The Role of Classroom Management in Enhancing Learners’ Academic Performance: Teachers’ Experiences
Abstract
Learners’ academic performance is one of the most imperative elements of the classroom and a core responsibility of teachers as well as schools. Thus, it is imperative to manage a classroom in a way that is conducive to teaching and learning that can promote high academic performance. Consequently, the study aimed to examine the role of classroom management in enhancing learners' academic performance. A generic qualitative research method approach was employed in the study. A purposive sampling technique was used to select a total of 18 teachers from six government secondary schools to study the phenomenon. Therefore, it was found that effective classroom management plays an important role in learners' performance. During the research, it was found that the no availability of physical resources and poor classroom management contribute to learners, performance. Based on the research findings it was identified that teacher effectiveness, teacher preparedness and teacher social and emotional proficiency, teacher-learner relationship, and learners' motivation, behavior, and discipline are the major factors that also have a strong role on learners' performance. The schools selected to conduct research are lacking resources, and teachers are not as effective and skilled as required. Due to the lack of resources and skills, teachers can't manage classrooms which can enhance learners' academic performance. It is thus mandatory to provide resources to schools and skills and training to teachers.
Downloads
References
Barrett, P., Davies, F., Zhang, Y., & Barrett, L. (2015). The impact of classroom design on pupils' learning: Final results of a holistic, multi-level analysis. Building and Environment, 89, 118-133. https://doi.org/10.1016/j.buildenv.2015.02.013
Bhattacharya, K. (2017). Fundamentals of qualitative research: A practical guide. Routledge. https://doi.org/10.4324/9781315231747
Bizimana, D. B., & Orodho, J. A. (2014). Teaching and learning resource availability and teachers’ effective classroom management and content delivery in secondary schools in Huye District, Rwanda. Journal of Education and Practice, 5(9).
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Bronfenbrenner, U. (1999). Environments in developmental perspective: Theoretical and operational models. In S. L. Friedman & T. D. Wachs (Eds.), Measuring environment across the life span: Emerging methods and concepts (pp. 3–28). American Psychological Association. https://doi.org/10.1037/10317-001
Burden, P. R. (2020). Classroom management: Creating a successful K-12 learning community. John Wiley & Sons.
Chandra, R. (2015). Classroom management for effective teaching. International Journal of Education and Psychological Research, 4(4), 13-15.
Creswell, J. W. (2009). Mapping the field of mixed methods research. Journal of Mixed Methods Research, 3(2), 95-108. https://doi.org/10.1177/1558689808330883
Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications. https://doi.org/10.1177/1558689808330883
Darling-Hammond, L., & Cook-Harvey, C. M. (2018). Educating the whole child: Improving school climate to support student success. Learning Policy Institute. https://doi.org/10.54300/145.655
Davis, J. R. (2017). From discipline to dynamic pedagogy: A re-conceptualization of classroom management. Berkeley Review of Education, 6(2), 129-153. https://doi.org/10.5070/B86110024
Domitrovich, C. E., Durlak, J. A., Staley, K. C., & Weissberg, R. P. (2017). Social‐emotional competence: An essential factor for promoting positive adjustment and reducing risk in school children. Child development, 88(2), 408-416. https://doi.org/10.1111/cdev.12739
Doyle, W. (2006). Ecological approaches to classroom management. ResearchGate.
Everhart, R. B. (2022). Reading, writing, and resistance: Adolescence and labor in a junior high school. Routledge. https://doi.org/10.4324/9781003343301
Franklin, H., & Harrington, I. (2019). A review into effective classroom management and strategies for student engagement: Teacher and student roles in today’s classrooms. Journal of Education and Training Studies. https://doi.org/10.11114/jets.v7i12.4491
Glasser, W. (1999). Choice theory: A new psychology of personal freedom. Harper Perennial.
Good, T. L., & Lavigne, A. L. (2017). Looking in classrooms. Routledge. https://doi.org/10.4324/9781315627519
Gray, J. A., & DiLoreto, M. (2016). The effects of student engagement, student satisfaction, and perceived learning in online learning environments. International Journal of Educational Leadership Preparation, 11(1).
Gregory, A., Clawson, K., Davis, A., & Gerewitz, J. (2016). The promise of restorative practices to transform teacher-student relationships and achieve equity in school discipline. Journal of Educational and Psychological Consultation, 26(4), 325-353. https://doi.org/10.1080/10474412.2014.929950
Hallinger, P., Heck, R. H., & Murphy, J. (2014). Teacher evaluation and school improvement: An analysis of the evidence. Educational Assessment, Evaluation, and Accountability, 26, 5-28.
Haron, H., Al Abri, A., & Alotaibi, N. (2021). The use of WhatsApp in teaching and learning English during COVID-19: Students' perception and acceptance. International Journal of Innovation, Creativity and Change, 15(3), 1014-1033.
Heekes, S. L., Kruger, C. B., Lester, S. N., & Ward, C. L. (2022). A systematic review of corporal punishment in schools: Global prevalence and correlates. Trauma, Violence, & Abuse, 23(1), 52-72.
Irshadullah, H. M., & Inamullah, H. M. (2016). Democracy and social responsibility at secondary level in Khyber Pakhtunkhwa. Dialogue (Pakistan), 11(1).
Johnson, A. M., Jacovina, M. E., Russell, D. E., & Soto, C. M. (2016). Challenges and solutions when using technologies in the classroom. In S. A. Crossley & D. S. McNamara (Eds.) Adaptive educational technologies for literacy instruction (pp. 13-29). Taylor & Francis.
Jussim, L., & Harber, K. D. (2005). Teacher expectations and self-fulfilling prophecies: Knowns and unknowns, resolved and unresolved controversies. Personality and Social Psychology Review, 9(2), 131-155.
Khumalo, Z., & Alhassan, A. L. (2021). Read, write, develop: the socio-economic impact of literacy in South Africa. International Journal of Social Economics, 48(8), 1105-1120.
Kim, S., Raza, M., & Seidman, E. (2019). Improving 21st-century teaching skills: The key to effective 21st-century learners. Research in Comparative and International Education, 14(1), 99-117. https://doi.org/10.1177/1745499919829214
Koran, S., & Koran, E. (2018). Classroom management and school science labs: A review of literature on classroom management strategies. International Journal of Social Sciences & Educational Studies, 5(2), 64-72.
Kutsyuruba, B., Klinger, D. A., & Hussain, A. (2015). Relationships among school climate, school safety, and student achievement and well‐being: a review of the literature. Review of Education, 3(2), 103-135. https://doi.org/10.1002/rev3.3043
Madigan, K., Cross, R. W., Smolkowski, K., & Strycker, L. A. (2016). Association between school-wide positive behavioral interventions and supports and academic achievement: A 9-year evaluation. Educational Research and Evaluation, 22(7-8), 402-421. https://doi.org/10.1080/13803611.2016.1256783
Mineola, K. (2020). Online educators' leadership styles and sources of their support. European Journal of Teaching and Education, 2(1), 155-168.
Neuman, D. (2014). Qualitative research in educational communications and technology: A brief introduction to principles and procedures. Journal of Computing in Higher Education, 26, 69-86. https://doi.org/10.1007/s12528-014-9078-x
Njoroge, P. M., & Nyabuto, A. N. (2014). Discipline as a factor in academic performance in Kenya. Journal of Educational and Social Research, 4(1), 289-289.
Ondieki, L. G., Odong, B., & Onditi, M. A. (2020). Influence of classroom physical environment on mastery of number activity concepts among pre-primary learners in Embakasi Sub County, Nairobi. International Journal of Innovative Research and Advanced Studies (IJIRAS), 7(9), 51-61.
Peterson, D. J. (2016). The flipped classroom improves student achievement and course satisfaction in a statistics course: A quasi-experimental study. Teaching of Psychology, 43(1), 10-15. https://doi.org/10.1177/0098628315620063
Phiri, M. F. (2016). Effective classroom management by teachers to improve pupils' learning process at Nyimba Boarding Secondary School [Doctoral dissertation, University of Zambia]. UNZA Repository. http://dspace.unza.zm/handle/123456789/4965
Shernoff, D. J. (2013). Optimal learning environments to promote student engagement. Springer. https://doi.org/10.1007/978-1-4614-7089-2
Silverman, D. (2016). Introducing qualitative research. Qualitative research, 3(3), 14-25.
Singh, A. (2014). Conducive classroom environment in schools. International Journal of Science and Research (IJSR), 3(1), 2319-7064.
Suleman, Q., & Hussain, I. (2014). Effects of classroom physical environment on the academic achievement scores of secondary school students in Kohat Division, Pakistan. International Journal of Learning & Development, 4(1), 71-82. https://doi.org/10.5296/ijld.v4i1.5174
Tawana, P. M. (2020). Teacher-learner relationships and the effect on student learning at selected secondary schools in the Khomas region [Doctoral dissertation, University of Namibia]. UNAM Repository. http://hdl.handle.net/11070/2780
Teng, M. F. (2017). Flipping the classroom and tertiary level EFL students' academic performance and satisfaction. Journal of Asia TEFL, 14(4), 605. https://doi.org/10.18823/asiatefl.2017.14.4.2.605
Wagner, A. M. (2019). Comfort and physical classroom design: Using student voice to inform school leadership [Doctoral dissertation, University of New England]. UNE Library Services. https://dune.une.edu/theses/250/
Wang, M. T., & Degol, J. L. (2016). School climate: A review of the construct, measurement, and impact on student outcomes. Educational psychology review, 28(2), 315-352. https://doi.org/10.1007/s10648-015-9319-1
Wolf, K. C., & Kupchik, A. (2017). School suspensions and adverse experiences in adulthood. Justice Quarterly, 34(3), 407-430.
Copyright (c) 2024 Studies in Learning and Teaching
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
