The Effects of Classroom Management Approaches in Physical
Education Class toward Learning Environment among Primary
School Teachers in Southern Thailand
Singha Tulyakul
1
, Namchok Buaduang
1
, Mohd Sofian Omar bin Fuazee
2
, Fauzi bin Hussin
2
1
Department of Physical Education and Health Education, Thaksin University, Sonkhla, Thailand
2
School of Education and Modern Language, Universiti Utara Malaysia, Malaysia
Keywords: Classroom Management Approaches, Physical Education, Learning Environment, Southern Thailand.
Abstract: The researchers around the world have recognized the importance of physical education (PE). Therefore,
they have been trying to seek the methods to develop the PE teaching and learning. There are several
approaches to enhance PE teaching and learning. However, the most effective method highlighted in the
literature is classroom management approach. Moreover, PE teachers have not been able to control the
class and solve students’ discipline problems, as the learning environment is not appropriated in
classroom. Thus, the objective of this study is to investigate the effect of classroom management
approaches toward the learning environment. The research data was collected using self-administered
questionnaires namely; the classroom management strategies questionnaire and self-evaluation teaching
effectiveness in PE from 269 teachers in primary school at Southern Thailand. The findings revealed that
there is a significant effect of preventive and corrective approaches on learning environment. Meanwhile,
there is no significant effect of supportive approach on the learning environment. These results provide
significant contribution for the school management such as school director and PE teacher, in order to
select appropriate classroom management methods to handle misbehavior. Therefore, by enhancing and
maintaining positive learning environment in primary schools, it also provides support for the teaching
and learning process to increase student learning.
1 INTRODUCTION
Physical education (PE) has been recognized and
acknowledged throughout the world. This is because
there are many empirical evidences which reveal that
PE positively affects students (Bertills, Granlund,
Dahlstrm & Augustine, 2018; Botagariyev et al.,
2016; Kayani et al., 2018; OECD/UNESCO.,
2016;Tulyakul, Omar-Fauzee & Hussin, 2018b;
Yarmak, Galan, Hakman, Oleksandra & Yurii, 2017).
Acknowledging the growing trends of research in this
sector Thailand has also been actively seeking the
methods to develop PE teaching and learning process
to greater effective which includes arranging
classroom atmosphere to positive learning
environment as well as approaches of managing
misbehavior in classroom to enhance the teaching and
learning process which in turn will increase students’
learning (Sieberer-Nagler, 2015). However,
Osborne, Belmont, Peixoto, Azevedo and Junior
(2016) stated that classroom management in PE class
should not only focus on arranging the chairs or tables
in the square room, but it must emphasize on
preventing students’ misbehavior, supporting student
on the right track, and handling the problems that
occur in classroom (McCormark, 1997).
There are various approaches that can be utilized
in the classroom by teachers to modify and control
students’ behavior such as preventive approaches
which are the methods that act as proactive strategies
for the prevention of students’ unwanted behavior
(Henley, 2010). According to Larson, Pas,
Bradshaw, Rosenberg and Day-Vines (2018) before a
problem rises, preventive techniques should be taken
to prevent the unexpected problem and encourage
positive behavior in the classroom. On the contrary,
a teacher who is not prevention-oriented will be
responsible for causing student disciplinary problems
in the classroom (Beazidou, Botsoglou & Andreou,
2013; Carpenter & McKee-Higgins, 1996). Added to
this, supportive approaches are the method to assist
students in controlling themselves and helping them
to get back on track (Charles & Senter, 2005).
Tulyakul, S., Buaduang, N., Fuazee, M. and Hussin, F.
The Effects of Classroom Management Approaches in Physical Education Class toward Learning Environment among Primary School Teachers in Southern Thailand.
DOI: 10.5220/0009801106890696
In Proceedings of the 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science in conjunction with the 2nd Conference on Interdisciplinary Approach in Sports
(YISHPESS and CoIS 2019), pages 689-696
ISBN: 978-989-758-457-2
Copyright
c
2020 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
689
Ormrod (2013) argues that supportive approaches in
the classroom are important factors for the learning
and improvement of students. Furthermore,
supportive methods are the methods that help the
students to re-energize the class, able to motivate
them effectively (Newcomer, 2009). Meanwhile,
there are other approaches such as corrective
approach to solve the students’ behavior if the teacher
did not find preventive and supportive approaches
applicable in controlling certain behaviors of the
students (Tekindal et al., 2017). The most effective
corrective approach found by previous researchers
was applying punishment in PE class. Taurozzi
(2015) states punishment should be used in the
classroom to reduce undesirable behaviors. Similarly,
Bennett (2018) mentions punishment can decrease or
reduce students’ problem in the classroom. Hence,
either the preventive, supportive and corrective
approaches are influence dimensions to classroom
management approaches. On the order hand,
Ruangdum (2003) revealed that sometimes a PE
teacher fails to manage classroom as he faces
problems and he is unable to control classrooms and
students’ discipline behavior.
Recently, researchers have drag the attention in
managing and maintaining the positive learning
environment in classroom as it enhances and maintain
the positive learning environment which ensures
support for the student that leads to commitment to
their class (Barr, 2016). Clapper (2010); Sithole
(2017) found that all students feel comfortable,
trusted, and need to study when they are in the
appropriate and safe learning environment. On the
order hand, if they find unsafe environment such as
classrooms with broken windows, the desks and
chairs are falling apart they losses their interest in the
study (Brown, 2017). Therefore, classroom
environment plays a significant role for creating a
suitable environment for study.
According to Levin and Nolan (2013) classroom
arrangement is a major component in the learning
environment because it assists the whole process of
teaching and learning. This is consistent with
Hannah’s (2013) argument that if a classroom is not
managed suitably, it will hinder development in
learning or does not support a positive learning
environment. Unfortunately, very few empirical
evidences have been found that examines the effect
of classroom management approaches toward
learning environment among primary school teachers
in Thailand. Thus, it is necessary to investigate
empirically the effect of classroom management
approaches toward learning environment in PE class,
in order to develop effective PE teacher in teaching,
and support the efficiency of students’ learning in
Thailand.
This study aimed at investigating the classroom
management approaches in PE class toward learning
environment among primary school teachers at
Southern Thailand. For deeper understanding, the
study will also focus on dimensions of classroom
management approaches in several aspects, namely
preventive strategies, supportive strategies, and
corrective strategies toward learning environment.
Research Hypotheses: 1) H
0
1: There is no effect
between preventive strategies and learning
environment; 2) H
0
2: There is no effect between
supportive strategies and learning environment. 3) H
0
3: There is no effect between corrective strategies and
learning environment.
2 RESEARCH METHOD
2.1 Research Design
This study employs a quantitative research method.
The instrument used in this study includes two
questionnaires for the data collection in order to
achieve the objectives.
2.2 Data Collection Method
This study used personally administer questionnaire
to collect data. The respondents were the teachers
who teach Physical Education classes. A total of 269
teachers in primary school at Southern Thailand were
selected for participating in the data collection. All
the questionnaires were filled and returned making
100% of response rate, out of which 95.92%
questionnaires were complete (258 sets) whereas,
4.08% were found with some missing data problem
(11 sets). The table 1.1 demonstrates a response rate
of the questionnaire in this study.
Table 1: Response rate of the questionnaire
Response
Frequency
/Rate
Percentage
Distributed questionnaires
269
100%
Returned questionnaires
269
100%
Not returned questionnaire
0
0
Incomplete questionnaires
0
0
Rejected questionnaires
11
4.08%
Retained questionnaires
258
95.92%
YISHPESS and CoIS 2019 - The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS
2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019)
690
2.3 Study Instruments
The classroom management strategies questionnaire
was adopted from McCormark (1997). Meanwhile,
the self-evaluation teaching effectiveness in Physical
Education (SETEQ-PE) was adopted from
Kyrgiridis, Derri, Emmanouilidou, Chlapoutaki and
Kioumourtzoglou (2014) to collect data in learning
environment. Both of the questionnaire responses
were rated on five points of the Likert`s scale
including frequently (5), sometime (4), every once in
a while (3), rarely (2), and never (1).
Table 2: Classroom Management Strategies Detail
No.
Variables
1
Preventive
Strategies
2
3
4
5
6
7
8
9
10
Supportive
Strategies
11
12
13
14
15
16
17
Corrective
Strategies
18
19
20
(Source: McCormark, 1997)
Table 3: Learning Environment Detail
No.
Items
1
Do you individualize your teaching so that
each of your students improves emotionally
and socially?
2
Do you individualize your teaching so that
each of your students improves kinetically?
3
Do you individualize your teaching so that
each of your students improves cognitively?
4
Is student safety (physical, emotional,
social) guaranteed during your lesson?
5
Do you modify your lesson plan to ensure
motivation, progress, and safety to
students?
(Source: Kyrgiridis et al., 2014)
2.4 Data Analysis
The data collected from those teachers were analyzed
using two types of statistical software, namely
Statistical Package for Social Sciences (SPSS)
version 23 that was used for preliminary data analysis
and the Partial Least Square- Structural Equation
Modeling (PLS-SEM) version 3 used in examining
the formation of reflective measurement model and
structural equation model.
Table 4: Frequency and Percentage of Respondents based
on Gender, Age, Name of Academic Major, Teaching
Experience
Profile
Factors
Freq
Percentage
Gender
Total
- Male
- Female
258
203
55
100 %
78.7%
21.3%
Age
Total
- < 25
- 26 to 35
- 36 to 45
- > 46
258
15
73
86
84
100%
5.8%
28.3%
33.3%
32.6%
Academic
Major
(Bachelor’s
degree)
Total
- PE
- Sport
Science
- Health
Education
-Elementary
Education
- Other
258
171
30
8
11
38
100%
66.3%
11.6%
3.1%
4.3%
14.7%
Teaching
Experience
(years)
Total
-< 2
- 3 to 6
- 7 to 10
- 11 to 14
- > 15
258
34
40
53
40
91
100%
13.2%
15.5%
20.5%
15.5%
35.3%
The Effects of Classroom Management Approaches in Physical Education Class toward Learning Environment among Primary School
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691
2.5 Data, Instrument, Data Collection
Technique
Figure 1: Measurement model using PLS-SEM algorithm
3 RESEARCH RESULT AND
DISCUSSION
3.1 Assessment Model Analysis Result
Figure 1 demonstrates the results of the data analyzed
in assessment model. In order to evaluate a
measurement model there are four processes to assess
namely; examining individual item reliability,
ascertaining internal consistency reliability,
ascertaining convergent validity, and ascertaining
discriminant validity.
Table 5: Summary of Standardized Loading, Composite Reliability (CR), and Average Variance Extracted (AVE)
Constructs
Indicators
Loading
Composite
Reliability
Average Variance
Extracted (AVE)
Convergent
validity
Preventive
cms1p
0.662
0.862
0.51
Yes
cms4p
0.754
cms5p
0.715
cms6p
0.723
cms8p
0.713
cms9p
0.712
Supportive
cms10s
0.771
0.848
0.529
Yes
cms12s
0.758
cms13s
0.739
cms14s
0.661
cms15s
0.701
Corrective
cms18c
0.652
0.779
0.542
Yes
cms19c
0.723
cms20c
0.824
Learning
Environment
te21evm
0.807
0.868
0.569
Yes
te22evm
0.829
te23evm
0.785
te24evm
0.635
te25evm
0.700
The table 5 shows the results of the measurement
model as follow; the composite reliability values for
the four constructs were at 0.779 to 0.868. Hair et al.
(2014) stated that composite reliability value should
be more than 0.7. While the AVE value were 0.51 to
0.569. This is in line with the range recommended by
Hair et al. (2014) for AVE that should be at least 0.5
for each variable to be sufficient. In terms of loadings
for indicators, the present study items have values of
0.635 to 0.829. Hair et al. (2010; 2014) suggested that
the loading for indicators below the threshold of 0.40
should be removed. Thus, all the results indicating
the model of this study have achieved the required
criteria.
Table 6: The Fornell-Larcker Criterion Analysis for Checking Discriminant Validity of First-order Constructs
Corrective
Learning Environment
Preventive
Supportive
Corrective
0.736
Learning Environment
0.177
0.755
Preventive
0.002
0.502
0.714
Supportive
0.122
0.429
0.639
0.727
AVE>r2 (Hair et al., 2010; 2014)
YISHPESS and CoIS 2019 - The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS
2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019)
692
The table 6 demonstrates that in the Fornell-Larcker’s
measurement, the AVE square root values in the first
order construct should be more than the correlations
among all the other variables (Fornell & Larcker,
1981) which is evident through the results that the
AVE value is greater than the value of all the
constructs below it.
Table 7: The Heterotrait Monotrait (HTMT) Criterion for Discriminant Validity
Corrective
Learning Environment
Preventive
Supportive
Corrective
-
Learning Environment
0.252
-
Preventive
0.193
0.613
-
Supportive
0.224
0.52
0.796
-
HTMT <0.85 (Henseler, Ringle & Sarstedt, 2015)
The table 7 shows the Heterotrait Monotrait criterion
of correlation (HTMT). Henseler et al. (2015) stated
that the HTMT value of correlation should not more
than 0.85. In this study, the HTMT values are less
than 0.85.
3.2 Structural Model Assessment
The figure 2 shows the values of the structure model
assessment based on the Partial Least Squares
Structural Equation Modeling PLS-SEM
bootstrapping procedures.
Figure 2: Structure model using PLS-SEM bootstrapping
procedures
Table 8: Assessment of Significant Relationship in First Order Structural Model
Hypothesis
Relationship
Std. Beta ()
T Values
P Values
Finding
H
0
1
PS -> Learning En.
0.406
5.231
0.001
*
Significant
H
0
2
SS -> Learning En.
0.150
1.553
0.129
Not Significant
H
0
3
CS -> Learning En.
0.158
3.049
0.004
*
Significant
Note: * Significant at P<0.05 (2-tailed)
The table 8 illustrates the hypothesis assessment
using the bootstrapping PLS-SEM. The results found
that there is a significant effect between corrective
strategies (CS) with learning environment (β =
0.158,T = 3.049, P<0.05), and between preventive
strategies with learning environment (β = 0.406,T =
5.231, P<0.05). Whereas, no effect between support
strategies with learning environment (β = 0.150,T =
1.553, P>0.05) was found. Therefore, hypotheses 1
and 3 are accepted. On the order hand, hypothesis 2
is rejected.
3.3 Discussion
These results are the empirical evidences of the
current study finding that there is significant effect
between classroom management approaches toward
learning environment among primary school teachers
at Southern Thailand. These findings reveal that the
dimensions of preventive and corrective approaches
contribute significantly and positively to learning
environment among primary school teachers at
Southern Thailand, while dimension of supportive
approaches do not have significant effects toward the
learning environment. The next paragraph will
discuss the findings as follows.
The finding indicated that there is significant
effect between preventive approaches and learning
environment among primary school teachers at
Southern Thailand. The possible reason for such
effect is the teaching experience of the respondents
which is evident through the demographics of the
participants which shows that the respondents’
teaching experience exceeds seven years = 71.3 %, 7
to 10 years = 20.5%, 11 to 14 years = 15.5%, and
more than 15 years = 35.3%) (see table 4). According
The Effects of Classroom Management Approaches in Physical Education Class toward Learning Environment among Primary School
Teachers in Southern Thailand
693
to Özben (2010) teachers who have more teaching
experience can manage and create the positive
learning environment to prevent misbehavior from
students. Consistent with Stronge (2018), it is
confirmed that teaching experience is positively
related to classroom management for preventing
unwanted behavior. This is because the teachers who
have more teaching experience have various
approaches to handle the students’ misbehavior
(Sternberg & Williams, 2002).
In addition, the finding also showed that there is
significant effect between corrective approaches and
learning environment among primary school teachers
at Southern Thailand. The reason for these results is
consistent with the previous result that is related to
the teachers’ experience. These results are found
consistent with Lopes, Silva, Oliveira, Sass and
Martin (2017) study which argues that the high
teaching experience can help the teachers to deal with
students’ misbehavior. Hannah’s (2013) highlights
the importance of classroom management as if a
classroom is not managed well, it will not encourage
a positive learning environment. Perhaps, for
maintaining the positive learning environment, it is
necessary for the teachers to use corrective
approaches to deal with misbehavior such as
punishment (Rahimi & Karkami, 2015; Yuan & Che,
2012).
On the order hand, the current study found that
there is no significant effect between supportive
approaches and learning environment among primary
school teachers at Southern Thailand. This is because
around 34 % of the total respondents were non-
graduated in physical education major and majority
of PE pedagogies appear that they belong to the field
of football and gymnasium. Hence, it affects the use
of supportive approaches for maintaining a positive
learning environment in the classroom (Bevans,
Fitzpatrick, Sanchez, Riley & Forrest, 2010). Thus,
only expert teachers or PE teachers should teach PE
class (Dyson,2014; OECD-UNESCO, 2016).
Consistent with Gareis and Grant (2014); Tulyakul,
Omar-Fauzee and Hussin (2018a), it was found that
trained PE teachers are better than untrained PE
teachers in terms of classroom management
strategies. This is because who have high teaching
and training experience can bring their experience to
manage their classrooms (Entwistle & Ramsden,
2015; Zhang, 2008).Hence, it was suggested that the
34 % of all respondents should be decreased to less
than 10 % in the year terms.
4 CONCLUSIONS
Overall, the current study found that there is
significant effect of preventive and corrective
approaches on the learning environment. On the order
hand, there is no significant effect of supportive
approaches among primary school teachers at
Southern Thailand. However, supportive approaches
cannot be ignored related to learning environment but
there is a need for the creation of new strategies to
support the learning environment. Hence, this study
can be helpful for PE teachers to understand the
selection of classroom management methods to
handle misbehavior and to enhance and maintain
positive learning environment in primary schools.
The present research has some limitations as the data
were collected from only southern part of Thailand.
Thus, future studies should be carried out in other
parts of Thailand. Moreover, the data collected were
quantitative in nature. Therefore, further researchers
should conduct independent interviews to gather
various data in the future.
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YISHPESS and CoIS 2019 - The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS
2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019)
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