The Influence of Classroom Management Styles on Student Learning Outcomes: A Lecturer-Based Study in Cambodian Higher Education

This study explores the relationship between classroom management styles and student learning outcomes in Cambodian higher education, using the perspectives of university lecturers as the primary data source. In the context of Cambodia’s post-pandemic shift toward hybrid and technology-integrated learning environments, effective classroom management has become a critical pedagogical concern. Drawing on a quantitative design, data were collected through structured questionnaires from 320 lecturers across selected public and private universities. The study employed exploratory factor analysis and simple linear regression to assess the constructs and test the proposed relationship. The results revealed that classroom management styles significantly influence student learning outcomes, accounting for 11.3% of the variance in student learning outcomes. The findings highlight that structured, responsive, and student-centered management practices are positively associated with enhanced student engagement, cognitive gains, and academic success. The study contributes to the limited empirical literature on pedagogical practices in Cambodia and offers practical implications for higher education reform, particularly in the areas of faculty training and digital classroom strategies. However, the research is not without limitations. The cross-sectional design precludes causal inference, and the use of self-reported data may not fully reflect actual classroom dynamics or student experiences. Additionally, the study’s scope is limited to selected institutions, reducing the generalizability of findings. Future research should incorporate longitudinal and mixed methods designs, include student perspectives, and examine moderating factors such as digital competency and institutional support. These directions would deepen understanding of classroom management’s role in shaping educational outcomes.