Abstract
Abstract
Effective classroom management is essential in shaping positive learning environments that support learners’ academic success; thus, this study examined the relationship between classroom management and learners’ academic performance in a highly urbanized city in Central Philippines. Specifically, it sought to determine the level of classroom management across instructional, behavioral, and physical environment dimensions. Employing a descriptive research design, the study involved 373 junior high school learners selected through stratified random sampling from Cluster 3 schools in the Division of Bacolod City during School Year 2025–2026. Data were gathered using a researcher-made and validated survey questionnaire and were analyzed using descriptive statistics, tests for differences, and correlation procedures. Findings revealed that classroom management reached a high level across all three dimensions, and learners obtained a very satisfactory academic performance rating in the first quarter. Significant differences in classroom management appeared when grouped by sex, grade level, and average family monthly income in selected dimensions. Notably, a significant relationship was found between classroom management and learners’ academic performance, indicating that better-managed classrooms are associated with higher achievement levels. The study concludes that effective classroom management substantially influences learners’ academic outcomes. These results underscore the need for strengthened teacher training on evidence-based management practices and targeted support programs that account for demographic variations affecting classroom experiences and performance.
Keywords: Classroom Management, Academic Performance, Instructional Management, Behavioral Management, Physical Environment Management