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CHAPTER II
REVIEW OF REATED LITERATURE AND STUDIES
This chapter is a presentation of the related literature and studies found from different sources. They were grouped into themes so that identifying the similarities and differences of previous studies with the present work would be facilitated. Furthermore, this chapter also contains a discussion of the theoretical and conceptual frameworks. Classroom Management The classroom is the working environment of every teacher. It provides the physical environment for learning. The teacher is responsible in its structuring so that it becomes conducive for learning. As such, the conditions of the classroom can affect the performance of learners. Several such studies regarding this issue were already done in the past. In the light of the statements above, Katz’s management core skills (www.iwise2.com) are also applicable in the classroom setting. This is focused on conceptual skills, human skills and technical skills. A clear understanding of these skills is necessary in order to achieve success. Katz described each skill individually. His description shows that: “Technical skills are the how of the job, the knowledge, methods and skills required to complete the tasks and achieve the results required. Human skills are the interpersonal skills to relate to and work with others, to develop their skills and competencies, motivate them and improve their performance. Conceptual skills refer to the skill to understand the complexity of the organization, its processes and potential,process information, identify
problems and opportunities formulate, and implement optimal solutions and make decisions”. According to Calderon (www.cfo-pso.org.ph), some of the critical roles of the teacher as classroom manager are: “Classroom manager is one of the most important roles played by teachers because it determines teaching success. Effective teachers appear to be effective with students of all achievement levels regardless of the levels of heterogeneity in their classes;Effective classroom managers are those who understand anduse specific techniques; and even if the school they work in is highly ineffective, individual teachers can produce powerful gains in student learning” Borden (2013) in Olympia, Washington in the United States said that the main factors that drove new teachers away from the profession were related to a lack of classroom management skills. The findings showed that teachers were more concerned about their instruction when first coming into the profession. Because of this, most teachers were overwhelmed due to their lack of focus on classroom management. She also revealed that teachers who participated in classroom management workshops and had specific training in classroommanagement were less stressed and had better control over their classroom atmosphere as well. The idea delivered by the study cited above shows that lack of experience in the profession particularly on classroom management is the issue. This could be gleaned by the respondents used as beginning teachers. Lack of classroom management skills may result to problems which are not desirable to both the school and the students. These are not the only
The problems on classroom management identified in the previous study are also encountered in the Philippines. Thus, it gives a notion that these problems exist in any school in the world. Since the teacher is responsible in making the classroom an ideal place for learning, her teaching styles and skills should blend with classroom management skills to make the teaching-learning process productive and effective. Along this context, the study made by Mansor, et al. (2012) discussed an effective teacher would demonstrate all the skills listed in the three broad categories as teacher’s role, subject matter and classroom management. It was a case study where they observed one private school teacher teaching English as a second language among ten years old children of different backgrounds in Malaysia for a full five days. The teacher was, indeed, fund very effective. However, the researchers propose another six more notable characteristics of an effective teacher like (i) loving the profession; (ii) going beyond the lesson time; (iii) creating a suitable yet comfortable physical classroom environment; (iv) practicing the art of scaffolding (v) weaving values, leadership and thinking skills into the lesson and (vi) creating class rules and boundaries through repetition and humor. Since these findings were based on one teacher, they suggested that further research is inevitable to enable comparisons to be made, and such findings would be more conclusive in developing a complete list of the characteristic of an effective teacher, specifically on classroom management.
Classroom management is the universal concern in education and of teacher. It is because it enhances learning. According to to Aliakbari and Bozorgmanesh (2014) in their study conducted among 123 female students in Iran, they found out that teachers apply classroom management strategies of organization, teaching management, and teacher – student relationship with varying degress. Hence, these strategies affected student performance positively. A similar study was made by Sakirudeen (2017) in Uyo local government area of Akwa Ibon State in Nigeria. The study revealed that the students’ academic performance differed significantly based on verbal instruction, corporal punishment, instructional supervision and delegation of authority to learners. With these findings, he recommended that teachers should be skilled in classroom management in order to influence student’s academic performance positively. Looking back at the previous studies cited above, it appears that classroom management problems are encountered by all teachers. This gives the belief that classroom management strategies should be given much attention even during pre-service education. In the article by Clement (2010), she said that teacher educators should prepare education candidates with a foundation in classroom management theories and strategies before graduation. She said further that without sufficient knowledge of classroom management strategies, new teachers may begin with their career striving to manage as they were managed. She identified strategies which may be
defined as parental expectations for academic achievement of their children. However, the impact of parental involvement on student academic achievement was weakest if parental involvement was defined as homework assistance. Finally, the relationship between parental involvement and academic achievement was found to be consistent across different grade levels and ethnic groups. In the study by Abrera (2016) on determinants associated with academic performance of Grade V pupils in Mathematics in Mulanay District, Division of Quezon, he found out that pupils’ academic performance on multiples and factors, whole number operations, understanding fractions, addition of fraction, and subtraction of fraction showed these were approaching being proficient in performance. The extent of association of the determinants with Mathematics performance of the pupils revealed that on mental ability and learning, study habits, reading comprehension, interest in and attitude in Mathematics, and meta-cognition self-regulatory skills were found to be highly evident. This finding is somewhat contradictory to the findings made by Bautista and Mulligan (2010) when they tried to find out why disadvantaged Filipino children find word problems in English difficult. Through intensive interviews, they found out that most of the children could not solve word problems when they were presented solely in written English. The children used in their study showed they have not even acquired the English language skills necessary for daily social interactions and the interviews themselves had to
be in Filipino in order for meaningful conversations to take place. Thus, unfamiliarity with English may prevent them from going through the recommended problem solving steps. The study of Durante (2013) was focused on pupils reading preferences and its relation to academic performance. As far as academic skills performance is concerned, she found out that it was poor along concept and understanding and it was average on critical thinking. This is due to the fact that the pupils have no reading habits and they disliked reading although they have indicated their preferences in reading. Hence, the study recommended that teachers as administrators may look into the problem areas of the pupils and make the necessary adjustments with the program so that they learn to overcome their predicaments and further improve their academic performances. Critical thinking and problem solving skills in Mathematics of Grades 7 and 8 students was studied by Sabang (2014). She revealed in that study that females have low mathematical skills as they have dominated the population showing low score in the overall result. Grade 7 respondents were found to be more proficient in critical thinking as well as problem solving skills than Grade 8. However, both grade levels were found to have not mastered such skill. Further findings showed that there was significant difference in the critical thinking between grade levels, and in terms of problem solving skills.
the pupils. Furthermore, he found out that the girls were more superior than the boys in terms of their academic performance. Still on academic achievement of elementary pupils, Dykes (2013)study was found on student athletes and non-athletes as respondents who were in their fourth and fifth grade levels. She found out that pupils who participated in school sports had higher standardized test scores in both reading and math as measured Tendasee Comprehensive Assessment Program on this was observed to both boys and girls. In addition, the results showed that pupils African- American, Asian and Latino ethnicity who participated in inter scholastic athletics also performed significantly higher on standardized test than did their peers who did not participate in school sports. However, the researcher found out that no significant relationship existed between participation in school sports and class attendance. In the Philippines,Racca and Lasaten (2016) investigated the English Language Profeciency and academic performance of Philippine Science High School students in Northern Luzon particularly in Ilocos Region Campus,Cordillera Autonomous Region and Cagayan Valley Campus. Results showed that majority of the grade 8 students of the aforementioned schools have satisfactory level of English language proficiency. Also, majority of the students have very good academic performance in Science and Mathematics while good only in English. They also found out that English language proficiency and their academic performance in each subject showed significant relationships.
Effects of Classroom Management The classroom provides the environment for learning. A wholesome classroom atmosphere is likely to make learning enjoyable to learners. Hence, learners become more active and participative. The University of Chicago Elementary School Journal (Freiberg, Huzinec, 2009) published an article that examined the effects of prosocial classroom and instructional management program – Consistency management and Cooperative Discipline (CMCD) – implemented at 14 elementary schools in a single geographic feeder pattern of a large, urban district. State reading and mathematics achievement data were collected over two years for a stratified, random sample of 350 upper elementary students and their matched cohort. Using a post-hoc quasi-experimental design, it was found out that students in CMCD schools outperformed control students. In mathematics, CMCD students ranked at the 67 th^ percentile, while the control students ranked at the 50th^ percentile. In reading, CMCD students ranked at the 64th percentile, while the control students ranked t the 50th^ percentile. They found out that these findings were consistent with previous studies of CMCD. Since classroom management program does not provide an academic curriculum, the authors suggested that other alterable and additive educational variables that improve learning conditions be examined. The study of Lansangan, et al. (2015) was focused on the correlates of students’ academic performance in the intermediate level in Porac,
school from their home. In addition, schools in the rural areas had less support from local government for their instructional materials and training of teachers. Synthesis of the State-of-the-Art The related studies reviewed showed similarities and differences. The study made by Borden (2013) mainly looked into classroom management. It is on this point where the two studies were found similar. However, the previous study did not consider the effect of such classroom management on the academic performance of the student. Hence, they are different.Endorgan’s, et al. study (2010) was also found related to the present work on matters of classroom management. The difference could be seen on the fact that they included classroom discipline, problems and solutions which the present study did not do. Instead, the effects of classroom management on academic performance was tackled.Freiberg and Huzinec (2009) made a study on classroom management which was used to draw implications on its effects to student achievement. This is where the previous and present study was found similar. However, they did not use a model of classroom management which this study did. This makes the two studies different. In the study of Aliakbari and Bozorgmanesh (2015) and the present work were found related in that there were focused on classroom management. The variables used to determine to determine classroom management skills
made them different. Sakirudeen looked into effective classroom management and what makes it related to the present study. However classroom management in the previous study was focused on instructional supervision and delegation of authority. Hence, it is different with the present study because classroom management was based on Kat’z model which are conceptual, technical,and human skills. Adolphus, et al. (2013) considered academic performance in their study just like the present one. While they looked into the effects of breakfast on behavior and academic performance, the present work considered effects of classroom management on academic performance of pupils.Wilder’s (2014) study looked into the academic achievement of learners. This makes the previous and present studies similar. However, the previous study considered the effects of parental involvement on academic achievement while this study considered the effects of classroom management on the academic performance of children. Hence, they are different.Abrera (2016) studied the determinants associated with academic performance of pupils in Mathematics. Determinants used by him were still academic in nature like mental ability, reading comprehension skills and study habits among others. The present study looked into the effects of classroom management on academic performance.Lansangan, et al. (2015) looked into the correlates of academic performance of pupils in the intermediate level. The correlates used were parental, pupil, teacher and school-related factors. The present
were focused on parents, teacher, school, the pupils themselves, and breakfast among others. Not one study reviewed looked into the effects of classroom management using Kat’z model on the academic achievementofGrade IV pupils. Thus, this is the gap which this study tried to bridge. Theoretical Framework This study is supported by three theories; two for classroom management such as Glasser’s Choice Theory (2015) and Behaviorism Theory by B.F. Skinner (2015); and one for academic performance which is the Bandura’s Theory on Self-efficacy (2015). Their characteristics and how they were applied in this study are discussed individually. The paradigm is shown in Figure 1. The Glasser Model was popularized by William Glasser. The model views the role of teachers as helpers of the pupils in their learning environment. Hesaid that the idea behind it is that all behavior is an issue of choice and that teachers should merely serve to facilitate the making of good decision (Simpson, 2015). The theory states further that choice theory was designed so as to assist learners in understanding the motivation behind their behavior so that they might learn to make better decision. The Choice Theory is applicable in this study in the sense that in Philippine schools, the teacher is the catalyzer of activities where the learners have to respond. The teacher’s actions, however, are based on democratic principles. However, he must see to it that his actions encourage
positive behavior. Thus, the choices which learners do contribute to his affective development which help increase his cognitive development. The Skinner Model of Behaviorismwas advocated by B.F. Skinner. Accordingly, this model stresses that teachers strongly guide learners’ behavior to reach desired outcomes. Behaviorism is firmly established practice. In this Self-Efficacy Theory (Albert Bandura, 2015) There are four sources of self-efficacy mediated by cognitive and motivational processes. Enactive mastery experiences Vicarious experiences Verbal persuasion Behaviorism: The Skinner Model (B. F. Skinner,2015) Teachers strongly guide learners’ behavior to reach desired outcomes. The Learner Choice Theory: The Glasser Model (William Glasser,2015) Assist the learners in understanding the motivations behind their behavior so that they might learn to make better choices.
sources of self-efficacy mediated by cognitive and motivational processes. These are enactive mastery experiences, vicarious experiences, verbal persuasion, and physiological and affective states Accordingly, through mastery experiences, learners gain the confidence to persevere in the face of adversity and setbacks. Confidence is seen on the learner’s way of responding to situations in the teaching and learning process as manifested during recitations, quizzes and examinations. It is observed as the manifestation of cognitive skills and effects of the law of exercise. In vicarious experiences, learners appraise their own capabilities by social comparison and group norms. This is a situation when the learner compares his abilities with his peers. His peers are his models. The learner believes that if his peer is capable of doing something, the learner can come to believe that she or he is capable of learning as well. In verbal persuasion, learners are motivated to perform with greater effort and try harder to succeed when their efforts are recognized and praised. This verbal persuasion by others like teachers, classmates, friends and parents boost the learner’s ability in any undertaking. Classroom learning is not an exception. In physiological and affective states, the learner’s physiological conditions affect his performance. If he is stressed or sick, then he can do only as much. Similarly, if a learner has a high interest in the learning activity, it is just but expected that his academic performance will be better
than those who are not. It is, therefore important for the teacher to be cognizant of the physiological well-being of his pupils and their interests, too. Conceptual Framework The literature and studies cited above provided the researcher with initial insights on how the study would be organized and realized. Hence, the conceptual paradigm of the study is shown in a paradigm illustrated in Figure 2. The study considers two major inputs of the study. One is the classroom management skills of the teachers which will be based on Robert Katz’s management skills core group. The other is the academic performance of the Grade IV pupilsin thefive key learning areas: English, Filipino, Science, Mathematics, and Social Studies. Their numerical performance in these tool subjects will just be secondary. The primary consideration will be their performance in cognitive levels as measured through a teacher-made test. These cognitive levels are remembering, understanding, analyzing, synthesizing, evaluating and application. The realization of this study will be undertaken through a survey and unstructured interview on the classroom management practices of the teachers. The academic performance of the pupils will be undertaken through a teacher-made test in the tool subjects. The test questions will based from a table of Specification. Appropriate
