Impact of Classroom Management Strategies on Academic Achievements of Students at The Elementary Level

Abstract

Classroom management strategies develop the self-control and academic achievement of students. This research study was intended to explore the impact of classroom management strategies on students’ academic achievement at the elementary level. Likert scale Questionnaire was used to collect the data from the teachers, group engagement, monitoring, withitness, communication, and academic achievement. The researcher administered the questionnaire personally, and the response rate was one hundred percent. The researcher met the class teachers and got the examination scores of English subjects. By using the lottery method of a sample, thirty-three girls’ schools were chosen by taking 100 teachers working under the Federal Directorate of Education Islamabad. Moreover, this research study analyzed the frequency, mean, and standard deviation. The researcher developed an observation checklist to test these strategies in a natural setting. The observation sheet has two main options, yes/no, which were designed to validate the strategies. It was further analyzed with the help of ANOVA. The findings of the study on the ANOVA test revealed that the teachers who use classroom management strategies Praise and Reward, Encouraging Group engagement, withitness, and communication have a greater impact on students’ high achievement. Teachers who use these strategies but not more frequently, like physical arrangement, Rules, time management, and monitoring, have a lesser impact on the scores of students. It was recommended that teachers should learn more about classroom strategies. It is recommended that teachers should create an enthusiastic learning environment to manage the classroom despite threats and shouts.