Classroom Management Practices and Their Influence on Intermediate Learners Engagement in Togoron Elementary School
DOI:
https://doi.org/10.65339/ijsis.V1.I3.180Keywords:
Behavioral Engagement, Classroom Management Practices, Cognitive Engagement, Emotional Engagement, Intermediate Learners, Learner Engagement, Teacher-Learner Interaction, Togoron Elementary SchoolAbstract
This study determined the classroom management practices and their influence on learner engagement among intermediate learners at Togoron Elementary School in Monreal, Masbate. It examined learners’ perceptions of classroom management across five dimensions—classroom organization, establishment of rules and routines, management of learner behavior, teacher-learner interaction, and learning environment—and measured learner engagement in behavioral, emotional, and cognitive dimensions. A descriptive-quantitative research design was employed. Using Slovin’s formula and convenience sampling, 81 intermediate learners who were officially enrolled served as respondents. Data were gathered through a validated, pilot-tested structured questionnaire employing a Likert-type scale; reliability was confirmed via Cronbach’s Alpha. Frequency, percentage, weighted mean, and Pearson r correlation were applied for analysis. Results showed that learners strongly agreed with the effectiveness of classroom management practices, with composite means ranging from 3.62 (rules and routines) to 3.80 (learning environment). Highest indicators included proper desk arrangement, clear activity directions, addressing misbehavior through communication, allowing questions, and creating a comfortable classroom. Learner engagement was likewise high across behavioral (3.73), emotional (3.76), and cognitive (3.80) dimensions, with strengths in attentiveness, classroom comfort, and flexible problem-solving. A moderate positive linear relationship (r = 0.53) between classroom management practices and learner engagement was found to be statistically significant. The study concludes that stronger classroom management practices are associated with higher learner engagement, while identifying specific areas—material organization, clearer rule explanation, fairer application of rules, supportive interactions during difficulties, peer relationships, active participation, enjoyment of new learning, and conceptual understanding—that may be further strengthened. Recommendations include targeted improvements by teachers in organization, rule clarity, fairness, support, and activity design that foster participation and understanding, as well as continued institutional support for positive classroom environments; future studies may employ larger samples and examine additional influencing factors. The findings contribute to Sustainable Development Goal 4 (Quality Education) by highlighting practices that support inclusive, effective, and engaging learning environments for elementary learners. Sustaining well-managed classrooms strengthens institutional capacity for quality education delivery, promotes equitable learner participation, and supports long-term educational outcomes within the school community.
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