CLASSROOM MANAGEMENT STRATEGIES AND STUDENT ENGAGEMENT AS PREDICTORS OF STUDENT PERFORMANCE

EDUCATION

This study examined the classroom management strategies and student engagement as predictors of student performance. A survey was conducted on a sample of 148 students from selected elementary schools in Bunawan. The results showed that classroom management strategies were effective. Further, the result of the level of student engagement as measured by their test scores was described as engaged. The result also revealed that there is a statistically significant relationship between classroom management strategies and student performance. From the results of the study, it was recommended that School heads should review disciplinary policies to ensure they do not inhibit intellectual risk-taking or suppress student questioning. Improving the balance between structure and autonomy will promote a learning environment where students feel safe to challenge ideas without fear of minor formal sanction, thus increasing intellectual curiosity and eventual performance. Further research should be conducted using qualitative phenomenological studies to fully understand the student experience of formal classroom management. Additionally, other indicators related to the working climate and external factors, such as Teacher Self-Efficacy and Curriculum Alignment with Testing, should be explored.

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