The Classroom Management Styles of English Teachers and the Academic Performance of the Students in Public High Schools in the Division of Santa Rosa City

Abstract

INTRODUCTION

It is probably no exaggeration to say that classroom management has been primary concerns of teachers ever since there have been teachers in the classroom as stated by Marzano (2003). There is an increasing pressure for teachers and educators to deal with the difficulties and constant challenges encountered in choosing an efficient classroom management styles to provide a better learning. Teachers are trying their best to figure out the reason why still there are students who do not excel in the class and get failing grades. They are very much concern on how to improve the academic performance of the student which leads to the making of this study.

METHODS

Descriptive method of educational research was used in this study. A total of ninety two (92) English teachers were used as respondents. A standardized instrument was used as questionnaire and distributed personally by the researcher. The statistical treatment of data included were frequency, percentage, mean, Pearson Correlation. Likert scale was also used in this study.

RESULTS

Majority of the students got a grade of 75-79 in the Academic Performance which was interpreted asFairly Satisfactory. In terms of the relationship between the classroom management styles of English teachers when they were group according to the students' academic performance, Authoritarian, Authoritative, Indifferent and Laissez-Faire got a p-value greater than on our level of significance 0.05 which revealed that the null hypothesis "There is no significant relationship between the Classroom Management Styles of English teachers and the Academic Performance of the Students" was accepted.

DISCUSSIONS

The results revealed that the academic performance of the students is not dependent on the classroom management styles of English teachers. This is probably because students' academic performance in school may be influenced by different factors. The study of Osa-Edoh and Alutu (2012) which examined the usefulness of imbibing in the students' study habits, as a means of enhancing their academic performance, revealed a high correlation between study habits and students' academic performance. This suggests that it is only when students imbibe or cultivate proper study habits that their academic performance can be improved upon.