Impact Of Classroom Management Strategies On Students' Performance And Motivational Outcome At Primary Level By sumbal

1. I
Title:
IMPACT OF CLASSROOM MANAGEMENT
STRATEGIES ON STUDENTS' PERFORMANCE
AND MOTIVATIONAL OUTCOME AT PRIMARY
LEVEL
Submitted By
SUMBAL RASHEED
Under Supervision of
MRS. FARZANA SOOMRO
Assistant Professor
GECE (W) Hyderabad
Coordinator
Ms. NADIA THALHO
Lecturer
Academic Year 2020-2021
GOVERNMENT ELEMENTARY COLLEGE OF
EDUCATION (W) HYDERABAD

2. II
CERTIFICATE
It is certified that Ms. Sumbal Rasheed has conducted this Action
Research Project entitled “Impact of Classroom Management
Strategieson Students' Performance and Motivational Outcome at
Primary Level” during the academic year 2020-2021, under the
supervision of Ms. Farzana soomro, in partial fulfillment for the degree of
B.Ed (Hons.).
RESEARCH SUPERVISOR PRINCIPAL
Ms. Farzana Soomro
Assistant Professor
GECE (W) Hyderabad
GECE (W) Hyderabad

3. III
ACKNOWLEDGEMENT
In the name of Allah, the Most Gracious and the Most Merciful
All praises to Allah and His blessing for the completion of this Project. I thank God
for all the opportunities, trials and strength that have been showered on me to finish
writing this piece of work. I experienced so much during this process, not only from
the academic aspect but also from the aspect of personality. My humblest gratitude to
the holy Prophet Muhammad (Peace be upon him) whose way of life has been a
continuous guidance for me.
First and foremost, I would like to sincerely thank my Coordinator Ms. Nadia Thalho
and my Supervisor Ms. Farzana soomro for their guidance, understanding, and
patience and most importantly, they devoted their time, provided positive
encouragement and a warm spirit to finish this work. It has been a great pleasure and
honour to have them as my coordinator and supervisor.
Finally, my deepest gratitude goes to all of my family members, colleagues and
friends for their motivation, prayers, efforts and their sincere help during my studies.
Sumbal Rasheed

4. IV
ABSTRACT
One of the major problems faced by the student-teacher is that students are not
motivated to learn and fail to do class participation. However, the influence of
classroom management practices through action research on the academic
performance is a matter that has not been given attention. This study sought to assess
the strategies used to maintain discipline in classroom through action research to
improve academic achievements and motivation in the students of class 5th. For this
particular action research, a professional plan was developed and Skinnerian model of
discipline (1930-1955) was implemented to maintain discipline in classroom. The
data was collected through personal observations and reflective diary. The study
concludes that classroom discipline management practices had a positive impact on
students’ academic achievement and motivation. The students were more motivated
and engaged in class when positive reinforcement was adopted to maintain discipline
in the classroom. The action research helped the researcher in maintaining better
classroom management through effective discipline practices and enabled the
researcher to motivate students to take entrust in their studies.
Keywords: Action Research, Classroom management, Discipline, Motivation,
Performance

5. V
Table of Contents
CERTIFICATE...........................................................................................................II
ACKNOWLEDGEMENT........................................................................................ III
ABSTRACT................................................................................................................IV
1.1. Background of the study ......................................................................................... 1
1.2. Problem statement of action research.......................................................................2
1.3. Research objectives ................................................................................................ 2
1.4. Research questions .................................................................................................3
1.5. Significance of the study......................................................................................... 3
1.6. Limitation of the study............................................................................................ 3
LITERATURE REVIEW ...........................................................................................4
2.1 Theoretical framework............................................................................................. 4
2.2 Theoretical classroom management models............................................................... 4
2.3. Skinnerian model of discipline (1930-1955):............................................................ 4
2.4 Operational definitions ............................................................................................ 6
3.1 Research objective...................................................................................................7
3.2. Research setting and duration.................................................................................. 7
3.3. Research design......................................................................................................7
3.4. Sampling method and sample size ...........................................................................7
3.5. Instruments/ Tools used in the study ........................................................................7
3.6. Ethical consideration .............................................................................................. 8
3.7. Procedure of intervention and data collection ........................................................... 8
3.8. Action cycle...........................................................................................................8
5.1. Findings............................................................................................................... 11
5.2. Conclusion........................................................................................................... 11
5.3. Summary of the project......................................................................................... 12
5.4. Self-Reflection ..................................................................................................... 13
5.5. Recommendations:............................................................................................... 13
REFERENCES...........................................................................................................14
Appendix A .................................................................................................................15
Appendix B .................................................................................................................16

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Impact of classroom management strategies on students' performance and motivational outcome at primary level
1.1. Background of the study
Teaching is my passion and I always believe that unless teaching practitioners’
workout to find the solutions to the problems, reformation cannot take place in
teaching practices. Action research helped the researcher to polish classroom
management skills. Mills (2003) defined action research as any systematic inquiry
conducted by student-teachers, administrators, counselors, or others to know about
particular teaching practice or learning process.
Many student-teachers find it difficult to maintain discipline in classroom. It is
moderately difficult for them to use effective techniques to prevent the development
of classroom discipline problems. Most of the researchers in the field of education
believe that 1) student-teachers must develop clear expectations and apply a range of
rewards and recognitions for good behavior as well as punishments for misbehavior.
2) Discipline can only be attained by student self-regulation which is facilitated by
using techniques such as negotiating, discussing, and contracting. 3) The team takes
responsibility ensures the appropriateness of the behavior of all its members (Vitto,
2003)
Recent researches suggest a number of strategies to maintain discipline. Some of
these strategies include the application of punishment, humiliations, yelling, and
teachers’ aggression, which is believed to increase hostility. In contrast, there are few
strategies that may be more productive such as positive reinforcement, recognition of
responsible behavior and giving attention to misbehaving students.
Some teachers may use classroom management strategies that have a positive impact
on the behavior of students, but some methods may be harmful for the child and the
classroom. However, little is known regarding how student outcomes might differ by
student-teacher classroom management style. Therefore, what was needed is a study
that contrasts student-teacher instructional and behavioral classroom management
styles in the important outcomes of percent of students.

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Impact of classroom management strategies on students' performance and motivational outcome at primary level
1.2. Problem statement of actionresearch
The researcher has been teaching math subject in class 5th for last 5 years at girls’
primary section of Government PC (Urdu) School linked Government Elementary
College of Education (W) Hyderabad. The researcher observed change in behavior of
students (hostility and irresponsibility) and their less participation in classroom
activities. The researcher dived into the problem, had conversation with few of the
students and their parents and read the research literature about discipline. Gradually
the researcher developed a deeper and more specific understanding of the problem in
the context of own classroom as the researcher collect evidence from classroom
observation and reflective diary. The researcher reviewed the discipline management
practices and revisited the earlier methods of maintaining discipline in the classroom.
Based on the areas of improvement, the researcher later developed a new plan that
included the conceptualization of strategies and activities to maintain discipline in
classroom. The researcher implemented a new plan while focusing on two areas of
improvement (hostility and irresponsibility): substituting punishment and de-
motivation with positive reinforcement to maintain discipline. The researcher
personally believes that action research is never-ending. The revised plan becomes the
object of new reflections for the researcher and still the researcher is improving.
1.3. Research objectives
The study focuses on how action research improves the practitioner's own
understanding of (her/his) educational practices to maintain discipline in class.
Therefore the main objectives of this research were:
• To determine the role of discipline practices in the classroom management;
• To determine s better reinforcing tool to maintain discipline;
• To determine, whether there is a relationship between learners’ behavior and
the discipline practices.

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Impact of classroom management strategies on students' performance and motivational outcome at primary level
1.4. Research questions
I felt that my views about keeping discipline were skeptical. So, the critical questions
that I tried to be answered in this project were as follow:
• How can discipline practices improve classroom management?
• What are the better reinforcing tools to maintain discipline?
• Can discipline motivate students to improve academic performance?
1.5. Significance of the study
There is not another issue in education that receives greater attention or causes more
concerns for teachers, parents and students than classroom management as the lack of
effective classroom management skills is the major block for a successful career in
teaching. The results of the study will be helpful to explore the appropriate classroom
management approaches necessary for an efficient instruction as well as pre- service
and in-service student-teacher training programs to improve their management skills
for constructive learning environments. Even though research-based tools exist for
addressing behavioral issues in the classroom, it is unclear which classroom
management approach work best for primary school students to motivate them for
better academic performance. This research is particularly important to assess self and
to improve discipline practices in the classroom in order to create a positive learning
environment for the students.
1.6. Limitationof the study
First of all, a noticeable limitation of this study was that the population of this study
was limited to the primary school students in Government PC School Urdu attached
with Government Elementary College of Education (W) Hyderabad. So the results of
the study cannot be generalized directly to the primary schools all over the Pakistan.
And the second limitation was the time constraint, because this study was performed
within the duration of 4 month only.

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Impact of classroom management strategies on students' performance and motivational outcome at primary level
LITERATURE REVIEW
2.1 Theoretical framework
Effective teaching and learning cannot take place in poorly managed classrooms
(Jones & Jones, 2012). Effective classroom management is generally based on the
principle of establishing a positive classroom environment encompassing effective
teacher-student relationships.
2.2 Theoretical classroom management models
According to Johns et al. (1989), theoretical models of classroom management are
transferable and structured and educators can learn to use these models. They list the
following models:
 The behavioural management model: a model that aims at strengthening
desirable behaviour and eliminating undesirable behaviour with positive
reinforcement, punishment, etc.
 The socio-emotional model: that emphasises the importance of establishing a
positive learning environment and good interpersonal relationships between
the educator and the learners.
 The group process model: of which the guiding principle is that the task of
the educator is to establish and maintain an effective, productive classroom
2.3. Skinnerian model of discipline (1930-1955):
B.F. Skinner is the father of the behavioral school of psychology. According to
Skinner, humans behave the way they do because of reinforcement. Reinforcement is
anything that happens to the individual after the individual performs a particular
action. Positive reinforcement is the process of supplying a stimulus that reinforces
behaviour and negative enforcement is the process of removing something following
misbehaviour. Reinforcement includes verbal approval, high grades, prizes, and
rewards.
This model suggests shaping desired behavior. The main features of this model are:
•Behavior is conditioned by consequences.

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Impact of classroom management strategies on students' performance and motivational outcome at primary level
•Behavior is maintained by reinforcement.
•Behavior becomes weaker if not followed by reinforcement.
•Behavior is also weakened by punishment.
•In the early stages of learning, constant reinforcement produces the best
result.
•Once learning has reached the desired level, it is best maintained through
intermittent reinforcement, provided only occasionally.
Behavior modification is applied in these two main ways: The student-teacher
observes the student perform an undesired act; the student-teacher rewards the
student; the student tends to repeat the act; The student-teacher observes the student
perform an undesired act; the student-teacher either ignores the act or punishes the
student, then praises a student who is behaving correctly; the misbehaving student
becomes less likely than before to repeat the act misbehavior.

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Impact of classroom management strategies on students' performance and motivational outcome at primary level
2.4 Operational definitions
2.4.1. Classroom misbehavior: It is defined as a) cutting class or being late
and absenteeism; b) leaving their seats; c) speaking out of turn or
otherwise disrupting instruction; and d) cheating.
2.4.2. Discipline: According the book, Building Classroom Discipline: Sixth
Edition; there are three types of discipline, (1) preventive, (2)
supportive and (3) corrective.
 Preventive discipline focuses on providing a motivating
curriculum which can grab the interest of the students that they
focus on their studies thus, diverting them from misbehaving. This
involves showing concern and passion to the students and calling
attention for student improvements.
 Supportive discipline assists the misbehaving students with self-
control to help them get back on the track. This involves showing
interest in the student’s work, providing positive feedbacks and
helping them in some difficulties.
 Corrective discipline includes dealing with the problem directly.
This involves speaking privately with the misbehaving student,
and invoking consequences for the misbehavior.
2.4.3. Reinforcement: it is anything that happens to the individual after the
individual performs a particular action. Positive reinforcement is
the process of supplying a stimulus that reinforces behaviour and
negative enforcement is the process of removing something
following misbehavior. Reinforcement includes verbal approval,
high grades, prizes, and rewards.

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Impact of classroom management strategies on students' performance and motivational outcome at primary level
3.1 Research objective
The objective of this research was to evaluate the impact of Classroom Management
Strategies on performance and motivation of students at primary level.
3.2. Research setting and duration
This action research was designed on Qualitative study, and focused on the premises
of the PC School (Urdu) attached with Government Elementary College of Education
(W) Hyderabad, within the time period of 6 weeks from 21 September to 1st –
November 2020 .
3.3. Research design
For this particular research, Individual Action Research type is adopted.
3.4. Sampling method and sample size
For this action research, purposive and convenience sampling types of non-probability
sampling technique were used. The sampling consisted of 6 students of grade 5th from
primary section of PC School (Urdu) attached with GECE (W) Hyderabad.
3.5. Instruments/ Tools used in the study
The data was collected through:
Personal observations
Reflective diary
The literature shows that student-teacher’s self-reports (for example, student-teacher
surveys and interviews) are unlikely to represent student-teacher behavior accurately.
Therefore, direct observation of classrooms is the best methodology available for
studying how student-teachers teach. Moreover, the writing of reflection diary
provides an opportunity for the expression of feelings and analysis of work.
Reflection on teaching practice does not occur in a vacuum but within broader issues
of purposes, goals, values and constraints.

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Impact of classroom management strategies on students' performance and motivational outcome at primary level
3.6. Ethical consideration
In Action Research, the researcher has to keep all ethical consideration in mind. The
researchers have listed a number of principles for ethical consideration which include:
consulting the authorities for taking permission; taking consent from the participants
before making observations or examining documents, and sharing the work with the
participants. I discussed the plan with the students and also took permission from the
management, students and parents’ before initiating the action cycle.
3.7. Procedure of interventionand data collection
The data was collected through personal observations and reflective diary. Students’
forum was also launched where students shared their views without hesitation.
3.8. Action cycle
Kemmis and McTaggart (1988) developed a concept for action research. They
proposed a spiral model comprising four steps: planning, acting, observing and
reflecting.

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Impact of classroom management strategies on students' performance and motivational outcome at primary level
4.1. Action of Collecting and Managing Data Analysis of Cycle
4.1.1 Action -1
Observation (Identification of the problem)
Since from the last three years, the researcher changed the pattern of maintaining
discipline. The researcher felt that students were taking advantages of leniency. They
started asking extra questions, not related to the subject and also started interfering in
the personal matters of student-teacher. Although they maintained good grades, but
were not completing homework on time, complaining about their personal matters,
talking with each other during the lecture, flattering to get good marks, arguing with
student-teacher on different issues, taking self-decisions at many instances rather
respecting the views of student-teacher, so on and so forth.
Plan
The researcher conducted an extensive research to find the solution of behavioral
issues that were observed in the classroom. Keeping all the considerations in mind,
the researcher planned to write reflective diary on regular basis to observe the
discipline practices being used in the classroom, Since students’ feedback was also
crucial, the researcher planned to maintain a networking group for students to share
their views and opinions.
Act
The researcher started writing a reflective diary after every class. The researcher also
shared the views with her colleagues. Students networking group was also launched
where students shared their views.
Reflect
The reflective diary helped the researcher to know personal weakness and strength..
The peer review and their feedbacks, as suggested by colleagues, helped the
researcher to identify the areas of improvement. Students networking group helped a
lot in validating the findings.

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4.1.2. Action -2
Revised Plan
Based on the previous observations and reflections, the researcher prepared a revised
plan of action using Skinnerian model of discipline to maintain discipline in
classroom through positive reinforcement.
Act
The researcher focused on two areas of improvement
1. Punishment and Appreciation to maintain discipline
2. De-motivation and motivation to maintain discipline
The researcher started appreciating students whenever students completed work on
time and also motivated them to continue their efforts. The researcher facilitated the
students who felt difficulty in completing their tasks. Students were encouraged to
raise questions, which were replied with positive gestures. The misbehaving students
were given negative reinforcement including punishment and negligence. To confirm
maximum participation, different strategies were used. Activities were integrated in
the lesson plans and group discussions were encouraged. In place of punishment, the
researcher encouraged those students, who were not showing interest in classroom
activities. Since homework was mandatory to give, the researcher reinforced students
by giving less work and sometimes no work to those, who were actively participating
during classroom teaching. Extra homework and classes were arranged for
mischievous students.
Reflect
The verbal appreciation helped to re-gain the trust and students were now more
comfortable in sharing their ideas as well as their issues with the researcher. The
behavior of few of the misbehaving students was conditioned when they looked at
those, who were given less or no homework because of their active participation in
classroom. Punishment promoted violent behavior in few of the disruptive students
while de-motivation held the other students back to share their ideas and views with
the researcher. Strategies such as ignoring misbehaving students persuaded students to
behave acceptably.

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Impact of classroom management strategies on students' performance and motivational outcome at primary level
5.1. Findings
The key identified areas, which causes distraction and discipline problems were:
Corporal punishment, favoritism, arguments with the students, dictator attitude,
external environment, de-motivating students, loud voice, self-praising, commenting
on external affairs, repeating the instructions, use of harsh language, strict classroom
rules, arranging extra classes, giving extra homework.
Since it was a well thought out, flexible and coordinated action plan, it helped to
maintain discipline and it was found that when the punishment, harsh attitude and de-
motivation were substituted with positive discipline strategies, discipline was
maintained (to an extent) in the classroom and student participation was maximized.
5.2. Conclusion
The study concludes that there was a definite connection between punishment and de-
motivation with learners’ behavior. The previous classroom discipline practices were
unsuccessful. The students were more relaxed when the positive reinforcement was
adopted and when the routine plan was made keeping in mind the interest of the
students. They were more engaged in class when the punishment and de-motivation
were reduced, and when their opinions were valued. The positive reinforcement,
substituting punishment and accepting students’ opinion helped a lot in maintaining
discipline. Although there are many more areas that need work-out, but being a
reflective teacher, the researcher successfully improved classroom management by
using revised strategies to maintain discipline.

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Impact of classroom management strategies on students' performance and motivational outcome at primary level
5.3. Summary of the project
Action research is an effective plan for the professional development of student-
teachers. It helps practitioners’ to improve their teaching skills. The researcher
examined the strategies used for maintaining discipline in classroom through action
research and also determined whether punishment and de-motivation are better
reinforcing tool to maintain discipline and whether there is a relation between
punishment and de-motivation with learners’ behavior. The researcher identified the
areas of improvement in maintaining classroom discipline. For this particular
research, Individual Action Research Plan was adopted. A professional plan was
developed and implemented using Skinnerian model of discipline (1930-1955) to
maintain discipline in classroom through positive reinforcement instead of
punishment. The sampling consisted of 6 students of grade 5th from primary section of
PC School (Urdu) attached with GECE (W) Hyderabad. The data was collected
through personal observations and reflective diary. The study concluded that there is a
definite relationship between punishment and de-motivation with learners’ behavior.
The students were more relaxed when the positive reinforcement was adopted and
when the routine plan was made keeping in mind the interest of the students. They
were more engaged in class when the punishment and de- motivation were avoided.
Positive reinforcement, substituting punishment and implementing students’ opinion
helped a lot in maintaining discipline and in improving learners’ behavior. The action
research helped the researcher as a student-teacher to maintain classroom
management through effective discipline practices.

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Impact of classroom management strategies on students' performance and motivational outcome at primary level
5.4. Self-Reflection
Classroom Action is supportive in improving the professional experience of student-
teachers, head teachers, and administrators. It made me think carefully about how to
improve my teaching and the learning in my classroom. I as a researcher found better
way to make best for these individual differences by making lectures more
entertaining and enjoyable. Also, consider blended learning, which is a good approach
enabling you to learn more things about your students and yourself.
I experienced the classroom as a collaborative venture and examined not only how the
researcher functioned but also how we worked together and why strategies did or did
not work. Asking questions of how and why led the way for me to delve into
children’s individual learning patterns, to see children in the context of their unique
situations, and to understand and value the richness of their differences. I developed a
responsive mode of teaching and became more flexible in dealing with the children.
Action research helped me as a researcher to deepen my understanding about teaching
and learning, developed my teaching skills and knowledge; it also provided me a
chance to try out different approaches and ideas and to develop reflective practice.
5.5. Recommendations:
The following recommendations originate from the findings of this study:.
 Teachers should also undertake in-service training to ensure that they are well
equipped with the required pedagogical skills.
 Head teachers should do comparison with other schools in the country that have
been found performing well particularly in teaching methodologies.
 Head teachers should go beyond the usual supervision of schemes, attendance
registers and timely class visits so that the schemes obey the policies.
 The school management should facilitate the student’s involvement in decision
making on important matters that affects their learning affairs.
 The school administration should have frequent discussion with students for them
to reduce their frustrations, fears and dissatisfactions. This will help reduce
bewilderment within the school hence improving academic achievement.

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Impact of classroom management strategies on students' performance and motivational outcome at primary level
REFERENCES
Johns F., MacNaughton K. and Karabinus N. 1989. School Discipline Handbook.
Theory into Practice. London: Allyn and Bacon, Boston.
Jones, V. F., & Jones, L. S. (2012). Comprehensive classroom management, creating
communities of support and solving problems (10th ed.). Upper Saddle River, NJ:
Pearson
Mills, G. (2003). Action research: A guide for the teacher researcher (2nd ed.). Upper
Saddle River, NJ: Merrill/Prentice Hall
Vitto, J. M. (2003). Relationship-driven classroom management: Strategies that
promote student motivation. Thousand Oaks, CA: Corwin Press.

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Impact of classroom management strategies on students' performance and motivational outcome at primary level
Appendix A
Consent Letter

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Impact of classroom management strategies on students' performance and motivational outcome at primary level
Appendix B
Time span
Impact of Classroom Management Strategies on Students' Performance and Motivational Outcome at
Primary Level
Date
Cycle
(Actions)
Task Meeting Objective Reflection
21/9/2020 1 Meeting
HM
and students
Assign
consent letters
Motivated and
Discussed
Consent forms
and research procedure
24/Sept/2020 2 Data collection Students Observation
Observed and made Some
plans for next action
1/Nov/2020 3 Data collection Students
Performed Classroom
activities
Collected final responses
25/12/2020 4
Submission of Research
Report
Supervisor
Refine and finalize
research report
Some corrections were
suggest