THE EFFECTIVENESS OF CLASSROOM MANAGEMENT STRATEGIES ON STUDENTS' ACADEMIC ACHIEVEMENT IN PHNOM PENH, CAMBODIA

Seam Chanthoul

doi:10.37249/assalam.v10i1.1347

Authors

Seam Chanthoul The University of Cambodia, Cambodia

DOI:

https://doi.org/10.37249/assalam.v10i1.1347

Keywords:

Classroom Management Strategy, Instructional Supervision, Student Academic Achievement, Student Engagement, Student Self-Efficacy

Abstract

Effective classroom management is widely recognized as a key factor in improving students' academic achievement; however, empirical evidence from the Cambodian secondary education context remains limited. This study aimed to examine the relationship between classroom management strategies, particularly instructional supervision, and student academic achievement in a private secondary school in Phnom Penh, Cambodia. A quantitative descriptive survey design was employed involving 45 secondary school teachers. Data were collected using an online questionnaire and analyzed using Pearson correlation with SPSS at the 0.01 significance level. The findings revealed a significant positive relationship between classroom management strategies and student academic achievement (r = 0.538, p < 0.01). Instructional supervision was also positively associated with student engagement (r = 0.527, p < 0.01) and student self-efficacy (r = 0.413, p < 0.01), indicating that effective classroom management contributes to creating supportive learning environments that foster active participation, confidence, and improved academic performance. These findings highlight the importance of strengthening teachers' classroom management competencies through continuous professional development and integrating classroom management and instructional leadership into teacher education programs.

Downloads

Download data is not yet available.

References

Aasheim, M., Reedtz, C., Handegård, B. H., Martinussen, M., & Mørch, W. T. (2019). Evaluation of the Incredible Years Teacher Classroom Management program in a regular Norwegian school setting. Scandinavian Journal of Educational Research, 63(6), 899-912. https://doi.org/10.1080/00313831.2018.1466357

Abramson, E. L., Paul, C. R., Petershack, J., Serwint, J., Fischel, J. E., Rocha, M., ... & Li, S. T. T. (2018). Conducting quantitative medical education research: From design to dissemination. Academic Pediatrics, 18(2), 129-139. https://doi.org/10.1016/j.acap.2017.10.008

Adedigba, O., & Sulaiman, F. R. (2020). Influence of Teachers' Classroom Management Style on Pupils' Motivation for Learning and Academic Achievement in Kwara State. International Journal of Educational Methodology, 6(2), 471-480. https://doi.org/10.12973/ijem.6.2.471

Amtu, O., Makulua, K., Matital, J., & Pattiruhu, C. M. (2020). Improving Student Learning Outcomes through School Culture, Work Motivation, and Teacher Performance. International Journal of Instruction, 13(4), 885-902. https://doi.org/10.29333/iji.2020.13454a

Arshad, M., Qamar, Z. A., Ahmad, G., & Saeed, A. (2018). Influence of classroom management strategies on students' learning. American Based Research Journal, 7(12), 24–31. https://ssrn.com/abstract=3581703

Babadjanova, N. (2020). Effective classroom management techniques for the 21st-century curriculum. Science and Education, 1(7), 281-285. http://creativecommons.org/licenses/by-nc/4.0/

Bal-Ta?tan, S., Davoudi, S. M. M., Masalimova, A. R., Bersanov, A. S., Kurbanov, R. A., Boiarchuk, A. V., & Pavlushin, A. A. (2018). The impacts of teachers' efficacy and motivation on students' academic achievement in science education among secondary and high school students. EURASIA Journal of Mathematics, Science and Technology Education, 14(6), 2353-2366. https://doi.org/10.29333/ejmste/89579

Block, H. M. (2019). The influence of instructional coaching on teacher efficacy and student achievement (Doctoral dissertation, University of Houston–Clear Lake). https://uhcl-ir.tdl.org/items/aa34e315-a85b-41fb-88fa-a8c557edca39

Borgobello, A., Pierella, M. P., & Pozzo, M.-I. (2019). Ús de qüestionaris en recerca sobre la universitat: anàlisi d’experiències amb una perspectiva situada. REIRE Revista d’Innovació I Recerca En Educació, 12(2), 1–16. https://doi.org/10.1344/reire2019.12.227010

Bredenberg, K. (2018). Secondary education in Cambodia: The progress of reform. Kampuchea Action for Primary Education (KAPE). https://kapekh.org/files/report_file/106-en.pdf

Buri?, I., & Frenzel, A. C. (2021). Teacher emotional labour, instructional strategies, and students' academic engagement: a multilevel analysis. Teachers and Teaching, 27(5), 335-352. https://doi.org/10.1080/13540602.2020.1740194

Chalak, A., & Fallah, R. (2019). Effect of classroom management and strategies on students' achievement at undergraduate level. Language Teaching Research Quarterly, 11, 81–98. https://doi.org/10.32038/ltrq.2019.11.08

Chen, C. C. (2018). Facilitation of teachers' professional development through principals' instructional supervision and teachers' knowledge-management behaviors. In J. Keengwe (Ed.), Contemporary pedagogies in teacher education and development. IntechOpen. https://doi.org/10.5772/intechopen.77978

Chen, C. H., & Yang, Y. C. (2019). Revisiting the effects of project-based learning on students' academic achievement: A meta-analysis investigating moderators. Educational Research Review, 26, 71-81. https://doi.org/10.1016/j.edurev.2018.11.001

Chhang, M. T., & Forhad, M. Z. A. (2020). A comparative study of students' perceptions toward physical education course and their actual behaviors toward physical activities in Grades 10 and 11 in a public high school in Phnom Penh, Cambodia. Scholar: Human Sciences, 12(2), 111–126.

Collier-Meek, M. A., Johnson, A. H., Sanetti, L. H., & Minami, T. (2019). Identifying critical components of classroom management implementation. School Psychology Review, 48(4), 348-361. https://doi.org/10.17105/SPR-2018-0026.V48-4

Corrado, R., & Tungjan, P. (2019, July). Teachers' motivation and quality education represent the key for the change in Cambodia. In Proceedings of the 4th Thailand International College Consortium Conference (TICC) (pp. 181–193). Pattaya, Thailand. https://www.researchgate.net/publication/351390236_Teachers%27_Motivation_and_Quality_Education_Represent_the_Key_for_the_Change_in_Cambodia

Daud, Y., Dali, P. D., Khalid, R., & Fauzee, M. S. O. (2018). Teaching and Learning Supervision, Teachers' Attitude towards Classroom Supervision, and Students' Participation. International Journal of Instruction, 11(4), 513-526. http://www.ssta.sk.ca/research/leadership/98-04.htm

Fauth, B., Decristan, J., Decker, A. T., Büttner, G., Hardy, I., Klieme, E., & Kunter, M. (2019). The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality. Teaching and Teacher Education, 86, 102882. https://doi.org/10.1016/j.tate.2019.102882

Fraser, D. A. S. (2019). The p-value function and statistical inference. The American Statistician, 73(sup1), 135-147. https://doi.org/10.1080/00031305.2018.1556735

Gaias, L. M., Johnson, S. L., Bottiani, J. H., Debnam, K. J., & Bradshaw, C. P. (2019). Examining teachers' classroom management profiles: Incorporating a focus on culturally responsive practice. Journal of School Psychology, 76, 124-139. https://doi.org/10.1016/j.jsp.2019.07.017

George, I. N., Sakirudeen, A. O., & Sunday, A. H. (2017). Effective classroom management and students' academic performance in secondary schools in the Uyo local government area of Akwa Ibom state. Research in Pedagogy, 7(1), 43-56. http://www.honorlevel.com/x45.xml

Habibi, A., Mukminin, A., Najwan, J., Sofwan, M., Haswindy, S., Marzulina, L., ... & Harto, K. (2018). Investigating EFL classroom management in pesantren: A case study. The Qualitative Report, 23(9), 2105-2122. https://nsuworks.nova.edu/tqr/vol23/iss9/6?utm_source=nsuworks.nova.edu%2Ftqr%2Fvol23%2Fiss9%2F6&utm_medium=PDF&utm_campaign=PDFCoverPages

Hepburn, L., Beamish, W., & Alston-Knox, C. L. (2021). Classroom management practices commonly used by secondary school teachers: Results from a Queensland survey. The Australian Educational Researcher, 48(3), 485–505. https://doi.org/10.1007/s13384-020-00402-y

Iqbal, Y. (2018). Classroom management and its impact on students' academic achievement: Insights from the faculty. Research Journal of English Language and Literature, 6(3), 144–151. http://rjelal.com/6.3.18/144-151%20YASIR%20%20IQBAL.pdf

Jiang, W. (2018). A correlation coefficient for belief functions. International Journal of Approximate Reasoning, 103, 94-106. https://doi.org/10.1016/j.ijar.2018.09.001

Keo, P., Yoeurn, S., Prom, M., Chin, P., & Em, S. (2022). Motivation of Cambodian Buddhist monk students to learn English: the case of Hun Neng Buddhist Primary School, Kampong Cham Town. Jurnal As-Salam, 6(2), 105-121. https://doi.org/10.37249/assalam.v6i2.405

Kwok, A. (2019). Classroom management actions of beginning urban teachers. Urban Education, 54(3), 339-367. https://doi.org/10.1177/0042085918795017

Lazarides, R., Fauth, B., Gaspard, H., & Göllner, R. (2021). Teacher Self-efficacy and Enthusiasm: Relations to changes in student-perceived teaching quality at the beginning of secondary education. Learning and Instruction, 73, 101435. https://doi.org/10.1016/j.learninstruc.2020.101435

Lei, H., Cui, Y., & Zhou, W. (2018). Relationships Between Student Engagement and Academic Achievement: A Meta-analysis. Social Behavior and Personality: an international journal, 46(3), 517-528. https://doi.org/10.2224/sbp.7054

Lekwa, A. J., Reddy, L. A., & Shernoff, E. S. (2019). Measuring teacher practices and student academic engagement: A convergent validity study. School Psychology, 34(1), 109–118. https://doi.org/10.1037/spq0000268

Meak, C. (2021). A Study of Conceptual Framework and Desirable State of Teacher Career Pathway in Cambodia Based on Authentic Student Achievement. Educational Management and Innovation Journal, 4(2), 1-23. https://dx.doi.org/10.2139/ssrn.3092089

Ningrum, S., & Matondang, S. A. (2017). The correlation between students' motivation and achievement in reading comprehension. The International Journal of Social Sciences and Humanities Invention, 4(7), 3636-3639. http://dx.doi.org/10.5539/elt.v5n8p49

Nisar, M., Khan, I. A., & Khan, F. (2019). Relationship between Classroom Management and Students' Academic Achievement. Pakistan Journal of Distance and Online Learning, 5(1), 209-220. http://www.intime.uni.edu/model/teacher/tec.3summaryhtml

Nwafukwa, P. O., & Odey, B. N. (2018). Strategies for effective supervision of instruction as a correlate for improved teachers' productivity and students' academic performance in Ebonyi State secondary schools. World Applied Sciences Journal, 36(2), 310-318. https://idosi.org/wasj/wasj36(2)18/13.pdf

Peskun, P. H. (2020). Two-tailed p-values and coherent measures of evidence. The American Statistician, 74(1), 80–86. https://doi.org/10.1080/00031305.2018.1475304

Pimentel, J. L., & Pimentel, J. L. (2019). Some biases in Likert scaling usage and their correction. International Journal of Science: Basic and Applied Research (IJSBAR), 45(1), 183-191.

Ravet, J., & Mtika, P. (2021). Educational inclusion in resource-constrained contexts: a study of rural primary schools in Cambodia. International Journal of Inclusive Education, 1-22. https://doi.org/10.1080/13603116.2021.1916104

Rumsey, D. J. (2021). Statistics II for dummies (2nd ed.). John Wiley & Sons.

Sebastian, J., Herman, K. C., & Reinke, W. M. (2019). Do organizational conditions influence teacher implementation of effective classroom management practices: Findings from a randomized trial. Journal of School Psychology, 72, 134-149. https://doi.org/10.1016/j.jsp.2018.12.008

Setyawati, C. Y., & Ricky, G. (2021). The Effect of Entrepreneurial Orientation On Entrepreneurial Intention: Self- Efficacy as a Mediatior (Case Study on Young Entrepreneurs in Surabaya). International Journal of Economics, Business and Accounting Research (IJEBAR), 5(4). https://doi.org/10.29040/ijebar.v5i4.3049

Soeung, S. (2020). Uncovered Truths of Pupils' Academic Achievement in Rural Cambodian Primary Schools. Journal of Elementary Education, 30(2), 23-46. https://files.eric.ed.gov/fulltext/ED425862.pdf

Sokkhey, P., Navy, S., Tong, L., & Okazaki, T. (2020). Multi-models of educational data mining for predicting student performance in mathematics: A case study on high schools in Cambodia. IEIE Transactions on Smart Processing and Computing, 9(3), 217-229. https://doi.org/10.1007/978-981-15-5113-0_25