SUSTAINING ACADEMIC SUCCESS THROUGH EFFECTIVE CLASSROOM MANAGEMENT

Abstract

Purpose of the study: This study ascertained the classroom management practices of teachers and their relationship to the academic performance of college students of a state university in the Philippines.
 Methodology: As a correlational study, 317 randomly selected senior college students served as respondents. A survey questionnaire was used to determine the level of teachers’ classroom management practices. The Grade Point Averages (GPAs) of the students constitute their academic performance. Frequency, percentage, mean, and Pearson r were used to analyse gathered data statistically.
 Main Findings: When the teachers give priority to the physical classroom condition, the students tend to feel relaxed and comfortable, thereby displaying a higher level of academic performance. Further, students performed better when the teachers positively reinforced their responses. Furthermore, the students’ better performance in their educational undertakings is linked with teachers’ adeptness in time management.
 Applications of this study: To further improve the academic performance of students, teachers may strengthen the teaching-learning process through the following provisions: inspiring classroom setups, classroom enhancement programs (peer teaching, remedial and tutorial programs), appropriate educative measures and proper allocation of time.
 Novelty/Originality of this study: This study provides verifications that some aspects of classroom management such as physical condition, discipline, and time management are significantly linked to students’ academic success.