RELATIONSHIPS BETWEEN CLASSROOM MANAGEMENT STYLES AND GRADE 8 ENGLISH STUDENTS’ PERFORMANCE IN ADDIS ABABA MIDDLE SCHOOLS: A QUANTITATIVE ANOVA STUDY
Abstract
This cross-sectional quantitative study examined the relationship between teachers’ instructional and behavioral management styles and students’ performance in the Grade 8 English examination in Addis Ababa, Ethiopia. The population comprised 252 government middle schools, from which 36 schools were selected using a systematic simple random sampling technique. 42 Grade 8 English teachers in the sampled schools were included. A comprehensive sampling technique was used in selecting the teachers. Data were collected through a demographic survey and the Behavior and Instructional Management Scale (BIMS; Cronbach’s α = 0.75). Students’ performance was measured using their English passing rates in the Primary School Leaving Examination. Descriptive statistics, one-way ANOVA, and Tukey HSD post hoc tests were conducted to examine differences in student performance across classroom management styles. Results revealed statistically significant differences in students’ passing rates across instructional management styles, F(2, 39) = 8.181, p = .001, η² = .31, and behavioral management styles, F(2, 39) = 7.756, p = .001, η² = .28. Tukey HSD analysis indicated that students taught by interventionist teachers outperformed those taught by non-interventionist teachers, while differences between interactionalist teachers and the other groups were not statistically significant. These findings suggest that structured, teacher-directed classroom management styles are associated with higher student achievement in Grade 8 English.
References
Amogne, E. (2014). Indiscipline Problems of high school students: the case of Ethio-Japan hidasse secondary school (Addis Ababa, Ethiopia). Journal of Education and Practice, 5, 37
Baker, P. H. (2005). Managing student behavior: How ready are teachers to meet the challenge? American Secondary Education, 33(3), 51–64.
Baldwin, B., & Martin, N. K. (1994, January). Beliefs regarding classroom management style: Differences between novice and experienced teachers. Paper presented at the Annual Conference of the Southwest Educational Research Association. ERIC Document Reproduction Service No. ED387471.
Brannon, T. S. (2010). The effects of classroom management beliefs on teachers’ instructional commitment (Unpublished doctoral dissertation). California State University.
Cerit, Y. (2011). The relationship between pre-service classroom teachers’ self-efficacy beliefs and classroom management orientations. Educational Sciences: Theory & Practice, 11(2), 843–852.
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). RoutledgeFalmer.
Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Sage.
Ebabay Zemene. (2023). Teachers’ classroom management practices in government secondary schools in Nifas Silk Lafto Sub-City (Unpublished master’s thesis). Addis Ababa University.
Emmer, E. T., & Sabornie, E. J. (2015). Introduction to classroom management. In E. T. Emmer & E. J. Sabornie (Eds.), Handbook of classroom management (pp. 3–20). Routledge.
Evertson, C. M., & Weinstein, C. S. (2006). Classroom management as a field of inquiry. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 3–15). Lawrence Erlbaum Associates.
Fakhruddin, Z., Selle, A., & Nurchalis, N. F. (2019). Technology-based teaching material development training for pre-service teachers to improve students’ learning outcomes. NOBEL: Journal of Literature and Language Teaching, 10(1), 87–102.
Gall, M. D., Gall, J. P., & Borg, W. R. (2007). Educational research: An introduction (8th ed.). Pearson/Allyn & Bacon.
Howell, D. C. (2012). Statistical methods for psychology (8th ed.). Cengage Learning.
Khatib, M., & Ghannadi, M. (2011). Interventionist (explicit and implicit) versus non interventionist (incidental) learning of phrasal verbs by Iranian EFL learners.Journal of Language Teaching and Research, 2(3), 537–546.
Korthagen, F. A. J. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77–97.
Laut, J. (1999). Classroom management beliefs of pre-service teachers and classroom teachers concerning classroom management styles. Paper presented at the Fall Meeting of the Teachers’ Education Conference, Charleston, SC. ERIC Document Reproduction Service No. ED445815.
Little, S. G., & Akin-Little, A. (2008). Classroom management strategies for teachers. School Psychology Review, 37(2), 235–246.
McCreary, R., & Fiore, C. (2020).Classroom management: Developing creative reward systems for your classrooms.
Martin, N. K., & Baldwin, B. (1992). Beliefs regarding classroom management style: Differences between pre-service and experienced teachers. Paper presented at the Annual Meeting of the Mid-South Educational Research Association, Knoxville, TN.
Martin, N. K., & Sass, D. A. (2010). Construct validation of the Behavior and Instructional Management Scale. Teaching and Teacher Education, 26(5), 1124–1135.
Martin, N. K., & Shoho, A. R. (2000). Teacher experience, training, and age: The influence of teacher characteristics on classroom management style. Paper presented at the Annual Meeting of the Southwest Educational Research Association, Dallas, TX.
Martin, N. K., Yin, Z., & Mayall, H. (2006). Classroom management training, teaching experience, and gender: Do these variables impact teachers’ attitudes and beliefs toward classroom management style? Paper presented at the Annual Conference of the Southwest Educational Research Association, Austin, TX. ERIC Document Reproduction Service No. ED494050.
Marzano,R.J., Marzano, J.S. & Pickering, D.J. (2003). Classroom Management That Works. Retrieved June 14, 2010,
Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. ASCD.
Rahimi, M., & Hosseini, F. (2012). EFL teachers’ classroom discipline strategies: The students’ perspective. Procedia – Social and Behavioral Sciences, 31, 309–314.
Razali, N. M., & Wah, Y. B. (2011). Power comparisons of Shapiro–Wilk, Kolmogorov–Smirnov, Lilliefors, and Anderson–Darling tests. Journal of Statistical Modeling and Analytics, 2(1), 21–33.
Ritter, J. T. (2003). Classroom management beliefs and practices of middle school teachers based on years of experience and teaching certification. Unpublished doctoral dissertation, The University of North Carolina, Charlotte. (UMI No. 3096520)
Ritter, J. T., & Hancock, D. R. (2007). Exploring the relationship between certification sources, experience levels, and classroom management orientations of classroom teachers. Teaching and Teacher Education, 23(7), 1206–1216.
Santiago, Deborah (2012). A Study of the Relationship between Middle School and High School Teachers’ Instructional and Behavior Management Practices and Demographic Variables. Doctoral Dissertation, Liberty University.
Stronge, J. H. (2018). Qualities of effective teachers (3rd ed.). ASCD.
Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Allyn & Bacon.
Umoren, I. P. (2010). The concept of classroom management in modern society. Uyo: MGO Nigerian publishers.
Wakgari Deressa. (2020). Factors that Affect Classroom Management in English Classes with Reference to Gore High School, South West Ethiopia. International Journal of Multicultural and Multireligious Understanding: Volume 7 (Pages: 223-230) http://ijmmu.com [email protected]
Wolfgang, C. H., & Glickman, C. D. (1980). Solving discipline problems: Strategies for classroom teachers. Allyn & Bacon
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
