This research examined the influence of efficient classroom management techniques on student academic achievement in certain secondary schools within the Buruku Local Government Area of Benue State, Nigeria. The research underscores the significance of proficient classroom management techniques in enhancing student academic achievement in Nigerian secondary schools, specifically within the Buruku Local Government Area of Benue State. The study observes that numerous secondary schools in the region encounter difficulties in classroom management, such as overcrowding, insufficient resources, and strained teacher-student interactions, which may adversely affect student academic performance. The research utilised an ex-post facto design, with a sample of 10 teachers and 265 pupils from four secondary schools within the study area. The results indicated a substantial correlation between classroom management practices and student academic performance (R = 0.72, R² = 0.52, F (1,263) = 284.21; P < 0.01), with effective classroom management practices explaining 52% of the variance in student academic performance. The study also discovered a substantial influence of good classroom management methods on student academic achievement (β = 0.65, t = 16.85; P < 0.01). The results indicate that proficient classroom management strategies positively affect student academic performance. The study suggests that to encourage successful classroom management methods, teachers should get training and assistance, schools should provide resources and improve the classroom environment, and strong teacher-student interactions and school policies should be a top priority.