IMPACT OF CLASSROOM MANAGEMENT ON

ACADAMIC PERFORMANCE OF STUDENTS AT

ELEMANTARY LEVEL (A STUDY AT GCUF ACADEMIC
YEAR 2021/2022)

By

MUHAMMAD TANVEER

2018-GCUF-01417

Thesis submitted in partial fulfillment of

the requirements for the degree of

B.Ed (1.5)

QUAID-E-AZAM FOR EDUCATIONAL DEVELOPMENT, KHANPUR

GC UNIVERSITY, FAISALABAD.

March, 2022
 DEDICATION

With gratitude and all my love, this thesis is dedicated to:

❖ My beloved parents, thank you very much for your support, pray, and
patience to make my dream come true. You are the greatest gift that Allah
sent to me.
❖ My beloved sisters Gulshan Parveen ,Attia Naseem and my beloved brother
Muhammad Kashif who always prayed for me. Lot of thanks for your
help, advice, support, and kind attention for motivating me during my
research work.
❖ I sincerely thankful to Sir/Madam Fayyaz Ahmed Bhatti as the supervisor
who helped me in all tough situations during writing this thesis. Thank you
very much for your kindness, provision of time and everything that you had
done to help me in the accomplishment of research work.
 DECLARATION

The work reported in my thesis was carried out by me under the supervision of
Mr Muhammad Riaz Senior Subject Specialist, Quaid-e-Azam Academy for
Educational Development, Khanpur, Punjab, Pakistan.

I hereby declare that the title of thesis “IMPACT OF CLASSROOM

MANAGEMENT ON ACADAMIC PERFORMANCE OF STUDENTS AT
ELEMANTARY LEVEL ” and the contents of thesis are the product of my own
research and no part has been copied /plagiarized from any published source
except the references.

MUHAMMAD TANVEER

2018-GCUF-01417
 CERTIFICATE

We certify that the contents and form of thesis submitted by Muhammad

Tanveer Registration No. 2018-GCUF-01417 has been found satisfactory in
accordance with the prescribed format. We recommend it to be processed for the
evaluation by the External Examiner for the award of degree.

Signature of Supervisor

Supervisor Muhammad Riaz, SSS

QAED, Khanpur

Signature of Foal Person

__________________

Focal Person Research Project Naveed Anjum, VP

QAED, Khanpur

Principal Signature with Stamp

 APPROVAL SHEET

This thesis is accepted by me in favour of MUHAMMAD TANVEER

Registration No. 2018-GCUF-01417 for the partial fulfillment of the B.Ed (1.5
Year) Degree requirements.

Signature of External Examiner

External Examiner M.Phil (Education)

 ACKNOWLEDGEMENT

In the name of Allah, the most Beneficent and the most Merciful. All the praise is
for Allah Almighty. He is the Creator of everything in this universe. He has given me
health and strength to complete this task. Peace and blessings of Allah be upon Hazrat
Muhammad who led the humanity towards Sirat-e-mustaqeem.

In completing this thesis entitled: "IMPACT OF CLASSROOM

MANAGEMENT ON ACADAMIC PERFORMANCE OF STUDENTS AT
ELEMANTARY LEVEL " I faced many problems, so I am cordially thankful to Mr.
Muhammad Riaz ( supervisor ) who has helped me going through all tough situations in
the accomplishment of this thesis. I am also thankful for his / her guidance, advice and
motivation in completing the thesis.

I also express my gratitude to my beloved mother for her countless supports, love
and prayer for me. I would not be able to finish this study without her . Additionally, my
sincere thanks go to my two sisters Gulshan Parveen. My brother Muhammad Kashif
who always supported and cooperated in the collection of data.

Furthermore, I sincerely thankful to all my friends and teachers for their support
during my whole semester in QAED KHANPUR who were always with me in
completing this study.

MuhammadTanveer
March,2022
 LIST OF CONTENTS

Sr. No. Title Page No.

Chapter 1 1-6
1 Introduction 1
1.1 Background of study 1
1.2 Identification of the Problem 4
1.3 Research question 4
1.4 Aims of study 5
1.5 Importance of study 5
1.6 The key terms 5
Chapter 2 7-23
2 Literature Review 7
2.1 General Concept of Reading Habit 7
2.1.1 Definition of Reading 7
2.1.2 Definition of Reading Habit 8
2.1.3 Indicators of Reading Habit 11
2.1.4 Factors Influencing Reading Habit 11
2.1.5 Advantages of Reading Habit 13
2.2 General Concept of Writing Ability 14
2.2.1 Definition of Writing 14
2.2.2 Definition of Writing Ability 14
2.2.3 Writing Ability in English as foreign Language 16
2.2.4 Steps in Writing 17
2.2.5 Characteristics of Good Writing 18
2.3 The correlation between student’s English reading habit and 19
ability of writing English text
2.4 Previous study 21
Chapter 3 24-30
 3 Research Methodology 24
3.1 Research design 24
3.2 Population and Sample 25
3.2.1 Population 25
3.2.2 Sample 25
3.3 Instrument of the Research 26
3.3.1 Questionnaire 26
3.3.2 Test 28
3.4 Technique of Data Analysis 29
Chapter 4 31-39
4 Data Analysis and Discussion 31
4.1 Research findings 31
4.2 Discussion 37
Chapter 5 40-41
5 Conclusions and Suggestions 40
5.1 Conclusion 40
5.2 Suggestions 40
5.2.1 For Students 40
5.2.2 For Lecturers 40
5.2.3 For the Next Researcher 41
References 42-44
Appendix I: Reading habit questionnaire 45-46
Appendix II: Writing test 47-48
Appendix III: Table 3.3 Rubric of scoring for English writing test 49-51
 LIST OF TABLES

Table Title Page No.

No.
3.1 Indicator score of reading habits 27
3.2 Classification of students’ reading habit 28
3.3 Rubric of scoring for English writing test 49
3.4 Criteria of Writing Ability 29
4.1 Descriptive Analysis of questionnaire of student’s 32
English reading habits
4.2 Gender Based Comparison of Student’s English Reading 34
Habits
4.3 Gender Based Comparison of Student’s Ability of 34
Writing English Text
4.4 Correlation Coefficient Table 35
4.5 Correlation between CGPA and English Reading Habits 36
of GC university students
4.6 Correlation between CGPA and the Writing Ability of 36
English Text of GC university students
4.7 Correlation between Student’s English Reading Habits 37
and Their Writing Ability of English Text
 ABSTRACT

The research title is “IMPACT OF CLASSROOM MANAGEMENT ON ACADAMIC

PERFORMANCE OF STUDENTS AT ELEMANTARY LEVEL " (A Study at QAED
KHANPUR Academic Year 2020/2022).” Research on classroom management has
typically focused on the identification of individual practices that have some level of
evidence to support their adoption within classrooms. These practices are then combined
with the assumption that if individual practices are effective, combining these practices
into a package will be equally or more effective. Textbooks are written and policies and
guidelines are disseminated to school personnel based on these assumptions. Without
research that examines classroom management as an efficient package of effective
practices, a significant gap in our current knowledge base still exists. Understanding what
components make up the most effective and efficient classroom management system as
well as identifying the effects teachers and administrators can expect from implementing
effective classroom management strategies represent some of these gaps. A meta-analysis
of classroom management which identifies more and less effective approaches to
universal, whole-class, classroom management as a set of practices is needed to provide
the field with clear research-based standards.
 CH 1

INTRODUCTION
1.Introduction

Classroom management has greater impact on students academic

performance.Classroom management can be defined in different ways such as classroom
management is “the ability of the teacher to lead the class toward achieving the socio-
emotional welfare and learning of the students”.

Classroom management alludes to every one of the things that an 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 .
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 .Scholastic achievement has been diversely portrayed: as level of
capacity achievement in academic work or as formally obtained data in school subjects
which is routinely addressed by rate of engravings gained by students in examinations.

1.1Background

Classroom management is concerned with a course of action of teachers’ behavior

and activities that are basically anticipated that would develop student co-operation and
consideration in classroom. Classroom management is concerned with a course of action
of teachers’ behavior and activities that are basically anticipated that would develop
student cooperation and consideration in classroom .A reasonable teacher has certain
essential information and capacities. A university teacher accepts various parts. A bit of
the parts are guide, counselor, disciplinarian, custodian, evaluator, curriculum engineer,
lifelong, learner, extension worker, researcher/Innovator, organizer of co-curricular
activities, management and so on .The nature of training is particularly related to the
nature of course in the classrooms. The teacher is seen as the most basic component in
executing every single informative change at the grassroots level. The educational
capacities, data of the theme, capacity and aptitudes of instructing and the commitment of
the teachers have capable impact on the teaching learning process.

1.2 Identification of problem

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

problems to Student 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 are prevalence of disruptive behaviors in the
classroom. A lot of teachers waste time and energy in intensive classroom supervision so
that the classroom climate could be conducive for lessons. Some classroom teachers
delegates authority to deserving prefects.
1.3Research Questions

The research questions is “Impact Of Classroom Management On Acadamic

Performance Of Students”
1.4 Aims of Study
The purpose of this study was to examine effective classroom management and
their effects on students ‘academic performance at elementary level.
The objective of the study includes:
(i) To access the use of verbal instruction and how it could enhance students’ academic
performance.
(ii) To examine the use of corporal punishment on the learners and its effects on
students’ academic performance.
(iii) To determine how the use of instructional supervision could affect students’
academic performance.
(iv) To evaluate how delegation of authority to learners could affect students’ academic
performance.

1.5 Research hypothesis

1. The classroom management influence the academic performance of elementary

school students.
2. The classroom management improve the decision making ability of elementary
school students.
3. The classroom management improve learning effectiveness of elementary school
students.
4. Covid challenges for classroom management.

1.6 Importance of Study

This study will be significant as it will yield data that will help a number of
individuals and educational stakeholders such as the Ministry of Education, researchers
and PTA members to ascertain the extent to which effective classroom management
affects students’ academic performance in secondary schools.
The findings provided in this study will help teachers in accessing the effects of
their classroom management on student’s academic performance in the school. Likewise,
Ministry of Education and the curriculum planners will use the results of this study to
guide them in imbibing classroom management skills in teachers so as to improve
students’ academic performance. The study is equally significant to PTA members in that
they will understand.
 How disruptive behavior can hamper students’ academic performance. It will
create .Awareness among teachers and parent on the need to always establish a conducive
learning.Environment for improved academic performance among children.

1.7 The key terms

Management:

The process of dealing with or controlling things or people is known as Management.

Classroom Management

Classroom management is a can be defined as the actions teachers take to establish and
sustain an environment that fosters students academic achievement as well as social,
emotional and moral growth.

1.8 Delimitation:

Due to shortage of time and resources the current study was confined to the public and
private schools of Tehsil Khanpur.
 CHAPTER 02

LITERATURE REVIEW

1 According to; Korpershoek, et.al (2016). This meta-analysis examined which

classroom management strategies and programs enhanced students’ academic,
behavioral, social-emotional, and motivational outcomes in primary education. The
analysis included 54 random and nonrandom controlled intervention studies published in
the past decade (2003–2013). Results showed small but significant effects (average g =
0.22) on all outcomes, except for motivational outcomes. Programs were coded for the
presence/absence of four categories of strategies: focusing on the teacher, on student
behavior, on students’ social-emotional development, and on teacher–student
relationships. Focusing on the students’ social-

Emotional development appeared to have the largest contribution to the interventions’

effectiveness, in particular on the social-emotional outcomes. Moreover, we found a
tentative result that students’ academic outcomes benefitted from teacher-focused
programs.

3 According to; Freiberg, et.al H (2009). This article examines the achievement
effects of a pro-social classroom and instructional management program—Consistency
Management & Cooperative Discipline (CMCD)—implemented at 14 elementary schools
in a single geographic feeder pattern of a large, urban school district. State reading and
mathematics achievement data were collected over 2 years for a stratified, random
sample of 350 upper elementary students and their matched cohort. Using an archival
post‐hoc quasi‐experimental design, test data were collected prior to start‐up and upon
program completion, enabling a continuous view of achievement from both groups.
Students in CMCD schools outperformed control students. In mathematics, on average,
CMCD students ranked at the 67th percentile, while control students ranked at the 50th
percentile. In reading, on average, CMCD students ranked at the 64th percentile, while
control students ranked at the 50th percentile. These findings are consistent with other
studies of CMCD. As the classroom management program does not provide an academic
curriculum, findings suggest that other alterable and additive educational variables that
improve learning conditions should be examined further.

4 According to; Gage, et.al (2018). Teachers’ classroom management practices

have a direct impact on their students’ probability of success. Evidence-based classroom
management practices include (a) active instruction and supervision of students (i.e.,
teaching), (b) opportunities for students to respond, and (c) feedback to students. In this
study, we examined the degree to which teachers implemented evidence-based classroom
management practices and whether there was a relationship between use of those teacher
behaviors and students’ time engaged in instruction and rate of disruptions. Using latent
class analysis, we identified four groups of teachers from 1,242 teacher–student dyads in
65 elementary schools, with one group of teachers demonstrating very low rates of
classroom management practices. We then modeled the predictive relationship of being
in classrooms with low rates of classroom management practices and student engagement
and disruptive behavior within a multilevel framework. Results indicate that students in
classrooms with low rates of classroom management practices were statistically
significantly less engaged in instruction, whereas no differences in disruptions were
found. The results are discussed within the context of prior research, students with or at
risk for emotional and/or behavioral disorders, and study limitations.

According to; Singh, et.al (2019). Aim of this study was to find the attitude of
undergraduate students towards use of social networking sites in relation to emotional
maturity. Descriptive method of research was used. Stratified random sampling was used
to select 300 undergraduate students from Kapurthala district of Punjab. Data was
collected using Scale on Attitude towards Use of Social Networking Sites (2015) and
Emotional Maturity Scale (2006). Data was analyzed using t-test and coefficient of
correlation. It was found that female undergraduate students exhibit more favourable
attitude towards using the social networking sites than male undergraduate students;
Urban undergraduate students exhibit more favourable attitude towards using the social
networking sites than rural undergraduate students; Male undergraduate students were
more emotionally mature than female undergraduate students; Urban undergraduate
students are more emotionally mature than rural undergraduate students; There is no
relation between attitude towards using the social networking sites and emotional
maturity of undergraduate students.

6 According to; Chen, et.al (2020). Many children with behavior problems
perform poorly academically and can disrupt regular classroom instruction. Although
good classroom management strategies can benefit children with behavior problems, it
is not clear whether these students need consistently good classroom management
across the early elementary school years to improve their academic performance. The
current study examined the quality of classroom management from kindergarten
through third grade experienced by children who were rated as exhibiting symptoms
of emotional and behavioral disorders (EBD) in the classroom to understand the
cumulative effects in relationship to third-grade reading performance. Results
indicated that higher-quality classroom management in the first 4 years of school was
significantly related to higher scores on standardized measures of reading achievement
in third grade for boys exhibiting EBD, but girls exhibiting EBD appeared unaffected
by the quality of teachers’ classroom management during this same time. Practitioner
implications and future research needs are discussed.

7 According to; Chen, et.al (2020). Gamification improves students’ learning

motivation and enhances their performance in nongaming situations, such as in a
classroom. In addition, their academic performance is closely related to their
creativity. However, to the best of our knowledge, few empirical studies confirm
whether gamified classroom management improves students’ creativity. The present
study models a role-playing gamified classroom management program, the Class of
Oz, which allows students to play different roles and complete various tasks. Two
groups of elementary students participated in the experiment: 44 elementary students
who received gamified classroom management and the other 42 elementary students
who received traditional classroom management. We examined the differences
between the experimental and control groups regarding their divergent thinking and
creative tendency. The results show that role-playing in gamified classroom
management enhances students’ verbal divergent thinking and creative tendency in
classroom activities and that its influences on different dimensions of divergent
thinking and creative tendency vary. These findings reveal that gamified classroom
management is effective in enhancing students’ creativity and serves as creativity
training for elementary students. Thus, the present study provides a practical reference
for practical teachers.

This article examines the effect of classroom management strategies on students'

interest development in secondary school mathematics classes. Two studies using
student questionnaire data (one cross-sectional, with data from 400 students; the other
longitudinal, with 1900 students) are reported. Results show that students' perceptions
of rule clarity and teacher monitoring are positively related to their interest.
Hierarchical linear modeling was used to examine the effect of classroom
management on interest development over one school year, revealing that only
individually perceived classroom management strategies and none of the class-level
teaching characteristics (aggregated student data) affected interest development.
 8 According to; Kunter, et.al (2007). Effective classroom management consists of
teacher behaviour that produces high level of the involvement of students in the
activities of the classroom, minimum level of students’ behaviour that affects the
teacher or other students as they interfere with their works and will often interfere
with the efficient use of instructional time. Effective teachers who are effective
classroom managers will involve such activities in all aspects of their work as planned
rules and procedures which are carefully and systematically taught to the students.
This paper therefore, examined the perceived impact of classroom management on
effective teaching. The descriptive survey research design method was used. While the
self-developed survey questionnaire (Perceived Impact of Classroom Management-
PICM) was used to collect data. A total of fifty teachers were randomly selected from
the five schools in Education District 11, Lagos State. The mean was calculated for
each of the item on the questionnaire. The decision rule was that any mean of 2.5 and
above was accepted. And the mean of below 2.5 was rejected. All the items on the
questionnaire had mean above 2.5. This meant that they were all accepted. Thus the
research questions were answered. Based on the findings, recommendations were
made.

9 According to; Austin, et.al (2014). The purpose of this investigation was to
explore the Patterson and Reid (1970) reciprocal/coercive interaction hypothesis as
related to the classroom social interactions between teachers and students identified with
severe behavior disorders. Additionally, four classroom behavior management strategies
are identified as potential setting events for either coercive or positive reciprocal
interactions between teachers and students. The literature reviewed indicates that teachers
are more likely to attend to student inappropriate behavior (an indicator of coercive
interactions) than they are to use positive verbal attention for appropriate behavior (an
indicator of positive reciprocal interactions). From this perspective, the authors speculate
that the management strategies of posting classroom rules, classroom arrangement,
teacher movement in the classroom, and external reinforcement systems (e.g., token
economies) may more likely be used as setting events to enhance the effects of teacher
coercion rather than potential setting events to enhance positive reciprocal interactions.
Recommendations are made for research concerning this hypothesis and for teachers' use
of these strategies as setting events for positive reciprocal interactions.

10 According to; Soheili, et.al (2015). The basic purpose of the present study was to
examine the influence of the classroom management course on pre-service teachers’
beliefs regarding teacher self-efficacy perceptions. The study conducted in single-group
pretest-posttest research model was carried out with 85 pre-service teachers. Data were
collected via “Teacher Self-Efficacy Scale” administered at the beginning and end of the
semester. The results revealed that the classroom management course had significant
influence on the development of the pre-service teachers’ levels of teacher self-efficacy
and that pre-service teachers’ teacher self-efficacy beliefs did not significantly differ with
respect to their gender, their academic achievement and their departments.

11 Students with persistent disruptive behavior problems lose valuable time in

academic lessons, are a distraction for classmates, and cause stress for teachers. Recent
meta-analyses indicate that 87% to 92% of published studies on school-based
interventions targeting student problem behaviors report results from demonstration
projects (involving highly trained staff under ideal circumstances) rather than routine
practice programs. This study investigates the routine use of a schoolwide classroom
management program and its relationship to elementary students’ social and academic
outcomes. Three years after training in the classroom management program, 56 second-,
third-, and fourth-grade teachers in an urban school district were assessed for fidelity to
the program. Program fidelity was determined via direct observation in the classroom and
validated by teacher self-ratings of fidelity and administrator ratings of teacher fidelity.
Dependent variables included student engagement during academic lessons, out-of-
school suspension rates, and report card grades. Results indicated that high program
fidelity was significantly related to greater academic engagement and fewer suspensions,
but not higher report card grades. This study adds to the scant literature on
implementation fidelity of routine programs with high-risk populations. Burke et.al
(2011).
12 According to; Yaşar, et.al S. (2008). This study aimed at investigating classroom
management approaches of primary school teachers and exploring if their management
approaches are consistent with the constructivist curriculum. The sample consisted of 265
primary school teachers working in Kastamonu. Data were gathered from the participants
via Classroom Management Inventory developed by the researcher. Both descriptive and
inferential statistics were utilized to analyze the data. Mixed Design ANOVA (within
subjects and between subjects) was employed to investigate the dominant classroom
management approach that teachers use and to explore the effect of some variables on
classroom management approaches of teachers. Results of the study indicated that
primary school teachers prefer to use studentcentered management approach rather than
teacher-centered approach. That is teachers’ management approaches are consistent with
the constructivist instruction. Furthermore, some background variables were found to
affect the classroom management approaches of teachers. A significant difference was
found in classroom management approaches of teachers with respect to teaching
experience, branch, type of certification and average number of students teachers have in
their classes while no significant difference was found with respect to gender variable.

13 According to; Reglin, et.al (2012).The problem in the study was that at-risk
elementary school students had too many classroom disruptive behaviors. The purpose
was to investigate the effect a Professional Development Classroom Management Model
would have on reducing these students' misbehaviors.

The study implemented a classroom management model to improve the classroom

management skills of the 11 teachers who worked with the 224 students in the four grade
levels. The generic research design was the concurrent mixed methods research design.
Descriptive statistics were calculated; the inferential statistical model was the two-sided z
test. Findings for research question 1 showed the mean number of discipline referrals
decreased by 11 referrals. Findings for research question 2 showed the number of
suspensions decreased by 26 suspensions.

14 According to; Mitchell, et.al (2013). There is growing emphasis on the use of
positive behavior supports rather than exclusionary discipline strategies to promote a
positive classroom environment. Yet, there has been limited research examining the
association between these two different approaches to classroom management and
students' perceptions of school climate. Data from 1902 students within 93 classrooms
that were nested within 37 elementary schools were examined using multilevel structural
equation modeling procedures to investigate the association between two different
classroom management strategies (i.e., exclusionary discipline strategies and the use of
positive behavior supports) and student ratings of school climate (i.e., fairness, order and
discipline, student–teacher relationship, and academic motivation). The analyses
indicated that greater use of exclusionary discipline strategies was associated with lower
order and discipline scores, whereas greater use of classroom-based positive behavior
supports was associated with higher scores on order and discipline, fairness, and student–
teacher relationship. These findings suggest that pre-service training and professional
development activities should promote teachers' use of positive behavior support
strategies and encourage reduced reliance on exclusionary discipline strategies in order to
enhance the school climate and conditions for learning.

15 According to; Wills, et.al (2019). Transitioning from elementary to middle

school is a time of particular vulnerability for students with behavior problems. This
study examined the effects of class-wide function-related intervention teams (CW-FIT) in
three middle school classrooms to determine whether this multitiered intervention could
help teachers proactively manage student behavior. With a focus on teaching classroom
expectations, delivering behavior-specific praise, and providing differential
reinforcement within an interdependent group contingency, CW-FIT is designed to teach
functional replacement behaviors that support students’ academic engagement.
Intervention effects were assessed with seventh- and eighth-grade students from diverse
backgrounds. Results, evaluated using a single-subject withdrawal (ABAB) design,
indicated improved rates of on-task behavior at both class-wide and individual student
levels, with corresponding increases in teacher praise and decreases in teacher
reprimands. The positive way in which participants viewed CW-FIT implementation and
its accompanying effects on student behaviors was consistent with earlier findings in
elementary schools. Study limitations and areas for future research are discussed.
16 According to; Wilks, R. (1996). A considerable body of classroom management
research has attempted to examine teacher and student variables believed to correlate
with student academic achievement. However, only some of these variables are alterable
by the school. Knowledge of these alterable variables may assist schools to make
informed decisions about managing primary school classrooms to maximise student
achievement. Evidence suggests that students' activity (level of academic engaged time
and academic learning time) may be causally intermediate between the teacher's
implementation of the curriculum (including a teacher's managerial skills, discipline
procedures, and instructional methods) and the student's learning. This paper reviews the
literature related to a number of alterable teacher and student variables that impact on a
student's academic achievement. Existing difficulties of, and future directions for,
classroom management research are discussed

17 According to; Mansor, et.al (2012). This paper attempts to explore and identify
the characteristics of an effective teacher who teaches English as a second language to 10
year old students from different ethnics, various social economic background and multi-
level language ability, at a private primary school in Malaysia. The study focused on
classroom management using a case study methodology where data was collected using
both interviews and classroom observations. The findings concur with previous literature
reviews on effective teacher models whilst providing in-depth details on what transpires
during classroom activities, thus clarifying further the meaning of effective classroom
management. The implications of this study suggest the need to include six new
classroom management behaviours of an effective teacher. Further research is warranted
to help policy makers and school administrators in identifying the significance of these
behaviours for the selection and training of future teachers.

18 According to; Martin, et.al (1998). This study represents a continuation of

research efforts to further refine the Attitudes & Beliefs on Classroom Control (ABCC)
Inventory. Formerly titled the Inventory of Classroom Management Style, the ABCC is
an instrument designed to measure teachers' perceptions of their classroom management
beliefs and practices. It is based on a continuum originally suggested by C. Wolfgang and
C. Glickman (1980, 1986). Objectives were to: (1) investigate the impact of classroom
management training on classroom management style; (2) study the relationship between
class size and classroom management style; (3) investigate differences between the
perceived classroom management style of teachers who had and had not enrolled in a
graduate course within the preceding 6 months; and (4) further substantiate the construct
validity of the ABCC. Data were collected from 281 certified teachers, who were
primarily urban, and female. Most of the teachers were Caucasian (69.9%) and they had
an overall average of 14.35 years of teaching experience. Results show significant
differences on the Instructional Management subscale of the ABCC regarding classroom
management training as well as significant positive correlations between average class
enrollment and teachers' scores on the People Management and Behavior Management
subscales of the ABCC. A one-way analysis of variance did not yield significant
differences between the teachers who had enrolled in graduate courses in the last 6
months and those who did not. Results seem to be in keeping with the construct

19 According to; Ahmad, et.al. (2017). Classroom management procedures assume

an indispensable part in upgrading learners' learning. Classroom administration involves
the exercises to arrange and guide classes to accomplish particular objectives. To keep up
a positive learning condition in the classroom is instructor obligation. A very much
oversaw classroom offers a helpful domain for compelling instructing and learning. The
principle point of the review was to investigate the relationship between classroom
administration methodologies with scholarly execution of understudies. This study was
quantitative in nature. Survey method was utilized to gather information from
respondents. A sample of 370 teachers was selected from all male and female public
colleges of Lahore. A five point Likert type scale was used to collect data. Different test
Mean, t-test and Pearson-r were applied to analyze the data. The major finding of the
study indicate that there was a positive relationship between teachers' classroom
management strategies and the performance or achievement of the students. A finding of
the study also revealed that there was a positive relationship between teaching methods
being used and achievement of learners.
21 According to; Greenwood, C. R., Carta, J. J., & Hall, R. V. (1988). The purpose
of this article is to discuss peer tutoring strategies as an effective class of peer-mediated
procedures for both classroom behavior management and direct instruction. In this
article, we discuss the need for alternative classroom procedures, review relevant
research, discuss recent advances in procedures, and identify implications.

23 According to; Moon, J., Webster, C. A., Herring, J., & Egan, C. A. (2020).
Movement integration (MI), which involves incorporating physical activity into regular
classroom time, is a research-supported strategy to reduce off-task behavior and support
academic performance. However, teachers’ rate of adopting MI has been slow. Teachers
are more likely to adopt MI if they perceive it as compatible with their current teaching
practices. Accordingly, this study examined relationships between systematically
observed MI and other evidence-based classroom management practices in elementary
schools. Participants were classroom teachers (n = 12) and their students (n = 229).
Classroom observations were conducted using the System for Observing Student
Movement in Academic Routines and Transitions (SOSMART) and the Brief Classroom
Interaction Observation–Revised (BCIO-R). Co-relational analyses showed that MI was
positively associated with effective instructional management and proactive management
strategies, and negatively associated with reactive management strategies and disruptive
student behavior. This study demonstrated that MI and other established classroom
management practices are co-occurring.

24 According to; Murray, D. W., Rabiner, D. L., Kuhn, L., Pan, Y., & Sabet, R. F.
(2018). The present paper reports on the results of a cluster randomized trial of the
Incredible Years® Teacher Classroom Management Program and its effects on early
elementary teachers' management strategies, classroom climate, and students' emotion
regulation, attention, and academic competence. IY-TCM was implemented in 11 rural
and semi-rural schools with K-2 teachers and a diverse student sample. Outcomes were
compared for 45 teachers who participated in five full day training workshops and brief
classroom consultation and 46 control teachers; these 91 teachers had a total of 1192
students. A high level of teacher satisfaction was found and specific aspects of the
training considered most valuable for early elementary teachers were identified.
Hierarchical linear modeling indicated a statistically significant intervention effect on
Positive Climate in the classroom (d = 0.45) that did not sustain into the next school year.
No main effects on student outcomes were observed, although a priori moderator
analyses indicated that students with elevated social-behavioral difficulties benefitted
with regard to prosocial behavior (d = 0.54) and inattention (d = − 0.34). Results
highlight potential benefits and limitations of a universal teacher training program for
elementary students, and suggest strategies for future delivery of the IY-TCM program
and areas for future research.

25 According to; Koutrouba, K., Markarian, D. A., & Sardianou, E. (2018). The
present research examines Greek elementary school teachers' perceptions about
classroom management and, more specifically, whether they develop an interventionist,
interactionalist or non-interventionist style as regards behaviour and instructional
management. Through an investigation of teachers' perceptions, it also defines firstly the
specific features of Greek teachers' adopted style and, secondly, the precise meaning that
the concept and connotations of behaviour and instructional management have in the
Greek educational system. Four hundred and eighteen (418) teachers working in 17
Greek Elementary Schools filled in questionnaires with 48 close-ended questions and
provided relevant information. Data elaboration and statistical analysis were performed
using Predictive Analytics Software Statistics 20 while Factor Analysis based on
Principal Component Analysis with Varimax rotation extraction method was employed.
The results of the research reveal that Greek teachers tend to be interactionalists as
regards instructional management but interventionists as regards behaviour management.
Nevertheless these findings need to be explained in correlation to current major
educational and social changes in Greece that have had an impact on the perceptions of
parents, students and teachers with respect to educational values and the teaching
profession.
26 According to; Stichter, J. P., Lewis, T. J., Whittaker, T. A., Richter, M., Johnson,
N. W., & Trussell, R. P. (2009). The importance of effective instruction on student
academic and social achievement has been well documented. Strong classroom
management and the use of high rates of opportunities to respond (OTR) have been two
advocated classroom practices to positively impact student performance. This article
presents an analysis of data collected across 35 general education classrooms in four
elementary schools, assessing instructional variables associated with OTR. The
relationship among OTR, measures of classroom management, and student work products
was analyzed across Title and non-Title schools. Results indicate that teachers in the
present study used components of OTR at rates similar to past research, but there were
clear differences among Title I and non-Title schools. In addition, as teacher use of key
instructional variables increased or decreased, other key variables posited as necessary by
the literature often suffered. Implications for future research are discussed for students in
high- and low-risk general education classrooms.

27 According to; Rosenberg, M. S. (1986). Structured classroom management

systems such as token economies have been commonly employed in special education,
remedial, and regular classrooms for the reduction of disruptive and socially
inappropriate student behaviors. Still, many well-intentioned management plans do not
achieve maximum effectiveness because several key prerequisites to a program's success
are overlooked. The present study assessed the relative strength of daily rule review and
rehearsal on student behavior when such procedures were added to a token economy. The
token program was designed to increase appropriate classroom behaviors of disruptive
boys attending a multicategorical resource room. Results indicated that a brief daily
review of the classroom rules can maximize the effectiveness of a well-planned and
reliably implemented classroom management system. Compared to the token economy
alone condition, the token economy with the daily review of the classroom rules resulted
in an overall time-on-task improvement of 12% and a 50% reduction in the instances of
disruptive talkouts. Additionally, it was found that the daily review of rules provided a
greater number of opportunities to respond to be presented during lessons. Explanations
and implications of these results are discussed in terms of instructional utilization and the
need for planning for generalization and covertization.
28 According to; Chandra, R. (2015). Teachers play a major role for effective class
conduction. It is the responsibility of the teacher to make his /her class interesting so that
students are keen to attend and participate in the class. Some of the teachers keep
complaining about the class which they teach. The problem is normally related to
student’s behaviour and discipline. Such students miss out on learning. They usually
bunk or are irregular to class. They don’t even bother to be present for the class. So many
students today just don’t value their education. If we suspend such students for bunking
class they don’t seem to care at all. Sitting at home doesn’t change their attitude. Maybe a
fresh look at the approach to Classroom management is required. But why we as a
teacher are losing our grip with the classes? This paper focuses on the problems, reasons
and suggestions for effective class management.

29 According to; Reinke, W. M., Herman, K. C., & Dong, N. (2018).This study
examined changes in preschool teachers’ perceptions of classroom management
strategies following group training in the recently revised Incredible Years Teacher
Classroom Management Program (C. Webster-Stratton, 2006). The authors used a
pre/post follow-up design across 2 groups that each met for 8 sessions over an 8–10-week
period for a total of 32 hr of training. Twenty-four preschool teachers from one of the
lowest income and highest unemployment counties in the state of Michigan participated
in the program.

To examine short-term maintenance effects, the authors collected follow-up data 16

weeks after all teachers completed the training. The authors found improvements in
teachers’ perceptions of positive classroom management strategies and their use.
Transporting this evidence-based teacher training program to school-based mental health
service delivery settings warrants additional study.

30 According to; Putman, S. M. (2009)This article describes research conducted to

examine 71 pr-eservice teachers' theoretical orientations of classroom management and
the impact of student teaching on these orientations as well as their overall views
regarding classroom management. Results indicated pr-eservice teachers demonstrated
inconsistent beliefs with regard to philosophies of classroom management developed as
part of university coursework. Upon completion of student teaching in environments
characterized by teacher-centered practices, analyses revealed a shift toward more
teacher-centered beliefs and behavior. Conclusions indicate the effects of vicarious and
mastery experiences as influential in determining preferred orientations and management
techniques cited as relevant within the classroom.

CH 03

3. Research Methodology

The research was conducted to evaluate the importance of sports activities on academic
performance at elementary level. For this the research has included 20
rural/urban/girls/boys school in the study.

100 questionnaire were distributed among elementary/male/female teachers to collect

information’s. The information’s collected through questionnaire (closed ended). The
analysis of each question is presented in tabulated form in chapter 4.
3.1 RESEARCH DESIGN

The research was descriptive in nature and survey approach was considered, appropriated
and adopted to complete the research project.

3.2 Population and Sample

3.2.1 POPULATION

The Population of the study comprised the following categories of respondents.

All 310 boys/girls elementary schools.

3.3 Instrumentation of the research

3.3.1 Questionnaire

A questionnaire was used as a research instrument for collection of data. The

questionnaire was validated by an expert and pilot testing was done before this was
administered on the sample.

3.3.2 Test

Means, percentage, standard deviation and variance was used for data analysis.

3.4 Technique of Data Analysis

To analyze the data,the researcher used following statistics for the purpose of description
and findings.

1. Percentage of respondents to each item was calculated.

2. Mean score of each item was calculated.

The data was analyzed data descriptive and inferential statistics was used to analyses
data
 CH 04

DATA ANALYSIS AND DISCUSSION

Q:1 Classroom management increases the academic achievements of students.

Table 4.1

Agree Strongly Agree Disagree Yet Not Decided

60 20 15 5

Interpretation of data

Some of educators 60% were agreed with this statement that Classroom management
increases the academic achievements of students. Where as 20%teachers were strongly
agreed with this statement.

70

60

50

40
Series1
30

20

10

0
Agree Strongly Agree Disagree Yet Not Decided

Graph 4.1
 Q:2 Classroom management is important for mental health.

Table 4.2

Agree Strongly Agree Disagree Yet Not Decided

58 20 14 8

Interpretation of data

Some of educators 58% were agreed with this statement that Classroom management is
important for mental health. Where as20%teachers were strongly agreed with this
statement.

70

60

50

40

Series1
30

20

10

0
Agree Strongly Agree Disagree Yet Not Decided
 Q:3 Classroom management tends to develop social connection.

Table 4.3

Agree Strongly Agree Disagree Yet Not Decided

67 8 20 5

Analysis:

Some of educators67% were agreed with this statement that Classroom management
tends to develop social connection. Whereas8 %teachers were strongly agreed with this
statement.

80

70

60

50

40
Series1
30

20

10

0
Agree Strongly Agree Disagree Yet Not Decided
 Q:04 Classroom management teach punctuality.

Table 4.4

Agree Strongly Agree Disagree Yet Not Decided

62 5 25 8

Some of educators 62% were agreed with this statement that Classroom management
teach punctuality. Whereas25 % educators were diagreed with this statement.

70

60

50

40

Series1
30

20

10

0
Agree Strongly Agree Disagree Yet Not Decided
Q: 05 Classroom management promotes motivation for study.

Table 4.5

Agree Strongly Agree Disagree Yet Not Decided

83 13 4 0

Some of educators83 % were agreed with this statement that Classroom management
promotes motivation Whereas13 % educators were strongly agreed with this statement.

90

80

70

60

50

40 Series1

30

20

10

0
Agree Strongly Agree Disagree Yet Not Decided
Q 6 Classroom management enhance team work.

Table 4.6

Agree Strongly Agree Disagree Yet Not Decided

28 5 59 8

Analysis:

Some of educators 59% were disagreed with this statement that Classroom management
enhance team work Whereas 28% educators were agreed with this statement.

70

60

50

40
Series1
30

20

10

0
Agree Strongly Agree Disagree Yet Not Decided
Q: 07 Classroom management can make a student’s more disciplinary.

Table 4.7

Agree Strongly Agree Disagree Yet Not Decided

53 20 17 10

Analysis:

Some of educators 53% were agreed with this statement that Classroom management can
make a student,s more disciplinary Whereas20 % educators were strongly agreed with
this statement.

60

50

40

30
Series1

20

10

0
Agree Strongly Agree Disagree Yet Not Decided
Q 08 : Classroom management affects the rate of maturation in students .

Table 4.8

Agree Strongly Agree Disagree Yet Not Decided

77 17 5 1

Analysis:

Some of educators77 % were agreed with this statement that Classroom management
affects the rate of maturation in students Whereas 17% educators were strongly agreed
with this statement.

90

80

70

60

50

40 Series1

30

20

10

0
Agree Strongly Agree Disagree Yet Not Decided
Q 09: Classroom management increases the self-concept of students.

Table 4.9

Agree Strongly Agree Disagree Yet Not Decided

35 7 42 16

Analysis:

Some of educators 42% were disagreed with this statement that Classroom management
increases the self-concept of students Whereas 35% educators were agreed with this
statement

45

40

35

30

25

20 Series1

15

10

0
Agree Strongly Agree Disagree Yet Not Decided
Q: 10 Classroom management enhances the leadership abilities of students.

Table 4.10

Agree Strongly Agree Disagree Yet Not Decided

58 7 27 8

Analysis:

Some of educators 58% were agreed with this statement that Classroom management
enhances the leadership abilities of students Whereas 27% educators were disagreed with
this statement

70

60

50

40
Series1
30

20

10

0
Agree Strongly Agree Disagree Yet Not Decided
Q: 11 Classroom management increases the overall responsibility of students.

Table 4.11

Agree Strongly Agree Disagree Yet Not Decided

42 8 30 20

Some of educators 42% were agreed with this statement that Classroom management
increases the overall responsibility of students Whereas 30% educators were disagreed
with this statement

45

40

35

30

25

20 Series1

15

10

0
Agree Strongly Agree Disagree Yet Not Decided
Q: 12 Classroom management cause increased interest in the study.

Table 4.12

Agree Strongly Agree Disagree Yet Not Decided

52 15 25 8

Analysis:

Some of educators52% were agreed with this statement that Classroom management
cause increased interest in the study Whereas25 % educators were disagreed with this
statement

60

50

40

30
Series1

20

10

0
Agree Strongly Agree Disagree Yet Not Decided
Q:13 Classroom management is effected by Covid-19.

Table 4.13

Agree Strongly Agree Disagree Yet Not Decided

80 15 3 2

Analysis:

Some of educators80 % were agreed with this statement that Classroom management is
effected by Covid-19 Whereas 15% educators were disagreed with this statement

90

80

70

60

50

40 Series1

30

20

10

0
Agree Strongly Agree Disagree Yet Not Decided
Q:14 Classroom management affects the decision making ability of Elementary School
Students.

Table 4.14

Agree Strongly Agree Disagree Yet Not Decided

62 13 17 8

Analysis:

Some of educators 62% were agreed with this statement that Classroom management
affects the decision making ability of Elementary School Students Whereas 17%
educators were disagreed with this statement

70

60

50

40
Series1
30

20

10

0
Agree Strongly Agree Disagree Yet Not Decided
Q:15 Classroom management affects the development of thoughts and ideas.

Table 4.15

Agree Strongly Agree Disagree Yet Not Decided

80 12 5 3

Analysis:

Some of educators80 % were agreed with this statement that Classroom management
affects the development of thoughts and ideas Whereas12 % educators were strongly
agreed with this statement

90

80

70

60

50

40 Series1

30

20

10

0
Agree Strongly Agree Disagree Yet Not Decided
Q:16 Classroom management affects the ability of a teacher to teach.

Table 4.16

Agree Strongly Agree Disagree Yet Not Decided

75 12 8 5

Analysis:

Some of educators72 % were agreed with this statement that Classroom management
affects the ability of a teacher to teach Whereas 12% educators were strongly agreed with
this statement

80

70

60

50

40
Series1
30

20

10

0
Agree Strongly Agree Disagree Yet Not Decided
Q:17 Classroom management affects the learning ability of students.

Table 4.17

Agree Strongly Agree Disagree Yet Not Decided

42 3 33 22

Analysis:

Some of educators42 % were agreed with this statement that Classroom management
affects the learning ability of students Whereas 33% educators were disagreed with this
statement

45

40

35

30

25
Series1
20
Series2
15

10

0
Agree Strongly Agree Disagree Yet Not Decided
Findings

5 Some of educators were agreed with this statement that Classroom management
increases the academic achievements of students. Whereas were strongly agreed
with this statement.
6 Some of educators 60% were agreed with this statement that Classroom
management is important for healthy life. Whereas%teachers were strongly
agreed with this statement.
7 Some of educators % were agreed with this statement that Classroom
management tends to develop social connection. Whereas %teachers were
strongly agreed with this statement.
8 Some of educators % were agreed with this statement that Classroom
management teach punctuality. Whereas % educators were strongly agreed with
this statement.
9 Some of educators % were agreed with this statement that Classroom
management promotes motivation Whereas % educators were strongly agreed
with this statement.
10 Some of educators % were agreed with this statement that Classroom
management enhance team work Whereas % educators were strongly agreed with
this statement.
11 Some of educators % were agreed with this statement that Classroom
management like sport can help in emotions control of the student Whereas %
educators were strongly agreed with this statement.
12 Some of educators % were agreed with this statement that Classroom
management can make a student,s more disciplinary Whereas % educators were
strongly agreed with this statement.
13 Some of educators % were agreed with this statement that Classroom
management like sport can help the students to maintain role and regulation
Whereas % educators were strongly agreed with this statement.
 CH 05

Conclusion and Suggestion

5.1 Conclusion
Incorporating essential elements of classroom management promotes a positive
classroom environment in which students are much more likely to experience academic
and behavioral success. Establishing positive relationships with students and families also
contributes to a positive classroom environment . Everyone has understanding, resources,
and interests on which to build. Teachers have a critical role in assisting learners to
engage their understanding, building on learners' understandings, correcting
misconceptions, and observing and engaging with learners during the processes of
learning.

5.2 Suggestions
5.2.1 For students

5.2.2 For Teachers

The following recommendations are made based on the findings of this study.
(i) Teachers should establish rules and regulations in the classroom against disruptive
behavior.
(ii) Teachers should always pay attention to their classroom management skills so that
it affects students’ academic performance positively.
(iii) Teachers should give academic assistance to students during lesson delivery
(iv) Teachers should be cautious while using punishment so that it does adversely affect
students’ academic performance.
(v) Teachers should assign responsibilities to students to make them have full
participation in the learning process.
(vi) Principals should ensure that teachers acquire effective classroom management
skills that will not create fear in the classroom and will not weaken students’
academic performance.
(vii) Educational conferences and seminars should be organized for teachers to learn and
acquire new effective classroom management skills.
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 Appendix-I

Research Question

Classroom management increases the academic achievements of students.

Classroom management is important for healthy life.

Classroom management tends to develop social connection.

Classroom management teach punctuality.

Classroom management promotes motivation.

Classroom management enhance team work.

Classroom management like sport can help in emotions control of the student.

Classroom management can make a student,s more disciplinary.

Classroom management like sport can help the students to maintain role and regulation.

Classroom management affects the rate of maturation in students.

Classroom management increases the self-concept of students.

Classroom management enhances the leadership abilities of students.

Classroom management increases the overall responsibility of students.

Classroom management cause increased interest in the study

LIST OF SCHOOLS APPENDIX II

I visit following schools for collection of data 1

Government Boys Elementary School Chak No 116/I-L 2.

Government Boys Elementary School 121/1-L 3.

Government Boys Elementary School Chak No.103/1l 4.

Government Boys Elementary School Chak 109/1-L 5.

Government Boys Elementary School Chak No 131-32/I-L 6.

Government Girls Elementary School Chak No 128/I-L 7.

Government Boys Elementary School Chak No 93/1l 8.

Government Boys Elementary School BastiShair Muhammad 9.

Government Girls Elementary School Basti Khan Muhammad 10.

Government Boys Elementary School 27/P 11.

Government Girls Elementary School BenglawNawaKot 12.

Government Boys Elementary School Chak No. 111/Np 13.

Government Girls Elementary School Din Pur Sharif 14.

Government Girls Elementary School Block No. 2 Setalight Town Khan Pur 15.

Government Boys Elementary School Mouza Khan PurManzoor Colony 16.

Government Boys Elementary School McBastiZohriKhanpur 17.

Government Girls Elementary School Junior Model Khan Pur 18.

Government Boys Elementary School TalaWala 19.

Government Boys Elementary School Deshtian 20.

Government Girls Elementary School BastiPanwaran.