COLLEGE OF EDUCATION

Chapter 1
THE PROBLEM AND ITS BACKGROUND

Introduction
Classroom management is the ways teacher organize and structure their
classrooms for the purposes of maximizing student cooperation and engagement
and minimizing disruptive behavior (Arends, 2007).Passion for learning and creating
methods and strategies to form an environment where success and conducive
learning take place is a must to come up with positive outcome on each student.
That is how vital teachers are inside every classroom.
According to Meiers and Wilkinson (2007), school may be the only stable and
predictable environment where students regularly experience. Therefore, proportion
of teachers role in forming students academic performance has the biggest
contribution among any other factors because it provides them convenience and
inconvenience in understanding the lesson.
There are many methods available for the teacher in promoting good
classroom management. Their common denominator knows good managerial skills.
Every teacher is a manager and managing the classroom involves knowing the
nature of their students and integrating appropriate standards to be met.
Problem arises when teacher failed to understand that every set of classroom
will need different kinds of management techniques.

Individual differences are

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always present in every classroom in terms of intellectual capabilities, interest,
cultural background, etc. It is easy for a teacher to promote management because
he has innate power for authority, but sometimes he forgot to understand the impact
of the said management to the performance of his students.
As researchers experienced, it is often a demand of every teacher to have an
interactive class discussion but teachers tend to ignore the elements to make their
students participate in class discussion, thus researchers believe that the continuous
production of effective and efficient students starts on how teachers manage their
students capability based primarily on their practices inside the classroom.
This study would be of great help in determining the effects of the skill of the
teacher, related to classroom management, to the academic performance of the
BTE students. These skills are namely:

organizational skill, instructional and

interpersonal skill.
The aforementioned skills will influence the performance of the student that
will be reflected on their accumulated General Weighted Average (GWA) in such a
way that the result would go on either positive or negative side.

Background of the Study

Half of the teachers action involves instruction. The remainder of teachers
behavior involved such management function as organizing and arranging students
for instruction (23 percent), dealing with misbehavior (14 percent), and handling
individual problems (12 percent) (Gump, 1967).

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According to Zondi (1990), he experienced the ideas that classroom behavior
management problems exist and that teachers, especially beginner teachers, find it
hard to deal with them effectively. This only testifies that if the teacher is not aware
on good classroom management activities, chances are students will find it
unreasonable to follow the set standards, thus misbehavior occurs.
Along the history of classroom management, the most encountered problem
by the teacher is the misbehavior of their students due to ineffective methods,
strategies and discipline used. During 1960s through much of 1970s, Jones and
Jones (1990) emphasized that discipline was the way in dealing students behavior.
This kind of technique is called teacher-centered strategy in which teachers set
superiority inside the classroom. This will lead unproductively to those students who
have hardship in attaining the said standard.

Everard and Morris (1990) also

mentioned that classroom management is an approach that supports, promotes and

harmoniously related to the development of the organizations. More researchers
appeared to provide approaches in classroom management. Mortmore and
Sammons (1987) found out that school is six times more important than
backgrounds. The same idea was mentioned by Goodlad (1984), in his book, "A
Place Called School", that student behavior problems were because of poorly
controlled classroom.
It is important that teachers are not only kept within the confines of what they
are teaching and or what to teach. Teachers need to be addressed on the question
of how to teach in the most conducive classroom atmosphere that will yield good

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teaching and learning results (Zondi, 1997), in connection to this, Jones and Jones
(1990) stated that students learning is directly related to classroom order and he
proposed three (3) basic skills that every teacher needs to possessed, aside from
knowledge on the subject matter, namely: organizational skill, instructional skill and
good relationship to students.
According to Gacelo (2012), teachers were facing many approaches to
choose from in dealing with students inside the classroom. When teachers fail to
understand the changing environment of the classroom, problem exists.

The

challenge here now is on how to successfully point out the needs of this dynamic
learning environment, thus, we can include the said skills, namely: organizational
skill, instructional skill and relationship to students to help teachers in managing the
classroom.

According to Behavioral Management Network (2014), the newest

approach to classroom management is Positive Behavioral Interventions & Support

(PBIS) that employs research-based behavioral principles and evidence-based
classroom application. Specifically, its purpose is to evoke student's natural and
vested interest in the way that their educational environments should operate by
utilizing team approach that would help both teacher and students towards learning
success.
As of now, no specific course was fully concentrated in teaching classroom
management; instead, it is just a specific topic being discussed in a particular course
in the entire College of Education, Polytechnic University of the Philippines, Mabini
campus. In connection to this, students were encourage to promote excellence on

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their teaching career soon without a clear understanding on how to deal with their
future students in a wider view. According to Di Guilio (1995), prevention is better
than cure. Thus, this study would give an idea on what would be the effect of
classroom management in student's learning as well as an idea on how to be
effective teacher in terms of managing the students.
If a teacher mastered every topic and has experience, would it be enough for
him to deliver what he knows to his/her students? The answer is no, because
transmitting the knowledge that he knows to everyone includes process in classroom
set up, process in the methods, practices and strategies used by the teachers and
researchers regard it as classroom management.

Theoretical Framework

Figure 1 Teacher-research Theory

Methods
CLASSROOM
MANAGEMENT
ACTIVITIES

Student
differences

SELFDISCIPLINED

Practices
Clarity
Strategies

MISBEHAVIOR

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If the students are to be managed and disciplined effectively lessons should
not continue to the point of boredom or satiation (Ganly, 2010). Any set of classroom
management could proceed either on a positive or on a negative side of learning.
Teachers have to understand that whatever practice they had been through during
their schooldays might not be applicable or retained at this day, thus problem
happened if they failed to inject appropriate techniques in their classroom.
Dreikurs Goal Centered Theory suggests that teachers must seek out needs
based explanation for why their students are motivated to misbehave and at the
same time create ways on how these needs be met. This kind of technique would
help in building a democratic environment where teacher and students serve as the
instrument in constructing path on both side of success. Students misbehave when
they fail to address their needed attention, power, revenge and avoidance of failure,
and Dreikur believed that over 90% of all misbehavior is for attention, (Lyons, Ford &
Kelly, 2011).
Another technique that suggests best teaching and learning through laying of
clear general behavioral expectations is Assertive Discipline, (Jones & Jones, 1990).
This approach differs on Dreikurs Goal Centered Theory in terms of incorporating
punishments when expectations were not met. Indeed, this approach would help the
students develop self-discipline by providing them insights on their behavioral limits.
According to Gacelo (2012), assertive approach is when teacher specifies the rules
of behavior and the consequences for disobeying them.

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Effective teaching and prevention of students in discipline are key ingredients

to successful student engagement in learning. Therefore, clear statement of a
teachers expectations as well as his plans would give his students an idea on the
path they will be going, but teacher must also try to consider the individual
differences of his students to come up with the best outcome.
This study aims to know the effect of classroom management activities to the
students that could either result on self-discipline and misbehavior. This is parallel
to Dreikurs Goal Centered Theory that misbehavior happens if the teacher has
failed to address his students needs and the Assertive Discipline that explains that if
students were given clear statement of teachers expectation they will develop selfdiscipline.
Teacher-effective research approach to classroom management emphasizes
ways that every teacher contributes to students' misbehavior, particularly by the
teacher's organizational skill, instructional skill and relationship to students (Jones &
Jones, 1990).
Figure 1 shows the teacher-effective research approach.

Classroom

management activities were divided into three skills of a teacher. Methods are the
skills of a teacher in organizing classroom set up as well as the students. The
second skill is the practices of the teacher or how he gives instruction to his
students. The last skill, which is the strategy, refers on the teachers personal style
in dealing with the students or teacher-students or his relationship to his students.
These three skills of the teacher would help him to come up with the students self-

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discipline or students misbehavior. But before deriving at either positive or negative

side of students learning, there were barriers along the process, these are student
differences and clarity.

Student differences is one factor that a teacher has to

consider in choosing desired skill that he will be going to implement in his classroom
because he might end up choosing inappropriate procedure in the classroom, thus,
misbehavior will occur. Clarity was also considered when giving desired output for
the students to know what to achieve.
This theory provides the researcher an idea on what skills to be considered in
forming the characteristic of an effective teacher. It also gives us a clean distinction
on the possible manifestation on the students when they are confronted on teachers
way of teaching.

Conceptual Framework
Figure 2 Research Paradigm
Independent Variable
Classroom
management
activities with regards
on:
Organizational
skills
Instructional
skills
Teacherstudents
relationship

Dependent Variable
Academic
performance of
the BTE third
year students
based on their
accumulated
General
Weighted
Average
(GWA).

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Figure 2 shows the relationship of classroom management activities to the
academic performance of the students. It is represented by two boxes with an arrow
in between which represents the process on how independent variables affect the
dependent variable.
The independent variable is the classroom management activities that are
composed of three aspects namely: organizational skills, teachers method;
instructional skills, teachers practices; and relationship to students, teachers
strategies.
The dependent variable is the students academic performance based on
their accumulated General Weighted Average (GWA).
The schematic diagram shows that the academic performance is affected by
teachers classroom management activities.

Statement of the Problem

The purpose of this study is to determine the effects of classroom
management activities perceived by the selected BTE students of the Polytechnic
University of the Philippines, Mabini Campus.
Specifically, it sought to answer the following questions:
1. What is the profile of the respondents in terms of:
1.1. Age
1.2. Gender
1.3. Year and Section

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1.4 General Weighted Average (GWA)
2. What is the extent of practice of the classroom management skills provided by the
professors as perceived by the respondents in terms of:
2.1. Organizational Skill
2.2. Instructional Skill
2.3. Interpersonal Skill
3. Is there a significant relationship between the students profile and classroom
management skills of the teacher?

Hypothesis
1. There is no significant relationship between the academic performance of the
students and their perceived classroom activities in terms of:
a. Organizational skill of the teacher
b. Instructional skill of the teacher
c. Interpersonal skill of the teacher
2. There is no significant relationship between the students profile and classroom
management.

Scope and Limitation of the Study

Classroom management is a broad topic, indeed this study was focused on
the classroom management skill perceived by the BTE students of the College of
Education of Polytechnic University of the Philippines, Mabini Campus, academic

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year 2014-2015 in terms of their teachers organizational skill, instructional skill and
intrapersonal skill.
This study was limited to the use of the designed questionnaire and attaining
of personal data of the respondents. The questionnaire was divided into three
categories related to organizational skill, instructional skill, interpersonal skill and
student's profile.

Significance of the Study

The researchers envision that the results and finding of the study will give
significant contribution to the following:
To the University. The results and findings of this study would help them
know if the teachers really contributing in producing utmost learning of the student. It
will also give the university an insight for the enrichment of program to provide better
learning results and better opportunities to the students potentials.
To the Teachers and New Teachers. This study will help the teachers to
have an idea on the impact of their methodology to the students learning, therefore
they will be able to improve their way of teaching and managing or continue their
own techniques which they find effective in implementing classroom management.
According to Lyons, Ford and Kelly (2002), having a sound understanding of
pertinent theory will enable teachers to teach better. This would provide confidence
in constructing methods, practices and strategies that he will give to this students

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because he will get insights about new trend in handling students, thus he would be
more effective in his students.
To the Students.

Have an awareness that an effective classroom

management establishes an atmosphere which permits them to do things

comfortably, especially if they will be choosing to teach in their career, because
lesser time will be spent in formulating activities to be given.
To the Future Researchers. This may provide relevant information about
classroom management. Future researchers may negate or validate the findings of
this study and add other variables that the researchers have not tackled.

Definition of Terms
Classroom Management Skills. This is the set of techniques used by the
teacher to incorporate student learning success.
Instructional Skill. The set of practices by the teacher to use appropriate
materials and to lead students given activities.
Organizational Skill. The set of methods used by the teacher to achieve
systematic and smoothly running classroom.
Interpersonal Skill.

The set of strategies to create an interactive

environment.
Academic Performance. Accumulated General Weighted Average (GWA)
of the student in the previous semester.

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Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter deals with the reviewed literature and studies relevant to the
present. It covers both local and foreign materials to support the concept of this
study. These are presented to strengthen the framework of the study.

Foreign Literature
The ability of teachers to organize classrooms and manage the behavior of
their students is critical to achieve positive educational outcome (Oliver & Reschly,
2007). Indeed, every teacher's role was to impart the knowledge he knows to his
students within the path of a particular area to achieve the set goal. In transmitting
what teacher knows would involve techniques and even problems along the process.
As one of the elements of a classroom, Garcia (2005) points out several roles
of a teacher in his book, Psychology of a Classroom. Teacher stands as instructor
that initiates, guides learning and sees that learning really takes place. They don't
just throw the concept, instead, they need to find a way to evaluate whether the
students have understood what was discussed, but teaching is not telling. We don't
normally get answers as exactly as what we have just said. Most of the time, we
highlight the most important or the catchy part of what was just discuss for
practicality.

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The ambassador of the classroom is the teacher because he will deliver our
needs in understanding the lesson. They are the testaments of what they teach. As
a model, teachers were in commitment in bringing the best outcome on every
student.
The teacher is also a manager who encourages self-discipline such that the
student learns to control their behavior. According to Lyons, Ford and Kelly (2011),
external control teaches children to develop self-discipline. Boundaries to what
extent the students will be allowed to behave would guide them in determining what
attitude they will manifest inside the classroom. Part of the duty of being a manager
is decision-making on what approach will he be using to handle student individual
differences as well as their similarities.
In connection to this, more and more approaches were introduced to promote
good classroom management. One of the approaches is the teacher-directed
management. In teacher directed management, students become good decision
makers by internalizing the rules and guidelines for behavior that are given to them
by responsible and caring adults (Levin, Nolan & Arthur-Kelly, 2011). This kind of
approach is different on psycho educational theories like Rudolf Dreikur's Goal
Centered Theory that focuses on student relationships, feelings, thoughts and
behaviors. Students seem to be in a box where they only have limited parameter to
perform their potentials and begin to depend on what just the teacher gave them. If a
teacher uses this kind of approach, he sees his student as a mere object without
emotions and fails to consider what his students needs. The positive side of this

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approach is the fact that the students will be clearly reminded that they have to build
respect and consistently create the distance between them; indeed, it is expected to
result this to self-discipline.
The kind of management where there is a joint responsibility of the student
and teacher to control the student behavior is called collaborative management.
Arends (2007), identifies the characteristics of effective classroom manager:
(a) has procedures that governed student talk, participation, and movement; (b)
instructions given by him were clear and student misbehavior was handled quickly;
(c) has very clear work requirements for students and monitor student progress
carefully; (d) has clear presentations and explanations.
The clarity on the desired outcome of the teacher will be beneficial on both
teacher and student because if everything is mentioned in detail students have a
clear picture on a particular output and the teacher will have fewer incidents to
repeat what was just stated.
In her book, Psychology of Classroom, Garcia (2005), summarized the three
major styles of the teachers in management namely: authoritarian, laissez-faire
relationship and democratic management. In her own perspective, authoritarian is
when the centralized control in purely on the teacher and students were just a
passive listeners and receivers. Students are left themselves was practiced in
laissez-faire relationship. Democratic management style encourages students to
make decisions. The preferred management styles of the teacher seemed to be a
case-to-case basis because of many factors including students needs and teacher

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personality. Meirs and Wilkinson (2007) said that an approach to behavior
management that works most of the time, for most teachers, will improve the
learning climate of the classroom.
Oliver and Reschly (2007) believed that teachers must be equipped with
sustained information on classroom management. They recommend tips on how to
improve teacher preparation in dealing with students. First is to provide the teacher
candidates with instructional approaches for classroom management through
coursework and guided practice with feedback and address the challenges facing
teacher candidates and new teachers in creating a positive classroom context.
According to the University of Sciences in Philadelphia (2014), there were
different activities that the teacher has to incorporate in order to maximize student
learning to promote organizational skill. The teacher should consider the following:
(a) planning lectures by stating the objective of the class and should develop
appropriate visuals to improve learning; (b) encourage students to read before the
class starts; (c) ask students about their expectations; (d) encourage learners to do
on their own.
Integration of these activities would let the students know where the
classroom discussion ends and what benefit they can get after every topic.
Concerning the students expectation will help the teacher adjust and on his way of
teaching appropriate degree of freedom lets the students explore their potentials,
but, of course, there must still be supervision.

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The University of Sciences in Philadelphia (2014) also suggested activities
where instructional skill of a teacher will be improved. These are the following: (a)
increase learning and performance by giving the students the rubrics in grading a
particular output; (b) make lectures more meaningful learning by providing handouts;
(c) help students to understand difficult concept by associating complex topic into
different area where they can understand.
Using these activities could alleviate students performance that was reflected
on their grades. Therefore, clear explanation about what the teacher wants on a
specific requirement is not enough to meet the desired output, but there must be a
continuous support during the process of doing the requirement.
Another set of activities were also encourage by The University of Sciences in
Philadelphia (2014) to improve student. Teacher relation like: (a) encourage
students to participate in class by assigning students to facilitate class discussing
through reporting (b) add energy to a class when the students are dragging by
cracking jokes (c) encourage higher levels of learning by motivating the students at
the beginning of the class; accepts more answer from students, and encourage
group activities.
According to American Psychological Association (2014), a teacher should
consider his relationship to students by the following technique: (a) interact in a
responsive and respectful manner; (b) offer students help; (c) consider individual
differences; (d) encourage individual differences. These activities will help the
teacher create an atmosphere where students could demonstrate their potentials.

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Directing students behavior through planning is not applicable to all academe
because of comprehension. Since this study aims to know the effects of classroom
management of the college students, particularly to the Business Teacher Education
students of the of the College of Education of Polytechnic University of the
Philippines, Mabini campus, then it does qualify that the chosen population will be
able to grasp early planning of their organization. Differences will just occur on the
content of the teachers plans through his organizational skill to come up with a
smoothly running classroom.
The knowledge on instructional skill of a teacher depends on how he uses
available materials to come up on students learning with concern on students
differences. Process-product idea explains the relationship between various teacher
instructional patterns and students achievement. If the students are instructed
clearly, chances are students will be more productive because there were laid
guidance to direct their learning.
Students seem to perform as teachers expect them to (Jones & Jones, 1990),
this means that students perform within their teachers expectation, and creates
problem when students feel uncomfortable on the given learning environment. It is a
challenge for every teacher to create an atmosphere where balance between
expectation and guidance occur.

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Local Literature
Classroom management has change through the year. According to Daocup
(2012), the paradigm of classroom management of the past shifted from a one-way
flow of interaction to an environment of shared responsibility and learning.
Ways to attain students success is not just limited to a single approach. Our
dynamically changing environment gives us the hint that we need to come up on
revisions or improvements.
According to Agno (2009), handling multifaceted responsibilities to ensure
effective classroom management needs the total commitment of the teachers. Thus,
Gacelo (2012) stated, a teacher should adopt an approach which he or she is
comfortable with and one which conforms with his/her personality or present
characteristics.
Daocup (2012) suggested key components of classroom management and
organization namely: physical component; psychosocial component, behavioral
component; instructional dimension; procedural dimension and organizational
dimension.
Physical component is part of the organizational skill of a teacher. It is his
primary task to make an inventory of the size and shape of his classroom and use it
as a basis on deciding what seating arrangement he will be going to create and other
learning materials.
Part of the teachers responsibility is to set atmosphere inside the classroom
where his students could benefit. Psychosocial component is a factor comprising it.

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20

Relationship in between the students and his teacher has significant effect on how
they behave inside their classroom.
Behavioral component is also a factor to be considered in teachers
organizational skill because an increase on a disruptive behavior of the students is a
manifestation on unorganized classroom, indeed Agno (2009) said that both
teachers and students need to establish clear rules and procedure to meet all fore
going problems.
Instructions direct steps needed to perform or to finish a particular output. In
connection to this, instructional dimension should be regarded as one of the most
important aspects of teachers capability in teaching. Therefore, if instructions were
clearly explained to the students, output is more likely higher in quality compared
when instructions were given with little explanation.
Procedural dimension is a key factor to include in teachers characteristic. To
achieve this, a day-to-day basis of planning is highly recommended especially if the
teacher is bombarded with many tasks to do. Time management will help teachers
to divide their time accordingly.
Applying all of these dimensions must be based on the needs of a particular
classroom to be effective. These could either go to self-discipline or misbehavior.
The multidimensional classroom requires a variety of components to supply
the needs of individual differences inside the learning area.

According to Agno

(2009), students can be trusted to evaluate and change their actions and their
behavior become beneficial and appropriate to them and to the class as a whole,
thus self-discipline was formed in a democratic environment where students feel that

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excess on their behaviors would trigger chaotic environment.

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Therefore, the

students become sensitive on their behavior when they were trying to ignite their
self-discipline.
Gacelo (2012) suggested that teachers must be careful when controlling
misbehaving students because it can spark an unpredictable emotion on both
teachers and students part. Good relationships to students were of great help to
promote a good learning environment in every student. Building positive teacherstudent relationship is expected to every teacher to ensure effective teaching and
effective classroom management. It creates conduciveness when teachers try to
commit him in complementing his students behavior.
A wide range of knowledge regarding classroom management is a factor that
would help teachers, particularly beginning teachers. According to Daocup (2010),
beginning teachers enters their own classroom like they were having a home coming
after a long absence. Therefore, having the awareness on how to prepare your
classroom is a matter of familiarizing yourself within the four corners of your
classroom. For experienced teachers, they may not be facing this issue but they
were in need of enhancement due to changing behavior of the students.

Foreign Studies
Classroom management has typically focused on the identification of
individual practices that have some level of evidence to support their adoptation
within classrooms. These practices are then combined under the assumption that, if

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not individual practices are effective, combining these practices into a package will
be equally, if not more, effective (Oliver, Wehby, and Reschly 2011).
Classroom management is focused on the behavior of the students. Teachers
must always be concern on the surroundings of the students especially when they
are inside the classroom. They must acquire a healthy and positive atmosphere so
that they will have a good behavior and produce a better outcome with regards to
their study habits. Also, good practices help students to become effective and will
lead them to a successful learning.
According to the study of Saenz (2011), in order to be able to teach students
in an effective manner, teachers need to possess an array of conflict resolving skills
in the classroom. Without the necessary skills, teachers will have difficulty handling
negative situations in a positive way, as well as difficulties in creating an optimal
learning environment.
A teacher is a good counselor and motivator to their students. As a counselor,
they should guide their students towards good behavior by setting rules to be
followed so that they will be disciplined and responsible enough. As a motivator, the
teachers should be the one to encourage their students and be optimistic, they
should have these positive traits that their students may acquire and practice for
better learning outcomes.
Saenz (2011) said that many teachers have held very few skills in their
toolbox for discipline, so they must be provided with various techniques and know
how to apply them.

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Teachers must continue to learn new strategies and techniques regarding the
students behavior or discipline so that they will be ready and they will be able to
know what to do and how to deal with the problems and conflict involving their
students.
According to Keohan (2013), ones personal experience, training, and age
play a role in ones choice and carrying out of classroom management.
The preferred classroom management style of a teacher is based on his
personality.

He will teach the students with connection to his experiences and

provide them with knowledge based on his training. He will monitor the students in
the classroom in his own way with regards to his beliefs. He will be the one to tell
whether his students have done something good or bad. He will be the one to set
the standards and guidelines inside the classroom according to his own style and
perception.
In the study conducted by Yasar (2008), he found out the following: (a)
Teachers were not influenced by their gender to choose the kind of approach they
will be using; (b) Teachers with more years of experience have a more studentcentered orientation in classroom management; (c) Class size affects teachers'
preference in choosing classroom management style.
Yasar's study was limited to primary school teachers in turkey. In his findings
he got, we can conclude that teachers were confronted factors before coming up
with what kind of approach will he be using. We can also generalize that as the class
size increases the teacher preference would be more on authoritarian style of

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management because teacher tries to use the power vested in him to manage
numerous students.
Saenz (2011) suggests the Positive discipline technique to be used by the
teachers because she believes that classroom could be created into an environment
conducive to learning by the use of various classroom management techniques.
In the study conducted by Lau and Nei (2009), they suggest selfdetermination perspective. They explain self-determination perspective in a way that
behavioral control and structure contribute to an orderly and well--structured
environment conducive to teaching and learning, whereas external control imposes
pressure on students and determines their intrinsic motivation. External control could
be the punishments whenever the student acts inappropriately. From the 3196
respondents in 117 classes in Singapore, Lau and Nei (2009) found out that
behavioral control and care were commonly used by Grade 9 English teachers in
Singapore. Their study was related on the relationship between the teachers
expectation the guidance given by the teacher that may possibly affect students
behavior. They also found out that control is necessary for managing student
misbehavior and care itself may not be enough to manage misbehavior. If teachers
show more care to their students, their students were more satisfied with their school
life, whereas teacher's control was not found to be related to students satisfaction
with school.

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In parallel to this, Saenz (2011) said that the teacher must have the three
characteristics: spiritual calling to the vocation; considers what situations may cause
conflict and awareness of actual skills needed to obtain positive classroom.
First, the teacher must have the passion for teaching, he loves teaching and
there is no other job that will suit him except for teaching. He will live and die as a
teacher and nothing but a teacher only. He is always concern to his students and
treat them as his own children. Second, the teacher must always be observant and
considerate to his students. He must always consider the situations and the things
that are related and about the students. And third, is being aware of the skills,
strategies and techniques that he will use inside the classroom to promote a better
learning outcome and a successful learning of the students.

Local Studies
A teacher that maintains an orderly classroom is effective in classroom
management. From their stand point, individual teachers are expected to show
effective managerial skill that can be demonstrated in his/her utilization of classroom
resources such as teaching aids, necessary devices and learning equipment
(Damian, 2012).
When a teacher made use of the resources he has and provide it, it implies
that he wanted to make his student learn more because in teaching, things you
wanted to teach should be seen and they should experience it so that they will

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understand more how it really works and would retain in their minds.
Roxas (2006) stated that there are about 71.64 % of male teachers and 28.36
% of female teachers no significant relationship gender of the students and teacherstudent relationship.
Teachers gender is not a n important aspect in teaching with regards to
classroom management. A teacher, whether a man or a woman doesnt affect
his/her teaching performance, what matter most is how effective he/she in managing
the students inside the classroom. And how well does he/she give an impact unto
the students learning process as well as to the students life. Teachers gender is
not a base of how great a teacher can be and how can he/she be effective and give
the best learning program or experience to his/her students.
Authoritative style creates disciplinary problems because they are regarded
by the teachers to act like robots who are expected not to express the individuality in
school. The most effective and implemented classroom style is the authoritarian
style with the percentage of 90.54 %, followed by the authoritative style with the
percentage of 4.05 % and last is the laissez-faire style with the percentage of 5.41 %
(Requilman, 2005).
Authoritative style of teaching has a high demand to the students. It tends to
give pressure and difficulty to them. The students under the authoritative style are
having a hard time to learn because they are afraid to experience rejections and
failures thats why they always tend to follow everything their teachers told them.

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They are being dependent to their teacher and they are having a lack of confidence.
Authoritarian style is the most effective style of classroom management for
teachers to use because there is an interaction between the teachers and the
students, how well they exchanges ideas and accepts suggestions to create a light
atmosphere inside the classroom that will be appropriate to the students learning
process.
A teacher should teach their students on how to construct ideas in their own
ways and give good results. Teachers should have a good connection to the
students to promote harmonious relationship inside the classroom that will nurture
each and every student to become a better person.
School administrators and classroom managers consider personal profile,
school profile and guidance and community profile to effective management
(Versola, 2007). Attitudes and behaviors of the teachers are considered for effective
management. Teachers with good characters can manage the classroom well and
promote a good example for having a good behavior inside the classroom and how
to deal with the people around you.

Synthesis and Relevance of the Reviewed Literature and Studies

The various literature and studies which the researchers collected are
deemed related to the present study on the perceived classroom management

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activities of Business Teachers Education third year students of Polytechnic
University of the Philippines, Mabini Campus.
The book of Garcia and Arends provides information to the researcher about
the characteristic of classroom managers as well as the roles played by the teacher
inside the classroom. Their books have greatly contributed to the researchers in
supporting the idea that teacher is facing a dynamic environment. In connection to
this, Daocup, Agno and Gacelo explained the dynamic classroom and its
components and commitment the teacher has to give in facing the changing
environment inside the classroom.
The work of Saenz and Damian provide necessary information about effective
teachers. Thus, Lau and Nei explain what contributed on an orderly and wellstructured classroom environment.
Moreover, the work of Keohan and Yasar identified the skills that affect
classroom manangement. In addition to this, Yasar pointed out what influenced the
teachers in choosing the approach to be used in teaching.
The work of Requilman provide us the data on what style is commonly used,
while Roxas and Versola explained what does not affect classroom management as
well as consideration of choosing effective managers.
Different websites were use as reference on the specific classroom activities
like University of Sciences in Philadelphia and American Psychological Association
that help us in identifying different activities to show the skill of the teacher.

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All these reflected points of said literature and studies have contributed in
strengthening the topic about classroom management.

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Chapter 3
RESEARCH METHODOLOGY

This chapter deals with the discussion of the method of research to be used,
venue of the study, the target population and the sampling scheme employed and
the description of the student-respondents. The kind of instruments used, the
procedures in gathering data, and the statistical treatment utilized are also
discussed.

Research Methodology Used

The descriptive research design will be used in the study. According to Naval
(2010), descriptive design gives a clear statement of what is existing at the present
understanding of why it is so and what might be. The study will be using
descriptive design because it focuses on the description of the classroom
management of a teacher such as organizational skills, instructional skills, teacherstudent relationship and its effect to the students academic performance.
Descriptive research is not only concerned with fact gathering but also with
identifying and predicting relationships between variables.
The primary aim of the researcher in this study was to know the effects of
classroom management to the academic performance of the third year students of

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Bachelor in Business Teachers Education in the Polytechnic University of the
Philippines, Mabini Campus.

Population and Sample Size

Slovins Formula will be using in this study.

According to the website

Prudence, Slovins Formula is a random sampling technique formula to estimate

sampling size. It is computed as:
n = N / (1+Ne2)
whereas:
n = no. of samples
N = total population
e = margin of error
There are 24 sections with an estimated 250 students in each level in the
Bachelor of Business Teacher Education of the College of Education of Polytechnic
University of the Philippines, academic year 2014-2015. As a whole, there are 1000
students enrolled in the program. The number of students sample is 300, a total
population of 1000, and a confidence level of 95% or 0.05 margin of error, and 400
as the total respondents.

Sampling Technique
Simple random sampling will be using in the study. According to Naval
(2010), stratified sampling method is a process of selecting a sample in such a way

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that is represented in the sample in the same proportion that they exist in the
population. The steps are: identify and define the population, determine the desired
sample size; identify the variables and subgroups; classify all members, randomly
select an appropriate number of individuals from each subgroup.

Description of the Respondents

There are 300 respondents to be used as sample in the study and to be
randomly chosen from the twenty four (24) sections of all year levels of Bachelor in
Business Teacher Education of Polytechnic University of the Philippines officially
enrolled in the program in school year 2014-2015.

Research Instrument
A questionnaire was mainly used as instrument of the study. It consisted of:
students profile, organizational skills, instructional skills and teachers relationship to
the students. Part I was the students profile which consisted of 4 items. Part II was
the organizational skills which are also consisted of 4 items same as the Part III
which was the instructional skills and Part 4 which was the relationship to the
students.

Data Gathering Procedure

The researchers will be randomly selecting 30% respondents in the twenty
four (24) sections of the Bachelor in Business Teacher Education of Polytechnic

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University of the Philippines. Questionnaires will be given personally to the chosen
students randomly.
Respondents will be given approximately one (1) hour to answer the given
questionnaires. All answered questionnaires will be collected immediately. After
gathering all needed data, these will be encoded, computed, analyzed and
interpreted.

Statistical Treatment of Data

Anova formula will be using in this study. According to the TutorVista (2014)
website, Anova is a statistical test which analyzes variance. It is helpful in making
comparison of two or more means which enables a researcher to draw various
results and predictions about two or more sets of data. Anova test includes one-way
anova, two-way anova or multiple anova depending upon the type and arrangement
of the data. One-way anova has the following test statistics:

Where,
F = Anova Coefficient
MST = Mean sum of squares due to treatment
MSE = Mean sum of squares due to error.

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Formula for MST is given below:

Where,
SST = Sum of squares due to treatment
p = Total number of populations
n = Total number of samples in a population.

Formula for MSE is given below:

Where,
SSE = Sum of squares due to error
S = Standard deviation of the samples
N = Total number of observations.

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References
BOOKS
Agno, Lydia N. (2009). Principles of teaching 1: a modular approach. Quezon City:
C&E Publishing Inc.
Daocup, O.B. (2010). Classroom management: preparing special education
teachers.Quezon City: Lorimar Publishing Inc.
Di Guilio, Robert. (1995). Positive classroom management: a step by step guide to
successful running the show without destroying student dignity. USA: Corwin
Dress Inc.
Ford, Margot. Kelly, Michael. Lyons, Gordon. (2011). Classroom management:
Creatingpositive learning environment (3rd Ed). China: RR Donnelley Asia
Printing Solutions Limited.
Garcelo, Ester P. (2012). Principles of teaching 1. Quezon City: C&E Publishing Inc.
Garcia, Betty R. (2005). Psychology in the classroom. Philippines: Mega Star
Printers, Enterprises and Services.
Goodlad J. (1984). A place called school: Prospects for the future. New York:
McGraw Hill.
Gump, P. (1967). The classroom behavior setting: Its nature and relation to student
behavior. Washington, DC: Office of Education, Bureau of Research
Jones, Louise S. Jones, Vernon F. (1990).Comprehensive classroom management:
motivating and managing students. USA: Allyn and Bacon: A Division of
Simon and Schuster, Inc.
Lau Shun. NieYongan. (2009). Contemporary educational technology. Singapore:
Elsevier Inc.
Levin, James. Nolan, James F. (2000). Principles of classroom management: a
professional decision making model (3rd Ed). USA: A Pearson Education
Company.
Naval V. (2010).Module in research 2.Polytechnic University of the Philippines.

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Oliver, Regina M. Reschly, Daniel J. (2007). Effective classroom management:
teacher preparation and professional development. Washington D.C.:
NationalComprehensive Center for Teaching Quality.

DESSERTATIONS
Damian, Maritess G. (2012). Effectiveness of the BTE Faculty in the Polytechnic
University of the Philippines, Mabini Campus. NALLRC. Available at
Ninoy Aquino Integrated Learning Center.
Keohan, David J. (2013). Middle school classroom management and student
behavior.Available at Sierra Nevada College database.
Oliver, Regina M. Reschly, Daniel J. Wehby, Joseph H. (2011). Teacher classroom
management practices: effects on disruptive or aggressive student
behavior.Available at Campbell Collaboration database.
Requilman, Lorelie. (2005). Classroom management and disciplinary problems in
San Vicente district division of Ilocos Sur. Available at National Library.
Roxas, Leila De Leon. (2006). Classroom management of Jose Rizal University High
School teachers and its implication to effective teaching: an assessment.
Available at National Library.
Saenz, Monica. (2011). Classroom management: an emphasis on positive discipline.
Available at Fresno Pacific University database.
Versola, Nelia A. (2007). Behavioral profile of the secondary classroom manager as
perceived by themselves and by school administrators of selected secondary
schools on the Division of Cotabato: its implication to effective management,
school year 2007-2008.Available at National Library.
Yasar, Seda. (2008). Classroom management approaches of primary school
teachers.Available at Middle East Technical University database.
Zondi, Zithulele. (1997). The management of classroom behavior problems in
secondary schools.Available at University of Zululand database.

INTERNET
American Psychological Association. (2014). Improving students relationships with

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teachers to provide essential supports for learning. Retrieved on
September 15, 2014.
http://www.apa.org/education/k12/relationships.aspx
Behavioral Management Network.(2014).Western Research & Implementation for
Dynamic Classroom Management. Retrieved July 26, 2014 from
http://www.edu.uwo.ca/dynamic-classroom-management/dcminfo.asp

Meirs, Marion. Wilkinson, Jenny. (2007). Managing student behavior in the

classroom. NSWIT Research Digest, 2007 (2). Retrieved July 27, 2014 from
http://www.nswteachers.hsw.edu.au
University of Sciences in Philadelphia (2014). High levels of learning. Retrieved on
September 14, 2014
http://www.usciences.edu/teaching/tips/activities.shtml

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