Classroom Management Approaches in Relation to Students’ Engagement and Study Habits in Mathematics

This study aimed to determine the influence of classroom management approaches on students’ engagement and study habits in Mathematics at Linoan Elementary School and Montevista Central Elementary School. The research employed a quantitative descriptive correlational research design, utilizing a survey questionnaire. The participants were 100 Grade V and Grade VI learners randomly selected. Findings revealed generally low levels of classroom management, student engagement, and study habits, suggesting challenges that affect academic development. Ineffective classroom management—particularly in learning opportunities, proactive discipline, and instructional clarity—created a learning environment that does not fully support student success. Low emotional, cognitive, and behavioral engagement indicated a disconnect between students and their learning, shown in weak motivation, limited intellectual involvement, and minimal participation. Poor study habits, especially in note-taking, library use, and time management, reflected weak preparation for academic responsibilities. Statistical analysis showed no significant relationship between classroom management approaches and student engagement, nor between classroom management approaches and study habits. Likewise, the relationship between students’ engagement and study habits was statistically insignificant. These results suggest that classroom management variations did not directly influence engagement or study routines. Instead, external factors like motivation, discipline, and academic support might be more critical. The study highlights the need for broader strategies beyond classroom management to improve engagement and study habits, emphasizing the role of individual, institutional, and environmental influences on learning outcomes.