THE IMPACT OF CLASSROOM MANAGEMENT STRATEGIES ON STUDENT ACADEMIC PERFORMANCE AND BEHAVIOR

EDUCATION

This study examined the impact of classroom management strategies on student academic performance and behavior among Grade 9 students from three public secondary schools in New Bataan, Davao de Oro, for the school year 2024–2025. Guided by Jacob Kounin’s Classroom Management Theory, the study focused on five key strategies, seating arrangement, student-teacher relationship, time management, conducive environment, and instructional techniques, and their correlation with student outcomes in English, Science, and Mathematics, as well as behavior. Using a descriptive-correlational design and data from 120 students and 12 teachers gathered through surveys and academic records, results showed that teachers strongly agreed on the consistent implementation of all five classroom management strategies, with highest ratings in time management (M=3.71) and student-teacher relationship (M=3.68). Despite this, student academic performance remained at the Low Mastery level (overall M=20.15), with Science scoring highest and English lowest. In terms of behavior, students showed moderate agreement toward positive learning attitudes (M=2.58) and disagreed with most negative behavior indicators (M=2.25), though some tendencies toward rigidity and mood-based performance emerged. However, correlation and regression analyses revealed no statistically significant relationship between classroom management strategies and either student academic performance (p>.05) or behavior (p>.05), with none of the individual strategies significantly predicting student outcomes. The findings suggest that while classroom management is consistently applied and perceived positively, it alone does not significantly determine academic success or behavioral change. This indicates the need for a more holistic approach, integrating additional academic and socio-emotional interventions to enhance student performance and behavior.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.