Effects of Classroom Management Strategies on Students’ Behavior Regulation in Boarding Secondary Schools in Rwanda: A Case of Muhanga District
DOI:
https://doi.org/10.53983/ijmds.v13n9.016Keywords:
Classroom Management, Classroom Management Strategies, Students’ Behavior, Boarding Secondary SchoolsAbstract
This study aims to investigate the effect of classroom management strategies on students’ behavior regulation in boarding secondary schools in Rwanda, a case of Muhanga district. The study was guided by three specific objectives which are to determine the influence of establishing clear classroom rules on students’ engagement and academic performance in boarding secondary schools in Muhanga district, to determine the effect of proactive planning in teaching on behavior regulation in boarding secondary schools in Muhanga district, Rwanda, to assess the effect of gamified personal learning plans in teaching on students’ behavior regulation in boarding secondary schools in Muhanga district. The study was guided and supported by social learning theory. Survey with mixed- approaches was employed in this study. The target population in this research was 5750 respondents including 5290 boarding secondary school students, 414 teachers, 23 directors of discipline and 23 boarding school head teachers. Directors of discipline and head teachers were selected through purposive sampling while simple random sampling was used to select teachers and students. The study used questionnaires for teachers and students and interview guide for directors of discipline and head teachers in data collection due to their availability and daily responsibilities. Data analysis employed SPSS, version 22.0 and data were summarized into means, percentage, standard deviation, correlation coefficients and coefficients of regression. The findings highlighted the significant impact of clear classroom rules on students’ behavior, with 73.8% of students affirming their positive influence and a high mean score of 4.232. While 54.4% reported consistent enforcement, some inconsistencies remain. Teachers overwhelmingly agreed on the importance of these rules in reducing disruptions, achieving a perfect mean score of 5.000, though only 26.9% feel they communicate rules consistently. Proactive planning shows mixed results, with low scores for technology use in lessons (2.293) but more support for structured environments (3.404). Additionally, gamified personal learning plans (GPLPs) are positively perceived by students and teachers, with 53.8% believing they enhance focus and strong support for rewards in maintaining discipline.
Downloads
References
ACARA. (2019). Australian Curriculum, Assessment and Reporting Authority. Retrieved from https://www.acara.edu.au/
Adom, D. (2018). The impact of teacher training on classroom management in African schools. Journal of Education and Practice, 9(11), 45-54.
Allen, J. D. (2020). Classroom management: Students' perspectives, goals, and strategies. Pearson.
Banks, J. A. (2016). Cultural diversity and education: Foundations, curriculum, and teaching (6th ed.). Routledge.
Baumeister, R. F., & Vohs, K. D. (2004). Handbook of self-regulation: Research, theory, and applications. Guilford Press.
Bebell, D., & O'Dwyer, L. M. (2020). Educational Outcomes and Research from 1:1 Computing Settings. The Journal of Technology, Learning, and Assessment, 9(1), 5-14.
Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2020). Examining the effects of school-wide positive behavioral interventions and supports on student outcomes. Journal of Positive Behavior Interventions, 12(3), 133-148.
Brophy, J. (2016). History of Research on Classroom Management. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of Classroom Management: Research, Practice, and Contemporary Issues (pp. 17-43). Lawrence Erlbaum Associates.
Brophy, J. E. (2016). History of research on classroom management. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 17-43). Lawrence Erlbaum Associates Publishers.
Brown, D. F. (2018). Urban teachers' professed classroom management strategies: Reflections of culturally responsive teaching. Urban Education, 39(3), 266-289.
Caldarella, P., Shatzer, R. H., Gray, K. M., Young, K. R., & Young, E. L. (2021). The effects of school-wide positive behavior support on middle school climate and student outcomes. Research in Middle Level Education Online, 35(4), 1-14.
Chang, M. L. (2019). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 21(3), 193-218.
Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2018). Applied multiple regression/correlation analysis for the behavioral sciences. Routledge.
Creswell, J. W. (2018). Research design: Qualitative, quantitative, and mixed methods approach (4th ed.). Sage Publications.
Delpit, L. (2016). Other people's children: Cultural conflict in the classroom. New Press.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2021). From Game Design Elements to Gamefulness: Defining "Gamification". Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, 9-15.
Domínguez, A., Saenz-de-Navarrete, J., De-Marcos, L., Fernández-Sanz, L., Pagés, C., & Martínez-Herráiz, J. J. (2023). Gamifying Learning Experiences: Practical Implications and Outcomes. Computers & Education, 63, 380-392.
Dovigo, F. (2016). Special educational needs and inclusive practices. Springer International Publishing.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2021). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432.
Emmer, E. T., & Evertson, C. M. (2018). Classroom management for middle and high school teachers (9th ed.). Pearson.
Emmer, E. T., & Sabornie, E. J. (2015). Handbook of Classroom Management. Routledge.
Emmer, E. T., & Stough, L. M. (2021). Classroom Management: A Critical Part of Educational Psychology, With Implications for Teacher Education. Educational Psychologist, 36(2), 103-112.
Epstein, J. L. (2021). School, Family, and Community Partnerships: Preparing Educators and Improving Schools. Westview Press.
Evertson, C. M., & Weinstein, C. S. (2016). Handbook of Classroom Management: Research, Practice, and Contemporary Issues. Routledge.
Gage, N. A., Sugai, G., & Lewis, T. J. (2018). Academic achievement and school-wide positive behavior interventions and supports. Journal of Disability Policy Studies, 24(3), 127-139.
Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.
Gogtay, N. J., & Thatte, U. M. (2017). Principles of correlation analysis. Journal of the Association of Physicians of India, 65(3), 78-81.
González, N., Moll, L. C., & Amanti, C. (Eds.). (2015). Funds of knowledge: Theorizing practices in households, communities, and classrooms. Routledge.
Hamari, J., Koivisto, J., & Sarsa, H. (2016). Does Gamification Work? - A Literature Review of Empirical Studies on Gamification. Proceedings of the 47th Hawaii International Conference on System Sciences, 3025-3034.
Hollins, E. R. (2018). Culture in school learning: Revealing the deep meaning (2nd ed.). Routledge.
Hoy, W. K., & Miskel, C. G. (2018). Educational administration: Theory, research, and practice (8th ed.). McGraw-Hill.
Human Sciences Research Council. (2021). Teacher Professional Development in South Africa: A Comparative Analysis. HSRC Press.
Ingersoll, R. M. (2021). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499-534.
Jones, S. M., & Bouffard, S. M. (2022). Social and emotional learning in schools: From programs to strategies. Social Policy Report, 26(4), 1-33.
Jones, S. M., Bailey, R., & Jacob, R. (2018). The impact of teacher training on classroom management. Teaching and Teacher Education, 45, 75-89.
Jones, V. F., & Jones, L. S. (2017). Comprehensive Classroom Management: Creating Communities of Support and Solving Problems. Pearson Education.
Knight, J. (2019). Coaching: Approaches and Perspectives. Corwin Press.
Kumar, V., & Kumar, U. (2017). Digital tools for effective classroom management. International Journal of Technology and Educational Marketing, 3(2), 15-26.
Ladson-Billings, G. (2019). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491.
Lee, S. (2018). Cultural Differences in Classroom Management. Journal of International Education Research, 9(3), 279-286.
Lumpkin, A. (2018). Teachers as role models teaching character and moral virtues. Journal of Physical Education, Recreation & Dance, 79(2), 45-50.
Malcolm, H., Wilson, V., Davidson, J., & Kirk, S. (2023). Absence from school: A study of its causes and effects in seven LEAs. The SCRE Centre, University of Glasgow.
Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2023). Classroom management that works: Research-based strategies for every teacher. ASCD.
Mitchell, M. M., & Bradshaw, C. P. (2021). Examining Classroom Management Strategies: Differences in Perceptions Among Teachers and Principals. Journal of School Psychology, 49(2), 157-174.
MINEDUC. (2013). Teacher Development and Management Policy. Ministry of Education, Rwanda.
MINEDUC. (2017). Rwanda Education Sector Strategic Plan 2013/14-2017/18. Ministry of Education, Rwanda.
Mugisha, C., Nizeyimana, G., & Musabe, R. (2018). Classroom management practices in Rwandan secondary schools: Teachers’ perspectives. International Journal of Education and Research, 6(6), 123-134.
Muhanga District Education Office. (2023). Annual Survey on Student Discipline in Secondary Schools. Muhanga District.
Nizeyimana, G., & Musabe, R. (2021). The impact of classroom management on student behavior in Rwandan secondary schools. Journal of Education and Practice, 12(5), 56-65.
Reinke, W. M., Herman, K. C., & Stormont, M. (2018). Classroom-level positive behavior supports in schools implementing SW-PBIS: Identifying areas for enhancement. Journal of Positive Behavior Interventions, 15(1), 39-50.
Rogers, C. R., & Rene, H. G. (2020). Perceived principal support and teachers' emotional exhaustion. Journal of Educational Administration, 48(5), 617-634.
Rosen, Y., & Salomon, G. (2017). The Differential Learning Achievements of Computer-Based Learning. Journal of Educational Computing Research, 36(1), 1-18.
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2018). Evidence-Based Practices in Classroom Management: Considerations for Research to Practice. Education and Treatment of Children, 31(3), 351-380.
Skaalvik, E. M., & Skaalvik, S. (2017). Still motivated to teach? A study of school context variables, stress and job satisfaction among teachers in senior high school. Social Psychology of Education, 20(1), 15-37.
Smith, P., & Foley, S. (2020). Behavior regulation in boarding schools: Strategies and outcomes. Journal of Boarding School Management, 12(2), 75-89.
Sugai, G., & Horner, R. H. (2019). The evolution of discipline practices: School-wide positive behavior supports. Child and Family Behavior Therapy, 26(2), 23-46.
Tavakol, M., & Dennick, R. (2021). Making sense of Cronbach's alpha. International Journal of Medical Education, 2, 53-55.
Thapa, A., Cohen, J., Guffey, S., & Higgins-D'Alessandro, A. (2023). A review of school climate research. Review of Educational Research, 83(3), 357-385.
Villegas, A. M., & Lucas, T. (2022). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of Teacher Education, 53(1), 20-32.
Wang, M. C., Haertel, G. D., & Walberg, H. J. (2016). Toward a Knowledge Base for School Learning. Review of Educational Research, 63(3), 249-294.
Weinstein, C., Curran, M., & Tomlinson-Clarke, S. (2018). Culturally responsive classroom management: Awareness into action. Theory Into Practice, 42(4), 269-276.
Wood, C. (2017). Challenges in behavior regulation in boarding schools: An analysis of support structures. Educational Leadership, 71(1), 26-30.
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). Sage Publications.
