The Effective Classroom Management Practices and Academic Performance of Selected Grade III Pupils in Public Elementary Schools of Calatagan, Batangas

Abstract

INTRODUCTION

Teachers are in need of an effective classroom environment practices that would help them bring order and productive learning. In fact, most classroom management practices can be informed to be an attempt to create order in some form the findings of one studies show that some attempts contribute to the low achievement and poor climate in many schools. Moreover, classroom practices that do produce reliably high levels of achievement are predictable and explainable.

METHODS

The researcher utilized both the descriptive and inferential statistics to interpret data. Percentage was used to get the frequency and percentage distribution of the demographic profile of the respondents. Three Principals, four School Heads, twenty-three teachers and selected 260 Pupils from Public Elementary Schools in Calatagan, Batangas responded to a set of semi-structured questions to determine the difference of their perceptions of classroom management practices. The weighted mean was selected as the best measure of central tendency and Chi-Square was used whether there is significant relationship between stress factors and teaching proficiency of a teacher.

RESULTS

Majority of the teacher-respondents were young, female, married, bachelor's degree holders, with teacher position, five years and below length of service. Teachers' perception on classroom management practices is interpreted as outstanding. The academic performance of Grade III pupils is found to be "approaching proficiency level”. There are no significant differences between principal and teachers’ perception of classroom management practices.

DISCUSSIONS

The results demonstrated that teachers should give more focus on classroom management practices for not only maintaining the outstanding rating but rather achieve the excellent rating. Many of Grade III teacher-respondents who are bachelor degree holders only and with teacher I position should be encouraged to continue upgrading themselves by lacking up degree program and attending seminar workshop to upgrade their pupils' performance. Parents are also encouraged corporate for the improvement of pupils’ academic performance apparently, for the purpose of achieving "proficiency" rating. It is highly recommended to maintain the significant relationship of principals and teachers’ perception in classroom management practices likewise, the pupils will be well benefited.