Allama IQbal Open University

Classroom Management For Developing Moral

Values

By Sana Anwar

Roll No. BN664115

Submitted in partial fulfillment of the requirements for
B.Ed. (1.5 year)
At department of Education

FACULTY OF EDUCATION
ALLAMA IQBAL OPEN UNIVERSITY,
ISLAMABAD

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2
 APPROVAL FORM

The research project attached here entitled "Classroom Management

For Developing Moral Values" proposed and submitted by Sana

Anwar

Roll No.BN664115in partial fulfillment of the requirements for the

degree of B.Ed. (1.5 year) is hereby accepted.

Supervisor: ________________________

Rana Asif Tehseen

headmaster of government high school 469gb

Samundri near sadar Thana.

Dated: 30-April-2019

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 Declaration

This is certifying that this Research work does not incorporate without

Acknowledgement any material previously submitted for a degree in

any other university and that to the best of our knowledge it does not

contain previously published or written by another person excepted

where due reference is made in the next.

Sana Anwar B.Ed.

Roll no.BN664115

April 2019

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 DEDICATION

I dedicate this project to god almighty my creator, my family, my

friends, my strong pillar, my source of inspiration, wisdom, knowledge

and understanding. He has been the source of my strength throughout

this program and on his wings only have i soared. I also dedicate this

work to my project supervisor who has encouraged me all the way and

whose encouragement has made sure that i give it all it takes to finish

that which i have started. Thank you. My love for you all can never be

quantified. God bless you.

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 Dissertation Completion Certificate

It is assured that the candidate of the final project of B.Ed. on

‘Classroom Management For Developing Moral Values’ developed by

Sana Anwar

Roll No.BN664115

Has been approved for submission which is supervised by me in their

B.Ed. program.

(MR. Rana Asif Tehseen)

Supervisor

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 Acknowledgement

We humbly prostrate to Allah the almighty, the most benevolent

and the most merciful for showering his blessing on us throughout our

lives and especially during our final thesis B.Ed. It was he and the

prayers of our parents, who gave us courage and will to complete our

project.

We owe a debt of sincere gratitude, heartiest obligation and

appreciation to our worthy teacher Rashid. For their guidance,

insightful comments and valuable suggestions.

We thank to our beloved parents and all of who prayed for our

success and time and again restored our confidence ourselves and help

us in every possible way they could.

We want to pay our heartiest tribute to our seniors, all friends for

their consistent encouragement, cooperation, inspiring guidance about

the project. They helped us in times of troubles; their love, support,

devotion and sincerity have been admiration

Sana Anwar B.Ed.

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 Table of Contents

Chapter Page
1. INTRODUCTION
1.1 Background of the study......................................................05
1.2 Statement of the problem....................................................07
1.3 Research Objectives...............................................................10
1.4 Research Question..................................10
1.5 Significance of the study........................11
1.6 Scope and limitations of the study.................................... 11
1.7 Delimitation of the study.......................12
1.8 Research methodology...........................12
1.8.1 Population..................................13
1.8.2 Sampling Technique...............13
1.8.3 Sample............................13
1.8.4 Research Instrument.................13
1.8.5 Data Collection........................13
1.8.6 Data Analysis............................13
1.9 Operational Definition...............................14
…………………………………………………………………................….............................

Chapter Two: Review of Related Literature .

2.1 Academic Achievement and Moral Values………………….…..…......16

2.2 Father or Mother Absence ………..…..............……………..…..................18
2.3 Theoretical Framework ………..…..............……………..……....................20
2.4 Synthesis........................... ………..…..............……………..……......................20

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Chapter Three: Research Methodology .

3 Research Design ….…………………………….................................….…...21

3.1 Population of the Study …………………………………..…….….............21
3.2 Sample & Sampling Technique…………………..…………….…..…......22
3.3 Research Instrument ………..…..............……………..……......................22
3.4 Validity of Instrument ………………………………....…..........................23
3.5 Reliability of Instrument …………………………………..……................23
3.6 Data Collection …………………..…………….…..................................….....24
3.7 Data Analysis ………..…..............…………….................................…….......24
3.8 Operational Definition ……………………………….........................….…....25

Chapter Four: Results & Decisions

4 Analysis & Interpretation Of Data........................................................26

4.1 Frequency Distribution of school........................................................... 28
4.2 Frequency Distribution of Gender.........................................................30
4.4 Frequency Distribution of qualification............................................... 32
4.5 Frequency Distribution of professional qualification.................... 34
4.6 Frequency Distribution of working experience................................ 36
4.7 Frequency Distribution regarding class room behavior...............38
4.8 Inferential Statistics......................................................................................40
.........................................................................................................................

Chapter Five: Summary Finding Conclusion & Recommendations

5 Summary...........................................................................................................41
5.1 Finding................................................................................................. ............42
5.2 Conclusion........................................................................................... ...........43
5.3 Recommendations.......................................................................................43
.......................................................................................................................................

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 CHAPTER I
INTRODUCTION
The landscape of public education has been transformed over the past ten years.

The introduction of No Child Left Behind in 2001 (U.S. Department of Education,

2002) created an entire new wave of accountability placed on school districts and

individual schools. According to the U.S. Department of Education (2002) the No

Child Left Behind Act of 2001was designed to improve student academic

achievement, increase national test scores, raise the performance of students, and

attract highly qualified professionals to the field of education The NCLB legislation

has created a different educational environment in the school systems across the

country (Ryan, 2004). It forces every school system to set expectations and

measurements for determining student achievement, provide support for struggling

students, and create accountability within the individual states and school districts

for academic success. The school systems have been forced to determine where

they are going to focus their resources in order to meet all of the new accountability

measures created by NCLB (Ryan, 2004). According to the No Child Left Behind

Legislation, every student should be proficient in reading and math by 2014

(Gainesville Times, 2012). This legislation has forced school districts to try to meet

this nearly impossible goal without giving the schools more resources. As the

deadline has approached, several states have applied for a waiver to gain some

leeway from the sanctions that would be imposed by the federal government if the

schools did not meet this goal (Gainesville Times, 2012). In the process of meeting of

the measurements and standards created by the NCBL legislation, school districts

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are required to be creative in how to motivate their students to achieve at higher

rates. According to Staples (2008) schools have always strived to increase their

achievement results, but the current economic situation in our country is forcing

school districts to make tough economic decisions. Currently, the economy is

forcing school districts to reduce school budgets, reduce the teacher workforce,

reduce student activities, and cut or eliminate non-essential activities (Staples,

2008). Many school districts are cutting or eliminating their athletic programs,

band programs, and music programs in order to save money for their academic

programs (Lemire, 2009). Before the school districts cut the non-essential academic

programs, the school districts need to research the impact these programs have on

student achievement. There is a greater need to truly understand the impact that

participation in extracurricular activities has on student achievement. According to

Cadwallader, Garza, and Wagner (2002), extracurricular activities are defined as the

activities in which the students participate after the regular school day has ended.

These activities may include high school athletics, school clubs, marching band,

chorus, orchestra, and student leadership organizations. It is important to note the

differences between extracurricular activities and co-curricular activities.

Cocurricular activities are activities that occur during the normal class time (Frame,

2007). Most students that participate in high school band, chorus, and orchestra

spend countless hours outside of the normal class day. For this reason, these

activities are classified as extracurricular activities. According to Reeves (2008),

there is a strong association between student involvement in extracurricular

activities and improved attendance, behavior, and academic performance. Reeves

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(2008) explained that all students who participate in some type of extracurricular

activity perform better than students who are not involved. This involvement

includes participation in sports and other school sponsored activities. Students who

are consistently exposed to music perform better than students that are not exposed

(Cash, 2009). Cash (2009) reported that most states do not place any academic

requirements on participation in student clubs, participation in the band,

participation in the chorus, and participation in the orchestra. Academic clubs such

as National Honor Society, Key Club, and Beta Club do require academic

requirements. In some states, the marching band might have to meet the same

requirements that athletes must meet in order to participate in competition.

Additionally, states and school districts set requirements for participation in school

athletics based on grades, attendance, and behavior (Cash, 2009). The state of

Georgia created the Georgia High School Association (GHSA) to regulate athletics for

the entire state (Georgia High School Association, 2010b). The GHSA is the

governing body for athletics in the state of Georgia. This association determines

what sports are offered, recognizes state champions, and determines a student’s

eligibility requirements for competition. The GHSA requires every student athlete

to complete 2.5 units the previous semester to be eligible for competition. All

freshmen are eligible when they enter high school on their first day. All sophomores

must meet the 2.5 requirement, and they need to have completed 5 total units.

Juniors must meet the 2.5 units the previous semester, and they need to have

completed 10 total units. Seniors must have completed 16 total units, and they must

meet the 2.5 unit requirement the previous semester before being allowed to

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participate in athletics (Georgia High School Association, 2010b). These

requirements could cause more students that participate in athletics to have higher

achievement rates, because they have to meet these requirements in order to

compete. This study explored the relationship between participation in

extracurricular activities and Moral Valuesat the high school level in a large school

district located in Georgia.

Theoretical Foundation

The theoretical foundation for examining the impact that participation in

extracurricular activities has on Moral Values can be found in the Institutional

Theory and Institutional Logics theory. The framework for the Institutional Theory

originated from examining the relationship of how one organization interacts with

another organization (Selznick, 1957). It also examines the rules and regulations

those organizations impose on other organizations. In order to apply this theory to

participation in extracurricular activities in the school setting, the athletic

departments in the schools must become individual entities that fall under the

direction of the individual schools and school districts. The extracurricular

activities and the students that participate in these activities must interact with the

authorities that govern them. According to Meyer and Rowan (1977), the

Institutional Theory was expanded to explain not only the interaction between

organizations but also the cultural and cognition aspect of the interactions of

organizations. After the theory was created, theorists provided a new shift that

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included the legitimacy of the organization instead of the existence of the

organization (DiMaggio &Powell, 1983).

1.1 Background of the study

The relationship of this theory to extracurricular activities and Moral Valuesis based

on the premise the extracurricular activities must operate under the control of the

individual schools and school districts, and the activities may have positive or

negative impacts on Moral Values(Reeves, 2008). The Institutional Logics Theory

was created from the Institutional Theory (Fried land& Alford, 1991). It

incorporated most of the ideas and concepts of the Institutional theory, but it also

investigates the links between individuals, organizations, and society. Whitley

(1998) reported that participation in extracurricular activities can have positive

impacts on the students that participate in them, but the extracurricular activities

can also have impacts on the school culture, the students that do not participate in

them, and the school community. According to Fried land and Alford (1991), the

central concept of the Institutional Logics theory is that each organization has a

central purpose, vocabulary, principles, values, motivation, and identity. The theory

can be applied to the students that participate in the extracurricular activities. The

students have the ability to gain an identity and an immediate connection to the

school by relating to other students and people in the community.

1.2 Statement of the problem

This study investigated the relationship between Moral Values and participation in

extracurricular activities. In today’s educational world, there is a strong push from

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the federal and state governments to increase Moral Values by stressing test scores.

Every local school district must determine how they are going to increase their test

scores. The school districts must determine how they are going to allocate their

scarcest resource, which is money. In the current economic times, many school

districts are forced to cut spending and budgets (Staples, 2008). One of the most

common budget cuts is funding for athletic and extracurricular activities. School

districts are cutting coaching supplements, transportation for athletics, and funding

for equipment. The school districts need to determine if this is the right course of

action. The school districts need to understand the relationship between Moral

Values and participation in extracurricular activities. They do not want to cut the

funding to extracurricular activities if it is going to have a negative impact on Moral

Values. The ultimate goal for every student to achieve academically at the highest

possible level, and participation in sports, clubs, and other extracurricular activities

might help improve student achievement.

1.3 Research objectives

The purpose of this study is to determine if participation in extracurricular activities

has an impact on Moral Values. The current economic issues in our country are

forcing many school districts to deal with severe budget cuts. One of the possible

budget cuts is the reduction of extracurricular activities offered by high schools

around the country. School systems spend millions of dollars every year on

extracurricular activities including athletics, band, orchestra, clubs, and leadership

organizations. This study helped to define the relationships between student

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academic achievement and extracurricular activities. Educational leaders need to

consider not only what happens in the classroom, but they also need to understand

the role that extracurricular activities play in the students’ overall educational

experiences and success (Reeves, 2008).

1.4 Research Questions

Extracurricular activities may play a significant role in the total high school

experience. Millions of students participate in sports, band, chorus, orchestra, and

student clubs. This study investigated the relationship between participation in

extracurricular activities and student achievement. The following hypotheses is use

to guide this study:

1. There is no statistically significant difference between students who participate in

extracurricular activities and students who do not participate in extracurricular

activities in terms of their overall grade point average.

2. There is no statistically significant difference between students who participate in

extracurricular activities and students who do not participate in extracurricular

activities in terms of their SAT scores.

3. There is no statistically significant difference between students who participate in

extracurricular activities and students who do not participate in extracurricular

activities..

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4. There is no statistically significant difference between students who participate in

extracurricular activities and students who do not participate in extracurricular

activities in terms of their attendance record.

5. There is no statistically significant interaction between gender and participation

in extracurricular activities on overall grade point average.

1.5 Significance of the study

A study that explores the significance of participation in extracurricular activities

on Moral Values may provide valuable information for the school districts that are

being forced to cut and eliminate non-academic programs. The economy and the

current budget issues are forcing school districts to make tough economic decisions

with their allocated funds. The school districts need to determine how they can best

spend their resources while still increasing student achievement. This study

explored the impact that participation in extracurricular activities has on student

achievement. It also showed the school district if there is an impact on grade point

averages, SAT scores, attendance rates, and state mandated graduation tests. The

school district can then better determine how it allocates district’s financial means.

1.6 Scope and Limitations of the study

The No Child Left Behind legislation has placed a greater level of accountability on

every school district in Pakistan. The school districts have been tasked with making

sure that their students are achieving at higher rates every single year. The schools

must meet the Annual Yearly Progress standards established by This is forcing the

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school districts to assess how they are spending their local, state, and federal funds.

In addition to the federal mandates, many school districts are facing significant

budget cuts with the downturn of the Pakistan economy. The school districts must

make sure that they are eliminating the correct programs. Many of the school

districts are cutting their athletic programs, music programs, and their

extracurricular programs.

1.7 Delimitations of the study

This study explored the impact that participation in extracurricular activities had on

Moral Values The researcher used several academic benchmarks to determine if

there is a positive or negative impact on Moral Values. The researcher looked at

SAT scores, grade point averages, and passing rates of the Georgia High School

Graduation Test. This study supplied the school districts with valuable information

regarding the impact that participation in extracurricular activities has on student

achievement. The districts can review the information before they make the

decision to cut these programs.

1.8 Research Methodology

Research methodology involves following components.

Simple random sampling is used for data collection. Data collect from selected

sample through questionnaire.

1.8.1 Population

The population of study consists of.

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1. Students acquiring education from private educational institution in Faisalabad

city.

1.8.2 Sample

In order to analyze this large work sampling technique is used. The sample selected

for survey comprised of students of selected private institutions. Private institution

from Faisalabad city is selected randomly included in the sample of the study.

1.8.3 Tools of research

Continues, quantitative data was collected with the help of following tools.

1. Questionnaire

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 Chapter#2

Review of Related Literature and Studies

This chapter includes the review of related literature and studies which provided

the researchers with knowledge, ideas, concepts and constructs that guided the flow

of this present study.

Academic Achievement and Moral Values

Higher rates of office discipline referrals (ODRs) are associated with problematic

behavioural climates in schools (Irwin, Tobin, Sprague, Sugai, & Vincent, 2004).

Several studies (Larsen, Steele & Sailor, in press; McIntosh, 2005 have found

relationships between academic performance and Moral Values across grade levels.

For example, McIntosh (2005) investigated how early elementary screening

measures (particularly assessments in kindergarten) targeting behaviour and

reading predicted if a student would have two or more discipline contacts in the 3rd

and 5th grade. He found, as expected, that office referrals in 1st and 2nd grade were

strong predictors of ODRs in 3rd grade. His results also indicated that reading

competence in kindergarten (as measured by the Dynamic Indicators of Basic Early

Literacy Skills [DIBELS]) was statistically predictive of ODRs in 3rd grade. The most

powerful overall predictors of 2 or more discipline contacts in 5th grade were 4th

grade ODRs and low DIBELS Oral Reading Fluency scores obtained in the winter of

5th grade. The most powerful kindergarten predictor of which students would have

2 or more discipline contacts in 5th grade was the DIBELS Phoneme Segmentation

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Fluency assessment given in the spring of the student’s kindergarten year.

Additionally, those students with high levels of escape maintained behaviour in fifth

grade were those most likely to have significantly lower literacy skills (low DIBELS

scores) than their peers, whereas, those students with high levels of peer-attention

maintained Moral Values were likely to have literacy skills that matched their peers

without Moral Values. The overall picture provided by McIntosh’s results is one in

which children enter kindergarten with varying reading skills. If, however, they do

not respond to literacy instruction during kindergarten, and fall behind, a negative

spiral of achievement and behaviour becomes more likely. As the student’s literacy

skills do not keep pace with those of peers, academic tasks become more aversive,

and Moral Values that lead to escape from these tasks become more likely. This

relationship between academic performance and Moral Values has also been

studied at the middle school and high school levels (Fleming, Harachi, Cortes, Abbott

& Catalano, 2004; Larsen, Steele, & Sailor (in press); Morrison, Anthony, Storino, &

Dillon, 2001; Roeser, Eccles & Sameroff, 2000 found that individual student

academic failure in high school was correlated with three or more suspensions in

ninth grade. They also found correlations between grade point average (GPAs) and

specific types of ODR behaviours (fighting, harassing and threats of violence,

nonviolent misbehaviour) for boys in sixth grade. Morrison, Anthony, Storino, and

Dillon (2001) reviewed the records of students who were referred to an in-school

suspension program. Those students who had no previous ODRs had higher GPAs

than the students who had ODRs. Roeser, Eccles, and Sameroff (2000) found the

relationship strengthen over the course of middle school between problematic

21
behavior and academic performance. Murdock, Anderman, and Hodge (2000) used a

Liker discipline scale rating of 1 (never) to 5 (four or more times this year) to assess

the frequency of 4 student self-reported discipline events with 9th graders. These

events were: (a) being sent to the assistant principal, (b) receiving detention, (c)

receiving in-school suspension, and, (d) receiving out of school suspension. The

discipline scores demonstrated a negative correlation with grades. Larsen, Steele, &

Sailor (in press) examined ODRs and suspensions with performance on

standardized reading and math tests in an urban middle school. The number of

ODRs and suspensions a student received predicted lower scores on standardized

reading and math tests. The findings of these studies demonstrate that academic

performance and future problematic behaviour are related across grade levels and

that higher rates of ODRs and suspensions are correlated with lower scores on

academic assessments in the upper grades.

Father or Mother Absence

According to Horn and Sylvester (2002) children who live without their fathers are

more likely to have problems in school performance, they are more likely to have

lower scores on intellectual ability. In addition, they also have experience

behavioural problems at schools such as having difficulty in paying attentions, and

disobedience. It should be the role of the father to discipline his children. In relation,

Coley (2003) says that in father absent home, boys are more likely to be unhappy,

depressed, dependent and hyperactive. Girls who grow up in father absent home are

22
more likely to become overly dependent and have internalizing problem such as

anxiety and depression.

In overall, Wertheirmeret.al (2003) view that father absence has deleterious effects

on the wide range of child development outcomes, including health, social,

emotional and cognitive outcomes.

According to Carlsund, et al. (2012); Weihrauch, et al. (2014) children and

adolescents seem to be more prone to Moral Values when being raised by a single

parent. Stated by (Carlsund et,al) in relation to the studies of Griffin et al. (2000)

youth from single parent families appear to be more susceptible to peer pressure

and more like to makedecisions without consulting a parents. A related study of

Cairneyet al. (2006) found high percentage of psychiatric disorders like depressive,

anxiety and mood disorders. In some related studies of Hollist and Mcbroom (2006);

Knoester and Hyne (2005) both such children as well as their parents showed lower

ego functioning, self-esteem, less empathy, greater aggression, fighting and

vandalism, less tolerance for negative behaviours, and more likely to display non-

age appropriate behaviours. On the research Grown and Valodia (2010) it is stated

that single parent families are at a higher risk of poverty than couple families, their

study shows that on an average, single mothers have poorer health than couple

mothers. Among the factors that have been implicated to influence how children

develop in single parent families are parent’s age, education, occupation, family

income, family support, and network etc.

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Theoretical Framework

Skinner’s Operant Conditioning Theory

Skinners operant conditioning theory is one that can also be applied to academic

achievement. Positive reinforcement is essential in promoting academic

achievement. Children need to be motivated to do well. This motivation should come

from the people they value most such as a teacher or parent. Children want to do

well when they are encouraged to do well. Skinner (1954) believes that changes in

behaviour are the result of an individual’s response to event (stimuli) that occurs in

the environment.

There is a positive result for children whose parents are involved in their academic

learning, when parents encourage and support their children with their gifts and

talents, children are more focused and traits that are considered negative can

become positive if properly handled and honed by parents.

Parents know their children’s weaknesses and in the aspect they will know how to

help them. There is an empty tank at the back of their children and if this tank can

be properly filled by the parents, children’s moral are boost would have a positive

impact in their performance in school.

Synthesis

Family setting and structure is playing a crucial role in strengthening or devastating

student’s Moral Values and also on their personality. The home has a great

influence on the child’s psychological, emotional, social, and economic state. The

24
reason of this is because the home of a child affects his reaction to life situation and

his level of performance. Parental involvement in school-related activities is likely

important ingredients of success in the outcome of their child’s progress. The child’s

progress can be successful through the help of their parents, of how their parents

interact to the many specific actions and attitudes together to affect child’s

development. Parenting is one of the complex tasks every parents hopes to succeed

in but how can this be possible to parents if they are the reason or their relationship

to their partners hinders the possibility to parents of their child’s progress and

development. Having dual parents gives the child a confidence with his future and

said to have a positive behaviour. On the other hand, the child who is raised by a

single parent said to have more negative behaviour but some of the children who

came from single parenthood made their lives successful regardless of their family

setting and structure.

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 Chapter#3

Research Methodology

Research Design

Research was quantitative in its nature. It gave the quantitative data about the

classroom management for developing moral values among students of primary

schools. In this technique a sample was selected from the population to get the

information about the behavior and attitude of the students.

Teachers and their classrooms is the main unit of this research. However, based on

register for the last three years, a profile for each school will be developed, enabling

control for student intake. Multilevel modeling will be implemented to control for

individual- and class-level differences, including a control for student intake, as well

as to assess changes in student moral values.

Population

The all group and individual items in the research from which samples could be

obtained was called Population. It consisted of all the aspects which had the

individual characteristics. Population of the study was the primary schools of

Faisalabad in Punjab province. during this research we conducted a result that most

of schools in this province are less populated for developing moral values in our

students.

26
Sample

What are your deepest held moral values? How are you teaching these values to

your students Are you doing it alone or are you seeking help from religious

organizations or other resources. Teaching your students moral values is one of the

most important responsibilities you have as a teacher. In order for your students to

act morally, they need to know the good, care about the good and practice doing the

good.

The way your students choose to treat others is critical. There are too many news

stories of teachers committing suicide due in part to the cruel behavior of other

students. There are too many students posting mean comments on social media.

Too many students avoiding activities due to bullying. How do you guide your kids

in treating others.

It is the sub-class of the population, things/events which being used to present the

entire group of people overall. The sample of the study were 60 schools of the

district Faisalabad.

Sampling Techniques

Students develop academic honesty when you build their moral vocabulary,

respond appropriately to cheating, use meaningful quotes, and inspire them to

believe in themselves.

My research was quantitative in nature. The population of my study was 400

schools of the Faisalabad. By the ratio of 10% I selected 40 schools as a sample for

my research study.

27
Category Number

Male schools 20

Female schools 20

Total 40

Instrumentation

I designed a questionnaire as a tool with the help of review of the related literature,

opinions of the people and observations. I designed my tool with the help of 3 point

 Liker Scale.

 Liker Scaling

 Bipolar Scaling

method, measuring either positive or negative response to a statement. Sometimes

an even-point scale was used, where the middle option of "Neither agree nor

disagree" was not available. This is sometimes called a "forced choice" method, since

the neutral option was removed. My questionnaire was consisted of 3 indicators and

31 statements.

Validity of the Instruments

I designed my questionnaire which was composed of 5 indictors and 31 statements.

I got the views of some experts about the statements and indicators of the tool to

check the validity of the questionnaire. Some statement were correct while some

were rejected. So, finally the tools was left with 31 statement and accessed to be

valid for the research project. The instruments used in this research was valid. It

gave more accurate results and findings. It showed reliability.

28
Data Collection

First of all I selected some schools of Tehsil Samundri district Faisalabad. I took

permission from the respective schools to get related information about the

classroom management skills in reducing stress among students. I got the 120

copies of the questionnaire and distributed it in different schoolteachers to get the

initial information. Some school teachers cooperated with me while the others

didn’t show positive attitude. Overall, I got somewhat positive response and

succeeded in collecting 114 filled questionnaires from the respondents.

29
 Chapter#4

Results & Decisions

Descriptive Statistics

It is the most essential part of the research work. It concerns the drawing of reasons

from analytical study. Analysis means with the help of organized data, how inherent

facts can be discovered and to explore the data, study of data must be done by

number of means to interpret the results.

Table: 1

Frequency Distribution of school

Schools Frequency Percent

Public 59 52

Private 55 48

Total 114 100

The above table shows that 59public schools having percentage of 52 and 55 private

schools having percentage of 48 while total sample is 114.

30
ANALYSIS & INTERPRETATION OF DATA

Table: 2

Frequency Distribution of Gender

Gender Frequency Percent

Male 57 50

Female 57 50

Total 114 100

The above table shows that 57 males having percentage of 50 and 57 females having

percentage of 50 while total sample is 114.

Table: 3

Frequency Distribution of qualification

Qualification Frequency Percent

B.A 20 17

BS/M.A 58 51

M.Phil. 36 32

Total 114 100

The above table shows that 20 of the respondent were B.A having 17%,, 58

respondent were BS/M.A having 51%, 31 of the respondent were M.Phil. having

32% and total respondent were 114.

31
Table: 4

Frequency Distribution of professional qualification

Degree Frequency Percent

B.Ed. 71 62

M.Ed. 29 26

M.A education 14 12

Total 114 100

The above table shows that 71 respondent were B.Ed. having 62%, 29 were M.Ed.

having 26% and 14 were M.A education having percentage of 14 while total sample

is 114.

Table: 5

Frequency Distribution of working experience

Years Frequency Percent

1-10 84 74

11-20 20 18

21-30 10 8

Total 114 100

The above table shows that 84 respondents have 1-10 years’ experience, 20

respondents have 11-20 years’ experience,10 respondents have 21-30 years’

experience while total sample is 114.

32
Table: 6

Frequency Distribution regarding managing class room behavior

Managing Classroom SDA DA U A SA Mean S.D

Behaviors

Class room management affects 4 14 1 33 49 4.10 1.178

the performance of the

students

Class manners affect the 3 14 3 33 48 4.10 1.145

behavior of students

Class room managements 4 11 10 41 35 3.92 1.103

develop the sense of sharing

and helping

Class room environment should 9 23 7 47 14 3.36 1.230

be interactive to support the

behavior of students

Class room management 4 13 1 55 28 3.90 1.066

should be disciplined to

educate the moral skills.

Grand Mean 3.88

33
The above table indicates the descriptive analysis of the indicator managing class

room behavior, frequency distribution, standard deviation and mean of each

statement are given consequently. The statement regarding class room management

affects the performance of the students, almost 49 percent were strongly agreed 33

percent were agreed and 14 percent were disagreed 4 percent were strongly

disagreed and 1 percent was undecided. The mean score reveals that most of the

respondents were agreed.

The statement regarding class manners affect the behavior of students48 percent

were strongly agreed, 33 percent were agreed and 14 percent were disagreed, 3

percent were strongly disagreed while 3 percent were undecided. The mean score

indicates that most of the respondents were strongly agreed to the statement. The

statement regarding, class room managements develop the sense of sharing and

helpingalmost 41 percent respondents were agreed, 35 percent were strongly

agreed, 11 percent were disagreed, 10 percent were undecided whereas 4 percent

were strongly disagreed. The mean score of the statement concludes that majority

of the respondents was agreed. The statement about class room environment should

be interactive to support the behavior of students, 47 percent were agreed, 23

percent were disagreed, 14 percent were strongly agreed and 9 percent were

strongly disagreed whereas 7 percent were undecided. The mean score of the

statement demonstrates that majority of the respondents was agreed. The

statement about Class room management should be disciplined to educate the moral

skills, almost 55 percent respondents were agreed 28 percent were strongly agreed,

34
13 percent were disagreed and 4 percent were strongly disagreed while one percent

was undecided.

Table: 7

Frequency Distribution regarding Specific Teaching Techniques

Specific Teaching Techniques SDA DA U A SA Mean S.D

Develop the positive social 14 21 1 32 33 2.52 1.365

behavior among students

Always praise the positive 6 13 1 38 43 3.02 1.407

behavior of the students

Give punishment to the 10 27 5 34 25 2.63 1.263

students for misbehavior

Reprimand the students in loud 20 20 4 23 26 2.91 1.521

tone

Send the child home for 6 20 7 40 27 2.75 1.327

aggressive or destructive

behavior

Call the parents to report the 8 25 11 30 27 2.74 1.351

bad behavior

Use anger management 9 18 6 41 26 3.58 1.290

strategy

35
The above table indicates the descriptive analysis of specific teaching techniques.

Frequency distribution, standard deviation and mean of each statement are given

consequently.

The statement regarding Develop the positive social behavior among students

almost 33 percent were strongly agreed 32 percent were agreed and 21 percent

were disagreed 14 percent were strongly disagreed and 1 percent were undecided.

The mean score reveals that most of the respondents were agreed.

The statement regarding Always praise the positive behavior of the students, 43

percent were strongly agreed, 38 percent were agreed and 13 percent were

disagreed, 6 percent were strongly disagreed while 1 percent was undecided. The

mean score indicates that most of the respondents were strongly agreed to the

statement.

The statement regarding, Give punishment to the students for misbehavior, almost

34 percent respondents were agreed, 27 percent were disagreed, 25 percent were

strongly agreed, 10 percent were strongly disagreed whereas 5 percent were

undecided. The mean score of the statement concludes that majority of the

respondents was agreed.

The statement Reprimand the students in loud tone, 26 percent were strongly

agreed, 23 percent were agreed, 20 percent were strongly disagreed and 20 percent

were disagreed whereas 4 percent were undecided. The mean score of the

statement demonstrates that majority of the respondents was agreed.

The statement about Send the child home for aggressive or destructive behavior,

almost 40 percent respondents were agreed 27 percent were strongly agreed, 20

36
percent were disagreed and 7 percent were undecided while 6 percent were

strongly disagreed. The mean score of the statement reveals that most of the

respondents were agreed.

The statement Call the parents to report the bad behavior, almost 30 percent

respondents were agreed 27 percent were strongly agreed, 25 percent were

disagreed and 11 percent were undecided while eight percent were strongly

disagreed. The mean score of the statement reveals that most of the respondents

were agreed.

The statement regarding, Use anger management strategy, almost 41 percent

respondents were agreed 26 percent were strongly agreed, 18 percent were

disagreed and 9 percent were strongly disagreed while 6 percent were undecided.

Table: 8

Frequency Distribution regarding Working with Parents

Working with Parents SDA DA U A SA Mean S.D

Involve the parent involvement 5 20 5 38 33 3.73 1.248

in classroom

Teach parent skills to enhance 3 23 9 34 32 3.68 1.225

classroom learning at home

Collaborate with parents on a 6 18 6 40 31 3.71 1.244

home school behavior plan

Hold extra parent conferences 13 19 5 47 16 3.36 1.307

37
to particular problems

Send home the teacher to 12 12 9 38 31 3.64 1.336

parent communication letters

Hold the parent support groups 13 12 5 43 28 3.63 1.338

and make home visits

Grand Mean 3.62

The above table indicates the descriptive analysis of the indicator working with

parents. Frequency distribution, standard deviation and mean of each statement are

given consequently.

The statement regarding Involve the parent involvement in classroom, 38 percent

were agreed, 33 percent were strongly agreed and 20 percent were disagreed, 5

percent were strongly disagreed while 5 percent were undecided. The mean score

indicates that most of the respondents were strongly agreed to the statement.

The statement regarding, Teach parent skills to enhance classroom learning at

home, almost 34 percent respondents were agreed, 32 percent were strongly

agreed, 23 percent were disagreed, 9 percent were undecided whereas 3 percent

were strongly disagreed. The mean score of the statement concludes that majority

of the respondents was agreed.

The statement about Collaborate with parents on a home school behavior plan, 40

percent were agreed, 31 percent were strongly agreed, 18 percent were disagreed

and 6 percent were strongly disagreed whereas 6 percent were undecided. The

38
mean score of the statement demonstrates that majority of the respondents was

agreed.

The statement about Hold extra parent conferences to particular problems, almost

47 percent respondents were agreed 19 percent were disagreed, 16 percent were

strongly agreed and 13 percent were strongly disagreed while 5 percent were

undecided. The mean score of the statement reveals that most of the respondents

were agreed.

The statement regarding Send home the eacher to parent communication letters,

almost 38 percent were agreed 31 percent were strongly agreed and 12 percent

were strongly disagreed 12 percent were disagreed and 9 percent were undecided.

The mean score reveals that most of the respondents were agreed.

The statement about Hold the parent support groups and make home visits, almost

43 percent respondents were agreed 28 percent were strongly agreed, 13 percent

were strongly disagreed and 12 percent were disagreed while 5 percent were

undecided. The mean score of the statement reveals that most of the respondents

were agreed.

Whereas, the grand mean of all the statements is 3.62.

39
Table: 9

Frequency Distribution regarding Planning and Support

Planning and Support SDA DA U A SA Mean S.D

Plan properly for achieving the 25 15 3 22 35 2.84 1.614

moral goals

Plan for improving the 8 17 6 34 36 3.61 1.368

individual student behavior

plans

Collaborate with other teachers 6 22 6 32 35 3.31 1.435

for solutions and support

Give support to other teachers 11 33 5 37 15 3.08 1.342

Use the class room 10 22 4 28 37 3.27 1.409

management book for

improving behavior

Use the positive cognitive 10 19 11 29 32 3.21 1.370

strategies for moral

development

Give Support to the students 19 11 9 24 38 3.06 1.612

through appreciation

Grand Mean 2.72

40
The above table indicates the descriptive analysis of the indicator planning and

support, Frequency distribution, standard deviation and mean of each statement are

given consequently.

The statement regarding Plan properly for achieving the moral goals, almost 35

percent were strongly agreed 25 percent were strongly disagreed and 22 percent

were agreed 13 percent were disagreed and 3 percent were undecided. The mean

score reveals that most of the respondents were agreed.

The statement regarding Plan for improving the individual student behavior plans,

36 percent were strongly agreed, 34 percent were agreed and 17 percent were

disagreed, 8 percent were strongly disagreed while 6 percent were undecided. The

mean score indicates that most of the respondents were strongly agreed to the

statement.

The statement regarding, Collaborate with other teachers for solutions and support,

almost 35 percent respondents were strongly agreed, 32 percent were agreed, 22

percent were disagreed, 6 percent were strongly disagreed whereas 6 percent were

undecided. The mean score of the statement concludes that majority of the

respondents was agreed.

The statement about Give support to other teachers, 37 percent were agreed, 33

percent were disagreed, 15 percent were strongly agreed and 11 percent were

disagreed whereas 5 percent were undecided. The mean score of the statement

demonstrates that majority of the respondents was agreed.

41
The statement about Use the class room management book for improving behavior,

almost 37 percent respondents were strongly agreed 28 percent were agreed, 22

percent were disagreed and 10 percent were strongly disagreed while 4 percent

were undecided. The mean score of the statement reveals that most of the

respondents were agreed.

The statement about Use the positive cognitive strategies for moral development,

almost 32 percent respondents were strongly agreed 29 percent were agreed, 19

percent were disagreed and 11 percent were undecided while 10 percent were

strongly disagreed. The mean score of the statement reveals that most of the

respondents were disagreed.

The statement about Give Support to the students through appreciation, almost 38

percent respondents were strongly agreed 24 percent were agreed, 11 percent were

disagreed and 9 percent were undecided while 19 percent were strongly disagreed.

The mean score of the statement reveals that most of the respondents were

disagreed

42
Table: 10

Frequency Distribution regarding Educational Results

Educational Results SDA DA U A SA Mean S.D

Classroom management skills 11 13 3 33 41 3.40 1.491

affect the abilities of students

Classroom managements help 9 14 4 33 41 3.61 1.444

the students to show positive

behavior

Students betterly interact to 5 10 9 49 28 3.58 1.252

achieve the educational aims

A sense of sharing and helping 5 9 2 43 41 4.04 1.140

is produced in students

Parents get feedback of 4 8 7 33 49 3.99 1.258

students in Private sectors

Students become an affective 11 11 3 36 40 3.95 1.342

part of society

Grand Mean 3.76

The above table indicates the descriptive analysis of the indicator educational

results, Frequency distribution, standard deviation and mean of each statement are

given consequently.

43
The statement regarding Classroom management skills affect the abilities of

students, almost 41 percent were strongly agreed 33 percent were strongly agreed

and 13 percent were disagreed 11 percent were strongly disagreed and 3 percent

were undecided. The mean score reveals that most of the respondents were agreed.

The statement regarding Classroom managements help the students to show

positive behavior, 41 percent were strongly agreed, 33 percent were agreed and 14

percent were disagreed, 9 percent were strongly disagreed while 3 percent were

undecided. The mean score indicates that most of the respondents were strongly

agreed to the statement.

The statement regarding, Students betterly interact to achieve the educational aims,

almost 49 percent respondents were agreed, 28 percent were strongly agreed, 10

percent were disagreed, 9 percent were strongly disagreed whereas 5 percent were

undecided. The mean score of the statement concludes that majority of the

respondents was agreed.

The statement about A sense of sharing and helping is produced in students, 43

percent were agreed, 41 percent were strongly agreed, 9 percent were disagreed

and 5 percent were strongly disagreed whereas 2 percent were undecided. The

mean score of the statement demonstrates that majority of the respondents was

agreed.

The statement about Students and teacher interaction is established, almost 49

percent respondents were strongly agreed 33 percent were agreed, 8 percent were

disagreed and 7 percent were undecided while 4 percent were strongly disagreed.

The mean score of the statement reveals that most of the respondents were agreed.

44
The statement about Students become an affective part of society, almost 40 percent

respondents were strongly agreed 36 percent were agreed, 11 percent were

disagreed and 11 percent were strongly disagreed while 3 percent were undecided.

The mean score of the statement reveals that most of the respondents were agreed.

45
 Chapter#5

Summary, Finding, Conclusion & Recommendations

Title

The topic of my research was “Classroom Management for developing moral

values.”

SUMMARY

My research topic was “Classroom Management for developing moral values”. To

check the parent’s participation as well as teachers and head teachers’ in developing

the positive attitude, moral values in students to make them adjustable in their

relevant society. I set the sample in which study was restricted to FAISALABAD

district and I design the method as a mix design (quantitative and qualitative). For

teachers I made the instrument of QUESTIONNAIRE consist on different indicators.

Questionnaire gives the descriptive and inferential statistics of all the indicators.

Interpretation of quantitative analysis gives the perception of teachers which

indicates characteristics of schools due to which school management, human

resources, school characteristics, course contents and results are different in both

public and private sectors

Moral values are the standards of good and evil, which govern an individual’s

behavior and choices. Individual’s morals may derive from society and government,

religion, or self. When moral values derive from society and government they, of

necessity, may change as the laws and morals of the society change. An example of

46
the impact of changing laws on moral values may be seen in the case of marriage vs.

“living together.”

In past generations, it was rare to see couples who lived together without the

benefit of a legal matrimonial ceremony. In recent years, couples that set up

household without marriage are nearly as plentiful as traditional married couples.

But, not only are such couples more plentiful, they are also more accepted by other

individuals in our society. In earlier society, the laws and morals simply came from

the Roman system of law, which was largely based on the Ten Commandments. As

society moved into the modern era, that earlier system of laws became more and

more eroded..

CONCLUSION

I arranged a questionnaire which was composed of 31 statements. I distributed the

questionnaire to get the response. Then I applied the SPSS software to get the

results. Finally I made the conclusion. The conclusion of my research work was that,

most of the teachers were agreed from the statements of the questionnaire. The

cumulative mean of all the indicators was round about 4. It showed the positive

response of the teachers about the terrorism and security managements in schools.

If the cumulative mean was below the 3, it showed that some teachers were agreed

while the others were not agreed. The standard deviation of all the statements was

also of good range.

47
DISCUSSION

he moral claims on the list we just looked at express different kinds of moral values.

We need to become familiar with the various types of moral values that motivate us

and other people.

This is especially important if we want to engage constructively in moral dialogue

with other people.

1. What Are Values?

Let’s back up a bit first. Moral values are a type of value. But what is a “value”?

This question can turn unnecessarily philosophical very quickly. The philosophical

study of values has a name, actually — it’s called “axiology”. It studies the

metaphysical and epistemological status of values, broadly understood.

But for our purposes, it’s enough to say that values are things that people care

about.

Values are what matter to us. They are what motivate our behavior. They ground

our judgments about what is good or bad, desirable or undesirable

2. What are Moral Values?

The way we care about moral values is different from the way we care about non-

moral values. Moral values are connected to fundamental human emotions and

experiences that motivate us in distinctive ways.I concluded that classroom

management for developing moral values are very helpful for developing the

students morally, ethically and socially better. The teachers should show a positive

attitude towards the character buildings of the students. They should conduct

meetings with parents to make the character of the students effective. The behavior
48
of the teacher effects the learning environment, mental abilities and physical health

of the students. My conclusion relates to the previous conclusion given by (Hasan,

2003). He concluded that classroom management skills which help in developing

the self confidence and efficient mental approach in the students. One thing amazing

point was that the social circle of the students also effects the learning abilities and

moral growth of the students (Malik, 2008).

Recommendations

Schools can be really active in supporting students to deal with stress, for example,

they can:

 help students learn more about their emotions by incorporating emotional

learning into the curriculum at all levels of school

 teach students how to recognize their personal signs and symptoms of stress

and develop positive ways to cope with stress (e.g. through healthy eating or

exercise)

 create supportive, positive and safe classroom environments

 communicate more frequently with student’s parents and caregivers (e.g.

information-sharing at parent/teacher evenings)

 ensure that students get the individual support they need with learning and

achieving their academic goals

 allow time for students during school hours to receive adequate exercise and

have play/relaxation time

49
 Appendices

Questionnaire

Dear respondent,

I am student of B.Ed. (1.5) in Allama Iqbal Open University. I am conducting a

research on “Class Room management for developing moral values” Please feel

free about your views. All the information will be remained confidential. Thanks in

anticipation for sparing your time.

Part (A)

Demographic Information

Name (Optional): ______________________________

School: Public Private

Gender: Male Female

Locality: Urban Rural

Status: Student Teacher Head Teacher

Working Experience (years): 1-10 11-20 21-30

50
 Part (B)

For each of the following, tick the response that characterizes how you feel about

the statement, where

 1 = Strongly Disagreed,

 2 = Disagreed,

 3 = Undecided,

 4 = Agreed,

 5 = Strongly Agreed

Managing class room behavior

Statements SDA DA UD A SA

Class room management affects the performance of the

1 2 3 4 5
students

Class manners affect the behavior of students 1 2 3 4 5

Class room managements develop the sense of sharing

1 2 3 4 5
and helping

Class room environment should be interactive to support

1 2 3 4 5
the behavior of students

51
Specific teaching techniques

Statements SDA DA UD A SA

Develop the positive social behavior among students 1 2 3 4 5

Always praise the positive behavior of the students 1 2 3 4 5

Give punishment to the students for misbehavior 1 2 3 4 5

Reprimand the students in loud tone 1 2 3 4 5

Send the child home for aggressive or destructive

1 2 3 4 5
behavior

Call the parents to report the bad behavior 1 2 3 4 5

Use anger management strategy 1 2 3 4 5

Working with parents

Statements SDA DA UD A SA

Involve the parent involvement in classroom 1 2 3 4 5

Teach parent skills to enhance classroom learning at 1 2 3 4 5

home

52
Collaborate with parents on a home school behavior 1 2 3 4 5

plan

Hold extra parent conferences to particular problems 1 2 3 4 5

Send home teacher to parent communication letters 1 2 3 4 5

Hold the parent support groups and make home visits 1 2 3 4 5

Planning and support

Statements SDA DA UD A SA

Plan properly for achieving the moral goals 1 2 3 4 5

Plan for improving the individual student behavior

1 2 3 4 5
plans

Collaborate with other teachers for solutions and

1 2 3 4 5
support

Give support to other teachers 1 2 3 4 5

Use the class room management book for improving

1 2 3 4 5
behavior

Use the positive cognitive strategies for moral

1 2 3 4 5
development

53
Educational Results

Statements SDA DA UD A SA

Classroom management skills affect the abilities of

1 2 3 4 5
students

Classroom managements help the students to show

1 2 3 4 5
positive behavior

Students betterly interact to achieve the educational

1 2 3 4 5
aims

A sense of sharing and helping is produced in students 1 2 3 4 5

Students and teacher interaction is established 1 2 3 4 5

Students become an affective part of society 1 2 3 4 5

54
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