The Relationship Between Classroom Management and Students’ Learning: A Systematic Review

Year 2021, , 843 - 861, 26.06.2021

Pinar Kucukakin , Cennet Göloğlu Demir

https://doi.org/10.30783/nevsosbilen.894503

Abstract

In the contemporary classrooms, teachers need to be creators of productive learning environments in which students can develop necessary skills and competencies to thrive in the 21st century. Establishing a productive and positive learning environment is a challenging task for the teachers as there are various factors affecting actual classroom activities that may result in effective or ineffective teaching (Hardin, 2011; Weinstein & Novodvorsky, 2015). How effectively the students learn and improve their skills, and how well they behave are affected by a teacher’s ability to manage different aspects of the classroom (Oyinloye, 2010). Within this framework, the main purpose of the present study was to synthesize the research studies on classroom management conducted between 2009 and 2019. It was also aimed to investigate the relationship between classroom management and students’ learning by examining the current perspectives and practices of classroom management. In order to synthesize the qualitative data on classroom management and to generate common themes with respect to learning and classroom management, content analysis of main findings of the analyzed studies was carried out. The synthesis of the reviewed studies indicated that different dimensions of classroom management and learning were studied extensively in relation to four themes “positive learning environment”, “physical environment in the classrooms”, “management of learning tasks and instructional activities”, and “motivation and academic engagement”. A synthesis of current perspectives and practices of classroom management in the literature may contribute to provide solutions for the educational/learning problems, if any, stemming from ineffective classroom management implementations. Results may provide teachers practical insights to improve the quality of teaching and learning in their classrooms.
Keywords: Classroom Management, Positive Learning Environment, Instructional Activities, Motivation, Academic Engagement.

Keywords

clasrrom management, positive learning environment, instructional activities, academic engagement, motivation

THE RELATIONSHIP BETWEEN CLASSROOM MANAGEMENT AND LEARNING: A SYSTEMATIC REVIEW

Abstract

Çağdaş sınıflarda öğretmenler, öğrencilerin 21.yüzyılda başarılı olabilmeleri için gerekli beceri ve yetkinlikleri kazanmalarına olanak sağlayacak verimli öğrenme ortamı oluşturabilmelidir. Sınıfta verimli ve olumlu bir öğrenme ortamı oluşturabilmek öğretmenler için zorlu bir görevdir çünkü gerçek sınıf ortamında öğrenmenin etkili ya da etkisiz sonuçlanmasını etkileyen çeşitli faktörler vardır (Hardin, 2011; Weinstein & Novodvorsky, 2015). Öğrencilerin ne kadar etkili öğrendiklerini, becerilerini ne kadar iyi geliştirdiklerini ve sınıfta ne kadar iyi davranış sergilediklerini belirleyen en önemli faktör öğretmenin sınıf yönetimi becerileridir (Oyinloye, 2010). Bu çerçevede, bu çalışmanın temel amacı, 2009-2019 yılları arasında sınıf yönetimi konusunda yapılan araştırma çalışmalarını sistematik bir şekilde değerlendirmektir. Ayrıca, sınıf yönetimi ile öğrencilerin öğrenmesi arasındaki ilişkinin, sınıf yönetimine dair güncel bakış açıları ve uygulamaları incelenerek araştırılması amaçlanmıştır. Sınıf yönetimi ile ilgili nitel verilerin sistematik bir şekilde sentezlenmesi ve öğrenme ve sınıf yönetimi ile ilgili ortak temaların oluşturulması amacıyla incelenen araştırmaların ana bulgularının içerik analizi yapılmıştır. Yapılan sistematik değerlendirmenin sonuçları sınıf yönetimi ve öğrenmenin dört ana tema çerçevesinde incelendiğini göstermiştir: “pozitif öğrenme ortamı”, “sınıfın fiziksel ortamı”, “öğrenme görevlerinin ve öğretim etkinliklerinin yönetimi” ve “motivasyon ve akademik katılım”. Alınyazındaki sınıf yönetimi ile ilgili güncel bakış açıları ve uygulamalarının bir sentez çalışmasının yapılması, etkisiz sınıf yönetimi uygulamalarından kaynaklanan eğitim/öğrenme sorunlarına çözüm getirilmesine katkı sağlayabilir. Araştırmanın sonuçları öğretmenlere sınıf uygulamalarını şekillendirecek ve eğitim öğretim faaliyetlerinin kalitesini arttıracak fikirler verebilir.
Anahtar Kelimeler: Sınıf Yönetimi, Olumlu Öğrenme Ortamı, Öğretim Faaliyetleri, Motivasyon, Akademik Katılım

Keywords

Sınıf Yönetimi, Olumlu Öğrenme Ortamı, Motivasyon, Akademik Katılım, Öğretim Faaliyetleri

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