Impact of Teachers’ Classroom Setting Rules on Academic Performance among Upper Basic Education Students in Makurdi Education Zone of Benue State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026461Keywords:
Teachers, Classroom Rules and Learners' Academic Performance.Abstract
The study investigated impact of teachers’ setting of classroom rules on learners' academic performance in upper basic education schools in Makurdi Education Zone of Benue State, Nigeria. One research question guided the study, while one hypothesis was formulated and tested at 0.05 level of significance. The study had a population of 18,599 teachers from 382 Upper Basic Education schools. A sample of 392 teachers was taken for the study from 20 Upper Basic Education schools. Teachers’ Setting of Classroom Rules Questionnaire (TSCRQ) was used for data collection. The instrument was validated by three experts and subjected to a trial test, yielding a Cronbach’s alpha reliability coefficient of 0.82, indicating good internal consistency. Data were analyzed using Mean and Standard Deviation to answer the research question and the chi-square (χ2) test of goodness-of-fit was used to test the hypothesis at 0.05 level of significance. The findings of the study showed that teachers’ setting of classroom rules has significant positive impact on learners' academic performance in upper basic education schools in Makurdi Education Zone of Benue State, Nigeria. The study concluded that teachers’ setting of classroom rules significantly enhances learners’ academic performance in upper basic education schools in Makurdi Education Zone of Benue State, Nigeria, and therefore recommended that teachers should consistently establish and effectively enforce clear classroom rules to improve learners’ discipline, engagement and academic achievement.
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