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βΈοΈ STOP REDIRECT & STAY ON PAGEEFFECT OF CLASSROOM MANAGEMENT STRATEGIES ON STUDENTS
Abstract
Abstract
The management of the classroom is one of the most significant predictors of teaching and learning success, aswell as academic performance of students, and its empirical research in the underprivileged government schoolsof Northern Sindh, Pakistan, is significantly underinvestigated. It was a quantitative, descriptive-correlationalstudy that considered the influence of classroom management strategies rules and procedures, teacher-studentrelationships, instructional management, behaviour management, physical environment, student engagement, andassessment and feedback, on the academic achievement of students in the secondary level. A purposely chosensample of 320 teachers who were working in government schools in six districts; Sukkur, Khairpur, Ghotki,Larkana, Jacobabad and other areas of the locality were given a structured, validated questionnaire. Pearsoncorrelation, multiple regression, Cronbachs alpha reliability analysis and descriptive statistics were used toanalyse the data. The findings showed that 71.4% of individual questionnaire items (35 of 49) were statisticallysignificant and found to have positive correlations with academic achievement (p < .05) and that the totalClassroom Management Score (CMS) was significantly correlated with academic achievement (r = .684, p<.001). The multiple regression showed that dimension of CMS together described 47.9% of the variance inacademic achievement (????2 =.479; F(8, 311) =35.723, p <.001). The strongest significant predictors were rulesand procedures (Ξ² = .340, p =.001), instructional management (Ξ² =. 247, p =. 029), and student engagement(Ξ²=.233, p=. 039). The results highlight the urgent necessity of the systematic professional development of theclassroom management area among Northern Sindh teachers. It has implications on educational policy, teachertraining institutions and school administrators.
The management of the classroom is one of the most significant predictors of teaching and learning success, aswell as academic performance of students, and its empirical research in the underprivileged government schoolsof Northern Sindh, Pakistan, is significantly underinvestigated. It was a quantitative, descriptive-correlationalstudy that considered the influence of classroom management strategies rules and procedures, teacher-studentrelationships, instructional management, behaviour management, physical environment, student engagement, andassessment and feedback, on the academic achievement of students in the secondary level. A purposely chosensample of 320 teachers who were working in government schools in six districts; Sukkur, Khairpur, Ghotki,Larkana, Jacobabad and other areas of the locality were given a structured, validated questionnaire. Pearsoncorrelation, multiple regression, Cronbachs alpha reliability analysis and descriptive statistics were used toanalyse the data. The findings showed that 71.4% of individual questionnaire items (35 of 49) were statisticallysignificant and found to have positive correlations with academic achievement (p < .05) and that the totalClassroom Management Score (CMS) was significantly correlated with academic achievement (r = .684, p<.001). The multiple regression showed that dimension of CMS together described 47.9% of the variance inacademic achievement (????2 =.479; F(8, 311) =35.723, p <.001). The strongest significant predictors were rulesand procedures (Ξ² = .340, p =.001), instructional management (Ξ² =. 247, p =. 029), and student engagement(Ξ²=.233, p=. 039). The results highlight the urgent necessity of the systematic professional development of theclassroom management area among Northern Sindh teachers. It has implications on educational policy, teachertraining institutions and school administrators.