CLASSROOM MANAGEMENT STRATEGIES TOWARDS IR 5.0 QUALITY STUDENTS MODEL

This quantitative study examined the use of classroom management strategies and how these strategies contribute to the development of IR 5.0-quality students. Additionally, this study examined the moderating effect of the Surin Secondary Educational Service Area Office criteria on the relationship between classroom management strategies and IR 5.0 quality students. The statistical analysis procedures employed included one-sample t-tests, ANOVA, and regression analysis. Respondents for this study included 37 individuals, and a one-sample t-test was conducted to determine the level of demonstration for both classroom management strategies and the IR 5.0 quality student indicators. The mean scores reported for classroom management strategies were (M = 3.73, SD = 0.87), while for IR 5.0 quality students, the mean score was (M = 4.08, SD = 0.79). These low standard deviations indicate that respondents demonstrated a high level of consistency in their individual ratings for both classroom management strategies and IR 5.0 quality students. However, when conducting the inferential statistical analysis of these means, it was found that the data collected showed significant differences. There was no statistically significant difference between classroom management strategies and the study's test value (p = .117), indicating that while classroom management strategies were demonstrated to a great extent, they do not provide a statistically significant contribution to the development of IR 5.0-quality students. IN contrast, the mean score for IR 5.0 quality students was statistically significant (p = .000), indicating that student quality remains a valid and measurable area. The results of the one-way ANOVA indicate that the criteria of the Surin Secondary Educational Service Area Office did not have a moderating effect on either classroom management strategies (p = .886) or on IR 5.0 quality students (p = .308). The results of the regression analysis indicate there exists a weak correlation between classroom management strategies and the development of IR 5.0 quality students (R² = .046) and that classroom management strategies only account for 4.6% of the variance of the development of IR 5.0 quality students, therefore the regression model is not a statistically significant model of classroom management strategy importance in regards to the development of IR 5.0 quality students (p = .205). Therefore, the results of this study suggest that current classroom management strategies and institutional criteria do not adequately predict or improve upon the quality of IR 5.0 quality students. A revised conceptual model is suggested based on the results of this study, and it suggests that increased emphasis should be placed on reassessing and refining current classroom management strategies, as well as on improving alignment between institutional policy and competency requirements for the development of IR 5.0-quality students.