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<p style="text-align:justify;">Educators in contemporary educational settings are met with many challenges in the classroom. This is a descriptive paper focused on the impact of classroom management on students’ academic achievement at the undergraduate level, entailing two aims one is from teachers’ perspective, and the other is from the students’ perspective. The first aim of this paper was to find out the factors that have an impact on classroom management and the strategies used in the classroom by the teacher and, in turn, the effect of classroom management on the students’ academic achievement. Thirty-five teachers were selected randomly from the Science and Art University in Yazd Province. An adopted questionnaire consisting of three sets of questions each set with six questions was distributed and the data were collected. The results showed that students’ need and teachers’ knowledge and teachers’ skills were three things that affect classroom management. Regarding the classroom strategies, the teachers’ idea was that they have to provide instructional activity awareness. Lastly, teachers believed that management of the class was an interesting process of creating and maintaining a successful learning environment and friendly relationship which leads to students’ success and in this way the teachers’ role impact students’ academic achievements. The second aim was to investigate students’ perceptions of classroom management. Survey method was used to collect the data from the students through an adopted questionnaire. For this purpose, 250 students were selected from Science and Art University of Iran from fields of Psychology, Management, law and Accounting. Data was collected by using a Five-Likert scale. The result showed students’ idea was that the latest technologies must be used in classrooms to facilitate the learners. There must be transparency and strict implementation of rules regulations and time schedule.</p>

Effect of Classroom Management and Strategies on Students’ Achievement at Undergraduate Level

Original Research 

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