Background of the Study

Classroom management is a significant part of effective teaching and learning process.

Due to an effective classroom management, pupils flourish in a positive class climate and a

compassionate environment. From a pupils perspective, effective classroom management

provides them opportunities to socialize themselves while learning. From a teachers perspective,

effective classroom management involves precautionary discipline and fruitful teaching. In this

research the effectiveness of classroom management in the academic achievement of the

students was determined. The study was able to find out how classroom management are

helping the students in their academic achievement.

Okoli (2008) concluded that physical environment of the classroom and seating

arrangement is interrelated with management. For the classroom to serve its purpose, the teacher

must be able to establish order. This requires him/her to have the knowledge, attitude and skills

necessary. He/she must be able to establish rapport with the pupils and their parents, involve

pupils in the processes of establishing ground rules for behavior and being accountable for their

actions, manage transitions during instructions, and motivate pupils to maximize time-on-task.

The teacher also supervises pupils in their learning activities and lastly deals with pupils

misbehavior effectively. Supporting this view, Adeyinka (2012) stressed that effective classroom

managers provide a structured, caring environment that meets pupils personal and academic

needs. Such teachers are perceived as authority figures in the classroom. They share high

behavioural expectation, designing implement development appropriate lessons, and establish

and enforce behavioural guidelines, because effective teachers respect pupils as individuals with

rights values and feelings, they carefully choose their words and actions to protect pupils
dignity. They actively engage pupils in meaningful, challenging educational experiences and

provide plentiful positive feedback. In short, they set their pupils and themselves up for success.
The information acquired from this study is relevant to the teachers and future

researchers because it gives them an insight as to how much the classroom management help

students in their academic achievement. The outcome of the study urges more teachers to

develop their way of handling their class.

To summarize the main objective of the study was to determine the effectiveness of the

classroom management in the academic achievement of the students.

Assumptions

All data gathered by the researcher are valid and reliable

Classroom management has contributed to the academic achievement of the students
The extent that classroom management has contributed to teaching effectiveness

Significance of the Study

Hopefully, the result of this study will be of great help to the following:

ADMINISTRATOR. This study will serve as a sound basis in planning and redirection of the
guidance program.

TEACHERS. The result of this study will provide them information in knowing the value of a
good classroom management wherein they will develop their skills and strategy in managing the
students.

STUDENTS, It will help them to understand and cooperate with the teachers in planning an
effective management schemes.

OTHER RESEARCHERS, This will serve as additional literature for their future investigation.
 THE RESEARCHER, The findings of this study will give insights on how to become an
effective classroom manager in the practice of her profession

Scope and Delimitation of the Study

This study was delimited how classroom management affect students in their academic

achievement. The sample involved was limited to teachers of Diliman Preparatory School. The

researcher were selected through a convenient random sampling. The descriptive method of

research was used in this research. The instruments used in gathering data were survey, interview

and questionares. The study contributed most the effectiveness of the classroom management in

their students academic achievement.

Conceptual Framework

INPUT PROCESS

Paper Collection of data through

random sampling
Pencil
techniques.
 OUTPUT

The effects of Classroom

Management in rhe
Academic Achievement of
Students.

FEEDBACK

DEFINITION OF TERMS

EFFECTS: A change that something or somebody causes in something or somebody

else.
CLASSROOM: This refers to a formal place, organize by educational planners where

reasonable learners gather to learn and to achieve common educational

goal from more knowledgeable person.

MANAGEMENT: The act of running and controlling an organization.

CLASSROOM MANAGEMENT: refers to the wide variety of skills and techniques that

teachers used to keep pupils organized orderly, focused,

attentive on task, and academically productive during a

class.

STUDENTS These are sets people or lower reasonable learners who

learn from more knowledgeable person (teachers,

instructors, lecturers) within the four walls of the school, so

as to function well in the society.

Theoretical Framework

The number one problem in the classroom is not discipline; it is the lack of procedures
and routines. Harry Wong is a former high school teacher who went on to write several books
related to education and classroom management. Many educators are familiar with his work and
rely on his strategy for classroom management. Wong's central idea is that teachers need to
establish procedures and routines early in the school year in order to be effective and successful.

Wong's theory focuses heavily on establishing routines, those things that happen
repeatedly in a classroom that students can come to expect, and procedures, the way students
carry out routines. For example, teachers like Jessica need to teach students where to hang up
backpacks, how and when to sharpen pencils, or how to signal a teacher. Every routine that
happens in a classroom needs a procedure to go with it.

Teachers should spend the first few weeks of school teaching students these routines and
procedures. In doing this, they will then be able to spend the rest of the year focusing their
energy on teaching instead of disciplining. Routines and procedures should be taught until they
are automatic, and be customized for each classroom. Teachers need to be consistent with
routines and procedures, and they should be posted so students are able to see them.

Jacob Kounin is an educational theorist who focused on a teachers ability to affect

student behavior through instructional management. His best-known work was done in the
1970s, where he conducted two major case studies. From educational psychologist to a well-
known theorist today, Kounin brought a novel idea that incorporated both the instructional and
disciplinary aspects of the classroom together. Before this happened, most educators viewed their
role as a straight-forward passing on of skills and knowledge to their students. After publishing
his book, Discipline and Group Management in Classrooms(1977), Kounin attempted to
influence the original viewpoint of educators and to integrate teaching and discipline in the
classroom.

Kounins first observation of an intriguing pattern in student behavior was when he asked a
student in his own classroom to put something away; he noticed that the students around him
suddenly followed in focusing their attention. He watched as the correction of one student
behavior actually spread to other students engaging in inappropriate behaviors, and resulted in a
much more ordered room. He later described this phenomenon as the Ripple Effect.

This first observation led Kounin to conduct experiments over 5 years with students from all
levels, but later Kounin changed his focus to seeing how teachers actually prepared or
proactively managed their classrooms before behavior occurred. He noticed how the reactions of
teachers to students affected classroom management in a negative way. He learned that teachers
were always receiving similar responses from their students no matter how they reacted to
misbehavior in the classroom. From this observation, he concluded that there must be something
a teacher could do to prevent misbehavior in the first place, which would lead to more effective
classroom management.
From his studies, Kounin developed theories about classroom management that were based
around a teachers ability to organize and plan in their classrooms while using proactive behavior
and high student involvement. He believed that in order for a teacher to have an effective
connection between management and teaching, there needed to be good Lesson Movement. This
Lesson Movement is achieved through withitness, overlapping, momentum, smoothness, and
group focus.

Withitness was Kounins word to describe a teachers ability to know what was going on at all
times in his/her classroom. This can be as simple as making scanning looks around the room
every once in awhile. Kounin said that is was not necessary for the teacher to know what is going
on, but for the students to perceive that the teacher knows.

Overlapping is the ability for a teacher to in a word, multi-task. Being able to present a new topic
while preventing misbehaviors is essential for a teacher. The concept of overlapping ties into the
idea of withitness as well.

Momentum is the flow of a lesson. A teacher must be able to roll-with-the-punches in

acknowledging that things might go wrong and being able to fluidly adapt and continue onward
despite distractions and disruptions. An example of this would be a student late for the class
interrupts or technology that is being used goes wrong.

Smoothness is also highly related to momentum. Being able to keep on track without getting on
tangents as well as being diverted by irrelevant questions or information is important. Many
times, a teacher can get distracted and leave a topic open and not come back to it until later,
which can be confusing to students. Another thing that can ruin smoothness is when a teacher
does not have a plan or course of action, it can seem as though the lecture is jumping from one
topic to the next.

The final aspect that results in Lesson Movement and effective teaching through integrating
management and learning is group focus. Group focus is the ability of a teacher to engage the
whole class using techniques such as building suspense or asking community questions. This can
also look like asking random questions, or asking a student a question and then looking around at
other students to see if they are thinking or ready to respond. These are the main theories and
history of Jacob Kounin.

Statement of the Problem

 The foremost goal of this study is to determine the Effects of Classroom
Management in the Academic Achievement of Students. This research intends to
examine the classroom management that will positively affect the students in their
academic achievement.

More specifically this study sought to answer the following question:

1. What is the demographic profile of respondents as to:

a. Name : d. GWA in previous school year

b. Year and Section:
c. Gender:

2. What are the pros and cons of classroom management in terms of the
students?

3. To what extent does classroom management affects the students

academically?

4. What are the effective classroom management techniques than can be used
in the classroom?

5. What are the effects of classroom management to students academic

achievement?