MINISTRY OF EDUCATION ANG TRAINING BA RIA – VUNG TAU UNIVERSITY NGUYEN THI PHUONG ANH CLASSROOM MANAGEMENT, MOTIVATION AND ACADEMIC PERFORMANCE: THE PERSPECTIVE OF STUDENTS IN BUSINESS ENGLISH CLASSES AT BA RIA - VUNG TAU UNIVERSITY MASTER THESIS Ba Ria – Vung Tau, September 2023 MINISTRY OF EDUCATION ANG TRAINING BA RIA – VUNG TAU UNIVERSITY NGUYEN THI PHUONG ANH CLASSROOM MANAGEMENT, MOTIVATION AND ACADEMIC PERFORMANCE: THE PERSPECTIVE OF STUDENTS IN BUSINESS ENGLISH CLASSES AT BA RIA - VUNG TAU UNIVERSITY Major: MTESOL Code: 8140111 INSTRUCTOR: NGUYEN XUAN HONG Ph. Ba Ria – Vung Tau, September 2023 -i- DECLARATION I hereby declare that all information and content provided in this thesis is accurate and presented in a truthful and objective manner. I have not copied or used any content from other sources without proper citation. All reference materials have been listed fully and accurately.
I declare that this thesis is a product of my own effort and has complied with the regulations and procedures for conducting scientific research. Signature of Student: ____________________________ Full Name of Student: NGUYEN THI PHUONG ANH -ii- ACKNOWLEDGEMENTS In the process of conducting this thesis, I have received many valuable support and assistance. I would like to express my sincere gratitude to those who have supported me during the time I worked on this thesis. Firstly, I would like to extend my gratitude to Dr Nguyen Xuan Hong, my supervisor, who has guided and encouraged me throughout my research journey, helping me to overcome difficulties and complete my thesis successfully.
I am incredibly grateful for the valuable knowledge and experience that he has imparted to me. I would also like to thank the faculty members from the Faculty of Foreign Languages – Social Science, the Institute of Postgraduate Education and Human Resource Development, who have provided favorable conditions for me to complete my thesis. Finally, I would like to express my sincere gratitude to my family, friends, and loved ones who have always supported and encouraged me throughout my academic and research journey. I hope that this thesis will contribute benefits to improving knowledge and practice in the field of education.
Thank you very much! Signature of Student: ____________________________ Full Name of Student: NGUYEN THI PHUONG ANH -iii- TABLE OF CONTENTS DECLARATION. II TABLE OF CONTENTS. III LIST OF ABBREVIATIONS.VII LIST OF TABLES. VIII LIST OF FIGURES.
REASONS FOR CHOOSING THE TOPIC. AIMS OF THE STUDY. SITE AND SUBJECTS FOR THE RESEARCH. THEORETICAL AND PRACTICAL SIGNIFICANCE OF THE STUDY .10 LITERATURE REVIEW AND RESEARCH MODEL.
CLASSROOM MANAGEMENT AND ITS COMPONENTS. Teacher behavioral control. The roles of teacher care and behavioral control in classroom management. MOTIVATION TO LEARN.
PREVIOUS RELATED RESEARCH. Some previous studies. Evaluation of previous studies. RESEARCH MODEL AND HYPOTHESES.
Classroom management and academic performance. Classroom management and motivation to learn. Motivation to learn and academic performance. The mediating role of motivation to learn between classroom management and academic performance.
SUMMARY OF CHAPTER 2. ANALYSIS OF THE DATA. MEASUREMENT OF SCALES. THE FORMAL RESEARCH SAMPLE.
SUMMARY OF CHAPTER 3 .39 RESULTS AND DISCUSSIONS. CHARACTERISTICS OF THE SAMPLE. TESTING THE RELIABILITY OF THE COMPONENTS IN THE RESEARCH MODEL. Testing the reliability of the components using Cronbach's alpha coefficient.
Testing the convergent and discriminant validity of the components in the model. Testing the Discriminant validity Fornel Lacker criterison. TESTING THE RESEARCH HYPOTHESES. Direct effect testing.
Indirect effect testing. SUMMARY OF CHAPTER 4 .49 CONCLUSION AND MANAGERIAL IMPLICATIONS. Managerial implications of teacher behavioral control .2 Managerial implications of teacher care .3 Managerial implications of Motivation to learn. LIMITATIONS AND FUTURE RESEARCH DIRECTIONS.
SUMMARY OF CHAPTER 5 .62 -vi- THE LIST OF INTERVIEWEES .68 THE RESULTS OF DATA ANALYSIS .75 -vii- LIST OF ABBREVIATIONS Symbol Explaination AP Acadamic performance BVU Ba Ria – Vung Tau University MTL Motivation to learn TBC Teacher behavioral control TC Teacher care -viii- LIST OF TABLES Table 2. Compilation of previous studies. Items of teacher behavioral control. Items of teacher care.
Items of motivation to learn. Items of academic performance in Business English. Characteristics of the study sample. Construct reliability and validity.
Discriminant validity Fornel Lacker criterison. Indirect path coefficients. Descriptive statistics of teacher behavioral control. Descriptive statistics of teacher care.
Descriptive statistics motivation to learn. 57 -ix- LIST OF FIGURES Figure 2. Proposed research model. PLS-SEM results.
44 -x- ABSTRACT This study applied self-determination theory to understand the roles of teacher’s behavioral control and care in student learning outcomes. The research explored the relationship between components of classroom management and academic performance via the mediating role of motivation to learn of students in Business English classes at Ba Ria - Vung Tau University. By applying qualitative research combined with quantitative research (mixed method), this research tested the relationship between classroom management (teacher behavioral control, teacher care), motivation to learn and academic performance. The research results indicated that teacher behavioral control and teacher care have positive relationships with motivation to learn and academic performance; motivation to learn is positively related to academic performance.
In addition, motivation to learn plays a partial mediator role between classroom management and academic performance. Finally, the study proposed some implications for administrators and teachers in improving classroom management to increase the motivation to learn and the academic performance of students in Business English classes at Ba Ria - Vung Tau University. Keywords: Classroom management, motivation to learn, academic performance. Reasons for choosing the topic.
Classroom management is an essential factor in creating motivation and improving learning outcomes for students. Managing a classroom effectively can create a positive learning environment and meet students' learning needs in various ways. Firstly, classroom management can minimize distractions and help students focus on learning. Marzano et al.
(2003) stated that effective classroom management can significantly reduce disruptions in teaching and learning, increase concentration and achieve better learning outcomes. Secondly, classroom management can also help create a safe and comfortable learning environment. Emmer and Stough (2003) proposed that well-managed classes are capable of creating a positive learning environment, encouraging interaction between students and teachers, boosting students' confidence, and reducing their stress. Thirdly, classroom management can motivate students in their learning tasks.
Wang and Holcombe (2010) indicated that a well-managed classroom environment can create active student engagement, enhance their interest and motivation to learn. Therefore, it can be concluded that classroom management is a vital factor in creating motivation and increasing academic performance for students. By supporting a safe, comfortable, and positive learning environment, classroom management can increase concentration and motivate students to learn better. From the student's point of view, academic performance is one of the key criteria for finding good job opportunities after graduation.
Many businesses evaluate students' abilities, attitudes and skills based on their academic performances. Students with good academic results often have a better sense of learning, such as attending classes fully and having higher self-discipline than others. -2- Several researchers have discovered the factors that influence academic performance. The academic performance of students is influenced by factors such as Facebook usage and socialization (Ainin et al.
Ainin et al. (2015) proposed that high Facebook usage, social acceptance, and acculturation have a positive effect on academic performance. Nie and Lau (2009) stated that teacher care and behavioral control in classroom management are positively related to student engagement. Care is a significant positive predictor of satisfaction with school.
On the other hand, Martin and Baldwin (1993) classified teacher's classroom management into three categories: interventionist, noninterventionist and interactionist. Djigic and Stojiljkovic (2011), based on the classification of Martin and Baldwin (1993), examined the relations between teachers’ classroom management styles, satisfaction with classroom climate, and student’s school achievement. The findings showed that teachers and students are the most satisfied with the classroom climate which is created by teacher-interactionist. Students’ achievements were at their highest when the teachers practiced interactionist style and at their lowest when the teachers were interventionists.
LePine et al. (2004) have shown the relationship between challenge, hindrance stress and academic performance via the mediating role of exhaustion and motivation to learn. The above review shows that student’s academic performance is explained by many factors such as Facebook usage and socialization (Ainin et al., 2015); care and behavioral control in classroom management (Nie & Lau, 2009); teachers’ classroom management styles (Djigic & Stojiljkovic, 2011). However, there are limited studies examining the relationship between classroom management and academic performance via the mediating role of motivation to learn of students.
The higher the students' motivation, the greater their academic performance (LePine et al. In addition, the relationship between classroom management and academic performance has not been widely tested. -3- Ba Ria - Vung Tau University (BVU) is a private university located in Ba Ria - Vung Tau province. The university was founded in 2006 with specialized departments, including Faculty of Information Technology, Faculty of Economics, Faculty of Engineering and Technology, and Faculty of Foreign Languages – Social Science.
BVU offers various training programs, including undergraduate programs in different majors, as well as postgraduate programs. The university has a modern and positive learning environment with well-equipped laboratories and facilities. In addition, there are many extracurricular activities and student clubs available for students to participate in and develop their personal skills. BVU has also contributed significantly to the local community and economy by providing research and training services to local organizations and businesses.
The Faculty of Foreign Languages – Social Science at BVU provides English language training programs and other training programs. The faculty has a qualified and experienced team of teachers who regularly update their knowledge in their field. However, according to some student evaluations, the Faculty of Foreign Languages – Social Science still faces some issues related to classroom management, student motivation, and academic results. In terms of classroom management, some students believe that it cannot create an effective and positive learning environment for students, leading to many students feeling bored and uninterested in the learning process.
Regarding student motivation and academic results, some students in the Faculty of Foreign Languages – Social Science have low motivation, resulting in unsatisfactory academic performance. For example, for students of Business English classes at BVU, academic results are not high, with average scores ranging from 5.5 with a standard deviation of 3 (Report of the Department of Education, 2022-2023). Students in this major often work part-time on weekends since BVU is located in the center of Vung Tau city, where there are many job opportunities for students. Therefore, student learning outcome is often influenced by many factors, such as part-time jobs or individual learning attitudes.
In summary, although the Faculty of Foreign Languages – Social Science at BVU -4- has many advantages in terms of faculty and training programs, there is a need to continue improving issues related to classroom management, student motivation, and academic performance to meet the needs of students and the community. The results of the interview with three Business English students at BVU are as follows: S1: “In my opinion, classroom management is a crucial factor in ensuring a positive learning environment for students at BVU. Proper classroom management can help teachers minimize classroom problems and conflicts, enhance student focus, and create a safe and comfortable learning environment.” S2: “Motivation to learn is crucial in ensuring that students achieve good academic results and personal development. Teachers need to employ teaching methods that are dynamic and engaging to deliver knowledge effectively.
Additionally, encouraging students to participate in extracurricular activities is important to provide opportunities for students to display their talents and develop soft skills.” S3: “The academic performance of students at BVU is influenced by various factors, including time management, focus, and dedication to learning. To achieve good academic results, students need to have a clear study plan, set goals, and focus on completing their academic tasks.
