INTRODUCTION

Background of the Study

Teachers do have different ways as to how they manage their

classrooms, but how does one choose which is appropriate especially in

teaching the mathematics subject. We live in a century that is fast evolving

with technological advancement, a world where kids and youths would

rather try to be heroes and save the world leaving parents at home doing

the dishes. If teachers live in such a world, how will they ever manage such

students inside the classroom and incorporate better learning? Could their

somehow be a secret recipe with the classroom management that could

spice up the motivation of students in learning mathematics? Or is there

any relation at all? These would obviously present a challenge for math

teachers since hearing the subject itself is a headache for most students.

There could be varying answers but as was stated by Brannon (2010), little

is known regarding the relationship between classroom management

styles and student behavior. This statement opposes to the study

conducted by Siti Kanafiah, et.al. (2013), in this study, it was found out

that the students' perception towards Mathematics is very high and

encouraging. That it shows the students’ attitude, interest and lecturers’

teaching are an insignificant factor in contributing the lower results in

Mathematics. And that it could be caused by other factors such as the

existence of a weak mathematical foundation.

Then again, classroom management is a major concern in schools

today. Classroom management entails an “umbrella of definitions that

include learning interactions, learning, and the behavior of students”,

(Martin and Sass 2010), (p. 1125). And behind a good classroom are the

teachers, who, being the focal figure in education, must be competent and

knowledgeable in order to impart the knowledge they could give to their

students. Good teaching is a very personal manner. They have the power

to affect and/or change the lives of both the children and the youths alike.

As Walker (2009) had stated, “The best teachers don’t simply teach

content, they teach people” (p.122).

But as time evolves, so does students, and accordingly, Bruer

(1993), learners must rise above the rote, factual level to begin to think

critically and creatively. Wherefore, these increased demands dictate

changes in the way teachers interact with students. And in addition to that

by Coatsworth (2004), teachers and schools need to have the flexibility to

cope with and make use of the cultural resources that are in their

classrooms. And so, teachers will really need rethinking and

reconstructing of their methods if schooling is to best prepare the children

and the youth to engage in both the challenges and opportunities that

education will bring.

 Theoretical Framework

The theory that was used in this study is of the Skinner’s

Behaviourist Theory. It is also incorporated theories for support such as

that of Bandura’s Social Learning Theory and Dreikur’s Social Discipline

in the Classroom.

The behaviourist theory of B.F. Skinner advocates operant

conditioning using which, a teacher can achieve expected behavioural

outcomes. Skinner’s Behavior Management beliefs focused on

consequences for behavior. B.F Skinner believed that behavior is shaped

by the consequences that follow an individual’s actions. In 1974, his book

About Behaviorism, Skinner stated, “Behaviorism is not the science of

human behavior; it is the philosophy of that science”. According to

Skinner, reinforcements can increase desired behaviors and decrease

unwanted behaviors. Types of reinforcements could be social, graphic,

tangible, or an activity (Andrius, 2012). Contingencies of reinforcement”.

He also implied that a teacher can control the classroom environment

through instantaneous reinforcement. These reinforcements can come in

positive (special opportunities, celebrations, candy) and negative (loss of

opportunities, office referrals, in school suspension, out of school

suspension) forms to create an environment where each student works

productively. Skinner (1974) closed with a concept, “…problems can be

solved, even the big ones, if those who are familiar with the details will also

adopt a workable conception of human behavior” (p.251).

In connection to Skinners Behaviorist theory, Albert Bandura

developed the Social Learning Theory built around the view that people

learn appropriate and inappropriate behaviors from each other. Bandura

(1986, 1997) thought that students learn through their perceptions and

imitations of certain behaviors demonstrated by parents, teachers, or

other students. Bandura believed that, as behaviors were exhibited,

individuals would emulate one another (Bandura, 1993). This theory has

important implications for classroom management. According to

Bandura’s (1986, 1997) Social Learning Theory, people acquire a self-

efficacy or a self-belief system, which allows them to possess self-control

of their thoughts, actions, inspiration, drive, and feelings throughout

various levels of life. He believed that self-efficacy persuaded the choices

people make because a person’s experiences and learning from others are

the groundwork through which a person reveals his or her behavior.

“Efficacy beliefs are the foundation of human agency. Unless people believe

they can produce desired results and forestall detrimental ones by their

actions, they have little incentive to act or to persevere in the face of

difficulties” (Bandura, 2001, p. 10). Bandura (1997) offered “triadic

reciprocal causation” as an identifier for justifying how one’s personal

behavior and uniqueness, along with the surrounding environment, work

together to make people both products and producers in their

environments (Bandura, 1997, p.6). This triadic reciprocal causation is the

interaction between thought, influence, and action (Bandura, 1997) in

what people believe, think, and experience that determines how they

behave (Bandura, 1986; Bower, 1975; Neisser, 1976). Efficacy beliefs that

a person possesses regarding their skills, influence their actions in the

present and future. Bandura’s theory is the foundation for classroom

management strategies that center on the idea that students learn from

each other and that teachers can shape a student behavior by influencing

students to realize they have the power to change.

While Bandura’s Social Learning Theory showed how students can

learn from the consequences of others, which extended the views of

behaviorists like Skinner, Rudolf Dreikurs developed a social method of

classroom discipline. “Dreikurs had four behavioral goals: attention,

power, revenge, avoidance of failure (McLain, 2008, p.1). “Dreikurs did not

believe in the use of punishment, reinforcement or praise. Instead, he

believed that natural/logical consequences (directly tied to misbehavior,

involve moral judgments, etc.) and the process of encouragement are the

most useful techniques for preventing discipline problems” (Gurcan &

Tekin, n.d., p.6). Dreikurs (1991) believed students needed to be taught in

democratic classroom. Teachers should be warm, friendly, and kind while

at the same time remaining firm. And if students understand the logical

consequences of their behavior, they are more likely to act in a manner

that is compatible with the goals of the classroom.

Conceptual Framework

The student’s academic performance in the classroom can be

affected with the classroom management. These refers to creating safe and

stimulating learning environment. This term combines the teacher’s

personality, his/her abilities and professional conduct designed to bring

all of his/her professional roles, as well as the processes that take place

in a group of students and the results of these processes. Interestingly

enough, teaching styles and practices corresponds with parenting styles

and both greatly affect a student’s behavior. A large number of studies that

are concerned with various influences on pupils’ school achievement

(Wang et al., 1993), point out that, among 228 variables, classroom

management has the most direct impact on students’ achievements. A

teacher’s management style interacts with the students individual

characteristics and can bring out the best or worst in them, depending on

how they have been brought up by their parents. There are different
classroom management styles incorporated by a teacher, namely, the

Authoritarian, the Authoritative, the Permissive and the Indulgent.

Authoritarian. The teacher is most likely to have student’s

compliance rather than autonomy as their main goal and make heavy use

of reward and punishment to produce it. Like authoritarian parents, they

offer students little or no opportunity for discussion or argument.

Authoritarian teachers are low on involvement but they are also

preoccupied with enforcing strict discipline. These teachers expect high

achievement and reward it with good grades, but they don’t nurture it

through personal attention or encouraging words. It is often seen as

punitive and restrictive, and students have neither a say in their

management and the teacher's character is sometimes perceived as being

cold, even punishing. “Do what I say because I say so”. Rules are rules,

deadlines are deadlines and there are no excemptions.

Weakness or failure is ignored, other than to punish it with low

grade. Requests for help are not encouraged and may be ignored.

Authoritative. This type refers to the style of classroom management

and teaching which is characterized by behavioral principles, high

expectations of appropriate behavior and clear about why certain

behaviors are acceptable and others not acceptable. Authoritative

teachers, like authoritative parents, employ a blend of high involvement

and firm but fair discipline. They care about their teaching and their

students, but they reward outcome, not effort. These teachers also is more

likely to want his/her students to learn to eventually regulate their own

behavior. They see students as responsible adults, so although they are

willing to help, they are careful not to create dependency or to let

themselves be exploited or manipulated. They reward academic success as

well as high grades, they would encourage students to try harder, to push

beyond their limits when they need to and they grant permissions and

requests for special consideration only if disability or other circumstances

clearly justify doing so under school policies. They are the type who thinks

very carefully about their rules and standards, announce them in advance

and explain why they are necessary, then enforce them consistently.

Permissive. In being Permissive, the teacher heavily relies on the

student, identifying with and respecting them, “Do what I say because you

like me and respect my judgement”. These teachers do no more than

provide students with basics. They come to class and deliver the same

lecture year after year, they discourage questions and make their escape

with as little student contact as possible. This is the type of classroom

management and teaching which is characterized by a lack of involvement,

and there are few demands on students. They tend to view students as
threatening and they make no serious effort to establish or maintain

discipline in their courses.

Indulgent. This style, however, refers to the style of classroom

management and teaching which is characterized by a present

environment where the students are actively supported in their efforts to

seek their own ends using any reasonable means. Indulgent teachers are

deeply involved in teaching. Though they are very much devoted it, they

fear doing anything that might create stress for students, stifle their

personal growth or hurt their self-esteem. As opposed to authoritative

teachers, these teachers see students as children who need help and

support to come to class, do their reading and get good grades, and so they

supplement their lectures with study sheets, lecture notes, rewards for

coming to class and many other student aids designed to make it highly

difficult or impossible for anyone to fail. And unlike the authoritarian,

these teachers establish course requirements and deadlines and tends to

be flexible in enforcing them, sometimes make especial arrangement, and

gives allowances to students on a case-by-case basis. Of particular

significance is their belief that students’ efforts to succeed are at least as

deserving of reward as the outcome of those efforts, as embodied in test

scores and other performances (Daniel, 2009).

 On the dependent variable, there are different attitudes of students

towards Mathematics and these can be in the form of being their level of

involvement. One such example is being actively involved, this type of

student is highly motivated and want to engage more in the discussion

and the activities. Another is being moderately involved, this are the types

who are more likely to be silent but students having this kind of attitude

has the mental drive to go on and push through even when things seem to

be not going well. Still another common example attitude of students

towards mathematics is their being distracted from it. Students of this type

tend to do things passively. They have the common belief that this subject

is hard, this type of students are the students who had developed a mental

set-up that mathematics is like a hammer to the head. Other students are

actually not involved at all, this type of students fails to see the need to

learn the subject, and rather they see the subject as some trash,

nonsensical and useless. This type of learners are also passive learners as

they just do because it is must and it is a requirement.

Within these two variables, this study assumes that there is a direct

relationship between the classroom management styles that the teacher

implements with that of the behaviour of students. Figure 1 shows the

relationship between the two variables of the study.

 INDEPENDENT
VARIABLE DEPENDENT VARIABLE
Teachers Classroom Student’s Attitude
Management Styles in towards Mathematics
Teaching Mathematics
 Highly Involved
 Authoritarian  Moderately Involved
 Authoritative  Distracted
 Permissive  Not Involved
 Indulgent.

Fig.1 Paradigm of the Study

Classroom management has been highlighted across numerous

research studies as a major variable that affects students’ academic

performance (Marzono, 2008). The most obvious reason for this assertion

is that, effective classroom management sets the stage for teaching and

learning. It sets a tone in the classroom that captures students’ attention

– as a necessity for effective teaching and learning (Marzono,

2008).Classroom management alludes to every one of the things that

teacher does to compose students, space, time, and materials with the goal

that students learning can occur characterizes student focused learning

groups as having shared administration, group building, and a harmony

between the requirements of the instructors and students (Wong et al.,

2012). Students of all learning capacities and social foundations are

adapting together in the same classrooms with teachers being considered

responsible for every individual students’ achievement (Brannon, 2010).

Statement of the Problem

The primary purpose of this study is to investigate the best

classroom management styles in teaching mathematics for both

experienced and novice teachers. This study specifically aims to answer

the following questions:

1. What is the best classroom management style that teachers should

adopt in teaching mathematics?

2. In what ways are the students behaviour affected towards the

subject?

3. How does classroom management influence the behaviorism of

students towards learning mathematics?

Hypothesis of the Study

The following null hypotheses are to be tested for the study:

1. There is no significant classroom management style that both

teacher and students prefer.

2. There is no significant relationship between classroom management

and behavior of students.

 METHODOLOGY

Research Design

This study will use a descriptive research design. A descriptive

research design 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. The research seeks to account how classroom

management influences the attitudes of students in relation to

mathematics learning. The design was selected so that it would establish

the relationship between the two variables. 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). A survey questionnaire will be used to gather data.

 Location of the Study

The study will be conducted at Irisan National High School during

the 4th Grading Period, School Year 2018-2019. The school is located at

Barangay Irisan, city of Baguio. Figure 2 shows a map of the location.

16°25'48.5"N 120°32'55.7"E
16.430142, 120.548809

Fig. 2 Location of the Study

 Respondents of the Study

The participants of the study are certified students of Irisan National

High School. Specifically belonging to the Grades 9 and 10 class. Each

participant are to be chosen in random and each student belonging to the

class has an equal opportunity to be a participant of the research. The

target population for the study would at least consist of 50 students. Non-

probability sampling is used to determine the number of respondents.

Grade Level & Section No. of Students

TOTAL

Research Instrumentation

The researcher prepared a survey questionnaire as the main

instrument in obtaining the data needed for the analysis of this research.

It consists structured sets of questions. The questionnaires are divided

into two parts. The first part being the personal information needed from

the student and the second, where a series of questions is asked in regards
to the study. It is however subdivided into two parts also. The first part

are questions to determine which classroom management style the teacher

implements within their classroom and the second is a set of questions to

determine the attitude and how well are they motivated with the current

classroom management they have.

The formulated questionnaire will then be presented to the

researcher’s instructor/adviser for justification. The corrections and

suggestions afterwards will soon be inputted on the final copy making it

more reliable to be used for the study.

Gathering of Data

The data collection procedures includes sending letters to the

respective schools where the study is to be carried out for permission by

the principal of the said school. Attached to the letter is the letter to the

respondents. Once approved, the researcher will visit the school and

administer the questionnaires. Before doing anything, the researcher will

begin by briefing the students and teachers of the purpose of the

questionnaires and show them how to fill them. Reassurance of the

confidentiality of the information that they had to give must also be

important. After which, the researcher will personally collect the

accomplished copies of the questionnaire. The data collected will be tallied

and subjected to statistical improvement.

Analysis of Data

The questionnaires will be treated to check that all responses were

given and indicated accurately. Descriptive statistics will be used to

analyze data. Descriptive statistics involves computing frequency

distributions, mean, mode, percentages and standard deviation.

Descriptive statistics allows for narration to be used to interpret

relationship between variables. Chi Square Test was used to determine the

relationship between variables.

The Chi Square statistic is commonly used for testing relationships

between categorical variables. The null hypothesis of the Chi-Square test

is that no relationship exists on the categorical variables in the population;

they are independent. The Chi-Square statistic is most commonly used to

evaluate Tests of Independence when using a crosstabulation (also known

as a bivariate table). Crosstabulation presents the distributions of two

categorical variables simultaneously, with the intersections of the

categories of the variables appearing in the cells of the table. The Test of

Independence assesses whether an association exists between the two

variables by comparing the observed pattern of responses in the cells to

the pattern that would be expected if the variables were truly independent

of each other. Calculating the Chi-Square statistic and comparing it

against a critical value from the Chi-Square distribution allows the

researcher to assess whether the observed cell counts are significantly

different from the expected cell counts.

The calculation of the Chi-Square statistic is quite straight-forward

and intuitive:

where fo = the observed frequency (the observed counts in the cells)

and fe = the expected frequency if NO relationship existed between the

variables.

As depicted in the formula, the Chi-Square statistic is based on the

difference between what is actually observed in the data and what would

be expected if there was truly no relationship between the variables.

 Literature Cited

Bandura, A. (1993). Perceived self-efficacy in cognitive development and

functioning. Educational Psychologist, 28(2), 117-148.

Lucas, Maria Rita, Ph.D., Corpuz, Brenda, Ph.D., (2014). Facilitating

Learning: A Metacognitive Process. Lorimar Publishing, INC.

Marzano, R. (2003). What Works in Schools: Translating Research Into

Action. Virgina: ASCD Publications.

Saifi, I. L., Hussain, M., Salamat, L., & Bakht, I. (2018). Impact of
Classroom Management on Students Achievement at University
Level. Asian Innovative Journal of Social Sciences and Humanities,
2(2), 17-18.

Siti Kanafiah, et.al. (2013). Students’ Perception Towards Mathematics:

Attitudes, Interest And Lecturers’ Teaching. 136

Skinner, B.F. (1950). Are theories of learning necessary? The Psychological

Review, 57(4), 193-216.

Vega, Violeta, Ph.D., et.al. (2015). Social Dimensions of Education, Revised

Editon. Lorimar Publishing, INC.

Wong, H., Wong, R., Rogers, K., & Brooks, A., (2012). Managing your
classroom for success. Science & Children, 49 (9), 60–64.

https://www.statisticssolutions.com/using-chi-square-statistic-in-

research/
 APPENDIX A

Letter to the CTE Dean

Republic of the Philippines

Benguet State University
College of Teacher Education
La Trinidad, Benguet

March 19, 2019

Imelda G. Parcasio, PhD.
College Dean

Madam:
The undersigned is third year student of Benguet State University,
presently conducting a study on the “EFFECTS OF CLASSROOM
MANAGEMENT STYLES TO STUDENTS’ ATTITUDE TOWARDS
MATHEMATICS”. In this regard, he would like to request that he will be
allowed to administer his tests to the students of Irisan National High
School.
Please be assured that the result will just be used for his
Educational Research project and consider its confidentiality.
He is humbly anticipating for your approval.

Truly yours,
JOE ANGELO D. SUPANGA

Noted by: Approved by:

DOMINADOR S. GARIN IMELDA G. PARCASIO

PhD
Instructor College Dean
 APPENDIX B

Letter to the Respondents

Republic of the Philippines

Benguet State University
College of Teacher Education
La Trinidad, Benguet

Dear Respondents,

Great day! The undersigned is a student of Benguet State University.

Currently, he are conducting a research entitled: “EFFECTS OF
CLASSROOM MANAGEMENT STYLES TO STUDENTS’ ATTITUDE
TOWARDS MATHEMATICS”. In connection with this, the researcher would
like to request that you will provide the information needed.
Your truthful and complete answers will help the success of this study.

Rest assured that your answers would be treated confidentially.

Thank you!

Truly yours,

JOE ANGELO D. SUPANGA

Researcher
 APPENDIX C

Survey Questionnaire

PART I. Personal Profile of the Respondents

Name (Optional): ________________________________ Sex: ________

Year & Section: _________________________________ Age: ________

PART II
Direction: Please read the questions below and provide your honest
answer. Thank You!
(Note: It is not about having the highest or the lowest grand total,
just answer honestly from the heart)

A. How does your teacher manage you? Put a check mark on the
appropriate column.

Legend:
1– Strongly Disagree
2– Disagree
3– Undecided
4– Agree
5– Strongly Agree

Statements 1 2 3 4 5
1. My teacher manage class in the way which creates
encouraging environment in the classroom for
productive learning.
2. My teacher motivate students in the class for
learning.
3. My teacher encourage equal participation of all
students in classroom.
4. My teacher lead disciplined and organized class that
enhances student learning positively.
5. My teacher equipped classroom well that motivate us
to learn.
6. My teacher try to eliminate gender bias amongst the
students that lead to a positive change in the attitude
of the students towards studies.
7. My teacher give the amount of work to students that
do not demotivate them.
8. My teacher try to make classroom physical
environment conducive for learning.
9. My teacher keep classroom physical appearance
effective.
10. My teacher make proper seating arrangement in
classroom for effective learning.
11. My teacher make sure that white board is visible to
all students in the classroom.
12. My teacher keep notice of appropriate lighting in
classroom.
13. My teacher use A.V aids in class room to facilitate
the students’ learning.
14. My teacher change classroom seating arrangement
for group work.
15. My teacher use understandable language in class
which positively influences the academic achievement
of the students.
16. My teacher have friendly and approachable
behavior in classroom for students’ better learning.
17. My teacher relate the topic with real life through
different examples.
18. My teacher reward to students for good behavior in
the classroom.
19. My teacher engage students in active discussion
about issues related to topic.
20. My teacher use teaching approaches that
encourage interaction among students.
21. My teacher give students opportunities to ask
questions in the classroom.
22. My teacher closely monitor off task behavior during
class.
23. My teacher answer students’ questions for
promoting positive interaction in the classroom.
24. My teacher define the class rules and regulations
meaningfully.
25. My teacher do not tolerate indiscipline behavior
from students in class.
26. My teacher intervene when students talk at
inappropriate times during class.
27. My teacher firmly redirect students back to the
topic when they get off task.
28. My teacher become strict when it comes to student
compliance in classroom.
29. My teachers insist that students in classroom
follow the rules always.
30. My teachers check assignments of students in time
in classroom.
31 My teachers appreciate with good words, when
students perform well in the class.
32. My teacher give individual attention to problematic
students and give them proper feedback.
33. My teacher give feedback to the students in
classroom with constructive criticism.
34. My teacher conduct tests in classroom which
promotes the students’ academic achievement.
35. My teacher give immediate feedback to the students
when they answer their questions.
Total per column
Grand TOTAL

B. How motivated are you? Score yourself by checking the appropriate

column.
Legend:
1 – Never
2 – Seldom
3 – Sometimes
4 – Often
5 - Always

Behavior 1 2 3 4 5
1. I study even when there is no quiz/test.
2. I enjoy working on homework.
3. I look forward to school days.
4. I read for learning, not only for grades.
5. In every school task I do, I always do my best.
6. I give/do more than what is required.
7. I listen intently to my teacher’s lecture and
instructions.
8. I participate actively in class.
9. I like homework.
10. When something is not clear, I ask questions to
clarify.
11. I do not allow myself to be discouraged by my
classmate’s unfavorable remarks.
12. My teacher’s unfavorable remarks do not turn
me off, rather they challenge me to do my best.
13. I believed that success can be reached by anyone
who works hard.
14. I always feel excited about learning.
15. I submit course requirements not only for the
sake of compliance.
16. I study not only for grades but more for learning.
17. I believe that nothing is difficult if we spend
hours learning it.
18. I believe that how much I learn from class
depends ultimately on me.
19. I believe I can cope with my teacher’s
expectations.
20. I am always eager to learn new things.
21. I am very much interested to improve myself.
22. I read outside my assignments and lessons
because it helps me improve myself.
23. I love to be in a classroom where the teacher
inspires me to keep on growing.
24. I avoid people who have no desire to improve
themselves.
25. I see the relevance of my lessons to the
realization of my dream in life.
26. I am willing to give up the satisfaction of an
immediate goal for the sake of a more important
goal. E.g. Give up Facebook and/or Messenger in
order to study.
27. I pay attention more to what the teacher says
before copying it.
28. I actively participate in the recitation.
29. I don’t care if my answer is wrong as long as it is
not nonsense and atleast I tried.
30. I have always think that mathematics is very
easy and enjoyable, given that everybody pays more
attention to the teacher.

THANK YOU VERY MUCH AND

GOD BLESS
MATAGO-TAGO TAKU AM-IN
 BIOGRAPHICAL SKETCH
The author was born on September 8th of year 1997 in Barangay

Lon-oy, San Gabriel 2513 La Union. His parents, Jose Oasan Supanga and

Yolanda Dagasen Supanga are from San Gabriel and Tublay, respectively.

Both of his mother and father are farmer and laborer. He is the eldest of 4

and only son to both.

He undertook his elementary at Lon-oy Elementary School where he

consistently held on to the third honors with one year being a second

place. And from there he garnered a few awards and it was there where

his title as a Math Wizard blossomed until his high school years. He

finished with with-honors at Balbalayang National High School (only

Balbalayang High School at the time) on March 2013.

After graduation, he took a 3 year leave from education due to

financial problems and dedicated those times to helping his parents with

farm works. It was during those times that he perspired that he reflected

of the essence of education. And there, he drew inspiration from his

hardworking parents.

His ultimate ambition was to become a structural engineer but due

to the transitioning of the Philippine education system at that time, only a

few schools opened for new applicants. Now, he is enrolled at Benguet

State University and taking up Bachelor of Secondary Education majoring

in Mathematics to stay more close to his passion of numbers and patterns.

Now on his third year and a little closer to finishing his studies, he hopes

to become a successful mathematics teacher in the future. He firmly

believes that “Proper execution means nothing without proper execution”,

which all the more pushes him to makes things worth it all.

“Forward”, is the guiding word which he uses through all the

challenges he faces. “We go up, we go down, We will climb mountains and

swim the oceans, it’s not about how high you are as long as you keep

moving forward to get to your destination.”