Relationship between Socioeconomic, Classroom Management Style and Linus Achievement in Elementary Schools

Abstract

LINUS is a new extension of KIA2M to further the goals and objectives of KIA2M. Factors such as socio-economic factors, classroom management style, and teaching style are often overlooked. Therefore, students' LINUS performance has become an important topic to study. The objective of this study was to examine the relationship between LINUS students' socio-economic factors, teachers' classroom management style, and teachers' teaching style in teaching the LINUS subjects Malayan and Mathematics. The study location was a primary school in Kluang East District, Johor. The study used quantitative method using questionnaire as the means of data collection. Cluster random sampling method was used to select 102 study participants. All statistical analyses were performed using Statistical Package for Social Sciences version 20 (SPSS 20.0). Quantitative data were analyzed using descriptive statistics (frequencies, percentages, means, standard deviations) and inferential statistics with parametric tests (rank-biserial correlation). Pilot testing was conducted for the Behavioral and Instructional Management Scale (BIMS) and Teaching Style (TSI) with Cronbach's alpha coefficient values of 0.815 and 0.837, respectively. The descriptive analysis from this study revealed that the highest percentage of students with educational background, occupation and income were secondary school students, with jobs, professions and salaries between  2001 and 3001 ringgits. The majority of parents were from low socio-economic backgrounds. Furthermore, the dominant level of classroom management style and teaching style achieved high mean scores according to the interpretive scale. The inferential analysis revealed a small but significant relationship between socio-economic status of LINUS students and measures of LINUS success. However, no significant relationship was found between primary school teachers' classroom management or teachers' teaching style and students' LINUS success.