CLASSROOM MANAGEMENT TECHNIQUES 1

CHAPTER I
THE PROBLEM AND ITS BACKGROUND

Introduction
Classroom management plays a vital role in the teaching and learning

process. According to Dr. Sheryl Reinisch, Dean of the College of Education at

Concordia University-Portland (2010), studies indicate that high-quality

classroom environments help children feel safe, secured, and valued. As a result,

self-esteem increases and students are motivated to engage in the learning

process. Classroom management is a term used to describe the process of

teaching in a disciplined manner, which allows students to learn and gain

knowledge on certain topics in a calm environment. The term also incorporates

the various techniques used to prevent disruptive behavior in classrooms as well

as the methods used to motivate students.

A teacher’s classroom-management system communicates information about

the teacher’s beliefs on content and the learning process. It also represents the

kinds of instruction that will take place in a particular classroom. A classroom in

which the teacher is completely responsible to guide the students’ actions by

encouraging and teaching them to be responsible for their own behaviors. The

nature of classroom management and classroom instruction is especially easy to

be seen and understood from a student perspective. Students have at least two

cognitive demands on them at all times: academic task demands which is

understanding and working with content and also social task demands by

interacting with others concerning that content. This means that students must try
CLASSROOM MANAGEMENT TECHNIQUES 2

to understand the content and find appropriate and effective ways to participate

in order to demonstrate that understanding to the teacher and the whole class.

The teacher must facilitate the learning of these academic and social tasks.

Therefore, the students’ perspective on the need to be successful, management

and instruction cannot be separated.

Classroom management systems are effective because they increase student

success by creating an orderly learning environment that enhances students'

academic skills and competencies, as well as their social and emotional

development. A classroom management can enhance the effectivity of teaching

of every teachers. A disorganized classroom without routines and expectations

makes it difficult for the teacher to do her job. Students would not know what to

do, so they might get off task or cause disruptions. When the teacher is

constantly redirecting students or handling behavior problems, she loses crucial

teaching time. Classroom management strategies help create an organized

classroom environment that's conducive to teaching and learning students know

the expectations in different types of learning situations. For example students

would know that when working in small groups, they talk in quiet voices and take

turns talking. They might each have a specific job within the group.

Background of the Study

Students’ behavior and discipline is very important for students. They will not

be well educated without discipline. Without learning and the following discipline
CLASSROOM MANAGEMENT TECHNIQUES 3

in school life can cost students later in their career. In school education discipline

is a set of rules and regulations that remind us of the proper code of behavior.

Discipline is ever more important during school life.

Teachers can use a variety of discipline techniques, including punishment,

reinforcement, assertive discipline and discipline with rewards. A combination of

negative consequences for inappropriate behavior and positive consequences for

positive behavior is recommended by many scientists, as it prevents disruptive

behavior, while rewarding and motivating appropriate behavior. The disciplines

that city henyo possess are the following; Preventative Discipline Teachers

with effective classroom management strategies establish expectations,

guidelines and rules for behavior during the first few days of class.

Clearly explaining expectations is an essential component to

preventative discipline is distinct; Supportive discipline is distinct from

punishment in that it provides students with suggestions and options for

correcting a behavior before a consequence is necessary. Teacher

qualifications and behaviors affect student achievement and behaviors. Student

achievement can be regarded as the most important output of education.

Tanauan City Integrated High School was considered as the setting of the

study. The researchers wants to discover the effects of teacher's classroom

management practices towards the behavior and performance, students of

Grade 8 level serve as the respondents in this study.

The purpose this study is to identify the techniques that will help the students

to have an excellent performance in their field. Tanauan City Integrated High

CLASSROOM MANAGEMENT TECHNIQUES 4

School is government property which has more than 3000 population of the

students.

Statement of the Problem

This study aims to determine the relationship between the effectiveness of

classroom management to the behaviour and performance of Grade 8 students

in Tanauan City Integrated High School. Specifically, it aims to answer the

following questions.

1. What are the classroom management techniques applied by the teacher?

2. What are the effects of classroom management techniques to the students?

2.1. Behavior

2.2. Performance

3. Is there a significant relationship between the classroom techniques to the

behaviour and academic performance of the students?

Null Hypothesis

There is no significant relationship between the impact of classroom

management techniques and the behaviour of the grade 8 students.

Conceptual Framework

This Input Output model will explain the flow of this study made to determine

the classroom techniques applied by the teacher of Tanauan City Integrated High

School to manage their students especially the Grade 8 students.

CLASSROOM MANAGEMENT TECHNIQUES 5

INPUT THROUGHPUT OUTPUT

1. Determining
the classroom
techniques Significant
applied by the relationship
teachers in between the
Tanauan City classroom
Gathering of
Integrated High management
Data through
School. techniques
the use of
applied by the
2. Classroom checklist
teacher and
technique survey
students
affect the questionnaire
behavior as
students in well as
terms of students
performance.
A. Behavior
B.Performance

CLASSROOM MANAGEMENT TECHNIQUE:

IMPACT TO THE STUDENTS BEHAVIOR AND
ACADEMIC PERFORMANCE

Figure 1. Research Paradigm

Figure 1 shows the research paradigm of the study which utilized the IPO

model.

As reflected in the input box, this research will determine the classroom

techniques applied by the teachers and how it affect to the behavior and

performance of grade 8 students.

The second box presents the throughput that the researchers will gather data

through the use of a checklist survey questionnaire. Following these assessment,

CLASSROOM MANAGEMENT TECHNIQUES 6

the researchers will know the significant relationship between the classroom

management techniques applied by the teacher and student’s behavior as well

as students’ performance.

Theoretical Framework

In order for an educator to create a successful classroom environment, it is

important to utilize a classroom management technique that supports student

learning in alignment with personal teaching pedagogies.

The Goal Centered Theory (GCT) by Rudolf Dreikuare is related to present

study because it both deals with classroom management. The study focuses on

the teacher’s ability to find the explanation behind a student’s motivation to

misbehave and find alternative ways to meet their needs in accordance with the

teachers' management techniques (Lyons, Ford and Slee, 2014). This theory

believed that students’ behavior is highly influenced by their needs, values,

beliefs and goals in alignment with the classroom environment.

Dreikur’s emphasized the importance of social equality and how a sense of

belonging could alter a student’s long and short term goals. Thus, this Theory is

heavily reliant on student’s acceptance within a social group and the educator’s

ability to facilitate a supportive classroom environment. The positive aspect of

this theory is the educators who have the ability to improve student’s behavior

and change their perceptions of situations by determining which of the four

mistaken goals of behavior is driving their motivation to misbehave (Bear, 2009).

CLASSROOM MANAGEMENT TECHNIQUES 7

Furthermore, another strength of GCT is the concept of meeting the

student’s needs through the use of encouragement and minimizing

discouragement. Creating a classroom environment where the students are

encouraged through positive discipline, students are more likely to feel supported

throughout their academic journey. This theory helps the researchers to have the

knowledge about classroom management.

Significance of the Study

This study is undertaken to find out the classroom management techniques

rendered by the teachers in Tanauan City Integrated High School and to

measure its effectiveness through the behaviors of the grade 8 students.

This study would benefit the specific audience from its findings:

Teachers. This could help them to provide more knowledge in handling the

behavioral challenges of their student. Also, they would be provided with different

methods that would help them in addressing their student’s behavior.

Students. This study may serve as a guide for the students to discover their

potential in their own fields. It is also helpful for them to learn how to improve and

develop their possessed abilities and skills.

Parents. This study is helpful to the parents of grade 8 students. It would help

them ensure that their children are given quality educations that they deserve by

providing an environment conducive to learning.

Future researchers. The outcome of the study is beneficial to the future

researchers. This study may be one of the basis that a new theory in learning will
CLASSROOM MANAGEMENT TECHNIQUES 8

arise. The findings, conclusions and recommendations of this study may serve as

basis in their arising study.

DepEd Administrators. They can create plans in developing the actions and

ideas on the enhancement of classroom management skills of teachers.

Scope and Limitations

The main thrust of the study is to find out the classroom management

techniques applied by the grade 8 teacher and how it affect to the respondents

which are the classroom officers in grade 8 students of Tanauan City Integrated

High School. It will asses the impact of classroom management techniques

towards the behavior of the students. Also to know the preferred strategies that

the teachers execute in the classroom. The study involves the grade 8 students

and teachers of Tanauan City

Integrated High School, SY 2019-2020.

Definition of Terms

For the transparency and comprehensive understanding of the study, the

following terms are used.

Behavior. This refers to the way a person acts or behave.

Classroom. This refers to a room where classes are taught in a school, college

or university.

Effective. This refers to the expected outcome having an intended effect.

Management. This refers to act or process of deciding how to use something.

CLASSROOM MANAGEMENT TECHNIQUES 9

Performance. This refers to activity that a person or group act of doing a job.

Techniques. This refers to a way of doing something by using special

knowledge or skills.
CLASSROOM MANAGEMENT TECHNIQUES 10

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the literature and studies which are relevant to the

study regarding to the impact of classroom management to the behavior and

performance of grade 8 students. The literature and studies provided the

necessary information in conceptualizing this study.

Related Literature

Foreign Literature

According to Adeyemo S. A. (2012), “Good classroom management can

help to ensure protection of students from physical attacks by other students,

dangerous environmental conditions such as playing around electrical

equipment, and from psychological abuse from peers or adults” (p. 374). The

author further concluded that effective classroom management skills or

techniques have strong and positive influence on student achievement in

physics.

Fives and Looney (2009) suggested that, like a personal sense of efficacy,

collective-efficacy beliefs for groups can have an effect on their “goal setting,

motivation, effort and persistence with challenging tasks or situations” (p. 183).

Classroom management (Dârjan, 2012). Consequently, a teacher with

high self-efficacy will likely allow more independent students’ behaviors in the

classroom. Instead, a teacher with low self-efficacy will likely try to strengthen
CLASSROOM MANAGEMENT TECHNIQUES 11

control over the students, limiting their actions. These teachers seem to hold a

more humanistic perspective about behavior management and seem to

attribute less negative consequences for students’ disruptive behaviors.

Usually, teachers with high self-efficacy are also more effective in both

classroom management and classroom instruction.

The teachers who assume a less humanistic approach, using more

negative consequences for students’ misbehavior (Khani & Mizaee, 2015).

Britt Postholm (2013), the article reviews studies that focus on classroom

management. The aim of classroom management is twofold. The first is to

establish a quiet and calm environment in the classroom so that the pupils can

take part in meaningful learning in a subject. The second aim is that classroom

management contributes to the pupils' social and moral development. During an

early phase, classroom management focused on pupil behavior and discipline,

and was rooted in a behaviorist understanding. This article shows that classroom

management is now more about understanding the class as a social system. The

findings show that several factors and conditions influence classroom

management: the self-understanding of teachers and their mindfulness, the

multicultural classroom, behavior management, lack of knowledge on classroom

management, knowledge of physical and social context, rules, relations and

commitment, person-centered versus teacher-centered classroom management,

an ecological perspective on classroom management and classroom

management in connection with motivation and learning. The review article

states that classroom management is just as much about managing learning

CLASSROOM MANAGEMENT TECHNIQUES 12

processes when an activity is taking place as it is about creating peace and quiet

so pupils can get down to work.

Local Literature

According to Casino (2010), behavior is what a man does, what he thinks,

feels or believes. It is the mirror of what really are as a person. It is the proof of

our works, words and emotions. There are two types of behavior namely positive

and negative behaviors. Positive behaviors include exceptional work ethic,

excellent manners, class leader, classroom helper, positive role model, excellent

academic student, shows great concern for school, and involved in school

activities.

According to Philippine Education system (2017) they focused much of its

protection and education work on physical and psychological punishment in and

around schools. Singling out punishment issues from its context of effective

teaching and classroom management may have resulted in less impact than

expected. Department of Education and teachers struggled with the "imposed"

ads on such as “positive discipline” inclusive education child friendly, school

peace and human right education and others, to their already overloaded

programs.

According to Etheridge (2010), these tough years are shown in estimation

indicating roughly 30% of teachers abandon the profession after three years and

nearly 50% of teachers leave within the first five years of entering a teaching
CLASSROOM MANAGEMENT TECHNIQUES 13

career. Due to the changes in teaching and learning, schools are dealing with

and seeing more discipline and classroom management issues.

According to Generale,( 2009), Teachers should not only take care of

classroom routine factors but has to maintain good discipline in his classes to

achieve good classroom management. He should provide wholesome climate in

the classroom conducive to learning. He should see to it that ordered is

manifested in the classroom.

According to Siebert, Cathy J. (2009.) Classroom management issues

consistently surface as a prevailing concern for novice teachers. Yet when

classroom management is incorporated into university teacher education

undergraduate courses, it is often perceived as too theoretical or disconnected

from the "real world" of classrooms. Embedding attention to classroom

management issues in field-based experiences, such as student teaching, may

be an optimal time to address preservice teachers' perceived needs in this area

of learning to teach. This article describes a Professional Development School

initiative that drew on expertise and resources available through the local chapter

of the professional organization (union). Through collaboration and the

leveraging of resources, initiatives such as this one provides rich avenues for

enhancing the learning of preservice teachers.

CLASSROOM MANAGEMENT TECHNIQUES 14

Related Studies

Foreign Studies

The study is related to the present study because it both deals on the

teachers’ classroom management. They used the same survey that was used in

to previous article. Instead of just surveying the US, they also surveyed Athens,

Greece. They asked teachers about their management strategies and what they

found to be most effective. For the most part, the two cultures had very similar

answers and similar demographics. In Greece, corporal punishment is still

prominent, so there was a higher amount of occurrences in Greece than the US.

Although there was still a shocking amount of corporal punishment in the US,

even though there is no evidence showing it is an effective strategy. They found

the teachers prefer proactive management and find it to be more effective. They

also deduced that teachers who take preventative measure tend to be less

stressed due to less disruptive behaviour. It is then inferred that there will less

chance for teacher burn out because disruptive students are a leading cause for

burning out. (Akin-Little et al., 2009).

Different studies of management were focused primarily in five areas of

concern. These are the management of time, instruction, classroom environment,

relation and discipline. A study of Sanchez (2009) with the title “Classroom

Management Approaches: A Basis for an Intervention Program” revealed that

teachers use different strategies in handling student’s behavior. He also identified

its strengths and weaknesses and recommended an intervention program

regarding it.
CLASSROOM MANAGEMENT TECHNIQUES 15

Brannon (2010) explored the relationship between student academic

success and classroom management beliefs on fifth grade English language arts

and math scores. Brannon used the Attitudes and Beliefs on Classroom Control

(ABCC) Inventory-R to identify teachers as interventionist, noninterventionist, and

interactionalist, so that “the lower survey score results in a less controlling

(noninterventionist) ideology, and the higher survey score results in a more

controlling (interventionist) ideology” (p. 48). ELA and math achievement were

assessed using the California Standards Test (CST) database. For the forty-one

fifth grade teachers who participated, Brannon found that ELA and math scores

were did significantly differ by group for 4th grade students, but cautioned, “It is

important to note that the means are higher for ELA for noninterventionist,

teachers with a less controlling ideology, while for Math, there was a higher mean

for Internationalist teachers that mix both controlling and noncontrolling

ideologies.”

Aliakbari, M., & Sadeghi, A. (2014), Iranian teachers’ perceptions of

teacher leader investigated Iranian teachers’ perceptions of teacher leadership

practices in schools. Their findings maintained teachers’ age, gender, and years

of teaching experience did not appear as significant factors in teachers’

perception of teacher leadership practices.

Aliakbari, M., & Darabi, R. (2013), on the relationship between efficacy of

classroom management, transformational leadership style, and teachers’

personality. Procedia—Social and Behavioral Science explored the relationship

between efficacy of classroom management, transformational leadership style,

CLASSROOM MANAGEMENT TECHNIQUES 16

and teachers’ personality. They reported a positive relationship between

transformational leadership style, personality factors, and efficacy of the

classroom management. Results indicated a weak, but significant, relationship

between efficacy of class management and teachers’ Extraversion, Openness,

and Neuroticism personality factors. Likewise, a significant relationship between

teachers’ education level and classroom management efficacy was reported.

Local Studies

"Success and Near misses; Preservice Teacher's use, confidence and

success in various classroom management strategies "(Reupert &Woodlock,

2010), was a Canadian study that was meant to improve educational program. In

this study they survey students at the end of student teaching and another group

of students the semester before student teaching. They attempt to understand

the strategies for management that the teacher’s candidate uses or planned to

use. Throughout the article they ascertain that many successful students use a

blend of proactive management and initial corrective strategies. While it was

decided that proactive management was the best option due to more active

learning and increase of student’s enjoyment, initial corrective strategies was

also somewhat successful. It was seen by the end of student teaching semester

teachers were directing their management towards preventative strategies.

Dodge, Rudick and Colker (2009) mention that learning environment, the

use and organization of the space in the classroom, the daily schedule and

routines and the social and emotional atmosphere meet students’ developmental

needs. They make students feel safe and comfortable and have a feeling of
CLASSROOM MANAGEMENT TECHNIQUES 17

belongingness. As a result they are helped to become independent and confident

learners.

Martin, N. K., & Sass, D. A. (2010), considered classroom management an

umbrella term for teachers’ actions to manage class, students’ behavior and their

learning. These actions encompass works like establishing order, dealing with

misbehavior, offering appropriate instruction, and taking care of students’

emotional and cognitive needs.

Kane, Taylor, Tyler and Wooten (2011) discussed that student

achievement is impacted by teachers’ practices. A teacher’s effectiveness is

directly related to the academic achievement of his or her students.

Freiburg and Lamb (2009) mentioned that when students are given

opportunities to exhibit responsibility, they become connected to the classroom

environment. This connection also allows students to become invested in making

the teaching and learning relationship work. When students are able to find their

purpose within the classroom, they can see themselves as learners and the door

to academic.

Teachers and students begin establishing a classroom management

system on the first day of school. An effective management system must be

followed consistently throughout the school year. Consistency Management and

Cooperative Discipline (CMCD) “is an instructional and classroom management

program that provides teachers, administrators, students, and school staff with

the tools needed to build community and organizational capacity within their
CLASSROOM MANAGEMENT TECHNIQUES 18

schools” (Jerome-Freiberg, Huzinec, & Templeton, 2009, p. 64). This

management program creates a student-centered classroom and school by

giving students responsibility for their actions, which promotes active learning.

According to Jerome-Freiberg et al. (2009), often times management programs

focus on discipline after the issue, instead of prevention. Schools and classrooms

who apply CMCD, "create fair, consistent, and engaging instruction with

predictable daily classroom routines in which students are active participants"

(Jerome-Freiberg et a.,2009, p. 65). A predictable school and classroom

environment, where students are given responsibilities and held accountable for

their actions, will decrease the amount of time teachers and students have to

spend on classroom management and discipline (Jerome-Freiberg et al., 2009).

When teachers and students spend less time on classroom management and

discipline, they are able to devote more time to learning.

Synthesis

With the mentioned above literature, some similarities in terms of

classroom management of handling their students were found Rosas & West,

2009, found that classroom management is concerning to the fact that high level

of stress may potentially impact their students. This would result negative effect

on the well-being of the students, especially if students have developed strong

student’s relationship. This was similar to the findings of Martin, N. K., & Sass, D.

A. (2010), finding that classroom management is an umbrella term for teachers,

and they need to have an action to manage their students behavior and learning.

Moreover, this action encompassed works like establishing order, dealing with
CLASSROOM MANAGEMENT TECHNIQUES 19

misbehaviour, offering appropriate instructions and taking care of students'

emotional and cognitive needs. At the same time this is related to the study of

Sanchez (2009), explained that classroom management focused on five areas

including management of time, instructions, classroom environment relation and

discipline that’s why teachers will provide it.

Here, according to Dodge, Rudick and Colker (2009) and Jerome- Freiberg et

al., (2009), the use of organization of space in the classroom, the daily schedule

and routines as well as the social and emotional atmosphere met student’s

developmental needs. They make students feel safe and comfortable and have

feeling belongingness. And they focus on discipline after the issue instead

prevention that can make their students become independent and active

participant in school activities.

On the other hand, Shook (2012) determined the three (3) types of

strategies most frequently used by preservice teachers including taking

individually with students, instructing them on proper behavior and sending

students with less desirable behaviors out of the classroom. However, Igo (2010)

investigated the behaviors that were being used by first year elementary teacher

along with how well they perceived the effectiveness of their strategies. They

also found out mild behavior and severe behavior including defiance, aggression

and deviant behavior.

CLASSROOM MANAGEMENT TECHNIQUES 20

CHAPTER III

METHODOLOGY

This chapter presents the nature of the study in terms of research design,

population and sampling technique, data gathering instrument, data gathering

process and statistical treatment.

Research Design

The researchers utilized descriptive-quantitative method design. Research

design is a problem-based procedure accepted in the field used to research a

disciplinary problem. This research design usually measures the subject and

demonstrates the process of research. Descriptive research is the most widely

used research design and is used to describe characteristics and nature of a

population or phenomenon being studied. And it attempts to collect quantifiable

information to be used for statistical analysis the population sample. It

established associations between variables. An experiment establishes

causalities. This can also be identified as the statements affair as the

researchers present the gathered data and information without having

involvement and manipulation.

Population and Sampling Technique

Respondents of this study were chosen using the purposive sampling

technique. Purposive sampling is a non-probability sampling method and it

occurs when elements selected for the sample are chosen by the judgment of the

researcher. Researchers often believe that they can obtain a representative

CLASSROOM MANAGEMENT TECHNIQUES 21

sample by using a sound judgment, which will result in saving time and money.

The respondents on this research came from one single location which is in

Tanauan City, Batangas, specifically the grade 8 students in Tanauan City

Integrated High School. The selected respondents were asked for consent and

approval by the researchers to answer the questionnaire provided until the

desired number of respondents is reached. The data gathered from the

respondents were sought in this research to provide explanations regarding the

impact of classroom management to students' behavior and academic

performance in the school

Data Gathering Instrument

A survey questionnaire was used to gathered data which was validated by

Mrs. Maica Maiquez and Mr. Ismael Casquejo the research expert. The

questionnaire was divided into two parts.

In order to gather the information needed in the study. The researchers

prepared a survey questionnaire and then distributed to the respondents which is

the students in Tanauan City Integrated High School.

The scale below was used to qualify the numerical value obtained.

SCALE VERBAL INTERPRETATION

4 Strongly Agree
3 Agree
2 Disagree
1 Strongly Disagree
CLASSROOM MANAGEMENT TECHNIQUES 22

Data Gathering Process

The researchers sought the permission of Mrs. Lilibeth Cabrera, principal of

Tanauan City Integrated High School regarding the distribution of questionnaire.

Before distributing the questionnaire, all-out explanation was conducted.

The data gathering was conducted on July 2019. This questionnaire was

checked by Mr. Ismael Caquejo, Master Teacher II of senior high school and

Mrs. Maica Marquez, teacher of junior high school to guarantee the analytic of

responses.

Statistical Treatment

After recollecting all the questionnaires from the respondents, each item was

obtained and tabulated.

The statistical tool that the researchers used in the study are:

Weighted Mean - A kind of average instead a data point contributing equally to

the final mean, some data points contribute more weight than others. If all the

weights are equal, then the weighted mean equals the arithmetic mean.

Pearson r. Pearson’s correlation coefficient - the test statistics that measures

the statistical relationship, or association, between two continuous variables.  It is

known as the best method of measuring the association between variables of

interest because it is based on the method of covariance.  It gives information

about the magnitude of the association, or correlation, as well as the direction of

the relationship.
CLASSROOM MANAGEMENT TECHNIQUES 23

CHAPTER lV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

The chapter includes the tables and figures which present the data of the

findings in this study with their respective interpretations. The data are analyzed

and interpreted, so that conclusion and recommendations can be drawn from the

findings of the study.

Table 1. Classroom techniques applied by the teacher.

INDICATOR MEAN INTERPRETATION
1. Giving motivational reward. 3.5 Strongly Agree
2. Enforcing the students to work ahead 3.44 Agree
to deliver presentation (encourage
initiative).
3. Giving punishment to the class. 2.18 Disagree
4. Using non- verbal communication 2.8 Agree
(visual aids, videos).

5. Praising the students. 3.36 Agree

6. Giving free time to accomplish another 3.5 Strongly agree

task.
7. Reminding the students to go to school 3.4 Agree
early.
8. Allowing the students to put reminders 3.36 Agree
or task to do on board.
9. Allowing peer teaching (group work). 3.4 Agree

10. Encouraging the student to have a 3.4 Agree

well-ventilated room.
LEGEND: 3.50-4.00 Strongly Agree 2.50-3.49 Agree 1.50-2.49 Disagree 1.00-1.49Strongly Disagree
CLASSROOM MANAGEMENT TECHNIQUES 24

Table 1 refers to classroom management techniques applied by the grade 7

teachers at Tanauan City Integrated High School. The indicators “giving

motivational reward and giving free time to accomplish other task “obtained the

highest weighted means of both 3.50 verbally interpreted as Strongly Agree.

Meanwhile, the indicator “giving punishment to the class got the lowest weighted

mean of 2.18 interpreted as Disagree.

It was supported by the Philippine Education system (2017). Accordingly,

they focused much of its protection and education work on physical and

psychological punishment in and around schools. Singling out punishment issues

from its context of effective teaching and classroom management may have

resulted in less impact than expected. Philippine Education shortly discussed that

they are not tolerating the punishment activities of the teachers towards the

students.

The result was contradicted to the study of Fives and Looney (2009) stated

that giving motivation, effort can have an effect to goal setting, personal efficacy

and group beliefs in doing a task.

 CLASSROOM MANAGEMENT TECHNIQUES 25

Table 2. Effects of classroom management techniques to students’

behavior.
INDICATORS MEAN INTERPRETATIONS
A. Towards teacher
1. I am satisfied on how my teacher share her 3.6 Strongly Agree
thoughts about the lesson.
2.  I am pleased with the way my teacher in 3.36 Agree
pursuing not to fail our grades.
3. I definitely understand the lesson of my 3.42 Agree
teachers. 
4. I am not contented with the rules of my 2.46 Disagree
teacher. 
B. Towards classmates
5. I am collaborative when it comes to group 3.52 Strongly Agree
activity. 
6. I cannot understand the lesson completely 2.72 Agree
presented by the teacher because my
classmates are making unpleasant sounds.
 7. I keep relying on my group leaders’ ideas 2.56 Agree
when there's a group work. 
8. I am inefficient in doing group tasks.  2.64 Agree

C. Towards punctuality
9. I am late in going to school.  1.92 Disagree

10. I am attentive in submitting my projects and 3.26 Agree

outputs. 
11. I am sleeping during class hours.  1.7 Disagree
12. I am not totally good in performing 2.28 Disagree
individual task. 
D. Towards learning environment
13. I am willing to help my classmates in doing 3.52 Strongly Agree
a task. 
14. I am submissive to the rules and regulations 3.24 Agree
inside the classroom. 
15. I am refusing to sit in assigned sit. 2.52 Agree
LEGEND: 3.50-4.00 Strongly Agree 2.50-3.49 Agree 1.50-2.49 Disagree 1.00-1.49 Strongly Disagree
CLASSROOM MANAGEMENT TECHNIQUES 26

Table 2 illustrates the effect of classroom management techniques to

student’s behavior

In terms of their behavior towards their teacher, the indicator “I am satisfied

on how my teacher share her thoughts about the lesson” obtained the highest

weighted mean of 3.6 interpreted as Strongly Agree. On this note, Students

disagreed that they were not contented with the rules of their teacher as shown

by the result of 2.46 weighted mean.

Dealing with their classmates, respondents were found being collaborative

to group activity and they didn’t keep relying on their group leader’s ideas

revealed by the highest and lowest weighted means of 3.52 and 2.56

respectively.

In regards with their punctuality, respondents were discovered that being

attentive on submitting their projects and outputs got the highest weighted mean

of 3.26 interpreted as agree. However, the indicator “they were sleeping during

class hours” obtained the lowest weighted mean of 1.7 interpreted as Disagree.

In terms of their behavior towards learning environment, the indicator “I am

willing to help my classmates in doing a task” obtained the highest weighted

mean of 3.52 verbally interpreted as Strongly agree. So, the students were

refused to sit in assigned sit as shown by the result of 2.52 of weighted mean as

verbally interpreted as Agree

The result was supported to the study of Dodge, Rudick and Colker (2009)

stated that learning environment, the use and organization of the space in the
CLASSROOM MANAGEMENT TECHNIQUES 27

classroom, the daily schedule routines, social and emotional atmosphere meet a

student’s developmental needs can help to become independent and confident

learners. At the same time they make students feel and comfortable.

Table 3. Effects of classroom management techniques to students’

performance.

INDICATOR MEAN INTERPRETATION

1. Being attentive during the class. 3.14 Agree

2. Completing the requirements on 3.44 Agree

time.
3. Making me responsible all-out the 3.36 Agree
class.
4. Deepening my understanding 3.52 Strongly Agree
regarding the importance of being
responsible.
5. Helping me enrich my awareness 3.42 Agree
regarding do's and don'ts.
6. Becoming my basis or guidelines 3.2 Agree
in doing every manner.
7. Becoming productive and know 3.26 Agree
how to lead the group.
8. Encouraging me as a student to 3.46 Agree
evaluate my behaviors.
9. Establishing the room rules from 3.1 Agree
the beginning of the course
subject.
10. Learning how to socialize with 3.32 Agree
others.
LEGEND: 3.50-4.00 Strongly Agree 2.50-3.49 Agree 1.50-2.49 Disagree 1.00-1.49 Strongly
Disagree
CLASSROOM MANAGEMENT TECHNIQUES 28

Table 3 refers to the effects of classroom management techniques to the

performance of grade 8 students from Tanauan City Integrated High School.

The indicator 4 “Deepening my understanding regarding the importance of

being responsible” obtained the highest weighted mean of 3.52 verbally

interpreted as Strongly agree. While the indicator 9 “Establishing the room

rules from the beginning of the course subject” got the lowest weighted mean

3.1 verbally interpreted as Agree.

The result was similar to the study of Jerome-Freiburg, Huzinec

&Templeton (2009) wherein they gave much focused on management

program within the school by giving responsibility for their action, that sign of

being responsible is enough to promote active learning.

Table 4. Relationship between the classroom management techniques

and Grade 8 students’ performance.

r value p value Decision interpretation

Classroom

management

techniques vs. -0.369 .008364 REJECT SIGNIFICANT

students’

performance
 Significant at the p< 0.05

It can be observed that classroom management techniques was found to be

significant on the student’s performance (-0.369) when compared to 5 % level of

CLASSROOM MANAGEMENT TECHNIQUES 29

significant. The null hypothesis in this study was therefore rejected while the

alternative hypothesis was therefore accepted.

It was supported by the study of Reupert &Woodlock, (2010), ascertaining

that many successful students use a blend of proactive management and initial

corrective strategies. While it was decided that proactive management was the

best option due to more active learning and increase of student’s enjoyment,

initial corrective strategies was also somewhat successful. It was seen by the

end of student teaching semester teachers were directing their management

towards preventative strategies. Through that, it has a siginificant relationship

between the classroom techniques and performance of the students.

CLASSROOM MANAGEMENT TECHNIQUES 30

CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings, obtained from analyzed

and interpreted data, the conclusions formulated, and the recommendations

offered.

SOP1.What are the classroom techniques applied by the teacher?

Findings:

The indicator “giving motivational reward and giving free time to

accomplish other task” obtained the highest weighted mean of both 3.5 verbally

interpreted as Strongly agree. Meanwhile, the indicator 3 “Giving punishment to

the class got the lowest weighted mean of 2.18 verbally interpreted as Disagree.

Conclusion:

Motivations, rewards and extension of time were vital to the students

performances. Because of these positive reinforcement, Students feel

comfortable and willing to learn. However, Students found punishment to the

class as ineffective classroom management techniques.

Recommendation:

The Teachers may continue their ways on how they manage the classroom

rules and routines for the sake of their students especially for giving motivational

something or words, they may also use activity or assesment for developing the

attitude and behavior of their students.

CLASSROOM MANAGEMENT TECHNIQUES 31

SOP2.1 What are the effects of classroom management techniques to the

students behavior?

Findings:

The indicator "I am satisfied on how my teacher share her thoughts about

the lesson” obtained the highest weighted mean of 3.60 verbally interpreted as

Agree. Meanwhile, the indicator "I am sleeping during class hours" got the lowest

weighted mean of 1.70 verbally interpreted as disagree.

Conclusion:

The respondents of the study were active in class discussion. They found

the lesson exciting as they were giving their full attention in listening to their

teachers’ discussion.

However, the result I am sleeping during class hours obtained the lowest mean. Hence,

the technique was found ineffective.

Recommendation:

Teachers may continue establish an orderly and positive classroom

environment by teaching and reinforcing rules and routines. At the same time,

they may also try or use new techniques to insure students maximum

participation. Rewards can also be strengthened so students will be aware to the

goodness of their actions.

SOP2.2. What are the effects of classroom management techniques to the

students performance?

Findings:
CLASSROOM MANAGEMENT TECHNIQUES 32

The indicator “Deepening my understanding regarding the importance of

being responsible” obtained the highest weighted mean of 3.52 verbally

interpreted as strongly agree. However, the indicator “Establishing the room rules

from the beginning of the course subject” got the lowest weighted mean of 3.1

verbally interpreted as Agree.

Conclusion:

Students was mature enough in terms of having a responsibilities inside and

oustside of the classroom. They found the importance of being responsible of

every aspect of our life. While the result establishing the room rules from the

beginning of the course subject were found out to be the lowest, means of not

effective.

Recommendation:

Classroom management techniques applied by the teachers are quite

effective to the students performance, so that teachers may continue growing

and developing their strategy in their classroom, because having an effective

classroom management techniques may help the students to take their

responsibilities in school.

SOP3. Is there significant relationship between the classroom

management techniques to the academic performance of the students?

Findings:

The computed r value of -0.369 revealed that the classroom management

techniques applied by the teacher and performance of grade 8 students are

CLASSROOM MANAGEMENT TECHNIQUES 33

significantly related to each other. The null hypothesis in this study was therefore

rejected while the alternative hypothesis was therefore accepted.

Conclusion:

The classroom management techniques are significantly related to the

performance of the grade 8 students at Tanauan City Integrated High School.

Recommendation:

Teachers may develop more effective strategies in classroom

management techniques such as conducting seminars for the teachers.

With that, students gain a lot of knowledge that can help to have a good

grades and well perform.

CLASSROOM MANAGEMENT TECHNIQUES 34

References

Adeyemo, S. (2012).The relationship between effective classroom

management and students’ academic achievement. European Journal

of Educational Studies, 4, 367-381.

Aliakbari, M., & Darabi, R.(2013). On the relationship between efficacy of

classroom management, transformational leadership style, and

teachers’ personality. Procedia—Social and Behavioral

Sciences, 93, 1716–1721.

Aliakbari, M., & Sadeghi, A. (2014). Iranian teachers’ perceptions of teacher

leadership practices in schools. Educational Management

Administration and Leadership, 42, 576–592.

Casino, A. (2010). GRIN - High school teachers' management strategies towards

classroom behaviors of students. A basis for an intervention

program. Retrieved from https://www.grin.com/document/345458.

Dârjan, I. (2012). Correlations between teachers’ sense of self-efficacy and

classroom management. Academia.edu Web site. Retrieved from

https://www.academia

.edu/3658101/Correlations_between_teachers_sense_of_s elf-

efficacy_ and_classroom_management.

Khani, R., & Mirzaee, A. (2015). How do self-efficacy, contextual variables, and

stressors affect teacher burnout in an EFL context? Educational

Psychology, 35(1), 93-109. doi: 10.1080/01443410.2014.981510.

CLASSROOM MANAGEMENT TECHNIQUES 35

Dodge, D., Rudick, S & Colker, L. (2009) Learning Environment. The Creative

Curriculum: Interest Areas. Retrieved from http://www.ejbss.com on

February 5, 2016.

Fives, H., & Buehl, M. M. (2009). Examining the Factor Structure of the Teachers'

Sense of Efficacy Scale. Journal of Experimental Education, 78 (1), 118-

134.

Freiberg, H., & Lamb, S. M. (2009). Dimensions of person-centered classroom

management. Theory into Practice, 48(2), 99-105.

Freiberg, H. J., Huzinec, C. A., & Templeton, S. M. (2009). Classroom

management—A pathway to student achievement: a study of fourteen

inner-city elementary schools. Elementary School Journal, 110(1), 63–80.

Kane, T. J., Taylor, E. S., Tyler, J. H., & Wooten, A. L. (2011). Identifying

effective classroom practices using student achievement data. Journal of

Human Resources, 46(3), 587-613.

Martin, N. K., & Sass, D. A. (2010). Construct validation of the behavior and

instructional management scale. Teaching and Teacher

Education, 26, 1124– 1135.

Philippine Education System. (2017). TEACHING EFFECTIVELY AND

CLASSROOM MANAGEMENT. Retrieved July 24, 2019, from

https://www.pressreader.com/ philippines/ sunstar-

pampanga/20170403/281612420245868

Reupert, Andrea & Woodcock, Stuart. (2010). Success and near misses: Pre-

service teachers’ use, confidence and success in various classroom

CLASSROOM MANAGEMENT TECHNIQUES 36

management strategies. Teaching and Teacher Education - TEACH

TEACH EDUC. 26. 1261- 1268.

Sanchez, P. (2009). Classroom Management Approaches: A Basis for an

Intervention Program. Retrieved July 24, 2019, from

https://www.grin.com/document/345458.

Siebert, C. J. (n.d.). Promoting Preservice Teachers' Success in Classroom

Management by Leveraging a Local Union's Resources: A Professional

Development School Initiative. Education, 125(3), 385. Retrieved from

https://www.questia.com/read/1G1-132003890/promoting-preservice-

teachers- success-in-classroom
CLASSROOM MANAGEMENT TECHNIQUES 37

Appendix A
Letter to the Principal
September 06, 2019
LILIBETH L. CABRERA
Principal II
Tanauan City Integrated High School
Tanauan City, Batangas

Good Day!

We, Grade 12-ABM Caktiong would like to ask your permission to allow us to conduct a
comparative study among the students of Tanauan City Integrated High School. This is
in view of our research paper entitled "Classroom management techniques: Effects to
the Behavior and Performance of Grade 8 students in Tanauan City Integrated High
School.”

The participation in this study is entirely voluntary and all information provided will be
kept in utmost confidentiality and will be used for academic purposes only. Your
approval to conduct this study will be greatly appreciated.

Thank you in advance and God Bless!

Sincerely yours,

Researchers:
Roger Salcedo
Louella Marie Glodove
Jamaica Anne Manimtim
Trixie Ann Obera

Noted by:

Ybette P. Quine
Practical Research 2, Adviser

Approved:

Lilibeth L. Cabrera
Principal II
CLASSROOM MANAGEMENT TECHNIQUES 38

Appendix B
Letter to the Validator

September 06, 2019

Dear Madam/Sir,

Warmest Greetings!

We, Grade 12 ABM Caktiong are currently conducting a research entitled "Classroom
management technigques: Effects to the Behavior and Performance of Grade 8 students
in Tanauan City Integrated High School”. We are humbly requesting you to validate our
research paper and questionnaire and it would be a better help if you can write or give
comments, suggestions and recommendation that will improve our research paper and
questionnaire. Your participation is very important to our academic endeavor and is
highly appreciated.

We are looking forward to your positive response.

Thank you and God bless!

Sincerely yours,
Researchers:
Roger Salcedo
Louella Marie Glodove
Jamaica Anne Manimtim
Trixie Ann Obera

Noted by:

Ybette P. Quine
Practical Research 2, Adviser

Conforme:

Date:
CLASSROOM MANAGEMENT TECHNIQUES 39

Appendix C
INFORMED CONSENT FORM

Dear ____________________,

The following information is provided for you to decide whether you wish to participate in
the present study entitled “Classroom management techniques: Effects to the Behavior
and Perfformance of Grade 8 Students in Tanauan City Integrated High School”.
However, you are free to decide not to participate or withdraw at any time without
affecting your relationship with the researchers.

The purpose of this study is to determine the effects of classroom management

techniques to the behavior and performance. The procedure will be descriptive-
developmental design.

Data will be collected using a checklist survey questionnaire and will then be validated in
a focus group discussion. The researchers are the persons involved in data collection
process.

Do not hesitate to ask questions about the study either before participating or during the
time you are participating. The researchers would be happy to share the findings of the
study with you after the research is completed. Moreover, your name will not be
associated with the research findings in anyway, and your identity as participants will be
known only by the researchers.

There is no known risk and/or discomfort associated with this study. The expected
benefits associated with your participation are the information about the experiences you
would share and the opportunity to tell your stories in a questionnaire research study.
Please sign your consent with full knowledge of the nature and purpose of the
procedures.

_____________________________ _____________________
Signature of Participant Date

SALCEDO, ROGER
GLODOVE, LOUELLA MARIE
MANIMTIM JAMAICA ANNE
OBERA, TRIXIE ANN

Researchers
CLASSROOM MANAGEMENT TECHNIQUES 40

Appendix D
Survey Questionnaire

SURVEY QUESTIONNAIRE
Name: (Optional)
Age:
Direction: Check (√) the corresponding responses for every questions.
4- Strongly Agree
3- Agree
2- Disagree
1- Strongly Disagree
I. Classroom Technique applied by the teacher
The classroom management techniques of the
teachers are.. 4 3 2 1

11. Giving motivational reward.

12. Enforcing the students to work ahead to deliver

presentation (encourage initiative).
13. Giving punishment to the class.
14. Using non- verbal communication (visual aids,
videos).
15. Praising the students.
16. Giving free time to accomplish other task.
17. Reminding the students to go to school early.
18. Allowing the students to put reminders or task to
do on board.
19. Allowing peer teaching (group work).
20. Encouraging the student to have a well-
ventilated room.
 CLASSROOM MANAGEMENT TECHNIQUES 41

II. Effects of classroom management techniques to students’ behavior.

A. Towards teacher 4 3 2 1
1. I am satisfied on how my teacher
share her thoughts about the lesson.
2.  I am pleased with the way my teacher in pursuing
not to fail our grades.
3. I definitely understand the lesson of my teachers. 
4. I am not contented with the rules of my teacher. 
B. Towards classmates
5. I am collaborative when it comes to group activity. 
6. I cannot understand the lesson completely
presented by the teacher because my classmates are
make unpleasant sounds.
 7. I keep relying on my group leaders ideas when
there's a group work. 
8. I am inefficient in doing group tasks. 
C. Towards punctuality
9. I am late in going to school. 
10. I am attentive in submitting my projects and
outputs. 
11. I am sleeping during class hours. 
12. I am not totally good in performing individual task. 
D. Towards learning environment

13. I am willing to help my classmates in doing a task. 

14. I am submissive to the rules and regulations inside

the classroom. 
15. I am refusing to sit in assigned sit.

Direction: Check (/) the corresponding responses for every question.

CLASSROOM MANAGEMENT TECHNIQUES 42

4- Strongly agree 2- Disagree

3- Agree 1- Strongly disagree

Table 4. Effect of classroom management techniques to students’

performance

INDICATOR 4 3 2 1

11. Being attentive during the class.

12. Completing the requirements on time.

13. Making me responsible all-out the class.

14. Deepening my understanding regarding
the importance of being responsible.
15. Helping me enrich my awareness
regarding do's and don'ts.
16. Becoming my basis or guidelines in
doing every manner.
17. Becoming productive and know how to
lead the group.
18. Encouraging me as a student to
evaluate my behaviors.
19. Establishing the room rules from the
beginning of the course subject.
20. Learning how to socialize with others.

Curriculum Vitae
Contact Information
CLASSROOM MANAGEMENT TECHNIQUES 43

Name: Roger Salcedo

Address: Brgy. Boot Tanauan City Batangas

Cellphone #: 09752360495

Email: [email protected]

Personal Information

Birthday :December 11,2001 Age:17

Father's Name :Honorato Roger Salcedo Occupation: FactoryWorker

Mother's Name: :Editha Salcedo Occupation: Housewife

Citizenship : Filipino

Educational Background

2019- Present Secondary Education

Tanauan City Integrated High School.

Trapiche I, Tanauan City Batangas

2006-2011 Primary School

Boot National High School

Boot Tanauan City, Batangas

Skills and Traits

 Hardworking
 Flexible
CLASSROOM MANAGEMENT TECHNIQUES 44

References

Mark Glenn Gazer

Teacher I

Balele Elementary School

0929-237-2028

Michael Cacao

Teacher III

Boot Elementary School

09555281968

Curriculum Vitae

Contact Information

Name: Louella Marie Glodove

CLASSROOM MANAGEMENT TECHNIQUES 45

Address: Brgy. Natatas Tanauan City Batangas

Cellphone #: 09550935912

Email: [email protected]

Personal Information

Birthday :February 15, 2002 Age :17

Father's Name :Rolly Vergara Occupation : Truck Driver

Mother's Name: :Myrla Glodove Occupation : Sewer

Citizenship : Filipino

Educational Background

2019- Present Secondary Education

Tanauan City Integrated High School.

Trapiche I, Tanauan City Batangas

2006-2011 Primary School

Timoteo Paez Elementary School

Tondo, Manila City

Skills and Traits

 Good communication

References

Girlie Dumondon

Teacher III
CLASSROOM MANAGEMENT TECHNIQUES 46

Tanauan City Integrated High School

09669856570

Elizalde Dorado

Teacher III

Tanauan City Integrated High School

0915-764-7713

Curriculum Vitae

Contact Information

Name: Jamaica Anne G. Manimtim

CLASSROOM MANAGEMENT TECHNIQUES 47

Address: Brgy. Pagaspas Tanauan City Batangas

Cellphone #: 09107826900

Email: jamaicaannmanimtim@gmail. com

Personal Information

Birthday : June 03, 2002 Age: 17

Father : Teofilo M. Manimtim Occupation: Tricycle Driver

Mother's Name : Leila G. Manimtim Occupation: Housewife

Citizenship : Filipino

Educational Background

2019- Present Secondary Education

Tanauan City Integrated High School.

Trapiche I, Tanauan City Batangas

2006-2011 Primary School

Pagaspas Elementary School

Pagaspas, Tanauan City

Skills and Traits

 Good communication

References

Leni Margate

Teacher III
CLASSROOM MANAGEMENT TECHNIQUES 48

Tanauan City Integrated School

09309530287

Elizalde Dorado

Teacher III

Tanauan City Integrated School

0915-764-7713

Curriculum Vitae

Contact Information

Name: Trixie Ann C. Obera

CLASSROOM MANAGEMENT TECHNIQUES 49

Address: Brgy. 3 Tanauan City Batangas

Cellphone #: 09756526930

Email: [email protected]

Personal Information

Birthday :Aplril 07, 2002 Age:17

Father's Name :Roderick M. Obersa Occupation: Technician

Mother's Name: :Jo-ann C. Obera Occupation: Housewife

Citizenship : Filipino

Educational Background

2019- Present Secondary Education

Tanauan City Integrated High School.

Trapiche I, Tanauan City Batangas

2006-2011 Primary School

Natatas Elementary School

Natatas, Tanauan City Batangas

Skills and Traits

 Good communication

References

Nicca Angela Piamonte

Teacher
CLASSROOM MANAGEMENT TECHNIQUES 50

Natatas National Highschool

09129727483

Neneth Balsamo

Teacher

Natatas National Highschool

09358274783