The Relationship between Classroom Management Style with Engagement and Academic Achievement

Introduction: The engagement of learning and academic achievement is the expectation of instructors and students of the teaching-learning process, which can be influenced by various factors, such as the characteristics of the teacher and his management style in the classroom. Determining which classroom management styles are more relevant to students' engagement and academic achievement can help the instructor in choosing a better classroom management approach. The aim of this study was to determine the relationship between classroom management style and engagement to learning and academic achievement in nursing students. Methods: This descriptive-analytical and cross-sectional study was conducted in 1394 at Nursing and Midwifery School of Tehran University of Medical Sciences. The sample consisted of 23 teachers and 177 students who selected by counting all method. Data collection tools included modified PCMSA and UWES-S questionnaires and demographic data forms. After translating and redefining, both of their factual validity tools were confirmed by 4 experienced teaching nurses. In order to calculate the reliability of the classroom management practices questionnaire, the Kappa computational formula was used simultaneously for two observers, which was at least 0.92. The reliability of the desire to learning questionnaire by calculating the Cronbach's alpha coefficient was 0.87. The data was analyzed using spss16 software and analyzed by descriptive statistics (frequency, mean and standard deviation) and inferential statistics (ANOVA and Gabriel, Spearman and Chi-square correlation coefficient). Results: Most teachers use 65.2% non-interactive, 13% intermediate and 21.7% interactive in classroom management. There was no significant relationship between classroom management practices and students engagement to learning (P = 0.331), but there was a significant relationship between classroom management practices and students' academic achievement (P < 0.001). There was also a significant, but weak, relationship between the engagement to learning and academic achievement in the interactive classroom management (r = 0.33, P < 0.001). Conclusions: According to the results, considering that the interactive management method has a significant relationship with the academic success of the students and has a meaningful but weak relationship with enthusiasm for studying, it is therefore proposed to use as a selective method with caution (due to the low volume Sample) to be used.