Classroom Management Approaches, Academic Ability and Students’ Attitude towards Physics

The study examined the effect of classroom management approaches and academic ability on students’ attitude towards physics. A total of 128 senior secondary two (SS II) physics students took part in the study. A non-randomized pretest post-test control group design was used. From the findings, it was observed that classroom management approaches enhance the attitude of students towards physics. On the whole, instructional classroom management approach facilitated enhanced attitude towards physics by the students. The results also showed an insignificant difference in the attitude of students of high and low academic abilities towards physics. Conclusion from findings led to the recommendation that physics teachers should be encouraged to utilize instructional classroom management approach to ensure satisfactory attitude towards the subject at the ordinarily school certificate level.