Classroom Management Approaches in Relation to Students’ Engagement and Study Habits in Mathematics

This study aimed to determine the influence of classroom management approaches on students’ engagement and study habits in Mathematics at Linoan Elementary School and Montevista Central Elementary School. The research employed a quantitative descriptive correlational research design, utilizing a survey questionnaire. The participants were 100 Grade V and Grade VI learners randomly selected. Findings revealed generally low levels of classroom management, student engagement, and study habits, suggesting challenges that affect academic development. Ineffective classroom management—particularly in learning opportunities, proactive discipline, and instructional clarity—created a learning environment that does not fully support student success. Low emotional, cognitive, and behavioral engagement indicated a disconnect between students and their learning, shown in weak motivation, limited intellectual involvement, and minimal participation. Poor study habits, especially in note-taking, library use, and time manageme