Classroom Management Techniques, Motivation, and Students’ Academic Performance in Science

• Published in: Psychology and Education: A Multidisciplinary Journal Vol. 40; no. 9; pp. 1141 - 1159
• Main Authors: Culita, Glaiza, Puertos, Jolly
• Format: Journal Article
• Language: English
• Published: 21.06.2025
• ISSN: 2822-4353; 2822-4353
• DOI: 10.70838/pemj.400901

The shift to online education has transformed science learning by enhancing technological skills and critical thinking, but it also introduced distractions that affect student focus and engagement. This study examined the implementation of enhanced classroom management techniques, student motivation, and their effects on academic performance in science. Using a causal-predictive research design, the study focused on Grade 12 students selected through the Cochran procedure and proportionate stratified random sampling. Data were analyzed using mean, standard deviation, Pearson Product-Moment Correlation, and multiple regression, with a significance threshold set at 0.075. Findings revealed that enhanced classroom management techniques were highly implemented across four key domains: positive reinforcement, active engagement, visuals and multimedia application, and time management practices. Students demonstrated a high level of both intrinsic and extrinsic motivation toward science and performed at a proficient level in the subject. A statistically significant, albeit small, positive correlation was found between the use of positive reinforcement and students' academic performance, which led to the rejection of the null hypothesis in that specific aspect. However, no other classroom management or motivation variable was found to significantly influence academic performance when considered individually or in combination, resulting in the acceptance of the overall null hypothesis. These findings suggest that while positive reinforcement may contribute modestly to improved academic outcomes, other unexplored factors could be more influential in determining students’ performance in science. The study underscores the complexity of academic achievement and highlights the limited predictive power of the variables investigated. The results hold practical implications for educators and policymakers. Emphasis should be placed on active learning strategies and classroom practices that foster student engagement and motivation. The findings also support the need for a more holistic approach to educational improvement—one that integrates classroom management with broader psychosocial and instructional factors. Education authorities are encouraged to pursue policies that promote inclusive, engaging, and student-centered learning environments to support both academic success and personal development.