Effects of Classroom Management Strategies on the Behavior and Academic Performance of Intermediate Pupils

Abstract

This study examined the effects of classroom management strategies on the behavior and academic performance of intermediate pupils in public elementary schools in District II-A, City Schools Division Office of Antipolo during the School Year 2025–2026. Specifically, it focused on strategies such as establishing clear expectations, positive reinforcement and motivation, consistency and fairness, and monitoring and intervention. A descriptive survey research design and documentary analysis were employed. The respondents included 195 intermediate teachers and 380 pupils selected through simple random sampling using Slovin’s formula. Data were gathered through a researcher-made questionnaire-checklist, while pupils’ academic performance was based on their average grades in the first and second quarters.Findings revealed that both teachers and pupils perceived classroom management strategies to have a high effect on pupil behavior. However, a significant difference existed between their perceptions across all strategy areas. Teachers’ perceptions differed significantly when grouped according to civil status, educational attainment, position, length of service, and training, but not by age and sex. Among pupils, only fathers’ occupation showed a significant difference in perception. The pupils’ academic performance was generally very satisfactory. Furthermore, a significant relationship was found between classroom management strategies—particularly establishing clear expectations and monitoring and intervention—and academic performance, while no significant relationship was observed for positive reinforcement and consistency and fairness.The study concluded that classroom management strategies significantly influence both behavior and academic performance, although perceptions vary between teachers and pupils. It is recommended that teachers strengthen consistency and fairness, apply positive reinforcement cautiously, and prioritize non-punitive approaches. Implementation of the proposed action plan and further studies involving additional variables are also suggested.