Wa0004

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CHAPTER I
Introduction
Teachers vary in how they manage their classrooms, but little is known
regarding the relationship between elementary school classroom management styles
and student outcomes (Brannon, 2010). Teachers play various roles in a typical
classroom, but surely one of the most important is that of classroom manager. Effective
teaching and learning cannot take place in a poorly managed classroom. If students are
disorderly and disrespectful, and no apparent rules and procedures guide behavior,
chaos becomes the norm. In these situations, both teachers and students suffer. Teachers
struggle to teach, and students most likely learn much less than they should. In contrast,
well-managed classrooms provide an environment in which teaching and learning can
flourish. But a well-managed classroom doesn't just appear out of nowhere. It takes a
good deal of effort to create and the person who is most responsible for creating it is
the teacher. We live in an era when research tells us that the teacher is probably the
single most important factor affecting student achievement at least the single most
important factor that we can do much about.
A teacher’s most important activity in a typical class environment is the one
related to classroom management. Learning and teaching cannot take place in a
smismanaged classroom (Marzano, 2003). In limited terms, classroom management is
the management of the class by educational motives. Contemporary understanding of
classroom management approach calls for conceiving class as a system (Aydan, 2005).
Class in educational system is a subsystem of educational management and at the same
time a formal organization. Within this framework, classroom management could be

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defined as the process of arranging the classroom environment and its physical structure
under the laws in order to satisfy the expectations of the educational system, the
curriculum (of the lesson), the school, the lesson, the teacher and of the students;
constituting the rules, relation patterns and administration of class order; planning,
presenting and evaluating educational activities; recognizing students’ assets; providing
student motivation; arranging classroom communication pattern; attaining classroom
discipline; and of effective and productive employment of time, human and material
resources in order to prevent students’ undesired behavior. The human resources
mentioned here do not only imply teachers and students but instead they address all the
people indirectly contributing to the learning and teaching process (administrators,
other teachers, janitors, officers, parents etc.
Statement of the Problem
The study was designed to identify the: “Impact of Classroom Management on
Students’ Learning Behavior in Tehsil Sharaqpur district “Sheikhupura”
Significance of the Study
The purpose of the study was to assess the Impact of Classroom Management
on Students’ Learning Behavior Tehsil Sharaqpur district Sheikhupura The purpose of
this study was to determine student’ achievement due to teacher’s classroom
management style. Wolfgang and Glickman (1980) Martin and Sass (2010), classify
teacher instruction management (IM) and behavior management (BM) styles as
interventionist, noninterventionist, and interaction list. In contrast interventionists, the
noninterventionist teacher may try to foster student outcomes with more proactive
rather than reactive strategies, planning ahead to extinguish classroom issues before
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they occur. Interaction lists may try to foster student outcomes by promoting a shared
classroom environment for student and teacher (Glasser, 1997) or by adopting a
combination of interventionist and noninterventionist approach. The purpose of the
study was to assess the Impact of Classroom Management on Students’ Learning
Behavior.
Objective of the Study
The objective of this study were given below:
To identify the Impact of Classroom Management on Students’ Learning Behavior
at Tehsil Sharaqpur district Sheikhupura.
Assumption
Classroom Management has positive impact on Students Learning Behavior.
Delimitation
The study was delimited to:
1: Elementary teachers of only thirty Elementary Schools of Tehsil Sharaqpur.
Procedure of the Study
This study was quantitative and causal comparative in nature. It was survey
research which is based on an instrument which is on 5-point Likert scale. The
responses are in the form of numbers which is measurable statically so it is a
quantitative research. The population of the study was all public schools of Elementary
level at Tehsil Sharaqpur. Sample of the study was 30 Public Elementary schools from
Tehsil Sharaqpur were drawn through convenience sampling in which the 300 teachers
4
were selected for data collection. It was a causal comparative research in which the
participants of the study were provided with a questionnaire to give their opinion on the
scale. The data was collected once from each participant of the study. After review the
literature, articles, reports, document, prepared a questionnaire with the help of
supervisor. A scale was developed to get the necessary information about the Impact of
Classroom Management on Students’ Learning Behavior Tehsil Sharaqpur district
Sheikhupura. Data was collected from 30 Public Elementary Schools from Tehsil
Sharaqpur by self-approach and fellows help we collect data from the selected sample.
Data was collected through the above-mentioned research instruments, analyzed and
discussed with supervisor. To analyze the data students’ responses were converted in
numerical scale according to the following description: The data is entered into SPSS
version 15.00 for the analysis of questionnaire to check the Impact of Classroom
Management on Students Learning Behavior Tehsil Sharaqpur district Sheikhupura.
Key terms
Classroom management; Classroom management is defined as the methods
and strategies an educator uses to maintain a classroom environment that is conducive
to student success and learning.
Learning behavior; Learning behavior is a process which manifests itself by
adaptive changes in individual behavior as a result of experience.

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CHAPTER II
REVIEW OF LITERATURE
This chapter deals with the review of available literature on the Secondary
education in Pakistan. In the final section, a critical review of the related research has
been presented.
Classroom Management
The quality of teacher-student relationship is an essential determining factor in
the quality of classroom management. In order to obtain a good relation and
communication between the student and the teacher, it is required that the relationship
between the teacher and the student be open, transparent, direct and be based on trust
and mutual appreciation; the teacher and the student carry the feeling of dependency;
the particular assets, interests and skills of the students and their differences be taken
into account; and the needs of the teachers and students be satisfied reciprocally
(Gordon, 1974). In accordance with the personal development of the students,
classroom management alters; in the primary years the children are more in need of
rules and customs in the classroom. In the following years with commence of
adolescence, the problems of obeying the order increase. Students develop anger and
take a stand against adult authority.
Classroom Management and Teachers
Teachers should be sensitive especially in this period. Orientation towards
desiderative statements instead of imperative narratives, bargaining for touchiness and
diffidence of the students differentiate the verbal and silent reactions that the teacher
receives (Brophy, 1988). Another important aspect of classroom management is to

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ensure the motivation of the students and keep their attention focused on educational
activities throughout the course. What students complain generally is not the difficulty
of the course, but the dullness of it. It is evident that the dullness of the course is related
to teachers’ skills regarding classroom management. We can state that dullness emerges
from the rupture between what is expected from us and what we apply in life (Occitan,
2006). Emphasizing not to be anxious about failing and encouraging may motivate
especially timid students. The fact that everyone can make mistakes and that the
important thing is to learn from our failures applies to the teachers as well. Students
should be freed from worries of being embarrassed, diffidence related to failure,
criticisms, being ridiculous, humiliation and punishment and an environment free of
these worries should be created in the classroom (Martin, 1983: 77). According to the
studies on classroom management, teacher’s undesired attitude may be the reason for
student’s undesired behaviour (Cummings, 2000). For example, a threatening and
frowning environment hinders effective learning process since hormone excretion as a
consequence of stress affects the learning process negatively (Cummings, 2000).
Teachers and administrators intermediate for disciplinary problems under these
conditions: a) forcing students to learn meaningless subjects; b) being insufficient in
managing the development of independent thinking patterns; c) applying strict control
over the students, failing to create an environment in which the students feel
autonomous and d) using discipline procedures that give prominence to wrong
behaviour (Edwards, 1997; Celep, 2002: 171). Every teacher confronts problematic
attitude during their tutorage.
In general, teachers without sufficient knowledge and skills regarding
classroom management and new starters find no way out and some teachers use their
7
authority obtained from their classroom status in order to employ the easiest and most
dangerous way, namely constraint, violence and even threatening. Such classroom
management strategies do not serve for solving problems; instead they cause the
classroom environment to corrupt and new profound problems to emerge. Focusing
excessively on undesired behaviour spoils the natural course of the class (Çelik, 2005).
There may be conditions under which the most undesired tool should be used in
classroom management. Punishment is one of these. Punishment here refers to teacher’s
making the student confront with an unwanted and unfavorable situation. Punishment
may be used in order to prevent adverse behavior and to establish order (Rich, 1991;
Baúar, 1999: 142). Physical punishment is against the law and human honor; its long-
term effects are destructive and make people aggressive (Cangelosi, 1988; Rich, 1991;
Baúar, 1999: 143). The behavior seen as the negative impacts of punishment can be
listed as: hindering learning, spoiling relations, alienating from school, enhancing
feelings of guilt and fear, rendering teacher as a negative model in the eyes of the
children, skipping school, excessive anxiety and vandalism (Brown, 1982; Hull, 1990;
Rich, 1991; Baúar, 1999). In brief, punishment resembles medicine; when not given on
time, to the right dimension and when necessary, punishment, just like medicine, has
side effects (damage), which are more than its benefits, and make classroom
management more difficult. For a teacher, who often gives punishment, the worst
consequence of punishment is (once more like consistently used medicines) that its
effect fade away in time. Most of the people regard the word ‘discipline’ as physical
punishment. Discipline is not punishment; instead it is the act of teaching students self-
control (Cummings, 2000). Other people view discipline as the strict control and
autocratic administration of rules and regulations. Individuals who are subject to

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disciplinary procedures tend to overlook the process of establishment of these rules and
do not take their implication into account (Dreikurs, 1988; Babalola, 2008). Discipline
is regarded as solely control at schools (Wlodkowski, 1982; Teyfur ve Celikten, 2008).
Classroom Management and Schools
Classroom management is a major concern in schools today. According to
Martin and Sass (2010), classroom management entails an “umbrella of definitions that
include learning interactions, learning, and the behavior of students” (p. 1125). Walker
(2009) stated, “The best teachers don’t simply teach content, they teach people”
(p.122). According to Marzano, Pickering, and Pollack (2001), to effectively teach their
students, teachers need to employ effective behavior management strategies, implement
effective instructional strategies, and develop a strong curriculum. In addition to
managing the instruction in the classroom, a teacher’s most significant challenge is also
managing the behavior of students in the classroom because of how it can affect
instruction, learning, and achievement. Since the mandates associated with the federal
law NCLB (No Child Left Behind), the CCRPI (College and Career Ready Performance
Index), and achievement based programs, such as Race to the Top; teachers are
concerned about punishing students in ways that will remove them from the regular
classroom setting. Nevertheless, when they decide to address the discipline issue,
students are removed from their instructional area of expertise to a possibly weaker and
undertrained skill of classroom management, like ISS (Etheridge, 2001). Teachers must
continuously decide whether they should address disruptive behavior through
disciplinary actions or continue to attempt to teach those students (Etheridge, 2010).
Educators cannot meet the demands of these mandated plans without effective
classroom management strategies employed in their classrooms.

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Classroom management decisions should be towards provision of quality and
continuity of the education, rather than control (Brophy, 1988). The evaluation of the
studies conducted with 11.000 statistical findings, 28 factors within a time period
covering 50 years shows that when cognitive processes are compared to home
environment, family support, school culture, programmers pattern and demographic
structure of the school, classroom management is considered as the most important
factor (Cummings, 2000). Brophy and Everston state that, whether students’ learning
level or their grades be taken as an indicator of success, in almost all studies classroom
management has seen to be of primary importance in determining teachers’ ability to
teach. In a study held between 1980 and 1982, Emmer, Evertson and Anderson showed
the necessity of consulting theoretical and implicational knowledge in order to attain
effective classroom management as soon as the school year starts. However, there is
strong evidence that teachers indicate the insufficiency of their training prior to
employment in terms of classroom management (Reed, 1989; Rickman,
Hollowell.1981; Vocke, 1992; Celep, 2002). Jere Brophy conducted valuable research
on classroom management strategies during the second half of the 1990s. In his research
he found out that effective class managers were the ones that employed different
strategies in accordance with different characteristics of students, whereas those
ineffective made use of same strategies without paying attention to the varying
characteristics of students. According to Brophy, teachers need to develop their
personal and professional skills in order to respond to the varying student needs. In a
study held by Margaret Wang, Geneva Haertel and Herbert Wallberg, it is observed
that among 228 factors “classroom management” factor is the most important one as a
determinant of student achievement (Marzano, 2003). Studies show that true beginners
10
tend to cooperate more with the students while, as teachers get experienced, they prefer
authoritarian relations that negatively affect students (Morzano, 2003). According to a
study held in England, the following are determined as the features of a successfully-
managed classroom: Classroom environment is appropriate for teacher’s activities.
Tools and equipment allocation is considered important. Different methods are used in
accordance with the learning needs of the students and the size of the group. The ones
with endowments are placed in groups where it is possible to demonstrate these skills.
Teaching method: Teaching manner is appropriately chosen in line with the subject and
the student needs. Evaluation, duty and identification formation: Most of the evaluation
is informal and is based on discussion and observation (Farell, 1999). It was requested
from the teachers not to award the students for a couple of weeks in a classroom with
students who demonstrate successful and desired behavior and after this period it was
observed that the students tended to perform unsuccessful and unwanted behavior
(Becker, Engelmann, and Thomas, 1975; Celep, 2002: 131). Another research has
proved that teachers giving punishment whenever it is obligatory are effective (Brophy,
1988). According to Okutan’s research (2006), teachers try to prevent undesirable
behavior mostly by “posing questions” and “eye-contact”. “Absolute obedience”
occupies an important position in teachers’ understanding of discipline. According to
Baúar’s study (1999) on classroom management, teachers ranked medium in building
up interest, praising and relocating the student when necessary; and ranked high in
listening to the students.
Behavior Management
Behavior and classroom management are the two variables that have the
Greatest impact on student learning (Marzano and Marzano, 2003). Teachers should
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Classroom rules in order to communicate expectations. Stewart et al. argue: "Behavior
Management and classroom control are central to stimulating learning. Research has
Shown that teachers who are effective in managing classroom behavior are also
effective in improving achievement" (p. 55). Teachers should establish a limit of three
to five Rules for their classrooms. These rules should be clearly stated in the beginning
of the School year, posted, and reviewed frequently (Stewart et al., 1997).
Teachers should use multiple interventions that accommodate the needs of the
students. They should also "design and implement a number of incentive plans or
rewards for appropriate behavior, and offer individual, frequent, specific, and corrective
Feedback about performance" (Stewart et al., 1997 p. 55).
Teacher Effectiveness For over thirty years, the behaviors of teachers have been
studied to determine the relationship to learner achievement" (Cano, 2001). Marzano
and Marzano (2003) have found that "research has shown us that teachers' actions in
their classrooms have twice the impact on student achievement as do school policies
regarding curriculum, Assessment, staff collegiality, and community involvement" (p.
6). Furthermore, the Research on the effectiveness of teachers is on-going, but there are
already known factors Which are recognized as having affects on learner success as
related to teacher Effectiveness" (Cano, 2001).A large factor in teacher effectiveness is
being able to establish positive relationships with students. A teacher, who cannot
communicate with his or her students, Will not be effective. Research studies have
shown the effects of teacher interactions With learners and found that "the degree and
frequency of praise, use of classroom time, and the amount of attention given to groups
or individuals to have significant positive correlations to a learner's ability to learn"
(Cano, 2001, p. 6).

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Classroom Management at Elementary Level
The purpose of the study was to determine the effect of elementary school
teachers’ skills in different aspects of classroom management on students’ disciplinary
behavior. In this way, the scope is to increase the sensitiveness of the teachers regarding
their skills in various aspects of classroom management, to motivate the teachers and
encourage them to undergo training in classroom management and thus reduce the
discipline problems in classrooms and at schools. In line with this aim the following
questions are to be answered: Is there a significant relationship between teachers’ skills
in classroom management and students’ undesirable disciplinary behavior? Are the
dimensions of teachers’ skills in classroom management effective on students’
disciplinary behavior intended for “spoiling educational process”? Are the dimensions
of teachers’ skills in classroom management effective on students’ misbehaviors
towards “each other”? Are the dimensions of teachers’ skills in classroom management
effective on students’ unwanted disciplinary behavior towards “the teacher”?
A Brief History of Classroom Management Research
It is probably no exaggeration to say that classroom management has been
primary concerns of teachers ever since there have been teachers in classrooms.
However, the systematic study of effective classroom management is a relatively recent
phenomenon. Here we briefly consider the major studies on classroom management.
(For more detailed and comprehensive discussions, see Emmer, 1984; Brophy, 1996;
and Doyle, 1986, 1990.)Arguably, the first high-profile, large-scale, systematic study
of classroom management was done by Jacob Kounin (1970). He analyzed videotapes
of 49 first and second grade classrooms and coded the behavior of students and teachers.
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Kounin's findings are discussed in more depth in Chapter 5, but it is worth noting here
that he identified several critical dimensions of effective classroom management. Those
dimensions (among others) are (1) “withitness,” (2) smoothness and momentum during
lesson presentations, (3) letting students know what behavior is expected of them at any
given point in time, and (4) variety and challenge in the seatwork assigned to students.
“Withitness” involves a keen awareness of disruptive behavior or potentially disruptive
behavior and immediate attention to that behavior; of the four dimensions, it is the one
that most consistently separates the excellent classroom managers from the average or
below-average classroom managers.
In 1976 Brophy and Evertson reported the results of one of the major studies in
classroom management, up to that point, in a book entitled Learning from Teaching: A
Developmental Perspective. Their sample included some 30 elementary teachers whose
students had exhibited consistently better than expected gains in academic
achievement. The comparison group consisted of 38 teachers whose performance was
more typical. Brophy and Evertson's study, then, might be considered a comparison of
exceptional teachers with average teachers. Although the study focused on a wide
variety of teaching behaviors, classroom management surfaced as one of the critical
aspects of effective teaching. Much of what they found relative to classroom
management supported the earlier findings of Kounin. Brophy and Everson (1976) say
this about their study:
Much has been said in the book about our findings concerning classroom
management. Probably the most important point to bear in mind is that almost all
surveys of teacher effectiveness report that classroom management skills are of primary
importance in determining teaching success, whether it is measured by student learning

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or by ratings. Thus, management skills are crucial and fundamental. A teacher who is
grossly inadequate in classroom management skills is probably not going to accomplish
much. (p. 27)
A series of four studies conducted at the Research and Development Center for
Teacher Education in Austin, Texas, marked a milestone in the research on classroom
management. The first study involved 27 elementary school teachers. The second
involved 51 junior high school teachers. Results from the elementary school study were
reported in Emmer, Evertson, and Anderson (1980) and Anderson, Evertson, and
Emmer (1980). Results from the junior high study were reported in Evertson and
Emmer (1982) and in Sanford and Evertson (1981). Both studies were descriptive and
correlation in nature and identified those teacher actions associated with student on-
task behavior and disruptive behavior. Again, Kounin's earlier findings were strongly
supported. One of the more significant conclusions from these studies was that early
attention to classroom management at the beginning of the school year is a critical
ingredient of a well-run classroom.
The third and fourth studies, also conducted in the elementary and junior high
schools, respectively, examined the impact of training in classroom management
techniques based on findings from the first two studies. The findings from these studies
were reported by Emmer, Sanford, Clements, and Martin (1982); Emmer, Sanford,
Evertson, Clements, and Martin (1981); and Evertson, Emmer, Sanford, and Clements
(1983). As described by Emmer (1984). In the later two studies, the interventions
occurred at the beginning of the school year and resulted in improved teacher behavior
in many, but not all, management areas and also in more appropriate student behavior
in experimental group classes as compared to control group classes . (p. 17)

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Classroom Management and Students Achievements
Together, these studies set the stage for research and practice in classroom
management for the late 1980s through the 1990s and resulted in two books on
classroom management: one for the elementary level (Evertson, Emmer, & Worsham,
2003) and one for the secondary level (Emmer, Evertson, & Worhsham, 2003); both
are now in their sixth edition. To date, these books have been considered the primary
resources for the application of the research on classroom management to K-12
education. The Classroom Strategy Study conducted by Jere Brophy (see Brophy, 1996;
Brophy & McCaslin, 1992) was the next major study addressing classroom
management. It involved in-depth interviews with and observations of 98 teachers,
some of whom were identified as effective managers and some of whom were not. The
study presented teachers with vignettes regarding specific types of students (e.g.,
hostile-aggressive students, passive-aggressive students, hyperactive students) in
specific situations. Among the many findings from the study was that effective
classroom managers tended to employ different types of strategies with different types
of students, whereas ineffective managers tended to use the same strategies regardless
of the type of student or the situation. One of the study's strong recommendations was
that teachers should develop a set of “helping skills” to employ with different types of
students. (Chapter 4 presents the implications of Brophy's study in more depth.)
In spite of the profound impact of these various studies, classroom management
received its strongest endorsement in a comprehensive study by Margaret Wang,
Geneva Haertel, and Herbert Walberg (1993). They combined the results of three
previous studies. One involved a content analysis of 86 chapters from annual research
reviews, 44 handbook chapters, 20 government and commissioned reports, and 11

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journal articles. This analysis produced a list of 228 variables identified as having an
impact on student achievement. The second study involved a survey of 134 education
experts who were asked to rate each of the 228 variables in terms of the relative strength
of their impact on student achievement. The third study involved an analysis of 91
major research syntheses. The end result of this massive review was that classroom
management was rated first in terms of its impact on student achievement.
In summary, the research over the past 30 years indicates that classroom management
is one of the critical ingredients of effective teaching. Many studies and many books
have been published articulating the specifics of effective classroom management. So
what does this book have to offer that has not already been established? Certainly, this
book reinforces the findings and suggestions from many of the previous works.
However, the recommendations in this book are based on a new research methodology
not previously employed with the classroom management literature per se. That
methodology is meta-analysis.
Meta-Analysis and Classroom Management
Meta-analysis is an approach to research that was formally developed by
researcher Gene Glass and his colleagues (see Glass, 1976; Glass, McCaw, & Smith,
1981) in the early 1970s. In simple terms, it is a technique for quantitatively combining
the results from a number of studies. Since its inception, it has been used extensively in
the fields of education, psychology, and medicine. The powerful impact that meta-
analysis has made on these fields of study is chronicled in the book How Science Takes
Stock: The Story of Meta-Analysis by Morton Hunt (1997).
In effect, this research technique has allowed us to construct generalizations
about education, psychology, and medicine that were previously not available. A
17
logical question is, Why is the simple act of combining the findings from a number of
studies so powerful? The answer is that any single study, no matter how well
constructed, will have “uncontrolled error” influencing its outcomes. To illustrate, let's
consider a well-designed study that examines the impact of a specific classroom
management strategy on students' behavior. The study might randomly assign students
to two groups—one that uses the strategy (the experimental group) and one that does
not (the control group). The study might ensure that both groups do everything exactly
the same except for the classroom management strategy that is being studied. Even with
this level of tight control, the findings that come from the study might be influenced by
uncontrolled error. For example, the way student behavior is measured might not be
sensitive to behaviors that are important to the s
CHAPTER III
RESEARCH METHODOLOGY
This chapter deals with a method and procedure of the study. The purpose of
the study is to find out The Impact of Classroom Management on Students’ Learning
Behavior’ Tehsil Sharaqpur district Sheikhupura.The chapter includes the
characteristics of the sample, description of the instrument and data collection
procedures used in the study.

18
Design of the Study
This study was quantitative and causal comparative in nature. It was survey
research which is based on an instrument which is on 5 point Likert scale. The responses
are in the form of numbers which is measurable statically so it is a quantitative research.
Population of the Study
The population of the study was all (80) public schools of Elementary level of
Tehsil Sharaqpur.
Sample of the Study
Sample of our study was 30 public elementary schools from Tehsil Sharaqpur
were drawn through convenience sampling in which the 300 teachers selected for data
collection.
Research Design
It is a causal comparative research in which the participants of the study were
provided with a questionnaire to gives their opinion on the scale. The data was collected
once from each participant of the study.
Development of the Instrument
After review the literature, articles, reports, document, prepared a questionnaire
with the help of supervisor. A scale was developed together necessary information
about the Impact of Classroom Management on Students Learning Behavior Tehsil
Sharaqpur district Sheikhupura.
Collection of Data
Data was collected from 30 public Elementary schools from Tehsil Sharaqpur.
By self-approach and fellows help we collect data from the selected sample.
19
Data Analysis
Data was collected through the above-mentioned research instruments,
analyzed and discussed with supervisor. To analyze the data student’s responses were
converted in numerical scale according to the following description: The data is entered
into SPSS version 15.00 for the analysis of questionnaire to check the Impact of
Classroom Management on Students’ Learning Behavior Tehsil Sharaqpur district
Sheikhupura.
CHAPTER IV
DATA ANALYSIS AND INTERPRETATION
The data attained through a questionnaire were statistically analyzed and
interpreted. This chapter deals with the analysis and interpretation of data. The
instrument used to collect data through Questionnaire and SPSS (Statistical Package
for Social Science).This software was used to analyze data in the form of Frequencies,
Percentage, Mean, Standard Deviation and t-test. The researcher used five points Likert
20
scale where 5= Strongly Agree, 4=Agree, 3=Partially Agree, 2=Disagree and
1=Strongly Disagree. The average of the scale “3” was considered as criterion value.
Mean values higher than the criterion values are taken as the agreement with the given
statements, whereas mean values lower than the criterion values are taken as the
disagreement with the given statements.
Table No 1
I always intervene when students talk at inappropriate times during

class.
Frequency Percent Valid Cumulative

Percent Percent
Strongly 14 4.7 4.7 4.7

Disagree
Valid
Disagree 73 24.3 24.3 29.0
Un Decided 75 25.0 25.0 54.0

21
Agree 98 32.7 32.7 86.7
Strongly Agree 40 13.3 13.3 100.0
Total 300 100.0 100.0
This table shows the frequencies of respondents. The displayed frequencies of this table
were the frequencies of items No.1. Further table also spectacles the percentage of
concerned item which was responded by teachers to measure the Impact of Classroom
Management on Students Learning Behavior. 32% respondents were agreed about the
statement “I nearly always intervene when students talk at inappropriate times during
class”.
Table No 2
I use whole class instruction to ensure a structured classroom .

Percent Percent
Strongly 10 3.3 3.3 3.3

Valid disagree
Disagree 65 21.7 21.7 25.0
22
Un Decided 61 20.3 20.3 45.3
Agree 122 40.7 40.7 86.0
Strongly agree 42 14.0 14.0 100.0
Total 300 100.0 100.0
statement “I use whole class instruction to ensure a structured classroom”.
Table No 3
I strongly limit student chatter in the classroom .

Percent Percent
Strongly 10 3.3 3.3 3.3

Disagree
Valid
Disagree 62 20.7 20.7 24.0
Un Decided 95 31.7 31.7 55.7

23
Agree 89 29.7 29.7 85.3
Strongly Agree 44 14.7 14.7 100.0
Total 300 100.0 100.0
statement “I strongly limit student chatter in the classroom”.
Table No 4
I always use collaborative learning to explore questions in the classroom.

Percent Percent
Strongly 40 13.3 13.3 13.3

Valid Disagree
Disagree 28 9.3 9.3 22.7
24
Un Decided 90 30.0 30.0 52.7
Agree 73 24.3 24.3 77.0
Strongly Agree 69 23.0 23.0 100.0
Total 300 100.0 100.0
statement “I nearly always use collaborative learning to explore questions in the
classroom”.
Table No 5
I reward students for good behavior in the classroom.

Percent Percent
Strongly 29 9.7 9.7 9.7

Valid Disagree
Disagree 45 15.0 15.0 24.7
25
Un Decided 73 24.3 24.3 49.0
Agree 114 38.0 38.0 87.0
Strongly Agree 39 13.0 13.0 100.0
Total 300 100.0 100.0
statement “I reward students for good behavior in the classroom”.
Table No 6
I engage students in active discussion about issues related to real world

applications.

Percent Percent
Strongly 29 9.7 9.7 9.7

Valid
Disagree
26
Disagree 70 23.3 23.3 33.0
Un Decided 108 36.0 36.0 69.0
Agree 67 22.3 22.3 91.3
Strongly Agree 26 8.7 8.7 100.0
Total 300 100.0 100.0
statement 6.
Table No 7
If a student talks to a neighbor, I move the student away from other

students.

Percent Percent
27
Strongly 29 9.7 9.7 9.7

Disagree
Disagree 72 24.0 24.0 33.7
Valid Un Decided 87 29.0 29.0 62.7
Agree 86 28.7 28.7 91.3
Total 300 100.0 100.0
statement 7.
Table No 8
I use input from students to create classroom rules.

Percent Percent
28
Strongly 21 7.0 7.0 7.0

Disagree
Disagree 39 13.0 13.0 20.0
Agree 146 48.7 48.7 86.3
Strongly Agree 41 13.7 13.7 100.0
Total 300 100.0 100.0
statement 8.
Table No 9
I nearly always use group work in my classroom.

29

Percent Percent
Strongly 13 4.3 4.3 4.3

Disagree
Disagree 47 15.7 15.7 20.0
Agree 110 36.7 36.7 87.7
Strongly Agree 37 12.3 12.3 100.0
Total 300 100.0 100.0
statement 9
Table No 10
30
I allow students to get out of their seat without permission during group
work

Percent Percent
Strongly 34 11.3 11.3 11.3

Disagree
Disagree 36 12.0 12.0 23.3
Agree 65 21.7 21.7 77.3
Strongly Agree 68 22.7 22.7 100.0
Total 300 100.0 100.0
statement 10
Table No 11
31
I use student input when creating student projects

Percent Percent
Strongly 23 7.7 7.7 7.7

Disagree
Disagree 49 16.3 16.3 24.0
Agree 94 31.3 31.3 83.0
Strongly Agree 51 17.0 17.0 100.0
Total 300 100.0 100.0
statement 11.
Table No 12
32
I use inquiry -based learning in the classroom.

Percent Percent
Strongly 31 10.3 10.3 10.3

Disagree
Disagree 52 17.3 17.3 27.7
Agree 79 26.3 26.3 80.3
Strongly Agree 59 19.7 19.7 100.0
Total 300 100.0 100.0
statement 12.
Table No 13
33
I firmly redirect students back to the topic when they get off task.

Percent Percent
Strongly 33 11.0 11.0 11.0

Disagree
Disagree 35 11.7 11.7 22.7
Agree 99 33.0 33.0 77.7
Strongly Agree 67 22.3 22.3 100.0
Total 300 100.0 100.0
statement 13.
Table No 14
34
I direct the students' transition from one learning activity to another.

Percent Percent
Strongly 21 7.0 7.0 7.0

Disagree
Disagree 39 13.0 13.0 20.0
Agree 146 48.7 48.7 86.3
Strongly Agree 41 13.7 13.7 100.0
Total 300 100.0 100.0
statement 14.
Table No 15
35
I insist that students in my classroom follow the rules at all times.

Percent Percent
Strongly 22 7.3 7.3 7.3

Disagree
Disagree 85 28.3 28.3 35.7
Agree 69 23.0 23.0 82.7
Strongly Agree 52 17.3 17.3 100.0
Total 300 100.0 100.0
statement 15.
Table No 16
36
I closely monitor off task behavior during class.

Percent Percent
Strongly 21 7.0 7.0 7.0

Disagree
Disagree 54 18.0 18.0 25.0
Agree 122 40.7 40.7 83.3
Strongly Agree 50 16.7 16.7 100.0
Total 300 100.0 100.0
statement 16.
Table No 17
37
I do not deviate from my pre-planned learning activities.

Percent Percent
Strongly 8 2.7 2.7 2.7

Disagree
Disagree 96 32.0 32.0 34.7
Agree 127 42.3 42.3 90.3
Total 300 100.0 100.0
statement 17.
Table No 18
38
If a student's behavior is defiant, I will demand that they comply with

my classroom rules.

Percent Percent
Strongly 7 2.3 2.3 2.3

Disagree
Disagree 80 26.7 26.7 29.0
Agree 84 28.0 28.0 84.7
Strongly Agree 46 15.3 15.3 100.0
Total 300 100.0 100.0
statement 18.
Table No 19
39
I use a teaching approach that encourages interaction among students.

Percent Percent
Strongly 57 19.0 19.0 19.0

Disagree
Disagree 15 5.0 5.0 24.0
Agree 81 27.0 27.0 78.0
Strongly Agree 66 22.0 22.0 100.0
Total 300 100.0 100.0
statement 19.
Table No 20
Classroom management gives teachers maximum result.

40

Percent Percent
Strongly 39 13.0 13.0 13.0

Disagree
Disagree 58 19.3 19.3 32.3
Agree 100 33.3 33.3 86.7
Strongly Agree 40 13.3 13.3 100.0
Total 300 100.0 100.0
statement
CHAPTER V
41
SUMMARY FINDINGS CONCLUSION DISCUSSION &
RECOMMENDATIONS
Summary
The purpose of the study is to find out the Impact of Classroom Management on
Students’ Learning Behavior Tehsil Sharaqpur district Sheikhupura. The chapter
includes the characteristics of the sample, description of the instrument and data
collection procedures used in the study. This study was quantitative and causal
comparative in nature. It was survey research which is based on an instrument which is
on 5 point Likert scale. The responses are in the form of numbers which is measurable
statically so it is a quantitative research. The population of the study was all public
schools of Elementary level of Tehsil Sharaqpur. Sample of the study was 30 public
elementary schools from Tehsil Sharaqpur were drawn through convenience sampling
in which the 300 teachers selected for data collection. It is a causal comparative research
in which the participants of the study were provided with a questionnaire to gives their
opinion on the scale. The data was collected once from each participant of the study.
After review the literature, articles, reports, documents, prepared a questionnaire with
the help of supervisor. A scale was developed to get the necessary information about
the Impact of Classroom Management on Students’ Learning Behavior Tehsil
Sharaqpur district Sheikhupura. Data was collected from 30 public and from Tehsil
Sharaqpur. By self-approach and fellows help we collect data from the selected sample.
Data was collected through the above mentioned research instruments, analyzed and
discussed with supervisor. To analyze the data teacher’s responses were converted in
numerical scale according to the following description: The data is entered into SPSS
42
version 15.00 for the analysis of questionnaire to check the Impact of Classroom
Management on Students’ Learning Behavior Tehsil Sharaqpur district Sheikhupura.
Findings
43
1. Majority of respondents were agreed about the statement that, I always
intervene when students talk at inappropriate times during class.
2. Majority of respondents were agreed about the statement that, I use whole class
instruction to ensure a structured classroom.
3. Majority of respondents were agreed about the statement that, I strongly limit
student chatter in the classroom.
4. Majority of respondents were agreed about the statement that, I always use
collaborative learning to explore questions in the classroom.
5. Majority of respondents were agreed about the statement that, I reward students
for good behavior in the classroom.
6. Majority of respondents were agreed about the statement that, I engage students
in active discussion about issues related to real world applications.
7. Majority of respondents were agreed about the statement that, If a student talks
to a neighbor, I move the student away from other students.
8. Majority of respondents were agreed about the statement that, I use input from
students to create classroom rules.
9. Majority of respondents were agreed about the statement that, I always use
group work in my classroom.

44
10. Majority of respondents were agreed about the statement that, I allow students
to get out of their seat without permission during group work.
11. Majority of respondents were agreed about the statement that, I use student input
when creating student projects
12. Majority of respondents were agreed about the statement that, I use inquiry -
based learning in the classroom.
13. Majority of respondents were agreed about the statement that, I firmly redirect
students back to the topic when they get off task.
14. Majority of respondents were agreed about the statement that, I direct the
students' transition from one learning activity to another.
15. Majority of respondents were agreed about the statement that, I insist that
students in my classroom follow the rules at all times.
16. Majority of respondents were agreed about the statement that, I closely monitor
off task behavior during class.
17. Majority of respondents were agreed about the statement that, I do not deviate
from my pre-planned learning activities.
18. Majority of respondents were agreed about the statement that, If a student's
behavior is defiant, I will demand that they comply with my classroom rules.
45
19. Majority of respondents were agreed about the statement that, I use a teaching
approach that encourages interaction among students.
20. Majority of respondents were agreed about the statement that, Classroom
management give teachers maximum result.

46
Conclusion
This study was designed to explore the possible impacts of classroom Management
on students learning behavior .From the research findings its prove that there is a great
relationship between the classroom management and students learning behavior. More
importantly, this study highlights the potential of identifying classroom management
styles towards fostering quality education for all. From the study, the researcher also
finds that classroom management has great impact on student’s performance
➢ The study found that a well mange classroom has positive impact on students
learning
➢ The study found that if the infrastructure of a classroom is poor the learning
process can be slow
➢ The study found that if a teacher mange his/her class in a proper way then it has
a great impact on his/her teaching also and students performance too

47
Recommendation
On the basis of the results, following recommendations were drawn:
➢ It should be necessary to adapt classroom management strategies to meet
students need and improve teacher’s perceptions of student behaviors’.
➢ Teachers should be trained to manage their classes at departmental level.
➢ Teachers should be prepared to adopt their behavior management practice to
improve student behavior.
➢ All teachers should realize the importance of classroom management.
➢ Teachers should use different techniques to manage their classrooms.
➢ The administrations should visits the classes on regular basis.
➢ Teachers should also give reward to manage their class well which encourage
them to a batter work.

48
Discussion
The study was aimed to investigate the “the impacts of classroom
management on student learning behavior ‘’this study put great emphasizes on
classroom management role. it broadly showing that the classroom management
has great impact on students behavior and their learning also. this thesis show
that how a well managed classroom makes students learning better than a
disorder classroom. Because a perfect environment gives perfect learning. this
study also show that teachers can use different techniques and strategies to make
their student learning better or good. many teachers cooperate with me in this
research I got very good response from teacher. but in some schools teachers
are not willing to fill the questionnaire. It can be due to their busy schedule. the
data obtained from this study clearly show the impact of classroom management
on students learning behavior.

49
References
Allday, R. A., & Pakurar, K. (2007). Effects of teacher greetings on student on-task
behavior. Journal of Applied Behavior Analysis, 40, 317-320
.Anderson, C. M., & Kincaid, D. (2005). Applying behavior analysis to school violence
and discipline problems: School wide positive behavior support. The Behavior Analyst,
28(1), 49-63
Bareish, H. H., Saunders, M., & Wolf, M. M. (1969). Good behavior game: Effects of
individual contingencies for group consequences on disruptive behavior in a
classroom., 2, 119-124.
Cossairt, A., Hall, R. V., & Hopkins, B. L. (1973). The effects of experimenter’s
instructions, feedback and praise on teacher praise and student attending behavior.
Journal of Applied Behavior Analysis, 6, 89-100.
DiGennaro, F. D., Martens, B. K., &Klein man, A. E. (2007). A comparison of
performance feedback procedures on teacher’s implementation integrity and students’
inappropriate behavior in special education classrooms, 40, 447-461.
Johansen, A., Little, S. G., & Akin-Little, A. (2011). An examination of New Zealand
teachers’ attributions and perceptions of behavior, classroom management and the
level of formal teacher training received in behavior management.
Kairaranga, 12(2), 3-12. Kern, L., & Clemens, N. H. (2007). Antecedent strategies to
promote appropriate classroom behavior. Psychology in the Schools, 44(1), 65- 75.
50
Klein man, K. E., & Saigh, P. A. (2011). The effects of the Good behavior Game on
conduct of regular education New York City high school students. Behavior
Modification, 35(1), 95-105.
Loos, F. M., Williams, K. P., & Bailey, J. S. (1977). A multi-element analysis of the
effects of teacher aides in an open-style classroom. Journal of Applied Behavior
Analysis, 10, 437-448.
Solomon, R. W., & Wahler, R. G. (1973). Peer reinforcement control of classroom
problem behavior., 6, 49-56.
.
51
Appendix A
Impact of Classroom Management on Students Learning Behavior
Respectful Teachers
We are undertaking research for B.Ed. (H) on “Impact of Classroom
Management on Students’ Learning Behavior”. In this regard we have prepared a
questionnaire. And point some trends. Kindly give you’re rating to:
Thanks
Name of teacher : ___________________________________________

Qualification: _____________________________________________
Name of school: _____________________________________________
Area: ___________________________________________________
Items about Impact of Classroom Management on Students
Strongly disagree
Strongly agree
Un decided
Learning Behavior
Disagree
Sr. #
Agree
1. I intervene when students talk at inappropriate times during

class.
2. I use whole class instruction to ensure a structured classroom.
3. I strongly limit student chatter in the classroom.
4. I always use collaborative learning to explore questions in the
classroom.
5. I reward students for good behavior in the classroom.
6. I engage students in active discussion about issues related to
real world applications.
52
7. If a student talks to a neighbor, I move the student away from

other students.
8. I use input from students to create classroom rules.
9. I use group work in my classroom.
10. I allow students to get out of their seat without permission
during group work.
11. I use student input when creating student projects
12. I use inquiry -based learning in the classroom.
13. I firmly redirect students back to the topic when they get off
task.
14. I direct the students' transition from one learning activity to
another.
15. I insist that students in my classroom follow the rules at all
times.
16. I closely monitor off task behavior during class.
17. I do not deviate from my pre-planned learning activities.
18. If a student's behavior is defiant, I will demand that they
comply with my classroom rules.
19. I use a teaching approach that encourages interaction among
students.
20. Classroom management gives teachers maximum result.
Thank you very much for your cooperation.
53
Appendix B
List of School
Government higher secondary school, Sharaqpur
Government high school, Kot Mahmood
Government high school, Nazar Lubana
Government high school, Fatowala
Government high school, Chaki Ghyra
Government elementary school, Dhool
Government elementary school, Triday Wali
Government elementary school, Nazam Pura
Government elementary school, Budhu Sharif
Government elementary school, Eason
Government elementary school,Sahjowal
Government elementary school, Purani Bhaini
Government elementary school, Mandian Wala
Government elementary school, Malli Wala
Government elementary school, Ayya pur

54
Government elementary school, Maddar

55
56
57
58

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regarding the relationship between elementary school classroom management styles

well-managed classrooms provide an environment in which teaching and learning can

important factor that we can do much about.

A teacher’s most important activity in a typical class environment is the one

related to classroom management. Learning and teaching cannot take place in a

smismanaged classroom (Marzano, 2003). In limited terms, classroom management is

the management of the class by educational motives. Contemporary understanding of

Class in educational system is a subsystem of educational management and at the same

time a formal organization. Within this framework, classroom management could be

presenting and evaluating educational activities; recognizing students’ assets; providing

student motivation; arranging classroom communication pattern; attaining classroom

resources in order to prevent students’ undesired behavior. The human resources

people indirectly contributing to the learning and teaching process (administrators,

other teachers, janitors, officers, parents etc.

Statement of the Problem

The study was designed to identify the: “Impact of Classroom Management on

Students’ Learning Behavior in Tehsil Sharaqpur district “Sheikhupura”

Significance of the Study

on Students’ Learning Behavior Tehsil Sharaqpur district Sheikhupura The purpose of

this study was to determine student’ achievement due to teacher’s classroom

teacher instruction management (IM) and behavior management (BM) styles as

interventionist, noninterventionist, and interaction list. In contrast interventionists, the

classroom environment for student and teacher (Glasser, 1997) or by adopting a

combination of interventionist and noninterventionist approach. The purpose of the

study was to assess the Impact of Classroom Management on Students’ Learning

Objective of the Study

The objective of this study were given below:

To identify the Impact of Classroom Management on Students’ Learning Behavior

at Tehsil Sharaqpur district Sheikhupura.

Classroom Management has positive impact on Students Learning Behavior.

The study was delimited to:

1: Elementary teachers of only thirty Elementary Schools of Tehsil Sharaqpur.

Procedure of the Study

research which is based on an instrument which is on 5-point Likert scale. The

responses are in the form of numbers which is measurable statically so it is a

literature, articles, reports, document, prepared a questionnaire with the help of

Classroom Management on Students’ Learning Behavior Tehsil Sharaqpur district

Management on Students Learning Behavior Tehsil Sharaqpur district Sheikhupura.

Classroom management; Classroom management is defined as the methods

and strategies an educator uses to maintain a classroom environment that is conducive

to student success and learning.

Learning behavior; Learning behavior is a process which manifests itself by

adaptive changes in individual behavior as a result of experience.

The quality of teacher-student relationship is an essential determining factor in

the quality of classroom management. In order to obtain a good relation and

(Gordon, 1974). In accordance with the personal development of the students,

take a stand against adult authority.

Classroom Management and Teachers

Teachers should be sensitive especially in this period. Orientation towards

desiderative statements instead of imperative narratives, bargaining for touchiness and

receives (Brophy, 1988). Another important aspect of classroom management is to

should be freed from worries of being embarrassed, diffidence related to failure,

criticisms, being ridiculous, humiliation and punishment and an environment free of

student’s undesired behaviour (Cummings, 2000). For example, a threatening and

frowning environment hinders effective learning process since hormone excretion as a

consequence of stress affects the learning process negatively (Cummings, 2000).

Teachers and administrators intermediate for disciplinary problems under these

conditions: a) forcing students to learn meaningless subjects; b) being insufficient in

managing the development of independent thinking patterns; c) applying strict control

autonomous and d) using discipline procedures that give prominence to wrong

attitude during their tutorage.

In general, teachers without sufficient knowledge and skills regarding