CLASSROOM MANAGEMENT PRACTICES AND SELECTED STUDENTS

ACADEMIC PERFORMANCE AT THE FELIPE G. CALDERON ELEMENTARY

SCHOOL, TANZA, CAVITE S.Y. 2013-2014
A Research Paper submitted to Prof E!e"#$ %o$ta"ba
Teacher Educatio$ Departme$t Co""e&e of Educatio$
Ca!ite State U$i!ersit#
I$ partia" fu"'""me$t of the re(uireme$ts for the course
ECED )*+ Researh i$ Ear"# Chi"dhood Educatio$
S,ARMAINE N ACLERA
-AC,ELOR O% ELEMENTAR. EDUCATION /IT, SPECIALI0ATION IN EARL.
C,ILD,OOD EDUCATION
123 4UNE 1+)*
INTRODUCTION
This chapter prese$ts the 5o6 of the i$troductio$ of the stud# i$c"udi$&
the bac7&rou$d of c"assroom ma$a&eme$t practices a$d academic
performa$ce a$d the brief histor# of %e"ipe G Ca"dero$ E"eme$tar# Schoo"
Ta$8a3 Ca!ite
-oth teacher a$d stude$t9s success ca$ ofte$ be traced bac7 to the
abi"it# of the teacher to e:ecti!e"# ma$a&e the c"assroom O$e ca$ o$"# te""
that c"assroom ma$a&eme$t st#"es a$d tech$i(ues are e:ecti!e if the
teacher app"ied it i$ the c"assroom a$d 6ere pro!e$ to be e:ecti!e Some
research sho6s that e:ecti!e c"assroom ma$a&eme$t a$d or&a$i8atio$
duri$& the 'rst fe6 6ee7s of c"ass are crucia" i$ determi$i$& e;pectatio$s3
beha!ior patter$s3 a$d procedures that 6i"" set the to$e for the rest of the
#ear App"icatio$ of the theor# i$ a rea" "ife situatio$ is the best refere$ce to
determi$e 6hether the st#"es a$d tech$i(ues used 6ere tru"# e:ecti!e
Accordi$& to E&&e$ < =aucha7 >1++)?3 c"assroom ma$a&eme$t refers to o$e
of the ma$# teachers9 strate&ies that create a$d mai$tai$ a$ order"# "ear$i$&
e$!iro$me$t a$d discip"i$e 6hich i$!o"!es teacher respo$ses to stude$t
misbeha!ior Ma$a&eme$t attempts to pre!e$t prob"ems3 discip"i$e dea"s
6ith these prob"ems 6he$ the# occur As cited i$ the boo7 of E&&e$ <
=aucha7 >1++)?3 e:ecti!e c"assroom ma$a&eme$t has bee$ sho6$ to
i$crease stude$t e$&a&eme$t3 decrease disrupti!e beha!iors3 a$d e$ha$ce
use of i$structio$a" time3 a"" of 6hich resu"ts i$ impro!ed stude$t
achie!eme$t >/a$&3 eta" )@@2? Additio$a" research has ide$ti'ed 6e""A
ma$a&ed c"assrooms as o$e of the characteristics of a$ e:ecti!e schoo" >S
Pur7e# < Smith3 1++)?
As cited i$ the %CES ,a$dboo73 this is the brief histor# of %e"ipe G
Ca"dero$ E"eme$tar# Schoo" I$ )@+*3 the schoo" chi"dre$ of Ta$8a 6ere bei$&
tau&ht the primar# course of educatio$ i$ a re$ted bui"di$& i$ -ara$&a#
-i6as that be"o$&ed to the Pacumio fami"# I$ )@)B3the $atio$a" &o!er$me$t
appropriated i$ a bi& amou$t of its bud&et for the co$structio$ of schoo"s
The to6$ of Ta$8a 6as !er# "uc7# e$ou&h to be the recipie$t of three
co$crete schoo"C o$e i$ -i6as3 o$e i$ -arrio Ama#a a$d o$e i$ -arrio 4u"u&a$
The bui"di$& is used for teachi$& chi"dre$ the E$&"ish "a$&ua&e from Grades I
to ID The re$ted bui"di$& is used for the i$termediate course that is from
Grades D to DI I$ )@2+3 '!e additio$a" rooms 6ere added to the ori&i$a"
bui"di$& I$ )@223 the mu$icipa" &o!er$me$t purchases a$ additio$a" o$e ha"f
hectare piece of "a$d adEace$t to the ori&i$a" sites The ,ome Eco$omics
bui"di$& 6as co$structed i$ )@21 a$d the I$dustria" Arts Shop 6as
co$structed i$ )@*+ I$ )@*13 the 4apa$ese mi"itar# forces occupied the
schoo" bui"di$&s a$d made it their head(uarters -efore the# "eft i$ )@**
most of the propert# i$c"udi$& some of the bui"di$& 6ere destro#ed I$ Apri"
)@*B3 the schoo" ope$ed a$d the start of rehabi"itatio$ be&a$ The mu$icipa"
&o!er$me$t appropriated some fu$ds for the repair of the bui"di$&s3 a$d "ater
the $atio$a" &o!er$me$t I$ )@B+3 the schoo" has a$ e$ro"me$t of )3+++
chi"dre$ from Grades I F DI There 6ere 1B teachers3 o$e pri$cipa" a$d o$e
super!isi$& pri$cipa" Throu&h the i$itiati!e of the Order of the =$i&hts of
Ri8a" the $ame Ta$8a E"eme$tar# Schoo" 6as cha$&ed to %e"ipe G Ca"dero$
E"eme$tar# Schoo" i$ ho$or of Att# %e"ipe G Ca"derG$3 the author of the
Ma"o"os Co$stitutio$ a$d 6as bor$ i$ this to6$3 throu&h the Reso"utio$ No 1+
of the Mu$icipa" Sa$&&u$ia$& -a#a$ of Ta$8a3 Ca!ite re(uesti$& the Mi$istr#
of Educatio$ a$d Cu"ture to cha$&e the $ame of Ta$8a E"eme$tar# Schoo" to
%e"ipe G Ca"dero$ E"eme$tar# Schoo" O$ Motio$ of Sa$&&u$ia$& -a#a$
Member A$&e" Ricasata3 it 6as reso"!ed to appro!e Reso"utio$ No 1+ of the
Mu$icipa" Sa$&&u$ia$& -a#a$ of Ta$8a3 Ca!ite "ast 4a$uar# )+3 )@H+ i$ a
specia" sessio$ of the pro!i$cia" Sa$&&u$ia$& -a#a$ he"d at Pro!i$cia"
Capito"3 Trece Martires Cit# %or the schoo" #ear )@@IF)@@J3 %e"ipe G Ca"dero$
E"eme$tar# Schoo" has t6e$t# F three >12? bui"di$&s to house the t6o
thousa$d si; hu$dred three >1 I+2? pupi"s e$ro""ed duri$& that curre$t schoo"
#ear Si;t# F three >I2? teachers are prese$t"# emp"o#ed to ha$d"e BB c"asses
A pri$cipa" assi&$ed to super!ise the schoo" a$d she a"so ser!es as the
coordi$ati$& pri$cipa" of the district i$ the abse$ce of a district super!isor
Toda#3 %e"ipe G Ca"dero$ E"eme$tar# Schoo" has a"read# II bui"di$&s3 )
computer room a$d ) Ma"i7si T#pe Schoo" -ui"di$& 6as added Some of the
teachers 6ere Loca" Schoo" -oard teachers fu$ded b# the mu$icipa"
&o!er$me$t of Ta$8a
Last Ma# 123 1+)) %e"ipe G Ca"dero$ E"eme$tar# Schoo"3 had a
K-ri&ada Es76e"aK i$ accorda$ce of the starti$& of the Schoo" .ear 1+)+A
1+)) Last Ma# 1)A1I3 1+)1 %e"ipe G Ca"dero$ E"eme$tar# Schoo"3 had a
K-ri&ada Es76e"aK i$ accorda$ce of the starti$& of the Schoo" .ear 1+))A
1+)1
The author chose the %e"ipe G Ca"dero$ E"eme$tar# Schoo" because
she o$ce !o"u$teered i$ the said -ri&ada Es76e"a o$ 1* Ma# 1+)1 A$d she
sa6 that the schoo" has a hu&e impact o$ other peop"e 6hom3 o$ce studied
there a$d e!e$ the# are too o"d to c"ea$3 the# de!oted to !o"u$teered the
schoo" So3 the author chose that schoo" to he"p them3 speci'ca""# the primar#
teachers e!a"uate for themse"!es their o$ the c"assroom ma$a&eme$t st#"es
a$d its e:ect i$ academic performa$ce of their pupi"s
Stateme$t of the Prob"em
Speci'ca""#3 this research 6i"" see7 to a$s6er the fo""o6i$& (uestio$sL
) Is the c"assroom ma$a&eme$t practices used b# e"eme$tar# teachers
i$ %e"ipe Ca"dero$ E"eme$tar# Schoo" 6ere e:ecti!eM
1 /hat is the academic performa$ce of the stude$ts i$ %CESM
2 Ge$era""#3 6hat is the re"atio$ship bet6ee$ c"assroom ma$a&eme$t
practices a$d se"ected stude$ts9 academic performa$ce at the %CESM
ObEecti!es of the Stud#
Speci'ca""# it aims toL
1. determi$e if the c"assroom ma$a&eme$t practices used b# e"eme$tar#
teachers i$ %e"ipe Ca"dero$ E"eme$tar# Schoo" 6ere e:ecti!e
2. determi$e the academic performa$ce of se"ected stude$ts i$ %CES
Ge$era""# it aims toL
3. determi$e the re"atio$ship bet6ee$ c"assroom ma$a&eme$t practices
a$d se"ected stude$ts9 academic performa$ce at the %CESM
Si&$i'ca$ce of the Stud#
The si&$i'ca$ce of this stud# cou"d be !ie6ed i$ !arious perspecti!es A
its importa$ce to the teachers themse"!es3 to schoo" admi$istrators3 to the
stude$ts a$d to their pare$ts3 a$d to future researchers
Teachers3 i$ the e;ercise of their professio$a" duties a$d
respo$sibi"ities are bou$d to practice some ma$a&eme$t fu$ctio$s The
'$di$&s of the stud# ma# pro!e to be !er# be$e'cia" as the# carr# out their
dai"# acti!ities Throu&h this stud# the# ma# be ab"e to formu"ate their o6$
pro&rams of acti!ities that 6i"" u"timate"# resu"t to better i$terest a$d
cooperatio$ o$ the part of the stude$ts %urthermore3 throu&h the 7$o6"ed&e
&ai$ed as resu"t of this stud#3 the teachers ma# be ab"e to '$d so"utio$s to
more prob"ems that ma# arise i$ co$Eu$ctio$ of i$structio$a" materia"s3 the
use of c"assroom faci"ities3 7eepi$& of schoo" records3 a$d the ma7i$& of
reports re"ati!e to their tas7
This stud# ma# !a"uab"e to the schoo" admi$istrators3 because the#
ma# be ab"e to "esse$ the prob"ems e;perie$ce i$ the c"assrooms3 a$d e$sure
a &ood c"assroom e$!iro$me$t Throu&h this stud# a"so3 the# ma# 7$o6 the
e:ecti!e$ess of their facu"t# members i$ i$5ue$ci$& the pupi"s o$ academic
purposes
Stude$ts 6ou"d be$e't from this stud#3 because the# are the o$es 6ho
are a"6a#s usi$& their c"assrooms as 6e"" as "i7e their teachers Throu&h this
stud# the prob"ems that ma# occur 6i"" be "esse$ed a$d their academic
performa$ce 6i"" $ot be a:ected
Pare$ts 6ou"d "i7e6ise be$e't from this stud# Throu&h this stud# the
pare$ts ma# be i$formed of 6hat the# $eed to 7$o6 re&ardi$& c"assroom
ma$a&eme$t practices of teachers The doubts of the pare$ts 6ou"d be
c"eared a$d as a resu"t the# 6i"" cooperate 6ho"ehearted"# i$ the
impro!eme$t of educatio$ of their chi"dre$ A$d e!e$ i$ 6ee7e$ds or da#s
6ithout c"asses the# ca$ mai$tai$ the !a"ues of their chi"dre$ i$ their homes
The future researchers especia""# i$ the 'e"d of educatio$ ma# be ab"e to
use this stud# as their &uide i$ their research o$ c"assroom ma$a&eme$t a$d
academic performa$ce
Time a$d P"ace of the Stud#
This stud# 6i"" be co$ducted from 4u$e to October 1+)*3 at the %e"ipe
G Ca"dero$ E"eme$tar# Schoo" Ta$8a3 Ca!ite
Scope a$d Limitatio$s
I$ *J E"eme$tar# Schoo"s i$ Ta$8a3 Ca!ite the %e"ipe G Ca"dero$
E"eme$tar# Schoo" Ta$8a3 Ca!ite 6as chose$ b# the researcher to co$duct i$
this stud# because it 6as the o"dest e"eme$tar# schoo" i$ the to6$ This
stud# 6i"" i$c"ude the 2H primar# teachers a$d their )B1+ pupi"s of %CES i$
Ta$8a3 Ca!ite i$ the S. 1+)2A1+)* Due to time co$strai$t3 this stud# 6i"" be
co$ducted from 4u$e to October 1+)* o$"#
Theoretica" %rame6or7
As cited i$ the boo7 of Are$ds >)@@H?3 Do#"e < Carter >)@H*?3 6ho 6ere
researchers of c"assroom eco"o&# 6ere i$terested o$ ho6 speci'c academic
tas7s are co$$ected to stude$t i$!o"!eme$t a$d c"assroom ma$a&eme$t To
e;p"ore this topic3 the# obser!ed o$e Eu$ior hi&h schoo" E$&"ish teacher a$d
the stude$ts i$ three of her c"asses i$ a midd"eAc"ass suburba$ schoo" for a
period of a"most 2 mo$ths The teacher3 Mrs Dee3 6as se"ected for stud#
because she 6as a$ e;perie$ced teacher a$d 6as a$d she 6as co$sidered a$
e;pert i$ teachi$& 6riti$& to stude$ts
This 6or7 is i$formati!e to the topic o$ c"assroom ma$a&eme$t
because the researchers fou$d that stude$ts had co$siderab"e i$5ue$ce o!er
the tas7 dema$ds of the c"assroom %rom detai"ed obser!atio$s of Mrs Dee9s
c"assroom3 Do#"e a$d Carter fou$d3 ho6e!er that stude$ts pressed to reduce
the amou$t of se"fAdirectio$3 a$d i$depe$de$t Eud&me$t o$ some of the
6riti$& assi&$me$ts Stude$ts3 e!e$ those co$sidered !er# bri&ht3 used
tactics such as as7i$& (uestio$s or fei&$i$& co$fusio$ to force Mrs Dee to
become more a$d more co$cise a$d e;p"icit I$ other 6ords3 the stude$ts
i$5ue$ced the teacher to do more a$d more of their thi$7i$& Do#"e a$d
Carter a"so fou$d that b# as7i$& (uestio$s about co$te$t a$d procedures
stude$ts3 i$ additio$ to cha$&i$& the assi&$me$t3 a"so s"o6ed do6$ the pace
of c"assroom acti!ities
Co$ceptua" %rame6or7
%i&ure ) prese$ts the co$ceptua" frame6or7 of the stud# This stud#
attempts to determi$e the i$terAre"atio$ships of teachers9 c"assroom
ma$a&eme$t practices as to uti"i8atio$ o c"assroom3 arra$&eme$t o
c"assroom3 use of c"assroom faci"ities3 7eepi$& of schoo" records a$d re6ardC
a$d the pupi"s9 academic performa$ce as to GA or &e$era" a!era&e
%i&ure )L Co$ceptua" frame6or7 of the stud#
,#pothesis
) General Point Average
Classroom Management
Practices
Selected Students Academic
Performance
Utilization of Classroom
Arrangement of Classroom
Use of Classroom facilities
Keeing of Sc!ool records
"e#ards
,#pothesis N )L That the c"assroom ma$a&eme$t has positi!e a$d
$e&ati!e e:ects i$ the academic performa$ces of the se"ected stude$ts at
%e"ipe Ca"dero$ E"eme$tar# Schoo" Ta$8a3 Ca!ite
,#pothesis N 1L That there is re"atio$ship bet6ee$ teachers9 c"assroom
ma$a&eme$t practices a$d se"ected stude$ts9 academic performa$ce at the
%CES
De'$itio$ of Terms
Academic Performa$ce F is the measureme$t of the educatio$a" performa$ce
a$d pro&ress of a$ i$di!idua" i$ schoo"
$ It is ho6 the se"ected stude$ts accomp"ished his or her tas7s a$d
studies "ast S. 1+)2A1+)*
-ri&ada Es76e"a F is a$ a$$ua" schoo" mai$te$a$ce pro&ram of the
Departme$t of Educatio$ >DepEd? that mobi"i8es pare$ts3 teachers3 stude$ts3
ci!ic3 a$d busi$ess &roups3 "oca" &o!er$me$t u$its3 $o$A&o!er$me$t u$its3
a$d other commu$it# reside$ts i$ repairi$& a$d spruci$& up schoo"s t6o
6ee7s before the ope$i$& of c"asses
A is a %i"ipi$o term3 for campai&$i$& to c"ea$ pub"ic shoo"sO c"assrooms a$d
other faci"ities i$ preparatio$ for $e6 schoo" #ear
C"assroom Ma$a&eme$t PracticesF refers to teachers9 strate&ies that he"p
create a$d mai$tai$ a$ order"# "ear$i$& e$!iro$me$t a$d discip"i$e 6hich
i$!o"!es teacher respo$ses to stude$t misbeha!ior
$ Refers to o$e of the ma$# teachers9 strate&ies use to or&a$i8e the
procedures a$d resources3 a 6e"" arra$&ed c"assroom e$!iro$me$t3
mo$itori$& the stude$ts pro&ress3 a$ticipati$& a$d ha$d"i$& c"assroom
prob"ems a$d desi&$i$& a$ e:ecti!e "ear$i$& ce$ter
%e"ipe G Ca"dero$ A I$ ho$or of the father of the Ma"o"os Co$stitutio$ a$d
6as bor$ i$ Ta$8a3 Ta$8a E"eme$tar# Schoo" cha$&ed to %e"ipe G Ca"dero$
E"eme$tar# Schoo"
E"eme$tar# Teachers F are the participa$ts of this stud# The# are e"eme$tar#
teachers i$ =i$der&arte$ up to Grade I to III i$ %e"ipe G Ca"dero$ E"eme$tar#
Schoo" Ta$8a3 Ca!ite