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Perceived Impact of Classroom Management Styles Vis-À-Vis Students Behavior in Caraga Regional Science High School
Perceived Impact of Classroom Management Styles Vis-À-Vis Students Behavior in Caraga Regional Science High School
Perceived Impact of Classroom Management Styles Vis-À-Vis Students Behavior in Caraga Regional Science High School
Department of Education
Caraga Administrative Region
Division of Surigao City
Darlito Y. Ablas, Eric Guiller M. Coting, Elijah Johann C. Masion, Sharmaine M. Linaga
Background of the Study
Classroom management involves many aspects: the
management of space, time, activities, materials, labor, social
relations, and behavior of students. Therefore, this concept is
associated with a wide range of activities undertaken by the teacher
in the classroom, such as arranging the physical space, defining and
practicing classroom procedures, observation of students’ behavior,
dealing with undisciplined behavior, encouraging students’
responsibility for learning, teaching lessons in such a way that
encourages students’ task orientation (Watkins & Wagner, 2000).
2.1 age
2.2 gender
2.3 no. of years in service
2.4 marital status?
Number of Number of %
Teachers’ Teacher
(N) Participants (n)
31 17 54.84
The questionnaire was submitted for validation to a group of teachers who are
known to have the expertise in the field of research.
Presentation, Gender
91 36.1
Male
Interpretation of Age
17 6.7
12
Data 13
14
38
38
15.1
15.1
37 14.7
15
Profile of Student 16
57 22.6
28 11.1
Participants 17
36 14.3
18
Table 3. Shows the profile of the 19
1 .4
student participants in terms of age, gender
Year Level
and year level. 42 16.7
Grade 7
37 14.7
Grade 8
44 17.5
Grade 9
45 17.9
Grade 10
39 15.5
Grade 11
45 17.9
Grade 12
Presentation, Gender
Male 6 35.29
Interpretation of Age
26-35
36-45
6
4
35.29
23.53
Data 46-55
56-65
6
1
41.18
5.88
1
2
3
Table 6. Student
behaviors as
perceived by the
teacher
participants.
2
3
Table 6. Student
behaviors as
perceived by the
teacher
participants.
there is no significant Assertive Between (Combined) .557 1 .557 1.503 .239 Do not
Groups
difference of the style reject Ho
Within Groups 5.561 15 .371
teachers classroom Total 6.118 16
management styles Permissive Between
Groups
(Combined) .008 1 .008 .028 .868 Do not
style reject Ho
in terms of their
Within Groups 4.227 15 .282
gender. Total 4.235 16
Authoritative Between (Combined) .072 1 .072 .179 .678 Do not
Groups
style reject Ho
Within Groups 6.045 15 .403
Total 6.118 16
number of years in Success style Between (Combine .921 3 .307 2.574 .099 Do not
Groups d) reject Ho
service. Within Groups 1.550 13 .119
Total 2.471 16
in terms of their Authoritative style Between (Combine .203 3 .068 .149 .928 Do not
Groups d) reject Ho
number of years in Within Groups 5.914 13 .455
Total 6.118 16
service.
1. The teachers in Caraga Regional Science High School should identify other related
solution in maintaining the appropriate behavior of the students in the class.
2. The students should always be consistent in behaving appropriately inside the class.
4. The teachers in Caraga Regional Science High School should monitor what particular
factors does influence the behavior of the students in the class and how would they be
able to help improve these certain behavior.