The Effects of Classroom Management on Student Achievement

Michelle McLendon-Eslick

University of Texas Rio Grande Valley

EDFR 6300

Dr. Pierre Lu

July 26, 2017

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Classroom Management and Student Achievement

Table of Contents

Abstract ………………………………………………………………..…...……………………..3

Introduction ………………………………………………………………...……………………..4

Statement of the Problem …………………………………………………………………………5

Literature Review ……………………………………………………………………………...….5

Hypothesis ………………………………...………………………………………………………5

Significance of Study ……………………………………………………………………………..5

Participants …………………………………………………………………………………….….6

Instruments ………………………………………………………………………………………..7

Design ……………………………………………………………………………………...……..7

Procedure …………………………………………………………………………………………8

Results …………………………………………………………………………………………….8

Discussion ………………………………………………………………………………………...8

References ……………………………………………………………………………………...…9

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Classroom Management and Student Achievement

Abstract

There are many things that are measured inside of the classroom; mastery level,

homework checks, attendance, etc. This study was conducted to find out if there is a correlation

between a teacher’s level of effective classroom management and the level of student

achievement found within that teacher’s classroom. Thirty-eight teacher participants were used

in this study to aid in defining the relationship between classroom management and student

achievement. There is plenty of research that talks about the importance of effective classroom

management strategies, and a teacher’s classroom management effectiveness is widely criticized.

Finding out the correlation between classroom management and student achievement will let

teachers, parents, administrators, and students alike all know to what extent classroom

management plays on the over-all achievement level of a student.

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Classroom Management and Student Achievement

The Effects of Classroom Management on Student Achievement

Introduction

As a teacher, I have gone through many stages in my effectiveness to manage my

classroom. Classroom management is a highly scrutinized skill in the teacher evaluation process

because it is believed that in order for students to have high achievement in a class, there must be

effective classroom management from the teacher. This experimental research study is to help

find the relationship between classroom management and student achievement.

Teacher face a great many issues inside their four walls. Not only are they accountable

for teaching all of the objectives laid before them by the state by the end of the school year, but

they also have to manage the behaviors of all the students that walk through their doors each day.

That is quite and undertaking, and as a teacher myself, I can say it can be quite overwhelming at

times. With all of those behaviors, not all of them positive, teachers have in essence become ring

masters in the three ring circus we call the classroom. Effective classroom management

strategies and techniques, one of the items very highly observed on teacher evaluations and

observations, has become most essential in the teacher being able to run the classroom in a way

that will allow for optimal student achievement. According to Arens et. al. (2015) research was

conducted to examine classroom chaos and math achievement. The results showed that there was

a negative effect on math achievement when there was chaos in the classroom.

Statement of the Problem

When you walk into any given classroom, you never know what you are going to

witness. Will there be a strong sense of classroom management, or will the classroom be in

chaos? There is a wide range of scenarios you can encounter in the classroom, but how does that

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Classroom Management and Student Achievement

affect the level of student achievement in the classroom? “Having a prepared teacher in every

classroom could help to guarantee student achievement. Every school community needs teachers

with a better understanding of classroom management strategies and how they can affect student

achievement,” (Domenech, 2012). The problem I am posing is how does a teacher’s

effectiveness at managing her classroom effect the overall level of student achievement in that

same classroom?

Literature Review

While there are many things that affect student achievement, classroom management and

how the teacher handles the classroom can play a major role in student achievement. Using

Consistency Management & Cooperative Discipline, there were fewer classroom disruptions

while the teacher was teaching and the classroom was more organized. These factors led to

higher levels of student engagement and allowed for more learning time, which increased student

achievement. By creating an optimal learning environment, students saw themselves as being

equal partners in their learning and there was an overall improved classroom environment. This

study shows that when teachers have a strong classroom management skills and create an

environment where students were more self-disciplined, students have a greater opportunity to

achieve.

Hypothesis

Teachers who have higher levels of effective classroom management will have higher

levels of student achievement, while teachers with lower levels of effective classroom

management will have lower levels of student achievement.

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Classroom Management and Student Achievement

Significance of the Study

This study is significant in that it will aid in proving the importance of effective

classroom management. If my hypothesis is proven or even disproven, this will help educators at

all levels. If proven, then classroom management techniques and skills should be taught more in

college, or at the very least have many more options for professional development. If disproven,

then maybe classroom management should not be the “make it or break it” definer on teacher

evaluations. Also, we will be able to look at student achievement levels and know whether we

should be questioning the outcome based on the teacher’s effectiveness or the student’s. I feel

like having an answer to this question will help teachers, parents, and students look at the major

factors that can heighten student’s academic achievement. “Student achievement gains are a

logical metric with which to measure the effectiveness of teaching, in that we care most about

how teachers affect students,” (Boyd et al, 2017). With classroom management being one of the

biggest things that teachers control in their classroom, it would stand to reason that it also affects

student achievement.

Method

Participants

There were 38 participants used in this study. Each participant was given a rating scale

where they measured their classroom management effectiveness as well as overall level of

student achievement in their classroom. Each of these participants are public school educators

that span in experience from first year teachers to those who have been teaching 25+ years.

These teachers also teach in several different areas of the United States and cover grades as low

as kindergarten and up to senior year of high school. The states represented in this research or

Oklahoma, Texas, and California. Some of the teachers in the study have had formal classroom

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Classroom Management and Student Achievement

management education while others were emergency certified and have not had formal teacher

training.

Instruments

A rating scale was given to teachers who participated in this research.

Design

The instrument used in this experimental design is a rating scale that was emailed out to

every teacher I know. Participants were not told the nature of my research questioning. Now, I

know for this to be a better design, I need to reach teachers that I do not personally know as well,

but since this was done during the summer and I did not have full access to the resources

provided by my district to reach out to other districts, I had to work with what I had.

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Classroom Management and Student Achievement

Procedure

The survey was emailed out to anyone who was willing to answer. Participants were not

told what the research was about beforehand, nor were they ever told my hypothesis as not to

persuade their answers in any way. Teachers filled out the survey and then emailed it back to me.

Results

The results of my research shows that there is a weak positive linear relationship between

effective classroom management and student achievement. While many teachers responded

saying their level of student achievement was equivalent to the effectiveness of their classroom

management, some reported that even though they were highly effective in the area of classroom

management, student achievement was still low in their classrooms. The correlation the study

found was a +0.2, which means that classroom management does play a small role in student

achievement, but it is not necessarily the biggest factor in the level of student achievement.

Discussion

While the results did not prove a strong correlation between effective classroom

management and student achievement, it did show that there is a small positive relationship

between the two, proving that a teachers effectiveness in managing her classroom is linked to the

level of achievement reached by his/her students.

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Classroom Management and Student Achievement

References

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Arens, A., Morin, A, Watermann, R. (2015). Relations between classroom disciplinary problems

and student motivation: Achievement as a potential mediator? Learning and Instruction, 39.

184-193. https://doi.org/10.1016/j.learninstruc.2015.07.001

Boyd, D., Grossman, P., Lankford, H., Loeb, S., & Wyckoff, J. (2009). Teacher Preparation and

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