Scholarlink

<p>The primary goal of this study was to examine the relationship between teachers’ classroom management practices and students’ classroom participation and academic achievement. This study used a method of quantitative approach and a correlational research design. The target population of this study is 360 Grade 11 students at Mertulemariam Secondary School and 12 teachers who teach these students. From these, 179 Grade 11th students were randomly selected using Yemane’s sample size determination formula. Regarding validity and reliability, the researchers used expert judgment to ensure content validity. The questionnaire was also reliable as the Cronbach Alpha was 0.89 and 0.8 for the teachers’ management and the students’ classroom participation, respectively.The one-sample t-test results showed a consistent pattern of significantly below average classroom management practices across all five measured dimensions. However, the overall mean score across all dimensions was significantly lower than the neutral value of 3 (Mean = 2.66, t(179) = −3.684, <i>p</i> = 0.000). The significant negative t-value (t(179)=−5.097, <i>p</i> &lt; 0.001) indicates that teachers’ practices in encouraging classroom participation are well below expected level (mean = 3). This finding highlights a serious gap in fostering student engagement, which could negatively affect learning outcomes and classroom dynamics. The top score obtained by a student was 83.00, while the lowest is 40.00. The majority of students scored between 59 − 50, indicating a satisfactory level of performance. The correlation analysis showed that there is positive, moderate and significant correlation between teacher classroom management, student classroom participation and academic achievement. The overall model was significant, explaining 16.5% of the variance of students’ academic achievement was explained by teacher classroom management and student classroom participation. Based on the information the findings, the better the teachers’ classroom management practice gets, the better the students’ classroom participation and academic performance become. The researchers also suggested for teachers, the school and future researcher in line with the research findings and conclusions.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Predicting academic achievement through teachers’ classroom management and students’ classroom participation in Ethiopian secondary schools

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年5月9日

查看全文
  • Yeshambel Abebe,
  • Esayas Teshome Taddese,
  • Kelemu Zelalem Berhanu

摘要

The primary goal of this study was to examine the relationship between teachers’ classroom management practices and students’ classroom participation and academic achievement. This study used a method of quantitative approach and a correlational research design. The target population of this study is 360 Grade 11 students at Mertulemariam Secondary School and 12 teachers who teach these students. From these, 179 Grade 11th students were randomly selected using Yemane’s sample size determination formula. Regarding validity and reliability, the researchers used expert judgment to ensure content validity. The questionnaire was also reliable as the Cronbach Alpha was 0.89 and 0.8 for the teachers’ management and the students’ classroom participation, respectively.The one-sample t-test results showed a consistent pattern of significantly below average classroom management practices across all five measured dimensions. However, the overall mean score across all dimensions was significantly lower than the neutral value of 3 (Mean = 2.66, t(179) = −3.684, p = 0.000). The significant negative t-value (t(179)=−5.097, p < 0.001) indicates that teachers’ practices in encouraging classroom participation are well below expected level (mean = 3). This finding highlights a serious gap in fostering student engagement, which could negatively affect learning outcomes and classroom dynamics. The top score obtained by a student was 83.00, while the lowest is 40.00. The majority of students scored between 59 − 50, indicating a satisfactory level of performance. The correlation analysis showed that there is positive, moderate and significant correlation between teacher classroom management, student classroom participation and academic achievement. The overall model was significant, explaining 16.5% of the variance of students’ academic achievement was explained by teacher classroom management and student classroom participation. Based on the information the findings, the better the teachers’ classroom management practice gets, the better the students’ classroom participation and academic performance become. The researchers also suggested for teachers, the school and future researcher in line with the research findings and conclusions.