Classroom Management Factors Affecting Academic Performance

of Grade-12 Students in Eastern Visayas

Regional Science High School

___________________

A Research thesis
Presented at the
EASTERN VISAYAS REGIONAL SCIENCE HIGH SCHOOL
Catbalogan City, Samar

____________________

ERIC C. DEQUINA
ERICKSON JAY S.GABUNAR
ELY CEDRIC G. MANICANI
JOEFIT M. PANGANORON

October 2018
 ACKNOWLEDGEMENT

The researchers would like to give the biggest thanks

to our Almighty God for giving us wisdom and knowledge in

conducting this study.

To Sir Darrel Tibre, for helping and supervising us in

conducting and accomplishing our study.

To our parents and school for helping us in our

financial needs and encouraging us to conduct and

accomplish our study.

To those Grade 12 students who cooperated with us by

answering our questionnaires.

To every people who believed in us, we thank them for

believing in us.

2
 ABSTRACT

Classroom is a room, typically, in a school, in which

a class of students is taught. It is where they will gain

new understanding on many things. Inside the classroom we

could observe some “technique” used by teachers to maintain

order inside a classroom, the classroom management.

Wherein, the researchers included four (4) factors as part

of the classroom management namely; Delegation of

Authority, Classroom Environment, Supervision Instruction,

and Implementing Rules inside the Classroom.

The study was conducted to determine whether the

classroom management is related to the academic performance

of the student. The Researchers used sixty-five (65)

students as the total population of the subject and with

the use of Sloven`s formula, the Researchers has arrived

into seventy-eight (78) sample size. In gathering the data,

the researchers used a close-ended survey questionnaire.

This study was conducted from August 2018 to October 2018,

in Eastern Visayas Regional Science High School, Catbalogan

City. They also used Chi-Square to compute the data from

the questionnaires.

3
 The result of the study was separated into five (5)

parts. First is the general result, wherein, there is no

significant relationship between the different factors of

classroom management and academic performance of the

students. The remaining four (4) parts are result from each

factor of classroom management;

Based on the Delegation of Authority, there is no

significant relationship between the delegation of

authority and academic performance of the students.

Based on Classroom Environment, there is no

significant relationship between the classroom environment

and academic performance of the students.

Based on Supervision Instruction, there is no

significant relationship between the supervision

instruction and academic performance of the students.

Based on Implementing Rules inside the Classroom,

there is no significant relationship between implementing

rules inside the classroom and academic performance of the

students.

4
 .Background of the Study

Classroom plays a vital role in student`s

productivity, where they will learn various skills deemed

necessary and proper for them to achieve success in the

global society. It is where they will gain an understanding

of their place in the world and the gifts that they have to

offer it. It is where the student develops what they want

their future to look like, as well as knowledge of the

skills needed to reach that goal. With the classroom being

such an important place in the growth of a child,

thusmanaging the classroom effectively is highly important.

Classroom management refers to the wide variety of

skills and techniques that teachers use to keep students

organized, orderly, focused, attentive, on task, and

academically productive during a class. As a classroom

management is closely related to effective instruction,

student`s needs and characteristics are also essential in

managing classrooms. Jones and Jones (2001) states that

high expectations, active engagement of the students,

cooperative learning and the incorporation of various

5
aspects of the student`s culture are important figures in

effective teaching.

However, poorly managed classrooms are usually

characterized by disruptive behaviors such as sleeping,

late coming, noise making, miscopying of notes, eating,

calling of nicknames, verbal or physical threat to fellow

students or the teacher (Ekere, 2006). These disruptive

behaviors disorganize learning processes and hamper

academic performance of students. Effiong (2007), suggests

that teachers can deal with these disruptive behaviors in

the classroom and reduce them to the minimum through

effective classroom management so that effective learning

can take place. Once teachers are able to effectively

reduce or eliminate disruptive behaviors in the classroom,

there would be increased academic attentiveness and

engagement which would pave way for better academic

performance by students.

Teachers-efficacy is somehow related to classroom

management, for he/she is in responsibility on organizing

and managing the classroom more effectively. This research

has suggested different factors where teachers usually

employed as teaching technique inside the classroom. Thus,

6
 this study aims to identify the efficacy of the different

factors of classroom management towards student`s academic

performance and to identify which particular factor weigh

more to their productivity.

Conceptual Framework

Factors of Classroom Management Affecting the Academic

Performance of the Grade-12 Senior High School Students in
Eastern Visayas Regional Science High School

Findings / Recommendations

Academic
Performance

F
Factors of classroom management/ Teacher`s F
Efficacy
E E

E Delegation of authority E
to Learners
D D
Classroom Environment
B B
Supervision instruction A
A
Implementing Rules C
C

K K

Grade 12 Senior High

School of EVRSHS

7
Figure 1: A flow chart showing the conceptual framework of

this study.

Statement of the problem:

1. What is/are the significant relationship between

the different factors of classroom management and academic

performance of the students?

2. what specific factors of classroom management that

greatly influences the Student`s academic productivity?

Objectives

The purpose of this study is to examine how the

different factors of classroom management affect the

academic performance of the Students holistically.

Specifically it aims to:

1. Determine the significant relationship between

academic productivity between the following factors;

a. Verbal Instructions

b. Implementing Rules

c. Delegation of authority to learners

8
 d. Classroom Environment

2. Determine what specific factors of classroom

management that greatly influence Student`s academic

productivity.

Hypotheses

Ho: There is no significant relationship between the

different factors of classroom management and academic

performance of the students.

Ha: There is a significant relationship between the

different factors of classroom management and academic

performance of the students.

Significance of the study

This study is important because it calls for a better

classroom management as academic institution for students,

and as a place where they develop their knowledge into

wisdom. It arouses to give awareness on how every single

factors of classroom management affects the productivity of

the students. More specifically it is beneficial to:

9
Students: The academic productivity of the students almost

depends on what kind of classroom management or how

teachers and school authorities manage the classroom. Thus,

this study is beneficial to students because it calls for

an ideal environment or management of the classroom for a

better academic performance.

Teachers or Educators: This study will serve as reflective

mirror for teachers/ educators because they will be able to

assess themselves on how to run a better classroom

management based to the needs of the students. Thus, they

will be able to give a safer and supportive environment for

students as academic educators.

School and other academic institutions: This study is

commendable for all school and academic institutions

because it will serve as suggestions of the students in

building a better academy for a productive management to

happen. And it also seeks for a safer and supportive

learning environment to all educates.

10
Scope and limitation

The focused of this study is identifying if classroom

management particularly in Grade 12 Students of SY. 2018-

2019 in Eastern Visayas Regional Science High School has

any effect to their academic performance. The study was

conducted to determine whether the classroom management is

related to the academic performance of the student. The

Researchers used sixty-five (65) students as the total

population of the subject and with the use of Sloven`s

formula, the Researchers has arrived into seventy-eight

(78) sample size. In gathering the data, the researchers

used a close-ended survey questionnaire. This study was

conducted from August 2018 to October 2018, in Eastern

Visayas Regional Science High School, Catbalogan City.

Definition of Terms

The definition of terms in this research will serve as the

key points in the review of related literature and the

entire study.

This terms was define operationally and technically:

11
Classroom management – is the process by which teachers and

school creates an appropriate behavior in the classroom

setting.

-In this research it refers to the different

technique used by the teachers

inside the classroom.

Teachers efficacy – relating to the teachers confidence in

their ability to promote students learning.

- In this study it refers how teacher

manages classroom effectively and the

different technique used.

Academic performance – is the extent which a student,

teachers or institution achieved their short or long term

educational goals.

- In this study it refers to the

productivity of the students in academic

aspects.

Verbal instruction – is the techniques for effective

classroom management that can be adopt by teachers where

clear instruction on what should be done.

12
Supervision instruction – a techniques of classroom

management that involves moving around the classroom to

observe students closely.

- In this study it refers to the

transparency of the teachers to his/her

students.

Classroom environment – is the social climate, the

emotional and the physical aspects of the classroom.

- In this study it refers to physical

aspects that surround the students such as

setting arrangement, decoration inside the

classroom and etc.

Implementing rules – a teachers communicates his/her

awareness of what can happen in a classroom demonstrates a

degree of commitment to work.

- In this study it refers to the rules that

student should be follow for a good flow

and reproductive flow of classroom.

13
Corporal punishment – used widely as an effective classroom

management technique to curd disruptive behaviors in the

classroom.

Delegation of authority – the another technique of

effective classroom management where the teachers delegates

his/her authority to the deserving students.

- In this study it simply refers to the

different homeroom officers.

Review of Related Literature

Classroom management has been defined as the

provisions and procedures necessary to establish and

maintain an environment in which instruction and learning

can occur (Duke, 1979).

Classroom management is one of the most important

aspects of a teacher’s daily responsibilities. It is also

one of the areas in which teachers are given the most

freedom. Teachers can choose from a variety of classroom

management strategies based on their personalities and

values as well as the personality of the class. Classroom

rules are often a teacher’s first step in classroom

management. Teachers must decide who will make the rules

14
and how they will be taught to the students while also

considering how the rules will be perceived by

students.(Anderson & Spaulding, 2007).

Once rules have been established, teachers need to

monitor student behavior to ensure rules are being

followed. Many teachers struggle to find a way to monitor

student behavior while still having time to devote to

instruction of content. Strategies such as self-monitoring

(Rafferty, 2010; Vanderbilt, 2005) and daily behavior

report cards (Chafouleas, Riley-Tillman, & McDougal, 2002)

are often utilized to reach this balance. Good classroom

management is essential to a productive classroom and it is

up to each teacher to discover which strategies work best

for the current students in the class.

Drawing from the works of Martin and Baldwin (1998),

although often used interchangeably, the terms classroom

management and discipline are not synonymous. The term

discipline typically refers to the structures and rules

describing the expected behavior of students and the effort

to ensure that students comply with those rules. However,

classroom management is defined as a multi-faceted

construct and umbrella term that includes three broad

dimensions describing teacher efforts to oversee the

15
activities of the classroom: Dimension one, instructional

management, includes aspects such as monitoring seatwork,

structuring daily routines, and allocating materials;

Dimension two people management pertains to what teachers

believe about students as persons and what teachers do to

develop the teacher – student relationship. A large body of

literature indicates that academic achievement and

productive behavior are influenced by the quality of

teacher- student relationship (Burden, 1995; Weinstein,

1996, Martin & Baldwin, 1998); the third dimension,

behavior management, is similar to, but different than,

discipline in that it focuses on preplaned means of

preventing misbehavior rather than the teacher’s reaction

to it. Specifically, this facet includes setting rules,

establishing a reward structure, and providing

opportunities for student input.

Whitehurst, G. (2006) noted that a teacher’s

instructional practice in the classroom is significant to

students’ academic performance. Frequency of use of

specified instructional techniques such as: cooperative

learning groups, inquiry based activities, student- led

discussions and open -ended assessment techniques promote

16
development of cognitive skills and processes and

consequently academic achievement (Cohen and Hill 2000).

Jenny Manalata,(2010) have considered the Five

different factors affecting the classroom management:

1. Effective Instruction. Well-planned instruction, which

should include appropriate instructional activities like

guided practice, attention to individual students,

providing immediate feedback, and similar tasks tend to

enhance order and effective learning. On the contrary,

chaotic instructional activities lead to disorder in the

classroom.

2. Setting and Implementing Rules. Classroom instruction

should be undertaken in a business-like manner, such as

trying to achieve maximum amount of learning within minimum

time without disruption of other classroom activities.

Teachers need to act accordingly when rules are broken, for

example.

3. Managing Intervention. The need for intervention

increases when rules and instructional activities are not

properly implemented, and when varied forms of misbehavior

such as mild verbal and physical aggression are

demonstrated in the classroom. These have to be dealt with

17
appropriately and immediately by the teacher. Based on

experience, one who frequently observes from the back of

the classroom would encounter less classrooms misbehavior

than one who is clearly standing still in front of the

room. It must be pointed out, however, that many classroom

interventions do not always lead to improved learning. Some

are counter-productive. Any intervention that tends to

interrupt the flow of the lesson, for example, must be

terminated right away.

4. Feedback on Appropriate Behavior. The student expects

feedback, whether or not his behavior is acceptable. It is

good point to remember that praise of behavior would be

more effective if done sparingly and linked with good

performance.

5. Classroom Environment. Students normally would not want

to learn in very chaotic environment. Poorly managed

classrooms, for example, usually would not provide pleasant

and supportive learning environment.

In some other point of views classroom management is

the organization of a classroom as a learning environment;

the management of student discipline, order and care; the

grouping of student for different tasks and patterns of

18
interaction; the individualization of students learning

(Stensimo, 1995, Emmer, Everston, Clements, &Worsham, 1994,

Jones andJones, 1990 as cited in Martin &Shoho, 2000, and

Smith, 1991).

Studies have been done to conduct research that leads

to understand the significant relationship between

Classroom Management and academic performance of the

students, from the result of the study of Dr. I. N George,

(2017) about Effective Classroom Management and Students’

AcademicPerformance in Secondary Schools in Uyo Local

Government Area, states that effective classroom management

significantly influences senior secondary one (SS1)

students’ academic performance. The given result was in

lined with the views of Ndiyo (2011), which asserted that

among the factors thatinfluence students’ academic

performance, teachers’ efficiency in classroom

managementstands out as the most important.

Then, According to the study of Thomas Brown, 2013

entitled “Effect of Classroom Management on Students

Performance” The term classroom management is used by

educators to describe the process of ensuring classroom

lessons run smoothly. It is also used to mean prevention of

19
disruptive behaviors in class. Classroom management is the

most difficulty element of teaching for most teachers as

teachers experience various challenges when teaching. Some

teachers might decide to leave the teaching profession

because of the challenges they experience when teaching

like indiscipline among students and poor attitude. When a

teacher loses control of his or her class, it is difficult

for him/her to regain control. Poor classroom management

leads to lower rate of academic engagement in class as

teachers spend a lot of time correcting misbehavior caused

by poor management skills. Effective classroom management

entails communication of behaviors expected clearly and

communication of academic expectations. It also entails

creating a cooperative learning environment.

A Study of David H. Voakley (2014) about the Student

Participation in Classroom Management to Effect an Increase

in Appropriate Behavior, states that students develop a

high degree of interest in their studies under such

classroom management techniques as behavioral contracting,

contingency management, and participation in classroom

management. The latter technique was chosen and the

experiment designed to determine whether or not the

20
behavior of junior college students would be influenced by

the opportunity to participate in classroom management. The

measure of influence was the rate of appropriate behavior

in the classroom (paying attention, responding, asking

questions). The experiment showed an increase of 16 percent

in appropriate behavior after the treatment and the Mann-

Whitney U test indicated that the increase was significant.

Another study of Gordonet Eisenman et.al, (2015) about

Bringing Reality to Classroom Management in Teacher

Education was state that Learning how to manage a classroom

effectively is a difficult task for pre-service teachers.

This is compounded by the lack of attention that classroom

management receives in many teacher preparation programs

and in the field of education in general. This article

offers a rationale for the lack of attention to classroom

management in teacher education, a lens through which we

can discuss classroom management, and five activities and

assessments we can use in teacher education courses to

prepare teacher candidates in the area of classroom

management. This goal is to focus the attention of pre-

service teachers on classroom management as a means to

21
enhance student learning as opposed to improving student

behavior.

And finally, from the study of Prof. Kaberl O.

Hajilan, (2017) about Secondary School Teachers’ Classroom

Management Practices: Their Implications for the Academic

Performance of Grade 10 Students, indicates that

Effective teaching and learning process is directly or

indirectly influence by organized classroom management.

Proper classroom management paves the way for the teacher

to engage more towards students learning. As observed many

of the students in Simunul Municipality performed poorly in

almost all subject areas. The author believed that

classroom management is crucial in the teaching and

learning process in the classroom. The study explores the

teachers’ perception on classroom management and its

relation to select profile of the teachers and students

academic performance. Descriptive survey design was used to

determine the classroom management practices of 78

secondary school teachersin Simunul, Tawi tawi Philippines

using Instructional and Behavioral Management Scale.

Findings revealed that teachers’ perceptions with regard to

the concept of classroom management favored more on

22
instructional management than behavioral management. The

demographic variables did not significantly influence both

behavioral and instructional management practices except

for the monthly income which shows significant relationship

to instructional management practices. Results also showed

that Instructional and Behavioral Classroom Management

Practices of teachers significantly affected with their

monthly income, but not significantly related to the

academic performance of Grade 10 students. From the

results, it can be concluded that economic status of the

teachers significantly influenced their classroom

management practices. Thus, salary increase for the

teachers, and other form of motivations or incentives are

highly recommended

Research Design

This study utilized a quantitative-descriptive

research design, for it is a way of organizing educational

data and looking at the object to be studied as a whole.

Descriptive Research design determines and describes the

way things are. It seeks to describe a unit in detail, in

context and holistically through using numbers and

statistics to analyze its findings. This research seeks to

23
account what is the significant relationship between the

academic performance of the students and factors of

classroom management.

The design is selected because it would establish the

relationship between classroom management and academic

performance of the students. Descriptive research design is

the most frequently used method for collecting information

about people’s attitudes, opinions, habits and a variety of

educational issues (Borg and Gall 1997).

Population and sampling

The target population for this study was the Grade 12

Senior high School in Eastern Visayas Regional Science High

School, Catbalogan City.

The said target population has a total number of

seventy-eight (78) students, because the researchers will

not include themselves for the credibility of the result.

Thus, all Grade 12 senior high school students of EVRSHS

was used as subject for this study.

24
 And in order to get the sample size as representative

for the whole population the researchers used Sloven’s

formula with 95% confidence level.

𝑁
𝑛=
1 + 𝑁𝑒^2

Equation 1. The Sloven's Formula for Finding the Number of

Samples.

Where: n= size of the sample

N= size of the population

e= 5% margin of error

The sample size that was used as respondents has a

total of sixty-five (65) students. All of them was

requested to take the questionnaire to obtain the necessary

data, and to acquire accurate and reliable result.

Data Collection Procedure

This study utilized a “survey-questionnaire” in order

to gather subjective information from the identified

respondents. In constructing the set of questionnaires, the

researchers employed a close-ended questionnaire where

respondents was able to choose a particular fixed answer

25
from the provided choices based to their experiences

related to the different factors of classroom management.

The researchers did not include personal information of the

respondents, since it is not necessary for the findings of

this study. The said set of questionnaires has four parts.

First part of the questionnaire contains questions

about delegation of authority to learners inside the

classroom management. Second part, contains questions about

the efficacy of classroom Environment. The third part,

contains questions about Supervision Instruction. And last

for the fourth part, questions about the efficacy of

implementing rules inside the classroom.

Since this is a close-ended questionnaire the

researchers scaled the provided fixed answers, ranges from

1- strongly disagree to 4- strongly agree.

Data Gathering

In gathering the data, the Researchers create a simple

flow chart that summarizes the different process to be

followed in conducting the actual research.

26
The process to gather data to determine the relationship

between the different factors of classroom management and

student`s academic performance.

Approval of the Proposed Research Study

Engaging with the School Personnel (Signing important

files i.e. "Permit to Conduct Study, etc.")

Preparation of questionnaire

Expert Validation of the Research Instrument

(Questionnaire)

Fielding of the questionnaires (Survey) for the Grade 12

Senior High students of EVRSHS respondents

Retrieval of the questionnaires

Consolidation of data gathered

27
Process of Coding and Decoding

Assigning codes to the data gathered

Analysing data (Percentage and Statistical)

Decoding

Drawing conclusion if there is/are a significant

relationship between the different factors of classroom
management and the student`s academic performance. And to
determine what particular factor greatly influences them.

This study in the first point aims to know the

different factors of classroom management that influences

the student`s academic performance, specifically the

relationship of this two variable. Moreover, it also aims

to determine what particular factor of classroom management

that greatly influences

28
Demographics

The sixty-five (65) students sample size of Grade 12

in EVRSHS was used as the total respondents for this study.

Result

This study has suggested four different factors of

classroom management where teachers usually employed as

teaching mechanism inside the classroom, which include

delegation of authority to learners, classroom environment,

supervision instructions and implementing rules and

regulation inside the classroom. And these four different

factors became an anchor in formulation of research

questions for this study. Thus, in analyzing and

interpreting the result was based from the research

questions of this study.

Research Question 1: what is/are the significant

relationship of delegation authority to learners to the

academic performance of the students?

Table 1: Percentage presentation of data for research

question 1

Agree Disagree
Item 29
 No. % No. %
1. Delegation of authority inside the classroom affects positively 43 66.15 22 33.85
on my academic productivity.
2. Assigning responsibility is just a burden to my study (like being 29 44.62 36 55.38
class presidents, secretary and etc.)
3. Being class officer or member of SSG I become more 37 56.92 28 43.08
responsible and active with my study.
4. It is Good to have Classroom officers because it keeps the 42 64.62 23 35.38
classroom in order and organize and through that it affects
positively on my academic performance
5. Having delegation of authority inside the classroom is just 31 47.69 34 52.31
useless because it doesn`t affect my academic performance.
Mean : 36.4 55 28.6 44

The table above shows that the majority of the

students agreed that Teacher`s delegation of authority

increases their academic productivity.

Research Question 2: what is/are the significant

relationship between the Classroom Environment and

student`s academic performance?

Table 2: Percentage presentation of data for research

question 2.

Agree Disagree
Item No. % No. %
1. Classmates and teachers influence my academic 57 87.69 8 12.31
performance in a positive way
2. Decoration inside the classroom brings a positive vibes for 36 55.38 29 44.62
studying.

30
3. Inspirational painted quotes in walls bring inspiration that 32 49.23 33 50.77
pushes me to study well.
4. Framed pictures of the authoritative persona inside the 18 27.69 47 72.31
classroom brings honor and pride, thus I become more eager
to study well.
5. Technological approach in teaching increases my 43 66.15 22 33.85
academic performance
6. Availability of learners materials should highly prioritize 55 84.62 10 15.38
because it mostly depends my academic performance
7. Having Proper ventilation of electric light or average light 54 83.08 11 16.92
intensity affects positively on my academic performance.
8. I can`t properly focus during discussion because of the 52 80.00 13 20.00
hot temperature
9. Cool Temperature brings good Grades 44 67.69 21 32.31

10. I prefer the armed chairs that we`re currently using 46 70.77 19 29.23
because it is comfortable while writing.
Mean : 43.7 67.23 21.3 32.77

The table above shows that most of the students agreed

that having well-structured classroom Environment increases

their participation in the class and productivity in their

academics.

Research question 3: what is/are the significant

relationship between supervision instruction and student`s

academic performance?

Table 3: Percentage presentation of data for research

question 3.

Agree Disagree

31
 Item No. % No. %
1. My Teacher instructs us on what to be done in the classroom 52 80.00 13 20.00
and it gives a positive effect on us.
2. . My Teacher takes time to stress on disciplinary rules and 43 66.15 22 33.85
regulations of the classroom to keep a friendly environment for us.
3. My Teacher gives directives on when I should discuss in the 40 61.54 25 38.46
classroom so that I do not make a noise and I become more
participative in class.
4. My Teacher warns me on when to start writing during lesson 37 56.92 28 43.08
period so that I will not lose focus.
5. My Teacher directs on how learners could submit assignment s 38 58.46 27 41.54
or quizzes quietly without disturbing the class.
6. My teacher always goes round the classroom to ensure that 38 58.46 27 41.54
students are actively participating in learning activities.
7. While teaching, my teacher moves around the classroom to spot 37 56.92 28 43.08
out learners who make a noise because he wanted us to be more
attentive and focus during discussion.
8. While teaching my teacher conducts himself around to note 39 60.00 26 40.00
students who fail to copy from the chalk board, so that we are able
to take down notes that served as a reviewer before examination.
9. My teacher is against malpractice during test and examinations, 42 64.62 23 35.38
so it forced me to study before examinations.
10. My teachers approach in giving instructions gives positive 50 76.92 15 23.08
effect to my academic performance
Mean : 41.6 63.99 23.4 36.01

The table above shows that majority of students

receives verbal instructions from their classroom teacher

on how to conduct themselves so as to benefit optionally

form the class. And students are encouraged to learn due to

their teachers’ instructional supervision in the classroom.

32
 Research Question 4: what is/are the significant

relationship of implementing rules inside the classroom to

the academic performance of the students?

Table 4: Percentage presentation of data for research

question 4

Agree Disagree
Item No. % No. %
1. . My teacher provide a set of rules at the beginning of the 39 60.00 26 40.00
course, thus it forced me to behave and more participative in class.
2. The rules set by our teachers are effective strategy to keep the 40 61.54 25 38.46
class in order and so that I will not lose focus during discussion
3. My Teacher establishes and interprets rules to develop student 35 53.85 30 46.15
support for the rules.
4. My teachers’ strict classroom rules forced me to change my 30 46.15 35 53.85
habits to a better and rewarding performance.
5. My teachers set of rules has a positive effect on my academic 49 75.38 16 24. 62
performance
Mean : 38.6 59.38 26.4 40.62

The table above shows

that majority of the students perform well academically due

to the rules and regulation implemented by their teachers

inside their classrooms.

33
 Figure 2: Percentage Presentation of the Different Factors

of Classroom Management

The figure 2 above shows the number of percentage of

the students who agreed that the particular factor of

classroom management influences their academic performance.

In hypothesis testing, the researchers tested the

hypothesis in a deductive manner, where in from broad or

general idea, it was classified into different specific

idea. The hypothesis was tested through testing the

specific idea individually.

34
General Hypothesis:

Ho: There is no significant relationship between the

different factors of classroom management and academic

performance of the students.

Specific hypothesis 1:

Ho: There is no significant relationship between the

delegation of authority and academic performance of the

students.

Table 5: calculation of chi-square for hypothesis 1

Observed Expected Frequency (E) (𝑶−𝑬)𝟐

Σ 𝑬
Frequency(O)

43 36.4 1.02

22 28.6 1.52

29 36.4 1.50

36 28.6 1.91

37 36.4 0.01

28 28.6 0.01

42 36.4 0.86

23 28.6 1.10

31 36.4 0.80

35
 34 28.6 1.02

𝑋 2 = 9.75

At 4 degrees of freedom with 95 % confidence level the

critical value is 9.49. Since the computed value is equal

to 9.75 which is greater than the critical value of 9.49,

the null hypothesis is rejected and alternative hypothesis

is accepted.

Specific Hypothesis 2:

Ho: There is no significant relationship between the

classroom environment and academic performance of the

students.

Table 6: Calculation of chi-square for hypothesis 2

Observed Expected Frequency (E) (𝑶−𝑬)𝟐

Σ 𝑬
Frequency(O)

57 43.7 4.048

8 21.3 8.300

36 43.7 1.360

29 21.3 2.780

32 43.7 3.130

33 21.3 6.430

36
 18 43.7 15.11

47 21.3 31.009

43 43.7 0.011

22 21.3 0.023

55 43.7 2.920

11 21.3 4.980

52 43.7 1.580

13 21.3 3.230

44 43.7 0.003

21 21.3 0.004

46 43.7 0.121

19 21.3 0.258

𝑋 2 = 85.287

At 9 degrees of freedom and 95% confidence level the

critical value is 16.919. Since the computed value is

85.287 which is greater than the critical value of 16.919,

the null hypothesis is rejected and alternative hypothesis

is accepted.

Specific Hypothesis 3:

Ho: There is no significant relationship between the

supervision instruction and academic performance of the

students.

37
 Table 7: Calculation of chi-square for hypothesis 3

Observed Expected Frequency (E) (𝑶−𝑬)𝟐

Σ 𝑬
Frequency(O)

52 41.6 2.600

13 23.4 4.622

43 41.6 0.471

22 23.4 0.084

40 41.6 0.615

25 23.4 0.109

37 41.6 0.509

28 23.4 0.904

38 41.6 0.312

27 23.4 0.554

38 41.6 0.312

27 23.4 0.554

37 41.6 0.509

28 23.4 0.904

39 41.6 0.163

26 23.4 0.289

42 41.6 0.004

23 23.4 0.007

38
 50 41.6 1.696

15 23.4 3.015

𝑋 2 = 18.233

At 9 degrees of freedom and 95% confidence level the

critical value is 16.919. Since the computed value is

18.233 which is greater than the critical value of 16.919,

the null hypothesis is rejected and alternative hypothesis

is accepted.

Specific hypothesis 4:

Ho: There is no significant relationship between

implementing rules inside the classroom and academic

performance of the students.

Table 8: calculation of chi-square for hypothesis 4

Observed Expected Frequency (E) (𝑶−𝑬)𝟐

Σ 𝑬
Frequency(O)

39 38.6 0.004

26 26.4 0.006

40 38.6 0.507

25 26.4 0.074

35 38.6 0.335

39
 30 26.4 0.49

30 38.6 1.92

35 26.4 2.80

49 38.6 2.80

16 26.4 4.096

𝑋 2 = 12.5767

At 4 degrees of freedom with 95 % confidence level the

critical value is 9.49. Since the computed value is equal

to 12.58 which is greater than the critical value of 9.49,

the null hypothesis is rejected and alternative hypothesis

is accepted.

Discussion

The results of findings in this study were discussed

in this section based on the hypotheses used in guiding the

study.

Delegation of Authority and Student`s Academic Performance

The result of findings in Table 5 revealed that there

is a significant relationship between delegation of

authority and academic performance of the Grade 12 students

in EVRSHS. The students as a delegate officer inside the

classroom become more responsible and remain active with

their study and for them it is not just a burden but a big

40
opportunity to become more responsible that for in fact it

gives positive effect to their academic performance

This result is in agreement with Ubom (2008) who

asserted that delegation of authority creates an avenue for

students to be part of their academic work. This result is

equally in agreement with Denga (2001) which posted that

delegation of authority gives students the feeling that

they play active role in keeping the classroom safe and

orderly. Since it’s their responsibility to keep the

classroom orderly, the rate at which disruptive behavior

occurs will reduce, making classroom management effective

to positively influence students’ academic performance.

The result is also in line with the opinion of Adegoke

(2004) who believes that students would appreciate the

responsibility they are entrusted with through delegation

of authority by their teachers to make the classroom

conducive. Adegoke (2004) also opined that delegation of

authority increases students’ participation in school

activities.

Based on the above discussion, it is inferred that

Grade 12 students in Eastern Visayas Regional Science High

School whose teachers delegate authority to exhibit less

disruptive behavior and perform better academically.

41
 Classroom Environment and Student`s Academic Performance

The result of findings in table 6 revealed that there

is a significant relationship between Classroom Environment

and academic performance of the Grade 12 students in

EVRSHS.

Having well-structured classroom environment such as

having proper ventilation of electricity, electric and

natural light with an average intensity, comfortable armed

chairs, average temperature and having friendly

relationship with classmates and teachers brings positive

effect to their academic performance. While having

decoration inside the classroom like framed pictures of

popular persona should discourage because it does not

brings a positive vibe for studying based from the

findings.

It is in lined from the result study of Shamaki (2015)

who concluded that students can perform better if classrooms

have enough lighting. This further implies that the quality

of lighting and painting influence students’ academic

performance. The research also reveals that poor

ventilation must be catered for and equally be discouraged

so that the classroom temperature should be kept moderate

in order not to hinder quality academic activities.

42
 The result is in line with the views of MacAulay

(1990) and Walker, Colvin, & Ramsey (1995) which stated

that a very much organized classroom brings enhancement to

learners’ scholarly and behavioral results.

Supervision Instructions and Student`s Academic Performance

The result of findings in table 7 revealed that there

is a significant relationship between supervision

Instruction and academic performance of Grade 12 students

in EVRSHS.

This result is in line with the views of Essien (2009)

which asserted that instructional supervision creates an

avenue for an interactive session between teachers and

students. This according to Essien (2009) gives teachers

the opportunity to discover their students’ weakness,

strength talent etc. and render academic assistance when

the need arise. This significantly influences student’s

academic performance.

The results is also in line with the remark of

Babalola & Ayeni (2009) which stipulate that students will

develop keen interest in academic activities if teachers

show concern in their academic well‐being and encourage them

through instructional supervision.

43
 Based on the above discussion, it is expected that

Grade 12 students in EVRSHS whose teachers carryout

instructional supervision exhibit less disruptive behavior

and develop rewarding academic habits with the help of the

teacher.

Implementing Rules inside the Classroom and Student`s

Academic Performance

The result of findings in table 8 revealed that there

is a significant relationship between Implementing rules

and academic performance of the Grade 12 students in

EVRSHS. Providing a set of rules inside the classroom

forced students to behave and become more participative in

class. It changes the badly habits of the students into a

rewarding performance. These strategies are effective

mechanism to keep the class in order and to have a solid

focus during discussion.

This result is in lined with the views of Marzano, and

Pickering (2015) who conclude from their research that, The

notion that designing and implementing rules and procedures

in class and even at home has a profound impact on student

behavior and on student learning.

44
Conclusion

With the light of the analysed and interpreted data,

the researchers therefore conclude the following;

 There is a significant relationship between the

different factors of classroom management and

academic performance of the students.

 The particular factor that greatly influence

student`s academic performance is the classroom

Environment.

Recommendation

The following recommendations are made based on the

findings of this study.

 For the future researchers who will do the same as

this study, we recommend you to compare the academic

grades of the students and their scores from the given

questionnaire to accurately test the hypothesis of

this study

 Use a bigger subject population to increase the

credibility of this study.

45
 Teachers should establish rules and regulations in the

classroom against disruptive behavior.

 Teachers should always pay attention to their

classroom management skills so that it affects

students’ academic performance positively.

 Teachers should give academic assistance to students

during lesson delivery

 Teachers should assign responsibilities to students to

make them have full participation in the learning

process.

 Principals should ensure that teachers acquire

effective classroom management skills that will not

create fear in the classroom and will not weaken

students’ academic performance.

 Educational conferences and seminars should be

organized for teachers to learn and acquire new

effective classroom management skills.

46
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