EFFECT OF CLASSROOM MANAGEMENT STRATEGIES ON STUDENTS' ACADEMIC ACHIEVEMENT IN GOVERNMENT SCHOOLS IN NORTHERN SINDH, PAKISTAN

Abstract

The management of the classroom is one of the most significant predictors of teaching and learning success, as
well as academic performance of students, and its empirical research in the underprivileged government schools
of Northern Sindh, Pakistan, is significantly underinvestigated. It was a quantitative, descriptive-correlational
study that considered the influence of classroom management strategies rules and procedures, teacher-student
relationships, instructional management, behaviour management, physical environment, student engagement, and
assessment and feedback, on the academic achievement of students in the secondary level. A purposely chosen
sample of 320 teachers who were working in government schools in six districts; Sukkur, Khairpur, Ghotki,
Larkana, Jacobabad and other areas of the locality were given a structured, validated questionnaire. Pearson
correlation, multiple regression, Cronbachs alpha reliability analysis and descriptive statistics were used to
analyse the data. The findings showed that 71.4% of individual questionnaire items (35 of 49) were statistically
significant and found to have positive correlations with academic achievement (p < .05) and that the total
Classroom Management Score (CMS) was significantly correlated with academic achievement (r = .684, p
<.001). The multiple regression showed that dimension of CMS together described 47.9% of the variance in
academic achievement (????2 =.479; F(8, 311) =35.723, p <.001). The strongest significant predictors were rules
and procedures (β = .340, p =.001), instructional management (β =. 247, p =. 029), and student engagement
(β=.233, p=. 039). The results highlight the urgent necessity of the systematic professional development of the
classroom management area among Northern Sindh teachers. It has implications on educational policy, teacher
training institutions and school administrators.