Classroom Management and Students’ Learning in Mathematics

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International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue III, March 2021 | ISSN 2454–6186

Classroom Management and Students’ Learning in Mathematics

Jeanilyn E. Tacadena, Ph.D
Program Head-BEED, UM Panabo College

IJRISS Call for paper

Abstract. This study aimed to determine the relationship of classroom management and students learning in mathematics among Grade VI students. Quantitative type of research was used employing a descriptive correlation method. The respondents were the selected grade VI students of 13 selected schools in Carmen District Davao del Norte. Two sets of questionnaire were used in a form of checklist on the extent of classroom management and teacher made test on the level of students learning in mathematics. Result showed that the extent of classroom management was practiced in most occasions and the level of students learning in mathematics was rarely manifested by students. This implies that there was a significant relationship between the extent of classroom management and the level of students’ learning in mathematics of grade VI students in Carmen District Davao del Norte.

Keywords: education, classroom management, students learning in mathematics, grade six students, quantitative study, Philippines.

Background of the Study
Students’ achievement in mathematics could be considered as one of the vital factors in their career development, successful college completion and employment. Nevertheless, many of the students from elementary through college level have experienced learning difficulties and illustrated poor mathematical performances (Haciomeroglu, 2014).
In addition, the classroom must become an atmosphere in which students can participate actively in rich, worthwhile mathematical practice in order to improve their mathematical capacities (Henningsen & Stein, 1997). While a comprehensive understanding of mathematics and the learning of mathematics are essential for a successful math classroom, classroom management is one of the most important aspects that contribute to a positive learning atmosphere. Learning is almost impossible without a well-organized and disciplined classroom. It is important that a teacher starts each class with a well-thought-out lesson plan (Schroer, 2002).
The declining popularity of mathematics among students and poor mathematical performance of students are not only a national but also a global concern for the past years (Sangcap, 2010, Mayer, Tajika, & Stanley, 1991&PISA, 2003). According to the National Center for Education Statistics 2013, only 34 percent of fourth-graders in the U.S. performed at a proficient level in math and only 27 percent of U.S. eighth-graders performed at a proficient level in math.
In the Philippines, teachers struggle in helping children learn Mathematics. According to the presentation from the National Education Testing and Research Center entitled, NAT Overview and 2012 Test Results, the performance of the grade six learners in the context of mathematics is 66.47 MPS which is lesser than 8.53 percent out of the 75 MPS goal of Dep.Ed. It is also evident in Carmen District Davao del Norte, the result of the National Achievement Test (NAT) of Grade VI students decreased to 6.11% mean percentage score from 2014 to 2015. Specifically, in the context of mathematics it decreased 7.06% MPS from 78.02% result of 2014 to 70.96% result of 2015.