The Effect Of Classroom Management On Students’ Class Participation At Secondary Level

Abstract

Education is the cornerstone of both individual and state development. This study investigates the relationship between classroom management and student participation at the secondary level in Sheikhupura, Pakistan. Utilizing a quantitative correlational research design, data were collected from 250 secondary school teachers selected via stratified random sampling from a population of 640. Reliability analysis confirmed excellent internal consistency, with Cronbach’s alpha scores of 0.925 for classroom management and 0.953 for student participation. Descriptive and inferential statistics, including t-tests, ANOVA, Pearson Correlation, and Linear Regression, were applied using SPSS. The findings indicate a robust positive and significant relationship between the variables (r = 0.813, p < 0.01). Regression analysis (F = 481.83, p < .001) further confirms that classroom management significantly predicts student participation. The study concludes that instructional competence and relational management are critical for fostering active learning environments.