Classroom Management and its relation to Students' Academic Performance as Perceived by Academic Teaching Staff and Nursing Students

Abstract

Background: Classroom Management is one of the neglected areas universities, despite the fact that the success or failure of any teaching and learning process depends on the way classroom are managed. Aim of study: Was to assess classroom management and it`s relation to students' academic performance as perceived by academic staff and nursing students. Design: Descriptive correctional design was utilized to conduct this study. Sample: simple random sample of 942 undergraduate nursing students from all four academic years and 127 academic staff in the study subjects. Setting: The present study was conducted at Faculty of Nursing Benha University. Tools of data collection: Two tools were used for data collection. I: Classroom management questionnaire and II: Student's academic performance questionnaire. Results: The highest-class management performance domain among the studied teaching staff was psychological and social classroom environment (76.30%) and interaction during the lecture (76.16%) and the total class management mean score was 72.05% and 82.70% of the studied teaching staff has as satisfactory class management performance. Conclusions: Several factors as age, educational level, academic year and residence pose a high impact on the class management performance of student nurses. Presentation of data for responses technique was the highest technique that affects class management academic performance domains reported by the studied students, followed by verbal instructions technique then delegations of authority technique and use of instructional supervision. Recommendation: Academic teaching staff should use varied strategies in teaching to help students improving their academic performance.