ABSTRACT
This study investigated the preferred classroom management approaches in English and their influence on the academic achievement of engineering students at a higher education institution in Iloilo City during the Second Semester of Academic Year 2024–2025. The study involved 288 randomly selected engineering students from five engineering degree programs and a total of eight English instructors for a total of 296 respondents. A researcher modified questionnaire was used and duly validated by experts and tested for reliability using Cronback Alpha set at 0.05 level of coefficient. This study utilized descriptive and inferential statistical analyses. Findings revealed that, management approaches when taken as a whole and classified as to classroom management approaches was both moderately effective. The level of academic achievement of engineering students when taken as a whole and classified as to engineering degree program was thoroughly satisfactory. There was a significant difference in the level of academic achievement when classified as to engineering degree program and no significant influence of the management approaches on the academic achievement.
Keywords: Classroom Management Approaches, Students’ Academic Achievement, Influence
INTRODUCTION
Classroom management is a key and crucial element of good teaching which creates an atmosphere that encourages learning, cooperation, and respect among learners. Students that feel appreciated and respected flourish inside the classroom where healthy learning environment is established and reciprocal trust is fostered through developing relationships between teachers and students.
Classroom management is defined as the collection of abilities and tactics educators employ to make sure that their classrooms are well-structured, secure, and supportive of learning. Effective classroom management produces a setting where students can concentrate on their studies and feel at ease (Llego, 2022).
In real world setting, each student from a wide range of educational, socio-economic, and cultural backgrounds occupying the classrooms has his own particular needs, strengths, and difficulties. This implies that educators should accommodate a range of classroom management approaches, aptitudes, and behavioral patterns to meet the learning necessities of their students.
According to the study findings of Tingley (2020), effective classroom management involves more than just maintaining law and order. However, it should focus less on students and more on teacher-student relationships. In the classroom, a climate of mutual respect and trust promotes learning and lessens disruptions. Through conversations and assignments that encourage students to take an active role in their own education, teachers take into account their ideas and experiences.
Building wholesome connections with the students in engineering degree programs and having a high degree of subjective well-being are undoubtedly among the hallmarks of effective actors in education and training. It is unrealistic to expect teachers instructing to effectively encourage the development of positive relationships with students and be a true source of efficient and successful training and education methods. Given the aforementioned, the researcher was interested in determining which type of classroom management approach is preferred by most engineering students and how it influences their academic achievement in school.
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