META-ANALYSIS OF STUDIES ON THE EFFECT OF CLASSROOM MANAGEMENT STRATEGIES ON STUDENTS’ LEARNING ACHIEVEMENT

This study aimed to analyze the effect of classroom management to the learning achievement of the students in selected schools in DepEd CALABARZON. Through meta-analysis, the study dwelled on analyzing the classroom management characteristics, practices, and its effect on students’ learning achievement. Among several research studies in selected schools in CALABARZON, four (4) research papers were selected that best fit the criteria set in this undertaking. The process undertaken include the literature search and review, inclusion process, abstracting data from individual studies, coding of studies, and data analysis. Under the last part, the researcher performed the continuous random-effects meta-analysis using Hedges-Olkin (HE) set at 95% confidence level, meta-analytic analysis, heterogeneity test, and the forest plot. Results showed that the characteristics of classroom management in selected schools in DepEd CALABARZON is divided into two components. The identified focus of classroom management in selected schools in DepEd CALABARZON are to impose discipline, manage well the classroom, maintain classroom climate and culture, and systematically promote instructional plans. There were also five factors affecting its effective delivery. These are teacher, student, school climate and culture, school and learning environment, and relationship factors. Moreover, there were eight classroom management practice categories employed in selected schools in DepEd CALABARZON. These are the classroom instructional routines, teachers’ knowledge, experience and personality related practices, learning environment related practices, motivation, effective communication, school climate and culture related practices, punishment, and discipline approaches. The meta-analytical test showed that reviewed research papers have a medium significant effect. For the heterogeneity of the results, the data showed that 94.206% of the dispersion of the effect of classroom management’s effect sizes reflects real difference in the effect size. Hence, it is concluded that classroom management has a significant effect on the learning achievement of students in selected schools in DepEd CALABARZON. Several inputs for maintaining, enhancing and empowering classroom management practices in selected schools in DepEd CALABARZON towards increasing learning achievement of the students are therefore recommended.