Impact of Classroom Management Practices and Teacher Performance on the Academic Achievement in Mathematics
DOI:
https://doi.org/10.64612/ijev.v2i1.169Keywords:
Classroom management practices, Teacher performance, Academic achievement, Mathematics , educationAbstract
This study examined the influence of classroom management practices and teacher performance on the academic achievement of Grade 6 students in Mathematics at Mesaoy Elementary School and Del Pilar Elementary School, New Corella, Davao del Norte, during the School Year 2025–2026. Employing a quantitative descriptive-correlational research design, the study involved 120 Grade 6 learners through universal sampling. Data on classroom management practices were collected using an adapted and validated questionnaire based on Marzano’s Classroom Management Model, while teacher performance was obtained from the Classroom Observation Tool (COT), and students’ academic achievement was measured using their fourth-quarter Mathematics grades. Descriptive statistics, Pearson’s Product-Moment Correlation, and Multiple Linear Regression were used to analyze the data. Findings revealed that teachers demonstrated a high level of classroom management practices and outstanding teaching performance, while students achieved a satisfactory level of academic performance in Mathematics. Classroom management practices showed a significant but very weak positive relationship with students’ academic achievement, whereas teacher performance did not demonstrate a significant relationship with Mathematics achievement. Regression analysis further indicated that among the dimensions of classroom management, time management significantly predicted academic achievement. The study concludes that effective classroom management, particularly efficient use of instructional time, contributes to improved student performance in Mathematics and recommends strengthening classroom management strategies alongside continuous professional development to enhance learning outcomes.
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