Classroom Management and Learners' Academic Performance of Elementary Schools of Tago 2 District

Abstract

INTRODUCTION.

This study sought to determine the effectiveness of classroom management and the learners' academic performance of Elementary Schools in Tago 2 district using the descriptive research design. It involved five district supervisors/school heads, five teachers and one hundred forty-four Grade 6 pupils with a total of 154 respondents. A universal sampling technique was used. The study was carried out through questionnaires. Methods of data analysis used included frequencies, weighted mean and Pearson's coefficient correlation. Based on the findings of the study, it was found out that the effectiveness of Classroom Management to district supervisor/school head and teachers are perceived as Most Effective; and to pupils is More Effective. This means that the teachers' classroom management style needs more improvement so that they would learn better in class. Generally, the students are performing well with regards to their academic performance. It was recommended that the school should provide training and professional development on classroom management strategies for all teachers so that they can be efficient in utilizing classroom management approaches and be able to promote student-centered learning.

METHODS

The researcher secured permission from the School Division Superintendent, Schools District Supervisor, and School Principal and the teacher of the respective respondent schools before the distribution and administration of the instrument to the respondents. The researcher explained the content of the questionnaire and translated into vernacular for a clearer understanding of the respondents.

RESULTS

STUDENTS' ACADEMIC PERFORMANCE

No. of students General Average Percentage Adjectival Rating Remarks

13 90-100 9.03% Outstanding Passed

32 85-89 22.22% Very Satisfactory Passed

61 80-84 42.36% Satisfactory Passed

38 75-79 26.39% Fairly Satisfactory Passed

DISCUSSIONS

The result indicates that all of them passed the eight subjects during the 2nd grading period. The lack of effective classroom management skills of the teacher affects student achievement skills (Mills, 2000). In addition, Fuller (2000) noted that teacher qualification, the experience of the teacher, discipline, motivation, instructional methods, and evaluation are key factors that determine the level of academic performance of the students.