Aa Body Chapter Pp (1)

8/10/2019 Aa Body Chapter Pp (1)

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C O L L E G E O F E D U C A T I O N 1

Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Classroom management is the ways teacher organize and structure their

classrooms for the purposes of maximizing student cooperation and engagement

and minimizing disruptive behavior (Arends, 2007).Passion for learning and creating

methods and strategies to form an environment where success and conducive

learning take place is a must to come up with positive outcome on each student.

That is how vital teachers are inside every classroom.

According to Meiers and Wilkinson (2007), school may be the only stable and

predictable environment where students regularly experience. Therefore, proportion

of teachers role in forming students academic performance has the biggest

contribution among any other factors because it provides them convenience and

inconvenience in understanding the lesson.

There are many methods available for the teacher in promoting good

classroom management. Their common denominator knows good managerial skills.

Every teacher is a manager and managing the classroom involves knowing the

nature of their students and integrating appropriate standards to be met.

Problem arises when teacher failed to understand that every set of classroom

will need different kinds of management techniques. Individual differences are


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always present in every classroom in terms of intellectual capabilities, interest,

cultural background, etc. It is easy for a teacher to promote management because

he has innate power for authority, but sometimes he forgot to understand the impact

of the said management to the performance of his students.

As researchers experienced, it is often a demand of every teacher to have an

interactive class discussion but teachers tend to ignore the elements to make their

students participate in class discussion, thus researchers believe that the continuous

production of effective and efficient students starts on how teachers manage their

students capability based primarily on their practices inside the classroom.

This study would be of great help in determining the effects of the skill of the

teacher, related to classroom management, to the academic performance of the

BTE students. These skills are namely: organizational skill, instructional and

interpersonal skill.

The aforementioned skills will influence the performance of the student that

will be reflected on their accumulated General Weighted Average (GWA) in such a

way that the result would go on either positive or negative side.

Background of the Study

Half of the teachers action involves instruction. The remainder of teachers

behavior involved such management function as organizing and arranging students

for instruction (23 percent), dealing with misbehavior (14 percent), and handling

individual problems (12 percent) (Gump, 1967).


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According to Zondi (1990), he experienced the ideas that classroom behavior

management problems exist and that teachers, especially beginner teachers, find it

hard to deal with them effectively. This only testifies that if the teacher is not aware

on good classroom management activities, chances are students will find it

unreasonable to follow the set standards, thus misbehavior occurs.

Along the history of classroom management, the most encountered problem

by the teacher is the misbehavior of their students due to ineffective methods,

strategies and discipline used. During 1960s through much of 1970s, Jones and

Jones (1990) emphasized that discipline was the way in dealing students behavior.

This kind of technique is called teacher-centered strategy in which teachers set

superiority inside the classroom. This will lead unproductively to those students who

have hardship in attaining the said standard. Everard and Morris (1990) also

mentioned that classroom management is an approach that supports, promotes and

harmoniously related to the development of the organizations. More researchers

appeared to provide approaches in classroom management. Mortmore and

Sammons (1987) found out that school is six times more important than

backgrounds. The same idea was mentioned by Goodlad (1984), in his book, "A

Place Called School", that student behavior problems were because of poorly

controlled classroom.

It is important that teachers are not only kept within the confines of what they

are teaching and or what to teach. Teachers need to be addressed on the question

of how to teach in the most conducive classroom atmosphere that will yield good


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teaching and learning results (Zondi, 1997), in connection to this, Jones and Jones

(1990) stated that students learning is directly related to classroom order and he

proposed three (3) basic skills that every teacher needs to possessed, aside from

knowledge on the subject matter, namely: organizational skill, instructional skill and

good relationship to students.

According to Gacelo (2012), teachers were facing many approaches to

choose from in dealing with students inside the classroom. When teachers fail to

understand the changing environment of the classroom, problem exists. The

challenge here now is on how to successfully point out the needs of this dynamic

learning environment, thus, we can include the said skills, namely: organizational

skill, instructional skill and relationship to students to help teachers in managing the

classroom. According to Behavioral Management Network (2014), the newest

approach to classroom management is Positive Behavioral Interventions & Support

(PBIS) that employs research-based behavioral principles and evidence-based

classroom application. Specifically, its purpose is to evoke student's natural and

vested interest in the way that their educational environments should operate by

utilizing team approach that would help both teacher and students towards learning

success.

As of now, no specific course was fully concentrated in teaching classroom

management; instead, it is just a specific topic being discussed in a particular course

in the entire College of Education, Polytechnic University of the Philippines, Mabini

campus. In connection to this, students were encourage to promote excellence on


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their teaching career soon without a clear understanding on how to deal with their

future students in a wider view. According to Di Guilio (1995), prevention is better

than cure. Thus, this study would give an idea on what would be the effect of

classroom management in student's learning as well as an idea on how to be

effective teacher in terms of managing the students.

If a teacher mastered every topic and has experience, would it be enough for

him to deliver what he knows to his/her students? The answer is no, because

transmitting the knowledge that he knows to everyone includes process in classroom

set up, process in the methods, practices and strategies used by the teachers and

researchers regard it as classroom management.

Theoretical Framework

CLASSROOMMANAGEMENT

ACTIVITIES

SELF-DISCIPLINED

MISBEHAVIOR

Figure 1 Teacher-research Theory

Methods

Practices

Strategies

Clarity

Studentdifferences


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If the students are to be managed and disciplined effectively lessons should

not continue to the point of boredom or satiation (Ganly, 2010). Any set of classroom

management could proceed either on a positive or on a negative side of learning.

Teachers have to understand that whatever practice they had been through during

their schooldays might not be applicable or retained at this day, thus problem

happened if they failed to inject appropriate techniques in their classroom.

Dreikurs Goal Centered Theory suggests that teachers must seek out needs

based explanation for why their students are motivated to misbehave and at the

same time create ways on how these needs be met. This kind of technique would

help in building a democratic environment where teacher and students serve as the

instrument in constructing path on both side of success. Students misbehave when

they fail to address their needed attention, power, revenge and avoidance of failure,

and Dreikur believed that over 90% of all misbehavior is for attention, (Lyons, Ford &

Kelly, 2011).

Another technique that suggests best teaching and learning through laying of

clear general behavioral expectations is Assertive Discipline, (Jones & Jones, 1990).

This approach differs on Dreikurs Goal Centered Theory in terms of incorporating

punishments when expectations were not met. Indeed, this approach would help the

students develop self-discipline by providing them insights on their behavioral limits.

According to Gacelo (2012), assertive approach is when teacher specifies the rules

of behavior and the consequences for disobeying them.


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Effective teaching and prevention of students in discipline are key ingredients

to successful student engagement in learning. Therefore, clear statement of a

teachers expectations as well as his plans would give his students an idea on the

path they will be going, but teacher must also try to consider the individual

differences of his students to come up with the best outcome.

This study aims to know the effect of classroom management activities to the

students that could either result on self-discipline and misbehavior. This is parallel

to Dreikurs Goal Centered Theory that misbehavior happens if the teacher has

failed to address his students needs and the Assertive Discipline that explains that if

students were given clear statement of teachers expectation they will develop self-

discipline.

Teacher-effective research approach to classroom management emphasizes

ways that every teacher contributes to students' misbehavior, particularly by the

teacher's organizational skill, instructional skill and relationship to students (Jones &

Jones, 1990).

Figure 1 shows the teacher-effective research approach. Classroom

management activities were divided into three skills of a teacher. Methods are the

skills of a teacher in organizing classroom set up as well as the students. The

second skill is the practices of the teacher or how he gives instruction to his

students. The last skill, which is the strategy, refers on the teachers personal style

in dealing with the students or teacher-students or his relationship to his students.

These three skills of the teacher would help him to come up with the students self-


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discipline or students misbehavior. But before deriving at either positive or negative

side of students learning, there were barriers along the process, these are student

differences and clarity. Student differences is one factor that a teacher has to

consider in choosing desired skill that he will be going to implement in his classroom

because he might end up choosing inappropriate procedure in the classroom, thus,

misbehavior will occur. Clarity was also considered when giving desired output for

the students to know what to achieve.

This theory provides the researcher an idea on what skills to be considered in

forming the characteristic of an effective teacher. It also gives us a clean distinction

on the possible manifestation on the students when they are confronted on teachers

way of teaching.

Conceptual Framework

Classroommanagementactivities with regardson:

Organizational

skills Instructional

skills

Teacher-

students

relationship

Academicperformance ofthe BTE thirdyear studentsbased on theiraccumulatedGeneralWeighted

Average(GWA).

Figure 2 Research Paradigm

Independent VariableDependent Variable


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Figure 2 shows the relationship of classroom management activities to the

academic performance of the students. It is represented by two boxes with an arrow

in between which represents the process on how independent variables affect the

dependent variable.

The independent variable is the classroom management activities that are

composed of three aspects namely: organizational skills, teachers method;

instructional skills, teachers practices; and relationship to students, teachers

strategies.

The dependent variable is the students academic performance based on

their accumulated General Weighted Average (GWA).

The schematic diagram shows that the academic performance is affected by

teachers classroom management activities.

Statement of the Problem

The purpose of this study is to determine the effects of classroom

management activities perceived by the selected BTE students of the Polytechnic

University of the Philippines, Mabini Campus.

Specifically, it sought to answer the following questions:

1. What is the profile of the respondents in terms of:

1.1. Age

1.2. Gender

1.3. Year and Section


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1.4 General Weighted Average (GWA)

2. What is the extent of practice of the classroom management skills provided by the

professors as perceived by the respondents in terms of:

2.1. Organizational Skill

2.2. Instructional Skill

2.3. Interpersonal Skill

3. Is there a significant relationship between the students profile and classroom

management skills of the teacher?

Hypothesis

1. There is no significant relationship between the academic performance of the

students and their perceived classroom activities in terms of:

a. Organizational skill of the teacher

b. Instructional skill of the teacher

c. Interpersonal skill of the teacher

2. There is no significant relationship between the students profile and classroom

management.

Scope and Limitation of the Study

Classroom management is a broad topic, indeed this study was focused on

the classroom management skill perceived by the BTE students of the College of

Education of Polytechnic University of the Philippines, Mabini Campus, academic


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year 2014-2015 in terms of their teachers organizational skill, instructional skill and

intrapersonal skill.

This study was limited to the use of the designed questionnaire and attaining

of personal data of the respondents. The questionnaire was divided into three

categories related to organizational skill, instructional skill, interpersonal skill and

student's profile.

Significance of the Study

The researchers envision that the results and finding of the study will give

significant contribution to the following:

To the University. The results and findings of this study would help them

know if the teachers really contributing in producing utmost learning of the student. It

will also give the university an insight for the enrichment of program to provide better

learning results and better opportunities to the students potentials.

To the Teachers and New Teachers. This study will help the teachers to

have an idea on the impact of their methodology to the students learning, therefore

they will be able to improve their way of teaching and managing or continue their

own techniques which they find effective in implementing classroom management.

According to Lyons, Ford and Kelly (2002), having a sound understanding of

pertinent theory will enable teachers to teach better. This would provide confidence

in constructing methods, practices and strategies that he will give to this students


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because he will get insights about new trend in handling students, thus he would be

more effective in his students.

To the Students. Have an awareness that an effective classroom

management establishes an atmosphere which permits them to do things

comfortably, especially if they will be choosing to teach in their career, because

lesser time will be spent in formulating activities to be given.

To the Future Researchers. This may provide relevant information about

classroom management. Future researchers may negate or validate the findings of

this study and add other variables that the researchers have not tackled.

Definition of Terms

Classroom Management Skills. This is the set of techniques used by the

teacher to incorporate student learning success.

Instructional Skill. The set of practices by the teacher to use appropriate

materials and to lead students given activities.

Organizational Skill. The set of methods used by the teacher to achieve

systematic and smoothly running classroom.

Interpersonal Skill. The set of strategies to create an interactive

environment.

Academic Performance. Accumulated General Weighted Average (GWA)

of the student in the previous semester.


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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter deals with the reviewed literature and studies relevant to the

present. It covers both local and foreign materials to support the concept of this

study. These are presented to strengthen the framework of the study.

Foreign Literature

The ability of teachers to organize classrooms and manage the behavior of

their students is critical to achieve positive educational outcome (Oliver & Reschly,

2007). Indeed, every teacher's role was to impart the knowledge he knows to his

students within the path of a particular area to achieve the set goal. In transmitting

what teacher knows would involve techniques and even problems along the process.

As one of the elements of a classroom, Garcia (2005) points out several roles

of a teacher in his book, Psychology of a Classroom. Teacher stands as instructor

that initiates, guides learning and sees that learning really takes place. They don't

just throw the concept, instead, they need to find a way to evaluate whether the

students have understood what was discussed, but teaching is not telling. We don't

normally get answers as exactly as what we have just said. Most of the time, we

highlight the most important or the catchy part of what was just discuss for

practicality.


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The ambassador of the classroom is the teacher because he will deliver our

needs in understanding the lesson. They are the testaments of what they teach. As

a model, teachers were in commitment in bringing the best outcome on every

student.

The teacher is also a manager who encourages self-discipline such that the

student learns to control their behavior. According to Lyons, Ford and Kelly (2011),

external control teaches children to develop self-discipline. Boundaries to what

extent the students will be allowed to behave would guide them in determining what

attitude they will manifest inside the classroom. Part of the duty of being a manager

is decision-making on what approach will he be using to handle student individual

differences as well as their similarities.

In connection to this, more and more approaches were introduced to promote

good classroom management. One of the approaches is the teacher-directed

management. In teacher directed management, students become good decision

makers by internalizing the rules and guidelines for behavior that are given to them

by responsible and caring adults (Levin, Nolan & Arthur-Kelly, 2011). This kind of

approach is different on psycho educational theories like Rudolf Dreikur's Goal

Centered Theory that focuses on student relationships, feelings, thoughts and

behaviors. Students seem to be in a box where they only have limited parameter to

perform their potentials and begin to depend on what just the teacher gave them. If a

teacher uses this kind of approach, he sees his student as a mere object without

emotions and fails to consider what his students needs. The positive side of this


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approach is the fact that the students will be clearly reminded that they have to build

respect and consistently create the distance between them; indeed, it is expected to

result this to self-discipline.

The kind of management where there is a joint responsibility of the student

and teacher to control the student behavior is called collaborative management.

Arends (2007), identifies the characteristics of effective classroom manager:

(a) has procedures that governed student talk, participation, and movement; (b)

instructions given by him were clear and student misbehavior was handled quickly;

(c) has very clear work requirements for students and monitor student progress

carefully; (d) has clear presentations and explanations.

The clarity on the desired outcome of the teacher will be beneficial on both

teacher and student because if everything is mentioned in detail students have a

clear picture on a particular output and the teacher will have fewer incidents to

repeat what was just stated.

In her book, Psychology of Classroom, Garcia (2005), summarized the three

major styles of the teachers in management namely: authoritarian, laissez-faire

relationship and democratic management. In her own perspective, authoritarian is

when the centralized control in purely on the teacher and students were just a

passive listeners and receivers. Students are left themselves was practiced in

laissez-faire relationship. Democratic management style encourages students to

make decisions. The preferred management styles of the teacher seemed to be a

case-to-case basis because of many factors including students needs and teacher


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personality. Meirs and Wilkinson (2007) said that an approach to behavior

management that works most of the time, for most teachers, will improve the

learning climate of the classroom.

Oliver and Reschly (2007) believed that teachers must be equipped with

sustained information on classroom management. They recommend tips on how to

improve teacher preparation in dealing with students. First is to provide the teacher

candidates with instructional approaches for classroom management through

coursework and guided practice with feedback and address the challenges facing

teacher candidates and new teachers in creating a positive classroom context.

According to the University of Sciences in Philadelphia (2014), there were

different activities that the teacher has to incorporate in order to maximize student

learning to promote organizational skill. The teacher should consider the following:

(a) planning lectures by stating the objective of the class and should develop

appropriate visuals to improve learning; (b) encourage students to read before the

class starts; (c) ask students about their expectations; (d) encourage learners to do

on their own.

Integration of these activities would let the students know where the

classroom discussion ends and what benefit they can get after every topic.

Concerning the students expectation will help the teacher adjust and on his way of

teaching appropriate degree of freedom lets the students explore their potentials,

but, of course, there must still be supervision.


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The University of Sciences in Philadelphia (2014) also suggested activities

where instructional skill of a teacher will be improved. These are the following: (a)

increase learning and performance by giving the students the rubrics in grading a

particular output; (b) make lectures more meaningful learning by providing handouts;

(c) help students to understand difficult concept by associating complex topic into

different area where they can understand.

Using these activities could alleviate students performance that was reflected

on their grades. Therefore, clear explanation about what the teacher wants on a

specific requirement is not enough to meet the desired output, but there must be a

continuous support during the process of doing the requirement.

Another set of activities were also encourage by The University of Sciences in

Philadelphia (2014) to improve student. Teacher relation like: (a) encourage

students to participate in class by assigning students to facilitate class discussing

through reporting (b) add energy to a class when the students are dragging by

cracking jokes (c) encourage higher levels of learning by motivating the students at

the beginning of the class; accepts more answer from students, and encourage

group activities.

According to American Psychological Association (2014), a teacher should

consider his relationship to students by the following technique: (a) interact in a

responsive and respectful manner; (b) offer students help; (c) consider individual

differences; (d) encourage individual differences. These activities will help the

teacher create an atmosphere where students could demonstrate their potentials.


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Directing students behavior through planning is not applicable to all academe

because of comprehension. Since this study aims to know the effects of classroom

management of the college students, particularly to the Business Teacher Education

students of the of the College of Education of Polytechnic University of the

Philippines, Mabini campus, then it does qualify that the chosen population will be

able to grasp early planning of their organization. Differences will just occur on the

content of the teachers plans through his organizational skill to come up with a

smoothly running classroom.

The knowledge on instructional skill of a teacher depends on how he uses

available materials to come up on students learning with concern on students

differences. Process-product idea explains the relationship between various teacher

instructional patterns and students achievement. If the students are instructed

clearly, chances are students will be more productive because there were laid

guidance to direct their learning.

Students seem to perform as teachers expect them to (Jones & Jones, 1990),

this means that students perform within their teachers expectation, and creates

problem when students feel uncomfortable on the given learning environment. It is a

challenge for every teacher to create an atmosphere where balance between

expectation and guidance occur.


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Local Literature

Classroom management has change through the year. According to Daocup

(2012),theparadigmofclassroommanagementofthepastshiftedfromaone-way

flowofinteractiontoanenvironmentofsharedresponsibilityandlearning.

Waystoattainstudentssuccessisnotjustlimitedtoasingleapproach.Our

dynamically changing environment gives us the hint that we need to come up on

revisionsorimprovements.

According to Agno (2009), handling multifaceted responsibilities to ensure

effectiveclassroommanagementneedsthetotalcommitmentoftheteachers.Thus,

Gacelo (2012) stated, a teacher should adopt an approach which he or she is

comfortable with and one which conforms with his/her personality or present

characteristics.

Daocup(2012) suggested keycomponentsof classroom management and

organization namely: physical component; psychosocial component, behavioral

component; instructional dimension; procedural dimension and organizational

dimension.

Physical component is part of theorganizational skillof a teacher. It is his

primarytasktomakeaninventoryofthesizeandshapeofhisclassroomanduseit

asabasisondecidingwhatseatingarrangementhewillbegoingtocreateandother

learningmaterials.

Partoftheteachersresponsibilityistoset atmosphereinsidetheclassroom

wherehisstudentscouldbenefit.Psychosocialcomponentisafactorcomprisingit.


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Relationshipinbetweenthestudentsandhisteacherhassignificanteffectonhow

theybehaveinsidetheirclassroom.

Behavioral component is also a factor to be considered in teachers

organizationalskillbecauseanincreaseonadisruptivebehaviorofthestudentsisa

manifestation on unorganized classroom, indeed Agno (2009) said that both

teachersand studentsneed toestablishclear rulesandprocedure tomeetall fore

goingproblems.

Instructionsdirectstepsneededtoperformortofinishaparticularoutput.In

connection tothis, instructional dimensionshould be regardedasoneofthe most

importantaspectsofteacherscapabilityinteaching.Therefore,ifinstructionswere

clearly explained to the students, output ismore likelyhigher inquality compared

wheninstructionsweregivenwithlittleexplanation.

Proceduraldimensionisakeyfactortoincludeinteacherscharacteristic.To

achievethis,aday-to-daybasisofplanningishighlyrecommendedespeciallyifthe

teacherisbombardedwithmanytaskstodo.Timemanagementwillhelpteachers

todividetheirtimeaccordingly.

Applyingallofthesedimensionsmustbebasedontheneedsofaparticular

classroomtobeeffective.Thesecouldeithergotoself-disciplineormisbehavior.

Themultidimensional classroomrequires avarietyof components to supply

the needs of individual differences inside the learning area. According to Agno

(2009), students can be trusted to evaluate and change their actions and their

behavior becomebeneficial andappropriate to them and to the class asa whole,

thusself-disciplinewasformedinademocraticenvironmentwherestudentsfeelthat


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excess on their behaviors would trigger chaotic environment. Therefore, the

students become sensitive on their behavior when they were trying to ignite their

self-discipline.

Gacelo (2012) suggested that teachers must be careful when controlling

misbehaving students because it can spark an unpredictable emotion on both

teachersandstudentspart.Goodrelationshipstostudentswereofgreathelpto

promote a good learning environment in every student. Building positive teacher-

student relationship isexpected toevery teacher toensureeffectiveteaching and

effective classroom management. It creates conduciveness when teachers try to

commithimincomplementinghisstudentsbehavior.

Awiderangeofknowledgeregardingclassroommanagementisafactorthat

wouldhelpteachers,particularlybeginningteachers.AccordingtoDaocup(2010),

beginningteachersenterstheirownclassroomliketheywerehavingahomecoming

after a long absence. Therefore, having the awareness on how to prepare your

classroom is a matter of familiarizing yourself within the four corners of your

classroom. For experienced teachers, they may notbe facingthis issue but they

wereinneedofenhancementduetochangingbehaviorofthestudents.

Foreign Studies

Classroom management has typically focused on the identification of

individual practices that have some level of evidence to support their adoptation

within classrooms. These practices are then combined under the assumption that, if


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not individual practices are effective, combining these practices into a package will

be equally, if not more, effective (Oliver, Wehby, and Reschly 2011).

Classroom management is focused on the behavior of the students. Teachers

must always be concern on the surroundings of the students especially when they

are inside the classroom. They must acquire a healthy and positive atmosphere so

that they will have a good behavior and produce a better outcome with regards to

their study habits. Also, good practices help students to become effective and will

lead them to a successful learning.

According to the study of Saenz (2011), in order to be able to teach students

in an effective manner, teachers need to possess an array of conflict resolving skills

in the classroom. Without the necessary skills, teachers will have difficulty handling

negative situations in a positive way, as well as difficulties in creating an optimal

learning environment.

A teacher is a good counselor and motivator to their students. As a counselor,

they should guide their students towards good behavior by setting rules to be

followed so that they will be disciplined and responsible enough. As a motivator, the

teachers should be the one to encourage their students and be optimistic, they

should have these positive traits that their students may acquire and practice for

better learning outcomes.

Saenz (2011) said that many teachers have held very few skills in their

toolbox for discipline, so they must be provided with various techniques and know

how to apply them.


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Teachers must continue to learn new strategies and techniques regarding the

students behavior or discipline so that they will be ready and they will be able to

know what to do and how to deal with the problems and conflict involving their

students.

According to Keohan (2013), ones personal experience, training, and age

play a role in ones choice and carrying out of classroom management.

The preferred classroom management style of a teacher is based on his

personality. He will teach the students with connection to his experiences and

provide them with knowledge based on his training. He will monitor the students in

the classroom in his own way with regards to his beliefs. He will be the one to tell

whether his students have done something good or bad. He will be the one to set

the standards and guidelines inside the classroom according to his own style and

perception.

In the study conducted by Yasar (2008), he found out the following: (a)

Teachers were not influenced by their gender to choose the kind of approach they

will be using; (b) Teachers with more years of experience have a more student-

centered orientation in classroom management; (c) Class size affects teachers'

preference in choosing classroom management style.

Yasar's study was limited to primary school teachers in turkey. In his findings

he got, we can conclude that teachers were confronted factors before coming up

with what kind of approach will he be using. We can also generalize that as the class

size increases the teacher preference would be more on authoritarian style of


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management because teacher tries to use the power vested in him to manage

numerous students.

Saenz (2011) suggests the Positive discipline technique to be used by the

teachers because she believes that classroom could be created into an environment

conducive to learning by the use of various classroom management techniques.

In the study conducted by Lau and Nei (2009), they suggest self-

determination perspective. They explain self-determination perspective in a way that

behavioral control and structure contribute to an orderly and well--structured

environment conducive to teaching and learning, whereas external control imposes

pressure on students and determines their intrinsic motivation. External control could

be the punishments whenever the student acts inappropriately. From the 3196

respondents in 117 classes in Singapore, Lau and Nei (2009) found out that

behavioral control and care were commonly used by Grade 9 English teachers in

Singapore. Their study was related on the relationship between the teachers

expectation the guidance given by the teacher that may possibly affect students

behavior. They also found out that control is necessary for managing student

misbehavior and care itself may not be enough to manage misbehavior. If teachers

show more care to their students, their students were more satisfied with their school

life, whereas teacher's control was not found to be related to students satisfaction

with school.


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In parallel to this, Saenz (2011) said that the teacher must have the three

characteristics: spiritual calling to the vocation; considers what situations may cause

conflict and awareness of actual skills needed to obtain positive classroom.

First, the teacher must have the passion for teaching, he loves teaching and

there is no other job that will suit him except for teaching. He will live and die as a

teacher and nothing but a teacher only. He is always concern to his students and

treat them as his own children. Second, the teacher must always be observant and

considerate to his students. He must always consider the situations and the things

that are related and about the students. And third, is being aware of the skills,

strategies and techniques that he will use inside the classroom to promote a better

learning outcome and a successful learning of the students.

Local Studies

A teacher that maintains an orderly classroom is effective in classroom

management. From their stand point, individual teachers are expected to show

effective managerial skill that can be demonstrated in his/her utilization of classroom

resources such as teaching aids, necessary devices and learning equipment

(Damian, 2012).

When a teacher made use of the resources he has and provide it, it implies

that he wanted to make his student learn more because in teaching, things you

wanted to teach should be seen and they should experience it so that they will


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understand more how it really works and would retain in their minds.

Roxas (2006) stated that there are about 71.64 % of male teachers and 28.36

% of female teachers no significant relationship gender of the students and teacher-

student relationship.

Teachers gender is not a n important aspect in teaching with regards to

classroom management. A teacher, whether a man or a woman doesnt affect

his/her teaching performance, what matter most is how effective he/she in managing

the students inside the classroom. And how well does he/she give an impact unto

the students learning process as well as to the students life. Teachers gender is

not a base of how great a teacher can be and how can he/she be effective and give

the best learning program or experience to his/her students.

Authoritative style creates disciplinary problems because they are regarded

by the teachers to act like robots who are expected not to express the individuality in

school. The most effective and implemented classroom style is the authoritarian

style with the percentage of 90.54 %, followed by the authoritative style with the

percentage of 4.05 % and last is the laissez-faire style with the percentage of 5.41 %

(Requilman, 2005).

Authoritative style of teaching has a high demand to the students. It tends to

give pressure and difficulty to them. The students under the authoritative style are

having a hard time to learn because they are afraid to experience rejections and

failures thats why they always tend to follow everything their teachers told them.


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They are being dependent to their teacher and they are having a lack of confidence.

Authoritarian style is the most effective style of classroom management for

teachers to use because there is an interaction between the teachers and the

students, how well they exchanges ideas and accepts suggestions to create a light

atmosphere inside the classroom that will be appropriate to the students learning

process.

A teacher should teach their students on how to construct ideas in their own

ways and give good results. Teachers should have a good connection to the

students to promote harmonious relationship inside the classroom that will nurture

each and every student to become a better person.

School administrators and classroom managers consider personal profile,

school profile and guidance and community profile to effective management

(Versola, 2007). Attitudes and behaviors of the teachers are considered for effective

management. Teachers with good characters can manage the classroom well and

promote a good example for having a good behavior inside the classroom and how

to deal with the people around you.

Synthesis and Relevance of the Reviewed Literature and Studies

The various literature and studies which the researchers collected are

deemed related to the present study on the perceived classroom management


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activities of Business Teachers Education third year students of Polyte chnic

University of the Philippines, Mabini Campus.

The book of Garcia and Arends provides information to the researcher about

the characteristic of classroom managers as well as the roles played by the teacher

inside the classroom. Their books have greatly contributed to the researchers in

supporting the idea that teacher is facing a dynamic environment. In connection to

this, Daocup, Agno and Gacelo explained the dynamic classroom and its

components and commitment the teacher has to give in facing the changing

environment inside the classroom.

The work of Saenz and Damian provide necessary information about effective

teachers. Thus, Lau and Nei explain what contributed on an orderly and well-

structured classroom environment.

Moreover, the work of Keohan and Yasar identified the skills that affect

classroom manangement. In addition to this, Yasar pointed out what influenced the

teachers in choosing the approach to be used in teaching.

The work of Requilman provide us the data on what style is commonly used,

while Roxas and Versola explained what does not affect classroom management as

well as consideration of choosing effective managers.

Different websites were use as reference on the specific classroom activities

like University of Sciences in Philadelphia and American Psychological Association

that help us in identifying different activities to show the skill of the teacher.


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All these reflected points of said literature and studies have contributed in

strengthening the topic about classroom management.


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Chapter 3

RESEARCH METHODOLOGY

This chapter deals with the discussion of the method of research to be used,

venue of the study, the target population and the sampling scheme employed and

the description of the student-respondents. The kind of instruments used, the

procedures in gathering data, and the statistical treatment utilized are also

discussed.

Research Methodology Used

The descriptive research design will be used in the study. According to Naval

(2010), descriptive design gives a clear statement of what is existing at the present

understanding of why it is so and what might be. The study will be using

descriptive design because it focuses on the description of the classroom

management of a teacher such as organizational skills, instructional skills, teacher-

student relationship and its effect to the students academic performance.

Descriptive research is not only concerned with fact gathering but also with

identifying and predicting relationships between variables.

The primary aim of the researcher in this study was to know the effects of

classroom management to the academic performance of the third year students of


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Bachelor in Business Teachers Education in the Polytechnic University of the

Philippines, Mabini Campus.

Population and Sample Size

Slovins Formula will be using in this study. According to the website

Prudence, Slovins Formula is a random sampling technique formula to estimate

sampling size. It is computed as:

n = N / (1+Ne2)

whereas:

n = no. of samples

N = total population

e = margin of error

There are 24 sections with an estimated 250 students in each level in the

Bachelor of Business Teacher Education of the College of Education of Polytechnic

University of the Philippines, academic year 2014-2015. As a whole, there are 1000

students enrolled in the program. The number of students sample is 300, a total

population of 1000, and a confidence level of 95% or 0.05 margin of error, and 400

as the total respondents.

Sampling Technique

Simple random sampling will be using in the study. According to Naval

(2010), stratified sampling method is a process of selecting a sample in such a way


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that is represented in the sample in the same proportion that they exist in the

population. The steps are: identify and define the population, determine the desired

sample size; identify the variables and subgroups; classify all members, randomly

select an appropriate number of individuals from each subgroup.

Description of the Respondents

There are 300 respondents to be used as sample in the study and to be

randomly chosen from the twenty four (24) sections of all year levels of Bachelor in

Business Teacher Education of Polytechnic University of the Philippines officially

enrolled in the program in school year 2014-2015.

Research Instrument

A questionnaire was mainly used as instrument of the study. It consisted of:

students profile, organizational skills, instructional skills and teachers relationship to

the students. Part I was the students profile which consisted of 4 items. Part II was

the organizational skills which are also consisted of 4 items same as the Part III

which was the instructional skills and Part 4 which was the relationship to the

students.

Data Gathering Procedure

The researchers will be randomly selecting 30% respondents in the twenty

four (24) sections of the Bachelor in Business Teacher Education of Polytechnic


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University of the Philippines. Questionnaires will be given personally to the chosen

students randomly.

Respondents will be given approximately one (1) hour to answer the given

questionnaires. All answered questionnaires will be collected immediately. After

gathering all needed data, these will be encoded, computed, analyzed and

interpreted.

Statistical Treatment of Data

Anova formula will be using in this study. According to the TutorVista (2014)

website, Anova is a statistical test which analyzes variance. It is helpful in making

comparison of two or more means which enables a researcher to draw various

results and predictions about two or more sets of data. Anova test includes one-way

anova, two-way anova or multiple anova depending upon the type and arrangement

of the data. One-way anova has the following test statistics:

Where,

F= Anova Coefficient

MST= Mean sum of squares due to treatment

MSE= Mean sum of squares due to error.


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Formula for MST is given below:

Where,

SST= Sum of squares due to treatment

p= Total number of populations

n= Total number of samples in a population.

Formula for MSE is given below:

Where,

SSE= Sum of squares due to error

S= Standard deviation of the samples

N= Total number of observations.


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References

BOOKS

Agno, Lydia N. (2009). Principles of teaching 1: a modular approach. Quezon City:C&E Publishing Inc.

Daocup, O.B. (2010). Classroom management: preparing special educationteachers.Quezon City: Lorimar Publishing Inc.

Di Guilio, Robert. (1995). Positive classroom management: a step by step guide tosuccessful running the show without destroying student dignity.USA: Corwin

Dress Inc.

Ford, Margot. Kelly, Michael. Lyons, Gordon. (2011). Classroom management:Creatingpositive learning environment (3rdEd).China: RR Donnelley AsiaPrinting Solutions Limited.

Garcelo, Ester P. (2012). Principles of teaching 1.Quezon City: C&E Publishing Inc.

Garcia, Betty R. (2005). Psychology in the classroom.Philippines: Mega StarPrinters, Enterprises and Services.

Goodlad J. (1984). A place called school: Prospects for the future. New York:McGraw Hill.

Gump, P. (1967). The classroom behavior setting: Its nature and relation to studentbehavior. Washington, DC: Office of Education, Bureau of Research

Jones, Louise S. Jones, Vernon F. (1990).Comprehensive classroom management:motivating and managing students.USA: Allyn and Bacon: A Division ofSimon and Schuster, Inc.

Lau Shun. NieYongan. (2009). Contemporary educational technology. Singapore:Elsevier Inc.

Levin, James. Nolan, James F. (2000). Principles of classroom management: aprofessional decision making model (3rdEd).USA: A Pearson EducationCompany.

Naval V. (2010).Module in research 2.Polytechnic University of the Philippines.


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Oliver, Regina M. Reschly, Daniel J. (2007). Effective classroom management:teacher preparation and professional development.Washington D.C.:NationalComprehensive Center for Teaching Quality.

DESSERTATIONS

Damian, Maritess G. (2012). Effectiveness of the BTE Faculty in the PolytechnicUniversity of the Philippines, Mabini Campus. NALLRC. Available atNinoy Aquino Integrated Learning Center.

Keohan, David J. (2013). Middle school classroom management and studentbehavior.Available at Sierra Nevada College database.

Oliver, Regina M. Reschly, Daniel J. Wehby, Joseph H. (2011). Teacher classroommanagement practices: effects on disruptive or aggressive studentbehavior.Available at Campbell Collaboration database.

Requilman, Lorelie. (2005). Classroom management and disciplinary problems inSan Vicente district division of Ilocos Sur.Available at National Library.

Roxas, Leila De Leon. (2006). Classroom management of Jose Rizal University HighSchool teachers and its implication to effective teaching: an assessment.

Available at National Library.

Saenz, Monica. (2011). Classroom management: an emphasis on positive discipline.Available at Fresno Pacific University database.

Versola, Nelia A. (2007). Behavioral profile of the secondary classroom manager asperceived by themselves and by school administrators of selected secondaryschools on the Division of Cotabato: its implication to effective management,school year 2007-2008.Available at National Library.

Yasar, Seda. (2008). Classroom management approaches of primary schoolteachers.Available at Middle East Technical University database.

Zondi, Zithulele. (1997). The management of classroom behavior problems insecondary schools.Available at University of Zululand database.

INTERNET

American Psychological Association. (2014). Improving students relationships with


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teachers to provide essential supports for learning. Retrieved onSeptember 15, 2014.http://www.apa.org/education/k12/relationships.aspx

Behavioral Management Network.(2014).Western Research & Implementation forDynamic Classroom Management. Retrieved July 26, 2014 fromhttp://www.edu.uwo.ca/dynamic-classroom-management/dcminfo.asp

Meirs, Marion. Wilkinson, Jenny. (2007). Managing student behavior in theclassroom. NSWIT Research Digest, 2007 (2). Retrieved July 27, 2014 fromhttp://www.nswteachers.hsw.edu.au

University of Sciences in Philadelphia (2014). High levels of learning. Retrieved on

September 14, 2014http://www.usciences.edu/teaching/tips/activities.shtml
http://www.apa.org/education/k12/relationships.aspxhttp://www.edu.uwo.ca/dynamic-classroom-management/dcminfo.asphttp://www.nswteachers.hsw.edu.au/http://www.usciences.edu/teaching/tips/activities.shtmlhttp://www.usciences.edu/teaching/tips/activities.shtmlhttp://www.nswteachers.hsw.edu.au/http://www.edu.uwo.ca/dynamic-classroom-management/dcminfo.asphttp://www.apa.org/education/k12/relationships.aspx

Documents

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