International Journal of Education and Social Science (IJESS)

A good teacher should be able to manage and control the classroom for effective teaching and learning, so that teaching quality in the overall educational process can be achieved. This is where classroom management comes in as classroom management establishes and sustains an orderly environment in the classroom, increases meaningful academic learning and facilitates social and emotional growth, and decreases negative behaviors. Secondary schools in Nigeria are riddled with various problems such as overcrowding and indiscipline among students in the classrooms (Amesi; et al, 2014). As observed by existing situations, there has been an outrageous class size due to increase of students in public secondary schools which outweighs the teacher-student ratio of 1:40 recommended by the National Policy on Education (FBN, 2013) coupled the students’ participation in the classroom’ activities and performance which seem to be negatively affected by dull, unaired, noisy and ill-prepared classroom environment. Also, the inability of teachers to effectively manage classroom behaviors often contributes to students’ low academic achievement. However, from the responses of the questionnaires answered, it was discovered amongst others that cognitive and preventive classroom management strategy are the classroom management strategies for effective teaching of business studies. It therefore recommends amongst others that Teacher education institutions should pay more attention to imparting classroom management strategy skills on teacher-trainees.