EFFECTS OF TEACHERS CLASSROOM MANAGEMENT STRATEGIES AND ITS EFFECTS ON STUDENT’S LEARNING AT HIGHER SECONDARY LEVEL

Abstract

The main aim of the study was to determine the effect of teacher’s classroom management strategies on students’ learning. The study was quantitative in nature. The study was limited to the district Chakwal of Punjab province of Pakistan. Simple random sampling technique was used. The study was conducted in the public higher secondary schools of the district Chakwal. 200 higher secondary school teachers were sampled for different classroom strategies. Data was collected through a questionnaire consisting of two parts. First part contains demographic information of teachers and second parts consist of 40 items on 5-point Likert scale for classroom management strategies. The questionnaire was reliable and valid. The study showed a positive correlation between the classroom management strategies and students learning. The results on the comparison of the classroom management strategies on gender and location clearly showed a significant difference. This clarifies that classroom management strategies are also affected by gender and area. Overall study concluded that with the use of effective classroom management strategies students’ academic achievement and learning can be enhanced.