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This project is aimed at finding out the role of teachers in creating and maintaining a Conducive Classroom Learning Environment in Primary schools in Etsako Central Local Government Area of Edo State. In carrying out this study a total of twenty (20) items questionnaires was formulated and administered to eighteen (18) primary schools teachers and another twenty item questionnaire constructed and administered to one hundred and eighty primary schools pupils randomly selected from six (6) primary schools thirty (30) each from the randomly selected schools in Etsako Central Local Government Area of Edo State. Simple percentage was used in analyzing the  data collected in taking our decisions,39.87%, 13.52%, 2.8%, 28.4%, and 15.41% for SA, A, U, SD and D. respectively Therefore, hypotheses 1 and 2 were rejected.




Title page                                                                                                   i

Certification                                                                                                ii

Dedication                                                                                                  iii

Acknowledgement                                                                                      iv

Abstract                                                                                                      v

Table of content                                                                                          vi


Introduction                                                                                                         1

Purpose of the study                                                                                  4

Significance of the study                                                                                      5

Statement of problem                                                                                 5

Research Questions                                                                                    5

Hypothesis                                                                                                 6

Scope of Study                                                                                           6

Delimitation of the study                                                                                     7

Definition of terms                                                                                               7


Review of related literature                                                                         8

Class room management                                                                                      9


Research Methodology                                                                               30

Research Design of the study                                                                     30

Population of the study                                                                              30

Sample and sampling techniques

Instrumentation                                                                                          32

Method of Data Collection                                                                         33

Method of Data Analysis                                                                                     33


Data analysis and interpretation of results                                                 34

Presentation and Data Analysis

Hypothesis/ Research Questions

of findings



Summary, conclusion and recommendation                                                         40

Discussion of findings                                                                                41

Conclusion and Recommendation                                                              44

Reference                                                                                                    48

Appendix I                                                                                                 50

Appendix II                                                                                                          51

Appendix III




The classroom management refers to some forms of arrangement and coordination that go on in the classroom. Whenever activities are not organized, there will be confusion and chaos. It is not likely that the activity will be carried out properly. Every teacher knows that a safe, clean, comfortable and attractive classroom can stimulate learning and help build a classroom community. But for many teachers, setting up the physical environment of their classrooms can be quite daunting, especially when faced with old buildings, crowded classrooms and insufficient storage space. You can make the most of your classroom environment by carefully considering your needs and the needs of your students.

Survey Your Classroom: Looking at the Basics
the first things to consider when organizing your classroom are cleanliness, light and temperature. Although you may not have complete control over some of these elements, try to make or suggest improvement as necessary.
The Floor Plan: Assessing Your Needs
Once you have checked the basic elements in your classroom, think about your floor plan. It should maximize classroom space and reflect your individual teaching style.

any of these guidelines hold true for the middle and upper grades, too. However, older students often spend more time seated in one area. Take your teaching style and lesson plans into consideration as you consider the different types of seating arrangements you might employ.

 Positive, safe, and clean school environment is essential to sound child development and high level learning and is directly linked to pupil academic performance. Pupils learn best and achieve to their fullest potential when they are taught in an environment where they are physically, socially, and emotionally safe.

A positive school environment is associated with fewer pupil behavioral and emotional problems, increased academic success, and higher rates of staff retention which is important for providing a consistent set of adults whom pupils learn they can trust throughout their academic careers.

Feeling unsafe, however, adversely impacts pupil motivation, attitude, behavior, and overall functioning in school while also producing lower levels of academic achievement. The daily incidents of gossiping, bullying, and fighting that occur regularly in today’s schools are far more likely to contribute to pupils’ and teachers’ overall sense of safety, or lack thereof, than the major incidents of school violence that are often reported in the media.

Therefore, creating a safe and secure school environment involves multiple facets of a school environment, including the school climate, norms, goals, values, interpersonal relationships, and the physical state of the building.

In order for pupils and staff to perform at their best, they must feel safe in all aspects of their experiences, which requires a concerted effort on the part of all stakeholders.

To support safe and productive learning environments, schools can engage in several evidence-based targeted strategies to improve school climate. These efforts should be relationship-focused so that every pupil connects to the school structure, and based on a curriculum that promotes social, emotional, and civic competencies along with content-area competencies.

Also, any attempt to improve school climate should emphasize pupils’ unique strengths and use diverse and increasingly intensive approaches to support pupils’ academic abilities. Several important strategies and resources can be used to create safe, positive, and secure school environments: the quality of relationships between staff and pupils and their families; additional staff and supports from the community, including law enforcement and social service agencies; and the physical state of a school building such as air quality, noise levels, lighting, and temperature.

Research also shows that schools need additional staff, and other supports from the community in order to expand pupils’ access to counseling, anger management, and peer mediation services.

Additional pro-active partnerships with law-enforcement and social service agencies, including deliberate strategies to prevent bullying, gang activity, and other issues that put pupils and staff at risk can provide some of the supports schools need.

Also, consistently disruptive and potentially violent pupils should be placed in alternative settings. Schools should have the ability to place pupils who put themselves and others at risk in high-quality alternative education programs, distance learning opportunities, or other schools that can meet their academic, behavioral, and emotional needs while also providing job training.

Administrators and teachers in these alternative settings need appropriate training for working with and teaching these pupils.

There is also research to suggest that stricter dress codes and/or uniforms, when used in conjunction with other reform efforts, can reduce the perception of violence in schools and alter the school climate in positive ways. Stricter dress codes and uniforms can lead to fewer distractions, increased self-esteem, and less gang activity in schools.


The purpose of this study is to find out how conducive classroom environment for science education: teacher effectiveness and management of classroom environment in Etsako Central Local Government Area of Edo State




How conducive classroom environment for science education: teacher effectiveness and management of classroom environment in Etsako Central Local Government  Area of Edo State, and it is one veritable tool any government can use in stabilizing the teaching profession by giving it a sound footing and boosting it among any other profession or professional as the case may be.


These researchers seek to investigate How conducive classroom environment for science education: teacher effectiveness and management of classroom environment in Etsako Central Local Government  Area of Edo State .

It is on this basis that this study was designed to identify and examine ways the operators can create and maintain a conducive classroom environment for science education: teacher effectiveness and management of classroom environment in Etsako Central Local Government  Area of Edo State.


In the course of this research work, the following questions were noted:

  1. Do teachers need to create and maintain a conducive classroom learning environment in our primary schools?.
  2. Do pupils  gain more when the teachers create and maintain a conducive classroom learning environment in primary schools ?.
  3. Do Government, Society, Community and the entire Nation gain more when the teachers create and maintain a conducive classroom learning environment in primary schools?.


  1. There is no significant difference between pupils achievement in learning in a conducive classroom learning environment and an un-conducive classroom learning environment.
  2. There is no significant difference between pupils with positive psychological behaviour for a well managed, conducive classroom learning environment and pupils with negative psychological behaviour for a well managed ,and non- conducive classroom learning


The scope  of this research is mainly based on finding out the conducive classroom environment for science education: teacher effectiveness and management of classroom environment in Etsako Central Local Government  Area of Edo State .

This study is narrowed down to some randomly selected public primary schools in Etsako Central Local Government Area of Edo State.


The study has some delimitation as finance is a major problem. Researchers in no small way help in assisting government with results of their findings from researches as such government ought to assist researchers with funds to battle logistics and a lot more.


The terms used in this study are as follows:

  1. Primary School: Primary school in this context or study is a school for children between the ages 6-11 years.
  2. Conducive: Tending to contribute to, encourage, or bring about some result.
  3. In Conducive/unconducive: Antonym of conducive
  4. Learning: An act in which something is learned.
  5. Environment: The surroundings of, and influences on, a particular item of interest.
  6. Role: The expected behavoiur of an individual in a society.
  7. Maintain: To keep up; to preserve; to uphold a state or condition
  8. Classroom: A room, often in a school where classes take place



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