Classroom Management Styles Of Teachers And The Academic Performance Of Grade One Pupils
Type
Thesis
Authors
Category
Publication Year
2019
Pages
73
Abstract
Effective classroom management styles are a requirement to attain effective education. It sets the stage for learning. It is very necessary that we need to be motivated in doing our work. Without it classrooms are disorganized and chaotic and very little academic learning can happen. This goal can be achieved through the help of teachers who are the key persons in shaping the quality education.
This study aimed to determine the effectiveness of the Classroom Management Styles of teachers and its impact on academic performance of grade one pupils. More specifically, it sought to answer the following questions, what are the different classroom management styles being practiced by the grade one teachers; The classroom management styles being practiced by the grade one teachers are Authoritarian Style, Authoritative Style, Indulgent Style and Permissive Style: What is the academic performance of the grade one pupils in the second quarter based on the GWA;Is there significant relationship between the classroom Management Styles of teacher and the academic performance of the Grade One Pupils: What are the challenges encountered by the teachers in implementing different classroom management style; and Based on the findings of the study, what training program may be proposed for the teacher's quality circle.
The study was conducted to determine the relationship of classroom management styles of Grade One teachers and its relationship the academic performance of grade one pupils. This study primarily adopted descriptive method to answer the different classroom management styles and the academic performance of grade one pupils in the second quarter based on the GWA, meanwhile it also used inferential statistics to answer the significant relationship between the classroom management styles of teachers and the academic performance of grade one pupils.
It also utilized a customized research administrative form (RAF) to gather information on the "Academic Performance of the Grade One Pupils in second grading for school year 2018-2019 extracted from the pupils report cards based on the GWA to conform to research problem number 2. It also utilized a pre-designed research questionnaire to solicit perception from the respondents on the challenges encountered by the teachers in implementing the classroom management styles to conform the research problem about the challenges encountered by the teacher in implementing different classroom management styles.
There were nine teacher respondents of this study during the School Year 2018-2019. Survey questionnaires and parallel interview questionnaires were used as means of gathering data. Weighted mean was applied to analyze and interpret the data. There were 2 groups of respondents, 9 teachers- respondents and 333 pupil-respondents from A. Mabini Elementary School during the school year 2018-2019.
The following findings were determined based from the result of the study; The different classroom management styles being practiced by the grade one teachers are as follows: 1) Authoritarian style with weighted mean of 3.19; Authoritative style with weighted mean of 3.58; Indulgent style with a weighted mean of 2.82; Permissive style with a weighted mean of 1.87. The academic performance of the grade one pupils are as follows: 2) Grade One section 18 has a general weighted average of 83.24 and rank as number one; Grade One section 10 has a general average of 82.86 and rank as number two; Grade One section 20 has a general average of 80.61 and rank as number three; Grade One section 4 has a general average of 80.53 and rank as number four, Grade One section 8 has a general average of 80.32 and rank as number five; Grade One section 14 has a general average of 79.90 and rank as number six; Grade One section 6 has a general average of 79.76 and rank as number 7; Grade One section 12 has a general of 79.32 and rank as number eight; Grade One section 16 has a general average of 78.00 and rank as number nine; 3) There is a significant relationship between the classroom management styles of teacher, and the academic performance of grade one learners especially regarding authoritative style.
Thus, the null hypothesis is rejected; 4) The challenges encountered in the practice of teachers on the different classroom management styles are as follows: Excessive paperwork for data collection with a weighted mean of 3.20; Curriculum overload and keeping up the expectations of school administration with a weighted mean of 3.00; Multitasking and student health with a weighted mean of 2.80; Students attitudes and behavior with a weighted mean of 2.60; Lack of system support and lack of resources for teaching and learning with a weighted mean of 2.20; Accountability with a weighted mean 2.00; Education level of mother and bullying with a weighted mean of 1.80; Time management and corporal management with a weighted mean of 1.60 and lack of motivation with a weighted mean of 1.40;5. 5) The proposed training program for the teachers quality circle (TQC) contains the following objectives: Academic performance rate of the pupils through the use of authoritative teaching styles in classroom management will increased, To motivate teachers for the good performance of the grade one pupils, Promote the authoritative teaching styles in classroom management styles in school for the good academic performance of the grade one pupils and to develop and maintain classroom management styles through the use of authoritative styles in relationship with the academic performance of grade one pupils.
The conclusions of the study are the following: 1) Among the identified classroom management styles, authoritative got the highest weighted mean of 3.58. Therefore this means that the authoritative style was the most practiced by the teachers. 2) The academic performance of the learners are always the paramount of concern of the teachers when it comes to doing research. Therefore increase in their academic performance, the teaching techniques or other classroom management styles shall be proven effective. 3) There is a significant relationship between the classroom management styles of teacher and the academic performance of grade one learners especially regarding authoritative styles. Thus, the null hypothesis is rejected; 4) There was challenges encountered by the teachers in implementing different classroom management styles and the teachers were able to settle them. Moreover, the proposed training program by the researcher may be used to deal with the identified challenges; 5) The researcher concludes that teachers training program is one way to help the teachers to identify the best and most effective classroom management styles suited for the learners.
The recommendations of the study are the following: 1) That future researches might also consider other teaching techniques and methodologies for the enhancement of the learners academic performance. 2) That teachers consider the academic performance of the learners as the barometer of their teaching capabilities; 3) That whenever there is an inference in the study, proper statistical treatment should be utilized; 5) That the crafted teachers training program be implemented to address the challenges of the teachers regarding classroom management.
This study aimed to determine the effectiveness of the Classroom Management Styles of teachers and its impact on academic performance of grade one pupils. More specifically, it sought to answer the following questions, what are the different classroom management styles being practiced by the grade one teachers; The classroom management styles being practiced by the grade one teachers are Authoritarian Style, Authoritative Style, Indulgent Style and Permissive Style: What is the academic performance of the grade one pupils in the second quarter based on the GWA;Is there significant relationship between the classroom Management Styles of teacher and the academic performance of the Grade One Pupils: What are the challenges encountered by the teachers in implementing different classroom management style; and Based on the findings of the study, what training program may be proposed for the teacher's quality circle.
The study was conducted to determine the relationship of classroom management styles of Grade One teachers and its relationship the academic performance of grade one pupils. This study primarily adopted descriptive method to answer the different classroom management styles and the academic performance of grade one pupils in the second quarter based on the GWA, meanwhile it also used inferential statistics to answer the significant relationship between the classroom management styles of teachers and the academic performance of grade one pupils.
It also utilized a customized research administrative form (RAF) to gather information on the "Academic Performance of the Grade One Pupils in second grading for school year 2018-2019 extracted from the pupils report cards based on the GWA to conform to research problem number 2. It also utilized a pre-designed research questionnaire to solicit perception from the respondents on the challenges encountered by the teachers in implementing the classroom management styles to conform the research problem about the challenges encountered by the teacher in implementing different classroom management styles.
There were nine teacher respondents of this study during the School Year 2018-2019. Survey questionnaires and parallel interview questionnaires were used as means of gathering data. Weighted mean was applied to analyze and interpret the data. There were 2 groups of respondents, 9 teachers- respondents and 333 pupil-respondents from A. Mabini Elementary School during the school year 2018-2019.
The following findings were determined based from the result of the study; The different classroom management styles being practiced by the grade one teachers are as follows: 1) Authoritarian style with weighted mean of 3.19; Authoritative style with weighted mean of 3.58; Indulgent style with a weighted mean of 2.82; Permissive style with a weighted mean of 1.87. The academic performance of the grade one pupils are as follows: 2) Grade One section 18 has a general weighted average of 83.24 and rank as number one; Grade One section 10 has a general average of 82.86 and rank as number two; Grade One section 20 has a general average of 80.61 and rank as number three; Grade One section 4 has a general average of 80.53 and rank as number four, Grade One section 8 has a general average of 80.32 and rank as number five; Grade One section 14 has a general average of 79.90 and rank as number six; Grade One section 6 has a general average of 79.76 and rank as number 7; Grade One section 12 has a general of 79.32 and rank as number eight; Grade One section 16 has a general average of 78.00 and rank as number nine; 3) There is a significant relationship between the classroom management styles of teacher, and the academic performance of grade one learners especially regarding authoritative style.
Thus, the null hypothesis is rejected; 4) The challenges encountered in the practice of teachers on the different classroom management styles are as follows: Excessive paperwork for data collection with a weighted mean of 3.20; Curriculum overload and keeping up the expectations of school administration with a weighted mean of 3.00; Multitasking and student health with a weighted mean of 2.80; Students attitudes and behavior with a weighted mean of 2.60; Lack of system support and lack of resources for teaching and learning with a weighted mean of 2.20; Accountability with a weighted mean 2.00; Education level of mother and bullying with a weighted mean of 1.80; Time management and corporal management with a weighted mean of 1.60 and lack of motivation with a weighted mean of 1.40;5. 5) The proposed training program for the teachers quality circle (TQC) contains the following objectives: Academic performance rate of the pupils through the use of authoritative teaching styles in classroom management will increased, To motivate teachers for the good performance of the grade one pupils, Promote the authoritative teaching styles in classroom management styles in school for the good academic performance of the grade one pupils and to develop and maintain classroom management styles through the use of authoritative styles in relationship with the academic performance of grade one pupils.
The conclusions of the study are the following: 1) Among the identified classroom management styles, authoritative got the highest weighted mean of 3.58. Therefore this means that the authoritative style was the most practiced by the teachers. 2) The academic performance of the learners are always the paramount of concern of the teachers when it comes to doing research. Therefore increase in their academic performance, the teaching techniques or other classroom management styles shall be proven effective. 3) There is a significant relationship between the classroom management styles of teacher and the academic performance of grade one learners especially regarding authoritative styles. Thus, the null hypothesis is rejected; 4) There was challenges encountered by the teachers in implementing different classroom management styles and the teachers were able to settle them. Moreover, the proposed training program by the researcher may be used to deal with the identified challenges; 5) The researcher concludes that teachers training program is one way to help the teachers to identify the best and most effective classroom management styles suited for the learners.
The recommendations of the study are the following: 1) That future researches might also consider other teaching techniques and methodologies for the enhancement of the learners academic performance. 2) That teachers consider the academic performance of the learners as the barometer of their teaching capabilities; 3) That whenever there is an inference in the study, proper statistical treatment should be utilized; 5) That the crafted teachers training program be implemented to address the challenges of the teachers regarding classroom management.
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