Impact Of Classroom Management Strategies On Students' Performance And Motivational Outcome At Primary Level by Sumbal

1. Topic:
IMPACT OF CLASSROOM
MANAGEMENT STRATEGIES ON
STUDENTS' PERFORMANCE AND
MOTIVATIONAL OUTCOME AT
PRIMARY LEVEL
Presenter:
SUMBAL RASHEED
Supervisor:
MRS. FARZANA SOOMRO
Coordinator
Miss Nadia Thalho
Academic Year: 2020-2021

2.  Introduction
 Problem Statement
 Research Objectives
 Research Questions
 Significance of Study
 Literature review
 Research Methodology
 Time Spain
 Action Cycle:
 Actions
 Findings
 Conclusion
 Recommendation
 References (APA)

3.  Introduction:
Teaching is my passion and I always believe that unless teaching practitioners’ workout to find the
solutions to the problems, reformation cannot take place in teaching practices. Action research
helped the researcher to polish classroom management skills. Mills (2003) defined action research as
any systematic inquiry conducted by student-teachers, administrators, counselors, or others to know
about particular teaching practice or learning process. Many student-teachers find it difficult to
maintain discipline in classroom. It is moderately difficult for them to use effective techniques to
prevent the development of classroom discipline problems. Most of the researchers in the field of
education believe that 1) student-teachers must develop clear expectations and apply a range of
rewards and recognitions for good behavior as well as punishments for misbehavior. 2) Discipline can
only be attained by student self-regulation which is facilitated by using techniques such as
negotiating, discussing, and contracting. 3) The team takes responsibility ensures the
appropriateness of the behavior of all its members (Vitto, 2003). However, little is known regarding
how student outcomes might differ by student-teacher classroom management style. Therefore, what
was needed is a study that contrasts student-teacher instructional and behavioral classroom
management styles in the important outcomes of percent of students.

4.  PROBLEM STATEMENT:
The researcher has been teaching math subject in class 5th for last 5 years at girls’ primary section of
Government PC (Urdu) School linked Government Elementary College of Education (W) Hyderabad.
The researcher observed change in behavior of students (hostility and irresponsibility) and their less
participation in classroom activities. The researcher reviewed the discipline management practices
and revisited the earlier methods of maintaining discipline in the classroom. Based on the areas of
improvement, the researcher developed and implemented a new plan that included the
conceptualization of strategies and activities to maintain discipline in classroom while focusing on two
areas of improvement (hostility and irresponsibility): substituting punishment and de-motivation with
positive reinforcement to maintain discipline. The researcher personally believes that action research
is never-ending. The revised plan becomes the object of new reflections for the researcher and still
the researcher is improving.

5.  RESEARCH OBJECTIVES
The main objectives of this research were:
• To determine the role of discipline practices in the classroom management;
• To determine s better reinforcing tool to maintain discipline;
• To determine, whether there is a relationship between learners’ behavior and the discipline
practices.

6.  RESEARCH QUESTIONS
The critical questions that the researcher tried to be answered in this project were as follow:
• How can discipline practices improve classroom management?
• What are the better reinforcing tools to maintain discipline?
• Can discipline motivate students to improve academic performance?

7.  SIGNIFICANCE OF THE STUDY
In education, there is no other issue that receives greater attention or causes more concerns for
teachers, parents and students than classroom management as the lack of effective classroom
management skills is the major obstacle for a successful career in teaching. The results of the study
will be helpful to explore the appropriate classroom management approaches necessary for an
efficient instruction as well as pre- service and in-service student-teacher training programs to
improve their management skills for constructive learning environments. Even though research-
based tools exist for addressing behavioral issues in the classroom, it is unclear which classroom
management approach work best for primary school students to motivate them for better academic
performance. This research is particularly important to assess self and to improve discipline practices
in the classroom in order to create a positive learning environment for the students.

8.  Literature Review:
AUTHORS
YEAR OF
PUBLICATIONS STATEMENT
Muhammad Nisar
Iqbal Amin Khan
Faridullah Khan
(2019)
It was found that secondary school teachers used moderate to high level of classroom management practices.
Managing physical resources had the highest mean score while managing students’ behavior and teaching
methodology had the lowest mean score. Good relationship between teacher’s practices and learner’s
achievement was found as a vital and basic element for the school high academic scores.
Gage NA, Scott T, Hirn R,
MacSuga-Gage AS (2018)
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.
Hanke Korpershoek
Truus Harms
Hester de Boer
Mechteld van Kuijk
Simone Doolaard
(2016)
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, it
was found that a tentative result that students’ academic outcomes benefitted from teacher-focused programs.
Hope Kathryn Sowell 2013
Student performance did not significantly differ by instruction management style, while interactionalist
behavior Management classrooms had a significantly higher percentage of student passing statewide tests of
math, reading, and English language arts than interventionist Classrooms
Menenu Sunday-Piaro 2018
There is a significant and strong positive relationship between classroom discipline, effective teaching, use
of classroom reward system and student academic performance and a significant and moderate relationship
between use of delegation of authority in the classroom and student academic performance. This indicated
that effective classroom management strongly and effectively influences student academic performance.

9.  Research Methodology:
Research Approach Justification
Sampling method of the Study For this action research, purposive and convenience sampling types of
non-probability sampling technique were used.
Target Population of the Study The target population of the study were grade 5th students from primary
section of PC School (Urdu) attached with GECE (W) Hyderabad.
Sample Size Sample size of the study was 6 students of grade 5th
Data Collection The data was collected through personal observations and reflective
diary.
Instrument /Tools Used In Research Personal observations
Reflective diary

10. Time Spain:
Date
Cycle
(Actions)
Task Meeting Objective Reflection
21/9/2020 1 Meeting
HM
and students
Assign
consent letters
Motivated and
Discussed
Consent forms
and research procedure
24/Sept/2020 2 Data collection Students Observation
Observed and made Some
plans for next action
1/Nov/2020 3 Data collection Students
Performed Classroom
activities
Collected final responses
25/12/2020 4
Submission of Research
Report
Supervisor
Refine and finalize research
report
Some corrections were
suggest

11. Action Cycle
Kemmis and McTaggart (1988) developed a concept for action research. They proposed a spiral
model comprising four steps: observing, planning, acting and reflecting.

12. ACTIONS: Action of Collecting and Managing Data Analysis of Cycle
ACTION 1:
Observation (Identification of the problem): The researcher observed change in behavior of students (
hostility and irresponsibility) and their less participation in classroom activities.
Plan: Based on the initial observations, the researcher planned to write reflective diary on regular basis to
observe the discipline practices being used in the classroom
Act: The researcher started writing a reflective diary after every class and also shared the views with her
colleagues.
Reflect: The capability of reflection is basic to teacher professionalism. Therefore, the researcher finally
decided to learn and improve the areas of weakness.
ACTION 2:
Observation: The reflective diary helped the researcher to know personal weakness and strength. The peer
review and their feedbacks helped the researcher to identify the areas of improvement.
Revised Plan: Based on the previous observations and reflections, the researcher prepared a revised plan of
action using Skinnerian model of discipline to maintain discipline in classroom through positive reinforcement.
Act: The researcher focused on two areas of improvement
1. Replace punishment with appreciation to maintain discipline
2. Replace de-motivation with motivation to maintain discipline
Reflect
The act based on revised plan helped to re-gain the trust of students and the misbehaving students was conditioned.
Moreover, the students stated taking interest in their studies . The students were more relaxed when the positive
reinforcement was adopted and when the routine plan was made keeping in mind the interest of the students. They were
more engaged in class when the punishment and de-motivation were reduced, and when their opinions were valued.
NOTE: NEED short report (main points) chart and result of each action

13. FINDINGS:
The key identified areas, which causes distraction and discipline problems were: Corporal
punishment, favoritism, arguments with the students, dictator attitude, external environment,
de-motivating students, loud voice, self-praising, commenting on external affairs, repeating the
instructions, use of harsh language, strict classroom rules, arranging extra classes, giving extra
homework.
Since it was a well thought out, flexible and coordinated action plan, it helped to maintain discipline
and it was found that when the punishment, harsh attitude and de-motivation were substituted with
positive discipline strategies, discipline was maintained (to an extent) in the classroom and student
participation was maximized.
NOTE: NEED short report (main points) chart and result of each action

14. CONCLUSION:
The study concludes that there was a definite connection between classroom
management practices with learners’ behavior and motivation.
The previous classroom discipline practices were unsuccessful. The positive
reinforcement, substituting punishment and accepting students’ opinion helped a lot in
maintaining discipline. Although there are many more areas that need further work-out, but being
a reflective teacher, the researcher successfully improved classroom management by using
revised strategies to maintain discipline.

15. RECOMMENDATIONS:
The following recommendations originate from the findings of this study:.
Teachers should also undertake in-service training to ensure that they are well equipped
with the required pedagogical skills.
Head teachers should do comparison with other schools in the country that have been
found performing well particularly in teaching methodologies.
Head teachers should go beyond the usual supervision of schemes, attendance registers
and timely class visits so that the schemes obey the policies.
The school management should facilitate the student’s involvement in decision making
on important matters that affects their learning affairs.
The school administration should have frequent discussion with students for them to
reduce their frustrations, fears and dissatisfactions. This will help reduce
bewilderment within the school hence improving academic achievement.

16. References: APA style
 Mills, G. (2003). Action research: A guide for the teacher researcher (2nd ed.). Upper Saddle River,
NJ: Merrill/Prentice Hall
 Vitto, J. M. (2003). Relationship-driven classroom management: Strategies that promote student
motivation. Thousand Oaks, CA: Corwin Press.
 Nisar, M., Khan, I. A., & Khan, F. (2019). Relationship between Classroom Management and Students
Academic Achievement. Pakistan Journal of Distance and Online Learning, 5(1), 209-220.
 Gage, N. A., Scott, T., Hirn, R. & MacSuga-Gage, A. S. (2018). The Relationship Between Teachers’
Implementation of Classroom Management Practices and Student Behavior in Elementary School.
Behavioral Disorders, 43(2), 302-315
 Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M., & Doolaard, S. (2016). A meta-analysis of the
effects of classroom management strategies and classroom management programs on students’
academic, behavioral, emotional, and motivational outcomes. Review of Educational Research, 86(3),
643-680.
 Sowell, H. (2013). Classroom management strategies: The impact on student achievement.
 Sunday-Piaroi, M. (2018). Classroom management and students’ academic performance in public
secondary schools in rivers state. International Journal of Scientific Research in Education, 11(5),
940-963.