The Influence of Classroom Management to the Students’ Behavior of Junior High School Students

Abstract

This research delved into the exploration of classroom management in the students’ behavior of Junior high school students at Lorenzo S. Sarmiento Sr. National. The primary objective of the study was to investigate whether classroom management influenced the students’ behavior of junior high school students. Employing a quantitative-correlational design, the study included 308 respondents from the junior high school student population at Lorenzo S. Sarmiento Sr. National High School. The research methodology involved the use of statistical tools such as average weighted mean, Pearson R, and multiple regression analysis. The findings revealed a high level of classroom management among junior high school students, encompassing discipline dimension, teaching and learning dimension, and personal dimension. Furthermore, the results indicated a high level of student behavior, considering class participation, responsibility, and emotional intelligence. Notably, a significant relationship was observed between classroom management and students’ behavior. Consequently, the null hypothesis was rejected. It is worth mentioning that the students’ behavior perceived all domains of classroom management with high ratings. This research contributed valuable insights into the interconnected dynamics of classroom management, and students’ behavior among junior high school students, providing a comprehensive understanding of the factors influencing educational outcomes in this particular context.