Teacher's classroom management style and its relationship to the National Achievement Test (NAT) performance oF Grade VI fast learners

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Author: Belascuain, Melanie Joji P.

Accession Number: 1585T

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Copyright Year: 2014

Abstract:

This study aimed to determine the classroom management style (CMS) employed by teachers and its relationship to the performance of Grade VI fast learners. The study made use of the descriptive research design for the two sets of respondents, Grade VI teachers and pupils. A researcher-made questionnaire, developed, validated, and pilot tested for reliability was used to determine the CMS of teacher-respondents. Nat result, as the basis of students' performance, was obtained from school concerned. Results showed that most of the teacher-respondents employed the authoritative style of classroom management. There was no significant difference in the CMS of the teacher-respondents when they were grouped according to years to teaching experience, educational attainment, and subject area taught. The students perform poorly in the NAT but there was a significant difference in the NAT performance of the students in terms of the subject areas considered in the study. Students performed better, although their performance was generally low, in subject area such as Filipino and Hekasi and performed poorly in English, Mathematics and Science. Finally, the CMS of the teacher-respondents was not related to the NAT performance of the students. Classroom management style, therefore, is not a factor in determining the academic performance of the students.


Keywords: Classroom management style, National Achievement Test (NAT)

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