Abstract
This study investigated the effectiveness of classroom management strategies and their relationship to learners' performance in Good Manners and Right Conduct (GMRC) among Grade VI students in Don Carlos I District, Bukidnon, for the 2024–2025 school year. The study aimed to determine the level of effectiveness of specific classroom management strategies—Positive Reinforcement Techniques, Classroom Rules and Expectations, Social-Emotional Learning (SEL) Programs, Conflict Resolution Strategies, and Parental Involvement in Character Development—and how these strategies influence learners' performance in GMRC. A descriptive-correlational research design was employed, utilizing a researcher-made and validated survey questionnaire. A total of 100 Grade VI learners were selected using random sampling. Descriptive statistics, such as mean, standard deviation, and percentage, were used to interpret the level of effectiveness and learners' performance. Meanwhile, Pearson's r Product-Moment Correlation Coefficient was used to test the relationships between variables. Findings revealed that all classroom management strategies were rated as "Very Highly Effective" by the respondents. Learners' performance in GMRC was generally rated as "Outstanding." Furthermore, statistical analysis showed significant positive correlations between the effectiveness of classroom management strategies and learners' academic performance in GMRC, with teacher praise, clear classroom expectations, SEL implementation, and parental involvement playing the most significant roles. Anchored on Bandura's Social Learning Theory, this study underscores the importance of a structured, supportive classroom environment in nurturing values-based education. It offers practical implications for educators and policymakers in strengthening character development through effective classroom management and stakeholder collaboration.
