Research Classroom Management

CHAPTER 1
The Problem and Its Background
A. Introduction
“Great teachers empathize with kids, respect them, and believe that each one
has something special that can be built upon.”
-Ann Lieberman-
Intellectual capacity of human being is innate and embodied on them making the
mankind a very special living creature by God. But this intellect can be harnessed and
expounded when a proper acquisition of knowledge took place. One way of discovering
and nurturing talents and skills is through attending institutions like schools that offer
growth and development for every individual. In school, our classrooms managed by
teachers which are consider as central aspect of learning among students. One concern
of new teachers is their feelings of inadequacy in managing classrooms; It is according
to the indicated surveys of graduates of education schools and colleges. It takes time
for an effective teacher to have the considerable skills in conducting classroom
management strategies and practices, in managing the myriad of tasks and situation
that occur in the classroom each day, and also in handling the students. Such skills can
only be acquired through practice, feedback, and a willingness to learn from mistakes.
But this is often easier than done. Since there is no best solution for every problem in
classroom setting, some principles, drawn from different sources, may be applicable
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and might help. Teachers, who experience a lot in their teaching profession, can
contribute in the deeper understanding of what can work and what doesn’t works in
terms of managing classrooms and in the behavior of students. (Kizlik, 2016)
According to Evertson & Weinstein (2006), “classroom management is a topic of
enduring concern to teacher administration and the public management problems
continue to be a major cause of burnout and job dissatisfaction of teachers”. It is a
factor that’s being focus upon because it can contribute to the teaching – learning
environment. It is also answered by Miano’s statement in year 2009. According to him,
“classroom management needs to be developed as early as the pre – service stage
through the guidance of the cooperating teacher. This is important aspect for future
teachers to learn so that they will be ready to handle the class assigned during the
actual field”. It is important to know the things about classroom management for it will
serve as a preparation in teaching profession and a guide as they teach and touch the
lives of every student for a lifetime.
Classroom management is a significant part of an effective teaching – learning
process. It creates positive class climate and compassionate environment. It provides
opportunities for students to socialize while learning and involves teacher’s
precautionary discipline and fruitful teaching (Elbe Edogi, 2014). It`s important to have a
classroom management plan, much more with the diverse learners, in order to meet the
needs of every individual and to do our work satisfactorily. Students learn because of
the implemented classroom management practices wherein they feel comfortable with
that cause them to comply with it.
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The researchers become interested since classroom management is one of the
problems faced by the teachers and students at different levels. Classroom
management is also considered as the central learning of students. In addition, the
researchers urge to investigate and conduct study about the effects of the classroom
management to determine which among them should be improved, modified, retain or
rejected. Therefore, it is important for future teacher to determine the best way of
teaching the students in terms of cognitive, affective and psycho motor domain for them
to attain the best classroom management.
The purpose of this study is to determine the effects of classroom management
to academic performance of grade VI students of selected public schools. This study will
identify how students involve to the classroom management practices in order to
address their needs within the classroom. It is important to learn how teachers can
implement different classroom management strategies to attend to the specific abilities
and individual differences of all students within the classroom. Therefore, as future
educators, we chose to further explore classroom management strategies as an area of
interest in knowing what teachers are doing to meet the needs of every student within
the classroom.
B. Statement of the Problem
This study will aim to determine the effects of classroom management to
academic performance of grade VI students of selected public schools.
Specifically, this study will explore the following questions:
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1. What is the profile of the respondents in terms of:
1.1. Age;
1.2. Gender; and
1.3. General Point Average in the previous year?
2. How are classroom management implemented by the teachers?
3. How do the respondents participate in classroom management practices enforced
by the teacher?
4. How classroom management practices affect the academic performance of the
respondents?
5. What classroom management program may be proposed to improve the teaching
and learning process?
C. Theoretical Framework
The use of successful classroom management strategies is vital so elementary
teachers are able to maintain control of their classrooms. This study assumes that
without effective methods of classroom management practices, teachers would not be
able to successfully achieve the goals of the curriculum and maintain a positive learning
environment.
This study is anchored on the classroom management theory that is considered
relevant to this research. To this effect, the Assertive Discipline is considered
appropriate for this study. The proponents of Assertive Discipline, Lee and Marlene
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Canter, believed that teachers were in charge of the classroom and had the right to
teach without interruptions. This means that this theory allow the teachers to engage
their students in the learning environment and continue on despite of the misbehavior of
other students in class. According to this theory, teachers and students have basic
educational rights. The teachers have the right to: establish optimal learning
environments, request and expect appropriate behavior, and receive help from
administrators and parents when it is needed. And for students, they have the rights to:
have teachers who help limit inappropriate, self-destructive behavior, and choose how
to behave, with a full understanding of the consequences that will follow automatically
from their choices.
In relation to this study, this theory focuses on how does the teacher teach
effectively and efficiently, and at the same time, how does the students learn with the
use of classroom program that will impose discipline for every act of students, making
the learning environment conducive for learning.
D. Conceptual Framework
The framework on Figure 1 showed conceptual paradigm of the study based on
the approach which consist of the input, throughput and output. The first box, which is
the input, tackled the respondent’s profile as to age, gender and general point average
in the previous year and also the classroom management practices affecting their
academic performance. These variables described the findings of the study that will be
analyzed through the second box. The throughput tackled the analysis of the effects of
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classroom management to academic performance of the respondents. Lastly, the third
box which is the output that tackled the classroom management program to be
proposed to improve student`s learning. It was connected with the input box through the
feedback chain to emphasize the relationship that exists with each variable included.
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Input Process Output
Respondent’s Profile:
 Age
 Gender
 General Point Average in

 Analysis of classroom
the previous year  Proposed classroom
management
management
Classroom management program
 Aided by questionnaire
practices affecting the
and interviewers guide
Academic Performance of
Grade VI students in the
Selected Public Schools
Feedback Loop
Figure 1. Research Paradigm on The Effect of Classroom Management to Academic
Performance in the selected Public Schools
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E. Hypothesis
The researchers tested the hypothesis that there is no significant relationship
between the respondents profile and the effects of classroom management in the
academic performance.
F. Scope, Limitation and Delimitation of the Study
The main purpose of the study is to provide information regarding with effects of
classroom management in the academic performance of students. The study considers
the student’s personal information such as their age, gender and general average in the
previous year. Specifically, the study will explore the way that the teachers implement
classroom management practices. Another is the participation of students in the
practices enforced by the teacher. Lastly is the classroom management program to be
proposed in order to improve student`s learning.
The respondents will be limited to 209 male and female grade 6 students
enrolled in the selected public schools year 2016-2017. Each of the respondents will be
given a questionnaire to answer. The students will be selected came from 3 different
schools to avoid prejudice of their perceptive. In order to assure manageability of the
collected data, the questionnaires only included checklist and ranking or rating
questions and did not include open – ended response items.
The researchers delimited their study on the encounter problems that affects its
continuity. The availability of the respondents, the task of finding a common time in part
of researchers, the constraints of duty schedules, in distributing the questionnaires and
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willingness accuracy and truthfulness of the respondents in answering the questionnaire
is the weaknesses encountered by the researchers.
G. Significance of the Study
This study will surely be a great achievement for everybody especially to the
following persons and organizations.
To the Commission on Higher Education (CHED), the result in this study will help
them to formulate and ensure quality education such plans and action for the
achievement of their mission and vision as they are one of the monitoring agencies in
Education.
To the Department of Education (DepED), the results of this study may enable
them to know the effect of classroom management to students’ academic performance.
It will give an idea on how to support different schools when it comes to the instructional
materials to be use. Also, it will help them on how they will meet the needs of every
student when it comes to their education.
To the UB College of Education, this study will help them to identify the new
classroom management strategies. The study will be a big help for them to identify such
classroom management practices that affecting performance in school. By this study,
they share some thoughts to other education students when it comes to the discussion
of classroom management as they will be an educator in the near future.
To the teachers, the findings of this study will modify and change their teaching
performance and also the materials to be use. It also serve as a guide for each and
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every teacher when it comes to the managing the classroom and the students itself. It
will help them in such a way that they can identify which practices are to be modified or
retained for the common good.
To the students, this study will be interesting and challenging to them. By this
study students will be aware to the different rules, schedules and requirements inside
the room. With the help of effective classroom management they can improve their
academic performance and also their attitudes inside or outside the classroom.
To the parents, the outcome of this study will help them to impose the different
practices in relation to classroom discipline as they are the first teachers to manage
their children.
To present and future researchers, this study will serve as a guide in gathering
information when it comes to research purposes.
H. Definition of Terms
To facilitate understanding and comprehension of the study, the following terms
are defined:
Academic Performance / Achievement. It refers to the factors affecting several
indicators such as grades, test scores, extracurricular activities and leadership.
(Williams, 2001). As it will be used in the study, it refers to the performance outcomes
that indicate to which extent that the student accomplished the specific goals or
objectives which was the focus of every activity in the instructional environments such
as schools, college and university.
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Classroom Management. It refers to the practices and procedures that allow
teachers to teach and students to learn (Wong, 2006). As it will be used in the study, it
refers to the practices being used by the teacher or the utilization of different
techniques, strategies and approaches in order to meet the needs of every student.
Effect. It refers to a change that results when something is done or happened;
an event, condition or state of affairs that is produced by a cause (Merriam – Webster
Dictionary, 1828). As it will be used in the study, it refers to the results on one`s action
or the outcomes based on the classroom management practices being used by the
teacher.
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Chapter 2
Review of Related Literature and Related Studies
There is an extensive body of literature and studies examining effective
classroom management strategies, approaches and techniques. For the purpose of this
research study, this review of related literatures and studies were conducted with the
effects of classroom management to the academic performance of grade VI students in
selected public school which provides the researchers important insight and information
in the conduct of the present study.
A. Related Literature
Classroom management can be defined as “the arrangement of
students/groupings, materials, and furniture, and the movement of these over time,
moving from one large group lecture to small cooperative groups or lab tables
(Wolfgang, 2009). Management will help the day run more smoothly, along with
lessons. Teachers make management plans at the beginning of the year that set out
their expectations and daily norms of running a classroom. Some of the sections in a
classroom management plan include guidelines for success, posted classroom rules, an
attention signal, expectations for activities and transitions, encouragement procedures,
beginning and end of day routines, procedures for managing student work, procedures
for managing independent work periods, and corrections procedures for misbehavior
(CHAMPS PLAN).
Classroom management is very exciting and dynamic learning experience for
everyone involved. In teaching – learning process, teachers are expected to maintain
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classroom management in order to catch the attention of the students in different
activities and help the students to increase their intellectual capacity as a human being.
Classroom Management
Classroom management and discipline, terms often used interchangeably, are
not synonymous. Teachers asked to define classroom management in one word have
given the following responses: discipline, control, and consequences. Discipline was
always the first word they chose. In the last few years, however, teachers have
responded with the following words: organization, control, positive climate, and
incentives. In effect, discipline has become a much smaller part of the term classroom
management. Classroom management is much more than any one of these words or
the sum of all these words (Charles, 1992; Wolfgang, 1995)
A relatively new addition to the classroom environment is the microcomputer.
Computers can provide opportunities for the students to complete practice exercises, to
engage in problem solving and exploration through games and simulations, and to
experience the writing process – to compose, edit, revise, and publish (Weinstein,
1991). Unfortunately, in many schools there is only one computer per classroom. This
means that teachers have to think carefully about the location of this scarce but
precious resource. If students are going to work at the computer in pairs or in small
groups, place it in an area where clusters of students can gather around without
creating traffic congestion and distraction. Also keep in mind that computer use is often
“a social event” (Genishi, 1988).
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It`s important to recognize that although your students have general notions
about appropriate school behaviour, they do not know your specific expectations. It is
unfair to keep the students guessing about the behaviours you expect. Not knowing the
norms for appropriate behaviour causes insecurity and misunderstandings, even among
“school smart” adolescents. In contrast, clearly defined classroom rules and routines
help to create an environment that is predictable and comprehensible. Clear rules and
routines minimize confusion and prevent the loss of instructional time.
Providing opportunities for them to exercise some autonomy and to make
decisions about their own behaviour can gain students` behavior. None of us like to feel
controlled or manipulated, and it seems clear that students who feel empowered will be
more likely to share the responsibility for seeing that classroom norms are enforced.
According to Kame’enui (2004) classroom management has multiple
intelligences functions such as teach and promote positive behavioral expectations,
inhibit or discourage rule – violating behavior, and create a culture of competence in
which communications and expectations are effective, efficient and relevant.
The process of classroom management always takes place within the context of
instruction – a context in which information is always changing hands or being classified
and exchanged between the teachers and the students between students and students,
and between teachers and administrators. (Duke and Meckel, 1984)
Many teachers, especially beginning teachers, cite classroom management as
an ever-present concern (Rogers & Freiberg, 1994; Veenman, 1984). A meta-analysis
of the past 50 years of classroom research identified classroom management as the

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most important factor, even above student aptitude, affecting student learning (Wang,
et.al. 1994). But contrary to popular belief, classroom management is not a gift
bestowed upon some teachers. While it’s true that some teachers adapt to classroom
management techniques easily, making it look to their colleagues like they possess
some innate talent, classroom management is a skill – a skill that can be taught like any
other, and, most importantly, a skill that like any other must be practiced to achieve
proficiency.
For teachers to be successful in their sustained use of effective classroom
instructional and behavior management practices, school wide support must be ground,
and in the restrooms, hallways, cafeteria and library have significant impact on school
climate and the effectiveness of instructional management in the classroom. It is
implemented to enhance and support student’s academic and social success. (Darch,
2004)
According to Barbara Clements, et al. (1997) the preliminary consideration of
teacher is to implement rules and procedures that vary in different classrooms, but all
effectively managed classrooms have them. It is just not possible for a teacher to
conduct instruction or for students to work productively if they have no guidelines for
how to behave or when to more about the room, or if they frequently interrupt the
teacher and one another. Furthermore, inefficient procedures and the absence of
routines for common aspects of classroom life such as taking and reporting, attendance,
participating in discussions, turning in materials, or checking work can waste large
amounts of time and cause students attention and interest to vane. Many different rules
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are possible, but a set of five to eight rules should be sufficient to cover most important
areas of behavior. It has basic rule presented such as 1) bring all needed materials to
class; 2) be in your seat and ready to work when the bell rings; 3) respect and be polite
to all people; 4) listen and stay seated when someone is talking; 5) respect other
people’s property; and 6) obey all schools rules.
In conjunction with a system for recording and assigning grades, you should
have other procedures for giving students feedback about their performance. Regular
feedback is more desirable than sporadic feedback because it’s offers students more
information and reduces the amount of time they practice making errors if their
performance is incorrect. However, many daily assignments are of a more routine
nature and can be checked by students. The following procedures will be helpful to
keep in mind. First, students can be allowed to check some of their own assignments.
Second, you can also have students exchange papers for checking. Third, describe and
model to students how you want the checking done. Fourth, teacher can record grades
by having students call them out or you can collect the papers and record the grades
later. (Emmer, et.al. 1997)
Brophy (1981) reports that praise of good conducts appear only once every two
to ten hours in the early grades and essentially disappear after that! Furthermore, praise
can be misused, applied in ways that diminish its positive impact. For example, if public
praise is given to only a few students, they may become known as “teacher`s pets” –
hardly a rewarding label. Another problem arises when teachers praise students they
don`t particularly like, and inadvertently contradict the praise with frowns or other non –
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verbal indicators of disapproval. When that happens, the verbal praise is likely to be
perceived as in sincere.
In addition to pats on the back and verbal praise, some teachers institute more
formal ways of recognizing accomplishment, improvement, or cooperation. For
example, they may display student work, provide award certificates; nominate students
for school wards given at the end of the year, or select “Students of the Week.”
Whichever approach you use, be careful that this strategy of public recognition doesn’t
backfire by causing students embarrassment. Teacher sometimes use special activities
and tangible material (cookies, candies, key chains, and pencils) as rewards for good
behavior.
One objection is that giving students tangible rewards in exchange for good
behavior or performance is tantamount to bribery. Proponents of this position argue that
students should engage in appropriate behavior and activities for their own sake.
Another major concern is that rewarding students for behaving in certain ways actually
undermines their intrinsic motivation to engage in those behaviors. This concern
requires us to distinguish between the use of rewards for teaching and reinforcing
appropriate classroom behaviors and rewarding students for successful academic
performance (e. g., getting an A on a vocabulary test).
The study by Lepper, et.al. (1973) stimulated a great deal of research on the
potentially detrimental effects of external rewards. First, the researchers identified
preschoolers who showed interest in a particular drawing activity during free play.
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Subsequent observations during free play revealed that the children who had been
promised a reward ahead of time engaged in the art activity half as much as they had
initially. Children in the other two groups showed no change. This research led
educators to conclude that rewarding people for doing something they already like to do
decrease their interest in continuing that behavior.
Cameron et.al (1994) conducted an extensive analysis of 96 previous studies
and concluded that teachers can use rewards without worrying that their students will
lose their intrinsic motivation. They found that verbal praise significantly increased
intrinsic motivation, while unexpected tangible rewards had no effect. According to their
findings, this means that it`s all right to say, “If you complete the assignment accurately,
you`ll get some free time at the end of the period” (reward contingent on completion and
level of performance), but it`s not all right to say, “Work on the assignment, and you`ll
get some free time at the end of the period.”
At the present time, caution in the use of external rewards is clearly in order.
Nonetheless, it still appears that the judicious use of rewards can help in the task of
gaining student`s cooperation and increasing their involvement in learning activities
(Cohen, 1985)
Student`s Participation in Teaching – Learning Process
As Walter Doyle (1986) has observed, classroom order is like conversation: it
can only be achieved if both parties agree to participate. Indeed, if students are
resistant, classroom events turn into a series of hostile showdowns, and teaching
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becomes “a contest of wills” (Clack, 1989). The essence of good teaching is in the
arena of human relationships: “Teaching is good when a class becomes a community of
honest, nurturing, and mutually respectful people”. Students` views of good teaching
also stress relationships: teachers are good when they take time to learn who their
students are and what they like, when they tell stories of life outside school, when they
laugh with students, when they make sure students don`t feel lost or humiliated, and
when they are both a friend and a responsible adult.
Teachers are responsible for stimulating student motivation and involvement in
learning activities. This is easier said than done, of course, especially when dealing with
adolescents. The downturn in motivation during the transition years from elementary to
secondary school is well – documented (Anderman and Maehr, 1994), but it is often
dismaying to beginning teachers – especially those who are passionate about their
subject fields.
According to Marzano, et.al. (2012), many people believe that the relationship
between teacher and student is the starting place for good classroom management.
This makes good intuitive sense. If the teacher has a good relationship with students, all
of the other aspects of classroom management will run much more smoothly. The
relationships provide a foundation on which you can best carry out the challenging task
of teaching and students can best carry out the challenging task of learning. Like
everyone, students want to feel that they are “known” – that others understand them,
appreciate them, and recognize their unique qualities, skills, interests, needs, and
personalities. Teachers who understand this and consciously find ways to demonstrate
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that they are interested in students will build a stronger foundation for effective
classroom management and learning. Another key to fostering effective relationships
with students is ensuring that classroom interactions are equitable and positive.
Students who see that teachers are interacting with them in affirming, positive ways –
and that they are interacting with all students equitably – are more likely to approach
learning with a positive attitude.
Arrangement of student’s desks responsible but is sure to arrange them so that
all students can look at the whole-group instruction area without having to get out of
their seats. Avoid having student sit with their backs to the area. And also avoid
windows, the doorway, an area where small distraction such as windows, the doorway,
an area where small group of students will work, or eye-catching displays. (Everston,
et.al. 1997)
In this unfortunate situation, it is difficult to create a classroom setting that is
more than simply adequate. Nonetheless, it is important to recognize that the physical
environment can influence the way the teachers and students fell, think, and behave.
Careful planning of this environment – within the constraints of your daily schedule – is
an integral part of good classroom management.
According to Emmer, et.al. (1997) it has five keys to good room management
such as use a room management consistent with your instructional goals and activities,
keep high traffic areas free of congestion, be sure students are easily seen by the
teacher, keep frequently used teaching materials and students supplies readily
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accessible, and be certain students can easily see instructional presentations and
displays.
According to Murray Worsham, et.al. (1997) you will need to identify some
procedure by which students can ask a question, contribute to discussion or receive
help without interrupting you or other students during whole – class activities. Students
should be told what they are supposed to accomplish in their small groups work and
taught and how to go about the task. It is a good idea to assign specific roles and to
discuss with students ahead of time the different roles they will take in the group work,
for example, recorder, reader, etc. Preparing a list of steps that should be followed and
displaying it a chalkboard, an overhead projector transparency, or a handout can help
the students monitor their own progress.
When students are absent from classes, they miss instruction, directions for
assignments and assistance they may need in getting work underway. Establishing
routines for handling makeup work can be very helpful to returning students. Routines
will also help prevent those students from milling around your desk asking questions
about missed assignments and from interruption you to obtain directions for makeup
work. (Clements, 1997)
Classroom Management Guidelines
Nelson (2006) stated the ten guidelines in classroom management which are
think prevention, model behaviours you expect from your students, avoid assumptions,
avoid singling students out whenever possible, know college policies, communicate
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academic and behavioral policies and expectations, make your subject relevant and
interesting to your students, teach for success, focus on solutions, and talk to your
peers.
According to Schwartz (2006) there are top 10 secrets of successful classroom
management which are effective classroom management is based on a learn-able set
of skills, establish a positive relationship with the class, praise is a powerful tool,
welcome feedback from your students, creates a safe learning environment, variety is
the key to engaging students, establish the expectation that everyone must participate
in class every day, assessments should look forward, not back, parents have two main
expectations of teachers: Are you a professional? Do you care about my child? And
indicate to parents the potential for growth in their child.
According to Canter (2006) Classroom Management for Academic Success is a
unique classroom management resource designed to specifically address the first
priority for today's educator: improving the achievement of all students. This
groundbreaking work will take you beyond simply managing student behavior to quickly
and effectively establishing an environment that promotes academic success. This
unique comprehensive handbook will show you how to: Teach all students to behave
from the first day of class by using comprehensive lesson plans in all classroom
activities. Apply research – based instructional strategies that motivate students to stay
engaged in all classroom activities. Build trusting relationships with all students and
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parents using teacher – tested strategies. Establish a positive climate in a disruptive
classroom using the "Two Week Turnaround Program." (p.304)
It is essential that teacher of different subjects know about their states safety
guidelines regarding proper handling, storage and labelling. If you are lucky enough to
have your own classroom, think about ways to incorporate elements of softness into the
environment. Also keep in mind that warm color, bright accents and varying textures
(e.g. bur lop, wood and felt) can also help to create an atmosphere of security and
comfort. You need to make sure that student desks are not two near (e.g. the pencil,
sharpener, the bookcase, the front door). Often, students want to sit near their friends,
but some individuals have definite partial preferences as well (e.g. they prefer to is in a
corner, near the window, or in the front row). Whatever tasks will occur in your
classroom, there are few general guidelines you need to keep in mind such as
frequently used classroom materials should be accessible to students. Shelve and
storage area should be well-organized so that it is clear where materials and equipment
belong. Pathways throughout the room should be designed carefully to avoid
congestion and distraction. The seating arrangement should allow students to have a
clear view of instructional presentation. The location of the teacher’s desks depends on
where you will be spending your time. Decide where to store your own personal
teaching aids and supplies. (Weinstein, 1996)
Steele’s (1997) stated the six functions give you any way of thinking about the
environment, but they don’t provide you with an architectural blueprint. This describes a
process. You can follow as you design your classroom. First, think about the activities
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the room will accommodate. Second, draw a floor plan. Third, involve students in
environment decisions. Fourth, try the new arrangement, evaluate and design.
B. Related Studies
Based on Lontoc (1991), one of the most important learning outcomes of peer
activities is group discipline. In the home and in the school, the child learns discipline,
but he learns it often as an interior bowing to the superiority of adults who make the
laws or at least enforce them.
Fabalira et.al. (1991), in their study about the attitudes of public school towards
the new elementary curriculum teachers are aware of social changes so teachers can
adopt to those changes in the curriculum. Teachers who find techniques in entering
these new strategies in teaching are surely what the present generation needs.
At present the curriculum is most especially designed to suit pupils needs to
qualify elementary education. Such changes implemented on elementary curricula give
an effective result on this kind of education. However, the effectiveness of such cannot
only be accounted on pupil’s ability but towards teacher’s competencies and attitudes of
teachers towards the new elementary curriculum. In their study the data and facts
presented the following conclusions. First is that the curriculum gives an additional
tasks, makes the teachers resourceful and tactful which contribute to the effectiveness
of teaching method. The respondents agreed that the implementation of the new
curriculum encourage seeking ways of promoting soul and spiritual values and likewise
a great help in improving teaching profession. Second, providing the necessary
materials in teaching and making aware of the changes in educational system were
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their first move to fit themselves to the new curriculum. Third, hectic schedule, lack of
professional books and magazines and lack of cooperation of parents are the most
pressing problems met by the teachers in the new curriculum. After they conclude the
result of their studies they give some recommendations to the next researchers. The
following recommendations are listed. First, there must be proper scheduling of
activities in order that the teachers were not in hurry and works are not rashly done.
Second, there must be available books and magazines as it is a tool in the curriculum
development. And last, teachers must engaged themselves in seminars, workshops and
conferences to acquire knowledge skills and abilities as it would greatly help in the
enrichment of know-how and updating of teaching competency.
According to Panaligan et.al (1991), in developing the social aspect the study
revealed that the most used teaching strategy was making adaptations to the classroom
environment to support individual needs. The factors that affect teaching styles and
strategies of the pre-school teachers according to the research were appreciate training
and learning environment, noise and innovation teachers and lack of materials.
Education is important to everyone that is why it is teachers’ duty to give their best in
teaching them through their different teaching styles and strategies. Pupils needs will be
achieved and it will not only benefit the cognitive development of the pupils but also
their physical, emotional, and social aspects of life.
In school, the child usually engaged in learning activities in acquiring his
education. In the degree that he is appropriately active, his learning is good in a degree
that his activities are poorly selected and badly controlled his learning is inadequate.
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Learning is active thinking thoughtful study and alert experiencing. Mere activities not
necessarily mean good learning. There are many useless and time consuming activities
should be planned, guided and controlled. Students must learn to be properly active in
the little things of living in school. At first, they need careful supervision, guidance and
teaching. As they grow they generally require less control and more freedom in studying
and working. They conclude that discussion and recitation are usually conducted by all
teachers in school; that teachers in this school encountered problems in conducting
classroom activities and that majority of students in this school are active in classroom
activities. Her recommendations are classroom activities must be selected and
organized around the real life problems pupils abilities needs and interest. Lesson
should be made more interesting to avoid the occurrence of problems in conducting
classroom activities. And classroom activities should be adapted to classroom condition
and level to understanding of the pupils. (Nelson, 2007)
According to Oliver et.al (2007), states that the use of rules is a powerful,
preventive component of classroom organization and management plans. Rules
establish the behavioural context of the classroom by specifying what behaviour are
expected of students, what behaviours will be reinforced, and the consequences for
inappropriate behaviour. If rules are stated or worded positively to describe the
expected behaviour, rather than what not to do, problem behaviour is more easily
prevented.
Colvin et.al (2007) stated that effective teaches also incorporate routines into
their efforts to organize the classroom. Routines for turning in homework or engaging in
26
small-group activities allow the classroom to run effectively with fewer disruptions from
students, thus enabling the teachers to attend to other aspects of instruction.
C. Synthesis of Related Literatures and Studies
The proponents believe that each and every literature and studies stated in this
research is similar on the present study. The proponents relate and differentiate the
research based on the flow of their network analysis form the proposed study.
The present study is similar to the past studies which focused on the classroom
management practices except Fabalira et.al., which also included attitude of public
school teachers towards the new elementary curriculum. All researchers of the
presented studies focused on the students and teachers with regards to the
implementation of the classroom management practices and these studies were also
conducted at the University of Batangas. The only difference is that all of the past
studies made use of teachers as the target respondents while the present study made
use of both students and teachers as the target respondents. All studies preferred one
school unlike in the present study wherein 3 public elementary schools in Batangas City
were being selected. The data of all the studies presented made use of common
research design, research instrument, and statistical treatment of data. With respect to
the results of the study, there are similarities in terms of classroom management
practices implemented by the teachers, how students comply with such practices, and
its effects to the academic performance of the students.
27
Chapter 3
Research Methodology
This chapter presents the research methodology used in the study, the research
design, subject of the study, the instruments and technique that used. It also presents
the data gathering procedure and the statistical treatment of data.
A. Research Design
The researchers will use the descriptive method of research in gathering the
needed data for the study. This method is concerned with gathering data about the
effects of classroom management to academic performance of Grade VI students in the
selected public school.
B. Sampling Design
In selecting the respondents of this study, the researchers used purposive
sampling. The criteria for selecting the sample were based on the number of grade VI
students who were studying in the selected public schools.
Purposive sampling is a sampling technique in which researcher relies on his or
her own judgment when choosing members of population to participate in the study.
(Black, K. 2010)
28
C. Research Setting
Kumintang Elementary School, which was headed by Mrs. Teresita Culla,
comprise of 4 sections in grade VI level, having a total of 166 grade VI students
together with their 4 advisers. In Gulod Itaas Elementary School, there are 2 sections at
the level of grade VI with 110 students and 2 advisers, being Mrs. Clarita Gutierrez as
the school head. Mrs. Maricel De Chavez was the school principal in Sorosoro
Elementary School. In grade VI level, it has 3 sections with 142 students and 3
advisers.
D. Research Instruments
The checklist type of questionnaire served as the main data gathering
instruments employed in this study. Checklist is also called matrix questionnaire. Items
in this instrument are presented in two dimensional patterns which are horizontally and
vertically. The checklist type of questionnaire were composed of two parts; the first of
which was the profile of respondents in terms of age, gender, and general point average
in the previous year while the second part is on the implemented classroom
management practices, students participation in the practices enforced by the teachers,
effects of classroom management practices and proposed classroom management
program. Attached in the said checklist type questionnaire was cover letter of requested
addressed to the respondents seeking their cooperation in the study. Each question will
be explained to the respondents depending on their level of perception. The researches
will further perform interviews to the respondents for the purpose of gathering data. On
the other hand, the questionnaire proper was provided with a clear direction and a
29
corresponding version of the more comprehensive parts in the vernacular language that
guided the respondents in answering the questions.
The following table showed the scales that were used for the interpretation of the respondents
answer to the items in the questionnaire.
Numerical Equivalent Scales Verbal interpretation

4 3.50 – 4.49 Always
3 2.50 – 3.49 Sometimes
2 1.50 – 2.49 Rarely
1 1.1 – 1.49 Once
Table 1
The table 1 explained the level of classroom management practices implemented
by the teachers and students participation in teaching-learning process in terms of
numerical equivalent and verbal interpretation. The numerical equivalent of 4 suggested
that the teacher always implement he said practices and that the students always
participate. The numerical equivalent of 3 connoted that the teacher sometimes
implement the said practices and that the students sometimes participate. In numerical
equivalent of 2 suggested that the teacher rarely implement the different practices and
that the students rarely participate. The teachers implement the practices and students
once have the numerical equivalent of 1.
Numerical Equivalent Scales Verbal Interpretation

4 3.50 – 4.49 Strongly Agree (SA)
3 2.50 – 3.49 Agree (A)
2 1.50 – 2.49 Moderately Agree (MA)
1 1.1 – 1.49 Disagree (DA)
30
Table 2
The table 2 explained and discussed the classroom practices that can affect to
academic performance of students. The numerical equivalent of 4 connoted that
students are strongly agree in different effects of classroom management. The
numerical equivalent of 3 suggested that students are agreeing to the effects of
classroom management implemented inside the classroom. The numerical equivalent of
2 suggested that students are moderately agreed to the effects of classroom
management practices. Students that disagree to the effects of classroom
management practices listed marked the numerical equivalent of 1.
E. Data Gathering Procedure
Before presenting and proposing the research study, the researchers identify the
effects which they were interested to solve and answer. The research chose the effects
of classroom management to the academic of grade VI students in the selected public
school. The problem were presented to research adviser and approved. After its’
approval, the researchers gathered information about the problem and its background
followed by several literatures and studies from the library, internet sources and journal
which could serve as the bases and study could be interrelated. All the data that
gathered in used in making in the whole part of the research study and the
questionnaire for the actual data gathering procedure to the respondents.
Before conducting the actual data, the researchers provide a letter and asked
permission of the Kumintang Elementary School, Gulod Itaas Elementary School and
31
Sorosoro Elementary School. The researchers then proceeded giving questionnaire to
the respondents the questionnaires were collected after the respondents finished
answering them. After all the copies of the questionnaire had been collected, the
researchers tallied, classified, tabulated and interpreted all the facts and data.
F. Validation of Data
For the validity of data, the researchers sought the advices and help of their
research adviser. The researchers prepared the first draft of questionnaire and
presented it to their adviser for some comments, corrections, evaluations, revisions and
improvement, also for checking the content, sustainability of language use and
clarifications of directions. The research adviser made significant suggestions in
enhancing the research instrument and upon validation, the researchers applied
modifications to the questionnaire and presented again to the research adviser for
scouting and final action. Upon approval, the questionnaires were subjected to pre –
test. After series of adjustments, the final draft of questionnaire was made by the
researchers and was ready for reproduction and distribution to the selected respondents
for the pilot study. A formal letter requesting permission to conduct research was sent to
the principal and teachers assigned in Kumintang Elementary School, Gulod Itaas
Elementary School and Sorosoro Elementary School. After permit was granted, the
researchers presented the questionnaire to 5 respondents in each school. They were
excluded from the total population and the responses forwarded by these respondents
were disregarded. After scanning the contents of the retrieved questionnaires, it was
32
found out that the respondents had answered them with precision and clarity; the results
were forwarded to the adviser and were tasked to distribute proper questionnaires.
G. Statistical Treatment
The study used statistical treatment to analyze and interpret the data being
gathered. The researcher used statistical method for the solutions of problems raised in
this study such as percentage, frequency, ranking and weighted mean.
Percentage (P)
This is used to determine the profile of the respondents in the selected public
schools according to age, gender and general point of average in the previous year.
This is best illustrated by using the formula:
P= F x 100
wherein: P- percentage
F- Frequency
n- Total number of respondents
Frequency (F)
This is a presentation, either in graphical or tabular forma, which displays the
number of observations within a given interval. It is the actual number of students to the
33
specific questions on item in the questionnaire. It was also referred to the number of
tally mark for each item.
Ranking
This will be use to determine the order of decreasing and increasing magnitude
of variables. The largest frequency will be ranked 5, the second is 4 and soon down to
the least rank. (Jan. 2006)
This is best illustrated by using the formula:
WM= fw / n
wherein: fw- frequency of responses per unit wt.
n- total number of respondents.
Weighted Mean (WM)
This is the overall average of response or perceptions of the respondents in this
study with a formula of:
Formula WM = (5f1 + 4f2 + 3f3 + 2f2 + 1f1)
N= f1+f2+f3+f4+f5
Wherein:
= summative sign
Fw= sum of the product of the frequency
N= total number of respondents
Chapter 4
Presentation, Analysis and Interpretation of Data
34
This chapter presents the analysis and interpretation of data accumulated from
the responses given by grade VI students and teachers. This will serve as the basis for
the study of the effects of classroom management I the academic performance of grade
VI students in the selected public school. These data where gathered through the use of
the questionnaire were from grade VI students and teachers are concerned
I. Profile of the Respondents
The profile of the respondents was drawn from personal variables such as
age, gender and general point average. Table 1 presents the frequency and
percentage distribution of the respondent’s profile.
Table 1.1
Frequency and Percentage Distribution of Respondents According to Age
Age Frequency Percentage Rank
10 years old 1 0.5% 5
11 years old 66 31.6% 2
Students 12 years old 119 56.9% 1
13 years old 9 4.3% 4
others1 14 6.7% 3
Total 209 100.0%
20-25 years old 1 11.1% 3
26-31 years old 4 44.4% 1
32-37 years old 1 11.1% 3
Teachers 38-43 years old 1 11.1% 3
44 years old and
2 22.2% 2
above
Total 9 100.0%
It is illustrated on table 1.1 that among 209 grade VI students in the selected
public school, 119 respondents are 12 years old having the percentage of 56.9%,
and 66 respondents are 11 years old with the percentage of 31.6%. There are 14
respondents who are 14 years of age with the percentage of 6.7% and 9
35
respondents are 13 years old having the percentage of 4.3%. Lastly, 1 or 0.5% of
the respondents is on the age of 10. It shows that majority of grade VI students in
the selected public school are 12 years old.
It is illustrated on table 1.1 that among 9 grade VI teachers in the selected
public school, 4 respondents are between ages 26 – 31 years old having the
percentage of 44.4%, and 2 respondents have ages ranging from 44 years old and
above with the percentage of 22.2%. Lastly, ages between 20 – 25 years old and 32
– 43 years old got the same frequency of 4 with the percentage of 11.1%. It shows
that the majority of grade VI teachers are 26 – 31 years old.
According to the Philippines Education System, elementary school covers the
first six years of compulsory education which was informally divided into 3 years of
primary level and another 3 years of intermediate level. That`s from grade 1 to grade
6, ages from 6 to 12 respectively. And the elementary school teachers play an
important role since they are expected to be very hands on, creating fun and
enthusiastic atmospheres within their classrooms and adapting to meet the needs of
their students for them to be satisfied and enjoy learning.
Table 1.2
Frequency and Percentage Distribution According to Gender
Student Rank Teacher Rank Total

Gender
F %rf f %rf f %rf
36
Male 108 51.7% 1 0 0.0% 2 108 49.5%
Female 101 48.3% 2 9 100.0% 1 110 50.5%
Total 209 100.0% 9 100.0% 218 100.0%
The next set of data shows that with regards to gender, 108 or 51.7% of the
grade VI students are male and 101 or 48.3% are female students. The data shows
that 9 or 100% of grade VI teachers are female.
For the past 20 years, the numbers of male teachers in elementary and
middle school grades have stagnated at about 16 to 18 percent, according to
MenTeach, an organization whose mission is to increase the number of males
working with young children. According to Thompson (2013), there are lots of
explanation for that and one of these was the nature of elementary classroom
wherein it`s more feminized and it does turn boys off, perhaps because they are in
trouble more or because the teaching style is more geared to girl`s brains.
Table 1.3
Frequency and Percentage Distribution According to General Point Average
GPA Frequency Percentage Rank
37
75%-80% 43 20.6% 3
81%-85% 109 52.2% 1
86%-90% 44 21.1% 2
91%-95% 13 6.2% 4
Total 209 100.0%
Table 1.3 shows that in the previous year, 109 or 52.2% of grade VI students
have 81 – 85 GPA and 44 or 29.1% of respondents have 86 – 90 GPA. 43 or 20.6%
respondents got 75 – 80 GPA, and 13 or 6.2% respondents got 91 – 95 GPA in the
previous year. Based on the grading system in the Philippines, scales from 80.00 to
82.99 has a grade description of "average" and 83.00 to 85.99 were described as
"highly average". So in terms of general point average, 81-85% is rank 1 which
means that majority of grade VI students in the selected public school excel in
learning.
According to Glossary of Education Reform, a grade point average is a
number representing the average value of the accumulated final grades earned in
courses over time. In public schools, grading systems and GPA scales may vary
significantly from one school district to the next. When investigating or reporting on
grading systems, class rank, or other academic honors, it is important to determine
specifically how grades and GPAs are calculated, and what evaluation criteria was
used to measure academic performance and award grades.
II. Implementation of Classroom Management

38
The tables below present the weighted mean, verbal interpretation and
rank of the responses on the implementation of classroom management with
regards to rules and procedures, classroom environment, and behavior.
Table 2.1.1
Implementation of Classroom Management with regards to Rules and
Procedures
Implementation of
Classroom Student Rank Teacher Rank
Management
WM VI WM VI
Rules and Procedures 3.49 Sometimes 3.93 Always

1. Teacher gives the
rules and procedures
3.69 Always 2 4.00 Always 1
to the students clearly.
2. Teacher
acknowledges the
students in developing 3.47 Sometimes 4 3.89 Always 2
rules and procedures.
3. Teacher accepts
suggestions of every
3.48 Sometimes 3 3.89 Always 2
student.
4. Teacher gives the
consequences in
every act of 3.12 Sometimes 5 3.89 Always 2
disobedience.
5. Teacher provides rules
and regulations for the
students to follow.
Table 2.1.1 presents the classroom rules and procedures implemented by the
teachers. Based from the table, the overall assessment of the respondents on the
rules and procedures implemented by the teachers was 3.51, interpreted as
“always”. As shown by the table above, students said that teachers always provide
39
rules and regulations for them to follow having the weighted mean of 3.75 and
ranked as 1. They said that teachers always give the rules and procedures clearly
with a weighted mean of 3.69 and at the rank of 2. Sometimes, teachers accept their
suggestions having the weighted mean of 3.48 and ranked as 3. For the students,
teachers acknowledge them sometimes in developing rules and procedures with a
weighted mean of 3.47 and at the rank of 4. Lastly is that sometimes, teachers gives
the consequences in every act of disobedience having the weighted mean of 3.12.
On the other hand, teachers said that they always give the rules and
procedures to the students clearly and provide rules and regulations for them to
follow with a weighted mean of 4.00 and ranked as first. They always acknowledge
the students in developing the rules and procedures, accept their suggestions, and
give consequences in every act of disobedience having the weighted mean of 3.89
and at the rank of 2.
Table 2.1.2
Overall Assessment in the Implementation of Classroom Management
with regards to Rules and Procedures
Implementation of Classroom Management Overall Rank
WM VI
40
Rules and Procedures Always
3.51
1. Teacher gives the rules and procedures to the 2
Always
students clearly. 3.70
2. Teacher acknowledges the students in 4
developing rules and procedures. 3.49 Sometimes
3. Teacher accepts suggestions of every 3

student. 3.50 Always
4. Teacher gives the consequences in every act 5

of disobedience. 3.15 Sometimes
5. Teacher provides rules and regulations for 1

the students to follow. 3.72 Sometimes
Data shows that in the overall assessment of the students and teachers
responses, there is one classroom rules and procedures that’s being implemented
the most. It is when the teachers provide rules and regulations for the students to
follow with a weighted mean of 3.72, interpreted as “sometimes”. Even in the
beginning of the school year up to the end, teachers instruct the students in
everything to be done for they are facilitator of learning inside and outside the
classroom. On the other hand, there’s also classroom rules and procedures that’s
were most implemented and that’s when the teachers give the consequences in
every act of disobedience with as weighted mean of 3.15, interpreted as
“sometimes”. Nowadays, discipline is not that strong in rotation with the
implementation of classroom management unlike before where students show their
respect by following what’s being ask to be done.
Harry Wong (2014) emphasizes the importance of establishing procedures in
your classroom the first day of school. Setting procedures in the first day of school
will impact your success in teaching and learning for the entire school year.
41
According to Yap-Patron, teachers must consider discipline as a formative
value that involves disciplinary strategy categorized as preventive, supportive, and
cooperative. Preventive as a disciplinary strategy involves measures to prevent
misbehavior from occurring. Supportive disciplinary strategy assists the learners to
develop self-control. Cooperative disciplinary involves corrective means to guide
students to appropriate students.
Table 2.2.1
Implementation of Classroom Management with regards to Classroom
Environment
Implementation of Classroom Student Rank Teacher Rank
Management
WM VI WM VI
Classroom Environment 3.44 Sometimes 3.71 Always

1. Teacher arranges the chair.
3.00 Sometimes 5 3.44 Sometimes 4
2. Teacher updates the
information posted in the
bulletin board.
3. Teacher designs the classroom
based on the needs of the
learner.
4. Teacher makes the classroom
comfortable to everyone. 3.72 Always 1 3.89 Always 1
5. Teacher provides some places

where the students put their
things. (Portfolio, projects, 3.70 Always 2 3.78 Always 2
activities, etc.)
Table 2.2.1 presents the implementation of classroom management with
regards to classroom environment. Based from the table, the overall assessment of
the respondents on the classroom environment was 3.45, interpreted as
“sometimes”. As shown by the table above, students said that teachers always make
42
the classroom management comfortable for each of them having the weighted mean
of 3.72 and ranked as 1. They said that teachers always provide some places where
they can put their things such as portfolio, projects, activities, etc. with a weighted
mean of 3.70 and at the rank of 2. Sometimes, teachers update the information
posted in the bulletin board having the weighted mean of 3.47 and ranked as 3. For
the students, teachers design the classroom sometimes base on the needs of the
learners with a weighted mean of 3.32 and at the rank of 4. Lastly is that sometimes,
teachers arrange the chair having the weighted mean of 3.00
On the other hand, teacher said that they always make the classroom
comfortable for everyone and design the classroom base on the needs of the
learners, having the weighted mean of 3.89 and ranked as 1. They always provide
some places where the students put their things such as portfolio’s, projects,
activities, etc. with a weighted mean of 3.78 and at the rank of 2, and update the
information posted in the bulletin board with a weighted mean of 3.56 and at the rank
of 3. Lastly is that sometimes, they arrange the chair having the weighted mean of
3.44.
Table 2.2.2
with regards to Classroom Environment
WM VI
43
Classroom Environment Sometimes
3.45
1. Teacher arranges the chair. 3.02 Sometimes 5
3
2. Teacher updates the information posted in the
bulletin board. 3.47 Sometimes
4
3. Teacher designs the classroom based on the
needs of the learner. 3.34 Sometimes
1
4. Teacher makes the classroom comfortable to
everyone. 3.72 Always
5. Teacher provides some places where the students 2

put their things. (Portfolio, projects, activities, etc.) 3.71 Always
responses, there is one classroom environment setting that’s being implemented the
most. It is when the teachers make the classroom comfortable for everyone with a
weighted mean of 3.72, interpreted as “always”. Just like what’s happening
nowadays wherein creativeness of the teachers arouse since they make their
learner as he center of the teaching-learning process, causing them to become an
innovator of learning. On the other hand, there’s also classroom environment setting
that’s least implemented and that’s when the teachers arrange the chair with a
weighted mean of 3.02, interpreted as “sometimes”. In classroom environment,
seating arrangement is also important wherein it makes the students fell comfortable
while learning.
Blair (2008) states that, “no one wants to learn in a dull environment”. The
teachers should also encourage academic engagement by incorporating the use of
44
word wall and thematic units in the classroom. The word walls and thematic units
may sense as motivational tools for the students. These areas should always be
organized, neat, and clean. Keeping bulletin board up-to-date in the classroom
encourages students to perform to the best of their ability. Undeniably, the
appearance of a classroom leads to a positive classroom environment and as
productive school year.
Based on Wong (2001) the seating arrangements must be designed for help
facilitate easy learning of students’ names. Desks and tables are also arranged for
easy movement and mobility in giving assistance to students who may be grouped
according to teams or who may need to perform tasks individually.
Table 2.3.1
Implementation of Classroom Management with regards to Behavior
Implementation of
Student Rank Teacher Rank
WM VI WM VI
Behavior 3.35 Sometimes 3.69 Always
Teacher provides 3.44 Sometimes 4 3.33 Sometimes 4
45
feedback in every act of
the students.
Teacher gives reward
when the students work 2.89 Sometimes 5 3.67 Always 3
well.
Teacher explains the
consequences of every 3.47 Sometimes 2 4.00 Always 1
negative act done.
Teacher provides a
helping hand when the
student needs someone
to lean on to.
Teacher motivates
student’s behaviour with
the use of incentive. 3.45 Sometimes 3 3.67 Always 3
(plus points, exemption
in some activity, etc.)
Composite Mean 3.42 Sometimes 3.78 Always
Table 2.3.1 presents the implementation of classroom management with regards to
behavior. Based from the table, the overall assessment of the respondents on the
behavior was 3.36, interpreted as “sometimes”. As shown by the table above, students
said that teachers always provide a helping hand when they need someone to lean on
to having the weighted mean of 3.50 and ranked as 1. They said that the teachers
sometimes explain the consequences of every negative act done with a weighted mean
of 3.47 and at the ranked of 2. For them, it`s also sometimes when the teachers
motivate their behavior with the use of incentives such as plus points, exception in some
activities, etc. having the weighted mean of 3.45 and ranked as 3, and when the
teachers provide feedback in every act of them with a weighted mean of 3.44 and at the
rank of 4. Lastly is that sometimes, teachers give rewards when the students work well
having the weighted mean of 2.89.
46
On the other hand teachers said that they always explain the consequences
of every negative act done with a weighted mean of 4.00 and ranked as 1. They
always provide a helping hand when the students need someone to lean on to
having with a weighted mean of 3.78. For the teachers, they always motivate
student’s behavior with the use of incentives such as plus points, exception in some
activities, etc. and they give rewards when the students work well with a weighted
mean of 3.67. Lastly is that sometimes, teachers provides feedback in every act of
students having the weighted mean of 3.33.
Table 2.3.2
with regards to Behavior
WM VI
Behavior 3.36 Sometimes
1. Teacher provides feedback in every act of
3.44 Sometimes 4
the students.
2. Teacher gives reward when the students
2.92 Sometimes 5
work well.
3. Teacher explains the consequences of
3.51 Always 2
every negative act done.
4. Teacher provides a helping hand when the
student needs someone to lean on to. 3.50 Always 1
5. Teacher motivates student’s behavior with

the use of incentive. (plus points, exemption
in some activity, etc.) 3.46 Sometimes 3
Composite Mean 3.44 Sometimes
responses, there is one classroom management practice that’s being implemented
the most with regards to student’s behavior. It is when the teachers explain the
47
consequences of every negative act done with a weighted mean of 3.51, interpreted
as “always”. Students will be aware if the teachers will inform them all the things to
be done regarding to the behavior that they should possess and show inside and
outside the school. On the other hand, there’s also classroom management
practices that’s least implemented and that’s when the teachers give reward when
the students work well with a weighted mean of 2.42, interpreted as “sometimes”.
Rewards are helpful in a way that it motivates the students but when the teachers
pulled that away, the students will not be interested to learn for they use to have the
reward always.
According to Wong & Wong (2009), most children also need extrinsic rewards
in order to reach being satisfied with intrinsic rewards. They feel that both extrinsic
and intrinsic rewards are important in order to support children in their academic
games and behavior. It is also very important to give your students positive
feedback. Let them know what a good job they have done. Also when the child may
not have done so well, it is important to tell them what they did well and encourage
them to work a little harder to get the rest of the material or assignment that good.
Yap-Patron (2013), states that the teachers must be firm and consistent in
implementing classroom rules, procedures and routines. The students must
understand and learn that certain behaviors are followed by consequences. They
must state and describe clearly the reasons for the actions and the expectations ad
consequences for future behavior. But, all these must be balanced with patience,
48
kindness, and fairness. This will help make students respect the authority of
teachers in the classroom.
III. Students Participation in Classroom Management Practices
The tables below present the weighted mean, verbal interpretation, and rank on
the responses on the students’ participation in classroom management practice. This
includes the positive and also the negative action of the students with regards to the
implementation of classroom management.
Table 3.1.1
Positive Action of the Students with regards to Classroom Management
Practices
49
Students Participation
in Classroom Student Rank Teacher Rank
Management Practices
WM VI WM VI
Positive Action Sometimes Sometimes

3.27 3.33
1. The students actively
participate in all Sometimes Sometimes
3.46 1 3.22 3
activities
2. The students engage in
the discussions that
Sometimes Sometimes
cause them to answer 3.25 3 3.33 2
in the recitation.
3. The students follow the
implemented rules and
Sometimes Sometimes
procedures inside the 3.35 2 3.33 2
classroom.
4. The students answer
confidently because
they worked Sometimes Sometimes
3.24 4 3.33 2
collaboratively with
their classmate.
5. The students enjoy
answering the
questions for they know
Sometimes Sometimes
that there are rewards 3.03 5 3.44 1
to be given by the
teacher.
Table 3.1.1 presents the positive action of students with regards to classroom
management practices. Based on the table, the overall assessment of the
respondents on positive action of the students in participation to the classroom
management practices was 3. 27, interpreted as “sometimes”. As reflected on the
table, all of the positive action where sometimes done by the students but they just
differ on their weighted mean and their rank. For the students, the table shows that
sometimes, they actively participate in all activities with a weighted mean of 3.46 and
50
at the rank of 1. Sometimes, they follow the implemented rules and procedures
inside the classroom having the weighted mean of 3.35 and ranked as 2. Another is
that sometimes, they engage in the discussions that cause them to answer in the
recitation with a weighted mean of 3.25 and at the rank of 3, and also answer
confidently because they worked collaboratively with their classmate with a weighted
mean of 3.24 and at the rank of 4. Lastly is that sometimes, they enjoy answering
the questions for they know that there are rewards to be given by the teachers with a
weighted mean of 3.03.
On the other hand, table 3.1 also shows that all of the positive action where
sometimes done by the teachers but they differ on their weighted mean and rank.
For the teachers, the table shows that sometimes, students enjoy answering their
questions for they know that it has a reward to be given by them with a weighted
mean of 3.44 and at the rank of 1. It`s also sometimes when their students engage
in the discussions that cause them to answer in the recitation, follow the
implemented rules and procedures inside the classroom, and answer confidently
because they worked collaboratively with their classmate having a weighted mean of
3.33 and ranked as 2. Lastly is that sometimes, their students actively participate in
all activities with a weighted mean of 3.22.
Table 3.1.2
Overall Assessment in the Positive Action of the Students
51
with regards to Classroom Management Practices
Students Participation in Classroom Overall Rank
WM VI
Positive Action Sometimes

3.27
1. The students actively participate in all Sometimes 1
activities 3.45
2. The students engage in the discussions that Sometimes 3
cause them to answer in the recitation. 3.25
3. The students follow the implemented rules Sometimes 2
and procedures inside the classroom. 3.35
4. The students answer confidently because
they worked collaboratively with their Sometimes 4
3.24
classmate.
5. The students enjoy answering the questions
for they know that there are rewards to be Sometimes 5
3.05
given by the teacher.
responses, there is one positive action that the students practice the most with
regards to classroom management. It is when they actively participate in all of the
activities being held inside the classroom having the weighted mean of 3.45,
interpreted as “sometimes”. If the teachers implement the classroom management
practices well, students itself will be motivated to earn, causing them to enjoy and
love learning. On the other hand, there`s also positive action that the students least
practice with regards to classroom management and that`s when they enjoy
answering the questions for they know that there are rewards to be given by the
teacher having the weighted mean of 3.05, interpreted as “sometimes”. Rewards can
motivate the students and the responsibility of the teachers is to explain its purpose
for students expert much from them.
52
Spiller (2009) said that when conversation around assessment and feedback
is extended and the students are more active participants in the whole process, then
feedback is likely to be most useful to students‟ learning. It is also probably helpful
for both teachers and students to start using the phrase “feed-forward” as this
encourages both teachers and students to focus on future learning. When students
become actively engaged, managing the classroom becomes much easier, because
less time is spent resolving conflicts and defusing student behavior episodes
According to Evertson, et al, research conducted by Deci and Ryan, 1985 and
Lepper and Greene, 1978, suggests caution in the use of extrinsic rewards for
required tasks. The message that the extrinsic reward sends to the student is that
the task is boring and will require external motivation for completion (pg. 129).
Students then de-value the task and will not perform it in the future in the absence of
the desired reward.
Table 3.2.1
Negative action of Students with regards to Classroom Management Practices
53
Students
Participation in
Classroom Student Rank Teacher Rank
Management
Practices
WM VI WM VI
Negative Action Sometimes Rarely

2.53 2.40
1. The students feel
bored when some
Rarely Rarely
teachers discuss the 2.43 3 2.44 2
lesson.
2. The students are
hesitant to participate
in the activities Rarely Rarely
2.43 3 2.44 2
because they feel
uncomfortable.
3. The students are not
in favour in the set of
rules and procedures Rarely Rarely
2.40 4 2.11 3
that cause them to
disobey.
nervous when the
Sometimes Sometimes
teacher asks them 2.76 1 2.56 1
some questions.
5. The students feel the
discouragement
when their answers
Sometimes Rarely
are incorrect that 2.62 2 2.44 2
make their
classmates laugh.
Table 3.2.1 presents the negative action of students with regards to classroom
management practices. Based on the table, the overall assessment of the
respondents on negative action of the students in participation to the classroom
management practices was 2.52, interpreted as “sometimes”. As reflected on the
table, students said that sometimes, they feel nervous when the teachers ask them
54
some questions with a weighted mean of 2.76 and at the rank of 1. Another is that
sometimes, they feel the discouragement when their answers are incorrect that
make their classmates laugh having the weighted mean of 2.62 and ranked as 2. For
the students, they rarely feel bored when some teachers discuss the lesson and
hesitant to participate in the activities because they feel uncomfortable with a
weighted mean of 2.43 and at the rank of 3. Lastly is that rarely, they are not in
favour in the set of rules and procedures that cause them to disobey with a weighted
mean of 2.43.
On the other hand, teachers said that sometimes, students feel nervous when
they ask them some questions with a weighted mean of 2.56 and at the rank of 1.
Another is that rarely, students feel the discouragement when their answers are
incorrect that make their classmates laugh, feel bored when some teachers discuss
the lesson, and hesitant to participate in the activities because they feel
uncomfortable having a weighted mean of 2.44 and ranked as 2. Lastly is that rarely,
students are not in favour in the set of rules and procedures that cause them to
disobey with a weighted mean of 2.11.
Table 3.2.2
55
Overall Assessment in the Negative Action of the Students
with regards to Classroom Management Practices
Students Participation in Classroom Overall Rank
WM VI
Negative Action Sometimes

2.52
1.The students feel bored when some teachers Rarely 3
discuss the lesson. 2.43
2. The students are hesitant to participate in the Rarely 3
activities because they feel uncomfortable. 2.43
3. The students are not in favour in the set of 4
rules and procedures that cause them to Rarely
2.39
disobey.
4. The students feel nervous when the teacher 1
Sometimes
asks them some questions. 2.75
5. The students feel the discouragement when 2

their answers are incorrect that make their Sometimes
2.61
classmates laugh.
responses, there is one negative action that the students practice the most with
regards to classroom management. It is when they feel nervous when the teacher
asks them some questions having the weighted mean of 2.75, interpreted as
“sometimes”. Answering the questions given by the teachers frighten them, much
more when that students don’t listen to the classroom discussion causing them no to
know the answer. On the other hand, there`s also negative action that the students
least practice with regards to classroom management and that`s when they are not
in favour in the set of rules and procedures that cause them to disobey having the
weighted mean of 2.39, interpreted as “rarely”. Teachers deal with different kind of
56
students wherein the things that the teachers implemented is not applicable to the
other one and vice versa that cause someone to disobey.
Galton describes " the widespread strategy”, of trying to avoid answering the
question until they (the pupils) are certain of the answer required" (Galton, 1994,)
But the impact of the peer group can be negative. John Holt observed that,
“Children who can't do things or do them wrong are made fun of by the other
children and very often by the teachers themselves. Most children in school are
at least as afraid of the mockery and contempt of their peer group as they are of
the teacher" ( Holt, 1982, p. 59).
IV. The Effects of Classroom Management in the Academic Performance of
the Students.
The tables below present the weighted mean, verbal interpretation, and rank
on the responses on the effects of classroom management in the academic
performance of the students. This includes the advantages and also the
disadvantages of implementing classroom management practices.
57
Table 4.1.1
The Advantages of Implementing Classroom Management
WM VI WM VI
A. Advantages of
Implementing Strongly
Agree
Classroom 3.29 3.54 Agree
Management
1. The students are
Strongly
excited to go to Agree
3.36 2 3.78 Agree 1
school.
2. The students are
Strongly
motivated to Agree
3.43 1 3.78 Agree 1
continue learning.
the sense of
Agree Agree
belongingness in 3.17 6 3.44 3
the classroom.
4. The students
become
responsible in all Agree Agree
3.29 3 3.11 4
school works to be
done.
5. The students
Strongly
receive good Agree
3.24 4 3.56 Agree 2
grades.
6. The students
establish a good
Strongly
relationship with Agree
3.22 5 3.56 Agree 2
their teachers and
classmates.
Table 4.1.1 shows the advantages of implementing classroom management.
Based on the table, the overall assessment of respondents in the disadvantages of
implementing classroom management was 3.30, interpreted as “agree”. The students
agree in the disadvantages listed above with a weighted mean of 3.29. For the first
58
rank, students agree that they are motivated to continue learning with a weighted mean
of 3.43. Secondly, the students agree that they are excited to go to school with a
weighted mean of 3.36. Third, the students agree that they became responsible in all
school works to be done with a weighted mean of 3.29. Fourth, the students agree that
they received good grades with a weighted mean of 3.24. Fifth, they agree that they
established a good relationship with their teachers and classmates with a weighted
mean of 3.22. And lastly, students agree that they felt the sense of belongingness in the
classroom with a weighted mean of 3.17.
Hence for the teachers, they strongly agree in the advantages listed above with
the weighted mean of 3.54. For the first rank, teachers strongly agree that their students
are excited to go to school and motivated to continue learning with a weighted mean of
3.78. Second, they strongly agree that their students received good grades and
established a good relationship with them and to their classmates in regards to
classroom managements with the weighted mean of 3.56. Third, the teachers agree that
their students felt the sense of belongingness in the classroom with a weighted mean of
3.44. And lastly, teachers agree that their students became responsible in all school
works to be done with a weighted mean of 3.11.
59
Table 4.1.2
Overall Assessment in the Advantages of Implementing Classroom Management
Overall Rank
WM VI
A. Advantages of Implementing
Agree
Classroom Management 3.30
1. The students are excited to go to school. Agree 2

3.38
2. The students are motivated to continue Agree 1
learning. 3.44
3. The students feel the sense of Agree 6
belongingness in the classroom. 3.18
4. The students become responsible in all Agree 3
school works to be done. 3.28
Agree 4
5. The students receive good grades. 3.25
6. The students establish a good 5
relationship with their teachers and Agree
3.24
classmates.
responses, there is one advantage that the students experience most with regards to
classroom management. It is when they are motivated to continue learning having the
weighted mean of 3.44, interpreted as “agree”. Being motivated by the teachers is very
important because the students build up their self-esteem and confidence. Nurturing
their knowledge and skills to be broaden and used it for their future. On the other hand,
there`s also advantage that the students least experience with regards to classroom
management and that`s when they feel the sense of belongingness in the classroom
having the weighted mean of 3.18, interpreted as “agree”. Building a good relationship
60
with the students will make them feel that they are important in teaching and learning
process.
According to Wolk (2003), "Teacher-student relationships permeate the
classroom, with relationships both helping and hindering learning and affecting
everything from curriculum to choice of teaching methods." Wolk asserted that for most
teachers, "their relationships are their teaching" (p. 14). Current literature on building
relationships as a means to manage classrooms includes recommendations such as
using gentle interventions, finding time for bonding, avoiding punishments, and building
activities that ensure success for all students (Hall & Hall, 2003).
Table 4.2.1
The Disadvantages of Implementing Classroom Management

WM VI WM VI
Disadvantages of
Moderately Moderately
Implementing Classroom 2.33 1.85
Agree Agree
Management
The students feel pressure
because of the rules and Moderately
2.52 Agree 3 2.44 2
procedures implemented in Agree
the classroom.
The students feel the teacher’s
control of everything inside 2.86 Agree 1 2.67 Agree 1
the classroom.
The students do not want the
Moderately
teacher`s way of facilitating 2.57 Agree 2 1.67 3
Agree
that cause them to be noisy.
The students try to cheat for
they do not understand the Moderately Moderately
2.04 5 1.56 4
lesson being discussed by the Agree Agree
teacher.
The students do not want to 1.86 Moderately 6 1.56 Moderately 4
go to school because they feel Agree Agree
61
that they are not belonging to
the class.
The students cannot move Moderately
2.11 4 1.22 Disagree 5
freely inside the classroom. Agree
On the other hand, table 4.2.1 shows the disadvantages of implementing
classroom management. For the overall assessment, students and teachers are
moderately agreed of implementing classroom management with the weighted mean of
2.31. As for the students, they felt the teachers control of everything inside the
classroom with a weighted mean of 2.86 interpreted as agree serves as the first rank.
Second, the students agree that they do not want the teacher’s way of facilitating that
causes them to be noisy with a weighted mean of 2.57. On the third rank, students
agree that they felt pressure because of the rules and procedures implemented in the
classroom with a weighted mean of 2.52. The students moderately agree that they
cannot move freely inside the classroom and serves as fourth with a weighted mean of
2.11. Fifth, they try to cheat for they do not understand the lessons being discussed by
the teachers with a weighted mean of 2.04 interpreted as moderately agree. And lastly,
students do not want to go to school because they felt that they are not belong to the
class with a weighted mean of 1.86 and it was interpreted as moderately agree.
For the teachers, they are agree that the students feel that they control
everything inside the classroom and it was indicated by a weighted mean of 2.85 which
was ranked as first. Second, the teachers moderately agree that the students do not
want their way of facilitating that cause them to be noisy with a weighted mean of 2.53.
Third, they moderately agree that the students feel pressure of the rules and procedures
implemented in the classroom with a weighted mean of 2.52. Fourth, the teachers
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disagree that the students cannot move freely inside the classroom with a weighted
mean of 2.08. Fifth, they are moderately agreed that the students try to cheat for they
do not understand the lesson being discussed with a weighted mean of 2.02. Lastly, the
teachers moderately agree that the students do not want to go to school because they
feel that they are not belonging to the class with a weighted mean of 1.85.
Table 4.2.2
Overall Assessment in the Disadvantages of Implementing Classroom
Management
Overall Rank
WM VI
B. Disadvantages of Implementing
Moderately Agree
Classroom Management 2.31
1. The students feel pressure because Agree 3

of the rules and procedures 2.52
implemented in the classroom.
2. The students feel the teacher’s Agree 1
control of everything inside the 2.85
classroom.
3. The students do not want the Agree 2
teacher`s way of facilitating that cause 2.53
them to be noisy.
4. The students try to cheat for they do Moderately Agree 5
not understand the lesson being 2.02
discussed by the teacher.
5. The students do not want to go to Moderately Agree 6
school because they feel that they are 1.85
not belonging to the class.
6. The students cannot move freely Moderately Agree 4
inside the classroom. 2.08
responses, there is one disadvantage that the students experience most with regards to
classroom management. It is when they feel the teacher’s control of everything inside
63
the classroom having the weighted mean of 2.85, interpreted as “agree”. Nowadays,
teachers are known as the most powerful the classroom in terms of implementing
rules and procedures. Put their in the new curriculum which was the K to 12 curriculum
the learners showcase their skill by performance based with the guidance of the
teachers. On the other hand, there`s also disadvantage that the students least
experience with regards to classroom management and that`s when they do not want to
go to school because they feel that they are not belonging to the class having the
weighted mean of 1.85, interpreted as “moderately agree”. The students felt being
isolated inside the classroom because of the teachers are having an apple of the eye or
favoritism.
Curwin (2015), states that teachers choose to humiliate students for several
reasons: to gain control over them, because the teacher is desperate; to frighten other
students; or because they're over-compensating for their own lack of confidence. Some
teachers actually think they have a right to humiliate a student because the student
deserves it. Other teachers think that because students frequently humiliate
themselves, especially online, students don't mind being humiliated -- some might even
enjoy it.
5. Proposed Classroom Management Programs
This study will help the researchers to determine the classroom management
practices implemented by the teachers, how students respond with such practices, and
its effects to the academic performance of the students. Whole working to this study, the
64
researchers found out that classroom management affect the respondents, physically,
emotionally, socially and intellectually. While affecting individuals, they tend to adopt
different ways in order to cope with the problems encountered regarding to the
classroom management practices. As one of the future educator this condition has
professional implication.
The outcome of the study would serve as a great aid in the area of education in
terms of it will be guiding both areas in determining the classroom management
practices being implemented as it determine the role performed by the teachers inside
and outside the classroom.
It will be beneficial as well in the field of education in a manner of it will be giving
the students a concrete assessment and evaluation on how the proper conduction and
delivery of classroom management practices are effective in rendering a quality of
education in the selected public school. Also, it will be going to benefit the parents
regarding to the classroom management practices being implemented inside the
classroom such as rules and procedures, classroom environment, and behavior.
Finally, this study will give additional knowledge and information not only to the
teachers and students but also to the future research investigator.
65
66
67
68
Chapter 5
Summary, Findings, Conclusions and Recommendation
This chapter presents the summary of the findings as discussed in the previous
chapter, the conclusions based on the findings and some recommendations which may
help the teachers and students of the Selected Public School in Elementary Department
responding on the Effects of Classroom Management to Academic Performance of
Grade VI Students during the school year 2016-2017. The study sought to answer the
following questions.
Summary
This study aimed to determine the effects of classroom management to
academic performance of grade VI students of selected public schools. Specifically, this
study will explore the following questions:
1.1 Age;
1.2 Gender; and
1.3 General Point Average in the previous year?
3. How do the respondents participate in classroom management practices enforced by
the teacher?
69
respondents?
The study had 218 consisted of 209 students and 9 teachers. The descriptive
design of research was utilized in this investigation, to come up with the results
regarding to the effects of classroom management to the academic performance of
grade VI students in selected public schools.
The study used checklist type of questionnaire in gathering data. The
questionnaire was divided into two (2) parts. The data were gathered are needed in the
analysis and interpretation of the study which are tabulated, analyzed, studied and
interpreted. In terms of statistical method, frequency, percentage and weighted mean
Findings
Based on the data gathered, tabulated, and analyzed the research found out the
following:
1. Profile of the Respondents in terms of different variables.
1.1 As to age. Among the 209 students, 119 of them are 12 years old having the
percentage of 56.9%. While among the 9 teachers, four of them are between
ages 26-31 years old having the percentage of 44.4%
1.2 As to Gender. 108 or 49.5 % are male students, 110 or 50.5% are female
and having a 100% of a female teacher.
70
1.3 As to General Point Average. 109 or 52.2% of grade VI students have 81-
85% GPA.
2. Implementation of Classroom Management
2.1 Rules and Procedures
a. Teacher provides rules and regulations for the students to follow with a
weighted mean of 3.72
b. Teacher gives the rules and procedures to the students clearly with a
c. Teacher accepts suggestions of every student with a weighted mean of
3.50
d. Teacher acknowledges the students in developing rules and procedures
with a weighted mean of 3.49.
e. Teacher gives the consequences in every act of disobedience with a
2.2 Classroom Environment
a. Teacher makes the classroom comfortable to everyone with a weighted
mean of 3.72.
b. Teacher provides some places where the students put their things with a
c. Teacher updates the information posted in the bulletin board with a
71
d. Teacher designs the classroom based on the needs of the learner with a
e. Teacher arranges the chair with a weighted mean of 3.02.
2.3 Behavior
a. Teacher explains the consequences of every negative act done with a
b. Teacher provides a helping hand when the student needs someone to
lean on to with a weighted mean of 3.50.
c. Teacher motivates student’s behavior with the use of incentive with a
d. Teacher provides feedback in every act of the students with a weighted
mean of 3.44
e. Teacher gives reward when the students work well with a weighted mean
of 2.92.
3. Students Participation in Classroom Management Practices.
3.1 Positive Action
a. The students actively participate in all activities with a weighted mean of
3.45.
b. The students follow the implemented rules and procedures inside the
classroom with a weighted mean of 3.35.
c. The students engage in the discussions that cause them to answer in the
recitation with a weighted mean of 3.25.

72
d. The students answer confidently because they worked collaboratively with
their classmate with a weighted mean of 3.24.
e. The students enjoy answering the questions for they know that there are
rewards to be given by the teacher with a weighted mean of 3.05.
3.2 Negative Action
a. The students feel nervous when the teacher asks them some questions
b. The students feel the discouragement when their answers are incorrect
that make their classmates laugh with a weighted mean of 2.61.
c. The students feel bored when some teachers discuss the lesson and
they are hesitant to participate in the activities because they feel
uncomfortable having a weighted mean of 2.43
d. The students are not in favour in the set of rules and procedures that
cause them to disobey with a weighted mean of 2.39.
4. The Effects of Classroom Management in the Academic Performance of the
Students.
4.1 Advantages of Implementing Classroom Management
a. The students are motivated to continue learning with a weighted mean of
3.44.
b. The students are excited to go to school with a weighted mean of 3.38.
c. The students become responsible in all school works to be done with a

73
d. The students receive good grades with a weighted mean of 3.25
e. The students establish a good relationship with their teachers and
classmates with a weighted mean of 3.24.
f. The students feel the sense of belongingness in the classroom with a
4.2 Disadvantages of Implementing Classroom Management
a. The students feel the teacher’s control of everything inside the classroom
b. The students do not want the teacher`s way of facilitating that cause them
to be noisy with a weighted mean of 2.53.
c. The students feel pressure because of the rules and procedures
implemented in the classroom with a weighted mean of 2.52.
d. The students cannot move freely inside the classroom with a weighted
mean of 2.08.
e. The students try to cheat for they do not understand the lesson being
discussed by the teacher with a weighted mean of 2.02.
f. The students do not want to go to school because they feel that they are
not belonging to the class with a weighted mean of 1.85.
74
Conclusion
Based on the findings of this study, the researcher arrived at the following
conclusions.
1. Profile of the Respondents in terms of different variables.
Most of the students male and female are 12 years old having a general point
average of 81%-85% in the previous year.
2. Implementation of Classroom Management
2.1 Rules and Procedures.
 Most Implemented: Teachers provides rules and procedures for the
students to follow.
 Least Implemented: Teachers give the consequences in every act of
disobedience.
2.2 Classroom Management
 Most Implemented: Teachers make the classroom comfortable for
everyone.
 Leas Implemented: Teacher arranges the chair.
2.3 Behavior
 Most Implemented: Teacher explains the consequences of every
negative act done.
 Least Implemented: Teacher gives reward when the students work well.
75
3. Students Participation in Classroom Management Practices
3.1 Positive Action
 Most Practiced: The students actively participate in all activities.
 Least Practiced: Students enjoy answering the questions for they know
that there are rewards to be given by the teacher.
3.2 Negative Action
 Most Implemented: Students feel nervous when the teacher asked them
some questions.
 Least Implemented: Students are not in favour in the set of rules and
procedures that cost them of disobey.
4. Effect of Classroom Management in the Academic Performance
4.1 Advantages of Implementing Classroom Management
 Most Experienced: Students are motivated to continue learning.
 Least Experienced: Students feel the sense of belongingness in the
classroom.
4.2 Disadvantages of Implementing Classroom Management
 Most Experienced: Students feel the teacher’s control of everything
inside the classroom.
 Least Experienced: Students do not want to go to school because they
feel that they are not belonging to the class.
76
Recommendations
Based on the conclusions drawn, it is highly recommended that:
1. Teachers should know the nature of every student so that as he / she plan and
design the classroom management practices that he / she want to implement, he / she
have the idea of including the students in the process since they are the center of the
teaching and learning process.
2. Teachers should build a good relationship with each and every student so that
as he / she implement such classroom management practices. Students feel their
importance in the process, causing them to comply with such practices implemented by
the teachers.
3.Teachers should clearly define the classroom management practices being
implemented for the students so that when they are in the teaching and learning
process, they also have this set of goals in mind which was to be achieve at the end of
every process.
4. The proposed classroom management program may be presented to the
different stakeholders for their suggestions and recommendations before its
implementation.
77
BIBLIOGRAPHY
A. BOOK
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D. UNPUBLISHED MATERIALS
Capobres, Rachel et. al. The Effectiveness of Date Action Response Method in
Providing Nursing Care to the Patients implemented in Batangas Regional Hospital: An
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Agustino, Mhay Ann et. al. The Effectiveness of Defense Mechanism in Alleviating
Anxiety Employed by the Patient in Batangas Regional Hospital: A Tool for Developing
Mental Health Program, Unpublished Undergraduate Thesis, University of Batangas,
2011
Hirang, Kirsty et. al. Teaching Styles and Strategies of Selected Private Preschool
Teachers in Batangas City S. Y. 2013 – 2014, Unpublished Undergraduate Thesis,
University of Batangas, 2014
Abanilla, Jessa May et. al. Instructional Difficulties Met by University of Batangas`
BEED Student Teachers in their Off Campus Teaching S.Y. 2013 – 2014, Unpublished
Undergraduate Thesis, University of Batangas, 2014
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Kolehiyo sa Unibersidad ng Batangas, Unpublished Undergraduate Thesis, University
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High School Students and Their Coping Mechanisms in Selected Public and Private
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79
Statement of the Problem
This study will aim to determine the effects of classroom management to
academic performance of grade VI students of selected public schools.
Specifically, this study will explore the following questions:
5.1. Age;
5.2. Gender; and
5.3. General Point Average in the previous year?
3. How do the respondents participate in classroom management practices enforced by
the teacher?
respondents?
80
QUESTIONNAIRE
This questionnaire is designed to gather information on the effects of classroom
management to the academic performance of Grade VI students in Kumintang Central
Elementary School, Gulod Itaas Elementary School and Sorosoro Elementary School.
Please feel free to answer the questions included and be assured that the responses
will be held in strict confidentiality. The results will be used mainly for the completion of
this research paper.
I. Demographic Profile
Direction: Put a check (/) on the blank that applies to you.
Age (in years)
Students Teachers
______10 _____20 – 25
______11 _____26 – 31
______12 _____32 – 37
______13 _____38 – 43
______others, please specify _____others, please specify
Gender Orientation
______ Male
______ Female
General Point Average (in the previous year)
______75-80%
81
______81-85%
______86-90%
______91-95%
______96 and above
II. Implementation of Classroom Management and Student Participation
Direction: The following are the levels of classroom management practices
implemented by the teachers in the teaching-learning process. Please put a check
mark (/) on the response that corresponds to your experience. Use the following
scale to indicate the degree of your answer.
4-Always
3-Sometimes
2-Rarely
1-Once
A. Implementation of Classroom
Management
Rules and Procedures 4 3 2 1
1. Teacher gives the rules and

procedures to the students clearly.
2. Teacher acknowledges the
students in developing rules and
procedures.
3. Teacher accepts suggestions of
every student.
4. Teacher gives the consequences
in every act of disobedience.
5. Teacher provides rules and
regulations for the students to
follow.
Classroom Environment 4 3 2 1
1. Teacher arranges the chair.
82
2. Teacher updates the information
posted in the bulletin board.
3. Teacher designs the classroom
based on the needs of the learner.
4. Teacher makes the classroom
comfortable to everyone.
5. Teacher provides some places
where the students put their things.
(Portfolio, projects, activities, etc.)
Behavior 4 3 2 1
1. Teacher provides feedback in

every act of the students.
2. Teacher gives reward when the
students work well.
3. Teacher explains the

consequences of every negative
act done.
4. Teacher provides a helping hand
when the student needs someone
to lean on to.
5. Teacher motivates student’s
behaviour with the use of
incentive. (plus points, exemption
in some activity, etc.)
B. Students Participation in
Practices
Positive Action 4 3 2 1
1. The students actively participate in

all activities
2. The students engage in the
discussions that cause them to
answer in the recitation.
83
3. The students follow the
implemented rules and procedures
4. The students answer confidently
because they worked
collaboratively with their
classmate.
5. The students enjoy answering the
questions for they know that there
are rewards to be given by the
teacher.
Negative Action 4 3 2 1
1. The students feel bored when

some teachers discuss the lesson.
2. The students are hesitant to
participate in the activities because
they feel uncomfortable.
3. The students are not in favour in

the set of rules and procedures
that cause them to disobey.
4. The students feel nervous when
the teacher asks them some
questions.
5. The students feel the
discouragement when their
answers are incorrect that make
their classmates laugh.
III. EFFECTS OF IMPLEMENTING CLASSROOM MANAGEMENT
DIRECTION: The following are the effects of implementing classroom management.
Please put a check mark (/) on the response that corresponds to your experience. Use
the following scale to indicate the degree of your answer.
4- Strongly Agree (SA)

3- Agree (A)
2- Moderately Agree (MA)
1- Disagree (DA)
A. Advantages of Implementing 4 3 2 1
84
1. The students are excited to go to
school.
2. The students are motivated to
continue learning.
3. The students feel the sense of
belongingness in the classroom.
4. The students become responsible in
all school works to be done.
5. The students receive good grades.
6. The students establish a good
relationship with their teachers and
classmates.
B. Disadvantages of Implementing 4 3 2 1
1. The students feel pressure because
of the rules and procedures
implemented in the classroom.
2. The students feel the teacher’s
control of everything inside the
classroom.
3. The students do not want the
teacher`s way of facilitating that
cause them to be noisy.
4. The students try to cheat for they do
not understand the lesson being
discussed by the teacher.
5. The students do not want to go to
school because they feel that they
are not belonging to the class.
6. The students cannot move freely
85

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CHAPTER 1

The Problem and Its Background

has something special that can be built upon.”

of new teachers is their feelings of inadequacy in managing classrooms; It is according

for an effective teacher to have the considerable skills in conducting classroom

terms of managing classrooms and in the behavior of students. (Kizlik, 2016)

According to Evertson & Weinstein (2006), “classroom management is a topic of

enduring concern to teacher administration and the public management problems

continue to be a major cause of burnout and job dissatisfaction of teachers”. It is a

environment. It is also answered by Miano’s statement in year 2009. According to him,

“classroom management needs to be developed as early as the pre – service stage

lives of every student for a lifetime.

Classroom management is a significant part of an effective teaching – learning

process. It creates positive class climate and compassionate environment. It provides

opportunities for students to socialize while learning and involves teacher’s

that cause them to comply with it.

problems faced by the teachers and students at different levels. Classroom

management is also considered as the central learning of students. In addition, the

management to determine which among them should be improved, modified, retain or

to attain the best classroom management.

The purpose of this study is to determine the effects of classroom management

identify how students involve to the classroom management practices in order to

implement different classroom management strategies to attend to the specific abilities

educators, we chose to further explore classroom management strategies as an area of

B. Statement of the Problem

This study will aim to determine the effects of classroom management to

academic performance of grade VI students of selected public schools.

Specifically, this study will explore the following questions:

1.2. Gender; and

1.3. General Point Average in the previous year?

2. How are classroom management implemented by the teachers?

3. How do the respondents participate in classroom management practices enforced

4. How classroom management practices affect the academic performance of the

5. What classroom management program may be proposed to improve the teaching

and learning process?

The use of successful classroom management strategies is vital so elementary

without effective methods of classroom management practices, teachers would not be

This study is anchored on the classroom management theory that is considered

relevant to this research. To this effect, the Assertive Discipline is considered

from their choices.

the learning environment conducive for learning.

The framework on Figure 1 showed conceptual paradigm of the study based on

 General Point Average in

Grade VI students in the

Selected Public Schools

Figure 1. Research Paradigm on The Effect of Classroom Management to Academic

Performance in the selected Public Schools

The researchers tested the hypothesis that there is no significant relationship

F. Scope, Limitation and Delimitation of the Study

classroom management in the academic performance of students. The study considers

classroom management practices. Another is the participation of students in the

practices enforced by the teacher. Lastly is the classroom management program to be

proposed in order to improve student`s learning.

schools to avoid prejudice of their perceptive. In order to assure manageability of the

questions and did not include open – ended response items.

of researchers, the constraints of duty schedules, in distributing the questionnaires and

is the weaknesses encountered by the researchers.

G. Significance of the Study