Influence of Students’ Learning Readiness and Classroom Management on Senior Secondary School Students’ Academic Achievement in Physics in Oyo State

Abstract

Every secondary school leaver that is intended to study any science course 
in an institution of higher learning is expected to have passed physics 
subject at credit level as one of the prerequisites. However, the number of 
those who fail physics subject at West African Senior School Certificate 
Examination (W.A.S.S.C.E.) is on the rise yearly, thereby, leaving parents 
and guardians worried. On the premise, this study investigated the 
influence of students’ learning readiness and teachers’ classroom 
management on senior secondary school three students’ academic 
achievement in physics in Oyo State. The study adopted the descriptive 
survey research design and made use of a sample of 590 selected through 
a multi-stage sampling procedure. Data collected were analysed using 
Pearson Product Moment Correlation (PPMC). The independent variables 
had significant relationship with the academic achievement of students in 
physics. These were self-efficacy (r = 0.733; P < 0.05), self-directed 
learning (r = 0.549; P < 0.05), verbal instruction (r = 0.871; P < 0.05) 
and corporal punishment (r = 0.658; P < 0.05). The study concluded 
that students’ learning readiness and classroom management have been adjudged to have contributed immensely to the academic achievement of 
students in physics. It is recommended that students should throw 
themselves fully into what they want to achieve in their careers. In other 
words, they should be committed to their goals. Also, teachers should 
employ corporal punishment to instil discipline among students if need be.