Classroom management: boosting student success—a meta-analysis review
This study aims to broadly reestimate the influence of classroom management on student achievement by examining variations in study type, sample size, and quality. Using a meta-analysis approach, 14 studies were analyzed, contributing to the body of knowledge in educational management science. The r...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Taylor & Francis Group
2025-12-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2458630 |
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| Summary: | This study aims to broadly reestimate the influence of classroom management on student achievement by examining variations in study type, sample size, and quality. Using a meta-analysis approach, 14 studies were analyzed, contributing to the body of knowledge in educational management science. The results convincingly demonstrate that effective classroom management positively impacts student achievement across various situations, contexts, and education levels. This meta-analysis confirms that classroom management is a crucial concept educator should prioritize to enhance student achievement in any educational setting. This study contributes to both the theoretical understanding and practical application of educational management by reinforcing the critical role of effective classroom management in enhancing student achievement, offering empirical support that can inform future research and guide educators in implementing evidence-based strategies across various educational settings. |
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| ISSN: | 2331-186X |