Teachers’ Classroom Management Techniques as Determinants of Students’ Learning Outcomes in Yoruba Language

This study was conducted to examine teachers’ classroom management techniques as determinants of senior secondary school students’ learning outcomes in Yoruba language in Ijebu North Local Government Area of Ogun State. One research question and two hypotheses were formulated as guide for the study. The study made use of an expost-facto type of descriptive research design. The purposive sampling technique was used to select 364 students from 10 intact classes and 10 Yoruba language teachers from 10 secondary schools in the local government. A self-designed Yoruba language attitude questionnaire (r-0.73), students’ examination scores, and observation checklist were used to generate data from the respondents. Data collected were analysed using simple percentage and frequency counts as well as t-test statistics. Results show that the indulgent classroom management technique is the most prevalent among Yoruba language teachers, the indulgent technique does not guarantee effective learning. The classroom management technique used by the teacher has no significant effect on students’ attitude to Yoruba language. It is therefore recommended that teachers should always adopt supportive classroom management techniques.