International Journal on Science and Technology

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Classroom Management Practices of Teachers and Mathematics Performance of Learners

Author(s) Bernadette Mandia Avila, Jesus L. Regacho
Country Philippines
Abstract The study determined the level of classroom management of teachers along organization of classroom activities, establishment of rules and expectations, management of student behavior, and creation of a conducive learning environment. This study also assessed the level of Mathematics performances of learners in terms of solves problems involving factors of polynomials, solves problems involving linear equations in two variables, determines the inverse, converse, and contrapositive of an if-then statement; and finds the domain and range of a function. Likewise, this study measures the significant relationship between classroom management practices and Mathematics performance of learners. Employing a descriptive-correlational method, the study involved 85 Grade 8 learners from San Fernando District, with data collected through validated researcher-made test and survey questionnaire. Guided by the following theories: Bandura’s social cognitive theory, Deci and Ryan’s self-determination theory and Locke’s goal-setting theory. The study revealed that the classroom management of teachers is at highly managed level, yet the mathematics performance of learners remains at a developing level. It was then concluded that there was no significant relationship between classroom management practices and mathematics performance of learners. It is recommended that future efforts should focus on other factors like teaching strategies, curriculum, motivation, and resources. While classroom management is important, improving pedagogical approaches and learner-centered methods may have a more direct impact on math achievement. Teachers and administrators should prioritize professional development in effective math instruction alongside maintaining good classroom management.
Keywords Classroom Management, Mathematics Performance
Field Mathematics
Published In Volume 17, Issue 2, April-June 2026
Published On 2026-04-12
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