PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter deals with the presentation, analysis, and interpretation of
data gathered from the study of reading-specific multiple classification skills to
reading comprehension in elementary level. The sequence of the flow of
presentation of the results is based on the questions presented in the
statement of the problem.
Teachers’ classroom management
Structural Organization
Table 1. shows the level of Teachers’ classroom management in terms
of structural organization, which has an overall mean of 3.45 interpreted as
“manageable”. The indicator, “ My teacher profession in using the learning
management system.” got the highest mean of 3.63. this is followed by the
statement, “ My teacher has created a well-structured and interactive online
learning environment.” got the lowest mean of 3.28
Table 1. level of teachers c;classroom management in terms of structural
organization.
Indicators
Mean
1. My teacher profession in using the learning
management system.
2. My teacher effectively used digital tools to
enhance learning.
3. My teacher introduced and integrates relevant
new tools or software into the course.
4. My teacher effectively used online tools to
encourage participation.
5. My teacher has created a well-structured and
interactive online learning environment.
Overall Mean
Legend
Range
4.50-5.00
3.50-4.49
2.50-3.49
1.50-2.49
1.0-1.49
Descriptive Rating
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
3.63
Descriptive
Rating
Agree
Qualitative
Interpretation
Manageable
3.59
Agree
Manageable
3.45
Neutral
Uncertain
3.32
Neutral
Uncertain
3.28
Neutral
Uncertain
3,45
Neutral
Uncertain
Qualitative Interpretation
Highly Manageable
Manageable
Uncertain
Less manageable
Not manageable
The first indicator, “My teacher profession in using the learning
management system.” scored highest likely due to the perceived proficiency
and effective application of the learning management system by the teacher.
Conversely, the next statement, “My teacher has created a well-structured
and interactive online learning environment.” got the lowest score reflects
uncertainty about the structure and interactivity of the online learning
environment, indicating potential areas for improvement.
Classroom management is a critical aspect of effective teaching and
learning, often influenced by the structural organization within the classroom
environment. A well-structured classroom enhances the learning experience
by fostering an atmosphere conducive to student engagement, participation,
and discipline. Researchers have consistently highlighted the importance of
physical layout, routines, and organizational systems in achieving optimal
classroom management.In their study, Wong and Wong (2018) emphasize
that the physical arrangement of furniture can dictate student interaction and
engagement levels. For instance, seating arrangements such as clusters,
rows, or U-shapes can facilitate different types of collaboration and discussion
among students, thereby impacting classroom dynamics. Proper organization
of materials and resources, aligned with the flow of the activities, also reduces
transitions and minimizes downtime, according to Emmer and Evertson
(2017).
Discipline and behavior management
Table 2 shows the level of classroom management in terms of
discipline and behavior management, which has an overall mean of 3.62
interpreted as “manageable.” The indicator, “ My teacher feels confident
managing students behavior in classroom.” got the highest mean of 3.99. this
is followed b y the statement , “ My teacher encountered behavioral issues
that significantly impact his?her ability to teach effectively.” with a mean of
3.48.
Table 2. level of teachers classroom management in terms of discipline and
behavior management.
Indicators
Mean
1. My teacher feels confident managing students
behavior in classroom.
2. My teacher has access to adequate resources to
manage classroom discipline effectively.
3. My teacher effectively addresses students
behavior using strategies such as verbal warnings,
positively reinforcement or read direction.
4. My teacher feels supported
by the school
administration
when
addressing
students
behavioral.
5. My teacher encountered behavioral issues that
significantly impact his/her ability to teach
effectively.
Overall Mean
Legend
Range
4.50-5.00
3.50-4.49
2.50-3.49
1.50-2.49
1.0-1.49
Descriptive Rating
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
3.99
Descriptive
Rating
Agree
Qualitative
Interpretation
Manageable
3.93
Agree
Manageable
3.90
Agree
Manageable
3.78
Agree
Manageable
3.48
Neutral
Uncertain
3.62
Agree
Manageable
Qualitative Interpretation
Highly Manageable
Manageable
Uncertain
Less manageable
Not manageable
The highest mean is 3.99 for the first indicator suggest that teachers
generally feel confident in their ability to manage students behavior. This
confidence likely stem from various factors, including effective strategies,
sufficient resources, and supportive school administration. The lower mean is
3.48 for the fifth indicator indicates that teachers frequently encounter
behavioral issues that negatively impact their teaching.
According to Umoren (2015), the concept of classroom management is
broader than the notion of student control and discipline, it includes all the thi
ngs teachers must do in the classroom to foster students’ academic involvem
ent and cooperation in classroom activities to create conducive learning envir
onment. Morse (2020), relates that classroom management involves curtailin
g learner’s disruptive behaviors such as fighting and noise making, close obs
ervation, arrangement of classroom learning materials, and response to stude
nts who suffer from poor sight (vision), poor hea3etb ring, poor reading, poor
writing, poor spelling, shame, dullness, hyperactivity and poor study habits.
Collaboration
Table 3 shows the level of classroom management in terms of
collaboration, which has an overall mean of 3.93 interpreted as “manageable.”
The indicator, “ My teacher is approachable and willing to discuss academic
or personal challenges students may face.” got the highest mean of 4.06.
Followed by the statement, “ My teacher demonstrates empathy towards
students in their individual learning needs.” with a mean of 3.81.
Table 3. level of teachers classroom management in terms of collaboration.
Indicators
Mean
1. My teacher is approachable and willing to discuss
academic or personal challenges students may
face.
2. My teacher promotes discussion that allow
students to explore different view points.
3. My teacher encourages students to think critically
about subject material.
4. My teacher demonstrates sensitivity to the diverse
cultural backgrounds of students.
5. My teacher demonstrates empathy towards
students in their individual needs.
Overall Mean
Legend
Range
4.50-5.00
3.50-4.49
2.50-3.49
1.50-2.49
1.0-1.49
Descriptive Rating
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
4.06
Descriptive
Rating
Agree
Qualitative
Interpretation
Manageable
4.00
Agree
Manageable
3.93
Agree
Manageable
3.83
Agree
Manageable
3.81
Agree
Manageable
3.93
Agree
Manageable
Qualitative Interpretation
Highly Manageable
Manageable
Uncertain
Less manageable
Not manageable
The highest mean is 4.06 for the first indicator suggest strong
agreement that teachers are approachable and willing to discuss students
challenges. This indicates a positive classroom climate where students feel
comfortable seeking help and support. Open communication is crucial for
successful collaboration. The lowest mean is 3.81 for the last indicator
suggest a slightly less positive perception of teachers’ empathy towards
individual students needs. While still within the “ agree” range it is lower than
other indicators.
Research highlights the importance of collaboration in fostering peer
relationships and developing social skills among students. According to
Johnson and Johnson (2015), cooperative learning structures promote
positive interdependence and individual accountability, essential for effective
classroom management. Students learn to work together, support one
another, and address conflict positively, resulting in a more harmonious
classroom environment.
Additionally, collaborative management strategies empower students
by involving them in decision-making processes related to classroom rules
and expectations. When students collaborate to establish the norms of their
classroom, they feel a sense of ownership and responsibility for their learning
environment. Miller (2016) emphasizes that when students help create the
classroom guidelines, they are more likely to adhere to them, fostering a
sense of respect and community.
Summary of teachers’ classroom management.
Table 4 shows the summary
of teachers’ classroom management
showing the overall mean of 3.67, with a descriptive rating of “agree” and a
qualitative interpretation of “manageable”.
Table 4. Summary of teachers’ classroom management.
Indicators
Mean
Structural Organization
Discipline & Behavior Management
Collaboration
Overall Mean
Legend
Range
4.50-5.00
3.50-4.49
2.50-3.49
1.50-2.49
1.0-1.49
3.45
3.62
3.93
3.67
Descriptive Rating
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Descriptive
Rating
Neutral
Agree
Agree
Agree
Qualitative
Interpretation
Uncertain
Manageable
Manageable
Manageable
Qualitative Interpretation
Highly Manageable
Manageable
Uncertain
Less Manageable
Not Manageable
This suggest that the level of structural organization in the classroom is
neither good or bad, it’s in a neutral zone. The “uncertain” interpretation
reflects the lack of a clear reflects the lack of a clear positive or negative.
Discipline and behavior management indicates a generally positive perception
of discipline and behavior management. The average rating falls within the
“agree”, suggest that, overall, discipline and behavior are considered
manageable in the classroom surveyed. In collaboration this shows a strong
positive perception of collaboration in the classroom. The high mean and
“agree” rating indicates that collaboration is viewed favorably and is
considered manageable.
Evertson and Weinstein (2020) stated that management of classrooms
are acts that a teacher could took in the class to make such environment that
could be more supportive and facilitate for both learners and teachers. They
stated five major characteristics of effective classroom which the teacher
should take care of through their actions. These characteristics were including
the more caring climate, cooperative relations with students and teachers and
learners; organizing and implementing instruction in such a way which ensure
maximize learning; encouraging learners, academic tasks engagements;
developing and promoting learners’ sociological skills and using appropriate
and Relationship between Classroom Management and Students… 211
suited intentional measures to help learners with behavioral issues. Brophy
(2021) presents a similar definition as the conducive learning climate which
would be best for the learners and students at schools. This type of learning
place and environment can also make teaching learning process more
effective for today students because of the rapid developing in every line of
the field.
Teachers’ Competence
Subject Content Expertise
Table 5 shows the level of teacher competence in terms of subject
content expertise, which has an overall mean of 3.79 interpreted as
“competent.”
The
indicator,
“My
teacher
demonstrates
at
through
understanding of the subject material.” got the highest mean of 3.86. This is
followed by the statement “My teacher incorporates recent research findings
relevant to the subject.” got the lowest mean of 3.63.
Table 5. level of teacher competence in terms of subject content expertise.
Indicators
Mean
1. My
teacher
demonstrates
at
thorough
understanding of the subject material.
2. My teacher is able to complex concepts in a clear
and understandable manner.
3. My teacher shares industry trends that are
relevant to the course content.
4. My teacher demonstrates an understanding of
current trends and advancements in the field.
5. My teacher incorporates recent research findings
relevant to the subjects.
Overall Mean
Legend
Range
4.50-5.00
3.50-4.49
2.50-3.49
1.50-2.49
1.0-1.49
Descriptive Rating
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
3.86
Descriptive
Rating
Agree
Qualitative
Interpretation
Competent
3.84
Agree
Competent
3.82
Agree
Competent
3.79
Agree
Comoetent
3.63
Agree
Comoetent
3.79
Agree
Competent
Qualitative Interpretation
Highly Competent
Competent
Uncertain
Less Competent
Not Competent
The highest mean is 3.86 for the first indicator shows strong agreement
that teachers demonstrate a thorough understanding of the subject matter.
The lowest mean is 3.63 for the last indicator suggest slightly less agreement
that teachers incorporate recent research findings.
Research indicates that teachers with strong content knowledge are
better positioned to create engaging lessons and respond effectively to
students' questions (Hill et al., 2021). Furthermore, children exposed to
teachers with extensive subject mastery demonstrate higher academic
performance
(Rivkin
et
al.,
2021).
In
addition,
discipline-specific
understanding allows educators to draw connections between concepts,
facilitating deeper learning (Shulman, 2016). This concept, often referred to as
"pedagogical content knowledge" highlights the intertwining of content
knowledge and teaching at its core
Pedagogical Skills
Table 6 shows the level of teachers’ competence in terms of discipline
and behavior management, which has an over all mean of 3.90 interpreted as
“competent”. the indicator, “My teacher provides clear instruction and criteria
foe each assessment.” got the highest mean of 4.05. This is followed by the
statement. “ My teacher design the curriculum to meet the course’s learning
objectives.” with a lowest mean of 3.48.
Table 6. level of teacher competence in terms of pedagogical skills.
Indicators
Mean
1. My teacher provides clear instruction and criteria
for each assessment.
2. My teacher uses assessment that reflect the
course content accurately.
3. My teacher is well-prepared and organized for
each class session.
4. My teacher includes balance curriculum mix of
foundation and advanced.
5. My teacher design the curriculum to meet the
course’s learning objectives.
Overall Mean
Legend
Range
4.50-5.00
3.50-4.49
2.50-3.49
1.50-2.49
1.0-1.49
Descriptive Rating
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
4.05
Descriptive
Rating
Agree
Qualitative
Interpretation
Competent
3.96
Agree
Competent
3.90
Agree
Competent
3.82
Agree
Competent
3.77
Agree
Competent
3.90
Agree
Competent
Qualitative Interpretation
Highly Competent
Competent
Uncertain
Less Competent
Not Competent
The highest mean is 4.05 for the first indicator demonstrates strong
agreement that teachers provide clear instruction and assessment criteria.
And the lowest mean is 3.77 for the last indicator suggest slightly less
agreement regarding curriculum design aligning with learning objectives.
Pedagogical skills encompass the strategies and methods employed
by teachers in the classroom. This includes lesson planning, assessment
techniques, classroom management, and the ability to differentiate instruction
to meet diverse student needs. According to Hattie (2009), effective teaching
practices lead to significant improvements in student achievement. The
importance of pedagogical skills also extends to their adaptability and
responsiveness to student feedback (Darling-Hammond et al., 2009).
Effective pedagogy informs the choice of instructional strategies and fosters
an environment conducive to learning.
Communication Skills.
Table 7 shows the level of teacher competent in terms of
communication skills, which has an overall mean of 3.99 interpreted as
“ Competent”. The indicator, “ My teacher’s verbal communication is clear and
easy to follow.” got the highest mean of 4.11. This is followed by the
statement “My teacher break down complicated ideas into simpler,
manageable parts.
Table 7. level of teacher competence in terms of communication skills
Indicators
Mean
1. My teacher’s verbal communication is clear and
easy to follow.
2. My teacher listens attentively to students question
and concerns.
3. My teacher encourages to students to share to
their thoughts and opinions during class.
4. My teacher explain complex concepts in a way
that easy to understand.
5. My teacher break down complicated ideas into
simplerk and manageable parts.
Overall Mean
Legend
Range
4.50-5.00
3.50-4.49
2.50-3.49
1.50-2.49
1.0-1.49
Descriptive Rating
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
4.11
Descriptive
Rating
Agree
Qualitative
Interpretation
Competent
4.08
Agree
Competent
4.04
Agree
Competent
3.88
Agree
Competent
3.85
Agree
Competent
3.99
Agree
Competent
Qualitative Interpretation
Highly Competent
Competent
Uncertain
Less Competent
Not Competent
The high mean for the first indicator emphasizes the importance of
clear verbal communication for effective teaching. The slightly lower indicator
suggest that while teachers generally attempts to simplify concepts, the
effectiveness of this simplification may vary depending on the subject matter,
student needs, and teacher skills.
Communication skills are paramount for effective teaching and learning
dynamics. Teachers must convey information clearly and engage in active
listening to promote student participation. Effective communication not only
involves verbal skills but also includes nonverbal cues and the ability to foster
a supportive dialogue (Pritchard & Woollard, 2010). Research has shown that
teachers who are adept communicators can significantly affect students'
motivation and engagement in learning (Garrison & Anderson, 2003).
Moreover, strong communication skills enable teachers to articulate learning
objectives clearly, building a shared understanding with their students.
Summary of teachers’ competent.
Table 8 shows the summary
of teachers’ competent showing the
overall mean of 3.89, with a descriptive rating of “agree” and a qualitative
interpretation of “competent”.
Table 8. Summary of teachers’ competence.
Indicators
Mean
Subject Content Expertise
Pedagogical skills
Communication skills
Overall Mean
Legend
Range
4.50-5.00
3.50-4.49
2.50-3.49
1.50-2.49
1.0-1.49
3.79
3.90
3.99
3.90
Descriptive Rating
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Descriptive
Rating
Agree
Agree
Agree
Agree
Qualitative
Interpretation
Competent
Competent
Competent
Competent
Qualitative Interpretation
Highly competent
Competent
Uncertain
Less competent
Not competent
According to Darling-Hammond et al. (2020) investigates the link
between
teacher
qualifications and
student
achievement
in
diverse
educational settings. This comprehensive review covers multiple studies and
identifies key factors that define teacher competence, such as content
knowledge, pedagogical skills, and classroom management abilities. The
findings indicate that teachers with higher qualifications and specialized
training are more effective in boosting student performance, especially in
subjects like mathematics and science. The research highlights the necessity
for teacher preparation programs to focus not only on content mastery but
also on instructional strategies that engage different learning styles.
In another study, Tschannen-Moran and Woolfolk Hoy (2001) examine
the concept of teacher self-efficacy and its correlation with teaching practices
and student engagement. Their research underscores how a teacher's belief
in their capabilities influences their instructional choices and ultimately affects
student outcomes. The study applies a mixed-methods approach, utilizing
surveys and interviews to gather data from teachers across various grade
levels. The results demonstrate that teachers with high self-efficacy are more
likely to implement innovative teaching methods, create supportive learning
environments, and foster positive relationships with students. Thus, teacher
self-efficacy emerges as a critical component of overall teacher competence.
Students Engagement
Behavioral engagement
Table 9 shows the level of students engagement in terms of behavioral
engagement, which has an overall mean of 4.14 interpreted as “engaged”.
The indicator “ I attend my classes regularly and actively participate in
classroom activities.” got the highest mean of 4.14. This is followed by the
statement “I feel connected to my classmates and I feel like I belong in the
academic environment.” got the lowest mean of 3.75.
Table 9. level of students engagement in terms of behavioral engagement.
Indicators
Mean
1. I attended my classes regularly and actively
participate in classroom activities.
2. I put effort into doing additional academic work.
3. I complete and submit assignment on time.
4. I engage in group activities and collaboration well
with my classmate.
5. I ask question in class to clarify my understanding
of the courses materials.
Overall Mean
Legend
Range
4.50-5.00
3.50-4.49
2.50-3.49
1.50-2.49
1.0-1.49
Descriptive Rating
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
4.14
Descriptive
Rating
Agree
Qualitative
Interpretation
Engaged
4.05
4.03
3.96
Agree
Agree
Agree
Engaged
Engaged
Engaged
3.71
Agree
Engaged
3.98
Agree
Engaged
Qualitative Interpretation
Highly engaged
Engaged
Uncertain
Less engaged
Not engaged
The high mean for the first indicator highlights the strong correlation
between regular attendance and active participation and overall students
engagement. The lower mean for the last indicator suggest that while
students generally engage, asking clarifying questions might be less prevalent
due to factors such as fear of judgement, perceived understanding, or
classroom culture.
Behavioral engagement refers to students' participation in academic,
social, and extracurricular activities. It includes attendance, involvement in
classroom discussions, and adherence to school rules. Recent studies have
linked high levels of behavioral engagement to improved academic
performance and reduced dropout rates. For instance, a study conducted by
Fredricks, Blumenfeld, and Paris (2016) highlights the critical role of
participatory activities in fostering a sense of belonging in schools, thus
enhancing behavioral engagement. Furthermore, researchers such as Reeve
(2016) argue that teachers’ support in providing engaging activities is
instrumental in cultivating students' behavioral engagement, which, in turn,
can lead to higher motivation levels.
Emotional engagement
Table 10 shows the level of students engagement in terms of
emotional engagement, which has an overall mean of 3.89 interpreted as
“Engaged”. The Indicator “I am proud to be part of this academic institution.”
got the highest mean of 4.02. This is followed by the statement “I feel
connected to my classmate and I feel like I belong in the academic
environment,” got the lowest mean of 3.75.
Table 10. level of students engagement in terms of emptional engagement.
Indicators
Mean
1. I am proud to be part of this academic institution.
2. I feel excited and motivated to learn new things in
my courses.
3. I feel supported and encourage by my teachers
and institution.
4. I enjoy participating in discussion and classroom
activities.
5. I feel connected to my classmates and I feel like I
belong In the academic environment.
Overall Mean
Legend
Range
4.50-5.00
3.50-4.49
2.50-3.49
1.50-2.49
1.0-1.49
Descriptive Rating
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
4.14
4.05
Descriptive
Rating
Agree
Agree
Qualitative
Interpretation
Engaged
Engaged
4.03
Agree
Engaged
3.96
Agree
Engaged
3.71
Agree
Engaged
3.98
Agree
Engaged
Qualitative Interpretation
Highly engaged
Engaged
Uncertain
Less engaged
Not engaged
The high mean for the first indicator highlights the strong positive
correlation between institutional pride and overall students engagement. The
lower mean for the last indicator suggest that while students generally
engage, feelings of connection and belonging may vary due to social
dynamics, individual differences or the learning environment.
Recent findings indicate that emotional engagement is significantly
correlated with academic success and long-term educational trajectories. For
instance, a meta-analysis by Pintrich and Schunk (2018) revealed that
students who feel emotionally supported and connected to their teachers
often display enhanced emotional engagement, contributing to improved
performance. Additionally, the work by Skinner and Pitzer (2017) delves into
the importance of nurturing positive classroom climates that promote
emotional engagement by recognizing and validating students' feelings, which
can lead to higher motivation levels.
Cognitive engagement.
Table 11 shows the level of students engagement in terms of cognitive
engagement, which has an overall mean of 3.96 interpreted as “engaged”.
The indicator “ I am willing to take on challenges academic task to improve my
knowledge and skills.” got the highest mean of 4.11. This is followed by the
statement “ I reflect on the courses materials and think about how it applies to
real life.” got the lowest mean of 3.84.
Table 11. level of students engagement in terms of cognitive engagement.
Indicators
Mean
1. I am willing to take on challenges academic task
4.11
Descriptive
Rating
Agree
Qualitative
Interpretation
Engaged
to improve my knowledge and skills.
2. I tried to connect what I learn in different subject
to get a deeper understanding.
3. I seek additional resources (e.g…., books, online
materials) to enhance my understanding of the
subject.
4. I make an effort to understand complex ideas
presented in my classes.
I reflect on the courses materials and think about
how it applies to real life.
Overall Mean
Legend
Range
4.50-5.00
3.50-4.49
2.50-3.49
1.50-2.49
1.0-1.49
Descriptive Rating
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
4.02
Agree
Engaged
3.97
Agree
Engaged
3.88
Agree
Engaged
3.84
Agree
Engaged
3.96
Agree
Engaged
Qualitative Interpretation
Highly engaged
Engaged
Uncertain
Less engaged
Not engaged
The high mean for the first indicator highlights the strong correlation
between a willingness to engage in challenging task and high cognitive
engagement. The slightly lower mean for the last indicator suggest that while
students generally engage cognitive, reflective thinking about the real-world
application of course material might less emphasized or practiced, potentially
due to time constraints, instructional approach, or individual learning styles.
Research has consistently shown that higher cognitive engagement is
associated with better academic achievement. For example, a study by Wang
and Eccles (2016) demonstrated that students who actively employ selfregulated learning strategies exhibit higher cognitive engagement and are
more likely to succeed academically. Moreover, the exploration of technologyenhanced learning environments has revealed that incorporating interactive
and multimedia resources can significantly boost cognitive engagement
among students, as highlighted by studies conducted by Hu and Li (2019).
Summary of teachers’ competent.
Table 12 shows the summary of students engagement showing the
overall mean of 3.95, with a descriptive rating of “agree” and a qualitative
interpretation of “engaged”.
Table 12. Summary of students engagement
Indicators
Behavioral engagement
Emotional engagement
Cognitive engagement
Overall Mean
Legend
Range
4.50-5.00
3.50-4.49
2.50-3.49
1.50-2.49
1.0-1.49
Mean
3.98
3.89
3.96
3.95
Descriptive Rating
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Descriptive
Rating
Agree
Agree
Agree
Agree
Qualitative
Interpretation
Engaged
Engaged
Engaged
Engaged
Qualitative Interpretation
Highly engaged
Engaged
Uncertain
Less engaged
Not engaged
Lonsdale, M., & North, A. (2020). The Impact of Peer Relationships on
Student Engagement in Online Learning Environments. Computers &
Education, 155, 103923. This research investigates the influence of peer
interactions on student engagement within online learning platforms. The
authors analyze how peer relationships facilitate or hinder engagement and
identify strategies for enhancing collaborative learning. The study found that
positive peer dynamics are crucial for fostering a sense of belonging and
motivation among students in online education settings, thereby enhancing
their overall engagement in the learning experience.
Wang, M. T., & Eccles, J. S. (2018). Generalizing the Model of
Academic Engagement: The Role of Student Engagement in Academic
Achievement and Retention. Journal of Educational Psychology, 110(5), 763775. Wang and Eccles explore the relationship between various components
of student engagement and their influence on academic achievement and
student retention. The study utilizes a longitudinal approach, examining how
engagement levels impact both short-term and long-term academic outcomes.
The findings suggest that higher levels of engagement significantly correlate
with improved academic performance, providing key insights for educators
aiming to boost student involvement in learning processes.
Correlation Analysis of Teachers’ classroom management, teacher
competence and students engagement
To establish the relationship of the variables used in this study,
Pearson Product-Moment Correlation was used. More precisely, Pearson's
correlation was run to find out the relationship between the dependent
variable, which is the students engagement, and the independent variables,
namely: classroom management and students engagement, which was based
on the opinions of the participants through the use of survey questionnaires in
Don Carlos Polytechnic College.
Table 16 presents the correlation analysis of the relationship between
teachers’ classroom management and teacher competence. It reflected the
correlation coefficient r of these variables, p-values, interpretation of the
results, and the degree of relationships of the variables. The independent
variable of this study is the classroom management and the teachers’
competence, while the dependent variable is the students engagement.
Table 16. Correlation analysis of classroom management , teacher
competence and students engagement.
Independent Variables Correlated with Faculty Member’s
Work Engagement
Pearson
(r)
Probability
Classroom management
Teachers’ competent
**Correlation is significant at the 0.01 level (2-tailed)
ns - not significant
c. Listwise N = 100
0.588
0.698
0.000**
0.000**
The result of this findings accepted the hypothesis which is the
alternative hypothesis and revealed that their is a significant relationship
between
classroom
management,
teacher
competent
and
students
engagement.
According to Christophersen, Knut A., et al. "Teacher education
programmes and their contribution to student teacher efficacy in classroom
management and pupil engagement." Scandinavian journal of educational
research 60.2 (2016): 240-254. This study focuses on how different
educational programme contribute to student teachers efficacy for classroom
management and their abilities to provide learning opportunities and good
classroom outcomes. Data were gathered from 491 student teachers
attending different teacher education programme in Norway and analyzed via
structural equation modelling. The results revealed the following: (1) problem
behaviour in the classroom has a positive effect on student teacher efficacy,
(2) students' perceptions of the integration of pedagogic knowledge and
practice supports students' efficacy beliefs, (3) support from supervisors
contributes positively to student teachers' efficacy beliefs, and (4) student
teachers in university college programme for primary school teaching report
higher teacher efficacy than students in university programme for secondary
school teaching.