Impact of Classroom Management Control on the Academic Performance of Students: Basis for Instructional Enhancement

Classroom management control plays a critical role in shaping students’ academic performance by fostering an environment conducive to learning. Effective strategies such as setting clear expectations, enforcing consistent rules, and utilizing positive reinforcement help maintain order and maximize instructional time. This study examines the relationship between teachers' classroom management control and students’ academic performance, focusing on key indicators such as withitness, overlapping, smoothness and momentum, group focus, and behavior management. A descriptive-correlational research design was employed to assess the impact of classroom management control on students’ academic performance. Data were collected through a researcher-made questionnaire administered to teachers and students at Clarin North District, Division of Misamis Occidental. Statistical tools, including arithmetic mean and Spearman correlation, were used to analyze the data. Findings indicated that teachers demonstrated a high level of classroom management control with a mean of 3.762, effectively implementing strategies that promote student engagement and discipline. However, students' academic performance was rated as average in autonomy with a mean of 3.153, competence with a mean of 3.151, and relatedness with a mean of 3.187, with an overall mean of 3.163. Correlation analysis revealed no significant relationship between classroom management control and students’ academic performance with r of 0.139 and p-value of 0.131, suggesting that other factors may influence academic outcomes. While strong classroom management fosters a structured learning environment, it does not directly impact students’ academic performance. It is recommended that teachers adopt student-centered learning strategies to enhance autonomy, competence, and relatedness. School administrators should focus on professional development programs that improve instructional strategies, and future research should explore additional factors affecting academic achievement.