MONITORING STUDENTS’ LEARNING BEHAVIOURS IN THE CLASSROOM IN SECONDARY SCHOOLS IN ANAMBRA STATE, NIGERIA.
DR. CHINYELU N. NWOKOLO, Dr. Victoria C. Anemelu, UMEZULIKE ROSELINE QUEEN

Abstract
The main purpose of the study was to empirically find out if teachers in Onitsha Education Zone of Anambra State, Nigeria monitor their students’ learning behaviour. It specifically compared the responses of teachers based on their type of school and location of school. A sample of 214 teachers selected through proportionate stratified random sampling technique were used for the study. One research question and two null hypotheses guided the conduct of study. A structured 31-item questionnaire which was duly validated by three experts was used to collect data. Data collected were analyzed using aggregate scores for the research question and independent t-test statistic for the two hypotheses. The result revealed that teachers in Onitsha education zone do not sufficiently monitor their students’ learning behaviour. It further revealed statistically significant differences in the responses of teachers based on their type of school and location of school. It is therefore recommended that school counsellors should help teachers design strategies for assisting students through individual or small group learning sessions among others.

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