The present study is about the secondary teachers’ management strategies regarding their students’ classroom behavior in Pilot and Lower-hetero sections in Manuel S. Enverga University Foundation Candelaria, Inc. within the school year 2014-2015.
This study has three important purposes: (1) to identify the behaviors of students in Pilot and Lower-hetero classes, (2) to determine the management strategies of teachers regarding their students’ classroom behavior and (3) to view the differences between the management of high school teachers regarding the behaviors of students in Pilot and Lower-hetero class. Moreover, the researcher aims to improve the managerial skills of teachers with the aid of the findings and able to use to develop an intervention program.
The respondents of the study are twenty four (24) faculty members of Secondary Education level in Manuel S. Enverga University Foundation Candelaria, Inc. and were chosen through the use of purposive sampling method. Criteria were set so that the researcher would come up with the appropriate number of respondents. Respondents were given two sets of questionnaires with the same contents: one for Pilot class and other is for Lower-hetero class. First part was designed to identify the behavior of students and the second was designed for the management of teachers in pilot and lowerhetero classes based on time, instruction, classroom environment, relation and discipline.
The researcher sought the permission of the administrator/school principal during the data gathering procedure. The questionnaire was administered, collected, tallied, tabulated and interpreted.
The study revealed that the students from pilot class are identified to be class achievers and the lower-hetero class is classroom helpers. Teachers, on the other hand, identified that both students from pilot and lower-hetero classes are exhibiting aggressive behaviors. Teachers also revealed that they ALWAYS manage their time, instruction, classroom environment, relation and discipline. In terms of differences, they revealed that there is SIGNIFANT DIFFERENCES in time and discipline with the t-computed values of 1.82 and 2.7 respectively. However, they found out that there is NO SIGNIFICANT DIFFERENCES in terms of instruction and relation with the t-computed values of 0.12 and 0.59 respectively and has NO DIFFERENCE in classroom environment with the t computed value of 0.
Table of Contents
CHAPTER 1
Introduction
Background of the Study
Theoretical Framework
Statement of the Problem
Hypothesis
Significance of the Study
Research Paradigm
Scope and Limitation
Definition of Terms
CHAPTER 2
Related Literature and Studies
CHAPTER 3
Research Method
CHAPTER 4
Presentation, Interpretation, and Analysis of Data
CHAPTER 5
Summary of the Findings
Conclusions
Recommendations
Research Objectives and Focus
The primary objective of this study is to analyze and compare the classroom management strategies employed by secondary school teachers when dealing with student behaviors in pilot versus lower-hetero classes. The research aims to identify prevailing student behaviors, evaluate the management approaches used by teachers across five core areas, and determine if significant differences exist in these strategies to inform the development of a targeted intervention program.
- Identification of classroom behavior patterns in pilot and lower-hetero student groups.
- Assessment of teacher management strategies regarding time, instruction, environment, interpersonal relations, and discipline.
- Comparative analysis of management efficacy between different classroom ability groupings.
- Development of recommendations for an intervention program to enhance pedagogical and managerial skills.
Excerpt from the Book
CLASSROOM MANAGEMENT AND DISCIPLINE
Classroom Management and Discipline are different. But most of the time, people misunderstood their differences. People believed that they are synonymous because it deals with one discipline – the behavior of individual.
Classroom management is all of the things that teacher does inside the classroom. As classroom managers, teachers manage the resources to facilitate learning. These resources include management of time, learning materials and the learners themselves. A poor managed classroom exhibits inappropriate behavior made by the student. On the other hand, discipline is the controlled behavior. It is just one aspect to be considered in managing the classroom. If teacher cannot control the behavior of the students learning will not occur (Corpuz and Salandanan, 2007).
Chapter Summary
CHAPTER 1: Outlines the introduction, theoretical framework, and the problem statement regarding teacher management strategies in diverse classroom settings.
CHAPTER 2: Provides a comprehensive review of related literature and studies concerning classroom management, the teacher's role as a manager, and behavior modification theories.
CHAPTER 3: Describes the methodology, including the descriptive research design, the selection of the twenty-four faculty respondents, and the statistical treatment of data.
CHAPTER 4: Presents the analysis and interpretation of the collected data, comparing student behaviors and teacher management strategies across the two class types.
CHAPTER 5: Summarizes the findings, draws conclusions regarding significant differences in management approaches, and provides actionable recommendations for administrators, teachers, and future researchers.
Keywords
Classroom Management, Teacher Management Strategies, Pilot Class, Lower-hetero Class, Student Behavior, Educational Intervention, Classroom Environment, Instruction Management, Discipline, Pedagogical Skills, Secondary Education, Classroom Interaction, Behavior Modification, Teaching Efficiency, Academic Performance
Frequently Asked Questions
What is the core focus of this research?
The study investigates the classroom management strategies used by secondary school teachers at Manuel S. Enverga University Foundation to address student behavior in two distinct types of classes: pilot (homogeneous) and lower-hetero (heterogeneous).
Which specific areas of classroom management are analyzed?
The research evaluates five primary management areas: time management, instructional techniques, maintenance of the classroom environment, teacher-student relations, and disciplinary approaches.
What is the primary objective of the study?
The main goal is to identify how teachers manage these two different groups of students and to determine if there are statistically significant differences in their strategies, with the ultimate aim of creating an effective intervention program.
What research methodology was employed?
The study utilized a descriptive-comparative research design, gathering quantitative data from 24 faculty members using self-made questionnaires assessed via a 4-point Likert scale and ranking methods.
What does the main body of the work cover?
It provides a deep dive into the theoretical frameworks of classroom management, detailed findings from the surveys, and statistical comparisons regarding how teachers adapt their methods to the specific needs of pilot and lower-hetero learners.
Which keywords best describe this academic work?
Key terms include Classroom Management, Teacher Strategies, Student Behavior, Pilot Classes, and Educational Intervention.
Did the study find significant differences in all management areas?
No, the study found no significant differences in instructional approaches or classroom environment management, but it did identify significant differences in how teachers manage time and discipline between the two groups.
What do the findings suggest for teachers in lower-hetero classes?
The study suggests that teachers in lower-hetero classes often need to strengthen their disciplinary approaches and pay closer attention to time management to effectively handle the varied behaviors exhibited by their students.
- Citation du texte
- Bachelor of Secondary Education Russel Moreno (Auteur), 2015, High school teachers’ management strategies towards classroom behaviors of students. A basis for an intervention program, Munich, GRIN Verlag, https://www.grin.com/document/345458
