The Effect of learning Environment on Student Academic

Performance: An analysis

NIMRA SHAFIQUE
Roll No. BJ657389

Submitted in partial fulfillment of the requirements for

B.Ed. (1.5 year) program in (Leadership and Management)

Department of early childhood education and

Elementary Teacher Education

FACULTY OF EDUCATION
ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD
May- 2018
Nimra Shafique, 2018
 APPROVAL FORM

The research project attached hereto, “The Effect of learning Environment on Student Academic

Performance: An analysis” Proposed and submitted by Nimra Shafique Roll No.BJ657389 in

partial fulfillment of the requirements for the degree of B.Ed. (1.5year) Leadership and Management

are hereby accepted.

Supervisor: Sir Jamil

Evaluator:

Dated: (15-May-2018)
 DECLARATION

I Nimra Shafique Daughter of Shafique Ahmed Roll No. BJ657389 Registration # 12PLR08707.A

student of B.Ed. (1.5year) Programme, Leadership and Management at Allama Iqbal Open University

do hereby solemnly declare that the research project entitled “The Effect of learning Environment

on Student Academic Performance: An analysis” submitted by me in partial fulfillment of B.Ed.

(1.5year) Programme, is my original work, and has not been submitted or published earlier. I also

solemnly declare that it shall not, in future, be submitted by me for obtaining any other degree from

this or any other university or institution.

I also understand that if evidence of plagiarism is found in my thesis at any stage, even after

the award of a degree, the work may be cancelled and the degree revoked.

_________________________
Signature of Candidate

Date: (15-May-2018)

________________________
Name of Candidate
 ABSTRACT

This study aims to examine how the school environment influences students’ academic performance.

The main objective of the study is to analyze how school facilities, teachers and environment

significantly affect secondary school students’ academic performance in Rawalpindi, Pakistan. The

Descriptive Survey Research design was used in which data from 377 respondents was collected

using self-administered questionnaire from 4 selected secondary schools within Rawalpindi. The

stratified random sampling technique was used to sample the respondents. The data were analyzed

using regression analysis. The result is explained in three forms, thus, Demographic information,

descriptive analysis and inferential analysis. The result of the study indicated that students from a

school with adequate facilities, good teachers and favorable environment, perform well than those

from schools with fewer facilities, unqualified teachers and the less enabling environment. Finally,

recommendations were given to parents, teachers, policy makers and educational administrators.

Keywords: School Environment, Academic Performance, Secondary School, Rawalpindi

Chapter 1 ............................................................................................................................................................... 7
INTRODUCTION ................................................................................................................................................. 7
1.1 Background of the Study ....................................................................................................................... 7
1.2 Statement of the Problem ........................................................................................................................... 8
1.3 Research Objectives ................................................................................................................................... 8
1.4 Research Questions .................................................................................................................................... 8
1.5 Significance of the Study............................................................................................................................ 8
1.6 Scope and Limitations of the Study............................................................................................................ 8
1.7 Delimitation of the Study ........................................................................................................................... 9
1.8 Research Methodology ................................................................................................................................ 9
1.8.1 Population ........................................................................................................................................... 10
1.8.2 Sampling Technique .......................................................................................................................... 10
1.8.3 Sample ............................................................................................................................................... 10
1.8.4 Research Instrument ........................................................................................................................... 10
1.8.5 Data Collection ................................................................................................................................... 11
1.8.6 Data Analysis...................................................................................................................................... 11
1.9 Operational Definition(s).......................................................................................................................... 12
Chapter 2 ............................................................................................................................................................. 13
REVIEW OF RELATED LITERATURE........................................................................................................... 13
2.1 Theoretical Framework ............................................................................................................................. 13
2.2 Classroom Management Strategies ........................................................................................................... 15
2.2.1 Management ..................................................................................................................................... 16
2.2.2 Rules ............................................................................................................................................ 17
2.2.3 Routines ....................................................................................................................................... 17
2.2.4 Organization ................................................................................................................................ 18
2.2.5 Expectations for Student Behavior .............................................................................................. 18
2.2.6 Picturing the Quality.................................................................................................................... 19
2.2.7 Focus on the Teacher ................................................................................................................... 19
2.2.8 Classroom Arrangement .............................................................................................................. 19
2.3 Classroom Administration and Relationship Building ........................................................................... 19
2.3.1 Techniques for Building Connections .............................................................................................. 20
2.3.2 Building Empathy ........................................................................................................................... 20
2.3.3 Admiring Negative Attitudes and Behaviors...................................................................................... 21
2.3.4 Abandoning the Inner Self................................................................................................................ 21
2.3.5 Multicultural Connections ............................................................................................................... 21
Chapter 3 ............................................................................................................................................................. 22
RESEARCH METHODOLOGY ........................................................................................................................ 22
3.1 Research Design ........................................................................................................................................... 22
3.2 Population.................................................................................................................................................. 22
3.3 Sample & Sampling Technique ................................................................................................................. 22
3.4 Instrumentation .................................................................................................................................... 23
 3.5 Validity and Reliability of Instrument ..................................................................................................... 23
3.6 Data Collection .................................................................................................................................... 23
3.7 Data Analysis ...................................................................................................................................... 23
Chapter 4 ............................................................................................................................................................. 25
Data Analysis and Interpretation ......................................................................................................................... 25
4.1 Demographic Information ............................................................................................................................. 25
4.2 Description of the Study Variables............................................................................................................ 26
CHAPTER 5 ........................................................................................................................................................ 29
SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATIONS ..................................................... 29
5.1 SUMMARY ............................................................................................................................................ 29
5.2 FINDINGS ................................................................................................................................................ 30
5.3 CONCLUSION ......................................................................................................................................... 31
5.4 RECOMMENDATIONS .......................................................................................................................... 31
6. REFERENCES ............................................................................................................................................ 32
 Chapter 1

INTRODUCTION

1.1 Background of the Study

Children need safe, healthy and stimulating environment in which to grow and learn. During the

school year, children can spend 6 to 8 hours at the school where the environment plays a

significant/critical role in child development. More of the time is spent in the school yard or travelling

to and from school. This condition requires careful planning and designing to optimize experiences

that support education, health and stewardship. [1] Therefore, the school environment is of paramount

importance in shaping and reshaping intellectual ability. However, supportive and favorable school

environment enriched with enough learning facilities, and favorable climate makes students more

comfortable, more concentrated on their academic activities that resulted in high academic

performance. The forces of the environment begin to influence growth and development of the

individual right from the womb of his mother. The educational process of development occurs in

physical, social, cultural and psychological environment. A proper and adequate environment is very

much necessary for a fruitful learning of the child. The favorable school environment provides the

necessary stimulus for learning experiences. The children spend most of their time in school, and this

school environment is exerting influence on performance through curricular, teaching technique and

relationship. [2]

However, educational institutions are intimately linked with society as a whole. They are the temple

of knowledge and agent of social change and transformation. The general condition of our schools,

colleges and universities are a matter of great concern to the nation. It plays a significant role in the

development of the personality of the students. As the students spend most of their life at school, the

school environment is highly responsible for the inculcating of high values into them. For example,

the Kothari Commission (1964-1966) posited that “The destiny of Indian is now being shaped in her

classroom” (p.2). This quotation indicated the significant role a school environment plays in a student
in particular and nation in general. Therefore, student being a backbone of every nation need a

healthy school environment that support them to perform well.

1.2 Statement of the Problem

The study focused “The Effect of learning Environment on Student Academic Performance:

An analysis”.

1.3 Research Objectives

1. To examine how the school environment influences students’ academic performance.

2. To identify the influence of teachers on students’ academic performance.

3. To analyze how school climate influences students’ academic performance.

1.4 Research Questions

1. What factors of the school environment does not influence students’ academic performance ?

2. Do teachers have any influence on students’ academic performance?

3. Do school climate have any influence on students’ academic performance?

1.5 Significance of the Study

The students achievement is more heavily influenced by teacher quality than by students’

race, class, prior academic record or school a student attend. This effect is particularly strong among

students from low-income families students. The benefit being taught by good teachers are

cumulative. Research indicated that the achievement gap widens each year between students with

most effective teachers and those with less effective teachers. It suggests that the most significant

gains in student achievement will likely be realized when students receive instruction from good

teachers over consecutive years.

1.6 Scope and Limitations of the Study

There are so many different ways teachers manage their classrooms, implementing different

rules and different physical set ups. Most often, as new teachers we fall back on what we know, from

our personal experiences of what our teachers used to do. However, with the change in dynamics of
classrooms, there are more diverse ranges of student abilities and student needs. Therefore, it is not

beneficial for students in today’s classrooms, for teachers to be implementing traditional methods

when managing their classroom. For example: traditional teachers usually expect students to simply

sit quietly on the carpet with no movement or discussion. However, in today’s schools, some

students have proven to learn better if they are fidgeting with something or walking around.

Certainly, students cannot be expected to sit for long periods of time without being able to move. As

teachers we need to examine our classroom management Practices and techniques to creating a safe

environment for all students.

1.7 Delimitation of the Study

The study was delimited to only the:

a. Only Private Schools Systemsituated at Rawalpindi.

b. Five schools were selected and branches of these schools were also selected.

Allied school, The Educators, Roots school, Asif public school, Islamabad lyceum.

c. The study was confined to the set of objectives.

d. The procedure of the study was limited to the survey method.

1.8 Research Methodology

This section exhibits the procedures, strategies and procedure that are utilized as a part of

securing and interpreting the information required in this present study.

The researcher utilized the descriptive research method as this method is a useful fact-finding

approach with sufficient explanations and analysis. This study used mixed type of qualitative and

quantitative data for accuracy and ensuring Validity. Expressive approach helped in carrying out

investigation, categorization, calculation and interpretation. This research study was descriptive in

nature and survey is conducted to find out the study of classroom management and teaching strategies

at Montessori level in Rawalpindi city.

1.8.1 Population

The specific teachers of primary classes of Private schools in Rawalpindi city was

selected as a population of study.

1.8.2 Sampling Technique

This research study was descriptive in nature and survey is conducted to find out the

study of classroom management and teaching strategies at Montessori level in Rawalpindi

city.

1.8.3 Sample

A sample is a selection of respondents chosen in such a way that they represent the

total population as good as possible (Doyle, 1985). In this study sample size was contained

300 teachers from specific Montessori private schools at Rawalpindi. Multistage sampling

technique was used. At first stage, five schools (Allied school, The Educators, Roots

school, Asif public school, Islamabad lyceum) were randomly selected. At second stage,

branches of these schools were selected through stratified sampling. All teachers of these

branches were included.

1.8.4 Research Instrument

The information for this study was taken to reflect the objectives of the study.Data

were collected through questioner from the selected sample of Montessori school’s

teachers. Well survey was arranged and used in data collection. It was separated into

diverse parts by fulfilling study objectives to obtain data. The questions raised with

respondents about classroom management and teaching strategies at different level of

Montessori. The information is collected by the researcher herself in May 2016. After

survey of the study, all the data were coded directly on questionnaires and then entered

into personal computer.

 1.8.4.1 Pilot Testing

Three private schools of Montessori classes of city Rawalpindi, Roots school, Allied

school and The Educators were selected for pilot study to check reliability of the

instruments.

1.8.4.2 Validity

Validity of the instruments is judgmental as the expert’s opinions was taken. In the

light of their comments instruments were improved. All test items was discussed with

teachers. We used different test to find out validity of study by pilot testing.

1.8.4.3 Reliability

The reliability is found by applying Cronbach Alpha reliability method by using SPSS

version 16.

1.8.5 Data Collection

The major fundamental element of the exploration is information gathering. Generally,

two types of collecting required information are available i.e. primary procedure and

secondary procedure. Primary technique was used. Data was collected through

questionnaire from the teachers. The researcher was personally collect the data. Questions

were asked to teachers to find out the classroom management practices by private sector at

primary level.

1.8.6 Data Analysis

The information is accurately arranged applying the PC programming statistical Package

(SPSS). In order to make the study meaningful and understandable actual statistical data

are presented in tabular form. Chi Square test were connected to affirm and accept the

affiliation connecting variables. This test was done to check noteworthiness among

qualities that contrasts watched and expected frequencies, utilizing an invalid theory of no

relationship. Percentages were also worked out where ever it is necessary. Responses of

respondents were arranged in tabulated form and percentage of each response was

calculated. Each factor was interpreted in the light of the statistical analysis. The
 researcher collected response from 300 teachers of different Private Schools. The data was

analyzed through MS Excel and Statistical Package for Social Science (SPSS).

1.9 Operational Definition(s)

According to Osborn (1980) The Chi Square statistic is commonly used for testing

relationships on categorical variables. It was developed by Karl Pearson in 1900. Chi-

square is a statistical test and used to measure the differences between what is observed

and what is expected according to a specific hypothesis is called Chi Square. Chi -square

is the sum of the squared difference between observed (o) and the expected (e). The test is

done to checked noteworthiness, qualities, contrasts watched and await frequencies,

utilizing an invalid theory of no relationship. This test is used where one needs to

overview incase frequencies, altogether vary or not chose from the ones which would be at

risk to happen or persuaded arrangement of theoretical opinion.

 Chapter 2

REVIEW OF RELATED LITERATURE

Many researchers feel that classroom management is an ongoing process, not completed in a

day, but requiring patience. Classroom management as “all the things that a teacher does to organize

students, space, time, and materials so that instruction in content and student learning can take place.

However, many feel that in order to be an effective teacher one must have an effective management

plan. Sixteen out of twenty- eight sources used by the author hold to the belief that the key to

effective classroom management practices is an effective management plan. The debate is concerning

different aspects of the classroom management plan such as rules, rewards, consequences, a support

system, and age appropriate techniques for the children (Wong, 2001).

2.1 Theoretical Framework

According to Evertson and Weinstein (2006) refer in their definition of classroom

management to the actions teachers take to create a supportive environment for the academic and

social, emotional learning of students.

They describe five types of actions. In order to attain a high quality of classroom

management, teachers must

 Develop caring, supportive relationships with and among students

 Organize and implement instruction in ways that optimize students’ access to learning. The

importance of developing favorable teacher-student relationships is also expressed by

(Marzano, 2003).

 Additionally (Evertson and Weinstein 2006) state that teachers should encourage students’

engagement in academic tasks, which can be done by using group management methods (e.g.,

by establishing rules and classroom procedures.

 Teachers must promote the development of students’ social skills and self-regulation. Finally,

state that teachers should be able (Marzano, 2003).

 Use appropriate interventions to assist students with behavior problems. The last two actions

proposed by indicate that effective classroom management improves student behavior. Hence,
 classroom management is an ongoing interaction between teachers and their students

(Evertson and Weinstein 2006).

 Classroom management refers to actions taken to create and maintain alearning environment

conducive to successful instruction arranging the physicalenvironment, establishing rules and

procedures, maintaining students' attention to lessons andengagement in activities (Brophy

2006).

 Both definitions emphasize the importance of actions taken by the teacher to facilitate

learning among the students (Marzano, 2003).

According to Doyle (1986) Class administration, once analyze a prerequisite to compelling

direction or a rule, is presently consider as center to the errand of educating.

Classroom administration largely expressed to the giving and methodology important to

creating and keeping up a situation in which rule and learning can express (Duke, 1979).

In physical instruction, class administration characterizes an extensive scope of educators that

utilized exercises, different games, used audio-visual aids for encouraging the children, grouping

students of activity, and how to greet with any person. In the classroom management it’s also includes

the rules and regulations, table manners, discipline classes, classroom management style. It likewise

incorporates the numerous techniques that educators use to manage behavioral understudy (Doyle,

1985).

Sometimes few problems related with teaching is discipline problems, the children show not

good behavior in classroom or as homes so parents are not satisfied in schools. In specifically

countless complainer of instructor training claim that the preservice educational methods do not

sufficiently push the essential ideas and aptitudes required for helping planned educators avert and

manage the control issues confirm in classrooms. In this article, Doyle incorporates the exploration on

classroom administration and proposes conceivable headings for overhauling planning encounters to

oblige a rising information base (Doyle, 2016).

An outline of a more coherent model of teacher identity is presented that teacher should

support the child and help the students and gives direction to the students to identify their goals what

they achieved (Daryal, 2016).

 This is an important area of study because superb or magnificent management enhance the

learning environment and also promote an effective classroom. Lack of confidence and lack of skills

are the worst weaknesses (Susan, 2016).

The teachers-students relationship is very important for the classroom management and

teaching strategy. In the relationship of student teacher, the children easily share the problem of

teacher and teacher easily solved the problem of students. Teacher should try to make the trust on

students for the peaceful environment and climate. Educator ought to have capacity to oversee future

conduct issues in classroom and advance understudies enthusiastic, social and critical thinking

aptitudes. Teacher should also know what techniques would use to handle discipline problems that

may arise in your classroom (Akdag, 2016).

The geographical location of schools has a significant influence on the academic achievement

of students. The uneven distribution of resources, poor school mapping, facilities, problem of

qualified teachers refusing appointment or not willing to perform well in isolated villages, lack of

good road, poor communication, and nonchalant attitude of some communities to school among

others are some of the factors contributed to a wide gap between rural and urban secondary schools.

Schools located in rural areas lack qualified teachers. It is because, they do not want going to rural

areas that lack social amenities. They prefer to stay in urban schools. It is also observed that a lot of

coaching of urban students is done to prepare them for public examinations, thus promoting the spirit

of competition and rivalry that may be lacking in the rural pupils, probably, owing to limitations in

exposure and experience. Also, the study has proven that students in urban areas had better academic

achievement than their rural counterpart. In other word, students in urban locations have a very

advantage of favorable learning environment that apparently enhance their academic performance.

2.2 Classroom Management Strategies

Classroom management strategies are instrument that the teachers can helped the students to

create an effective environment, establish rules and regulation, improve teacher-student relationship,

create discipline environment, solve behavioral problems in students, and involved students in

activities (Cmobori, 2011).

 The establishment of rules and procedures and favourable teacher-student relationships are

considered preventive strategies, whereas disciplinary interventions such as giving warnings or

punishments are considered reactive strategies. Although it is generally assumed that preventive

strategies are more effective than reactive strategies, reactive strategies are sometimes needed to

reduce disruptive or other undesired student behavior when preventive strategies do not work

(Marzano et al., 2003).

In a similar vein used the concepts management of content (e.g., space, materials, equipment,

movement, and lessons) and management of covenant (e.g., social dynamics and interpersonal

relationships) for preventive strategies, and management of conduct (e.g., disciplinary problems) for

reactive strategies when referring to classroom management (Froyen and Iverson, 1999)

 Establish and set clear rules, regulations and procedures, and guide the students in how to

followed them and give instruction to Montessori level students to follow the rules and create

a healthy atmosphere in classroom.

 Make clear to students the results of misbehavior (punishment, strictly behavior etc)

 Apply classroom rules properly, powerful rules, and teacher must show the equality of all the

students (Wolk , 2003).

Teachers should use classroom management and teaching strategies in the classroom, there

are the backbone of class. The first objective of the study was to identify the implemented classroom

management strategies and these strategies were important for the development of students and

enhance their learning (Schmakel, 2008).

Teaching is a complex profession because the students are based on teachers. Teachers must

"win their understudies hearts’’ for the development of students learning. As Haberman state that the

triumphant of understudies’ hearts investigate through exceptionally individual relationship, one

understudy at once (Haberman, 1995).

2.2.1 Management

Classroom Administration is the strategy, activities and techniques instructors use to tackle

the issue of understudies in the classrooms. Powerful educators wre utilized guidelines, directions,
strategies,strategiesinvolved in activity and influence the students development or learning (Marzano

and Pickering, 2003).

Effective teachers create focused and supposed that classroom management results were

increased the students learning. These teachers teach the children and developed the rules and

procedures with students, expect or predict students' needs (McLeod et al., 2003).

In some other ways, Brophy states that the classroom administration resemble salt in a

formula; when it is available it is not saw, but rather when it is missing, cafe was bad (Brophy and

Evertson, 1976).

2.2.2 Rules

According to McKechnie (1983) Excellent classroom are developed only the better classroom

management.

Rules were established and was dividing for behavior, class management and stability in their

implementation of effective classroom management (Nakamura, 2000).

In effective classrooms the teachers used clear explanations or discussion of the tenets,

demonstrate the guidelines, remade the educator understudy relationship, and offer understudies to

promote skills and attitude (Covino and Iwanicki, 1996).

Effective teachers were reacting in several ways, handle discipline problems, manage an

understudy who shows reliable behavioral issues and improve understudies learning (Johnson, 1997).

2.2.3 Routines

Routines were also a very important then management, rules and procedures. Routines ere

more flexible than rules or procedure. For instance, schedules were incorporated how to enter and

leave the classroom, take participation of understudies, time of lunch period, break time, off-time,

action timing and so forth (McLeod et al., 2003).

According to Stronge, Tucker and Ward (2003) Teachers were utilized schedules for every

day or consistently errands more than their insufficient inverse. They contribute the time toward the

begin of the school year to instruct the schedules.

Successful instructors were given understudies sign to give them of adequate conduct, and
powerful educators were great at sorting out and keeping up a positive classroom environment

(Shellard and Protheroe, 2000).

The establishment of schedules considers the adaptability of school. For instance, here and

there the instructor was not sole the understudy’s problems for the lack of time and routines were

disturbed (Emmer et al., 1980).

According to Thomas and Montgomery (1998) When classroom management issues were

developed, the teacher should responsibility to solve these issues and arise the efficient, and excellent

classroom management.

2.2.4 Organization

Classroom Organization is focused on the physical environment. Powerful educators were

composed a protected or sound classroom environment. The organization of classroom involves in

classroom furniture, learning materials, charts, board and classroom organization styles (Johnson,

1997).

Classroom organization is noticeable thing in classroom. The teacher must used the effective

classroom organization such as decorate the room, table chairs sequence, soft board, decorate with

charts or other 3D materials, arrange the furniture, and involved in activities. They also suggested that

students should decorate the room or students help the teachers for the organization of classrooms,

and students gets freedom for the demands or needs what they want (Kohn, 1996).

2.2.5 Expectations for Student Behavior

Desires for Understudy Conduct is a key segment in setting wishes for understudies. Powerful

instructors realize that understudy conduct is not just about guidelines and results they likewise

realize that a bigger segment is the improvement of a classroom atmosphere that impacts how

understudies see their surroundings and carry on (Woolfolk and Hoy, 2003).

According to Stronge et al, (2003) Taking care of issues of classroom organization and

affiliation gives the foundation to having elevated requirements for understudy conduct. Viable

instructors have higher desires for how understudies are to act in the classroom than their less

successful associates. They are better chiefs of understudy conduct. They set up associations with

their understudies in which lifted measures of support and quality (i.e., giving understudies a
sentiment reason and heading) are balanced, achieving a perfect relationship. Reasonable and general

classroom discipline, educators constrained the understudies and make a sound classroom on

guideline (Marzano et al., 2003).

2.2.6 Picturing the Quality

Visualizing quality of classroom management were the base of students learning or

developmental growth of students. The following image was describing the quality of classroom

management and organization. It shows the expectation of student’s behavior and classroom

organization. The classroom management were divided into two categories rules, routines. The rules

and routines are established the teachers in classroom.

2.2.7 Focus on the Teacher

The school administration should focus on teachers, weather they teach the students well or

not. The administration must select those teachers who has qualities and punctuality of timings

(Haberman, 1995).

2.2.8 Classroom Arrangement

 Use best furniture or items in the classroom

 Set classroom materials for students like,

 Decorate classroom for charts, different images that’s related to study and colorful curtains.

2.3 Classroom Administration and Relationship Building

Its demonstrates on instructors, activities and classrooms has two or more effect in understudy

accomplishment, evaluation approaches, group contribution, or staff collegiality; and a huge piece of

educators' activities includes the administration of the classroom (Marzano, 2003).

Instructors who receive a relationship-building way to deal with classroom administration by

concentrating on building up the entire individual will probably help understudies create constructive,

socially-fitting behaviors. This approach includes appreciating understudies; setting up clear learning

objectives; and displaying confident, evenhanded, and positive practices (Goe, 2002).

Research demonstrates that the best classroom directors don't treat all understudies the same.

Powerful administrators utilized distinctive methodologies with various sorts of understudies.

Instructors with compelling classroom administration abilities know about high needs understudies

and have an accumulation of specific frameworks for tending to some of their needs reported that

12% to 22% of all understudies in schools encounter the evil impacts of mental, energetic, and

behavioral (Marzano, 2003).

One of the keys to convincing classroom affiliation is the development of a quality

relationship between the teacher and the understudies in the classroom. Marzano and in a meta-

examination of more than 100 studies, reported that educators who had untouchable relationship with

understudies had 31% less get prepared issues, standard encroachment, and other related issues over a

year's chance than did instructors (Marzano and Pickering, 2003).

2.3.1 Techniques for Building Connections

Teacher and student’s relationship in the classroom, served the children, enhance acquiring

knowledge, create healthy classroom environment, and manage the classroom atmosphere (Wolk,

2003).

In classroom management includes rules, routines, expectations of students behavior,

classroom organization, teaching style, management style, reward and punishment were involved

(Hall, 2003).

2.3.2 Building Empathy

According to Garfield (1994) The most significant part of a positive helping relationship is

sensitivity with respect to the aide. In genuine practice, empathy as for the educator results in the

understudy feeling got on. Caring associations are especially indispensable for troublesome

youngsters.

Unfortunately, in preparing, empathy is a thought for the most part misjudged and even

trivialized as a kind of affection or minding. Notwithstanding what may be normal, careful and

sensitivity are not in any way the same (Mordock, 1991).

According to Adler (1956) depicted compassion as "seeing with the eyes of another, hearing

with the ears of another, and feeling with heart of another.

 The educator could have effectively empowered the understudy with a compassionate

reaction, for example, "It must be truly troublesome attempting to concentrate on while listening to

your kin, battling and survey what is going to happen with your family (Hanna and Keys, 1999)

2.3.3 Admiring Negative Attitudes and Behaviors

According to Seligman (1999) The teacher must focus the negative behavior and attitude of

students and try to solve the behavioral problems of students.

2.3.4 Abandoning the Inner Self

Abandoning the inner self, the classroom is very powerful suggestion or decision. A teacher or

other schools members like administration should leave the all personal problems at the door of

school and try to behave good manners and treated the child as a positive way. It was also an

evaluation or judgement of truly effective relationship-based teaching (Van Wagoner, 1991).

2.3.5 Multicultural Connections

Making relationship with understudies who begin from socially unmistakable establishments

can challenge and requires specific capacities from new and experienced instructors alike (Nieto,

2008).
 Chapter 3

RESEARCH METHODOLOGY

This section exhibits the procedures, strategies and procedure that are utilized as a part of

securing and interpreting the information required in this present study.

3.1 Research Design

The researcher utilized the descriptive research method as this method is a useful fact-finding

approach with sufficient explanations and analysis. This study used mixed type of qualitative and

quantitative data for accuracy and ensuring Validity. Expressive approach helped in carrying out

investigation, categorization, calculation and interpretation. This research study was descriptive in

nature and survey is conducted to find out the analysis of classroom management practices used by

private sector at primary level in Rawalpindi city.

3.2 Population
Masses is "masterminded of individuals or occasions from which the sample is chosen and to

which the study results will sum up" (Aline, 1975). The specific teachers of Primary classes of

Private schools in Rawalpindi city was selected as a population of study.

3.3 Sample & Sampling Technique

In this study sample size was contained 300 teachers from specific private sector at primary

level at Rawalpindi. Multistage sampling technique was used. At first stage, five schools (Allied

school, The Educators, Roots school, Asif public school, Islamabad lyceum) were randomly selected.

At second stage, branches of these schools were selected through stratified sampling. All teachers of

these branches were included.

3.4 Instrumentation

The information for this study was taken to reflect the objectives of the study. Data were

collected through questioner from the selected sample of Primary school’s teachers. Well survey

was arranged and used in data collection. It was separated into diverse parts by fulfilling study

objectives to obtain data. The questions raised with respondents about classroom management

practices used by private sector at primary level. The information is collected by the researcher

herself in March 2018. After survey of the study, all the data were coded directly on

questionnaires and then entered into personal computer.

3.5 Validity and Reliability of Instrument

Three private schools of Montessori classes of city Rawalpindi, Roots school, Allied school

and The Educators were selected for pilot study to check reliability of the instruments.

Validity of the instruments is judgmental as the expert’s opinions was taken. In the light of

their comments instruments were improved. All test items were discussed with teachers. We used

different test to find out validity of study by pilot testing.

The reliability is found by applying Cronbach Alpha reliability method by using SPSS version 16.

3.6 Data Collection

The major fundamental element of the exploration is information gathering. Generally, two

types of collecting required information are available i.e. primary procedure and secondary

procedure. Primary technique was used. Data was collected through questionnaire from the teachers.

The researcher was personally collect the data. Questions were asked to teachers to find out the

classroom management Practices used by private sector at primary level.

3.7 Data Analysis

The information is accurately arranged applying the PC programming statistical Package

(SPSS). In order to make the study meaningful and understandable actual statistical data are presented
 in tabular form. Chi Square test were connected to affirm and accept the affiliation connecting

variables. This test was done to check noteworthiness among qualities that contrasts watched and

expected frequencies, utilizing an invalid theory of no relationship. Percentages were also worked out

where ever it is necessary. Responses of respondents were arranged in tabulated form and percentage

of each response was calculated. Each factor was interpreted in the light of the statistical analysis.

The researcher collected response from 300 teachers of different Private Schools. The data was

analyzed through MS Excel and Statistical Package for Social Science (SPSS).
 Chapter 4

Data Analysis and Interpretation

This present part was managed the examination and translation of information to examine an

analysis of classroom management practices used by private sector at primary level in Rawalpindi

city, a questionnaire is adopted for this purpose and use flexibly. Engaging measurements,

elucidations, theory definition, results and talk. Measurable investigation is done utilizing

programming Statistical Package for Social Sciences (SPSS).

The research study is a naturalistic observation being improvised to make sure that there are

no artificial results in it. They observation and survey are conducted in friendly way so that perfect

results can be obtained. Researcher made sure that there are no elements of friendship or personal

relations involved in the survey.

Analysis 1 is done to analyze identify the implemented classroom management practices used

by private sector at primary level, which is the first objective of the study. It is achieved by getting

teacher responses.

4.1 Demographic Information

A total of three hundred and seventy-seven (377) respondents were selected as a sample size for this

study. The respondents were chosen from four different secondary schools within Kuala Terengganu

area. They are selected by using stratified random sampling technique and respondents from each

school were stratified in term of gender; male and female. It means that almost half of the respondents

were male, and the other half were female. After classified them based on gender, simple random

sampling technique is applied to select the required sample size.

Table 1: Distribution of the
respondents
Sex Age Location
Boys Girls 12-16 17-19 Rural Urban

Freq. 185 192 286 91 193 184

% 49.1% 50.9% 75.9% 24.1% 51.2% 48.8%

The demographic information of the respondents as presented in Table 1 above reveals the

distribution of the respondents based on demographic characteristics. By gender 185(49.1%) were

boys, and 192(50.9%) were girls. Based on the age of the respondents 286(75.9%) were between the

age of 12-16 while 91(24.1%) were between the age of 17-19. Concerning the location of the

respondents 193(51.2%) were from the rural area while 184(48.8%) were from the urban area.

4.2 Description of the Study Variables

The main variables examined in this study were school environment (independent variables),

and academic performance (dependent variable). Descriptive finding for all the variables is presented

in Table 2 below

Table 2: Descriptive
statistics Variables
Mean St. D No.
Performance (Y) 54.34 21.199 377

School Environment(X) 3.18 0.351 377

Based on the data collected from three hundred and seventy-seven (377) respondents in the

table above, the mean academic performance (dependent variable) of the respondents is 54.34 with a

standard deviation of 21.199. It means that the performance is generally above average. While school

environment has the mean score of 3.18 with standard deviation of 0.351

Ho1: School Environment does not Influence Students’ Academic Performance

To test the hypothesis and assess whether school environment has a significant influence on students’

academic performance. The data of school environment and students, academic performance collected
from the 377 respondents and their respective schools were analyzed using the regression analysis.

And the hypothesis was tested at 0.05 level of significance as presented in Table 3 and 4 below;

Table 3: Summary of Regression Analysis Results

Regression Model
Dependant Variable (Students Performance)

R .20

R Squared 0.040

Adjusted R Squared 0.037

Observation 377

The Table 3 above summarizes regression results. Therefore, the result indicated that there is a

positive correlation between the school environment and academic performance. In the regression

statistics r=0.20, while R-squared is 0.040. It means that the independent variable (school

environment) explained 4% variations from the expected and actual results of the dependent variable

(academic performance).

These indicate a good fit of the regression equation. Thus, this is an accurate reflection that,

academic performance is influenced by the school environment.

Table 4: Test of
significance Unstandardized Standardized t
Model Coefficients Coefficients Sig. 95% C.I
B Std. Error Beta Lower Bound Upper Bound

(Constant) 15.987 9.774 1.636 .103 3.223 35.206

School 12.048 3.052 .20 3.948 .000 6.047 18.049

Environment
 The test of significance results, as presented in Table 4 above, shows that t=3.948, with

df=375 and p-values (0.00 < 0.05). It indicated that at 5% level of significance there is enough

evidence that the regression equation is well-specified that a significant relationship between the

school environment and academic performance exists. Based on the findings we reject the null

hypothesis and conclude that the school environment has a significant influence on students’ academic

performance. We are 95% confident that the slope of the actual regression line is somewhere between

6.047 and 18.049. In other words, we are 95% sure that enriching school environment will influence

academic performance somewhere between 6.047 and 18.049.

 CHAPTER 5

SUMMARY, FINDINGS, CONCLUSION AND

RECOMMENDATIONS

5.1 SUMMARY

Primary education is a base of education system and it is an important component of overall

education system. It is a stage where the children enter into a Primary stage. Classroom management

practices can potentially have a profound effect of learning. Instructional classroom management

practices are considered to be components of effective learning. It is very important for the teachers to

manage the classroom behavior so that student’s achievement can occur. An analysis of classroom

management practices used by private sector at primary level will be useful when research tells us that

teachers are very important of the classroom. Teacher is the role model of the classroom. The

researcher analyzes the implemented classroom management practices used by private sector at

primary level. Classroom management is a word made up of two quantities: classroom and

management. Classroom” is defined as “a room in school, college where classes are qualified, and

“Management” as “the resistor or group of somewhat. In the analysis of teaching strategies,

researchers develop a questionnaire for teachers and get view of teaching strategies. Teacher should

use effective or modern teaching strategies and develop students learning. Many teachers, as well as

students, may find themselves uncomfortable when teaching strategy are not effective or good.

Controlling discipline in primary level class is not as a cool task; it difficulties some strong

instructions. Creating a code of performance that is formed by teacher and learners organized.

The key objectives of the study were to study the to identify the implemented classroom

management practices used by private sector at primary level to identify the teaching strategies at

different level of Primary, to analyze classroom management practices used by private sector at

primary level, Suggest guidelines and suggestions. Population of the analyzing were the private

schools of Rawalpindi. From Rawalpindi, three hundred teachers of the Private Schools.
 Data was collected through questionnaire. Collected qualitative data was analyzed through

questionnaires, using statistical techniques of Chi square, frequency and percentage distributions.

After analyzing data it was found that majority of school teachers were satisfied with classroom

management practices. Tables showing the chi-square and percentages of opinion were prepared. The

process of interpretation was completed by the researcher in the light of weight given to positive and

negative opinion.

5.2 FINDINGS

The study posits that school environment play a significant role on students’ academic

performance. From the analyzed data of 377 secondary schools respondents within Kuala Terengganu

area, school environment appeared to have significant influence on students’ academic performance.

Based on the regression statistical analysis, school environment r value in relation to academic

performance is (0.20), and r2=0.040. It signifies that school environment account 40% change on

students’ academic performance. However, from the data collected, it appears that the school with

adequate modern equipment enhances learning. The result of the data proves that the school enriched

with modern equipment such as computer, internet, enriched laboratory and library make learning

easier and faster. Likewise, school enriched with intelligent teachers, favorable learning atmosphere,

an excellent teacher- student relationship and good school-parent relationship facilitates learning

development. Therefore, these advantages result in high academic performance. Therefore, the

importance of school environment on influencing academic performance cannot be over emphasized.

Students need school with favorable learning facilities to perform well, this means that when school

environment is enriched with modern educational facilities facilitate learning. Schools within Kuala

Terengganu are enriched with modern facilities, have good teacher- student relationship that make the

students to have excellent academic performance.

The result of this research agrees with the opinion of most psychologists; that weak relationship

between teachers and students has a diverse effect on students’ attitude in respect of events in teaching

–learning environment. Therefore, the teacher should be friendly and not mean, appear admirable but
not seductive. He should attend to the need of students and be aware of the differences between them

and be fair and firm in dealing with them. It is important to note that when healthy teacher-teacher

relationship exist in school. It goes a long way in the promotion of learning among students. And this

enables them to share knowledge and experience that will enhance the better school environment. [10]

Several researchers are in support of this study. Some of those researches are that of [2] and [8] who

reveals from their studies that the school environment has a significant influence on academic

performance. Others are [6], [4], [5], [10] and [7].

5.3 CONCLUSION

It is important to note that, the finding of this research indicated that school environment

significantly influence students’ academic performance. As observed from the research students from

school with adequate learning facilities, good teacher-students relationship and favorable learning

environment perform well. Therefore, the research concludes that school environment does influence

students’ academic performance.

5.4 RECOMMENDATIONS

Analysis of data yields a set of findings and conclusion, which is turn led to the formulation of

the following plausible recommendations.

1. 21st century the highly demanding in the context of high technology. There will be e-

learning, e-teaching and e-assessment. Therefore, quality enhancement cells are expected

to train the primary teachers in these areas for quality promotion.

2. Teachers of tomorrow have to develop capacities in how children learn, criterion-based

evaluation and portfolios will be important for teaching and learning.

3. Teachers would be introduced to new courses, enhance the child learning, teacher should

have all the skills of teaching and also delivered the services for the students to the

increasing the performance of students.

4. The training manuals developed by HEC, planning and management, developed skills,

professional development etc need to be revised. This is important to reflect the new

demands of 21st century for improving the profession of teaching.

 5. There is need for institutional support such as primary school children paly grounds,

computer labs for students, and new activities in which students are involved, these are

important for the refreshing the teacher.

6. Sampled primary schools should focus on teachers and to enhance the students’

performance, and also focused on classroom management practices because they both are

important for student’s development or learning.

7. In the area of future research, an inventory of training needs for teachers to develop their

professional competency in the area of research, monitoring, evaluation and follow up

services of primary students for the future improvement.

8. For the development of students, teachers should have skilled full and also know how to

solve the behavior problem students in classroom.

9. Teacher should also know about what techniques would you use to handle discipline

problems that may arise in your classroom and they try to solve them an effective way,

10. Teachers duty to maintain the classroom discipline and treat each child according to his

mental level.

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