CLASSROOM ENVIRONMENT AS CORRELATE OF PUPILS’ SOCIAL SKILLS AS PERCIEVED BY TEACHERS IN PRIMARY SCHOOLS IN ANAMBRA STATE: THE MODERATING ROLES OF GENDER, SCHOOL LOCATION AND SCHOOL TYPE
DOI:
https://doi.org/10.5281/zenodo.2111738Keywords:
Classroom Environment, Social Skills, Development, Emotional Support, Moderation, Primary EducationAbstract
This study investigated classroom environment and teacher-child interaction as correlates of pupils' social skills development as perceived by teachers in primary schools in Anambra State. Five research questions and five null hypotheses guided the study. The study adopted a correlational research design. The population comprised all teachers in public primary schools in Anambra State. A sample of 698 teachers, representing 10% of the population, was selected using a multi-stage sampling procedure involving proportionate stratified sampling, simple random sampling, and stratified random sampling techniques. Two researcher-developed instruments, namely the Classroom Environment Questionnaire (CEQ) and Pupils' Social Skills Development Questionnaire (PSSDQ), were used for data collection. The instruments were face-validated by three experts, while their internal consistency was established using Cronbach's Alpha, yielding reliability coefficients of 0.84 and 0.89, respectively, with an overall reliability coefficient of 0.87. Data were analysed using Pearson Product Moment Correlation Coefficient to answer the research questions, while multiple regression analysis and hierarchical multiple regression analysis were used to test the hypotheses at the 0.05 level of significance. The findings revealed that the physical classroom environment, social classroom environment and psychological classroom environment each had positive and significant relationships with pupils' social skills development. The study further revealed a significant joint relationship between classroom environment and pupils' social skills development. In addition, gender, school location, and school type significantly moderated the relationship between classroom environment and pupils' social skills development. Based on the findings, it was concluded that classroom environment are significant correlates of pupils' social skills development in primary schools in Anambra State and that their combined influence contributes substantially to pupils' social competence. The study recommended, among others, that government and educational stakeholders should improve classroom facilities, teachers should create socially and psychologically supportive classrooms, while educational authorities should organize regular professional development programmes to enhance teachers' competencies in promoting pupils' social skills development.
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