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Document Code: DCAVRKMI-F-URFR
MANUEL S. ENVERGA UNIVERSITY FOUNDATION

Lucena City Document Title: Undergraduate Research Final Report
An Autonomous University Page No.: Page 1 of 52
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DR. CESAR A. VILLARIBA RESEARCH AND Effectivity Date: August 2017
KNOWLEDGE MANAGEMENT INSTITUTE Prepared by: DCAVRKMI
Reviewed by: QMR
QUALITY FORM Approved by: President
EFFECTIVENESS OF CLASSROOM MANAGEMENT TECHNIQUES OF GRADE 6
TEACHERS
An Undergraduate Thesis
Presented to the Faculty of the College of Education
Manuel S. Enverga University Foundation
Lucena City
In Partial Fulfillment of the Requirements
for the Degree Bachelor of Elementary Education
by
JEANNY MAY BECO
November 2019
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Approval Sheet
This thesis here to entitled:
EFFECTIVENESS OF CLASSROOM MANAGEMENT TECHNIQUES OF GRADE 6

TEACHERS
prepared and submitted by JEANNY MAY BECO in partial fulfillment of the

requirements for the degree Bachelor of Elementary Education has been examined
and recommended for acceptance and approval for oral examination.
DEXTER S. VILLAMIN
Adviser
Approved by the Committee on Oral Examination with a rating of ____________

on ____________________.
DIVINIA J. GLIFONEA, Ed.D ROGEL L. LIMPIADA, DEM

Member Member
JOSELINA T. BAYLONGO, Ed.D

Chair
Accepted and approved in partial fulfillment of the requirements for the degree
Bachelor of Elementary Education.
JOSELINA T. BAYLONGO, Ed.D

Dean, College of Education
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Table of Contents
Page
Title Page 1
Approval Sheet 2
Table of Contents 3
List of Figures and Tables 5
Acknowledgments 6
1. Abstract 8
2. Background 8
a. Rationale of the Research 9

b. Purpose of the Research 10
c. Theoretical Framework 11
d. Literature Survey 14
e. Significance of the Research 21
f. Statement of the Desired Outcomes 22
g. Target Beneficiaries of Research Results 23
h. Definition of Terms 24
i. Scope and Limitations of the Study 24
3. Description of Method or Approach 25
a. Research Design/Research Instrument/Data Gathering

Procedures 26
b. Respondents/Subject of the Study 26
c. Sampling Design and Procedures 27
d. Data Analysis Plan 27
e. Research Paradigm/Conceptual Framework 28
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4. Results and Discussion 29
5. Conclusions 36
6. Recommendations 37
7. References 38
8. Major Final Output 39
Appendices 40
A. Curriculum Vitae of the Researcher 40

B. Research Instruments 43
C. Informed Consent Form 47
D. Transmittal Letters 51
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List of Figures and Tables
Figure Title Page
1 Conceptual Framework of the Study 26
Table Title Page
1 Data Analysis of Demographic Profile of the Respondents 26
2 Data Analysis of Classroom Management Techniques 27
3 Distribution of the Respondents in Terms of Their Demographic
Profile 28
4 Classroom Management Techniques 29
5 Effectiveness of Classroom Management Techniques 31
6 Types of Discipline Used in the Classroom 33

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Acknowledgments
The researcher would like to extend her heartfelt gratitude and
appreciation to the people who helped her bring this study to reality, The researcher
would like to extend her profound gratitude to the following:
To our Almighty God, for the wisdom he bestowed upon me, my source
of strength, peace of mind and good health in order to finish this study. Without him,
everything would be impossible.
To my Family as my inspirations, friends for their love, support and
understanding.
To my research Adviser, Mr. Dexter S. Villamin, for the guidance,
suggestions, support, and encouragement to finish this study.
To the members of the Panel headed by Dr. Divinia J. Glifonea, Dr.
Rogel R. Limpiada, and Dr. Joselina T. Baylongo, for their valuable comments and
suggestions for the improvement of this study.
To the research instrument validators, headed by Ms. Micaela J.
Villena, Mr.Yves Van Kenneth M. Regidor and Mr. Cesar Botor Jr., for their productive
comments and suggestions in the development of the research instrument.
To the Principal and Teachers of the school that allowing me to conduct
this study their cooperation and participation were very essential to finish this
study.
J.M.B.
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Research Title: Effectiveness of Classroom Management Techniques of

Grade 6 Teachers
Name of Researcher : Jeanny May Beco

Degree : Bachelor of Elementary Education
Specialization : N/A
Researcher’s Contact Details : 09995740072
Name of Research Adviser : Dexter S. Villamin
1. Abstract
This study aims to determine the effectiveness of classroom management
techniques of grade 6 teachers. This research will provide information to the teachers
on how to manage the classroom. The researcher also aims to share knowledge got
from this research to the future researcher and newbie to the teaching profession.
In this study, the researcher used a descriptive survey method using the
questionnaire as the primary tool in data gathering to assess the effectiveness of
classroom management techniques. The Grade 6 pupils-respondents are divided into
27 males and 23 females accordingly, making 54% of the respondents are males and
46% of the respondents are females. There are two sections adelfa and hierbabuena
of a class, consisting of 32 and 18 students respectively. The researcher divided the
survey questionnaire into 4 parts, demographic profile of the respondents in terms of
age, sex, and section, Classroom Management techniques, Effectiveness of
classroom management techniques, and Types of discipline used in the classroom.
In the data gathered by the researcher, effective teachers should also
act as effective classroom managers.

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a. Rationale of the Research
This study aims to determine the effectiveness of classroom management
techniques of Grade 6 Teachers. The issue of discipline in the classroom continues to
surface as one of the most challenging problems in education today. Today’s
classroom are much more complicated compared to the past because some student
do not respect teacher, more students come to school with behavioral problems and
teachers are not sufficiently trained to deal with today’s behavioral problems.
Discipline is a key component to effective classroom management. Discipline refers
to the actions teachers take response to problem behavior. As a teacher it is very
necessary to your classroom to have discipline and strategies to control your
student’s actions, habits, attitude and their behavior in classroom.
Effective classroom management generally based on the principle of
establishing a positive classroom environment encompassing effective teacher-
student relationships. The Classroom Management as “the actions teachers take to
create an environment that supports and facilitates both academic and social-
emotional learning”. The definition concentrates on the responsibility of the teacher
and relates the use of classroom management strategies to multiple learning goals of
students. As a future teacher, We need to understand that traditional discipline works
best with the children who need it the least, and works least with the children who
need it the most. Discipline ideally is not something we do to students it should be a
quality we want to develop within them.

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b. Purpose of the Research
This study entitled “Effectiveness of Classroom Management Techniques of
Grade 6 Teachers”.
Specifically, the study sought to answer the following questions:
1. What is the demographic profile of the respondents in terms of;
1.1 age:
1.2 sex: and
1.3 section?
2. What are the classroom management techniques of Grade 6 teachers?
3.What is the effectiveness of classroom management techniques of Grade 6
teachers?
4.What types of discipline used in the classroom?

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c. Theoretical Framework
These are the related theories about classroom management techniques.
How teachers manage their classrooms is an important part of achieving an
effective learning environment. Educators know that all students learn differently, and
choosing the right instructional style can mitigate behavioral issues and make good
instruction possible. According to the National Comprehensive Center for Teacher
Quality, a significant body of research also demonstrates that classroom organization
and ability to effectively manage student behavior “significantly influence the
persistence of new teachers in teaching careers”. Within this context, it is clear that
instructional theory in classroom management strategies are among the most
important aspects of teacher education. A teacher’s orientation towards classroom
management is significant as it forms the classroom theory of the educator (Egeberg,
Mcconey and Price, 2016). Classroom Management theories are constantly evolving
according to the day and age. There are major theories which will always help the
educators to acquire necessary knowledge on how to solve a classroom
management problem.
B.F. Skinner’s Operant Conditioning (1960’s)
His work is based upon the idea that learning is a function of change in overt
behavior. According to Skinner, changes in behavior are a result of individual’s
responses to events, or stimuli, that occur in their environment. When a stimulus-

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response (S-R) pattern is rewarded, the individual is conditioned to respond in the
future. The key to Skinner’s Theory is reinforcement, or anything that strengthens
the desired response. This could include praise, good grades, a reward or even a
feeling of accomplishment. Of course, negative reinforcement occurs when a
stimulus results in increased response when it is withdrawn.
According to (Omomia, 2014) view that Skinner’s operant conditioning
principles have influenced education and the greater influence is on classroom
management. Skinner operant conditioning is based on the concepts of
reinforcement and punishment. He believed that an individual cannot learn by doing
something alone but learns on the basis of the consequences that follow after the
performance. That’s why he used the term reinforcement.
If a student adheres to the rules of the classroom that means the child is
producing a favourable behavior which should be reinforced with a reward. On the
other hand, if that child disobeys the rule that means the behavior is unfavorable
which should be reinforced with a punishment. Therefore, reinforcement could be
positive or negative. Reinforcement is meant for behavior to be increased and one
should keep in mind that rewards and punishment should follow right guidelines
(Tauber, 2007).
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Rudolf Dreikurs inspiring Classroom Behavior Strategies
Rudolf Dreikurs was a professor who inspired teachers to a new democratic
way of teaching in the classroom.
Dreikurs identified four types of goals that motivates children’s misbehaviors:
1. Attention getting
2. Power and control
3. Revenge
4. Helplessness or inadequacy
Dreikurs did not believe in the use of punishment, reinforcement or praise.
Instead, he believes that natural/logical consequences and the process of
encouragement are the most useful techniques for preventing discipline problems.
Praise vs. Encouragement according to Dreikurs, encouragement is more important
than any other aspect of child raising because a misbehaving child is a discouraged
child.
Thomas Gordon: Gordon’s Model
Gordon’n basic approach is that discipline can not be achieved through either
reward or punishment but rather must be developed within the character of the child
and teenager. He believes that overt authoritarian discipline was harmful to the
children and teens, leading to anti- social and self-destructive behavior. He also
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doesn’t believe in permissiveness and finds this approach to be just as damaging.
Rather he goes for a middle of the road strategy with the goal of helping people make
decisions that help them control their own behavior.
The central tenet of Gordon’s approach to classroom management is the
importance of developing meaning and mutually beneficial relationships. He rejects
traditional models of reward and punishment because they are based upon an
assertion of power and foster no intrinsic motivation. Focuses on how pupil’s conflicts
can be resolved in a way that will improve their relationships with their teacher and
peers (Manning and Butcher, 2013).
d. Literature Survey
These section describes the literature relevant to the research purpose and
questions of this study.
Classroom management is intended to provide students with more
opportunities to learn all of the things that a teacher does organized students, space,
time, and materials so that students learning can take place. Students should be able
to carry out their maximum potential , which allows students to develop appropriate
behavior patterns. Teachers must deal with unexpected events and have the ability to
control student behavior, using effective classroom management strategies. Effective
classroom management and positive classroom climate construction are essential
goals for all teachers.

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The classroom management practices associated with effective teachers can
be seen throughout the standards in both the professional knowledge and the
professional practice domains. An effective teachers role is to support student
participation by establishing and implementing inclusive and positive interactions.
According to (Meador, 2018) cited by ( Mutas, 2019) instructional strategies
include all approaches that a teacher may take to engage students in the learning
process actively. These strategies drive a teachers instruction as they work to meet
specific learning objectives and ensure that their students are equipped with a well-
rounded arsenal of effective instructional strategies to maximize their effectiveness
and to increase student learning opportunities.
Wubbels (2011) examined research on classroom management and found that
successful classroom managers focus their attention more on the students’ learning
and less on creating a noiseless atmosphere. Teachers with good classroom
management skills introduce their procedures at the beginning of the school year
while making sure not to overload the students. Throughout the year they continue to
model appropriate behavior while stopping unwanted behavior before it escalates
(Wubbels, 2011).
Even though teachers have a big influence on their students’ behavior, some
teachers may not be aware of the amount of influence they have (Roache & Lewis,
2011). Because of this, teachers often resort to using punishment and aggressive
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behavior to correct student behavior. Riley, Lewis, and Brew (2010) found that
teachers justify their aggressive behavior by talking about the students’ unacceptable
behavior. Because teachers want students to be focused during class, they claim
their aggressive behavior is to fix the child’s behavior to help them concentrate. Riley
et al, (2010) also found that many of the teachers who use punishment and
aggressive behavior do not connect their actions to any classroom management
theory and seem to lack knowledge of any management theories.
The behavioral perspective looks at learning as the influence that causes
change in the knowledge or behavior of an individual (Postholm, 2013). This
perspective focuses on the external events that cause a change in the individual.
Consequences, such as reward or punishment, play a large part in determining if an
individual will repeat the behavior. The motivation behind a behavior is connected to
the reward or punishment. This perspective also claims that students are not
interested in learning itself; they are more focused on the external motivation (such
as praise or a good grade) that they will receive (Postholm, 2013). Behaviorists
believe that the learner is a passive recipient and that they learn based on external
motivations, such as rewards and punishments (Postholm, 2013).
Corpus and Wormington (2014) conducted a study of 507 third, fourth, and
fifth grade students throughout seven schools in Portland, Oregon to see the extrinsic
and intrinsic motivations that naturally occur, how they change throughout the year,
and how the kinds of motivation affect the students’ academic achievement. Students
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took a survey at the beginning and end of the school year that ranked them from
highly extrinsically motivated to highly intrinsically motivated. The study found that
those who are “primarily intrinsic” were more academically successful. They also
found that those who were “high-quantity” motivation (meaning all intrinsically
motivated) performed around the same as those who were “primarily extrinsic”. This
pattern is distinctly related to younger students. Corpus and Wormington note that in
older students the “high quantity” motivation resulted in more academic success.
Lemos and Verissimo (2014) also examined the connection between intrinsic
and extrinsic motivation in elementary age children and academic performance. They
found that intrinsic motivation enhances a student’s performance. They also noticed
that the older the elementary aged student became, the more extrinsic motivation
resulted in less academic success, even if the student did have some intrinsic
motivation.
Classroom Discipline
Classroom discipline is not a straightforward concept. The concept is even ill-
defined because it is prone to multiple and subjective interpretations (Espelage &
Lopes, 2013). The concept of classroom indiscipline (the opposite of classroom
discipline) seems more easily definable but is seldom used in the international
literature.
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Whether we discuss discipline or indiscipline, it is useful to approach these
concepts in the framework of the general task of classroom teaching. Classroom
teaching involves at least two different but intertwined features of a teacher’s
classroom action: the first feature has to do with the teacher’s behaviors to promote
cognitive changes (i.e., learning) in students; the second feature creates the
organizational conditions that allow learning to occur. Learning promotion is closely
related to: (1) the knowledge of subject matter and (2) how the teacher transmits the
subject matter to the students. This feature of teaching, as a whole, is usually known
as “instruction”. However, the way in which a teacher organizes the transmission of
content is usually labeled “didactics” (the part of pedagogy that addresses teaching
methods). Notably, students learn as individuals, not as a group, even if most
classroom teaching assumes a whole-group format. To fully understand the
importance of classroom order with regard to student learning, it is useful to
conceptualize classrooms as micro-organizations in which countless interactions
occur during a class session. Classrooms are crowded places that demand clear
rules, procedures and routines so that instruction can take place (Hochweber,
Hosenfeld & Klieme, 2014; Rogers & Mirra, 2014).
The use of verbal and non- verbal instruction is one of the techniques for
effective classroom management that can be adopted by teachers. According to
Good (2004), clear instruction on what should be done gives the students concrete
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direction to compliance. In this approach, teachers try to be consistent in enforcing
the verbal and non-verbal instruction so that it produces the desired results.
Maini (2011) evaluated the impact of a teacher training program in classroom
management with the aim of preventing off-task and disruptive student behavior in
the classroom in Canada. The result revealed significant increase in teachers’
confidence to manage student misbehavior and uses of rewards as an intervention
strategy. It was also found that student inattention and over activity decreased
significantly while on-task non-disruptive behavior and self-reliance were increased.
In another study, Jeloudar and Yunus (2011) found that Malaysian teachers’ discipline
strategies and their social intelligence were significantly related. The results showed
that teachers’ social intelligence was inversely related to punitive strategies and
positively related to discussion, recognition, involvement, and hinting strategies.
Elbla (2012) investigated the issue of corporal and verbal punishment as means of
disciplining students’ behavior in schools of Sudan. The findings revealed that
teachers use punitive strategies as a result of the stress and frustration they
themselves experience at school due to the fact that the school environment is poor
and lacking facilities; however, they are aware of the fact that punishment has
negative impact on their students’ behavior and personality. Students disapproved
their teachers’ punitive strategies and reported that “they have developed sense and
feelings of fear, frustration, aggression, low self-esteem, low confidence and lacked
motivation for learning as result of the continuous punishment” (p. 1656).

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Mitchell and Bradshaw (2013) investigated the relationship between
exclusionary discipline strategies and the use of positive behavior supports with
student ratings of school climate (i.e., fairness, order and discipline, student-teacher
relationship, and academic motivation) among American students. The results
showed that the use of exclusionary discipline strategies was inversely related to
order and discipline in the class, while greater use of classroom-based positive
behavior supports was related to higher order and discipline, fairness, and student-
teacher relationship. Although studies in mainstream education have underscored the
importance of management and discipline dimensions in the description of good
teachers and their role in encouraging learning (e.g., Riley, Lewis, & Brew, 2011), this
issue is still open to research in language education (Kang, 2013).
e. Significance of the Research
The result of this study, Effectiveness of Classroom Management
Techniques of Grade 6 teachers are used as an output in Classroom
Management. It will benefit the following:
To the students, this study will help them to develop their skills and ability to
manage their own behavior in classroom.
To the teacher, this study will be very beneficial to the grade six teachers and
especially to teachers who are still newbie in teaching profession.

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To the parent, as parent enrolled their children in this institution, comes with
self-assurance that their children are given more education that would make them a
functional in the society.
To the school administrators, this study will be use as output in classroom
management.
To the researcher, the result of this study will be very beneficial to the present
or the future researchers.
f. Statement of the Desired Outcomes
The research expects to assess Effectiveness of Classroom Management
Techniques of Grade Six Teachers. The data gathered is expected to provide an
output to the researcher in the formulation of classroom management guide for grade
six teachers. The result may be used as a basis for effectiveness of classroom
techniques and enhancement of classroom management, especially by the grade six
teachers.
g. Target Beneficiaries of Research Results
The researcher asked for permission and approval from the research adviser,
Dean of the College Education, Principal of the schools, advisers and asked for the
sincere cooperation of the respondent. Ensuring a health atmosphere during conduct

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of research. The target beneficiaries of the research results are students and
teachers.
The proposed research will involve human participants for the data needed.
The research is expected to share more knowledge about the effectiveness of
classroom management techniques of Grade 6 teachers.
This study is beneficial first and foremost to the field of education because it
will provide insights and output in classroom management
This research also aimed to help the student to develop their skills and ability
to manage their own behavior in classroom.
h. Definition of Terms
In order to have clear understanding of the different terms in the study, the
researcher defined the following terms used in the study.
Classroom consist of four walls where the students gathered and teacher
facilitators learning.
Classroom Management refers to the wide variety of skills and techniques
that teachers use to keep students organized, orderly, focused, attentive, on
task, and academically productive during a class.
Discipline is the actions teachers take in response to problem behavior.
Discipline is one component of Classroom management.

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Effective Teacher is the one who is able to bring about intended learning
outcomes.
Strategies are the general program of action, process of approach method
and techniques.
Techniques a way of carrying out a particular task, especially the execution or
performance of an artistic work or a scientific procedure.
i. Scope and Limitations of the Study
The respondents of this study are composed of Grade Six pupils.
In this research, the writer limits the problem that are going to be discussed.
This research deals only on the effectiveness of classroom management techniques
which are used by the Grade six teachers.
3. Description of Method or Approach
a. Research Design/Research Instrument/Data Gathering Procedures
According to Kothari (2004), research design is a plan, a roadmap and
blueprint strategy of investigation conceived so as to obtain answers to research
questions (Kothari, 2004), it is the heart of any study.

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The researcher used a descriptive survey method using the questionnaire as
the primary tool in data gathering to assess the effectiveness of classroom
management techniques.
Specifically, the research design is used to assess the demographic profile of
the respondents in terms of age, sex, and section. In addition, a quantitative method
is also used in order to dig deeper and explain the effectiveness of classroom
discipline in classroom management.
The researcher used the questionnaire to gathered the necessary data. The
first draft of the questionnaire will be submitted to the research adviser for revision
and approval. The questionnaire has four parts.
Part 1 of the questionnaire deals with the personal data of the respondents
stating the demographic profile of the respondents as to age, sex, and section.
Both part 2, 3 and 4 will be answered by the respondents using a 4 point Likert
Scale:
Where: 4- Always (A) 3- Sometimes (S) 2- Rarely (R) 1- Never (N)
In the data gathering, the researcher do the following procedures:
1. The researcher designed a tool/instrument for the research.
2. Presented to the research adviser for approval.

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3. Pretesting of the instrument for validation.
4. Presented letter of transmittal to the research adviser for approval. After the
approval, the researcher distribute the survey questionnaire to the respondents.
5. The data gathered by the researcher were tallied, analyzed and interpreted using
the appropriate statistical treatments. Presented by the researcher in this chapter.
b. Respondents/Subject of the Study
The respondents of this study are the Grade six elementary pupils. The
respondents were asked to answer a survey questionnaire prepared by the
researcher.
c. Sampling Design and Procedures
The study will be using simple random sampling, where everyone from the
group has the chance to be selected by the researcher. The respondents will be
chosen from the following criteria: they grade 6 students levels
d. Data Analysis Plan
To determine the demographic profile of the respondents, frequency and
percentage formula are used.

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Table 1
Demographic Profile of the Respondents
Research Question Statistical Method

The demographic profile of the respondents Percentage. The percentage is use to determine the
1.1 age; characteristics of the respondents and their
1.2 sex; and responses. The statistical formula is presented as:
1.3 section?
Where:
P = percentage
F = frequency
N = number of respondents
Effectiveness of Classroom Management Weighted Mean. It will be used in determining the

Techniques of Grade 6 teachers. final weight of each item in the questionnaire. The
formula is:
Where:
= weighted mean
= sum of the product of the frequency and the

weight
= number of respondents
To interpret the results on the level of implementation, the following will be
applied:
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Table 2
Classroom Mangement Techniques
Weighted Point Range of Score Description
4 3.26-4.00 Always
3 2.51-3.25 Sometimes
2 1.76-2.50 Rarely
1 1.00-1.75 Never
e. Research Paradigm/Conceptual Framework
INPUT
Students Respondents (age, sex, section)
Questionnaire
PROCESS
Giving the student respondents the survey instrument
Tallying the instrument from the respondents
Analyzing and Interpreting the findings

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OUTPUT
Data gathered regarding Classroom Management

Techniques
The researchers used the IPO or Input, Process, and Output Model for the
research paradigm to provide general structure and guide for the direction of the
study.
For the input, the following data are needed student respondents and survey
questionnaire. For the process of the study the researcher give the respondents the
survey instrument. The data gathered by the researcher are tallied, analyzed and
interpreted using the appropriate statistical treatments. Presented by the researcher
in this chapter. The result of this study are used as an output in Classroom
Management.
4. Results and Discussion
This chapter presents a comprehensive illustration,analysis and interpretation
of the data gathered. This is divided into three parts:

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Part I. Demographic Profile of the Respondents
Table 3
Distribution of the Respondents in terms of their Demographic Profile
Pupils (n=50)
Profile Details Frequency Percentage
10-11 years old 36 72

Age 12-13 years old 14 28
Total 50 100
Male 27 54
Sex Female 23 46
Total 50 100
Adelfa 32 64
Section Hierbabuena 18 36
Total 50 100
Table 3 shows the demographic profile of the respondents according to age,
sex, and section. There is a total 50 respondents who answered the survey
questionnaire. In terms of age, 72% of the respondents with the frequency of 36 is 10
to 11 years old, while the 28% of the respondents with the frequency of 14 is 12 to 13
years old. A child at this age is beginning the process of developing a beautiful
personality, and full of knowledge and a healthy education. As illustrated by the table,
Male respondents had 54% with the frequency of 27, while female respondents had
46% with the frequency of 23 a total of 100% it proves that majority of the
respondents are males. There are two sections adelfa and hierbabuena of a class,
consisting of 32 and 18 students respectively.

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Part II. Classroom Management Techniques
Table 4
Classroom Management Techniques
Statement WAM Verbal Interpretation Rank
1. My teacher gives rewards (ballpen, paper, sticker). 2.00 Rarely 9
2. My teacher praises students for good performance. 3.28 Always 4
3. My teacher makes home visit. 1.64 Never 10
4. My teacher checks attendance in the classroom. 3.52 Always 1
5. My teacher implements rules and regulation strictly. 3.36 Always 2
6. My teacher has a positive attitude on a daily basis. 3.18 Sometimes 5
7. My teacher maintains cleanliness and orderliness in our 3.06 Sometimes 6

classroom.
8. My teacher use visual aids in lesson presentation. 3.34 Always 3
9. My teacher has proper rewards and punishments in every 2.26 Rarely 8

situation.
10. My teacher sends a student to guidance office for misbehavior. 2.78 Sometimes 7
Total 2.84 SOMETIMES
Legend:
4 3.26 - 4.00 Always (A) 3 2.51 - 3.25 Sometimes (S)
2 1.76 - 2.50 Rarely (R) 1 1.00 - 1.75 Never (N)
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Table 4 shows the classroom management techniques of grade 6 teachers,
“My teacher checks attendance in the classroom”, got the highest weighted mean of
3.52 with the verbal interpretation of “always” and has the number one rank among
the statements. The fifth statement “ My teacher implements rules and regulations
strictly” got the highest weighted mean of 3.36 with the verbal interpretation of
“always”. On the other hand, the eight statement “ My teacher use visual aids in
lesson presentation of “always”. Classroom Management Techniques has an overall
weighted mean of 2.84 with the verbal interpretation of “sometimes”.
According to Nicholas (2007), this includes creating organized and orderly
classroom, establishing expectations, inducing students’ cooperation in learning
tasks, and dealing with the procedural demands of the classroom.
In order to be successful/effective manager always apply Classroom
management techniques.
Part III. Effectiveness of Classroom Management Techniques
Table 5
Effectiveness of Classroom Management Techniques
Statement WAM Verbal Rank

Interpretation
1. I respect my teacher, classmates and other people. Always 6

3.52
2. I listen carefully and cooperate to my teacher. Always 3.5

3.66
3. I feel comfortable in our classroom. Always 7

3.46
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4. I follow the rules and regulations in the classroom. Always 3.5

3.66
5. I pay attention during the class. Always 5

3.62
6. I am treated the same as other students in the class. Always 1.5

3.72
7. I receive rewards for my good behavior. Sometimes 10

2.74
8. I learn to manage my own behavior. Always 9

3.38
9. I apology to those I offended. Always 8

3.42
10. I understand why discipline is important. Always 1.5

3.72
Total ALWAYS
3.49
Legend:
2 1.76 - 2.50 Rarely (R) 1 1.00 - 1.75 Never (N)
Table 5 shows the effectiveness of classroom management techniques, The
last statement “I understand why discipline is important ” and six statement “ I am
treated the same as other students in the class ”, got the same highest weighted
mean of 3.72 with the verbal interpretation of “always”. On the other hand, fourth and
second statement got the same highest weighted mean of 3.66 with the verbal
interpretation of “always”. Rank 3 “ I pay attention during the class got the highest
weighted mean of 3.62 with the verbal interpretation of “always” has the number five
rank among the statement. Effectiveness of classroom management techniques has
an overall weighted mean of 3.49 with a verbal interpretation of “always”.

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Pandey (2006), classroom management is not a gift bestowed upon some
teachers. While it is true that some teachers adapt to classroom management easily,
making it felt by their colleagues as if they posses some innate talents. Classroom
management is a skill that can be acquired like any other profession. It is a skill that
must be practiced to achieve proficiency. Classroom management thus requires
specific skills such as planning organizing, as well as an aptitude for team work. It
requires a great deal of commitment, initiatives, teachers’ willingness to adjust,
creative thinking and actions (Abel, 2011).
Discipline is important part of classroom management technique because
without discipline, learning cannot be accomplish. The goal of discipline is to ensure
each students receives the most from their education.
Part IV. Types of Discipline Used in the Classroom
Table 6
Types of Discipline that used in the Classroom
Statement WAM Verbal Rank

Interpretation
1. Teacher sends students to guidance office for aggressive and 2.14 Rarely 7
disruptive behavior.
2. Teacher gives punishment when misbehavior occur. Rarely 6

2.34
3. Teacher uses non-verbal technique (like eyes to tell the Rarely 5

students to pay attention). 2.44
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4. Teacher assigns a person to write the name of noisy. Always 1

3.56
5. Teacher gives rewards for good behavior. Sometimes 4

2.88
6. Teacher uses firm tone of voice. Sometimes 3

3.06
7. Teacher implements classroom rules fairly. Sometimes 2

3.07
Total SOMETIMES
2.78
Legend:
2 1.76 - 2.50 Rarely (R) 1 1.00 - 1.75 Never (N)
Table 6 shows the types of discipline used in the classroom, “Teacher
implements classroom rules fairly”, received the highest weighted mean of 3.56 with
the verbal interpretation of “ sometimes”. On the other hand, the fourth statement
“Teacher assigns a person to write the noisy”, got the highest weighed mean of 3.07
with the verbal interpretation of “always”. “Teacher uses firm tone of voice”, got the
highest weighted mean of 3.06 with the verbal interpretation of “sometimes” and has
the number three rank among the statements. The perceptions of the students
related to discipline has an overall weighted mean of 2.78 with the verbal
interpretation of “sometimes”.
Delegation of authority to learners is still another technique of effective
classroom management where the teacher delegates his/her authority to deserving
students and assign them duties such as cleaning chalk board, time keeping,
controlling noisemakers, managing learning materials, collecting assignment from
students, copying lesson notes on the chalk board, class representatives on behalf of
the class (Nima, 2004). These contribute a great deal to making the classroom a
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conducive place since cooperation between students and teachers in the classroom
is fostered.
The use of verbal and non- verbal instruction is one of the techniques for
effective classroom management that can be adopted by teachers. According to
Good (2004), clear instruction on what should be done gives the students concrete
direction to compliance. In this approach, teachers try to be consistent in enforcing
the verbal and non-verbal instruction so that it produces the desired results.
5. Conclusions
Based on the research findings, the following conclusions are drawn.
1. Majority of the respondents are males with the age bracket of 10 to 13 years old.
6. Recommendations
Based on the conclusions, the following recommendation are derived.
To the students,
Follow the positively stated rules, be a good model to your classmates.
Respect your teacher and other people.
To the Administrator,
Provide training program/seminars that will help the teachers to enhance their
classroom management technique and their managerial skills to be an effective
classroom manager.
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Give the teachers an opportunity to grow in terms of classroom management
techniques, class routine and disciplinary approach.
To the Teachers,
Before you can enforce rules and norms, you have to establish your expectations.
Set an appropriate rules and offer praise for the students improves academic
performance.
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7. References
Corpus, J. & Wormington, S. (2014). Profiles of intrinsic and extrinsic motivations in
elementary school: A longitudinal analysis. The Journal of Experimental
Education, 82(4), 480-501.
Good, H. P. (2004). Teachers’ Directives and Students’ Compliance. New York:
Willey.
Kohn, A. (1996). Beyond discipline: From compliance to community. Alexandria, VA:
Association for Supervision and Curriculum Development.
Hill, W.F. (2002). Learning: A survey of psychological interpretations. 7th ed. Boston:
Allyn & Bacon
Hochweber, J., Hosenfeld, I., & Klieme, E. (2014). Classroom composition,
classroom management, and the relationship between student attributes and
grades. Journal of Educational Psychology, 106(1), p 289-300.

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Lemos, M., & Verissimo, L. (2014). The relationship between intrinsic motivation,
extrinsic motivation, and achievement, along elementary school. Procedia-
Social and Behavioral Sciences, 112, p 930-938.
Mitchell, M. M., & Bradshaw, C. P. (2013). Examining classroom influences on
student perceptions of school climate: The role of classroom management and
exclusionary discipline strategies. Journal of School Psychology, 51(5), 599-
610.
Pandey, L. P. (2006). The Rudiments of Classroom Management. Lagos: Ikeli
Printing Press, Nigeria. Ubom, U. O. (2008).
Postholm, M. (2013). Classroom management: What does research tell us?
European Educational Research Journal 12(3), p 389-402.
Riley, P., Lewis, R. & Brew, C. (2010). Why did you do that? Teachers explain the use
of legal aggression in the classroom. Teaching and Teacher Education, 26(4),
957-964. Retrieved from: http://dx.doi.org/10.1016/j.tate.2009.10.037.
Roache, J. &Lewis, R (2011). Teachers’ views on the impact of classroom
management on student responsibility. Australian Journal of Education, 55(2),
132-146. Retrieved from https://dx.doi.org/10.1177/000494411105500204

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Stokes, T.F., & Baer, DM (1977). An implicit technology of generalization Journal of
Applied Behavior Analysis, 10, 349-367.
Wubbles, T. (2011) An international perspective on classroom management; What
should prospective teachers learn? Teaching Education, 22(2), 113-131.

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8. Major Final Output

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Appendices
a. Curriculum Vitae of the Researcher
CURRICULUM VITAE
JEANNY MAY BECO
Brgy, Isabang, Tayabas City

09995740072
beco.j@yahoo.com
PERSONAL INFORMATION
NICKNAME: Jean/Jeanny
AGE: 21
BIRTHDATE: September 21, 1998
HEIGHT: 5’6
NATIONALITY: Filipino
RELIGION: Catholic
GENDER: Female
CIVIL STATUS: Single
BIRTHPLACE: Guinayangan, Quezon
WEIGHT: 45
EDUCATIONAL BACKGROUND
Tertiary
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Manuel S. Enverga University Foundation
Site, Lucena City
Bachelor in Secondary Education Major in Science
June 2015 to 2020
Secondary
Nabangka National High School
Guinayangan, Quezon
June 2011 to April 2014
Primary
Nabangka Elementary School
Guinayangan, Quezon
June 2005 to April 2010
SEMINARS AND OTHER EVENTS ATTENDED
 Achievers’ Award (High School Level)
 National Certificate II in Housekeeping
ACHIEVEMENTS
 Continuing Professional Development Seminar 2018 “Work Attitudes and Values

Enhancement Seminar”
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Gymnasium, MSEUF, Lucena City

November 14, 2018
 Quantitative Data Analysis: A Thesis Preparation Seminar For Undergraduate
Students
AEC Little Theater, MSEUF Lucena City
April 23, 2019
 11th Student Research Congress 2019 “ Research and Fire (4th Industrial
Revolution)
AEC Little Theater, MSEUF Lucena City

May 17, 2019
 HOUSEKEEPING NCII “MANAGE INTOXICATED GUESTS”
Dona Rosario CITHM Building, MSEUF, Lucena City

June 13, 2019
 HOUSEKEEPING NCII “PROVIDE HOUSEKEEPING SERVICES TO GUESTS”

June 15, 2019
 HOUSEKEEPING NCII “ Provide Valet and Butler Service”

June 15, 2019
 HOUSEKEEPING NCII “ Laundry Linen and Guest Clothes”

June 22, 2019
 HOUSEKKEPING NCII “Clean Public Areas, Facilities and Equipment”

June 29, 2019
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 HOUSEKEEPING NCII “CES Program of the College of International Hospitality

and Tourism”
EMRC Main , MSEUF, Lucena City

July 20,2019
b. Research Instruments
QUESTIONNAIRE
Dear Respondents,
The purpose of this questionnaire is to determine the Effectiveness of

Classroom Management Techniques of Grade 6 Teachers in Elvira Razon Aranilla
Elementary School.
In this regard, I would like to seek help from you by answering the survey
questionnaire. Your responses will be treated with the utmost confidentiality and will
be used only for academic research purposes. I appreciate your time and willingness
to contribute in my research study.
Thank you.
Sincerely yours,
Jeanny May Beco
Researcher
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Part I. Demographic Profile of the Respondents

Directions: Put a check ( / ) on the column that corresponds to your answer.
Age: ( ) 10-11 years old

( ) 12-13 years old
( ) 14 years old and above
Sex: ( ) Female ( ) Male
Section: ( ) Adelfa
( ) Acapulco
( ) Lagundi
( ) Hierbabuena
Part II. Classroom Management Techniques

Directions: Put a check ( / ) on the column that corresponds to your answer. Use the
following scale.
4 - Always (A) 3 - Sometimes (S) 2 - Rarely (R) 1 - Never (N)
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No. Statement 1 2 3 4
(N) (R) (S) (A)
My teacher gives rewards ( ballpen, paper, sticker ).
1.
My teacher praises students for good performance.
2.
My teacher makes home visit.
3.
My teacher checks attendance in the classroom.
4.
My teacher implements rules and regulation strictly.
5.
My teacher has a positive attitude on a daily basis.
6.
My teacher maintains cleanliness and orderliness in our
7.
classroom.
My teacher use visual aids in lesson presentation.
8.
My teacher has proper rewards and punishments in every
9.
situation.
My teacher sends a student to guidance office for
10. misbehavior.
Part III. Effectiveness of Classroom Management Techniques

following scale.
4- Always (A) 3 - Sometimes (S) 2 - Rarely (R) 1 - Never (N)
(N) (R) (S) (A)
I respect my teacher, classmates and other people.
1.
I listen carefully and cooperate to my teacher.

2.
3. I feel comfortable in our classroom.

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I follow the rules and regulations in the classroom.

4.
5. I pay attention during the class.

I am treated the same as other students in the class.
6.
7. I receive rewards for my good behavior.
8. I learn to manage my own behavior.
9. I apology to those I offended.
10. I understand why discipline is important.
Part IV. Types of Discipline used in the Classroom

following scale.
4- Always (A) 3 - Sometimes (S) 2 - Rarely (R) 1 - Never (N)
(N) (R) (S) (A)
Teacher sends students to guidance office for
1. aggressive and disruptive behavior.
Teacher gives punishment when misbehavior occur.
2.
Teacher uses non-verbal technique (like eyes to tell the
3. students to pay attention).
Teacher assigns a person to write the name of noisy.
4.
5. Teacher gives rewards for good behavior.

6. Teacher uses firm tone of voice.
Teacher implements classroom rules fairly.
7.
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c. Informed Consent Form
d. Transmittal Letter
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Document Code: DCAVRKMI-F-URFR

MANUEL S. ENVERGA UNIVERSITY FOUNDATION

EFFECTIVENESS OF CLASSROOM MANAGEMENT TECHNIQUES OF GRADE 6

Presented to the Faculty of the College of Education

Manuel S. Enverga University Foundation

In Partial Fulfillment of the Requirements

for the Degree Bachelor of Elementary Education

JEANNY MAY BECO

This thesis here to entitled:

EFFECTIVENESS OF CLASSROOM MANAGEMENT TECHNIQUES OF GRADE 6

prepared and submitted by JEANNY MAY BECO in partial fulfillment of the

Approved by the Committee on Oral Examination with a rating of ____________

DIVINIA J. GLIFONEA, Ed.D ROGEL L. LIMPIADA, DEM

JOSELINA T. BAYLONGO, Ed.D

JOSELINA T. BAYLONGO, Ed.D

List of Figures and Tables 5

a. Rationale of the Research 9

3. Description of Method or Approach 25

a. Research Design/Research Instrument/Data Gathering

4. Results and Discussion 29

8. Major Final Output 39

A. Curriculum Vitae of the Researcher 40

List of Figures and Tables

Figure Title Page

1 Conceptual Framework of the Study 26

Table Title Page

1 Data Analysis of Demographic Profile of the Respondents 26

2 Data Analysis of Classroom Management Techniques 27

3 Distribution of the Respondents in Terms of Their Demographic

4 Classroom Management Techniques 29

5 Effectiveness of Classroom Management Techniques 31

6 Types of Discipline Used in the Classroom 33

The researcher would like to extend her heartfelt gratitude and

would like to extend her profound gratitude to the following:

everything would be impossible.

To my Family as my inspirations, friends for their love, support and

To my research Adviser, Mr. Dexter S. Villamin, for the guidance,

suggestions, support, and encouragement to finish this study.

To the members of the Panel headed by Dr. Divinia J. Glifonea, Dr.

suggestions for the improvement of this study.

To the research instrument validators, headed by Ms. Micaela J.

comments and suggestions in the development of the research instrument.

To the Principal and Teachers of the school that allowing me to conduct

Research Title: Effectiveness of Classroom Management Techniques of

Name of Researcher : Jeanny May Beco

This study aims to determine the effectiveness of classroom management

questionnaire as the primary tool in data gathering to assess the effectiveness of

classroom management techniques. The Grade 6 pupils-respondents are divided into

of a class, consisting of 32 and 18 students respectively. The researcher divided the

survey questionnaire into 4 parts, demographic profile of the respondents in terms of

age, sex, and section, Classroom Management techniques, Effectiveness of

classroom management techniques, and Types of discipline used in the classroom.

In the data gathered by the researcher, effective teachers should also

act as effective classroom managers.

a. Rationale of the Research

This study aims to determine the effectiveness of classroom management

techniques of Grade 6 Teachers. The issue of discipline in the classroom continues to

surface as one of the most challenging problems in education today. Today’s

Discipline is a key component to effective classroom management. Discipline refers

to the actions teachers take response to problem behavior. As a teacher it is very

necessary to your classroom to have discipline and strategies to control your

student’s actions, habits, attitude and their behavior in classroom.

Effective classroom management generally based on the principle of