The relationship between classroom management style and mathematic motivation and achievement in fifth grade elementary students

Document Type : Research Paper

Authors

1 Assistant Professor of Psychology, Malayer University

2 M. A. educational sciences, Education office, Eslam Abade Gharb

3 Assistant Professor of Psychology, Islamic Azad University, Malayer Branch

d-2-1-91-11-2

Abstract

This study investigated the relationship between classroom management style of
teachers and mathematics motivation and achievement in fifth grade elementary
students. For this purpose, all teachers of fifth grade elementary (51 teachers) and
621 fifth grade elementary students randomly selected in Islamabad-e-Gharb city.
The teachers were filled out the Attitude and Beliefs on Classroom Management
Control Inventory and the students filled out the Mathematic Motivation Subscale
of Elementary School Motivation Scale. Students' math scores in the first term
were used to assess the mathematical achievement. Method of the research was
correlation. Results indicated that there is meaningful correlation between
interactionist classroom management style of teachers and mathematic motivation
(r=0.322) and between interactionist (r=0.106) and interventionist (r=0.103)
classroom management styles of teachers with mathematic achievement.
According to the results was regression, the strongest variable for predicting the
mathematic motivation is interactionist classroom management style of teachers
and the strongest variables for predicting the mathematic achievement of students
are interactionist and interventionist classroom management styles of teachers
(p<0.05). Attention to interactionist classroom management style can play an
important role in improving the mathematic motivation and achievement in fifth
grade elementary students.

Keywords

References

خوی نژاد، غلامرضا ( 1380 ). روشهای پژوهش در علوم تربیتی.چاپ اول، تهران: انتشارات سمت.
سرمدی، محمدرضا و سیف، حسن ( 1389 ). مدیریت کلاس. چاپ دوم، تهران: انتشارات دانشگاه پیام نور.
عالی، آمنه و امین یزدی، سیدامیر ( 1387 ). تأثیر ویژگیهای معلم بر سبک مدیریت کلاس. فصلنام هی تعلیم
.103-135 ،(1) و تربیت، 24
علایی خرایم، رقیه؛ نریمانی، محمد و علایی خرایم، سارا ( 1391 ). مقایسه ی خودکارآمدی و انگیزه ی
-104 ،(3) پیشرفت در میان دانش آموزان با و بدون اختلا ل یادگیری . مجل هی ناتوان یهای یادگیر ی، 1
.85
رابطه ی سبک مدیریت کلاس معلمان با انگیزش و پیشرفت ریاضی دانش آموزان پنجم ابتدایی
40
نریمانی، محمد ( 1391 ). اثربخشی آموزش کنترل تکانه بر پردازش هیجان، تکانشوری و حواس پرتی
.101-122 ،(2) دانش آموزان مبتلا به اختلال ریاضی. مجل هی ناتوان یهای یادگیری، 2
Adeyemo, S. A. (2012). The relationship between effective classroom management and
students’ academic achievement. European Journal of Educational Studies, 4(3), 367-381.
Arshad Dahar, MA., Ahmad Faize., Niwaz, A., Athar Hussain, M. & Zaman, A .(2010).
Relationship between the leadership styles and academic achievement at the secondary
stage in Panjab(Pakistan). International jornal of academic research, 2(6), 459-462.
Djigic, G. & Stojiljkovic, S .(2011). Classroom management styles, classroom climate and
school achievement. Procedia - Social and Behavioral Sciences, 29(1), 819 – 828.
Evrim, EA., Gökçe, K. & Enisa, M. (2009). Exploring the relationship between teacher
beliefs and styles on classroom management in relation to actual teaching practices: a
case study. Procedia Social and Behavioral Sciences, 1(1), 612–617.
Feng, E.Z. & Hung, C. (2010).The survey study of mathematics motivated strategies for
learning questionaire (MMSLQ) for grade 10-12 Taivanese students. The Turkish
Online Journal of Educational Technology, 9(2), 221-223.
Guay, F., Marsh, H.W. & Dowson, D. (2005). Assessing Academic Motivation among
Elementary School Children: The Elementary School Motivation Scale (ESMS). SELF
Research Centre, University of Western Sydney, Australia.
Kaykci, K. (2009). The effect of classroom management skills of elementary school
teachers on undesirable discipline behaviour of students. Procedia Social and
Behavioral Sciences, 1(1), 1215–1225.
Kunter, M., Jürgen Baumert, J. & Köller, O. (2007). Effective classroommanagement and
the development of subject-related interest. Learning and Instruction,17(5), 494–509.
Kyoung Um, E., Corter, J. & Tatsuoka, K .(2005). Motivation, Autonomy Support, and
Mathematics Performance: A Structural Equation Analysis. Teachers College,
Columbia University. Pp.1-2.
Martin, N.K; Yin, Z. & Baldwin, B. (1998). Constract validation of the attitude and beliefs on
classroom management control inventory. Journal of classroom interaction, 33(2), 6-15.
Martin, N.K. & Baldwin, B. (1998). Classroom management teaching. Class size and
graduate study, EREC Identifier: ED 420671.
Mullis, I. V. S., Martin, M. O., Gonzelez, E. J., Gregory, K. D., Garden, R.A., O’Connor,
K. M., Chrostowski, S. J. & Smith, T. A. (2000). TIMSS 1999 International
Mathematics Report: Findings from IEA’s Repeat of the Third International
Mathematics and Science Study at the Eighth Grade. The International Study Center
Boston College Lynch School of Education.
Ogaboh, A. A. M. I. & Ashibi, N.I . (2010). Teachers’ leadership style, classroom variables
and students’ academic performance in Calabar metropolis, Nigeria. Educational
Research,1(6), 178-185.
Oriahi, C. (2009). Influence of Motivation on Students’ Academic Performance. The Social
Sciences, 4(1), 3-36.
Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation
in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667-686.
Ramserier, P. (2001). Motivation to learn as an outcome and determining factor of learning
at school. European Journal of Psychology of Education, 16(3),421-439.
Tucker, C. M., Zayco, R. A., & Herman, K. C. (2002). Teacher and child variables as
predictors of academic engagement among low-income African American children.
Psychology in the Schools, 39(4), 477-488.

Files

Share

How to cite

Statistics