counselling or punishment
reward for good
behaviour
f % f % f %

Diploma 32 36 8 27 2 50

Certificate 31 33 12 40 0 0

Untrained 29 31 10 33 2 50

Total 92 100 30 100

Table 4.3.2 indicates that out of 92 teachers who indicated application of CM by using

guidance and counseling or reward method for good behaviour 32(36%) were diploma

41
teachers. 31 out of 92(33%) were certificate teachers and 29(31%) were untrained

teachers who indicated application of CM by using guidance and counseling or reward

method for good behaviour. The implication is that diploma teachers were more

efficient than certificate teachers and certificate teachers were more efficient than

untrained teachers in CM. This is because guidance and counseling and also reward for

good behaviour are effective methods of CM.

Regarding teacher professional qualification and CM, one Education Officer said the

following;

“The standard of education in our preschools can be improved

Through proper class management. A properly managed classroom
is a classroom where a teacher prepares for the lessons adequately
and time is not wasted. The teacher should also prepare learning aids
to enhance learning. Professionally qualified teachers will be able to
achieve effective classroom management by putting into practice all
the aspects of classroom management. Preschool teachers should
therefore strive to further their professional qualifications to become
better classroom managers.”

The statement supports our study findings which indicate that professional qualifications

influenced classroom management. The data from table 4.3.2 indicates that a higher

percentage of diploma teachers than both certificate and untrained teachers applied CM

effectively by using appropriate methods of controlling discipline. At the same time, a

higher percentage of certificate teachers than untrained teachers managed classrooms

effectively by applying the appropriate methods of controlling class discipline.

4.3.3 Teacher professional qualifications, preparation of learning materials and

classroom management

Learning materials should always be available to enhance learning. However, some

teachers do not use the learning materials as required.

42
The PSTs were required to state how regularly one prepared various documents as part

of teacher preparation. Table 4.3.3 shows the number of teachers who indicated

preparing schemes of work lesson plans, records of work and learning aids on a daily

basis. The table shows the number of these teachers along with the teachers’ respective

professional qualifications.

Table 4.3.3 Professional qualification and learning materials

Professinal Schemes of Lesson plans Records of Learning aids

qualification work work
f % f % f % f %

Diploma 36 35 40 39 20 45 42 35

Certificate 38 37 40 39 15 33 42 35

Untrained 30 28 25 22 10 22 35 30

Total 104 100 105 100 45 100 119 100

According to table 4.3.3 the teachers were more prepared for CM with learning aids

than with other materials. Records of work were maintained by only 45 teachers. The

table shows that out of 104 teachers who prepared schemes of work 36(35%) diploma

teachers indicated application of CM by preparing schemes of work while 40 out of

105(39%) prepared lesson plans. 20 out of 45(45%) were the diploma teachers who

maintained records of work while 42(35%) diploma teachers prepared learning aids. The

percentages for the diploma teachers were generally higher than those of the certificate

teachers and the untrained teachers. However certificate teachers were better with

respect to preparation of schemes of work.

The implication is that diploma teachers were more efficient in CM than both the

certificate and the untrained teachers with respect to learning materials. At the same

43
time the study findings revealed that certificate teachers were more efficient in CM than

the untrained teachers. It then implies that professionally trained teachers practised CM

more effectively than the untrained teachers. This could be due to the knowledge of CM

acquired during professional training.

4.3.4 Teacher professional qualification seating arrangement and classroom

management

Teacher professional qualification could affect the way the teachers arranged the pupils

in the classroom. The respondents were required to indicate what method of seating

arrangement one used to administer a test among desk rows, circle or semi-circles,

clusters and activity zones. Table 4.3.4 shows the number of teachers who indicated

using desk rows or table rows for administering a test and also the teachers who

indicated other methods. The table shows the number of these teachers together with the

teachers’ respective professional qualifications.

Table 4.3.4 Professional qualification and seating arrangement

Professinal Desk or table Clusters Circle or Activity zone

qualification rows semi-circle
f % f % f % f %

Diploma 42 36 0 0 0 0 0 0

Certificate 40 34 0 0 0 0 2 25

Untrained 36 30 0 0 0 0 6 75

Total 118 100 0 0 0 0 8 100

Table 4.3.4 shows that 118 respondents indicated application of CM by using desk or

table rows to administer a test. 42(36%) were diploma teachers, 40(34%) were

certificate teachers and 36(30%) were untrained teachers. Table or desk rows is a good

44
seating arrangement for administering a test. This is so because when arranged in

clusters, circles, semicircles or activity zones pupils may copy answers from one

another. The implication here is that with regard to seating arrangement trained teachers

were better in CM than untrained teachers. At the same time the study has revealed that

diploma teachers were more efficient in CM than certificate teachers.

4.3.5 Teacher professional qualifications and classroom time management

Teacher professional qualification may influence classroom time management. The

teachers were asked to indicate what time one commenced and ended lessons daily. The

teachers were also asked to say how one determined what subject to teach during a

particular period. Table 4.3.5 shows the number of teachers who indicated commencing

lessons between 8.00am and 9.00 am and ending the lessons between 12.00 noon and

1.00 pm. The table shows the number of these teachers together with the teachers’

respective professional qualifications.

Table 4.3.5 Professional qualification and time management

Professinal Start lessons punctually End lessons punctually

qualification (8.00am to 9.00 am) (12 noon to 1.00pm)
f % f %

Diploma 41 34 1 25

Certificate 41 34 1 25

Untrained 40 32 2 50

Total 122 100 4 100

According to table 4.3.5 out of 122 teachers who indicated starting lessons at 9.00 am or

earlier 41(34%) were diploma teachers. 41(34%) again were certificate teachers and

40(32%) were untrained teachers. A high percentage of the teachers indicated

45
effectiveness in CM by starting and ending lessons at appropriate time. This was an

effective aspect of time management. Time management facilitates CM by ensuring that

time for learning activities is not wasted.

The findings have revealed that all the levels of professional qualifications were almost

equal in CM regarding time management. However diploma and certificate teachers

were a little more effective than untrained teachers. Certificate teachers on the other

hand were a little more effective in CM than the untrained teachers.

4.3.6 Teacher professional qualification classroom records and management

Professional qualification may have influence on how a teacher manages a classroom

with respect to maintenance of classroom records. The teachers were required to

indicate if one applied CM by maintaining the following classroom records; admission

register, attendance register, health record and performance record. The teachers were to

state the purpose for which one kept the records. The teachers were also asked to

indicate any other records that one kept. Table 4.3.6 shows the number of teachers who

indicated applying CM by maintaining these records and also stated the purpose for

which one kept them. The table shows the number of these teachers along with the

teachers’ respective professional qualification.

Table 4.3.6 Professional qualification and classroom records

Professional Admission register Attendance Performance record

qualifications register
f % f % f %
Diploma 35 33 42 34 41 34

Certificate 41 39 40 33 40 33

Untrained 30 28 40 36 40 33

Total 106 100 122 100 121 100

46
Table 4.3.6 shows that 106 respondents had indicated maintaining admission register.

Out of 106 35(33%) were diploma teachers 41(39%) were certificate teachers and

30(28%) were untrained teachers. Out of 122 teachers who maintained attendance

register as a record for CM 42(34%) were diploma teachers, 40 (33%) were certificate

teachers and 40(36%) were untrained teachers. Regarding performance record 41 out of

121(34%) held diplomas, 40(33%) certificates and 40(33%) were untrained.

Record keeping and maintenance is an important aspect of CM. The study finding have

revealed that with regard to application of CM by maintaining classroom records

diploma teachers generally performed better than certificate and untrained teachers.

However this was contrary with respect to maintenance of admission register.

Comparing certificate and untrained teachers, the former performed better in CM with

respect to classroom records, but the difference is only in maintenance of admission

register.

Section C: 4.4 Effects of teacher age on classroom management

PSTs were in different age brackets. This could have influence on how the teachers

managed the PS classrooms. Some people are of the opinion that younger teachers are

better in CM than the older ones as the younger teachers have fresh ideas. Others on the

other hand maintain that older teachers are more effective in CM due to the teachers’

experience in life. Questions were asked to determine the effect of teacher age on

classroom management.

4.4.1: Teacher age, classroom rules and management

Age may have influence on CM with respect to classroom rules. The respondents were

asked to indicate if applied CM by use of rules to guide pupils’ discipline in classrooms.

47
The teachers were also asked to indicate age brackets. Table 4.4.1 shows the number of

teachers who indicated applying CM by using classroom rules to guide pupils’

discipline in class. The teachers were also to indicate the age brackets.

Table 4.4.1 Teacher age and classroom rules

Age (years) Teachers using rules for CM

f %

20-25 9 23

26-30 9 23

31-35 11 27

36-40 11 27

Total 40 100

Table 4.4.1 shows that out of 40 teachers who indicated application of CM by using

classroom rules 9(23%) were aged between 20 and 25 years. An equal percentage was

aged between 26 and 30 years. Out of 40 11(27%) were in the age bracket 31 to 35 and

11 more were aged between 31 and 35 years and between 36 and 40 years respectively.

Older teachers applied CM better than the younger teachers in relation to use of

classroom rules. Without classroom rules class discipline would be difficult to manage.

About age and classroom management, one headteacher had this to say;
“All of my teachers are old and are approaching
Retirement age. That is why my school is not performing
well in examinations. I wish I had younger teachers who
could manage classrooms better than the old teachers. The
school would not be lagging behind in performance and I
would escape blame from the education office. Perhaps the
office will understand the problem and post younger teachers
to my school.”

48
This statement does not concur with the study findings which show that a higher

percentage of older teachers than younger teachers applied CM by using classroom

rules to guide discipline among pupils.

4.4.2 Teacher age, preparation of learning materials and classroom management

The rate of preparing learning materials was determined by teacher age. Learning

materials are useful for effective CM. The respondents were asked to state how

regularly the respondents prepared various documents as part of teacher preparation for

CM. Table 4.4.2 shows the number of teachers who indicated preparing schemes of

work and other learning materials termly or annually. These teachers also indicated

preparing lesson plans, record of work and learning aids on a daily basis. The table

shows the number of these teachers along with the teachers’ respective age brackets.

Table 4.4.2 Teacher age and learning materials

Age (years) Schemes of Lesson plans Record of Learning aids

work work
f % f % f % f %

20-25 9 23 11 25 8 22 10 22

26-30 10 25 11 25 9 26 11 24

31-35 10 25 10 23 9 26 12 27

36-40 11 27 12 27 9 26 12 27

Total 40 100 44 100 35 100 45 100

According to table 4.4.2 9 out of 40(23%) teachers aged 20 to 25 years indicated

application of CM by using schemes of work for effective teaching. Among the teachers

aged 26 to 30 years 10(25%) had schemes of work while regarding the age of 31 to 35

years 10(25%) indicated applying CM by preparing schemes of work. With respect to

49
lesson plans the biggest proportion of teachers who indicated preparing lesson plans was

in age 36 to 40 years (27%).

The table shows that a larger number of older teachers than the younger teachers had

prepared the learning materials in general. The implication is that older teachers were

more effective in CM than younger teachers with respect to learning materials. Perhaps

it was due to life experience as the older teachers were better prepared with learning

materials for CM than the younger teachers. Without learning materials learning would

not be as effective as with learning materials. Generally more than 80% of the teachers

had prepared the basic materials for CM.

4.4.3 Teacher age, pupils seating arrangement and classroom management

Age is a teacher characteristic that could influence classroom management by

determining how seating arrangement of the pupils is handled by the teacher. The

respondents were asked to indicate what kind of seating arrangement one used when

administering a test among the given seating arrangement. Table 4.4.3 shows the

number of teachers who indicated application of CM by using the right seating

arrangements for testing and those who used other seating arrangements.

Table 4.4.3 Teacher age and pupil’s seating arrangement

Age (years) Desk rows or Clusters Circle or Activity zones

table rows semi-circle
f % f % f % f %

20-25 10 22 0 0 0 0 1 33

26-30 10 22 1 100 0 0 2 67

31-35 12 28 0 0 0 0 0 0

36-40 12 28 0 0 0 0 0 0

Total 44 100 1 100 0 0 3 100

50
According to table 4.4.3 10 out of 44(22%) teachers of age 20 to 25 indicated using desk

row or table rows for administering a test. This was an appropriate method for a test and

hence a good CM practice. When pupils are arranged in clusters, circles or in activity

zones when doing an exam the pupils are likely to cheat by copying answers from one

another. Among the teachers aged 26 to 30 10(22%) indicated using desk or table rows

in a test for effective CM. The table further shows that 12 out of 44(28%) and again 12

out of 44 among the teachers of age 31 to 35 and 36 to 40 respectively indicated

application of CM by using the right method to administer a test.

The table indicates that 1 teacher in the age of 20 to 25 indicated using activity zone

seating arrangement and one teacher in age 26 to 30 used cluster. Among the teachers of

age 26 to 30 years 2 teachers indicated using activity zones which is not an appropriate

CM practice. Generally more experienced teachers than less experienced teachers

practised appropriate CM by using suitable seating arrangements for class activities.

4.4.4: Teacher age and classroom time management

The way the teachers manage classroom time may depend on teacher age. Older

teachers could be more experienced than the younger ones and the experience might

make them better classroom managers than the younger ones. The teachers were asked

to state what time lessons commenced and ended daily as an application of CM. The

teachers were also asked to state how one determined what subject to teach during a

particular period. Table 4.4.4 shows the number of teachers who indicated practising

CM by commencing the lessons between 8.00 and 9.00 am and ending the lessons

between 12.00 noon and 1.00 pm which is the recommended time. The table shows the

number of the teachers along with the teachers’ respective age brackets.

51
Table 4.4.4 Teacher age and time management

Age (years) start lessons punctually End lessons punctually

(8.00am to 9.00 am) (12 noon to 1.00pm)

f % f %

20-25 10 22 10 22

26-30 11 25 12 26

31-35 12 28 12 26

36-40 11 25 12 26

Total 44 100 46 100

Table 4.4.4 shows that in age 20 to 25 years 10 out of 44(22%) teachers indicated

starting morning lessons between 8.00 am and 9.00am. This was appropriate time since

it was neither late nor very early. It implies effective time management which is part of

CM. Among the teachers of age 26 to 30 years 11(25%) indicated starting lessons at the

appropriate time. In the age bracket 31 to 35 years 12(28%) indicated application of CM

by observing time management. 11(25%) teachers were also in age 36 to 40 years.

Regarding end of morning lessons 10 out of 46(22%) in age 20 to 25 years indicated

ending lessons between 12.00 noon and 1.00pm. Again this was an appropriate time to

end the lesson. Since it was neither early nor late. It implies effective time management

for effective CM.

Out of 46 teachers 12(26%) were in each of the other age brackets and indicated ending

the lesson between 12.00 noon and 1.00pm. Though the difference is not so significant

more of the older teachers than the younger teachers were keen about time management

and hence CM.

52
4.4.5 Teacher age pupils’ classroom records and management

Preparation and maintenance of classroom records could be affected by the teacher age.

The respondents were asked if applied CM by maintaining the following classroom

records; admission register, attendance register, performance record and progress

record. The respondents were also asked to indicate any other record maintained to

effect CM. Table 4.4.5 shows the number of teachers who indicated managing

classrooms by maintaining most if not all the records and also indicated the purpose for

which the records were maintained. The table shows the number of the teachers along

with the teachers’ respective age.

Table 4.4.5 Teacher age and classroom records

Age (years) Admission Attendance Performance

register register record
f % f % f %

20-25 7 24 10 23 8 22

26-30 6 20 10 23 8 22

31-35 8 28 12 27 10 27

36-40 8 28 12 27 11 29

Total 29 100 44 100 37 100

According to table 4.4.5 7 out of 29 (24%) of the teachers who indicated having

admission register were in age 20 to 25 while 6(20%) teachers were in age 26 to 30. 8

out of 29(28%) were in age 31 to 35 while another 28% were in age 36 to 40. The

teachers who maintained attendance register as part of CM were 23% for age 20 to 25

23% for age 26 to 30, 27% for age 31 to 35 and 27% for age 36 to 40 years.

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The table also shows that out of 37 8(22%) teachers of age 20 to 25 years maintained

performance records to ensure CM. In age 26 to 30 years again 8(22%) maintained

performance records while in age 31 to 35 years 10(27%) also indicated maintaining

performance record for CM. Age 36 to 40 years had 11(29) of teachers who maintained

performance records.

Classroom records support CM as the records guide and remind the teachers what has

been done and what to be done. The records are also important as they show the day to

day development of the child as well as specific issues relating to the child. Some of the

issues include specific behaviours especially those that are a cause of concern.

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