Vol. 2, Issue 2, Part A (2025)

Effective classroom management reduces disruptive behaviors that inhibit learning for individuals and groups and promotes learning-enhancing activities. Educators use a variety of methods to keep students organized, focused, attentive, engaged, and academically productive throughout class. The study examined teachers' classroom management skills and students' academic performance in computer studies at government junior secondary schools in education district (iii), Epe, Lagos State. The research was based on the behaviorist management theory. Three hypotheses were developed and evaluated at a significance level of 0.05. A descriptive survey research design was utilized for the investigation. The study population comprised a census of 54 computer studies teachers from government junior secondary school district (iii), Epe, Lagos State. The study instrument's dependability was assessed utilizing the Cronbach Alpha technique. The researcher employed a self-created and validated closed-ended questionnaire named “Teachers' Classroom Management Skills and Students' Academic Achievement Questionnaire,” which exhibited a reliability coefficient of (r = 0.92) for data collection. Analysis of variance, regression analysis, and Pearson product moment correlation were utilized to analyze the data. The findings indicated that instructional supervision positively influenced students' academic progress and the learning environment significantly affects the academic performance of students in computer studies. The study's findings recommended, among other measures, that instructors cultivate robust relationships with their students, as such connections can enhance classroom management and academic achievement; teachers should aim to create an environment where students are motivated to learn and participate in class activities. Educational administrators and governmental bodies should facilitate training for teachers in proficient classroom management techniques, as numerous teachers encounter difficulties in efficiently managing their classrooms, particularly in high-pressure scenarios.