Assignment No:5

Student ID: bc200411619

Name: Saiqa Kanwal
Edu (630)

Effect of classroom management on student’s motivation and academic performance at

secondary level in Narowal school.

CHAPTER NO:1

Introduction:

The teacher in the educational process, plans, organizes and controls the students' activity and

consequently appears in the position of a leader. As a leader, he is saddled with the responsibility to make

provision for all the procedures necessary for the establishment and maintenance of an environment that is

conducive and appropriate for learning. The way the teacher structures his daily schedule, sets up his

classroom, plans daily lessons and sets expectation for students’ behavior will determine the success of

teaching and learning. One of the yardsticks for determining the effectiveness and efficiency of a teacher is

to measure how well he/she is able to cope with the demand of the responsibilities saddled on him and the

learners’ outcome

Studies also confirmed the relationship between motivation and learning. Among many factors that

can predict learners’ failure or poor learning outcome, lack of motivation is the main reason for most

students. Motivation will provide an individual with an internal drive that channels behavior towards

achieving a particular goal or task and empowers one to be tenacious in completing the task successfully.

Wiseman & Hunt (2008) opined that for pupils to learn they must be well motivated because motivation is
the key that will unlock their minds to assimilating what they are learning. This assertion was also

confirmed by Adedigba (2015) who stated that motivation is an important and one of the major

determinants of how well a child learns. Motivation has to do with the pupils’ desire to participate in

learning process. If motivation does influence pupils’ learning and outcome, then it is important to

investigate what can influence pupils’ motivation to learning.

Two types of motivation are identified in literature. These are intrinsic and extrinsic motivation

(Gbollie & Keamu, 2017). Intrinsic motivation is the ability to internally motivate oneself to accomplish a

desired task. This refers to behaviour that is internally driven. It makes a child to complete a skill or activity

based on personal interest and enjoyment which is not for external rewards. Extrinsic motivation means that

an individual’s driving force comes from things that are external in nature. In order words, the impetus to

undertake an assignment or do something is controlled by an external reward (Gbollie & Keamu, 2017).

Regardless of the type of motivation, literature confirmed that both are important. They have

influence on pupils’ behaviour, how they pursue goals and determine their learning outcome. According to

Wiseman and Hunt (2011), good relationship and effective classroom control help to sustain pupils’ interest

in classroom learning activities and maintain a motivating environment. For example, allowing children to

participate in classroom discussion and making decision on how a task will be accomplished can give them

intrinsic motivation rather than compelling them to do an activity. Also, when children are encouraged and

allowed to ask questions, they are able to think themselves and encouraged to participate in an activity. The

teachers’ use of vocal variation, facial expression, movement, and gesture can as well attract pupils'

attention and help them to quickly process information. Children feel satisfied and ready to learn and work

where the aforementioned are present as confirmed by Ak akum who stated that a satisfied pupil is an

effective pupil.

1.1 Problem Statement:

Un‐conducive learning environment in the public schools has posed serious problems to

students’ academic performance over many decades ago. This trend has been on the increase
on daily basis. Its prevalence has attracted the concern of the teachers, parents, the guidance

counselors and many researchers. Effective classroom management has been discussed

extensively at educational seminars and workshops, with efforts aimed at bringing lasting

solution to the problem of students’ poor academic performance encountered in secondary

schools.

In most cases, classroom teachers become tired of using verbal instruction in attempts to

establish effective classroom management, but this method alone does not produce desired

results. Many teachers use corporal punishment to instill fear and discipline in the classroom

yet there is prevalence of disruptive behaviors in the classroom. A lot of teacher’s waste time

and energy in intensive classroom supervision so that the classroom climate could be

conducive for lessons. Some classroom teacher’s delegates authority to deserving prefects

1.2 Purpose of the Study:

The purpose of this study was to examine effective classroom management on students’ motivation and

academic performance in Narowal school.

1.3 These are main objectives:

1) To study the effect of student motivation and academic performance at secondary level.
2) The study of classroom management on student motivation and academic performance at elementary
level.
3) To identity the perception of teacher according to classroom management.

1.4 Research question:

1) To find the effect of student motivation and academic performance at secondary level.
2) to find the classroom management on student motivation and academic performance at elementary
level.
3) To identity the perception of teacher according to classroom management
1.5 Significance:

The Significance of this study was that teacher plays very important role in student academic performance,

if teacher teaching is effective than it will surely show the positive effect on student performance.

1.6 Variables:

The research is one the teacher effectiveness and its effect of student’s performance,

The variable of this research is on student’s academic performance. We have collected data

to know about effect of classroom management on student motivation and academic performance.
 CHAPTER NO: 2

LITERTURE REVIEW:

Classroom management has three broader sectors. Chaplain suggested a classroom management

plan, which is based on: the design of the arrangement of the classroom environment, acquirement of social

skills that are requested for the development of effective relationships among students and between students

and teachers, adoption of teaching strategies and development of professional skills. As far as her physical

environment is concerned, it has a double meaning. It is referred both to the material environment and into

the environment of activities that is a point of expression and creation. Some teachers choose from the

beginning of the school year, to put their children in rows because they think that it will be a more

successful lay out resulting in a more tranquil classroom but later on, they choose to organize their students

in small teams, in order to co-operate with each other. According to recent studies, it is suggested that

desks in a class should be put in a circle, promoting the team learning and the socialization of the

children that will be the base for creating a positive school climate, promoting academic results

and minimizing the appearance of problematic behavior. It has been confirmed that, the learning

opportunities that are given to each child is strongly connected (HUGHES, 2014).

According to Ho and Lin (2016) classroom management includes the creation of positive

relationships between teacher and students, the creation of supportive classroom climate, coming up to

student’s sentimental needs. The modern school has a very important social mission. it is true that a

competitive climate provokes competition to the whole team but children with sentimental resilience that

feel supported and coherent to their school team can handle this anxious situation effectively (Babalis,

2017; Chatzinikolaou, 2015). So, a technique that will help student’s anxiety to be eliminated is
conversation. Conversations should take place and should also be enhanced during the school year.

Conversations are vital to a democratic environment, involving all students together in the team, helping

them to understand and take over their responsibilities, helping them to recognize the needs and the

sentiments of themselves and their colleagues, and by extension helping them to support each other. The

most dominant element for children’s socialization is practicing their responsibility, their co-operation, and

their self-discipline. Socialization is referred as the maintenance of one’s uniqueness in the social whole

(Kogoulis,). So, children become co-workers to teachers in classroom management, as they are educated to

handle on their own not only their undesirable behavior, but also the undesirable behavior of their

colleagues. This way, the fair play and cooperation is enhanced, children learn how to express their feelings

in a positive way, they learn to think and listen and in general, they show more communicative abilities

(classroom mangement, 2020).

Through contemporary research, it is very important that all the members of the group take part

actively in the teaching process. So, through this cooperation and this co-support that will derive, their self-

esteem is enhanced, their motives for learning are increased and social relations are built with strong

foundations based mostly on love and respect (Tomlinson, 2015; Tsileponis, 2017). student’s sentimental

learning is a continuous dynamic process, that is referred to the development of empathy skills, self-

regulation skills, self-awareness skills, expression of personal sentiments and management of interpersonal

relationships. Classroom environment influences children’s psychosocial development in many ways, for

this and towards this direction many preventions and sentimental health programs are developed.

Those programs are focused on the person, its sentiments, its social framework, and its

interpersonal relationships.

(classroom mangement, 2020)

Motivation, like other attitudinal behaviors, encompasses many aspects and one such aspect is

motivational orientations. According to Steward, Bachman, and Johnson (2010), motivational orientations

act as a driving force that encourages a person to engage in a task. Motivational orientations consist of
several constructs and among these are intrinsic motivation, extrinsic motivation, personal relevance, self-

efficacy, self-determination, and assessment anxiety.

Intrinsic motivation is an inner force that motivates students to engage in academic activities, because they

are interested in learning and they enjoy the learning process as well explained

that intrinsic motivation is the true drive-in human nature, which drives individuals to search for and to face

new challenges (HUGHES, 2014).

In this research have long been interested in exploring variables contributing to the quality of

academic performance of learners. Secondary school teachers should develop caring, supportive,

encouraging attitude in the classroom, so that they can maximize students’ learning, develop students’

social skills and maintain a good disciplinary environment in the classroom. This may be possible by

adopting constructivist approach in the classroom.

Training, refresher courses and workshops may be worthwhile strategies for developing classroom

management skills of secondary school teachers. Secondary school teachers may develop classroom

management rules to maintain discipline in the classroom. These rules should be hanged in a visible place in

the classroom and should also be communicated to their parents.

The planers should keep in mind while planning for secondary school learners to give more

emphasis on the class related activities because there should be a complete plan for teachers too, so that they

teach according to the modern day need and demand. Teachers should involvement students in classroom

activities, they should motivate and encourage them to be active and participative in all academic and

nonacademic school activities to get success in their studies and in general life.

Figure 1:

2.1 Qualities of effective teacher:

Teacher is such an important and noble profession, but there are some qualities that can really help you have

been an even more effective teacher. Every teacher is different, and that’s a good thing. Different teachers

can reach different students in unique ways, which is valuable for their success.

Figure 2:

2.1 table:

Qualities of effective teacher:

Personality Love their students, listen to students,

make time for each student, learn something

new every day, fill the classroom with

Positivity, patiently handle challenging

situations.

Classroom management
Establishing classroom management

Organizing tasks, instruments and space in

class.

Establishing student discipline

Prepared Jump right into the lesson with enthusiasm.

Avoid wasting instructional time. They start

class on time, teach for the entire class period,

and time flies in their classes.

Hold high expiation Consistently challenge their students to

realize their potential. Build students’

 confidence and teach them to believe in

themselves.

Teaching rather than instructing A good teacher should be focused on making

sure their students truly understand the

material, rather than just lecturing and hoping

it will compute.

instruction Using different instruction method and

strategies.

Classroom management

2.2 Component of Classroom management

2.2.1 Planning and prepare:

 The learning objectives for lesson.

 Plan the specific learning activities.

 Plan to assess student understanding.

 The lesson in an engaging and meaningful manner.

 Create a realistic timeline.

 Plan for a lesson closure.

2.2.2 Classroom environment: 

 Creating an Environment of Respect and Rapport

 Establishing a Culture for Learning

 . Managing Classroom Procedures

 Managing Student Behavior

  Organizing Physical Space

2.2.3 Instructional technique:

 Communicating with Students

 Using Questioning and Discussion Techniques

 Engaging Students in Learning

 Using Assessment in Instruction

 . Demonstrating Flexibility and Responsiveness

One of the essential teaching an instructor should follow is problem-based learning. They should

prepare a list of problem-based open-ended questions before a class and ask the class to solve them in

groups or teams. This technique helps in developing and improving the transferable and teamwork skills of

students, respectively. Teachers should be acknowledged properly about the behavior management

teaching. Mutual respect of teachers and students is important to keep the class’s productive learning and

disciplined environment.

Institutions or teachers should reward students based on their behavior during class and overall

interaction with their teachers and fellow mates. Teachers should be strict with this strategy because a noisy,

disturbed, or undisciplined class cannot promote productive learning. Students should review their content

once learned. Sometimes, students’ queries remain unanswered and make all the students master their

studies. Teachers should assign tasks to each individual according to their learning capability and style. This

teaching strategy will help students develop reliability, motivation, self-learning.

Classroom assessment can only function formatively when the collected information is actually used

by the teacher to adapt the teaching to meet students’ needs. With respect to the actions taken by the

teachers, a distinction can be made between enhancing students’ performance by correcting students’

responses immediately and instantly explaining why the answer is wrong, or by a postponed action by
tailoring their instruction to the needs of the students and in this way improving the students’ learning

(GEORGE & SAKIRUDEEN, 2017)

2..2.4 effective teaching and student performance

One of the key aspects of influencing student behavior at the individual level as well as class wide is

the classroom procedures of the individual teacher contend that teachers must be the center of any major

improvement in school systems and in students’ education. “Seemingly more can be done to improve

education by improving the effectiveness of teachers than by any other single factor. Based on this

assertion, it would be reasonable to believe that as teaching improves, student performance will also

improve, Kunter and Baumert (2011) and König et al. (2011)

According to a review of the literature, there are many dimensions of teacher effectiveness that have

been documented in the literature. These dimensions include instruction, student engagement, classroom

management, and behavioral expectations. In a study conducted by effective teachers experienced

disruptive student behavior approximately once every two hours. Conversely, ineffective teachers

experienced disruptive student behavior approximately once every 12 minutes. Classroom management is

an important aspect of teaching due to the fact that it is linked directly to the level of student involvement

and student academic achievement.

Research has shown that “two of the most consistently purported instructional practices for the

classroom environment thought to positively impact the effects of instruction as measured by student

outcomes are strong classroom management and an increase in the number of student opportunities to

respond, is one of the factors that is characteristic of effective teaching. More specifically, teacher behaviors

such as contingent praise and reprimand can be used to increase appropriate academic and social student

behaviors and decrease inappropriate student behaviors. However, many teachers are controlled by and

react to student behaviors rather than the reverse.

 According to, Kunter and Baumert (2011), research has suggested that teachers have large, additive,

long-term effects on student achievement. The negative impact of ineffective teachers on their students’

academic performance can persist for as long as three years before being fully corrected. If a student has a

high performing teacher for just 1 year, the student will remain ahead of peers for at least the next few years

of schooling. Unfortunately, if a student has an ineffective teacher, the influence on student achievement is

not remediated. Because of this finding, Texas maintains the legal stance that students’ academic progress is

the responsibility of the teacher, students’ academic performance has been a mandatory component of all

teacher evaluation procedures statewide. If there are large significant differences in teacher effectiveness,

there should be more emphasis in the areas of research and educational reform given to identifying effective

teachers and the characteristics of effective teachers. Therefore, the nature of the relationship between

teacher behavior and student outcomes should be examined and discussed.

2.3 Classroom management behavior:

2.3.1 Sustain positive attitude with student

Classroom management is the method by which educators maintain appropriate behavior of learners

in classroom and make the entire learning environment orderly and full of discipline which in turn

facilitates delivering of lessons & making learning effective. A classroom behavior management course

would help you know various tried & tested strategies to organize & maintain discipline in classroom.

A positive environment can do wonders for eliminating negative thinking and encouraging healthy thoughts

as your student tackles new learning challenges and opportunities.

2.3.2 Academic learning:

when the classroom environment is peaceful and conducive to learning. By managing behavior in

classroom, you can boost the learning of the students, get them more engaged in studies & classroom

activities, & encourage their overall development. We want them to develop a disposition for lifelong
learning and be highly confident in applying critical, enquiry-based and problem-solving approaches to

conceptual and practical challenges in the workplace and in society at large. 

2.3.3 Reduce negative behavior in the students

Setting rules in classroom can help you decrease unwanted behaviors of learners in classroom. It

will also help you to monitor various activities of students in classroom and keep track of off-task activities,

disruptive behaviors, passive learning made by groups of students. Enforcing stern punishments & penalties

for breaching the rules can bring positive behavior outcomes and devising guidelines to deal with children

struggling with concentration and simple behavior management. (A Case Study of the Classroom

Assessment Scoring System–Secondary, Journal of Psychoeducational Assessment) (2019). Answering of

the questions can get your student excited about working toward the goal and will remind him or her of the

positive outcomes to look forward to.

2.3.4 strong relationships with students:

Strong relationships with teachers and school staff can dramatically enhance students’ level of

motivation and therefore promote learning. Students who have access to more strong relationships are more

academically engaged, have stronger social skills, and experience more positive behavior. Positive

relationships are built on positive interactions. Each of these interactions has a powerful effect on the

student. When you authentically praise a student or have a positive interaction, the student’s brain releases.

You provide positive performance of the student. The student feels good and is motivated to feel that way

again. With this increased motivation, students spend more time and attention working on a skill. They

build those skills. You give more praise — sparking the release of more dopamine. (Kimberly J. O’Malley,

Betty Jeanne Moran, Paul Haidet, Charles L. Seidel,), (2016).

2.3.5 Teacher personality:

Aside from the situation of cooperation among educators and under studies, the character attributes

of instructors furthermore play a stage in expanding scholarly achievement. For example, educators with
character characteristics, uprightness are extra conceivably to help undergrads with their scholastic

achievement. Roberts, Mowen, Edgar, Harlin, and Briers (2007) on the diverse hand watched a constructive

connection with "deciding", as a component of character, and viability in the study room the board (Pasha,

aftab, & Zia, 2017).

Numerous schools have created statements of purpose that allude to educating understudies with the

goal that they come to be deep-rooted students. It tends to be expressed that characteristic inspiration plays

out an important stage in a person's craving to take on difficulties and hold chipping away at them until

ruition. To improve grown-ups with these qualities, educators need to main focus a huge piece of their

instructing on developing this significant trademark. The subsequent territory looks at the improvement of

the utilization of remunerations in schools, and how rewards influence natural inspiration and the

accomplishment of under studies (Rawls, 2017)

2.3.5.1 Be passionate

Students appreciate a professor who is passionate and enthusiastic about their subject matter and

teaching. They’ll work harder for you if you make it clear that you care about your material and their

success.

2.3.5.2 Respect your students

Without them, we wouldn’t have jobs. Always remember that you’re doing what you love to do

because of the students.

2.2.5.3 Make yourself a great teacher

Most of us weren’t trained to be teachers, so we must teach ourselves. If you’re struggling in the

classroom, ask for help. Find a mentor, attend workshops, identify resource material, start a teaching

excellence work group. Never stop looking for ways to improve.

2.3.5.4 Don’t take yourself too seriously

 Have a sense of humor and bring that into the classroom. Self-deprecating humor can be very

effective and will help students relate to you as a human being.

2.3.5.5 Remember that students learn differently

Some students learn materially by listening, some by reading and some experientially.

Use different teaching methods to accommodate these different learning.

2.3.6 Teacher Motivation

Loima and Vibulphol (2016) endeavoring to handle this issue, the English language examine have as

of now moved from just characterizing inspiration in mental pattern to concentrating on the improvement of

down-to-earth inspiration methodologies for the English language address room). Inspiration analysts and

cacophony scholars began to dismiss Freud's thought that man is impacted uniquely by methods for drives

and impulses. These thoughts, alongside Deci's ID of natural and extraneous inspiration, prompted the

finishing of many research to inquire about the outcomes of Inspiration on conduct.

Teachers who are successful in helping kids become self-motivated use a variety of ways to

determine academic progress. A rubric, for example, is a powerful tool to help kids understand what quality

work looks like and how their own efforts measure up. Likewise, teachers who want kids to participate in

their own learning tell them what's going to be on the final test at the beginning of the unit of study. This

helps students understand the expectations from the get-go.

"Inviting students to have a voice in classroom decisions—where they sit, what day a test takes place, in

what order units are studied, or even where a plant should be placed in the classroom—can help them

develop that greater sense of control," says teacher Larry Ferlazzo. Kids develop intrinsic motivation to

succeed when they're invested in their own learning.

The query has demonstrated that prizes affect the picking up information on the process, and can

undermine an understudy's characteristic inspiration. Now, however, the impact of remunerations and
understudies with slight cripples or finding a workable pace has not been referenced. Extraneous motivation

occurs when different appearances a diversion since its stimuli the receipt of an outside compensation.

While most of the remunerations given to personnel can be considered as outward sparks, youths become

familiar with the most when guided by utilizing natural inspiration. Extraneous stimulus occurs when an

individual varnishes an amusement since its stimuli the receiving of an external compensation (Pasha, aftab,

& Zia, 2017).

2.4 Frame work for student motivated and learning:

2.4.1 Subject knowledge and motivational level:

The teacher knowledge of the subject matter and the motivational level of the teacher are most

important to motivate school students to do well in school. That may be because teacher could influence. the

student’s internal state of wanting to do well in school. While high school students make statements like I

want to get a job, to feel proud of myself, to graduate with my friends, and to avoid feeling like a failure,

college students are motivated by the teacher knowledge of the subject matter, the teacher sense of humor,

the motivational level of the teacher, high quality of teaching, intellectual challenge, engagement in class,

and academic help outside of the class. (Weinstein, 2010)

2.4.2 Teacher skills:

One important extrinsic factor in the educational environment is the

instructor. Students perform better if they:

(a) are educated in smaller schools where they are well known,

(b) have smaller class sizes,

(c) receive a challenging curriculum,

(d) have teachers with greater expertise and experience. Teacher skills include staying calm, eliminating

negative thoughts or feelings, disengaging stress, remembering that students have their own realities and are
doing their best, not taking students’ actions personally, remembering that students are not bad rather just in

the process of development, and maintaining a sense of humor.

2.4.3 Test giving:

Teachers need to know how to give tests that are motivating to the students. Tests need to have

thematic relevance, that is, they need to aim at checking. what students have learned and whether they can

apply it to real-life tasks. In addition, tests that are more demanding or challenging than anything practiced

in class will have negative effects on student motivation. Also, tests should be based on course objectives

and should not involve surprise or novelty. Specifically, test questions should be as easy as possible for test

takers to process, even when the

content is very challenging.

2.4.4 Enthusiasm:

When the teacher is more enthusiastic about a topic, then the students will be more inclined to

believe that the topic has value for them. That is, teacher enthusiasm can motivate students. Enthusiasm can

be expressed by facial expressions, body language, stating preferences, describing personal experiences or

amazing facts, showing collected artifacts, using humor, putting energy into their lesson preparation, and

meticulously preparing materials. The teacher also should balance his or her enthusiasm appropriately for

the audience. Teacher enthusiasm has positive effects on student attitudes. For example, several

experiments have documented how enthusiastic teachers can instill greater intrinsic motivation, enjoyment

and vitality amongst students, and increase the time that students spend on learning tasks. In qualitative

interviews, teachers often describe how the emotional state of the entire classroom depends on the

enthusiasm they bring to teaching. University students see teachers who can “bring a subject to life for

students” as one of three elements that makes an engaging lecture Teacher enthusiasm may even deter

students from cheating on exams. Previous studies have also noted that teacher enthusiasm may be

particularly beneficial for lecture-style lessons (Gilles and Buck, 2016[13]) and when the enthusiasm is

genuine.
2.4.5 Encouragement and praise:

Positive verbal statements of encouragement and praise can strongly influence student motivation.

Praise for effort and for improvement can build a student’s self-confidence. Esteem can be boosted by

emphasizing his or her performance relative to personal goals.

Encouragement places the focus on effort and process, rather than adult approval or appraisal. The long-term effect of

encouragement is that your students will be more independent, motivated, and self-evaluative.

2.4.6 Guided discussion:

Discussion seems to be a viable strategy for motivating students. Through guided discussion,

students can demonstrate reading comprehension with integration of multiple and different texts and critical

thinking using analysis and synthesis of information. That is, students are able to discuss and make

connections between the textual knowledge, news or current events, and their personal experiences that

motivate their thinking.

2.4.6.1 Help students prepare for the discussion.

You can distribute a list of questions for each discussion, ask students to bring in their own questions,

suggest key concepts or themes for them to focus on, or ask them to collect evidence that clarifies or refutes

a particular concept or problem. Discussions will be more satisfying for you and your students if they are

prepared.

2.4.6.2 Establish ground rules for participation in a discussion.

In order for a discussion to be effective, students need to understand the value of actively listening to

their peers, tolerating opposing viewpoints, and being open-minded. They also need to recognize the

importance of staying focused and expressing themselves clearly. You might spend the first session with

your students exploring the characteristics of effective and ineffective discussions. Be sure to assign explicit
questions and guidelines and give the groups a time limit to complete the exercise. Also ask them to select a

recorder and/or a reporter who will report back to the entire discussion group.

2.4.6.7 Agility and Adaptability

In his research that parents and teachers claim to know a good teacher when they see one, but

educators and policymakers still can’t agree on what kind of training teachers should receive or how to

define a ‘qualified’ teacher agreed effective teachers cannot be identified through a magic formula, but there

are traits they have in common. Gone are the ages when passive learning was practiced and students were

meant to cram what they used to listen from teacher exactly (McDonald, 2015) It’s an era of android

generation in which student has sharpened with new set of skills and has ready access to updated knowledge

with just one click away, therefore it’s the active learning, a two-way learning that is required to make

teaching as a quality-oriented job.

Students have varying goals to engage in an achievement task. Some students work on a task to

show their competence or ability to outperform others (performance-approach goals). Other students work

on a task to avoid showing their low competence or inability to outperform others (performance-avoidance

goals). And some students work on a task to develop their competence or

achievement goals (e.g., performance-avoidance goals) for more desirable learning outcomes.

(Harman, 2010) Highlighted the major aims of teaching and student’s performance, Major aim of teaching

learning process is performance in terms of grades, as it is sole measure of learning in many cases. To

achieve this target teachers, use diverse teaching methods, including lecture, discussion and demonstration.

Among all these most widely accepted and practiced is lecture method A study by researchers William L.

Sanders and June C. Their study also indicated that not only do students not learn as much from an ineffective

teacher, but also that their academic performance actually declines. 3 In addition, Sanders and Rivers’ study

indicated that students assigned to a highly effective teacher after having consecutive ineffective teachers were

able to improve their results, but were not able to make up for the lost learning. These studies support the idea

that each teacher has lasting impact on student’s achievement (SOWELL, 2013 ).

In reality, however, we often need to provide students with normative feedback due to standardized

tests or evaluation policies. Many standardized tests (e.g., SAT, ACT, GRE) and school exams provide

normative feedback (e.g., percentile rank). Given this situation, it may be critical to examine factors that are

able to minimize the negative effect of normative feedback on students' achievement goal adoption (Shin,

2017).

Measurement of school performance is not an easy task, but is very important. Studying student

achievement is important because it is a prerequisite for any changes in educational activities, or even

systemic changes. Student achievement can be determined by looking at End-of-Grade or End-of-Course

assessments. Most states have high-stakes tests which are aligned to the state standards. While this is

certainly one measure of achievement, it is an annual assessment and it does not provide educators with

timely feedback. Annual student achievement is a good indicator of student growth over time and it can

pinpoint a student’s strengths and weaknesses

 CHAPTER NO:3
RESEARCH METHODOLOGY
This chapter will be discussing about the research design and methodology used in the study

including method, research design, instruments, population, sampling technique and sample size.

3.1 Research Design

This study follows the descriptive research design. The research study is designed to determine the

effect of classroom management on student motivation and academic performance. the first objective of the

study was to know component of classroom management, second objective was to know the positive

behavior with student motivation and academic performance and third is to know the difference of effective

teacher and student academic performance at secondary level.

3.2 Research Method

For this research study, the method used in the study will be quantitative. Quantitative research is

taken to collect data by simple random technique, data is collected from teacher to know effect of classroom

management and their on-student performance.

3.3 Population

The papulation was chosen adequately examine for academic performance at secondary level. The

population for this study consists of the teachers, total papulation 115 teachers were selected from different

school which belong to Government school in district Narowal.

3.4 Sampling Technique

Convenient sampling technique is used in this research.

3.5 Sample Size

Total 76 teachers to fill form out of115 teacher were selected from class 9 teachers to 3 different schools

district Narowal, 33teachers are available to fill form from boys’ school and 23 teachers are available from Ghulam

Fatima school, and 20 teachers are available to fill form from Muslim girls school.

1. GOVT Ghulam Fatima school

2. Govt boy’s school

3. Govt Muslim girls’ campus

3.6 Instrumentation of the Study:

A questionnaire analysis was the main data gathering instruments. In this research survey we made

survey paper for teacher to collect data of student’s grade and percentage and what they think or describe

their teachers.
3.7 Data collection procedure

the data was collected by each class teacher of class 9. Permission was taken from school principal for this

survey data collection. Questionnaires were used to collect relevant information and data from students in

very short time. The reason we are taking our data from questionnaires is that it is less time taking. One

source of data was used in this to get reliable data results to support our research in this school. To know

student’s academic performance and effective teachers teaching respondents were asked and the response

utilized were 5: strongly disagree, 4: disagree, 3: neutral, 2: agree, 1: strongly agree.

3.8 Validity and reliability of the tool / questionnaire

Question is a tool in which we can check reliability and validity of the student performance in

perfect manner. Since I assured my information are authentic.

3.9 Time frame:

Data collected in 15 days on availability of student and teacher.

QUESTIONNAIRE

Effect of classroom management on student’s motivation and academic performance at secondary in district

Narowal.

Respected Teachers, I am a student of B. Ed (Secondary) in Virtual University of Pakistan and working on

this research topic titled:

“Kindly give your views without any bias and freely. Your opinions will only be used for research purpose

Part I: Demographic Information

Age: (A) 18-25 years (B) 26-30 years

(C) 31-35 years (D) More than 35 years

Gender: (A) Male (B) Female

Education Level: (A) Intermediate (B) Bachelor

(C) Masters (D) M. Phil

Working Experience: (A) 1-3 Years (B) 4-6 Years

(C) 7-9 Years ( D) 10-12 Years

Part II: Opinion at 5-point scale.

Coding Description:
 5 (S.A) = Strongly Agree,
 4 (A) = Agree,
 3 (N) = Neutral,
 2 (D) = Disagree,
 1 (S.D) = Strongly Disagree

Sr # Statement S. A A N D S. D
1 Can teacher have satisfied

cooperation in the classroom?

2 Are effective qualities should

be in classroom manager?

3 Can strategies would be

effective to handle ability of

students in classroom?

4 Are teacher satisfied

 management of the classroom

5 Are you support students and

help them during classroom

management?

6 Are you satisfying with the

skills demonstrated by teacher

as being effective for classroom

manger?

7 teachers can fallow principles

of classroom management?

8 Can you control a disruptive

behavior in a classroom without

disrupting the lesson?

9 Are you recommended

references in analyzing

classroom interaction?

10 Are you Ignore misbehavior

that is non-disruptive to class?

11 Which Use verbal redirection

for child who is disengaged

12 Use group incentives

13 Teacher send home notes (or

frowny faces) to report problem

behavior to parent.
 CHAPTER 4

DATA ANALYSIS AND INTERPRETATION

 Frequencies, ranges, means and standard deviations were determined for the

sample, SPSS statics 26 was used for data analysis which gave us T-values and

probabilities. Together demographic variables of respondents we collected the data on the basis

of gender, age, class, mother tongue and locality of students. The

results are given below

Table No 4.1:
Effect of classroom management on student’s motivation and academic performance at secondary level

in Narowal school.

Number of items Cronbach alpha Mean

21 .913 1.806

Table 4.1

show that there were21 item in the classroom management of student on motivation academic performance

at secondary level. By implementing reliability test the value Cronbach alpha is 0.913 and mean of items is

1.806.

Table 4.1.2
Demographic type frequency percentage

variable

age 18 to 25 50 66

26 to 30 20 26.3

31 to 35 3 3.9

More than 35 2 2.6

32.00 1 1.3

total 76 100

gender Male 33 43.4

female 43 56.6

76 100

education Intermediate 5 6.6

Bachler 26 34.2

Master 35 46.1

M Phil 10 13.2

total 70 100

experience 1 to 3 46 60.5

4 to 6 18 23.7
 7 to 9 9 11.8

10 to 12 3 3.9

total 70 100

In the table 4.1.2 show that total gender is 76 with 33male and 43 female and frequencies of male 33% and

female is43% and age 18 to 22 is 50 and 66% ,26 to 30,20 and 26%, 31 to 35 are 3 ,3.9% and more than

35 is 1 and 1.3
 Table 4.1.3

Descriptive Statistics

Items N Mean Std. Deviation

Can teacher satisfy cooperation in the classroom? 76 1.7632 .70934

Are effective qualities should be in classroom manager? 76 1.7500 .69522

Can strategies would be effective to handle ability of students in 76 1.7895 .69887

classroom?

 Are teacher satisfied management of the classroom 76 1.9211 .79604

Are you support students and help them during classroom 76 1.6316 .68977

management?

Are you satisfy with the skills demonstrated by teacher as 76 1.8158 .72499

being effective for classroom manger?

teachers can fallow principles of classroom management? 76 1.7368 .80612

Can you control a disruptive behavior in a classroom without 76 1.9474 .87780

disrupting the lesson?

Are you recommended references in analyzing classroom 76 1.9070 .80296

interaction?

Are you Ignore misbehavior that is non-disruptive to class? 76 2.2763 1.0460

Which Use verbal redirection for child who is disengaged 76 2.2105 .92831

Use group incentives 76 2.0263 .92831

Teacher send home notes (or frowny faces) to report problem 76 2.0263 .87899

behavior to parent

Send notes home about positive behavior 76 1.7105 .74504

Use clear classroom discipline plan and hierarchy 76 1.8947 .88813

Are you satisfied the individual incentive program? 76 1.7895 .73604

Use different styles to explain things. 76 1.5000 .68313

Regularly provides my class with clear goals. 76 1.5132 .64277

Show interest and is enthusiastic 76 1.5132 .69028

about teaching this class.

Are you Provides with useful 76 1.7105 .76273

feedback in the class?

Encourages student’s 76 1.5921 .67681

participation in
discussions/questions

Table 4.1.3 show that N is total number of statement and mean value of each statement and standard

deviation. Total items is 76 first statement of mean is 1.7632, .70934 second statement of mean is

1.7500, .69522
 Table 4.2.1 Can teacher satisfy cooperation in the classroom?

Scale Strongly Agree Neutral Disagree Strongly Mean Std.

Agree Disagree Deviation

Frequency 29 35.2 89 1 3 1.763 .70934

Percentage 38.2 48.7 11.8 1.3 3.3

Table 4.2.1

Table 4.2.1 show that the statement “Are effective qualities should be in classroom manager?”

(M= 1.7895, SD= .69887) and student’s 1.3% responses are “strongly disagree”, and 3.3% students does not

responses are “disagreed”, 11% of student’s responses are “neutral”, 48% of student’s responses are “agree”

and 38.2 % of student’s responses are “strongly agree”. The maximum student’s responses are “Strongly

agree” with this statement.

 Table 4.2.2

Statement No:1 Are effective qualities should be in classroom manager?

Scale Strongly Agree Neutral Disagree Strongly Mean St
Agree Disagree

Frequency 30 35 11 - - 1.7895 .69887

Percentag 39.5 35 11 - -
e

Table 4.2.2 show that the statement “Are effective qualities should be in classroom manager?”

(M= 1.7895, SD= .69887) and student’s does not responses are “strongly disagree”, and any students does

not responses are “disagreed”, 11% of student’s responses are “neutral”, 35% of student’s responses are

“agree” and 39.5 % of student’s responses are “strongly agree”. The maximum student’s responses are

“Strongly agree” with this statement.

Table 4.2.3

Statement No:3 Can strategies would be effective to handle ability of students in classroom?
?
Scale Strongly Agree Neutral Disagree Strongly Mean St
Agree Disagree

Frequency 27 38 9 1 1 1.7500 .69887

Percentag 33.5 51.3 11.8 1.3 1.3

e

Table 4.2.3 show that the statement “The entry test was lengthy to be attempted in the given time.” (M=

1.75, SD= .69887) and 1.3% of student’s responses are “strongly disagree”, 1.3% of student’s responses are

“disagree”, 11.7% of student’s responses are “neutral”, 51.3% of student’s responses are “agree” and 33.5%

of student’s responses are “strongly agree”. The maximum student’s responses are “agreed” with this

statement of “The entry test was lengthy to be attempted in the given time.
Table 4.2.4
Statement No:4 Are teacher satisfied management of the classroom
Scale Strongly Agree Neutral Disagree Strongly Mean St
Agree Disagree

Frequency 25 33 15 2 1 1.9211 .70604

Percentag 32.9 44.7 19.7 2.6 1.3

e

Table 4.2.4 show that the statement “Are teacher satisfied management of the classroom.” (M= 1.9211, SD=

.70604) and 1.3% of student’s responses are “strongly disagree”, 2.6% of student’s responses are

“disagree”, 19% of student’s responses are “neutral”, 44.7% of student’s responses are “agree” and 32.9%

of student’s responses are “strongly agree”. The maximum student’s responses are “agreed” with this

statement of “Are teacher satisfied management of the classroom”.

Table 4.2.5
Statement No:5 Are you support students and help them during classroom
Scale Strongly Agree Neutral Disagree Strongly Mean St
Agree Disagree

Frequency 36 32 6 1 1 1.8158 .68977

Percentag 47.4 42.4 7.9 1.3 1.3

e

Table 4.2.5 show that the statement “Are you support students and help them during classroom” (M=

1.8158 SD= .68977) and 1.3% of student’s responses are “strongly disagree”, 1.3% of student’s responses

are “disagree”, 7.9% of student’s responses are “neutral”, 42.4% of student’s responses are “agree” and

47.4% of student’s responses are “strongly agree”. The maximum student’s responses are “agreed” with this

statement of “Are you support students and help them during classroom.
Table 4.2.6

Statement No:6 Are you satisfy with the skills demonstrated by teacher as being effective for classroom
manger?
Scale Strongly Agree Neutral Disagree Strongly Mean St
Agree Disagree

Frequency 27 35 11 1 2 1.8158 .72499

Percentag 35.5 46.1 14.5 1.3 2.63

e

Table 4.2.6 show that the statement “Are you satisfy with the skills demonstrated by teacher as being

effective for classroom manger?

.” (M= 1.8158, SD= .72499) and 2.63% of student’s responses are “strongly disagree”, 1.3% of student’s

responses are “disagree”, 14.5% of student’s responses are “neutral”, 46.1% of student’s responses are

“agree” and 1935.5% of student’s responses are “strongly agree”. The maximum student’s responses are

“agreed” with this statement of “Are you satisfy with the skills demonstrated by teacher as being effective

for classroom manger?

Table 4.2.7

Statement No:7 teachers can fallow principles of classroom management?

Scale Strongly Agree Neutral Disagree Strongly Mean St
Agree Disagree

Frequency 34 30 8 3 1 1.5068 .80612

Percentag 44.7 39.5 10.5 3.9 1.3

e

Table 4.2.7 show that the statement “teachers can fallow principles of classroom management?” (M=

1.5068, SD= .80612) and 1.3% of student’s responses are “strongly disagree”, 3.9% of student’s responses

are “disagree”, 10.5% of student’s responses are “neutral”, 39.5% of student’s responses are “agree” and

44.7% of student’s responses are “strongly agree”. The maximum student’s responses are “strongly agreed”

with this statement of “teachers can fallow principles of classroom management?

Table 4.2.8

Statement No:8 Can you control a disruptive behavior in a classroom without disrupting the lesson?
Scale Strongly Agree Neutral Disagree Strongly Mean St
Agree Disagree

Frequency 25 34 9 6 2 1.9474 .87780

Percentag 32.9 44.7 11.8 7.9 2.6

e

Table 4.2.8 show that the statement “Can you control a disruptive behavior in a classroom without

disrupting the lesson?” (M= 1.9474, SD= .87780) and 2.6% of student’s responses are “strongly disagree”,

7.9% of student’s responses are “disagree”, 11.8% of student’s responses are “neutral”, 44.7% of student’s

responses are “agree” and 32.9% of student’s responses are “strongly agree”. The maximum student’s

responses are “agreed” with this statement of “Can you control a disruptive behavior in a classroom without

disrupting the lesson?

Table 4.2.9

Statement No:9 Are you recommended references in analyzing classroom interaction?

Scale Strongly Agree Neutral Disagree Strongly Mean St
Agree Disagree

Frequency 26 32 15 3 1 1.9079 .80296

Percentag 34.2 42.1 19.7 2.6 1.3

e

Table 4.2.9 shows that the statement “Are you recommended references in analyzing classroom
interaction?” (M= 1.9079, SD= .80296) and 1.3% of student’s responses are “strongly disagree”, 2.6% of
student’s responses are “disagree”, 19.7% of student’s responses are “neutral”, 42.1% of student’s responses
are “agree” and 34.2% of student’s responses are “strongly agree”. The maximum student’s responses are
“agreed” with this statement.
Table 4.2.10

Statement No:10 Are you Ignore misbehavior that is non-disruptive to class?

Scale Strongly Agree Neutral Disagree Strongly Mean St
Agree Disagree

Frequency 22 22 21 10 1 2.2763 1.04050

Percentag 28.9 28.9 27.6 13.1 1.3

e

Table 4.2.10show that “Are you Ignore misbehavior that is non-disruptive to class?” (M= 2.2763, SD=

1.04500) and 1.3% of student’s responses are “strongly disagree”, 13.1% of student’s responses are

“disagree”, 27.6% of student’s responses are “neutral”, 28.9% of student’s responses are “agree” and 28.9%

of student’s responses are “strongly agree”. The maximum student’s responses are “agreed” and strongly

agree with this statement of Are you Ignore misbehavior that is non-disruptive to class?
Table 4.2.11

Statement No:11 Which Use verbal redirection for child who is disengaged
Scale Strongly Agree Neutral Disagree Strongly Mean St
Agree Disagree

Frequency 20 26 24 6 1 2.2105 .92831

Percentag 26.3 34.2 31.6 7.9 1.3

e

Table 4.2.11 show that the statement “Which Use verbal redirection for child who is disengaged.” (M=

2.2105, SD= .92831) and 1.3% of student’s responses are “strongly disagree”, 7.9% of student’s responses

are “disagree”, 31.6% of student’s responses are “neutral”, 34.2% of students’ responses are “agree” and

26.2% of student’s responses are “strongly agree”. The maximum student’s responses are “agreed” with this

statement of “Which Use verbal redirection for child who is disengaged

Table 4.2.12

Statement No:12 Use group incentives

Scale Strongly Agree Neutral Disagree Strongly Mean St
Agree Disagree

Frequency 22 36 12 5 1 2.0263 .87899

Percentag 28.9 47.4 15.8 6.5 1.3

e

Table 4.2.12 show that the statement “Use group incentives.” (M= 2.0363, SD= .87899) and 1.3% of

student’s responses are “strongly disagree”, 6.5% of student’s responses are “disagree”, 15.8% of student’s

responses are “neutral”, 47.4% of student’s responses are “agree” and 28.9% of student’s responses are

“strongly agree”. The maximum student’s responses are “agreed” with this statement of “Use group

incentives
Table 4.2.13

Statement No:13 Teacher send home notes (or frowny faces) to report problem behavior to parent
Scale Strongly Agree Neutral Disagree Strongly Mean St
Agree Disagree

Frequency 33 34 7 2 1 1.7105 .74504

Percentag 43.4 44.7 9.2 2.6 1.3

e

Table 4.2.13 show that the statement “Teacher send home notes (or frowny faces) to report problem

behavior to parent.” (M= 1.7105, SD= .74504) and 1.3% of student’s responses are “strongly disagree”,

2.6% of student’s responses are “disagree”, 9.2% of student’s responses are “neutral”, 44.7% of student’s

responses are “agree” and 43.4% of student’s responses are “strongly agree”. The maximum student’s

responses are “agreed” with this statement of “Teacher send home notes (or frowny faces) to report problem

behavior to parent
 References:
Abel, E. O. (2011). Teachers’ Characteristics and their Attitudes Towards Classroom Management. Calabar:

Nigerian Rapid Educational Publishers, Nigeria.

BIÇAKU-ÇEKREZI, Rozeta. (2015). The relationship between motivation and other

dimensions of classroom management and foreign language acquisition. European Journal of Research and

Reflection in Educational Sciences Vol, 3(4).

Howard, Gary R. (2016). We can't teach what we don't know: White teachers, multiracial

schools: Teachers College Press

Sambell, Kay, Brown, Sally, & Graham, Linda. (2017). Professionalism in practice: key

directions in higher education learning, teaching and assessment: Springer.

Rawls, Jason D. (2017). We Relate Because We Care: A Case Study on Teacher-Student

Relations and Care in a Hip-Hop Based Education Classroom. Ohio University.

Table 4.2.14

Statement No:14 Send notes home about positive behavior

Scale Strongly Agree Neutral Disagree Strongly Mean St
Agree Disagree
 Frequency 33 36 6 1 1 1.6711 .68094

Percentag 43.2 47.4 7.9 1.3 1.3

e

Table 4.2.14 show that the statement “Send notes home about positive behavior.” (M= 3.47, SD= 1.103)

and 1.3% of student’s responses are “strongly disagree”, 1.3% of student’s responses are “disagree”, 7.9%

of student’s responses are “neutral”, 47.3% of student’s responses are “agree” and 43.2% of student’s

responses are “strongly agree”. The maximum student’s responses are “agreed” with this statement of “Send

notes home about positive behavior

Table 4.2.15

Statement No:15 Use clear classroom discipline plan and hierarchy

Scale Strongly Agree Neutral Disagree Strongly Mean St
Agree Disagree
 Frequency 30 28 14 4 1 1.6711 .68094

Percentag 39.5 36.8 18.4 5.3 1.3

e

Table 4.2.15 show that the statement “Use clear classroom discipline plan and hierarchy.” (M= 1.6711, SD=

.68094) and 1.3% of student’s responses are “strongly disagree”, 5.3% of student’s responses are

“disagree”, 18.4% of student’s responses are “neutral”, 36.8% of student’s responses are “agree” and 39.9%

of student’s responses are “strongly agree”. The maximum student’s responses are “strongly agreed” with

this statement of “Use clear classroom discipline plan and hierarchy

Table 4.2.16

Statement No:16 Are you satisfied the individual incentive program?

Scale Strongly Agree Neutral Disagree Strongly Mean St
Agree Disagree
 Frequency 28 38 8 2 1 1.8947 .88813

Percentag 36.8 50.0 10.5 2.6 1.3

e

Table 4.2.16 show that the statement “Are you satisfied the individual incentive program?” (M= 1.8947

SD= .88813) and 1.3% of student’s responses are “strongly disagree”, 2.6% of student’s responses are

“disagree”, 10.5% of student’s responses are “neutral”, 50.0% of student’s responses are “agree” and 36.8%

of student’s responses are “strongly agree”. The maximum student’s responses are “agreed” with this

statement of “Are you satisfied the individual incentive program?

Table 4.2.17

Statement No:17 Use different styles to explain things

 Scale Strongly Agree Neutral Disagree Strongly Mean St
Agree Disagree

Frequency 46 22 8 1 1 1.7895 .73604

Percentag 60.5 28.8 10.5 1.3 1.3

e

Table 4.2.17 show that the statement “Use different styles to explain things.” (M= 1.7895, SD= .73604) and

1.3% of student’s responses are “strongly disagree”, 1.3% of student’s responses are “disagree”, 10.5% of

student’s responses are “neutral”, 28.8% of student’s responses are “agree” and 60.5% of student’s

responses are “strongly agree”. The maximum student’s responses are “strongly agreed” with this statement

of “Use different styles to explain things

Table 4.2.11

Statement No:18 Regularly provides my class with clear goals.

 Scale Strongly Agree Neutral Disagree Strongly Mean St
Agree Disagree

Frequency 43 27 6 1 1 1.5000 .68313

Percentag 56.6 35.5 7.9 1.3 1.3

e

Table 4.2.18 show that the statement “Regularly provides my class with clear goals.

.” (M= 1.5000, SD= .68313) and 1.3% of student’s responses are “strongly disagree”, 1.3% of student’s

responses are “disagree”, 7.9% of student’s responses are “neutral”, 35.5% of student’s responses are

“agree” and 56.6% of student’s responses are “strongly agree”. The maximum student’s responses are

“strongly agreed” with this statement of “Regularly provides my class with clear goals.

Table 4.2.19

Statement No:19 Show interest and is enthusiastic about teaching this class.
 Scale Strongly Agree Neutral Disagree Strongly Mean St
Agree Disagree

Frequency 29 36 11 1 1 1.5132 .64277

Percentag 38.2 47.4 14.5 1.3 1.3

e

Table 4.2.19 show that the statement “Show interest and is enthusiastic about teaching this class.

.” (M= 1.5132, SD= .64277) and 1.3% of student’s responses are “strongly disagree”, 1.3% of student’s

responses are “disagree”, 14.5% of student’s responses are “neutral”, 47.4% of student’s responses are

“agree” and 38.2% of student’s responses are “strongly agree”. The maximum student’s responses are

“agreed” with this statement of “Show interest and is enthusiastic about teaching this class.

Table 4.2.20
Statement No:20 Are you Provides with useful feedback in the class?
Scale Strongly Agree Neutral Disagree Strongly Mean St
Agree Disagree

Frequency 33 35 5 3 1 1.7632 .69038

Percentag 43.4 46.1 6.6 3.9 1.3

e

Table 4.2.20 show that the statement “Are you Provides with useful feedback in the class?

.” (M= 1.7632 SD= .69038) and 1.3% of student’s responses are “strongly disagree”, 3.9% of student’s

responses are “disagree”, 6.6% of student’s responses are “neutral”, 46.0% of student’s responses are

“agree” and 43.4% of student’s responses are “strongly agree”. The maximum student’s responses are

“agreed” with this statement of “Are you Provides with useful feedback in the class?

Table 4.2.21
Statement No:21 Encourages student’s participation in discussions/questions

Scale Strongly Agree Neutral Disagree Strongly Mean St

Agree Disagree

Frequency 39 29 8 1 1 1.7105 .76273

Percentag 51.4 38.2 10.5 1.3 1.3

e

Table 4.2.21 show that the statement “Encourages student’s participation in discussions/questions.” (M=

31.7105, SD= .76273) and 1.3% of student’s responses are “strongly disagree”, 1.3% of student’s responses

are “disagree”, 10.5% of student’s responses are “neutral”, 38.2% of student’s responses are “agree” and

51.4% of student’s responses are “strongly agree”. The maximum student’s responses are “strongly agreed”

with this statement of “Encourages student’s participation in discussions/questions

Discussion:
We collect the data from teacher of the secondary school teacher grade 9 in 3different school.
We suggest that, give me your opinion of the student performance at grade 9 student. How to perform
Student in the class and give me report of percentages score in the class. We collect data in the form
There are no correct or false answers in this questionnaire. Your perception/opinion is required against each

statement. All the responses you provide in this questionnaire will be remained confidential. The data
obtained through this questionnaire will be used for current research study. Your cooperation in this regard

is highly needed.

Finding:

First of all, we find the reliability of data whose collect from respondent, total respondent, mean, Cronbach

Alpha then find the demographic variables of each teacher whose response about student, such as age,

gender, education, level of experience are include in the demographic variables. Then find each statement

Of frequency, percentage, mean, SD of each statement.

Summary:
In the first chapter we made research question of the topic and find the variables and papulation
And significant variable of the topic. And introduce the classroom management and explain the prior
History of classroom management. Two types of motivation are identified in literature. These are intrinsic

and extrinsic motivation the teacher effectiveness and its effect of student’s performance.

In the second chapter is literature view, the variable of this research is on student’s academic

performance. Classroom assessment can only function formatively when the collected information is

actually used by the teacher to adapt the teaching to meet students’ needs. With respect to the actions taken

by the teachers, a distinction can be made between enhancing students’ performance by correcting students’

responses immediately and instantly explaining.

In the third chapter research methodology the research study is designed to determine the effect of

classroom management on student motivation and academic performance. the first objective of the study

was to know component of classroom management, second objective was to know the positive behavior

with student motivation and academic performance and third is to know the difference of effective teacher

and student academic performance at secondary level. In data analysis we collect data from respondent

Quantitative research is taken to collect data by continent sampling technique, data is collected from teacher

to know effect of classroom management and their on-student performance.

Recommended:

Teachers should involvement students in classroom activities, they should motivate and encourage

them to be active and participative in all academic and nonacademic school activities to get success in their

studies and in general life. The planers should keep in mind while planning for secondary school learners to

give more emphasis on the class related activities because there should be a complete plan for teachers too,

so that they teach according to the modern day need and demand.

Training, refresher courses and workshops may be worthwhile strategies for developing classroom

management skills of secondary school teachers. Secondary school teachers may develop classroom

management rules to maintain discipline in the classroom. These rules should be hanged in a visible place in

the classroom and should also be communicated to their parents.

In this research have long been interested in exploring variables contributing to the quality of

academic performance of learners. Secondary school teachers should develop caring, supportive,

encouraging attitude in the classroom, so that they can maximize students’ learning, develop students’

social skills and maintain a good disciplinary environment in the classroom. This may be possible by

adopting constructivist approach in the classroom.

 References:
Abel, E. O. (2011). Teachers’ Characteristics and their Attitudes Towards Classroom Management.

Calabar: Nigerian Rapid Educational Publishers, Nigeria.

BIÇAKU-ÇEKREZI, Rozeta. (2015). The relationship between motivation and other

dimensions of classroom management and foreign language acquisition. European Journal of Research and

Reflection in Educational Sciences Vol, 3(4).

Howard, Gary R. (2016). We can't teach what we don't know: White teachers, multiracial

schools: Teachers College Press

Sambell, Kay, Brown, Sally, & Graham, Linda. (2017). Professionalism in practice: key

directions in higher education learning, teaching and assessment: Springer