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

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.