scholarly journals Classroom Management and Student Achievement: A Study on Five Elementary Classrooms

2017 ◽  
Vol 7 (1) ◽  
pp. 155-183 ◽  
Author(s):  
Nevin GÜNER YILDIZ
Keyword(s):  
Student Achievement ◽  
Classroom Management ◽  
Elementary Classrooms

RELATIONSHIP ON CLASS MANAGEMENT FOR LEARNING ACHIEVEMENTS STUDENTS IN BUILDING ENGINEERING EDUCATION DEPARTMENT, FACULTY OF ENGINEERING, UNIVERSITAS NEGERI MANADO

2019 ◽  
Vol Volume 2 Nomor 2 ◽  
Keyword(s):  
Student Achievement ◽  
Classroom Management ◽  
Engineering Education ◽  
Student Learning ◽  
Linear Regression Analysis ◽  
Education Department ◽  
Learning Achievement ◽  
Class Management ◽  
Department Faculty ◽  
Building Engineering

This study aims to determine whether there is a relationship between classroom management and student achievement in the Building Engineering Education Department, The Faculty of Engineering, Universitas Negeri Manado, and look for obstacles or obstacles that inhibit the success of student learning while looking for efforts to overcome these problems. This research method is correlational research. The results of a simple linear regression analysis of the variables of classroom management and student achievement in the Building Egineering Education Department, Faculty of Engineering, Universitas Negeri Manado obtained the equation of the regression line ỷ = 34.80 + 0.42 X, which illustrates that if class management increases by one unit, student achievement will increase amounting to 0.361 units. Similarly, the results obtained that the regression model is good enough, because based on the model deviation test shows that the deviation is not significant at the 5% test level in this case F (Calculate) = 0.73 <F (Table) = 2.43. Thus, the regression equation above can be used to estimate or predict learning achievement (Y) if class management (X) is known. The results of testing the hypothesis, it is evident that the classroom management variables (X) have a positive and significant effect on student learning achievement at the Building Egineering Education at Universitas Negeri Manado. Based on these results, there is a significant and positive relationship between classroom management and student achievement in the Building Egineering Education Department students at Universitas Negeri Manado.

Determining effective teaching behaviors through the hiring process

2015 ◽  
Vol 29 (1) ◽  
pp. 139-155 ◽  
Author(s):  
Gary Schumacher ◽  
Bettye Grigsby ◽  
Winona Vesey
Keyword(s):  
Student Achievement ◽  
Learning Styles ◽  
Student Success ◽  
Classroom Management ◽  
Effective Teaching ◽  
Teaching Behaviors ◽  
Content Type ◽  
Future Studies ◽  
Successful Teachers ◽  
Effective Teaching Behaviors

Purpose – One bad hiring decision can lead to low student achievement. Research supports that teachers are the most influential factor in student success. As a result, principals’ current practice of hiring teachers based on intuition and likeability must change. Given the current high stakes era, principals need reassurance that the teachers they hire can indeed meet the needs of the students and the goals of the school. The purpose of this paper is to determine which interview protocol questions would predict high levels of effective teaching behaviors exhibited by teachers in the classroom. Design/methodology/approach – A convenience sample of 600 working teachers responded to a 93-item Likert-scale online questionnaire related to the four domains of effective teaching behaviors: classroom management, organizing instruction, implementing instruction, and monitoring progress and potential. The researchers first analyzed the teacher responses to assess their reliability and validity. A regression analysis was then run to indicate which effective teacher domains (the predictor variables); best predicted average student achievement scores (the outcome variable). Regression analysis was used to predict high-quality teachers (i.e. teachers with high average gain scores) given responses to interview questions (predictor variables). Findings – Successful teachers in this study utilized multiple strategies when handling the area of classroom management and organization. In the area of organizing instruction, key elements such as the objective, individual or group activities, and assessments were included in the daily lesson plan. The structure of the lesson delivery and the different learning styles of students were considered when planning a lesson. In this research, teachers utilized various instructional strategies when implementing instruction to challenge all learners, accommodate different learning styles, and to ensure student success. Successful teachers in this study monitored student progress and potential using a variety of methods. Research limitations/implications – The research was conducted in two districts. Future studies could expand on the research using multiple districts in several locations. Data were self-reported by current teachers and cannot be independently verified. Researchers relied on the information provided by teachers and trusted their responses to be accurate. Future studies could include a qualitative piece to determine why monitoring student progress and potential produced a negative result on student performance, classroom management was not significantly related to performance in language arts, and organization for instruction was not significantly related to performance in mathematics. Originality/value – This longitudinal study will provide hiring authorities with research-based protocols that have proven to predict high levels of teaching quality, which research has shown to be single most important determinant of student achievement.

scholarly journals Teacher Competencies through the Prism of Educational Research

2015 ◽  
Vol 5 (3) ◽  
pp. 183-204
Author(s):  
Cirila Peklaj
Keyword(s):  
Student Achievement ◽  
Learning Environment ◽  
Classroom Management ◽  
Educational Research ◽  
Present Article ◽  
Teaching Methods ◽  
Social Processes ◽  
Teacher Competencies ◽  
Educational Productivity

The present article focuses on teacher competencies as a major factor that impacts student learning. Ultimately, all attempts to improve education converge in the teacher and the quality of his/her work with students. With their teaching methods, their communication and their classroom management, teachers can structure the kind of learning environment that will either promote or hinder learning. The purpose of the article is to analyse research on educational productivity in order to select the most important teacher competencies that are related to student achievement. A model of teacher competencies is developed that serves as a framework for understanding the synergetic effects of teacher competencies on achievement thorough promoting students’ cognitive, affective and social processes. The teacher competencies that impact each of the processes are described and their impact on student achievement is explained.

FASILITAS BELAJAR DAN MANAJEMEN KELAS SEBAGAI DETERMINAN TERHADAP PRESTASI BELAJAR SISWA

2018 ◽  
Vol 3 (2) ◽  
pp. 66
Author(s):  
Citra Anggraini ◽  
Nani Imaniyati
Keyword(s):  
High School ◽  
Student Achievement ◽  
Data Analysis ◽  
Classroom Management ◽  
Strong Influence ◽  
Analytical Techniques ◽  
Analysis Data ◽  
Survey Method ◽  
Vocational High School ◽  
Improve Student Learning

This paper reviews specifically about learning facilities and classroom management as factors that allegedly affect student achievement. Analytical techniques used using multiple regression and product moment correlation is a technique of data analysis to know the contribution of each variable. Based on the results of the analysis, data were collected through survey method using a closed answer questionnaire, while the respondents were 78 students of Vocational High School in Cimahi. The results of the analysis show the learning facilities and classroom management partially take effect strong enough. While the results of the analysis simultaneously showed a strong influence.  From the results of this study can provide implications for the school as well as teachers as one reference to improve student learning achievement optimal.ABSTRAKTulisan ini mengkaji secara khusus tentang fasilitas belajar dan manajemen kelas sebagai faktor yang diduga mempengaruhi prestasi belajar siswa. Teknik analisis yang dipergunakan menggunakan regresi ganda dan korelasi product moment yang merupakan teknik analisis data untuk mengetahui kontribusi setiap variabel. Berdasarkan hasil analisis, data dikumpulkan melalui metode survey dengan menggunakan angket jawaban tertutup, adapun yang menjadi responden adalah 78 siswa Sekolah Menengah Kejuruan di Cimahi. Adapun hasil analisis menunjukkan fasilitas belajar dan manajemen kelas secara parsial berpangaruh cukup kuat. Sedangkan hasil analisis secara simultan menunjukkan pengaruh yang kuat. Dari hasil penelitian ini dapat memberikan Implikasi bagi pihak sekolah maupun guru sebagai salah satu acuan untuk meningkatkan prestasi belajar siswa yang optimal.

Inside the Black Box: Examining Mediators and Moderators of a Middle School Science Intervention

2017 ◽  
Vol 39 (3) ◽  
pp. 511-536 ◽  
Author(s):  
Laura M. Desimone ◽  
Kirsten Lee Hill
Keyword(s):  
Middle School ◽  
Student Achievement ◽  
Classroom Management ◽  
Cognitive Science ◽  
Structural Equation ◽  
Real Life ◽  
Implementation Fidelity ◽  
School Science ◽  
Middle School Science ◽  
Science Intervention

We use data from a randomized controlled trial of a middle school science intervention to explore the causal mechanisms by which the intervention produced previously documented gains in student achievement. Our study finds that implementation fidelity, operationalized as a measure of the frequency of implementation of the cognitive science principles taught in intervention teachers’ professional development, helped to explain student achievement effects. Integrating findings from a structural equation model using data from 10,281 students and 124 teachers with a small subsample of teacher interviews, we also found that the intervention may work partly through fostering better classroom management and collaborative discussions that elevated practice. Furthermore, our results have implications for informing decisions about how to balance a focus on increasing teacher content knowledge, on one hand, and providing explicit pedagogical strategies linked to the curriculum, on the other. We additionally found that lower achieving classrooms had lower implementation scores, likely due to factors that hindered teachers’ ability to use the cognitive science principles, such as less science class time or needing to adapt content to meet the needs of struggling students. Our study highlights the importance of anticipating—and calibrating interventions to—the contextual complexities of real-life classrooms, and it identifies several factors with the potential to contribute to improved design and evaluation of such interventions.

Classroom Management—a Pathway to Student Achievement: A Study of Fourteen Inner‐City Elementary Schools

2009 ◽  
Vol 110 (1) ◽  
pp. 63-80 ◽  
Author(s):  
H. Jerome Freiberg ◽  
Chris A. Huzinec ◽  
Stacey M. Templeton
Keyword(s):  
Student Achievement ◽  
Elementary Schools ◽  
Classroom Management ◽  
Inner City

scholarly journals Relationship On Class Management For Learning Achievements Students In Building Engineering Education Department, Faculty Of Engineering, Universitas Negeri Manado

2021 ◽  
Vol 2 (2) ◽  
Author(s):  
M S S S Tumanduk ◽  
R R Oroh
Keyword(s):  
Student Achievement ◽  
Classroom Management ◽  
Engineering Education ◽  
Student Learning ◽  
Linear Regression Analysis ◽  
Education Department ◽  
Learning Achievement ◽  
Class Management ◽  
Department Faculty ◽  
Building Engineering

This study aims to determine whether there is a relationship between classroom management and student achievement in the Building Engineering Education Department, The Faculty of Engineering, Universitas Negeri Manado, and look for obstacles or obstacles that inhibit the success of student learning while looking for efforts to overcome these problems. This research method is correlational research. The results of a simple linear regression analysis of the variables of classroom management and student achievement in the Building Egineering Education Department, Faculty of Engineering, Universitas Negeri Manado obtained the equation of the regression line ỷ = 34.80 + 0.42 X, which illustrates that if class management increases by one unit, student achievement will increase amounting to 0.361 units. Similarly, the results obtained that the regression model is good enough, because based on the model deviation test shows that the deviation is not significant at the 5% test level in this case F (Calculate) = 0.73 <F (Table) = 2.43. Thus, the regression equation above can be used to estimate or predict learning achievement (Y) if class management (X) is known. The results of testing the hypothesis, it is evident that the classroom management variables (X) have a positive and significant effect on student learning achievement at the Building Egineering Education at Universitas Negeri Manado. Based on these results, there is a significant and positive relationship between classroom management and student achievement in the Building Egineering Education Department students at Universitas Negeri Manado. Keywords: Classroom Management; Students; Learning Achievement

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