Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 23 no. 8 (2024)

Classroom Management Strategies, Practices, and Learners’ Academic Performance

Clarissa Catayas | Omar Hussien

Discipline: Education

 

Abstract:

This study explored the intricate dynamics of classroom management strategies and their impact on the academic performance of grade 6 students at Kiwalan Elementary School in Iligan City, Philippines. Utilized adapted structured questionnaires with a 5-point Likert scale for teachers and learners. Learners positively perceived their teachers' strategies across dimensions like physical classroom conditions, discipline, routine care, and time management. Teachers, in turn, displayed unwavering confidence in these strategies, emphasizing their commitment to maintaining optimal learning conditions. Academically, students demonstrated commendable performance, with a significant proportion achieving "Very Satisfactory" and "Satisfactory" grades, reflecting an overall positive academic outcome. However, a rigorous regression analysis yielded intriguing findings. Despite positive perceptions and academic achievements, the relationship between teachers' classroom management strategies and learners' academic performance lacked statistical significance. "Not significant" remarks for predictors like Classroom Physical Condition, Classroom Discipline, Care of Routine, and Time Management, coupled with non-significant t-values and p-values. The indicated strategies did not significantly predict academic performance variations. The study's insights into the complex interplay between classroom management and academic outcomes underscored the need for nuanced considerations beyond conventional perceptions and academic achievements. The implications extended to educators and policymakers aiming to enhance teaching strategies and optimize learning environments for improved student outcomes.



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