[LUẬN VĂN THẠC SĨ] classroom management, motivation and academic performance: the perspective of students in business english classes at Ba Ria - Vung Tau University

R EASONS 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

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., 2015) 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 Sun (2021) proposed that teacher caring behavior and teacher praise affect students’ engagement in EFL (English as a Foreign Language) classrooms 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., 2004) In addition, the relationship between classroom management and academic performance has not been widely tested

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 to 8.5 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 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 In addition, teachers play a significant role in providing accurate and fair assessment methods to evaluate students' learning effectiveness.”

Based on personal interview results, it is evident that classroom management, motivation to learn, and academic performance are all crucial factors in ensuring a positive learning environment and achieving good academic results for students at BVU Teachers need to have effective teaching plans and methods to support students in achieving their learning goals

Furthermore, the author conducted a quick interview to have the opinions of two teachers and the results are presented as follows:

T1: “Teacher care refers to the concern and support that teachers provide to students during the learning process When teachers show care towards their students and create an environment where students feel loved and supported, it can increase students' motivation to learn Additionally, when teachers show care towards their students, students tend to increase their focus and diligence in their studies, which can contribute to improving their academic performance.”

T2: “Teacher behavioral control refers to the control of student behavior in the classroom If the teacher applies rules and monitors student behavior fairly and effectively, students tend to be more focused and achieve better academic results However, if the teacher applies too much behavior control, students may feel restricted and lack motivation to learn.”

In summary, both teacher care and teacher behavioral control have impacts on students' motivation to learn and academic performance Teachers need to apply appropriate teaching methods and regulations to ensure care and support for students, while also implementing fair and effective behavioral control When demonstrated correctly, teacher care and teacher behavioral control can contribute to enhancing students' motivation to learn and academic performance

A IMS OF THE STUDY

1.2.1 General objective of the study

The study is conducted to test the relationship between classroom management, motivation to learn and academic performance of students in Business English classes at BVU From the test results, the study proposes implications for improving teacher’s classroom management to increase the motivation and academic performance of students

1.2.2 Specific objectives of the study

In order to achieve the general objective, the study needs to get the following specific objectives:

1 Identify the measurement components of classroom management in Business English classes at BVU

2 Determine the relationship between classroom management and academic performance through the mediating role of motivation to learn of students in Business English classes at BVU

3 Suggest some implications to improve classroom management to increase the motivation and academic performance of students in Business English classes at BVU.

R ESEARCH QUESTION ( S )

Based on the specific objectives above, this study is required to answer three research questions:

Question 1: Which components measure classroom management in Business English classes at BVU?

Question 2: How is the relationship between classroom management and academic performance shown? Does motivation to learn act as an intermediary between classroom management and students’ academic performance in Business English classes at BVU?

Question 3: What should administrators and teachers do to improve classroom management to increase students’ motivation and academic performance in Business English classes at BVU?

S ITE AND SUBJECTS FOR THE RESEARCH

The Faculty of Foreign Languages – Social Science of BVU is the research space In this study, we use the convenience sampling method Therefore, this research space is chosen due to the convenience of surveying research data

The survey subjects are students majoring in Business English at the Faculty of Foreign Languages – Social Science and have studied Business English classes The characteristics of the survey subjects are classified according to gender and year of study In this study, the assessment of classroom management, motivation to learn and academic performance is mainly based on students’ perspectives.

T HEORETICAL AND PRACTICAL SIGNIFICANCE OF THE STUDY

The study examines the relationship between the components of classroom management (teacher care and teacher behavioral control), motivation to learn and academic performance, which has not been extensively tested in previous studies

Moreover, the study also shows the mechanism and the intermediary role of motivation to learn between teacher care, teacher behavioral control in classroom management, and academic performance

It also serves as a reference for further research related to the study’s topic 1.5.2 Practical significance

The study on classroom management, learning motivation, and academic performance has practical significance for teachers, students, and administrators of the Faculty of Foreign Languages – Social Science and BVU

This study helps teachers improve their classroom management skills, ensuring a positive and effective learning environment for students Additionally, this study helps teachers better understand students’ learning motivation and determine effective ways to promote motivation in their teaching process Thus, it can help teachers improve their teaching methods and enhance the quality of education

This study helps students understand the importance of a good learning environment and motivation during their learning process The results of this study support students in gaining a better learning experience and achieving better academic results Additionally, it helps students understand how to manage their time and create motivation for themselves to achieve their learning goals

For administrators of the Faculty of Foreign Languages – Social Science and BVU, this study helps them make reasonable strategic decisions in managing and improving the quality of education in classes The results of this study can help administrators better understand students’ learning needs and provide solutions to enhance classroom management and students’ learning motivation.

T HESIS STRUCTURE

The thesis is structured in five chapters:

This chapter presents the rationale for choosing the topic, research objectives, research questions, and scope of the study Additionally, the structure of the thesis is introduced.

T HEORETICAL FRAMEWORK

This study uses self-determination theory as a theoretical framework to elucidate the impact of a teacher’s behavioral control and care on student outcomes This theory underscores the importance of three fundamental psychological needs - competence, relatedness, and autonomy - in promoting self-motivation and fostering healthy psychological development The theory suggests that creating social and contextual conditions that enable individuals to meet these basic needs will lead to greater motivation, optimal functioning, and psychological well-being Conversely, environmental factors that impede the satisfaction of these basic needs will have adverse effects on individuals’ mental health and motivation (Deci & Ryan, 2000) Motivation theories have seldom been linked to management practices in classroom settings despite recent advances in research and theorization

This study adopts a self-determination perspective to examine classroom management and highlights several benefits of this approach Firstly, it resolves empirical and conceptual confusion surrounding the control construct in classroom management literature by clarifying the differences between behavioral control and external control Furthermore, it provides a reasonable explanation for why behavioral control does not undermine an individual’s sense of autonomy, as previously suggested by (Deci, 2008) Secondly, the self-determination theory offers a psychological explanation for the positive effects of teacher care on students’ needs satisfaction Lastly, self-determination theory emphasizes the significance of expanding classroom management’s traditional function (i.e., the reduction of misbehavior) to include other crucial indicators of effectiveness, such as engagement and psychological well-being This theoretical lens allows researchers and teachers to view classroom management from an adaptive motivational and positive psychology perspective.

C LASSROOM MANAGEMENT AND ITS COMPONENTS

Classroom management encompasses the creation of a secure and stimulating learning environment through the teacher's personality, abilities, and professional conduct, which encompasses all of their professional roles, as well as the processes and outcomes that occur within a group of students Numerous studies have explored the various factors that influence students' academic achievement Wang et al (1993) pointed out that, among 228 variables, classroom management has the most direct impact on students’ achievements

Classroom management involves many aspects, including the control of the classroom's layout, activities, materials, and labor as well as the management of students' behavior This concept is connected to a variety of teacher-led activities in the classroom, including setting up the physical environment, defining and implementing rules, monitoring student behavior, dealing with disruptive behavior, encouraging student ownership of their learning, and designing lessons to help students focus on their tasks (Watkins & Wagner, 2000)

The definition and operationalization of teacher control involve their efforts to prevent, decrease, and remedy misbehavior while promoting positive behavior This operationalization pertains to behavioral control rather than external control since it seeks to regulate student behavior through rules and expectations to establish a well-organized environment Behavioral control is associated with adherence to social norms and expectations In the educational psychology and self- determination literature, a contextual variable closely related to the concept of behavioral control is structure, which pertains to information about expectations, guidelines, contingencies, or limitations that exist and function within a given social setting (Deci, 2008) The term “behavioral control” is frequently used in classroom management contexts Deci (2008) claimed that given how they are described in self-determination theory, behavioral control is more similar to the notion of structure than the concept of external control because both behavioral control and structure are concerned with establishing consistent rules and expectations

Teachers’ care, warmth, support, and involvement are highlighted in the classroom management (Jones & Jones, 2004), developmental (Steinberg et al., 1995) and educational psychology literature (Furrer & Skinner, 2003) The meanings and measures of these concepts often overlap with others For example, Diamond et al (2005) defined teacher care as the child’s perceived care, warmth, understanding, and affection Chang (2003) used the term teacher warmth to refer to the qualities of a teacher who cares about, listens to, likes, respects, and understands his/her students Midgley et al (1989) defined teacher support as students’ perceptions of their teachers’ care, friendliness, and fairness Self-determination theorists used the term involvement to refer to teachers’ interest in, emotional support for, and affection toward their students (Skinner & Belmont, 1993) From the self-determination perspective, teacher involvement leads to positive student outcomes because it satisfies students’ basic needs for relatedness (Deci & Ryan, 2000)

2.2.3 The roles of teacher care and behavioral control in classroom management

In the classroom management literature, there is increasing consensus among researchers that teacher care and behavioral control are not mutually conflicting practices Hence, it is advisable to blend care and behavioral control in classroom management (Darling-Hammond et al., 1996) The idea of blending care and behavioral control is based on the assumption that care and behavioral control have specific pathways in relation to different student outcomes, which are vital concerns in classroom management.

M OTIVATION TO LEARN

Motivation to learn has been defined as the direction, intensity, and persistence of learning-directed behavior and has been found to be positively related to academic performance in a recent meta-analysis (Colquitt et al., 2000)

The motivation to learn is the power or drive to study, explore, discover and solve problems during the learning process (Deci & Ryan, 2000) Learning motivation is a combination of internal and external factors, including desire, curiosity, confidence, attention, positive feedback, sense of control, and pride in learning (Schunk & Zimmerman, 1997) Learning motivation is defined as the combination of two factors: the value of learning and the hope for success (Pintrich, 2003)

Anderman and Anderman (2020) have pointed out that learning motivation in students can be improved through training programs for teachers and students on how to create a more positive and motivational learning environment Assor et al (2002) have shown that learning motivation can be improved through education on independence and autonomy for students Reeve and Jang (2006) have demonstrated that factors such as social support, sense of control, and empathy can affect students' learning motivation.

A CADEMIC PERFORMANCE

Academic performance usually appears in research in education and educational psychology Two main approaches offer different visions of academic performance Approaching a specific goal is the most common method to assess academic performance, but avoiding adverse outcomes offers an alternative (Valle et al., 2009) Academic performance is the progress of students or learners in the process of learning, evaluated through tests, assignments, projects, or other quantitative criteria This definition is widely used in education systems worldwide, where academic performance is assessed and measured by quantitative criteria

Elliot and Dweck (2005) have defined academic performance as a process of developing the abilities and skills of students or learners, evaluated based on achievements in academic fields or extracurricular activities In the study of Eccles and Wigfield (2002), academic performance is defined as the attainment of learning goals, including both quantitative and qualitative academic achievements, as well as soft skills developed in the process of learning.

P REVIOUS RELATED RESEARCH

In a study conducted by LePine et al (2004) involving 696 learners, it was observed that stress resulting from challenges in the learning environment is positively associated with learning performance, while stress resulting from hindrances in the learning environment has a negative relationship with learning performance The study also found evidence suggesting that these stress-learning performance relationships are partially mediated by exhaustion and motivation to learn Both types of stress are positively linked to exhaustion, which in turn is negatively associated with learning performance Hindrance stress is negatively related to motivation to learn, while challenge stress is positively related to motivation to learn Furthermore, motivation to learn is positively associated with learning performance Some possible implications for theory and practice were also discussed in the study

Ainin et al (2015) examined the impact of Facebook usage on students' academic performance In addition, they also analyzed whether socialization influences Facebook usage Empirical data was collected from 1,165 Malaysian university students using a questionnaire survey It was found that the construct socially accepts influences of Facebook usage, while acculturation does not have any meaningful relationship with usage The results also illustrated that there is a positive relationship between students' academic performance and Facebook usage, i.e., the higher the usage, the better they perceived and performed

George et al (2017) carried out a study to investigate effective classroom management and students’ academic performance in secondary schools in Uyo Local Government Area The survey design was adopted for the study In the population of 2,044 senior secondary students, a sample of 200 students was selected from 5 public secondary schools in 4 clans within the study area A self- developed questionnaire was used to elicit data from respondents The result of this study concluded that students in the public secondary schools in Uyo Local Government Area differ significantly in terms of academic performance based on verbal instruction, corporal punishment, instructional supervision, and delegation of authority to learners It recommended that teachers should be skilled in classroom management so as to influence students’ academic performance positively

Titus and Adu (2017) conducted a study to examine the relationship between teachers' management proficiency and students' academic performance in social studies at the junior secondary school level in Lagos state The study utilized a self- developed questionnaire and randomly selected 100 respondents, including both students and teachers, as the study population The findings indicated that the teacher's level of experience is a crucial determinant of students' academic performance Furthermore, well-managed classes are more likely to perform better than poorly managed ones because students may lack concentration in the latter As a result, the study recommended regular workshops and seminars for teachers to enhance their management proficiency

Nie and Lau (2009) conducted a study using a large representative sample of 3,196 students in grade 9 from 117 classes in Singapore to examine the differential associations of classroom management practices, such as care and behavioral control, with students' engagement, misbehavior, and satisfaction with school The results indicated that both care and behavioral control are positively related to student engagement Behavioral control is also a significant negative predictor of classroom misbehavior, while care is a significant positive predictor of satisfaction with school These findings highlighted the significance of combining care and behavioral control to attain multiple objectives of classroom management

Ahmad et al (2017) demonstrated the crucial role of classroom management procedures in enhancing students' learning Classroom management involves organizing and directing classes to achieve specific objectives, and it is the teacher's responsibility to maintain a positive learning environment in the classroom A well- managed classroom provides a conducive environment for effective teaching and learning The primary objective of this quantitative study was to explore the relationship between classroom management strategies and students' academic performance The survey method was used to collect data from a sample of 370 teachers selected from all male and female public colleges in Lahore A five-point Likert scale was used to collect data The study's major finding revealed a positive relationship between teachers' classroom management strategies and students' academic performance Another finding indicated a positive relationship between the teaching methods used and students' achievement

Omodan et al (2018) examined the relationship between classroom management, including class control and classroom discipline, and academic performance among secondary school students in Ekiti State, Nigeria The study population included all 87,336 secondary school students and 7,538 teachers in 203 secondary schools in the state The sample for the study comprised 720 students selected from 24 public secondary schools The study findings revealed that the levels of classroom management and students' academic performance in secondary schools in Ekiti State are moderate The results also indicated a significant positive relationship between classroom management and students' academic performance Specifically, class control and classroom discipline were found to be positively related to students' academic performance The study recommended that routine inspection of teachers for effective teaching and learning should be encouraged, and appropriate class control measures should be adopted by teachers in secondary schools to enhance students' academic performance

Sunday-Piaro (2018) conducted a study to investigate how classroom management influences students' academic performance in public secondary schools in Rivers State The study findings revealed a significant and strong positive association between classroom discipline, effective teaching, the use of classroom reward systems, and students' academic performance Additionally, the study found a significant and moderate relationship between the delegation of authority in the classroom and students' academic performance The results suggested that effective classroom management strongly and positively impacts students' academic performance in Rivers State Based on the findings, the study recommended that teachers should prioritize classroom discipline and strive to introduce innovative ideas to motivate learning Schools should also prioritize the development of effective teaching and address teaching challenges to positively influence students' capacity and academic performance

Ramirez (2018) investigated the effects of reality pedagogy on the academic performance and motivation to learn of Grade 7 Physics students at Bukidnon State University - Secondary School Laboratory during the 2015-2016 school year The study findings revealed that the posttest scores of the experimental group were significantly higher than those of the control group, with the former achieving a very satisfactory result compared to the latter's satisfactory result However, there is no significant difference in the academic performance between the Grade 7 students who are taught using reality pedagogy and those who are not Nevertheless, there is an improvement in the academic performance of both the control and experimental groups, regardless of the intervention The study also showed that the control and experimental groups were moderately motivated to learn Physics

Owusu et al (2021) conducted a study to investigate the impact of classroom management strategies used by junior high school teachers on the academic performance of students in the Ashanti Akim North District The study used a descriptive survey design, and students' academic performance was measured using test scores in English Language, Integrated Science, Mathematics, and Social

Studies The study findings revealed that students and teachers identify good relationships and reinforcement as the most commonly used classroom management strategies The study also found a significant positive relationship between reinforcement and antecedent as classroom management strategies and students' academic performance However, good relationships and punishment as classroom management strategies are not positively related to students' academic performance The study recommended that teachers should frequently use reinforcement and antecedent strategies in their classrooms, as they play a dual role in managing behavior and predicting the academic performance of students Building good relationships as a classroom management strategy should be used with caution, as it could be misinterpreted or abused and lead to low academic performance The use of punishment as a classroom management strategy should be avoided, as it hinders students' academic performance

Wu et al (2020) conducted a nationwide survey to gain a comprehensive understanding of the relationships between medical students' motivation, self- efficacy, learning engagement, and academic performance, taking into account their demographic factors and sociocultural environments The survey collected data from 1930 medical students in China and explored the relationships between various studying variables The study findings revealed that medical students in KUCs have significantly higher intrinsic motivation, better academic performance, and lower extrinsic motivation than those in NKUCs Interestingly, male students report higher intrinsic motivation but lower academic performance than female students The total effect of intrinsic motivation on academic performance was found to be larger than that of extrinsic motivation The study also found significant indirect effects of both intrinsic and extrinsic motivation on academic performance through learning engagement Moreover, intrinsic and extrinsic motivations predict self-efficacy, but the direct effect of self-efficacy on academic performance is not significant The study provided a holistic understanding of students' motivation types in relation to academic performance, which can be useful for developing effective interventions and counseling methods for promoting medical students' motivation levels and improving their academic performance

The effects of instructors' classroom management on students' motivation for learning and academic achievement in Kwara State were investigated by Adedigba and Sulaiman (2020) With a sample size of 250 teachers and all of the students in their classrooms, the study population consisted of all primary teachers and students in Ilorin Metropolis, Kwara State According to the study, teachers should implement effective classroom management techniques to inspire students to learn for better academic performance The study suggested that classes on leadership and classroom management should be included in the curricula for teacher preparation and that in-service teachers should be encouraged to undergo frequent retraining

In order to ascertain the classroom management strategies used by teachers and the significance of these strategies in encouraging students to learn English, Tran Thi Thuong and Nguyen Thi Hong Thu (2021) conducted an investigation into the perceptions of teachers and learners Additionally, they tried to figure out how these strategies affect students' motivation to learn English as well as their academic performance An interview and questionnaires were used as data collection tools in the research's mixed-method approach Three hundred ninety-eight students were engaged in filling out the questionnaires and participating in the interviews with 14 English teachers The results showed that teachers manage their classes in a variety of ways, but each grade has a dominating approach The results also demonstrated that each type of classroom management affects students' motivation to learn English in a variety of ways and to varying degrees Surprisingly, the authoritative approach shows the strongest positive impact on students' academic achievement and motivation to study English These findings led to some management implications for the classroom that place emphasis on using the authoritative style and minimizing some of the drawbacks of the other varieties

Table 2 1 Compilation of previous studies

Authors Survey subjects/ research space/

696 students enrolled in an introductory management course at a large southeastern university

Individual differences, challenge stress, hindrance stress

Empirical data was collected from 1165

Malaysian university students using a questionnaire survey

Facebook usage intensity students' academic performance

Pearson Product Moment (PPM) Correlation Coefficient; chi-square (X2) analysis verbal instruction, corporal punishment, instructional supervision, delegation of authority to learners

Pearson Product Moment Correlation (PPMC) experience of the teacher; effectively managed by teachers

- students’ academic performance and teachers

3196 Grade 9 students from 117 classes in

Teacher care, behavioral control in classroom management

Engagement, Misbehavior, Satisfaction With School

370 teachers was selected from all male and female public colleges of

Different test Mean, t-test and Pearson-r were applied to analyze the data teachers’ classroom management strategies; teaching methods

Nigeria multi-stage sampling procedure classroom management, routine inspection of teachers for effective teaching and learning

Pearson Product Moment Correlation Coefficient(r) classroom management

Laboratory for the school year

2015-2016 the one-way analysis of covariance (ANCOVA) and t-test

Grade 7 students taught by Reality Pedagogy and of the students not using Reality Pedagogy

Owusu et 48 teachers means, students and - students’ al (2021) and 297

School standard deviation, Pearson’s Product Moment Correlation Coefficient (PPMCC) and Multiple Regression teachers identified good relationship and reinforcement as the mostly used classroom management strategies academic performance

China structural equation model (SEM) analysis intrinsic or extrinsic motivation learning engagement, self-efficacy academic performance

250 teachers and all pupils in Ilorin

Kwara State descriptive statistics, linear regression, t- test, and Analysis of Variance (ANOVA) classroom management pupils’ motivation for learning academic achievement

14 English teachers were asked to be interviewed and 398 students mixed- method one in which an interview and questionnaires are the instruments to collect data style of classroom management exerted students' English learning motivation academic achievement

R ESEARCH MODEL AND HYPOTHESES

2.6.1 Classroom management and academic performance

Some prior studies used behavioral outcomes as criteria for the effectiveness of classroom management and tried to understand how teachers bring about engagement and limit misbehavior (Emmer & Stough, 2003) The choice of these criteria is reasonable; however, in light of the broadened view of classroom management, another important goal of classroom management is to create student’s motivation to learn In line with this perspective, academic performance is chosen as a criterion of effectiveness If teachers show more care to their students, their students are more motivated with their teachers, whereas teacher control is not found to be related to students’ motivation These results are not unexpected From the self-determination perspective, teacher care emphasizes responding to students’ needs for relatedness, which is expected to enhance their motivation and academic performance Classroom management has been highlighted across numerous research studies as a major variable that affects students’ academic performance (Marzona, 2008) According to Bassey (2012), the wider view of classroom management shows increased engagement, reduction in inappropriate and disruptive behaviors, promotion of student responsibility for academic work, and improved academic performance of students Analyses of the past 50 years of classroom management research identified classroom management as the most important factor, even above students’ aptitude, affecting students’ learning and academic performance (Wang, 2009) Therefore, the hypotheses H1 and H2 of this study are proposed:

H1: Teacher behavioral control is positively related to academic performance of students in Business English classes at BVU

H2: Teacher care is positively related to academic performance of students in Business English classes at BVU

2.6.2 Classroom management and motivation to learn

Margaret (2014) observed that pupils’ academic achievement and attitude towards learning can be greatly determined by the teachers’ classroom management Teachers are expected to be able to apply strategies that will encourage pupils to learn regardless of the major constraints of inadequate physical facilities and teachers’ work environment (Bukola & Alonge, 2011) Aỗıkgửz (2005) and Morehouse (2007) claimed that a classroom with an encouraging atmosphere exerts a positive influence on students’ intrinsic motivation Classroom management styles which enable such favorable ambience also strengthen the intrinsic motivation of students (Tran Thi Thuong & Nguyen Thi Hong Thu, 2021) Therefore, the following hypotheses H3 and H4 are proposed:

H3: Teacher behavioral control is positively related to motivation to learn of students in Business English classes at BVU

H4: Teacher care is positively related to motivation to learn of students in Business English classes at BVU

2.6.3 Motivation to learn and academic performance

Motivation to learn has been found to be positively related to learning performance in a recent meta-analysis (Colquitt et al., 2000) According to Tran Thi Thuong and Nguyen Thi Hong Thu (2021), once learners are well aware of their goal to learn a language or desire to achieve success in learning because of some inside or outside sources, the learning process can easily occur As a result, sooner or later, motivated learners will fulfill their dream of success Motivation to learn will be positively related to learning performance (LePine et al., 2004) Therefore, the hypothesis H5 is proposed:

H5: Motivation to learn is positively related to academic performance of students in Business English classes at BVU

2.6.4 The mediating role of motivation to learn between classroom management and academic performance

Motivation to learn is a psychological construct that reflects an individual's drive and willingness to engage in learning activities Teacher behavioral control and teacher care are two important teacher behaviors that can affect students' motivation to learn Teacher behavioral control refers to the extent to which a teacher uses specific behaviors to regulate student behavior, while teacher care refers to the extent to which a teacher shows concern and support for students' well- being

Many studies have shown that both teacher behavioral control and teacher care are positively related to students' motivation to learn (Furrer & Skinner, 2003; Roeser et al., 1996) For example, a study by Furrer and Skinner (2003) found that students who perceived their teachers as more controlling and caring reported higher levels of motivation to learn Similarly, Roeser et al (1996) found that students who perceived their teachers as more supportive and caring were more likely to be motivated to learn Academic performance is the outcome of learning activities and is also related to students' motivation to learn Students who are more motivated to learn are more likely to engage in learning activities, which can lead to better academic performance

In summary, motivation to learn is a mediator between teacher behavioral control, teacher care, and academic performance since it reflects the extent to which students are driven and willing to engage in learning activities, and it is positively related to teacher behavioral control and teacher care as well as academic performance

Motivation to learn Academic performance Classroom Management

R ESEARCH PROCESS

This study was conducted in two main stages: (1) a qualitative study, and (2) a formal quantitative study

In the preliminary study, based on the research objectives and the synthesis of theoretical basis (background theory, research concepts, and previous studies), the research model, hypotheses, and observed variables with their measurement scales were established The measurement scales of research concepts at this stage were called draft scale 1 Through group discussions and interviews, the observed variables of the measurement scale were adjusted and supplemented for clarity and suitability to the research context Based on the collected results, draft scale 1 was developed and adjusted to become draft scale 2 to support quantitative study in the next stage

In the formal study, the research data was collected through a direct survey method After the respondents expressed their consent to participate, questionnaires were sent directly to them or through online methods to gather research data for the study The purpose of this method was to evaluate the appropriateness of the measurement model The measurement model was evaluated based on the reliability, convergent validity, discriminant validity, and construct validity using Bootstrapping (N = 5000): determination coefficient (R 2 ), predictive compatibility (Q 2 ), and effect size (f 2 ).

M ETHODS

This study applied a mixed method including qualitative and quantitative methods

Evaluating the measurement model: Cronbach's alpha, reliability, convergent validity, discriminant validity

Evaluating the structural model Bootstrapping (N =

5000), testing research hypotheses Identifying research problem

Presenting conclusions and managerial implications

Qualitative method: The author carried out the pilot study via group discussions and interviews with 5 teachers and 10 students The purpose is to supplement and adjust items of constructs (classroom management, motivation to learn and academic performance) to suit the research context

Quantitative method: The author conducted an official survey with 203 students who have studied Business English classes at BVU The purpose is to evaluate the model and test the research hypotheses.

D ATA

The data in this study was collected through group discussions, interviews, and a survey questionnaire

• For the group discussions and interviews conducted in the pilot study:

Group discussions and interviews with teachers and students: The study conducted group discussions and interviews with teachers and students to improve items measuring the constructs of classroom management, motivation to learn and academic performance These constructs are inherited from previous studies, so they need to be adjusted and supplemented to fit the research context at BVU

• For the survey questionnaire method used in the official study:

After completing the constructs, a questionnaire was developed in the final analysis The questionnaire was sent to students to collect information directly or via online channels The study uses 5-levels Likert scale ranging from (1) strongly disagree to (5) strongly agree.

A NALYSIS OF THE DATA

After data collection stage, the data was entered into SPSS 25 software The data was cleaned and processed in the following steps:

Step 1: Constructs in the theoretical model were tested for reliability through Cronbach's Alpha coefficient If Cronbach's Alpha coefficient > 0.6 and total variable correlation coefficient > 0.3, the constructs meet the requirements of reliability

Step 2: Constructs were evaluated by composite reliability, and the average variance extracted from constructs was evaluated The composite reliability of the scales must be greater than 0.6 and average variance extracted must be greater than 0.5 in order to meet the allowable requirements

Step 3: To test the proposed hypotheses, the study applied Partial Least Square Structural Equation Modeling (PLS-SEM).

M EASUREMENT OF SCALES

Table 3.1 Items of teacher behavioral control Symbol Teacher behavioral control (TBC) Sources

TBC1 In my Business English class, the teacher corrects misbehavior immediately

TBC2 In my Business English class, the teacher tells the class to keep quiet when the class is noisy

TBC3 In my Business English class, the teacher takes note of misbehaviors

TBC4 In my Business English class, the teacher takes action to make sure that students behave well

The scale above is focused on teacher behavioral control (TBC) in Business English classes at BVU It consists of four items that assess different aspects of the teacher's behavior in maintaining control and managing student misbehavior

Item TBC1 “In my Business English class, the teacher corrects misbehavior immediately” reflects the teacher's promptness in addressing and rectifying instances of student misbehavior in the Business English class

Item TBC2 “In my Business English class, the teacher tells the class to keep quiet when the class is noisy” assesses the teacher's approach of verbally instructing the class to maintain a quiet and focused environment when there is excessive noise or disruption

Item TBC3 “In my Business English class, the teacher takes note of misbehaviors” signifies that the teacher observes and records instances of misbehavior, possibly for future reference or intervention purposes

Item TBC4 “In my Business English class, the teacher takes action to make sure that students behave well” indicates that the teacher actively implements measures or strategies to ensure that students exhibit appropriate behavior and conduct themselves properly in the Business English class

These items collectively measure different aspects of teacher behavioral control, including immediate correction of misbehavior, verbal instructions for maintaining quiet, noting misbehaviors, and taking action to foster good behavior among students The scale aims to assess the extent to which these behaviors are observed in the context of Business English classes at BVU

Table 3.2 Items of teacher care

Symbol Items of teacher care (TC) Source

In my Business English class, the teacher shows concern for students

In my Business English class, the teacher creates a warm and friendly classroom environment

In my Business English class, the teacher accepts different opinions from students

In my Business English class, the teacher is open to students’ suggestions

The scale above consists of four items measuring the aspects of teacher care in Business English classes at BVU Item TC1 “In my Business English class, the teacher shows concern for students” measures the extent to which the teacher demonstrates care, empathy, and genuine interest in the well-being and needs of students in the Business English class

Item TC2 “In my Business English class, the teacher creates a warm and friendly classroom environment” assesses the teacher's ability to establish an atmosphere of warmth, friendliness, and inclusivity in the Business English class, contributing to a positive and supportive learning environment

Item TC3 “In my Business English class, the teacher accepts different opinions from students” reflects the teacher's openness to diverse perspectives and willingness to value and consider different opinions, encouraging students to express their thoughts and ideas freely in the Business English class

Item TC4 “In my Business English class, the teacher is open to students' suggestions” measures the teacher's receptiveness to feedback and suggestions from students, indicating their willingness to listen and incorporate student input into the teaching and learning process in the Business English class

These items collectively assess the teachers’ care, support, and responsiveness to students' needs, as well as their ability to create an inclusive and engaging classroom environment in the context of Business English classes at BVU The scale aims to capture students' perceptions of the teacher's caring behaviors and the overall classroom atmosphere

Table 3.3 Items of motivation to learn

Symbol Items of motivation to learn (MTL) Source

In general, I exert considerable effort to learning the material in my courses LePine (2004)

MTL2 In general, I try to learn as much as I can from my courses LePine (2004) MTL3

In general, I am motivated to learn the skills emphasized in my courses LePine (2004)

The motivation to learn (MTL) scale assesses students' self-perceived motivation and effort in their academic pursuits Developed by LePine (2004), this scale consists of three items that capture different dimensions of motivation in the context of learning

Item MTL1 “In general, I exert considerable effort to learning the material in my courses” measures the students' self-perceived level of effort and dedication put into learning the course material It reflects the extent to which the student consciously applies substantial effort to grasp and understand the content

Item MTL2 “In general, I try to learn as much as I can from my courses” assesses the students' inclination to maximize their learning experience from the courses they undertake It captures their desire to extract the most knowledge and information possible, indicating an active approach to learning

Item MTL3 “In general, I am motivated to learn the skills emphasized in my courses” explores the students' intrinsic motivation to acquire the specific skills that are emphasized and taught within their courses It reflects their personal drive and interest in gaining competence in the skills highlighted in their educational context

By measuring these dimensions of motivation to learn, the MTL scale provides insights into students' self-perceptions of their motivation, effort, and dedication towards learning in academic settings The scale aims to assess the level of intrinsic motivation and engagement students feel towards acquiring knowledge and developing the skills emphasized within their Business English courses

Table 3.4 Items of academic performance in Business English

Symbol Items of academic performance (AP) Source

I am confident I have adequate academic skills and abilities Ainin et al (2015)

AP2 I feel competent conducting my course assignment Ainin et al (2015) AP3

I have learnt how to do my coursework in an efficient manner Ainin et al (2015)

AP4 I have performed academically as I anticipated I would Ainin et al (2015)

T HE FORMAL RESEARCH SAMPLE

The research sample was selected by convenience method, and the survey was conducted from January 2023 to March 2023 After obtaining consent, the survey questionnaire was directly and indirectly sent to students The survey results showed 217 responses, of which 14 were invalid Therefore, the survey achieved

Hair et al (2010) suggested that the minimum sample size should be from

100 to 150 Nguyen Dinh Tho (2014) proposed that the minimum sample size selected by the convenience method should be 5 * the number of observed variables According to the results of the qualitative research, the number of observed variables in this study is 15 Thus, the minimum sample size is 5 * 15 75 The formal research sample this study is 203, which is much larger than the minimum sample size of 75 observations, so the research sample is appropriate and ensures the representativeness of the sample.

C HARACTERISTICS OF THE SAMPLE

Table 4.1 Characteristics of the study sample

The data in Table 4.1 pertains to the gender and academic year distribution among the study sample Of the 203 students, 32.0% are female, while 68.0% are male Regarding academic year, 25.1% are first-year students, 15.3% are second- year students, 18.2% are third-year students, and 41.4% are fourth-year students.

T ESTING THE RELIABILITY OF THE COMPONENTS IN THE RESEARCH MODEL

4.2.1 Testing the reliability of the components using Cronbach's alpha coefficient

Table 4.2 Construct reliability and validity

Note: AP: Academic Performance, MTL: Motivation to Learn, TBC: Teacher Behavioral Control, TC: Teacher Care

Table 4.2 reports the Cronbach's alpha, composite reliability (rho_a and rho_c), and average variance extracted (AVE) for four different constructs: AP, MTL, TBC, and TC These are all commonly used measures of internal consistency and convergent validity in the context of psychometric testing and structural equation modeling

Cronbach's alpha is a measure of the internal consistency of a set of items that are intended to measure the same construct It ranges from 0 to 1, with higher values indicating greater internal consistency In this case, all four constructs have Cronbach's alpha values above 0.79, which suggests that they have good internal consistency

Composite reliability (rho_a and rho_c) is another measure of internal consistency that is often used in structural equation modeling It is similar to Cronbach's alpha but takes into account the amount of error in the measurement of the construct As with Cronbach's alpha, higher values of composite reliability indicate greater internal consistency In this case, the composite reliability values range from 0.796 to 0.882, which suggests that all four constructs have good internal consistency

Average variance extracted (AVE) is a measure of convergent validity that reflects the amount of variance in the observed variables that is explained by the construct AVE values range from 0 to 1, with higher values indicating greater convergent validity In this case, all four constructs have AVE values above 0.65, which suggests that they have good convergent validity

Overall, the results of the internal consistency and convergent validity analyses suggest that all four constructs (AP, MTL, TBC, and TC) have good psychometric properties The values for Cronbach's alpha, composite reliability, and AVE are all above the commonly accepted thresholds of 0.70, 0.80, and 0.50, respectively Therefore, these constructs are likely to be reliable and valid measures of the underlying constructs they are intended to measure

4.2.2 Testing the convergent and discriminant validity of the components in the model

Items AP MTL TBC TC

Table 4.3 reports the outer loadings of items for four different constructs:

AP, MTL, TBC, and TC Outer loadings represent the strength of the relationship between a latent variable and its corresponding observed variables, which are measured by the items used to measure the latent variable From the table, it can be seen that all of the outer loadings are greater than the commonly accepted threshold of 0.70 This threshold is used to ensure the reliability and validity of the items used to measure the latent variables Therefore, the items are considered to be reliable and valid measures of their corresponding constructs

It is worth noting that while the outer loadings are an important metric for evaluating the quality of the items used to measure the constructs, they are not the only metric Other metrics, such as convergent validity, discriminant validity, and construct reliability, should also be considered when evaluating the quality of a measurement model

Overall, the results of the outer loadings analysis suggest that the items used to measure the constructs of AP, MTL, TBC, and TC are reliable and valid measures of their corresponding constructs This provides support for the use of these items in future research studies or practical applications

4.2.3 Testing the Discriminant validity Fornel Lacker criterion

Table 4.4 Discriminant validity Fornel Lacker criterion

Table 4.4 shows the Fornell-Larcker criterion for discriminant validity for the four constructs: AP, MTL, TBC, and TC The Fornell-Larcker criterion is a widely used method to assess the discriminant validity of constructs in a structural equation model It compares the square root of the average variance extracted (AVE) of a construct with the correlation coefficients between the construct and all other constructs If the square root of the AVE of a construct is greater than its correlations with other constructs, then it is considered to have discriminant validity

From the table above, it can be seen that the square root of the AVE for each construct is greater than the correlations between the construct and all other constructs in the table This indicates that each construct has discriminant validity according to the Fornell-Larcker criterion

For example, the square root of the AVE for AP is 0.831, which is larger than the correlation coefficients between AP and the other constructs (0.483 with MTL, 0.329 with TBC, and 0.314 with TC) This suggests that AP has discriminant validity from the other constructs

Similarly, the square root of the AVE for MTL is 0.84, which is larger than the correlations between MTL and the other constructs (0.483 with AP, 0.216 with TBC, and 0.219 with TC) This suggests that MTL has discriminant validity from the other constructs

Overall, the results of the Fornell-Larcker criterion analysis suggest that each construct (AP, MTL, TBC, and TC) has discriminant validity from the other constructs This supports the use of these constructs in future research studies or practical applications.

T ESTING THE RESEARCH HYPOTHESES

The results of testing the relationships between the components in the research model are presented in Figure 4.1 The estimation method used is the Bootstrapping technique with N = 5000 observations in PLS-SEM

The table above reports the results of a t-test analysis that examines the statistical significance of the relationships between pairs of constructs The t-test is used to determine whether the difference between the means of two samples is statistically significant In this case, the original sample (O) represents the correlation coefficient between two constructs, and the sample mean (M), standard deviation (STDEV), T statistics (|O/STDEV|), and p-values are reported

From Table 4.5, it can be seen that all of the t statistics are greater than 1.96, which corresponds to a significance level of 0.05 This indicates that the relationships between all pairs of constructs are statistically significant at the 0.05, 0.1 level

The T statistic for the relationship between MTL and AP is 7.395, which is much larger than 1.96 This suggests that the relationship between MTL and AP is statistically significant, so H1 is accepted

The p-values in the table also provide information about the statistical significance of the relationships between the pairs of constructs All p-values which indicates that the relationships between all pairs of constructs are statistically significant at the 0.05 level

The results show that TBC has a positive effect on AP, and this effect is statistically significant (B = 0.177, p = 0.016 < 0.05), thus supporting hypothesis H1 Similarly, hypothesis H3 is also supported as TBC has a positive effect on MTL, and this effect is statistically significant (B = 0.152, p = 0.018 < 0.05) Furthermore, TC also has a positive and statistically significant effect on AP (B 0.151, p = 0.051 < 0.1), thus supporting hypothesis H2 Likewise, hypothesis H4 is supported as TC has a positive and statistically significant effect on MTL (B 0.157, p = 0.012 < 0.05) Finally, MTL has a positive and statistically significant effect on AP (B = 0.411, p = 0.000), thus supporting hypothesis H5

Overall, the results of the t-test analysis suggest that there are statistically significant relationships between pairs of constructs These results provide support for the use of these constructs in future research studies or practical applications 4.3.2 Indirect effect testing

Table 4.6 shows the results of testing the indirect effects of TBC and TC on

AP through MTL The indirect effect of TBC on AP through MTL is estimated to be 0.062, with a T statistic of 2.316, indicating that the effect is statistically significant (p-value of 0.021) The 2.50% and 97.50% confidence intervals for this indirect effect are 0.012 and 0.119, respectively The estimated coefficient of 0.062 falls within the confidence interval and does not contain the value of 0, indicating that MTL partially mediates the relationship between TBC and AP

Similarly, the indirect effect of TC on AP through MTL is estimated to be 0.065, with a T statistic of 2.34, indicating that the effect is statistically significant (p-value of 0.019) The 2.50% and 97.50% confidence intervals for this indirect effect are 0.015 and 0.124, respectively, and do not contain the value of 0 The estimated coefficient of B = 0.065 falls within this confidence interval, indicating that MTL partially mediates the relationship between TC and AP.

D ISCUSSIONS

The study results indicated positive relationships among classroom management, motivation to learn, and academic performance of students in Business English classes at BVU

The results indicated that two components of classroom management (teacher behavioral control and teacher care) are positively related to academic performance of students in Business English classes at BVU The results of this study are consistent with previous research Adedigba and Sulaiman (2020) showed that teachers' classroom management style influenced academic achievement in Kwara State Ahmad et al (2017) demonstrated that classroom management strategies are positively related to the academic performance of students at college level Omodan et al (2018) supported enhancing students’ academic performance in secondary schools via classroom management skills The relationship between classroom management and academic performance has been widely tested in previous studies In this study, the author drew on the self-determination theory perspective and tested the extent to which the components of classroom management, such as teacher behavioral control and teacher care, are related to academic performance in Business English classes

Furthermore, the study results indicated that teacher behavioral control and teacher care are positively related to the motivation to learn of students in Business English classes at BVU These findings are consistent with previous research Tran Thi Thuong and Nguyen Thi Hong Thu (2021) showed that classroom management styles influence students' motivation in learning English Adedigba and Sulaiman (2020) proposed the influence of teachers' classroom management style on pupils' motivation for learning in Kwara State

Finally, the study found that motivation to learn is positively related to the academic performance of students in Business English classes at BVU These results are consistent with previous research, such as Wu et al (2020), showing that there is a positive relation between motivation and academic performance of medical students in KUCs

In summary, the relationship between teacher behavioral control, teacher care, motivation to learn, and the academic performance of students has been a topic of recent research This study aimed to investigate the extent to which teacher behavioral control and teacher care are related to both motivation to learn and the academic performance of students in Business English classes Thus, the author tested the mediating role of motivation to learn for students in Business English classes at BVU

The study involved a sample of 203 students enrolled in Business English classes at BVU Data was collected using a questionnaire that measured teacher behavioral control, teacher care, motivation to learn, and academic performance These findings suggested that teacher behavior, specifically establishing clear expectations and boundaries (behavioral control) and demonstrating care and concern for students (teacher care), are important factors in promoting both motivation to learn and academic performance of students in Business English classes Teachers who can balance both of these aspects of their behavior may be better able to create a positive learning environment that fosters student motivation and academic success.

C ONCLUSION

This study analyzed the relationship between teacher behavioral control, teacher care, motivation to learn, and academic performance using the PLS-SEM method and bootstrapping technique with N = 5000 observations The results showed that both teacher behavioral control and teacher care have positive effects on academic performance through the mediating effect of motivation to learn Specifically, motivation to learn is identified as an important mediating factor between teacher behavioral control/ teacher care and academic performance These findings provided further insights into the role of motivation to learn in the process of transmitting the effects of teacher behavioral control/ teacher care on academic performance

This study provided valuable information to enhance understanding of the relationship between factors influencing the development of academic performance while also providing a basis for proposing measures to improve academic performance

For objective 1, the study identified the measurement components of classroom management in Business English classes at BVU as teacher behavioral control and teacher care These two factors are suitable for the research context at BVU for students in Business English classes

For objective 2, the study determined the relationship between classroom management and academic performance through the mediating role of motivation to learn among students in Business English classes at BVU Specifically, teacher behavioral control and teacher care have positive and direct impacts on academic performance, and also have positive and indirect impacts on academic performance through the partially mediating role of motivation to learn

For objective 3, some implications for the administrators and teachers to improve classroom management in order to increase motivation and academic performance of students in Business English classes at BVU were proposed and presented in section 5.2

The PLS-SEM method is a useful tool for estimating complex relationships between variables in a model and assessing their impact on each other In the study on the relationship between teacher behavioral control, teacher care, and academic performance through motivation to learning, the PLS-SEM method was used to analyze the relationships between variables in the model and assess the role of motivation to learning in the transmission process of the effects of teacher behavioral control and teacher care on academic performance

The PLS-SEM method allows the identification of the role of intermediate variables in the model The results of the study showed that motivation to learning plays an intermediate role in the relationship between teacher behavioral control, teacher care, and academic performance, providing important information for a better understanding of the impact process of these factors on the academic performance of students in Business English classes at BVU.

M ANAGERIAL IMPLICATIONS

5.2.1 Managerial implications of teacher behavioral control

Table 5.1 Descriptive statistics of teacher behavioral control

In my Business English class, the teacher corrects misbehavior immediately

In my Business English class, the teacher tells the class to keep quiet when the class is noisy

In my Business English class, the teacher takes note of misbehaviors

In my Business English class, the teacher takes action to make sure that students behave well

The mean score of 3.62 for the item "In my Business English class the teacher corrects misbehavior immediately" suggests that, on average, students in Business

English classes at BVU perceive that their teachers address misbehavior in a relatively timely manner However, the relatively high standard deviation of 1.06 indicates that there is some variability in how students perceive this aspect of classroom management To improve this factor, some implications for the administrators and teachers are proposed following: o Establish clear and consistent expectations for classroom behavior and communicate these expectations to students and parents o Develop a system for addressing misbehavior in a timely and consistent manner, such as a warning system or a set of consequences for repeated misbehavior o Use positive reinforcement to encourage good behavior, such as praise or rewards for following the rules o Provide training and support for teachers on effective classroom management strategies, including techniques for addressing misbehavior o Conduct regular evaluations of classroom management practices to identify areas for improvement and provide feedback and support to teachers, as needed

The mean score of 3.6355 for the item "In my Business English class the teacher tells the class to keep quiet when the class is noisy" indicates that, on average, students in Business English classes at BVU perceive that their teachers address noise levels in the classroom The relatively low standard deviation of 0.94141 suggests that there is less variability in how students perceive this aspect of classroom management compared to the previous item However, there is still room for improvement To further address noise levels in the classroom, teachers could consider the following strategies: o Reinforce the importance of maintaining a quiet and respectful learning environment and explain how noise can be a distraction for both the teacher and other students o Provide opportunities for students to practice focusing and listening skills, such as through mindfulness exercises or games that require concentration o Provide clear and consistent consequences for excessive noise, such as a warning system or a loss of privileges o Encourage students to take responsibility for their own noise levels and behavior and provide positive reinforcement for good behavior

For the item "In my Business English class the teacher takes note of misbehaviors", the mean is 3.5320 with a standard deviation of 0.99638 This result indicates that, on average, students in Business English classes at BVU perceive that their teachers record inappropriate behaviors However, the standard deviation is not too low, indicating variability in how students evaluate this factor of their teachers To improve this factor, following implications are suggested for administrators and teachers: o Establish an effective behavior management system, including recording and monitoring inappropriate student behaviors o Provide training and support for teachers on classroom management techniques, including how to address inappropriate behaviors in a timely and effective manner o Establish a feedback system for students regarding their behavior, including both positive and negative feedback o Enhance communication with parents to ensure collaboration in managing student behavior o Regularly evaluate classroom management strategies to identify areas for improvement and provide feedback and support to teachers as needed

In the item "In my Business English class the teacher takes action to make sure that students behave well,” the mean is 3.4828 with a standard deviation of

0.92461 This result indicates that, on average, students in Business English classes at BVU perceive that their teachers take measures to ensure good student behavior However, the standard deviation is not too low, indicating variability in how students evaluate this factor of their teachers To improve this factor, teachers can apply the following strategies: o Establish clear rules on behavior in the classroom and explain the importance of maintaining a good learning environment o Use effective classroom management techniques to ensure that student behavior is controlled, including clear consequences for inappropriate behavior o Provide opportunities for students to demonstrate good behavior and provide positive reinforcement for those behaviors o Enhance communication with parents to ensure collaboration in managing student behavior o Regularly evaluate classroom management strategies to identify areas for improvement and provide feedback and support to teachers as needed 5.2.2 Managerial implications of teacher care

Table 5 2 Descriptive statistics of teacher care

In my Business English class, the teacher shows concern for students

In my Business English class, the teacher creates a warm and friendly classroom environment

In my Business English class, the teacher accepts different opinions from students

In my Business English class, the teacher is open to students’ suggestions

The item "In my Business English class, the teacher shows concern for students" has a mean score of 3.8916 and a standard deviation of 0.92173 This indicates that, on average, students in Business English classes at BVU perceive that their teachers show concern for them The relatively low standard deviation suggests that there is less variability in how students perceive this aspect of their teachers' behavior compared to some of the other items

However, while this is a positive result, there is still room for improvement

To further enhance the perception of teacher concern among students, teachers could consider the following strategies: o Take the time to get to know each student as an individual and show interest in their personal lives and goals o Provide regular feedback and support to students, both academically and personally o Create a positive and supportive classroom environment, where students feel comfortable sharing their thoughts and ideas o Respond promptly and compassionately to student concerns and needs, and provide appropriate resources and referrals as needed o Model empathy and compassion in interactions with students and encourage students to do the same with their peers

The item "In my Business English class, the teacher creates a warm and friendly classroom environment" has a mean score of 3.6749 and a standard deviation of 0.87468 This suggests that, on average, students in Business English classes at BVU perceive that their teachers create a warm and friendly classroom environment The relatively low standard deviation indicates that there is less variability in how students perceive this aspect of their teachers' behavior compared to some of the other items However, teachers could consider the following strategies to further enhance the creation of a warm and friendly classroom environment: o Greet students warmly at the beginning of each class o Use humor and positive reinforcement to create a positive and supportive classroom atmosphere o Encourage students to share their thoughts and ideas and create opportunities for them to work collaboratively o Treat all students with respect and demonstrate inclusive behavior that values diversity o Provide opportunities for students to get to know each other, such as through class activities or icebreakers, to build a sense of community in the classroom

The item "In my Business English class, the teacher accepts different opinions from students" has a mean score of 3.3645 and a standard deviation of 0.87604

This suggests that, on average, students in Business English classes at BVU perceive that their teachers accept different opinions from them However, the relatively low mean score and relatively high standard deviation suggest that there is room for improvement in this aspect of teaching To improve the perception of accepting different opinions from students, teachers could consider the following suggestions: o Encourage open discussions and debates in the classroom, and actively seek out diverse opinions from students o Create a safe and inclusive classroom environment where students feel comfortable sharing their opinions without fear of judgment o Respond respectfully and constructively to differing opinions and foster a climate of mutual respect and understanding o Provide opportunities for students to express their opinions in different ways, such as through written assignments, oral presentations, or group projects o Encourage students to question assumptions and challenge conventional wisdom and acknowledge and value the diversity of perspectives in the classroom

The item "In my Business English class, the teacher is open to students' suggestions" has a mean score of 3.6207 and a standard deviation of 0.94867 This suggests that, on average, students in Business English classes at BVU perceive that their teachers are open to their suggestions The mean score is relatively high, indicating that students generally feel comfortable making suggestions to their teachers However, the relatively high standard deviation suggests that there is some variability in how students perceive this aspect of their teachers' behavior There are some implications for teachers to further improve openness to students' suggestions such as: o Encourage students to share their ideas and suggestions both inside and outside the classroom o Actively listen to students' suggestions and show appreciation for their input o Respond constructively to students' suggestions and provide feedback on how their suggestions can be implemented o Incorporate student suggestions into lesson plans and classroom activities where appropriate o Provide opportunities for students to take leadership roles in the classroom and contribute to decision-making processes This can help increase their sense of ownership and investment in the learning process

5.2.3 Managerial implications of motivation to learn

Table 5 3 Descriptive statistics motivation to learn

In general, I exert considerable effort to learning the material in my courses

In general, I try to learn as much as I can from my courses 3.4778 1.01145

In general, I am motivated to learn the skills emphasized in my courses

The item "In general, I exert considerable effort to learning the material in my courses" has a mean score of 3.5369 and a standard deviation of 0.96080 This suggests that, on average, students in Business English classes at BVU perceive that they exert considerable effort to learn the material in their courses The mean score is relatively high, indicating that students generally put in significant effort towards their learning However, the relatively high standard deviation suggests that there is some variability in how much effort students perceive they put towards their learning Some implications are proposed for teachers to further encourage and support students in their efforts towards learning: o Provide clear learning objectives and expectations for each course and assignment o Use a variety of teaching methods and materials to accommodate different learning styles o Provide regular feedback and support to students, both academically and personally o Create a positive and supportive classroom environment, where students feel comfortable sharing their thoughts and ideas o Encourage students to take ownership of their learning process and provide opportunities for them to reflect on their progress and set goals for improvement

The item "In general, I try to learn as much as I can from my courses" has a mean score of 3.4778 and a standard deviation of 1.01145 This suggests that, on average, students in Business English classes at BVU perceive that they try to learn as much as they can from their courses The mean score is moderately high, indicating that students generally have a positive attitude towards learning However, the relatively high standard deviation suggests that there is some variability in how much effort students perceive they put towards their learning To further encourage and support students in their efforts towards learning, teachers could consider the following strategies: o Encourage students to set learning goals and provide opportunities for them to reflect on their progress o Use a variety of teaching methods and materials to accommodate different learning styles o Provide regular feedback and support to students, both academically and personally o Foster a positive and supportive classroom environment, where students feel comfortable sharing their thoughts and ideas o Encourage students to take ownership of their learning process and provide opportunities for them to engage with the material in meaningful ways, such as through discussions, debates, or real-world applications The item "In general, I am motivated to learn the skills emphasized in my courses" has a mean score of 3.5320 and a standard deviation of 0.98137 This suggests that, on average, students in Business English classes at BVU perceive that they are motivated to learn the skills emphasized in their courses The mean score is moderately high, indicating that students generally have a positive attitude towards learning the skills emphasized in their courses However, the relatively high standard deviation suggests that there is some variability in the level of motivation among students To further enhance motivation among students towards learning the skills emphasized in their courses, teachers could consider some suggestions such as: o Clearly communicate the relevance and importance of the skills emphasized in the course to students' future academic and career goals o Use a variety of teaching strategies that cater to different learning styles o Provide regular feedback and positive reinforcement to students o Use real-world examples and case studies to demonstrate the practical applications of the skills being taught o Encourage students to take ownership of their learning process and provide opportunities for them to apply the skills in authentic settings.

L IMITATIONS AND FUTURE RESEARCH DIRECTIONS

This study was conducted with limited resources such as time and capability of the author Thus, there are some limitations of the study that should be addressed by further research

Convenience sampling may only be representative of some of the population of Business English students at BVU and, therefore, may not reflect the overall situation of the study subject The study sample only consists of Business English students at BVU, which may not be applicable to students in other institutions or different programs

The selected students in the study sample may not be diverse enough regarding personal characteristics, gender, or learning ability and, therefore, may not fully reflect the study subject Other factors, such as psychological and personal circumstances or differences in English proficiency among students in the study sample, may influence the study results

Therefore, future research could focus on these limitations and target some research directions, such as: o Using random sampling methods to ensure the representativeness of the study sample o Studying Business English students in different schools and different programs to have a comprehensive view of the research situation o Ensuring diversity in personal characteristics, gender, or learning ability in the study sample to ensure the representativeness of the study subject o Using different methods to control other factors such as psychological, personal circumstances, or English proficiency of students to ensure the validity and reliability of the study results.

S UMMARY OF CHAPTER 5

This chapter concluded that teacher behavioral control and care are two essential teacher behaviors that can influence students' motivation to learn and academic performance in Business English classes at BVU Teacher behavioral control refers to the extent to which a teacher uses specific behaviors to regulate student behavior In contrast, teacher care refers to the extent to which a teacher shows concern and support for students' well-being Studies have shown that teacher behavioral control and teacher care are positively related to students' learning motivation

Motivation to learn is a psychological construct reflecting students’ drive and willingness to engage in learning activities Students more motivated to learn are more likely to engage in learning activities, which can lead to better academic performance

To improve the academic performance of Business English students at BVU, the study suggested that teachers can focus on improving their behavioral control and care in the classroom, leading to higher motivation to learn among students Teachers can use specific strategies, such as providing clear expectations and rules for behavior and showing genuine interest and concern for their students, to enhance their behavioral control and care Teachers can also provide opportunities for students to participate in activities that are interesting and relevant to their lives, which can further increase their motivation to learn

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Interviewee Gender Years student Specialized

Interviewee Gender Position Homeroom teacher

Student 1 Moderate control High care High Good

Student 2 High control Moderate care

Student 3 Low control High care High Excellent

Teacher 1 Moderate control Low care Low Poor

Teacher 2 High control High care Moderate Good

I am conducting a study on “Classroom Management, Motivation and Academic Performance: The Perspective of Students in Business English classes at Ba Ria- Vung Tau University.” The research aims to serve scientific research purposes and is not for commercial purposes I kindly ask for your time to answer a few questions There is no right or wrong opinion All contributions from your company are valuable to the research I hope to receive enthusiastic collaboration from you

Student: First year , Second year , Third year , Fourth year 

Please indicate how strongly you agree with the statements below on a scale of 1 to 5:

(Please circle only one suitable number for each statement.)

Disagree Disagree Undecided Agree Strongly

In my Business English class, the teacher corrects misbehavior immediately.

In my Business English class, the teacher tells the class to keep quiet when the class is noisy.

In my Business English class, the teacher takes note of misbehaviors     

In my Business English class, the teacher takes action to make sure that students behave well     

In my Business English class, the teacher shows concern for students     

In my Business English class, the teacher creates a warm and friendly classroom environment     

In my Business English class, the teacher accepts different opinions from students.

In my Business English class, the teacher is open to students’ suggestions.

In general, I exert considerable effort to learning the material in my courses     

In general, I try to learn as much as I can from my courses     

In general, I am motivated to learn the skills emphasized in my courses     

Academic performance in Business English

I am confident I have adequate academic skills and abilities     

I feel competent conducting my course assignment     

I have learnt how to do my coursework in an efficient manner     

I have performed academically as I anticipated I would     

Thank you very much for your support in this survey!

APPENDIX MATERIAL FOR GROUP DISCUSSION AND INTERVIEW

I am conducting a study on “Classroom Management, Motivation and Academic Performance: The Perspective of Students in Business English classes at Ba Ria- Vung Tau University.” The research aims to serve scientific research purposes and is not for commercial purposes I kindly ask for your time to answer a few questions There is no right or wrong opinion All contributions from your company are valuable to the research I hope to receive enthusiastic collaboration from you

Please indicate your opinions on the statements of observed variables in the table:

In my English class, the teacher corrects misbehavior immediately

In my English class, the teacher tells the class to keep quiet when the class is noisy

In my English class, the teacher takes note of misbehaviors

In my English class, the teacher takes action to make sure that students behave well

In my English class, the teacher shows concern for students

In my English class, the teacher creates a warm and friendly classroom environment

In my English class, the teacher accepts different opinions from students

In my English class, the teacher is open to students’ suggestions

In general, I exert considerable effort to learning the material in my courses

In general, I try to learn as much as I can from my courses

In general, I am motivated to learn the skills emphasized in my courses

Academic Performance in Business English

I am confident I have adequate academic skills and abilities

I feel competent conducting my course assignment

I have learnt how to do my coursework in an efficient manner

I have performed academically as I anticipated I would

Thank you very much for your time!

LIST OF INTERVIEWEES IN QUALITATIVE STUDY

Interviewee Gender Years student Specialized

Interviewee Gender Position Homeroom teacher

Consent level Final statement after adjustment

In my English class, the teacher corrects misbehavior immediately

15/15 In my Business English class, the teacher corrects misbehavior immediately

In my English class, the teacher tells the class to keep quiet when the class is noisy

15/15 In my Business English class, the teacher tells the class to keep quiet when the class is noisy

In my English class, the teacher takes note of misbehaviors

14/15 In my Business English class, the teacher takes note of misbehaviors

In my English class, the teacher takes action to make sure that students behave well

14/15 In my Business English class, the teacher takes action to make sure that students behave well

In my English class, the teacher shows concern for students

15/15 In my Business English class, the teacher shows concern for students

In my English class, the teacher creates a warm and friendly classroom environment

15/15 In my Business English class, the teacher creates a warm and friendly classroom environment

In my English class, the teacher accepts different opinions from students

15/15 In my Business English class, the teacher accepts different opinions from students

In my English class, the teacher is open to students’ suggestions

14/15 In my Business English class, the teacher is open to students’ suggestions

In general, I exert considerable effort to learning the material in my courses

15/15 In general, I exert considerable effort to learning the material in my courses

In general, I try to learn as much as I can from my courses

15/15 In general, I try to learn as much as I can from my courses

In general, I am motivated to learn the skills emphasized in my courses

15/15 In general, I am motivated to learn the skills emphasized in my courses

I am confident I have adequate academic skills and abilities

15/15 I am confident I have adequate academic skills and abilities

I feel competent conducting my course assignment

15/15 I feel competent conducting my course assignment

I have learnt how to do my coursework in an efficient manner

15/15 I have learnt how to do my coursework in an efficient manner

15/15 I have performed academically as I anticipated I would

THE RESULTS OF DATA ANALYSIS