Classroom Management and Student Achievement: A Study on Five Elementary Classrooms

Nevin GÜNER YILDIZ

doi:https://doi.org/10.18039/ajesi.292598

Makale detayları

Classroom Management and Student Achievement: A Study on Five Elementary Classrooms

Yazarlar:

Nevin GÜNER YILDIZ

Yayıncı:

Anadolu University

Dergi:

Anadolu Journal of Educational Sciences International 2017 Vol.7 Issue 1, pp.155-183

Belge Tipi:

Makale

Yayın Tarihi:

2/2017

Belge Dili:

Türkçe

Document ID (Org No.):

2000864057

Sıklık:

İki Yıllık

eISSN:

2146-4014

pISSN:

2146-4014

DOI:

https://doi.org/10.18039/ajesi.292598

Anahtar kelimeler:

Özet:

 


This study intended to investigate primary school teachers’ classroom
management and student achievement in their classrooms. For this purpose, a
total of 150 class-hours were spent on observing one first grade and four
second grades in a primary school in Eskisehir city center between October 2013
and December 2013. Research participation criteria for teachers included
volunteering for the study and having at least one special needs student in
their classrooms for observation so that teacher behaviors towards the special
needs students could be observed. Researcher-developed observation form was
used in the study for data collection purposes to record teachers’ classroom
management practices during observations. The form included several dimensions
related to classroom management behaviors such as the exact moment of the
lesson in which the teacher starts teaching, the locations of special needs
students during the class period, use of rewards-punishment for special needs
students and other students, use of individualized care for special needs
students and the degree of effective use of classroom period. Data related to
student achievement were obtained from the results of a general achievement
test given to all students at the school based on their grade levels. Research
data were analyzed via descriptive statistics and one way analysis of variance
(ANOVA) to determine the difference between groups. The findings showed that
teachers tended to place special needs students at the back rows of the
classroom and that they did not provide individualized teaching opportunities
in line with the needs of special needs students. It was also found that number
of correct answered in the general achievement test significantly changed
according to students’ teachers. 

.

 


This study intended to investigate primary school teachers’ classroom
management and student achievement in their classrooms. For this purpose, a
total of 150 class-hours were spent on observing one first grade and four
second grades in a primary school in Eskisehir city center between October 2013
and December 2013. Research participation criteria for teachers included
volunteering for the study and having at least one special needs student in
their classrooms for observation so that teacher behaviors towards the special
needs students could be observed. Researcher-developed observation form was
used in the study for data collection purposes to record teachers’ classroom
management practices during observations. The form included several dimensions
related to classroom management behaviors such as the exact moment of the
lesson in which the teacher starts teaching, the locations of special needs
students during the class period, use of rewards-punishment for special needs
students and other students, use of individualized care for special needs
students and the degree of effective use of classroom period. Data related to
student achievement were obtained from the results of a general achievement
test given to all students at the school based on their grade levels. Research
data were analyzed via descriptive statistics and one way analysis of variance
(ANOVA) to determine the difference between groups. The findings showed that
teachers tended to place special needs students at the back rows of the
classroom and that they did not provide individualized teaching opportunities
in line with the needs of special needs students. It was also found that number
of correct answered in the general achievement test significantly changed
according to students’ teachers. 

.

Makale detayları

Classroom Management and Student Achievement: A Study on Five Elementary Classrooms

Yazarlar:

Nevin GÜNER YILDIZ

Yayıncı:

Anadolu University

Dergi:

Anadolu Journal of Educational Sciences International 2017 Vol.7 Issue 1, pp.155-183

Belge Tipi:

Makale

Yayın Tarihi:

2/2017

Belge Dili:

Türkçe

Document ID (Org No.):

2000864057

Sıklık:

İki Yıllık

eISSN:

2146-4014

pISSN:

2146-4014

DOI:

https://doi.org/10.18039/ajesi.292598

Classroom management

Student achievement

Students with special need

Sayı

Makale detayları

Classroom Management and Student Achievement: A Study on Five Elementary Classrooms

Yazarlar: Nevin GÜNER YILDIZ

Yayıncı: Anadolu University

Dergi: Anadolu Journal of Educational Sciences International 2017 Vol.7 Issue 1, pp.155-183

Belge Tipi: Makale

Yayın Tarihi: 2/2017

Belge Dili: Türkçe

Document ID (Org No.): 2000864057

Sıklık: İki Yıllık

eISSN: 2146-4014

pISSN: 2146-4014

DOI: https://doi.org/10.18039/ajesi.292598

Classroom management

Student achievement

Students with special need

Sayı

Yazarlar:

Nevin GÜNER YILDIZ

Yayıncı:

Anadolu University

Dergi:

Anadolu Journal of Educational Sciences International 2017 Vol.7 Issue 1, pp.155-183

Belge Tipi:

Makale

Yayın Tarihi:

2/2017

Belge Dili:

Türkçe

Document ID (Org No.):

2000864057

Sıklık:

İki Yıllık

eISSN:

2146-4014

pISSN:

2146-4014

DOI:

https://doi.org/10.18039/ajesi.292598