Relationship between Learning Behavior and Academic Achievement of Elementary Students in Low Income Urban Areas of Islamabad

Abstract

Effective classroom management involves teacher’s attitude that is the key factor in the high level of contribution and participation of students in various classroom activities. Effective teachers also act as effective managers in the classrooms, who integrate classroom activities with learning and also organize various learning activities systematically by following planned rules. This paper observes the impact of classroom management on effective teaching at Secondary level. Population of this study comprised of Girls and Boys Model Secondary schools of Islamabad. In order to select representative sample from the population, random sampling technique was used. The sample consisted of 50 Secondary school teachers (25 were male teachers and 25 were female teachers) from Model secondary schools of Islamabad. Data was collected through personal visit of sample schools. In this study, two instruments were used to measure classroom management and effective teaching by using two separate questionnaires for classroom management and effective teaching. Cronbach’s Alpha reliability of both questionnaires were .827and .714 respectively. Data was analyzed by mean, standard deviation, t-test and correlation. Research findings reveal that there is significant positive relationship between classroom management and effective teaching and it also reveals that there is also gender based differences regarding classroom management and effective teaching.