THEORETICAL PERSPECTIVES ON CLASSROOM MANAGEMENT AS PEDAGOGICAL TOOL FOR ENHANCING STUDENTS’ PERFORMANCE IN CHEMISTRY

Abstract

This paper examines the theoretical and empirical foundations of classroom management as pedagogical tool for enhancing students’ performance. Drawing from educational theories, including Skinner (1953), Kaunin (1970), Glasser (1998) and Kohn, (2006). The study highlights how effective classroom management support the teaching and learning of chemistry in an educational setting. Empirical evidence from diverse educational settings demonstrates that classroom management improves academic performance in science classrooms and fosters conducive learning environment. The paper emphasizes the need for effective integration of classroom management as pedagogical tool for proper implementation of chemistry curriculum. It concludes by proposing future research directions focused on curiosity and cooperation above motivation.