Impact of Classroom Rules on the Achievement Level of Students at Secondary School Level in Peshawar

Abstract

The main concern of this descriptive research study was to find out the impact of classroom rules on the achievement level of students at Secondary Level in Peshawar. The population of the study comprised all secondary school teachers and 240 teacher were randomly selected. The academic achievement was obtained from 9th class results at BISE Peshawar. Data was analysis through SPSS and used one sample t-test, Pearson correlation and regression. It was found that majority of the respondent were agreed side. The mean value of CR = 3.3142 by .31417, and p < 0.01. Coefficient Pearson Correlation of Classroom Rules (M= 3.3288, SD= .66626) and SA (M= 58.2583, SD= 10.65197) and r (0.150) which shows that CR and SA was significant. Regression analysis results shows that the whole research is statistically significant (F = 5.461; p = .001) and Independent variable Classroom Rules is statistically significant (t = 2.337; p < 0.05).The Independent variable Classroom Rules (CR) contributed statistically significantly in a positive way towards student achievement. Classroom Rules (CR) contributes 2.659 units in the dependent variable Student Achievement (SA) for unit increase in Independent variable CR. So, on the basis of the above results the Independent variable Classroom Rules (CR) positively contributes towards Student Achievement (SA) level.