The Effect of Classroom Management on High School Academic Achievement.

Background:
Classroom management first became a popular topic in education during the 1970's and
1980's, (Tavares, 1996 and Butchart, 1995). The focus in these early years was primarily on
behavior management, used to control and shape students' behavior to conform to school
rules. Consequences, rewards and punishment were used to guide students to conform to
the rules chosen by the classroom teacher. Classroom management using an authoritarian or
punitive approach did repress disorderly behavior, but it did not foster student growth or
allow the acquisition of more sophisticated modes of learning, such as critical thinking and
reflection Jones, 1995). Classroom management in high schools often lagged behind
strategies used in elementary school classrooms. Al too often, classroom management
systems built on trust, caring, and support in the lower grades were replaced with
compliance and
obedience systems once a student entered high school, (Freiberg, 1995). Even in the 1990's,
the majority of high school classrooms have been managed by models of teacher control
and student obedience. Sheets and Gay (1996), describedthe widespread discipline
problems and disruptive behaviors common in high school classrooms. Overcrowded
classrooms, made up of diverse groups of students of varying ethnicity and socioeconomic
characteristics, showed extreme levels of disruptions. Canter (1997) estimated that high
school teachers spent thirty to fifty percent of their in-class time handling behavior
problems. Most of these problems were relatively minor disruptions which originated in the
classroom, and were often interpersonal in nature. The disruptive student might challenge
teacher authority, interrupt, talk out of turn, respond loudly, argue, react emotionally, or
socialize in class, (Sheets and Gay, 1996, p.86). Silencing and control of the student's
behavior have routinely been used to deal with disruptive situations by removing students
from the class, along with verbal reprimands, intimation, or demands for compliance. High
school students often reacted ot the teachers' attempts at behaviormanagement by
responding aggressively, or by employing silence and absence strategies. The student often
withdrew from classroom discussions, neglected their assignments, cut class, were
neglected the duty which usually led to suspension or even expulsion from the school. These
subsequent behaviors in evidently led to low academic achievement, and feelings of
powerlessness and helplessness in the student.
To break this cycle of teacher control and student compliance patterns, a proactive
classroom management process was adopted by some teachers, (McGinnis, 1995). The
proactive process focused on fostering student involvement and cooperation in decision-
making, setting ground rules, and problem-solving to establish a productive learning
environment. Involved students appreciated the classroom environment when they felt
accepted as individuals with unique differences and worthwhile opinions Classroom
management which was culturally responsive, and based on developing connectedness and
community fostered more class participation, self-discipline, and higher expectations by
both the students and the teacher. Teachers who managed democratic, cooperative
classrooms enjoyed students who were more involved, responsible, and academically
successful, (Evans, 1996, and Freiberg, 1995). Freiberg, (1995) described multiple studies
done in Texan schools ranging from kindergarten to grade 12 (with a total of more than
10,000 students) that incorporated democratic, caring classroom management strategies.
These schools had forty to sixty percent less discipline referrals to the principal's office, and
the students made statistically significant gains in achievement, even winning awards for the
first time, for academic excellence. Democratic classroom management was viewed as a
positive process, affirmed the students' individuality, set mutual realistic classroom limits
and guidelines, and built cooperation without using force (Chemlynski, 1996). A democratic
social environment in the classroom gave the students the opportunity to pursue academic
goals and to create mutually agreed upon standards for academic and behavioral
performance (Wentzel. 1989).
The literature seems to suggest that democratic, humanistic classroom management fosters
higher academic achievement. Research to investigate this relationship could spark more
interest in using democratic management strategies in high school classrooms.

Problem Statement
Classroom management based on force and behavior control is linked to retaliatory
behavior disruptions leading to conflict, punishment, and substandard academic
achievement. Classroom management based on democratic, humanistic processes is
linked with greater student participation, cooperation, and motivation to achieve
academically. High schools are routinely managed by teacher control and student
compliance models. Further research that supports the use of a democratic classroom
management paradigm could help educators to understand the potential link with academic
achievement.

Purpose
The purpose of this research study is to determine whether high school students in well -
managed classrooms experience greater academic achievement than students in
poorly - managed classrooms.

Hypothesis
Alternative Hypothesis (H1)
High school students in well-managed classrooms experience significantly greater academic
achievement than students in poorly - managed classrooms.
Null Hypothesis (Ho)
High school students in well-managed classrooms do not experience significantly greater
academic achievement than students in poorly -managed classrooms.

Operational Definitions
Well - managed Classroom. Proactive, democratic, humanistic classroom environment
in which the teacher and students mutually set rules that are conducive to cooperative and
relevant learning. Learning experiences are planned, incorporating cultural
context, diversity, and allowing for a variety of individual and group processes.
Intrinsic motivation and self-discipline are cultivated using encouragement, caring, and
collaboration.
Poorly - managed Classroom. Teacher controlled environment structured to elicit student
compliance to fixed rules, often through force. Authoritative management used
to enforce classroom structure, using reward and punishment in response to student
behaviors. Extrinsic motivation and external discipline applied using praise or
reprimand, silencing, and isolation tactics to remove disruptive students from the classroom
environment.
Academic Achievement. Evidence of knowledge acquisition, literacy, and learning
assessed through student assignments, class participation, test scores, and individual and
cumulative grades.

Methodology
Research Design. A meta-analysis research design will be used to integrate the findings
from several studies, selected from journal articles, books, theses, dissertations,
and investigator - generated databases. The outcomes of the selected studies will be
described and statistically calculated, to summarize the effect of classroom management on
high school academic achievement. A meta-analysis design was chosen because it allows for
generalizations across studies, and can reveal useful
patterns in the combined study data (Glass, 1981).
Sample. High school students, from grade nine to twelve, primarily
in North American schools, who have participated in published studies selected from the
education literature.

Data Collection. Outcome and raw data will be collected from published studies to compare
the effect size of the academic achievement of students in well - managed
classrooms with students in poorly - managed
classrooms.

Data analysis, descriptive and parametric statistics will be calculated and summarized. A onr
tailed t test with a 0.05 level of significance and a power of .80 will be calculated to
determine if a significant difference in the dependent variable,(academic achievement)
occurred in high school students from well-managed classrooms compared to students from
poorly-managed classrooms (independent variables).

Limitation of the Study

This study has will have following limitations:
i. Academic achievement is derived by the various factors b u t this s t u d y only
considers to the class room management so, it will not provide absolute solution
for class room management.
ii. This study will be based on secondary data so, it does not consider to the
students' perception
iii. Class room situation of different part of the country is different. This study
considers only to the schools of North American schools. So, it can not be
generalized.

Using the other case, as an example, make a similar research proposal on the topic Title:
Designing Eco-Friendly Materials for Sustainable Packaging: A Comprehensive Research
Proposal.
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1. Topic should be clear
2. Research Questions: Clearly state your research question. It should be
specific, measurable, and directly
related to your chosen topic.
3. Literature Review: Provide a comprehensive review of existing
literature related to your research
question. Summarize key findings and identify gaps in the current
knowledge.
4. Objectives: Clearly outline the objectives of your research. What do you
aim to achieve with this study?
5. Methodology: Describe the research design and methods you plan to
employ. Discuss whether you will use
quantitative, qualitative, or a mixed-methods approach. Justify your
choices.
6. Sampling: Explain your sampling strategy. Who are your target
participants, and how will you select them?
7. Data Collection: Detail the tools and techniques you will use for data
collection. This could include surveys,
interviews, observations, or a combination.
8. Data Analysis: Specify the analytical methods you will use to interpret
the collected data. If applicable,
mention any statistical or qualitative analysis techniques.
9. Expected Outcomes: Predict the potential outcomes of your research.
What insights do you anticipate
gaining from your study?
10. Significance of the Study: Explain why your research is important and
how it contributes to the existing
body of knowledge in the field.