Influence of Classroom Management on Intermediate Level Students’ Academic Achievements in Aligarh District of Uttar Pradesh in India

Tariq Zubair; Uzma Qazi

doi:10.18535/ijsrm/v12i11.em03

Abstract

This study investigates the impact of classroom management on student academic achievement at the intermediate level in Aligarh District, Uttar Pradesh, India, using Structural Equation Modeling-Partial Least Squares (SEM-PLS). A sample of 383 intermediate-level teachers was randomly selected, and student achievement data were obtained from final-year graduates. The study aims to assess the relationships between key classroom management factors—such as classroom rules, discipline methods, reward systems, and the teaching-learning process—and their influence on academic performance. SEM-PLS was employed to analyze the hypothesized model, evaluate the structural relationships between the variables, and validate measurement indicators. The results show a strong positive relationship between effective classroom management and student achievement. Key factors such as well-defined classroom rules, effective discipline, and reward systems were found to significantly influence student engagement and academic success. The model fit indices confirm the robustness of the proposed relationships. This research highlights the importance of structured classroom management in fostering student achievement and provides a comprehensive understanding of how classroom directives, rewards, and disciplinary methods contribute to learning outcomes. The findings suggest potential pathways for educational improvements and recommend further research to explore these dynamics across different educational settings using SEM-PLS.

Keywords

Classroom managementstudent achievementSEM-PLSrewardsdiscipline

References

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[refR-2] X. Bi, “Associations between psychosocial aspects of English classroom environments and motivation types of Chinese tertiary-level English majors,” Learn. Environ. Res., vol. 18, no. 1, 2015, doi: 10.1007/s10984-015-9177-2.DOI ↗Google Scholar ↗

[refR-3] E. S.-P. Bulbin Socuoglu, Selma Akalin, “The Effects of Classroom Management on the Behaviors of Students with Disabilities in Inclusive Classrooms in Turkey,” J. Int. Assoc. Spec. Educ., vol. 11, no. 1, 2010.Google Scholar ↗

[refR-4] K. Sieberer-Nagler, “Effective Classroom-Management & Positive Teaching,” English Lang. Teach., vol. 9, no. 1, 2015, doi: 10.5539/elt.v9n1p163.DOI ↗Google Scholar ↗

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[refR-6] C. N. Che Ahmad, S. A. Shaharim, and M. F. N. L. Abdullah, “Teacher-student interactions, learning commitment, learning environment and their relationship with student learning comfort,” J. Turkish Sci. Educ., vol. 14, no. 1, 2017, doi: 10.12973/tused.10190a.DOI ↗Google Scholar ↗

[refR-7] A.-O. Ebimiere, N. J. Uloaku, & Nweke, and E. Onyekachi, “CLASSROOM MANAGEMENT AND STUDENTS ACADEMIC PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN RIVERS STATE,” 2020.Google Scholar ↗

[refR-8] J. Sinclair, K. C. Herman, W. M. Reinke, N. Dong, and M. Stormont, “Effects of a Universal Classroom Management Intervention on Middle School Students With or At Risk of Behavior Problems,” Remedial Spec. Educ., vol. 42, no. 1, 2021, doi: 10.1177/0741932520926610.DOI ↗Google Scholar ↗

[refR-9] S. R. Self-brown and S. Mathews, “Effects of classroom structure on student achievement goal orientation,” J. Educ. Res., vol. 97, no. 2, 2003, doi: 10.1080/00220670309597513.DOI ↗Google Scholar ↗

[refR-10] R. H. Malik and A. Rizvi, “Effect of Classroom Learning Environment on Students’ Academic Achievement in Mathematics at Secondary Level,” Bull. Educ. Res., vol. 40, no. 2, 2018.Google Scholar ↗

[refR-11] S. B. Flory, C. Nieman, and R. C. Wylie, “Facilitating culturally responsive teaching in PETE alumni: a mixed methods analysis,” Curric. Stud. Heal. Phys. Educ., vol. 15, no. 1, 2024, doi: 10.1080/25742981.2023.2208566.DOI ↗Google Scholar ↗

[refR-12] M. Kunter, J. Baumert, and O. Köller, “Effective classroom management and the development of subject-related interest,” Learn. Instr., vol. 17, no. 5, 2007, doi: 10.1016/j.learninstruc.2007.09.002.DOI ↗Google Scholar ↗

[refR-13] M. Sandelowski, “Focus on research methods: Combining qualitative and quantitative sampling, data collection, and analysis techniques in mixed-method studies,” Res. Nurs. Heal., vol. 23, no. 3, 2000, doi: 10.1002/1098-240x(200006)23:3<246::aid-nur9>3.0.co;2-h.DOI ↗Google Scholar ↗

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[refR-25] J. Rowley, “Designing and using research questionnaires,” Manag. Res. Rev., vol. 37, no. 3, 2014, doi: 10.1108/MRR-02-2013-0027.DOI ↗Google Scholar ↗

[refR-26] J. C. F. Ho and M. Z. Yao, “Sequence analysis in distributed interactive learning environments: Visualization and clustering of exploratory behavior,” J. Educ. Online, vol. 15, no. 2, 2018, doi: 10.9743/jeo.2018.15.2.10.DOI ↗Google Scholar ↗

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