Republic of the Philippines

Department of Education
Caraga Administrative Region
Division of Surigao City

PERCEIVED IMPACT OF CLASSROOM

MANAGEMENT STYLES VIS-À-VIS
STUDENTS BEHAVIOR IN CARAGA
REGIONAL SCIENCE HIGH SCHOOL
Researchers:

Darlito Y. Ablas, Eric Guiller M. Coting, Elijah Johann C. Masion, Sharmaine M. Linaga
Background of the Study
Classroom management involves many aspects: the
management of space, time, activities, materials, labor, social
relations, and behavior of students. Therefore, this concept is
associated with a wide range of activities undertaken by the teacher
in the classroom, such as arranging the physical space, defining and
practicing classroom procedures, observation of students’ behavior,
dealing with undisciplined behavior, encouraging students’
responsibility for learning, teaching lessons in such a way that
encourages students’ task orientation (Watkins & Wagner, 2000).

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Background of the Study
It must be appreciated that effective classroom management
is probably the most difficult aspect of a teacher’s duty and role. It
is as stated by Verstrate (2011) that, “it is not simply to teach
curriculum content but it is also to guide, direct and empower
students to govern their own behavior so that their life within a
social setting can be an enjoyable and productive one.”

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Statement of the Problem
The main problem of the study is to determine the Classroom
management style used by the teachers and its relation to
student’s behaviors.

1. What is the profile of the student participants in terms of;

1.1 age
1.2 gender
1.3 Year level?

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Statement of the Problem
2. What is the profile of the teacher participants in terms of;

2.1 age
2.2 gender
2.3 no. of years in service
2.4 marital status?

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Statement of the Problem
3. What are the styles of classroom management used by the teachers in their
teaching as perceived by the students’ participant?

3.1 Authoritative style

3.2 Permissive/Indifferent
3.3 Assertive Style
3.4 Group Managerial Style
3.5 Acceptance Style
3.6 Success Approach or Style

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Statement of the Problem
4. What are the student behaviors as perceived by the teachers?

5. Is there a significant difference between the classroom management

styles of the teachers as perceived by the students to their profile variables?

6. Is there a significant relationship of the teacher’s classroom

management styles and the portrayal behavior of the students?

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Research Design
The study employed the descriptive research design using
survey technique. The researchers collected the result data through
the provided questionnaires including the perceived classroom
management styles used by the teachers as perceived by the
students based on their rating as to how frequent they perceived the
teachers perform it in the class, and the perception of the teachers
with relates to the student behaviors leading their classroom
management style towards the students.

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Research Design

The chosen research design is deemed appropriate as the

study aimed to define the participants characteristics such as the
student’s age, gender, and year level, the teacher’s age, gender,
number of years in service, marital status, and as well as the
classroom management styles by the teacher and perceived
behaviors by the student as rated by the participants.

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Research Participants
The participants of the study were the selected students and teachers of Caraga
Regional Science High School of Surigao City. The researchers used systematic random
sampling method in selecting the student participants of the study where the
researchers used 3 intervals in getting the student participants in each classroom,
meanwhile in getting the teacher participants, the researchers directly include all the
teachers as part of the study. The researchers used the attendance sheet of the students
and picked those students who were listed in the numbers divisible by 3, and the
attendance sheet of all the teachers as basis in giving the questionnaires. To get the total
number of the student participants, the researchers used the Slovin’s formula with 0.5%
margin of error.

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Table 1. Shows the distribution of the Student Participants of
Caraga Regional Science High School.

Participants Number of Number of %

Students (N) Participants
(n)
Grade 7 146 42 28.77
Grade 8 149 38 25.50
Grade 9 145 44 30.34
Grade 10 133 45 33.83
Grade 11 189 39 20.63
Grade 12 111 45 40.54

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Table 2. Shows the distribution of the Teacher Participants of
Caraga Regional Science High School.

Number of Number of %
Teachers’ Teacher
(N) Participants (n)

31 17 54.84

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Research Instrument
In this study the researchers used an adapted questionnaire as the main
instrument for the data gathering. The statements that are used in the questionnaire of
the students are taken from the Review of Related Literature particularly from the study
of Baumrind (1971) where he states the different styles of classroom management such
as Authoritative, Authoritarian, Permissive/Indifferent, Indulgent/Laissez – Faire. In
addition to this, the questionnaire also adapted from the study of Ornstein (1990),
where he enumerated seven classroom management styles or approaches which he
believes are very much useful in motivating the students develop their academic self-
regulation. Such classroom management styles are all based on a mixture of psychology,
classroom experiences and common sense.

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Research Instrument
These are: Assertive Style, Business-Academic Style, Behavioral modification
Style, Group Managerial Style, Group Guidance, Acceptance Style, and Success
Approach or Style. Meanwhile, the questionnaire which are given to the teachers such
as the perceived student behaviors are from the researchers own point of view as to
what particular behaviors they most likely observe in the class. The Questionnaire is a
descriptive type which it assesses the types of classroom management styles used by
teachers and its impacts to the behavior of the students in Caraga Regional Science
High School.

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Research Instrument
The questionnaire has been classified in to two types. The first type is
intended for the students. The questionnaire consists of two sections. Section one
includes personal information of the student participants such as year level, age, and
gender. And section two includes the classroom management styles of the teachers,
such as; authoritative, permissive, assertive, group managerial, acceptance and
success. The said classroom management styles are to be rated by the students based
on their point of views and observation in the class, ranging from a scale of 4= Always,
3= Often, 2= Sometimes, and 1= Never.

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Research Instrument
The second type of Questionnaire was intended for the teachers which also
are divided into two sections. The first section includes the teacher’s profile, such as
their age, gender, marital status, and number of years in service. The second section
covers the different types of student behaviors which is to be rated by the teachers
according to their own perceptions and observation in their class ranging from the
scale of 4= Always, 3= Often, 2= Sometimes, and 1= Never.

The questionnaire was submitted for validation to a group of teachers who are
known to have the expertise in the field of research.

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 RESULTS
and
DISCUSSIONS
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 Variables f(n= 252) %

Presentation, Gender
91 36.1
Male

Analysis and Female 161 63.9

Interpretation of Age
17 6.7
12

Data 13
14
38
38
15.1
15.1
37 14.7
15
Profile of Student 16
57 22.6
28 11.1
Participants 17
36 14.3
18
Table 3. Shows the profile of the 19
1 .4
student participants in terms of age, gender
Year Level
and year level. 42 16.7
Grade 7
37 14.7
Grade 8
44 17.5
Grade 9
45 17.9
Grade 10
39 15.5
Grade 11
45 17.9
Grade 12

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 Variables f (n= 17) %

Presentation, Gender
Male 6 35.29

Analysis and Female 11 64.71

Interpretation of Age
26-35
36-45
6
4
35.29
23.53

Data 46-55
56-65
6
1
41.18
5.88

Profile of Teacher Number of years in

service
Participants 1 5.88
Less than 1 year 7 41.18
Table 4. Shows the profile
1-9years 4 23.53
of the teacher participants in 10-19 years 5 29.41
terms of age, gender, number 20-29 years
of years in service and marital
status.
Marital status
12 70.59
Married 5 29.41
Single

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Table 5.7 Shows the Overall rating of each classroom management styles as
perceived by the students.

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Table 5.7 Shows the Overall rating of each classroom management styles as
perceived by the students.

1
2
3

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Table 6. Student
behaviors as
perceived by the
teacher
participants.

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Cont.

Table 6. Student
behaviors as
perceived by the
teacher
participants.
2
3

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Table 6. Student
behaviors as
perceived by the 1
teacher
participants.

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Cont.

Table 6. Student
behaviors as
perceived by the
teacher
participants.

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 ANOVA
Sum of df Mean f Sig. Decision
Table 7.1 Significant Squares Square
difference between Between (Combined) .057 1 .057 .106 .749
Group Do not
classroom Managerial
Groups
reject Ho
management styles Within Groups 8.061 15 .537
Total 8.118 16
in terms of Acceptance Between (Combined) .201 1 .201 .817 .380 Do not
teacher’s gender. style
Groups
reject Ho
Within Groups 3.682 15 .245
Total 3.882 16
Success style Between (Combined) .289 1 .289 1.985 .179 Do not
Groups
reject Ho
This means that Within Groups
Total
2.182
2.471
15
16
.145

there is no significant Assertive Between (Combined) .557 1 .557 1.503 .239 Do not
Groups
difference of the style reject Ho
Within Groups 5.561 15 .371
teachers classroom Total 6.118 16
management styles Permissive Between
Groups
(Combined) .008 1 .008 .028 .868 Do not
style reject Ho
in terms of their
Within Groups 4.227 15 .282
gender. Total 4.235 16
Authoritative Between (Combined) .072 1 .072 .179 .678 Do not
Groups
style reject Ho
Within Groups 6.045 15 .403
Total 6.118 16

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 Sum of df Mean f Sig. Decision
Squares Square
Between Groups (Combined) 2.534 3 .845 1.967 .169 Do not
Group Linearity .927 1 .927 2.159 .166
Table 7.2. Significant Managerial Deviation from 1.607 2 .803 1.871 .193
reject Ho
Linearity
difference of classroom Within Groups 5.583 13 .429
Total 8.118 16
management styles in Acceptance Between Groups (Combined) .456 3 .155 .591 .632 Do not
Linearity .106 1 .106 .404 .536
reject Ho
terms of teacher’s age. style Deviation from
Linearity
.359 2 .180 .684 .522

Within Groups 3.417 13 .263

Total 3.882 16
Between Groups (Combined) .887 3 .296 2.428 .112 Do not
Success style Linearity .027 1 .027 .218 .648
Deviation from .861 2 .430 3.533 .060
reject Ho
Linearity
Within Groups 1.583 13 .122
This means that Total
Between Groups (Combined)
2.471
.701
16
3 .234 .561 .650
Assertive Do not
there is no significant Linearity .506 1 .506 1.214 .291
reject Ho
style Deviation from .195 2 .098 .234 .794
difference of the Linearity
Within Groups 5.417 13 .417
teachers classroom Total 6.118 16

management styles Permissive Between Groups (Combined)

Linearity
.819
.071
3
1
.273
.071
1.038
.271
.408
.612
Do not
reject Ho
in terms of their age. style Deviation from .748 2 .374 1.422 .276
Linearity
Within Groups 3.417 13 .263
Total 4.235 16
Between Groups (Combined) 2.951 3 .984 4.038 .031 Reject Ho
Authoritative Linearity .300 1 .300 1.234 .287
style Deviation from 2.650 2 1.325 5.440 .019
Linearity
Within Groups 3.167 13 .244
Total 0.118 16

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 Sum of df Mean f Sig. Decision
Squares Square
Between (Combined) .251 1 .251 .479 .500 Do not
Group Managerial Groups reject Ho
Table 7.3 Significant Within Groups 7.867 15 .524
Total 8.118 16
difference of
classroom Acceptance style Between (Combined) .166 1 .166 .669 .426 Do not
Groups reject Ho
management styles in Within Groups 3.717 15 .248
Total 3.882 16
terms of teacher’s
marital status. Success style Between
Groups
(Combined) .004 1 .004 .024 .879 Do not
reject Ho
Within Groups 2.467 15 .164
Total 2.471 16

This means that Assertive style Between

Groups
(Combined) .001 1 .001 .002 .962 Do not
reject Ho
there is no significant Within Groups 6.117 15 .408
Total 6.118 16
difference of the
Between (Combined) .519 1 .519 2.093 .169 Do not
teachers classroom Permissive style Groups reject Ho
management styles Within Groups
Total
3.717
4.235
15
16
.248

in terms of their Between (Combined) .318 1 .318 .822 .379 Do not

Authoritative style
marital status. Groups reject Ho
Within Groups 5.800 15 .387
Total 6.118 16

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 Sum of df Mean f Sig. Decision
Squares Square
Table 7.4 Significant Group Managerial Between
Groups
(Combine
d)
.853 3 .284 .509 .683 Do not
reject Ho
difference of Within Groups
Total
7.264
8.118
13
16
.559

classroom Between (Combine .218 3 .073 .258 .854 Do not

Acceptance style
management styles Groups
Within Groups
d)
3.664 13 .282
reject Ho

in terms of teacher’s Total 3.882 16

number of years in Success style Between (Combine .921 3 .307 2.574 .099 Do not
Groups d) reject Ho
service. Within Groups 1.550 13 .119
Total 2.471 16

Assertive style Between (Combine .489 3 .163 .377 .771 Do not

This means that Groups d) reject Ho
Within Groups 5.629 13 .433
there is no significant Total 6.118 16
difference of the Permissive style Between (Combine .321 3 .107 .355 .786 Do not
teachers classroom Groups
Within Groups
d)
3.914 13 .301
reject Ho

management styles Total 4.235 16

in terms of their Authoritative style Between (Combine .203 3 .068 .149 .928 Do not
Groups d) reject Ho
number of years in Within Groups 5.914 13 .455
Total 6.118 16
service.

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 Student behaviors Decision
Authoritative Pearson Correlation -.013 Do not reject Ho
Style Sig. (2-tailed) .965

Table 8. Shows the N 14

Permissive Pearson Correlation .689** Do not reject Ho

significant relationship
of the classroom Style Sig. (2-tailed) .006
N 14
management styles
Assertive Pearson Correlation -.193 Do not reject Ho
and student behaviors.
Style Sig. (2-tailed) .509
N 14
This means that Group Managerial Pearson Correlation -.592* Do not reject Ho
there is no significant Style Sig. (2-tailed) .026
relationship of the
N 14
teachers classroom
Acceptance Pearson Correlation -.408 Do not reject Ho
management styles
and the portrayal Style Sig. (2-tailed) .147
behavior of the N 14
students. Success Pearson Correlation -.308 Do not reject Ho
Style Sig. (2-tailed) .284
N 14
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation
Caraga RegionalisScience
significant
HighatSchool
the 0.05 level (2-tailed).
Conclusions
Based on the above findings, the following conclusions were drawn:

1. The classroom management style of the teachers mainly do not have

any significant difference when grouped according to their profile
variables such as, age, gender, marital status, and number of years in
service. Thus, this means to say that either the teachers have the same
or different profile variables it does not clearly reflect that their
classroom management styles also differ from one another.

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Conclusions
2. The classroom management style has no significant relationship in
terms of the students’ behavior in school. The no significant
relationship of the two means that other factors might be the reason
of the students behaviorism in the school since not only the classroom
management style could be alone that is the one whose affecting the
behavior of the students that is present in the class.

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Recommendations:
With guidance from the findings and conclusions of this study, the researchers
recommend the following:

1. The teachers in Caraga Regional Science High School should identify other related
solution in maintaining the appropriate behavior of the students in the class.

2. The students should always be consistent in behaving appropriately inside the class.

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Recommendations:
3. Both the students and teachers in Caraga Regional Science High School should realize
the relationship between the classroom management styles and if it has a significant
impact on the students behavior.

4. The teachers in Caraga Regional Science High School should monitor what particular
factors does influence the behavior of the students in the class and how would they be
able to help improve these certain behavior.

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Thank You!!!