Authors :
Md. Nazrul Islam
Volume/Issue :
Volume 8 - 2023, Issue 2 - February
Google Scholar :
https://bit.ly/3IIfn9N
Scribd :
https://bit.ly/3Z9AbQ2
DOI :
https://doi.org/10.5281/zenodo.7664518
Abstract :
This study conducts on the topic "A Study of
EFL Classroom Management at the Higher Secondary
Level" to determine the relationship between classroom
management and learners' achievement. The objectives
are to: (a) determine the level of effectiveness of
classroom management, (b) establish the level of
learners' achievement, and (c) form the relationship
between classroom management and learners'
achievement at the higher secondary level. The study
adopts a quantitative paradigm with a cross-sectional
correlation survey design and a sample of 35 respondents
who participate in the study. A self-administered closeended Likert-type (5-point scale) instrument is used to
collect quantitative data through a questionnaire survey
method, which is analyzed manually. The level of
classroom management and level of learners'
achievement is tested manually, and the test results
indicate a significantly low level of classroom
management and noticeably low level of learners'
achievement at the higher secondary level. The study
finds a significant positive relationship between
classroom management and learners' achievement, while
the effect of predictor variables on learners' achievement
is determined using multiple regression analysis,
implying that it is a significant predictor of learners'
achievement. The researcher, therefore, recommends
that Principals and teachers may use the findings to
improve classroom management practices for better
learning achievement.
Keywords :
Principle, Procedure, Achievement, Classroom management, Responsibility.
This study conducts on the topic "A Study of
EFL Classroom Management at the Higher Secondary
Level" to determine the relationship between classroom
management and learners' achievement. The objectives
are to: (a) determine the level of effectiveness of
classroom management, (b) establish the level of
learners' achievement, and (c) form the relationship
between classroom management and learners'
achievement at the higher secondary level. The study
adopts a quantitative paradigm with a cross-sectional
correlation survey design and a sample of 35 respondents
who participate in the study. A self-administered closeended Likert-type (5-point scale) instrument is used to
collect quantitative data through a questionnaire survey
method, which is analyzed manually. The level of
classroom management and level of learners'
achievement is tested manually, and the test results
indicate a significantly low level of classroom
management and noticeably low level of learners'
achievement at the higher secondary level. The study
finds a significant positive relationship between
classroom management and learners' achievement, while
the effect of predictor variables on learners' achievement
is determined using multiple regression analysis,
implying that it is a significant predictor of learners'
achievement. The researcher, therefore, recommends
that Principals and teachers may use the findings to
improve classroom management practices for better
learning achievement.
Keywords :
Principle, Procedure, Achievement, Classroom management, Responsibility.