SUSTAINING ACADEMIC SUCCESS THROUGH EFFECTIVE CLASSROOM MANAGEMENT

Purpose of the study: This study ascertained the classroom management practices of teachers and their relationship to the academic performance of college students of a state university in the Philippines. Methodology: As a correlational study, 317 randomly selected senior college students served as respondents. A survey questionnaire was used to determine the level of teachers’ classroom management practices. The Grade Point Averages (GPAs) of the students constitute their academic performance. Frequency, percentage, mean, and Pearson r were used to analyse gathered data statistically. Main Findings: When the teachers give priority to the physical classroom condition, the students tend to feel relaxed and comfortable, thereby displaying a higher level of academic performance. Further, students performed better when the teachers positively reinforced their responses. Furthermore, the students’ better performance in their educational undertakings is linked with teachers’ adeptness in time management. Applications of this study: To further improve the academic performance of students, teachers may strengthen the teaching-learning process through the following provisions: inspiring classroom setups, classroom enhancement programs (peer teaching, remedial and tutorial programs), appropriate educative measures and proper allocation of time. Novelty/Originality of this study: This study provides verifications that some aspects of classroom management such as physical condition, discipline, and time management are significantly linked to students’ academic success.


INTRODUCTION
Managing a classroom in an efficient, well-ordered, and effective means is a treasured mark of a competent and capable teacher. The test to be suitable for an image of excellent performance includes unwavering conduct and action indicative of wide-ranging control, direction and guidance in all the intricacies of the teaching-learning process ( The imprint of classroom management in the teaching-learning process has become the central theme of many educational researches for decades of years. Classroom management is described as a set of learning experiences where the teacher creates and upholds settings that facilitate efficient and effective instruction (Reinke, Herman, & Sprick, 2011). In his article Classroom Management, Weber (1999) stressed that the teacher maximizes and strengthens the teaching-learning process by verifying a picture of classroom management as a four-stage analytic-pluralistic progression where teacher specifies encouraging classroom situations (Djigic, & Stojiljkovic, 2011), evaluates classroom settings (Knight, 2018) Aside from establishing and sustaining a methodical milieu so students can engage in expressive and meaningful academic learning (Nie, & Lau, 2009), classroom management further intends to boost students' social and ethical growth (Levin & Nolan, 2014;Rosas, & West, 2009). Specifically, the teacher should inspire caring and sympathetic dealings among students (Wubbels, Brekelmans, den Brok, Wijsman, Mainhard, & Van Tartwijk, 2014), establish and organize instruction in manners that heighten students' access to learning (Burden, 2020) Much of these will come from their inimitable dispositions (Sieberer-Nagler, 2016). However, a great deal of classroom management practices comes from the teacher's attitudes and pedagogical adoptions. In the field of disposition, one can find habits to interpret his particular style into an active teaching conduct. Yet in the area of selections and attitudes, some practices will lead to considerably different results (Milner & Tenore, 2010;Shindler, 2008). Furthermore, the teacher's classroom management practices critically affect his supervisory and corrective approaches (Lopes, Silva, Oliveira, Sass, & Martin, 2017;Landrum & Kauffman, 2013). There are many practices but when implemented, each must be comfortable to the end-user and must match with the teacher's distinct and specialized characteristics (Hirshberg, Flook, Enright, & Davidson, 2020;Scrivener, 2012). Such instructional practices must support the teacher not only in encouraging meaningful student's learning and discipline but also in accomplishing an effective teaching routine ( In this framework, the researchers undertook this study to validate the relationship between classroom management practices of teachers and the academic performance of college students of the Nueva Vizcaya State University, Philippines. Specifically, this research sought (1) to describe the level of teachers' classroom management practices along with classroom physical condition, classroom discipline, care of routine and time management as evaluated by their students; (2) to describe the level of students' academic performance; and, (3) to determine the significant relationship between the teachers' classroom management practices and students' academic success.

The null hypothesis of the study
There is no significant relationship between the classroom management practices of teachers and the academic success of students.

METHODOLOGY
This study employed correlational research. This was conducted at the Nueva Vizcaya State University in the Cagayan Valley region of the Philippines. Simple random sampling and Slovin formula with a 5% margin of error were used to determine the sample and sample size of the study, respectively. The fishbowl technique was employed to accurately identify the 317 senior college students who served as respondents.
A structured survey questionnaire which undertook expert validation was used to determine the level of classroom management practices of teachers basing on a 5-point Likert scale with 5 as very high (always) and 1 as very low (never). The Grade Point Averages (GPAs) of the students were taken to constitute their academic performance.
Descriptive statistics such as frequency counts, percentages, and mean were used to describe the classroom management practices of teachers and the academic performance of the respondents. Pearson r was employed to establish the relationship between variables.
To determine the level of classroom management practices of teachers, the following mean scores and qualitative descriptions are as follows:

Care of Routine:
Finding reveals the teachers were perceived to be constant in establishing routines to monitor attendance, checking activities, giving instructions, expectations, and procedures for well-organized and properly managed classroom routines. Cangelosi (2013) emphasized that when classroom routines were properly launched, students are reinforced to circumvent interruptions that delay time and inhibit learning. Further, classroom practices that are appropriately performed reduce teacher's loads and save time.
Time Management: Teachers were evaluated to be very highly wise in managing their time. This proves that teachers continuously observe the proper allocation of time in their teaching. They are firm in following schedules for passing requirements to facilitate checking and feedbacking. The key to effective classroom management is the teacher's ability to prepare and conduct lessons that prevent inattention, boredom, and misbehaviour. Successful teachers teach wellprepared, well-paced lessons that proceed smoothly with a minimum of confusion or loss of focus, waste little time moving students from one activity to another and provide seatwork activities geared to the abilities and interests of students (Rashid, Hussain, & Khan, 2019; Zafarullah, Mumtaz, Murad, Abida, & Humera, 2016).  Table 2 reflects that most of the students performed very satisfactorily in their academic undertakings. While it is crucial that the teacher must possess a thorough knowledge of the subject she teaches, mastery of the course being taught is insufficient. To ensure that students become successful in their academics, the teacher must understand and address the needs, interests, and styles of their learners (Sieberer-Nagler, 2016). Latif, Dollah, & Weda (2020) highlighted in their research that classroom management does not only afford adequate order in facilitating learning but also imparts values

Students' Academic Performance
Humanities & Social Sciences Reviews eISSN: 2395-6518, Vol 8, No 4, 2020, pp 213-221 https://doi.org/10.18510/hssr.2020.8422 217 |https://giapjournals.com/hssr/index © Afalla and Fabelico among students such as accountability, tolerance, respect, honesty, and care and concern for other students. Thus, the very satisfactory performance of college students is suggestive of their teachers' remarkable classroom management. It could be noted from Table 3 that specific indicators of some aspects of classroom management as practised by teachers were found to be significantly correlated with the academic performance of college students. The result of the study rejects the null hypothesis that there is no significant relationship between teachers' classroom management practices and students' academic success. In particular, proper ventilation and lighting and academic achievement were negatively correlated, although the degree of correlation is low. This manifests that when the teacher gives attention to the physical condition of the room, the students tend to feel relaxed and comfortable, thereby displaying a higher level of performance in their academics. The result corroborated the findings of Sieberer-Nagler (2016) when she declared that the lighting of a classroom is considered as an active element of the total educational environment. Accordingly, good lighting contributes significantly to the aesthetics and psychological character of the learning space.

Significant Relationship between Teachers' Classroom Management Practices and Students' Academic Performance
Additionally, giving merits for good behaviour and academic performance were negatively correlated even though the correlation is low. This implies that students performed better when their teachers positively reinforced their responses. This result validated the conclusion of Evertson and Weinstein (2013) that when students' efforts were appropriately reinforced, and their needs were properly addressed, they learned to display appropriate behaviour such as self-esteem, self-assurance, and sense of belongingness. Moreover, Floress, Beschta, Meyer, & Reinke (2017) articulated that rewarding proper behaviour is probably the key to achieving effective classroom management.
Moreover, being conscious of time and academic performance were negatively correlated, showing a low correlation. Result reveals that students' better performance in their educational undertakings is linked with teachers' adeptness in time management. This aligns with Gordon's (2006) idea that teachers and learners must be able to set priorities on their tasks and achieve these on time.
Sieberer-Nagler (2016) explained that the learning experiences a teacher brings inside the classroom has insinuations for classroom management which includes fashioning the environment, embellishing the room, positioning the chairs, handling learners' responses, putting, effecting, adjusting, and reinstituting routines in place, and developing and communicating rules to students. Further, Simonsen, Freeman, Myers, Dooley, Maddock, Kern, & Byun (2020) identified specific practices that intensify the probability of desirable learning outcomes such as rationally engaged time, accurate academic responding, improved on-task, reduced off-task, disruptive, or general behaviour problem. Furthermore, Milner (2019) stipulated that when teachers assimilated the competencies essential to be responsive to the needs of their students, reasonable and realistic classroom management and learning opportunities are possible. Additionally, Wiseman and Hunt (2008) expressed that the most serious and alarming concerns correlated to classroom management include discipline, learners' motivation, handling learner's social and emotional difficulties, lack of parents' support, and violence. For teachers to come up with a productive learning environment, generating goodwill, respect and cooperation are of utmost importance.

CONCLUSION
Teachers were viewed to regularly keep their classrooms clean, spacious with well-arranged seats, and proper ventilation. They are frequent in imposing classroom rules, reducing aggression and rewarding good behaviour to maintain peace and order in the classroom. They are constant in establishing routines to monitor attendance easily, check activities, and give instructions, expectations and procedures for well-organized and properly managed classroom routines. They continuously observe the proper allocation of time in their teaching. College students exhibited a very satisfactory performance in their academic undertakings. When the teachers gave priority to the physical condition of the