Teachers’ Classroom Management Strategies And Education Of Pupils With Mild Intellectual Disability In Calabar Municipality Of Cross River State, Nigeria

This study adopted correlational survey design to established the relationship between teachers’ classroom management strategies and education of pupils with mild intellectual disability in Calabar Municipality of Cross River State, Nigeria . It was guided by three research questions and three null hypotheses. A sample of 80 primary four pupils in public primary schools in the study area were selected using simple random sampling technique and teacher nomination check list, school record. .One instrument titled “Teachers’ classroom management strategies and education of pupils with mild intellectual disability was developed by the researcher with the help of experts and used for data collection. The reliability of the questionnaire was established using Cronbach Alpha which ranges from. 80 to .87. The hypotheses were tested using Pearson Product Moment correlation Coefficient at .05 level of significance. The findings of the study revealed that teachers’ classroom communication skills, application of instructional materials, structured learning environment significantly relate with education of pupils with mild intellectual disability in Calabar Municipality of Cross River State, Nigeria. It was concluded that the education of pupils with mild intellectual disability depend on effective teachers’ classroom communication skills, application of instructional materials, structured learning environment . Based on the findings and conclusion of this study, it was recommended amongst others that teachers should improve their competence in classroom communication skills, application of instructional materials through attending conferences, seminars and workshops of stakeholders specifically for the education of pupils with mild intellectual disabilities.