Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Classroom management refers to the wide variety of skills and techniques that teachers

use to keep students organized, orderly, focused, attentive, on task, and academically productive

during a class. When classroom-management strategies are executed effectively, teachers

minimize the behaviors that impede learning for both individual students and groups of students,

while maximizing the behaviors that facilitate or enhance learning.

Classroom management has been highlighted across numerous research studies as a

major variable that affects students’ academic performance (Marzono, 2008). The most obvious

reason for this assertion is that, effective classroom management sets the stage for teaching and

learning. It sets a tone in the classroom that captures students’ attention – as a necessity for

effective teaching and learning (Marzono, 2008). This statement is obvious since a classroom

which is chaotic and disorganized as a result of poor classroom management is highly unlikely to

enhance expansive learning and students’ academic performance and might, indeed, inhibit it. In

chaos, according to Idopise (2004), very little academic learning can take place. According to

Walter (2006), classroom management differs from one teacher to another because of the

teacher’s personality, teaching style, preparedness, and number of students in the classroom.

According to Umoren (2010), the concept of classroom management is broader than the

notion of student control and discipline, it includes all the things teachers must do in the

classroom to foster students’ academic involvement and cooperation in classroom activities to

create conducive learning environment. Morse (2012), relates that classroom management
involves curtailing learner’s disruptive behaviors such as fighting and noise making, close

observation, arrangement of classroom learning materials, and response to students who suffer

from poor sight (vision), poor hea3etb ring, poor reading, poor writing, poor spelling, shame,

dullness, hyperactivity and poor study habits.

When classroom management is viewed in a more wide and holistic sense, incorporating

every element of the classroom from lesson delivery to classroom environment becomes

important (Nicholas, 2007). According to Nicholas (2007), this includes creating organized and

orderly classroom, establishing expectations, inducing students’ cooperation in learning tasks,

and dealing with the procedural demands of the classroom. This view of classroom management

contrasts to a narrower view of classroom management as it deals with just discipline and

control. According to Bassey (2012), the wider view of classroom management shows increased

engagement, reduction in inappropriate and disruptive behaviors, promotion of student

responsibility for academic work, and improved academic performance of students.

In effect, discipline, control and the consequences become authoritative or punitive

approaches to classroom management. These have become much smaller part of the term

classroom management. Thus, classroom management denotes much more than any of these

words (Charlie, 2006). As put by Williams (2008), classroom management involves how the

teacher works, how the class works, how the teacher and students work together and how

teaching and learning takes place.

Poorly managed classrooms are usually characterized by disruptive behaviors such as

sleeping, late coming, noise making, miscopying of notes, eating, calling of nicknames, verbal or

physical threat to fellow students or the teacher (Ekere, 2006). These disruptive behaviors

disorganize learning processes and hamper academic performance of students. Effiong (2007),
suggests that teachers can deal with these disruptive behaviors in the classroom and reduce them

to the minimum Once teachers are able to effectively reduce or eliminate disruptive behaviors in

the classroom, there would be increased academic attentiveness and engagement which would

pave way for better academic performance by students.through effective classroom management

so that effective learning can take place

Delegation of authority to learners is still another technique of effective classroom

management where the teacher delegates his/her authority to deserving students and assign them

duties such as cleaning chalk board, time keeping, controlling noisemakers, managing learning

materials, collecting assignment from students, copying lesson notes on the chalk board, class

representatives on behalf of the class (Nima, 2004). These contribute a great deal to making the

classroom a conducive place since cooperation between students and teachers in the classroom is

fostered.

An analysis of the past 50 years of classroom management research identified classroom

management as the most important factor, even above students’ aptitude, affecting students’

learning and academic performance (Wang, et al., 2009). Contrary to popular belief held by

Pandey (2006), classroom management is not a gift bestowed upon some teachers. While it is

true that some teachers adapt to classroom management easily, making it felt by their colleagues

as if they possess some innate talents. Classroom management is a skill that can be acquired like

any other profession. It is a skill that must be practiced achieving proficiency. Classroom

management thus requires specific skills such as planning organizing, as well as an aptitude for

team work. It requires a great deal of commitment, initiatives, teachers’ willingness to adjust,

creative thinking and actions (Abel, 2011).

 Classroom management techniques are aimed at producing conducive learning

environment where students can learn with ease and perform better academically. All of these

techniques can be adopted in the classroom depending on the nature of the problem at hand.

Based on the above statements.

Statement of the Problem

This study aimed to determine the effects of a good classroom management to the academic

performance of the student.

1.) How does classroom discipline influence academic performance of the students?

2.) How does effective teaching influence academic performance of the student?

Significance of the Study

This study hopes to establish an understanding about the importance of efficient

classroom understanding to the academic performance of the students. Furthermore, the study

could be important to the following:

Teachers. This study will help teachers in accessing the effects of their classroom

management on student’s academic performance in the school.

Students. This

will understand how disruptive behavior can hamper students’ academic performance

Parents. It will create awareness among parent on the need to always establish a

conducive learning environment for improved academic performance among children.

Ministry of Education. The results of this study will guide them in imbibing classroom

management skills in teachers to improve students’ academic performance.

 Future Researcher. This idea presented maybe used as reference data in conducting new

researches. This study will also serve as their cross-reference that will give them a background

or an overview of about the effects of Classroom management to Academic Performance.

Scope and Delimitation of the Study

The focus of this study is to determine the effects of proper classroom management to the

academic achievement of the students in Moncada Catholic School.

The sample sections belonged to the different students, which were selected through

simple random sampling. These were limited to Grade 11 students of Moncada Catholic School,

Inc.

Specifically, 11 HUMSS A, 11 HUMSS B, 11STEM A, 11STEM B, 11ABM A, 11ABM B.

There were one hundred ninety-seven (197) respondents of this study which are the

Grade 11 students of Moncada, Catholic, School, Inc. who was enrolled during the A.Y. 2019-

2020. Slovin’s formula is used to determine the sample size of the population which was

estimated around 33 students pers classroom.

To figure out the effects of proper classroom management to the academic achievement

of the students, the researcher chose one hundred ninety-seven (197) students within the different

sections. This means that the exceeding students were excluded to be the respondents of the

study. In addition, the researcher included the overall Classroom management of the teachers to

students, since they are the people who are examined in this study.

Definition of Terms

The following terms are defined conceptually and operationally for easier understanding.
 Academic performance. The extent to which a student, teacher or institution has

attained their short or long-term educational goals. Academic performance is how students excel

or fail in their academics.

Classroom management. A term that teachers use to describe the process of ensuring

that classroom lessons run smoothly without disruptive behavior from students compromising

the delivery of instruction. It is the way on how the student and teachers unite to have a peaceful

learning environment.

Delegation of authority. Defined as subdivision and sub-allocation of powers to the

subordinates in order to achieve effective results. Delegation is about assigning someone to do

some of your jobs.

Disruptive behavior. Is when a child is uncooperative and prevents themselves and other

children in class from working. Disruptive behavior is something that is trying to interrupt a

discussion.

Conducive environment. Providing the right conditions for something good to happen

or exist. Determine how and what the person is learning.

 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents a comprehensive review of literature and studies conducted

which were related and relevant to the present study.

Related literature

According to the Review of Educational Research Month 201X, Vol. XX, No. X, pp. 1 –

38 “A Meta-Analysis of the Effects of Classroom Management Strategies and Classroom

Management Programs on Students’ Academic, Behavioral, Emotional, and Motivational

Outcomes” http://rer.aera.net Classroom management refers to some forms of arrangement and

coordination that goes on in the classroom. Wherever activities are not recognized, there will be

confusion and chaos. The classroom buildings, students’ furniture and facilities all of which

must be properly arranged and coordinated for the comfort of the learners and effective teaching

and learning process to take place. Classroom management is created and motivated by the

teacher and the way a class is managed shows the type of relationship that exists between

students and teachers.

It should be noted that from these definitions that management is a universal

phenomenon because management functions are identical in all formal organizations, be it a

profit-making organization or a non-profit making organization. Teachers are managers because

they perform managerial functions as they plan teaching activities, organize students and
materials, coordinate, direct, motivate, counsel and evaluate students in order to bring about

successful teaching-learning process in the school system. Effective education refers to the

degree to which schools are successful in accomplishing their educational objectives. Numerous

findings have shown that, teachers play a key role in shaping effective education. Effective

teaching and learning cannot take place in poorly managed classrooms (Jones and Jones 2012;

Koper-shoek et al. 2014).

Adams (2016), raised fundamental questions that may be responsible for disruptive

behaviours in the class. Is the cause from the school/ class environment? Is it from the child? Or

is it from the teacher? These questions need to be addressed because disruptive behaviours are

inappropriate behavior which interfere with the academic performance. These behaviors

commonly identified by teachers includes; bullying, hitting, name calling, sleeping in class,

verbal or physical threat to students or teachers, prolonged chatting, and excessive lateness,

unexcused exit from class, eating in the class etc.

These behaviors may persistently or grossly interfere with the academic learning of the

school, making it difficult for both learners and teachers to function effectively and efficiently.

Learners who are disruptive have been observed not only to cause a lot of problems to their class

mates and teachers but are mostly affected socially and educationally (Adams 2016). Sufficient

degree of classroom discipline is required to create an atmosphere conducive to students

learning, a student’s misbehavior during classes distract the process of learning and teaching and

ruins the effectiveness of the most important environmental factors that can assist learners to

develop positive attitudes towards learning and promoting students’ efforts in carrying out

learning tasks.
 Furthermore according to Ritu Chandra (2015) an International Journal of Education and

Psychological Research (IJEPR) Volume 4, Issue 4, “Classroom Management for Effective

Teaching” www.researchgate.net/ elaborated about what Plato had rightly stated that “Do not

train students to learning by force and harshness, but direct them to it by what amuses their mind,

so that you may be better able to discover with accuracy the peculiar bent of the genius of each.”

Teaching is not controlling, but rather working with the students to learn, grow, and succeed

together. By having strong student-teacher relationships with students, the classroom will be a

place for each member to express their feelings and work together. Academic success depends

on these close relationships and guidance that teachers and students have with one another.

Classroom management aims at establishing student self-control through a process of

promoting positive student achievement and behavior. Thus, academic achievement, teacher

efficacy, and teacher and student behavior are directly linked with the concept of classroom

management. Educators have always rated discipline as one of the most serious obstacles to

promoting effective teaching. Proper Classroom management leads to class control and

conducive

teaching learning environment.

In addition, Shamina E. et. al. (2018). IOSR Journal Of Humanities And Social Science

(IOSR-JHSS) Volume 23, Issue 1, Ver. 3 “Classroom Management: Implications for Teacher

Preparation” http://www.iosrjournals.org/ explained that Teachers are expected to manifest a

high degree of professional competence and should be able to manage their classes in the way

that students derive maximum benefit from their schooling. Mastery of classroom management

is a critical component of effective teaching and learning; thus, teachers are often evaluated

based on their management of the classroom. Teacher is the most important factor in qualitative
programming for education. Teachers who possess the ability to manage their classrooms are

able to create an environment where learning is the focus. Teaching is a complex profession

requiring teachers to be effective in implementing and maintaining order while delivering

instruction. This balance not only is a challenge for novice teachers, but also for the experienced

teacher. Poor classroom management often leads to misbehaviors which interfere with teaching

and learning and produces tremendous stress. This stress can lead to teachers exiting the

profession. One of the primary factors for teachers leaving the profession is difficulties with

student discipline. Classroom management is a great concern for teachers, and schools are

expected to provide a safe, orderly environment and that teachers are liable for students’

academic achievement. Classroom management is perceived to be dynamic and essential for

academic success, therefore “creating the best learning environment possible is the primary

focus of the classroom teacher’s responsibility”. Teacher education programs must

ensure that student teachers not only have subject competency, but also possess the skills

necessary to create a safe learning environment that promotes academic achievement

(iosrjournals.org).

In addition, Marife G.Villena, et. al. (2015). Asia Pacific Journal of Multidisciplinary

Research, Vol. 3, No. 2” Teaching Styles of the Classroom Managers in one Basic Primary

School in the Philippines” http://www.apjmr.com stated that School in the Philippines stated that

people have individual learning styles; teachers have teaching styles that works best for them. It

is important to be aware of the preferences when creating and delivering instruction. An effective

classroom organization plan involves advance planning of a lesson, from beginning to end, using

a variety of procedures. For the teachers, this means utilizing classroom management techniques

all throughout the lesson in order to maintain a consistent learning atmosphere. Such techniques
involve focusing on the whole class, rather than on individual students and their behavior.

Because teachers are watched by thirty-five or more pairs of eyes at a time, it is crucial that

teachers focus on procedures that enforce his or her role as a manager.

For the Filipinos, education is one of the most cherished treasures that anyone could possess. A

good education is something to be proud of, so it is important to encourage children to make the

most out of it. Education could be seen as wings for progress of human being, the key to success.

Teachers are aware of the important role of education in an individual’s life that is why as

much possible, they must be equipped with the knowledge of the ever-changing trends in

education. Teachers can present lessons using methods to reach each kind of learner and can also

help students become aware of their own learning styles so they can understand the best way for

them to study. Teaching puts premium on the ability of the teachers to guide students to “reflect”

on their own experiences in order to arrive at new understandings and meaning. They are

equipped with knowledge and mastery of content in the particular fields, aware of the

characteristics of their students, and skillful in decision making particularly in keeping their

students’ tasks.

Foreign Studies

Based on the study of Perumal (2015), International Journal of Advancements in

Research & Technology, Volume 4, Issue 5 “ STUDENT – TEACHER RELATIONSHIP “

www.ijoart.org/ he found in his study that improving student’s relationship with teacher has

important, positive and long-lasting implications for both students’ academic and social

development. Findings also revealed that students who have close, positive and supportive

relationships with their teacher will attain higher levels of achievement than those students with
more conflict in their relationships. Furthermore, a student who receive constructive guidance

and praise rather than just criticism from teacher, is likely to show more engagement in learning

behave better in class and achieve at higher levels academically.

In addition, Ozgan (2015), Educational Research and Reviews Vol. 11(4), pp. 146-152 “

The usage of domination strategies in conflicts between the teachers and students: A case study

“ https://files.eric.ed.gov/ showed that the main reasons for the conflict between teachers and

their students were the existence of poor and insufficient communication between the parties

involved and teacher dominance in such interactions. Findings of the study revealed that

inappropriate conflict solving strategies negatively affect the students’ psychology, social

behaviour as well as their academic success. It is absolutely necessary to manage the teacher

student conflict correctly in order to create a positive school climate and conduct the education

process effectively.

Furthermore, Spilt, et al (2014), Frontiers Psychology “Teachers’ Relationship Closeness

with Students as a Resource for Teacher Wellbeing: A Response Surface Analytical Approach

“www.ncbi.nlm.nih.gov/ argued that teachers internalized experiences with students in

representational models of relationships. The notion of mental representations of relationships at

different levels of generalization could offer a window to understand how individual teacher–

student relationships may affect the professional and personal self-esteem of teachers. It was

also revealed that the influence of student misbehavior on teacher’s stress may be more fully

understood from a relationship perspective.

Dealca (2015), “CLASSROOM MANAGEMENT PRACTICES OF TEACHERS”

www.academia.edu/ made also a study on classroom management intervention (CMI) model for
behaviorally-challenged students. The study developed a model that addressed the need to

secure rules, routines, and discipline for behaviorally challenged students. The suggested

interventions by the teachers were to promote parent involvement of misbehaving students in the

classroom, hold series of parent conferences for particular problems on misbehaving students for

monitoring and collaborate with parents on a home-school behavior plan.

The principles and ideas provide the framework of the present study that serves as the

foundations for discussions. They were all found relevant since they focused on classroom

management practices of teachers. The challenge at present is to determine the classroom

management practices of teachers along rules and procedures, disciplinary interventions,

teacher-student relationship and mental set. The output of this study is an action plan done to

enhance teachers’ management skills in handling various classroom situations.

The role of teachers' classroom discipline in their teaching effectiveness and students'

language learning motivation and achievement: A path method A Recent research has revealed

that punitive strategies militate against the promotion of responsible student behavior, hence,

should be substituted with proactive and interactive discipline practices (Pane 2014). The

interactive discipline approach is the act of teaching student’s self-control based on an

agreement binding a teacher and a group of students together for effective learning. Thus,

emphasis is placed on student self-regulation by negotiating, discussing, and contracting

between teachers and students (Rahimi and Karkami 2015) to allow the group take

responsibility for ensuring the appropriateness of the behavior of all it members.

Effective classroom management is obviously linked to teacher’s ability to set an

appropriate tone and gain learner respect and cooperation in class. The way teachers discipline

their classes has a profound impact on the way they project themselves as effective teachers. It is
evident that more caring teachers choose relationship-based discipline strategies (for example,

discussing with students about their misbehavior) over coercive strategies (for example,

aggressive and punishment) in an attempt to prevent discipline problems. Rahimi and Karkami

(2015).

The foreign studies related to the present study, because it stated that having a

Classroom Management will give a better relationship to the students and teachers. The students

will boost their self-confidence and develop their critical thinking skills.

Local Studies

As Marife G. Villena, et. al. (2015) "Teaching Styles of the Classrooms Managers in one

Basic Primary School in the Philippines” Just as people have individual learning style; teachers

have teaching styles that works best for them. It is important to be aware of the preferences when

creating and delivering instruction. An effective classroom organization plan involves advance

planning of a lesson, from beginning to end, using a variety of procedures. For teachers, this

means utilizing classroom management techniques all throughout the lesson in order to maintain

a consistent learning atmosphere. Teachers can present lessons using methods to reach each kind

of learner and can also help students become aware of their own learning styles so they can

understand the best way for them to study. Teaching puts premium on the ability of the teachers
to guide students to "reflect" on their own experiences in order to arrive at new understanding

and meaning. Several studies have been conducted in the past in search for effective teachers.

In the other hand Garnie Job E. Bondoc (2015) conducted a study entitled "Factors

Related to the Academic Performance and Behavior in Class Of Grade 8 Students In Mabalacat

National High School". This study determined the factors related to the academic performance

and behavior in class of the Grade 8 students in Mabalacat National High School. Other factors

that were correlated to academic performance and behavior were the school environment, school

facilities and equipment, teacher's personality, teachers' performance and home condition.

Findings revealed that sometimes students easily get angry whenever their classmate is saying

negative words towards them, feel sad when their answer is wrong, and sometimes they do not

feel happy if their teacher does not call them especially if they know the answer. Moreover,

students are also sometimes shy, tense, anxious, and quiet most of the time not happy when a

classmate does not believe them. Students sometimes do their assignment alone, answer the test

questions easily, and do believe. Moreover, students sometimes get low scores in quizzes or tests

and ask questions too much. On the other hand, students often listen to their teachers' discussion,

and are often honest. Students agree that school environment, school facilities and equipment,

teacher's personality, teachers' performance and home condition affect their academic

performance and behavior in class.

In connection with the recent study Ramos (2015) “methods and Teaching Strategies

Used by Teacher Education Faculty Members in one State University in the Philippines.”

determined the methods and teaching strategies used by the PSU – CTE faculty members of

Bayambang Campus, Bayambang, Pangasinan during the first semester of the school year 2013-

2014. The descriptive – correlational method of research was employed in this study where it
involved the collection of pertinent data in order to answer questions concerning the current

status of the subject of the study. Majority of the faculty members are females, they are masters’

degree holders, have a permanent position with an academic rank of instructor, and most of the

faculty members are graduate of SUCs. They also have high attitude toward teaching; generally,

the faculty members perceived themselves to be often in using teaching approaches and teaching

methods; and sometimes in using teaching techniques/styles, instructional support activities, and

non-formal activities; and no significant relationships exist between the faculty member’s profile

variables and their level of pedagogical approaches in teaching approaches, teaching methods,

teaching techniques/styles, non-formal activities and instructional support activities. This study

would also relate to the present one since it determined the teaching strategies used by the

teachers, but it had identified the relationship with some variables.

The study of San Jose and Galang (2015) is connected to the present study because it

conducted the study on Teaching Strategies in Teaching Literature: Students in focus to

determine the teaching strategies used by the AB English teachers in teaching literature courses.

Using the Focus Group Discussion (UGD) among the students and teachers document analysis,

the researcher found that teacher used variety of teaching strategies were used to address the

different learning skills of the students. Students were satisfied on the performance and strategies

used on the performance and strategies used by the teachers it was recommended that innovation

of existing effective teaching strategies must be developed to achieve desire learning outcomes.

This study had conducted among the college students while the present one conducted and drew

recommendations for Junior Highs School Students. Still, it focused on the use of teaching

strategies of the faculty members of the said school.

 The local studies related to the present study, because all of them deals with the teaching

styles, strategies and techniques of the Classroom Management. The sources discussed the

impact of having Classroom Management in the behavior of the students and gives the researcher

an idea on how teachers can assess the students’ behavior.

Conceptual Framework

The related literature and studies contributed the researcher a more meaningful help for

their present study. The review also revealed the findings of extensive research on the impact of

a good classroom management to students’ academic Achievement.

Conducive Learning
Environment