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Challenges of Classroom Management in Higher Education and its Effects on Educators

Giomara L. McBee

Department of Educational Leadership, Keiser University

EDU742

Dr. Andrea Thompson

March 24, 2024

Classroom Management Challenges

Classroom management is essential for student academic success and developing a positive and safe learning environment. Classroom management can be defined as how a teacher organizes students and materials so that instruction can take place (Costello, 2005). Successful classroom management strategies can reduce incivility, promote positive student-teacher interactions, remove distractions, and reduce incidences of academic dishonesty (Lajom et al., 2023). Effective classroom management strategies focus on identifying undesired student behaviors, such as academic dishonesty and a lack of motivation and participation. Likewise, it can maximize instructional time and enable teachers to assess student achievement accurately. Ineffective classroom management hinders effective teaching and learning, which can result in a disorganized and disrespectful student. Teachers may face several challenges in attempting to manage a classroom environment properly, and this paper will focus on the rise of student academic dishonesty, lack of developing a cohesive learning environment, and a lack of student participation and its impact on the teachers’ self-efficacy on teaching. Since teachers experience changes in their educational landscape over time, they may face stress and burnout, which can negatively impact their students’ learning process (Sims, 2023).

Rise in Student Academic Dishonesty

Current evidence supports the rise in academic dishonesty among higher education students. Academic misconduct is the fabrication, falsification, plagiarism, or inappropriate reporting of a source (Zhang et al., 2023). In March 2020, a survey was conducted by the International Center for Academic Integrity with 840 students across multiple colleges and revealed that 29.3% cheated in any way on an exam, 23% used unauthorized electronic resources for a paper or project, and 13.8% plagiarized on a paper or assignment (“Facts and Statistics,” n.d.). It suggests that students who partake in academic dishonesty will likely exhibit unethical behaviors in professional work practices. Thus, addressing the gaps in academic dishonesty among students is crucial to ensure an ethical environment for future students.

The International Center for Academic Integrity (2021b) defines academic integrity as six fundamental values: honesty, trust, fairness, respect, responsibility, and courage. The school administration, educators, staff, and students must embrace these foundational values to flourish in a safe learning environment and promote ethical institutions. These values were implemented to combat student cheating, plagiarism, and academic dishonesty in higher education (International Center for Academic Integrity, 2021a). Likewise, policies are embedded to control incidences of academic dishonesty, but the literature scrutinizes its effectiveness in detecting academic dishonesty and promoting inadequate sanctions (Ullah, 2022).

Studies have shown that the expectations of academic integrity between faculty and students are misaligned, and it indicates that students entering higher education are not prepared with the expectations of academic integrity (Miron et al., 2021). Likewise, an online survey conducted in 2018 among students and staff of two medical schools revealed dissimilarities among sanctions related to academic dishonesty, which could lead to higher incidences of academic dishonesty among students if sanctions are lenient (Guraya, 2018).

Sanctions Related to Academic Dishonesty

One of the challenges teachers face when promoting academic integrity in the classroom is the related sanctions that follow a violation or lack of support from the administration. To compare the sanctions between Chapman University and Virginia Tech, it shows that the instructor determines sanctions, and the first violation will result in an F grade for the assignment or the course; however, regardless of the number of violations, the organization can impose and recommend suspension or expulsion from the University (“Academic Integrity Solutions,” n.d.; “Academic Dishonesty Sanctions, n.d.). On the contrary, the sanctioning guidelines from Penn State present that a minor violation severity will recommend redo or reduce the assignment grade, a moderate violation is a 0% on the assignment grade with no reduction in course grade, and a severe violation will result in an F in the course (“Sanctioning Guidelines for Violations,” 2023). The sanctions at Penn State are more lenient in comparison to the universities mentioned above, and they are all based on the perceived severity of the violation of the instructor or administrative representative. There is a need for teachers and school leaders to take into consideration how they handle sanctions with a violation to reduce the encouragement of students to continue. Ullah (2022) recommended ways to make it easier for teachers to deter students from academic dishonesty, including randomizing examination seating, leaving an empty seat between students, remote proctoring, providing different versions of a test, and including essay-styled questions instead of multiple-choice questions.

The literature supports that faculty play a vital role in modeling desired behaviors that equip students to engage in academic integrity. Based on the literature, an ethical leader is vital in fostering an ethical climate in the classroom (Zhang et al., 2023). A survey concluded among 185 faculty and 295 students that there is a need for collaborative work between faculty and students to establish clear guidelines on adhering to academic integrity policies (Keener et al., 2019). According to a report by Ullah (2022), 60% of surveyed faculty have witnessed acts of academic dishonesty; however, only 20% of the students are reported. If the teachers or administration continuously allow students to proceed with their actions without sanction, it will only encourage them to continue committing academic dishonesty. Strategies to maximize the establishment of a strong foundation of academic integrity in an institution include educating all members of the institution about academic integrity standards, regularly assessing the perceptions of integrity in the institution, developing and publicizing clear academic integrity policies, creating student support services such as tutoring centers and writing labs, and regularly evaluate the guidelines to ensure that are consistent and effective with the institution’s mission (International Center for Academic Integrity, 2021b).

Strategies to Demonstrate Fundamental Values in Higher Education

Institutions must be honest with students, faculty, staff, stakeholders, and communities. Honesty encourages students to develop trust in the organization and faculty and sets the tone for a respectable institution. All institution members should be truthful, credit the work's owner, provide factual evidence, maintain objectivity, and remove personal biases. For students to trust an institution, the schools must set clear and consistent academic standards that support honesty. We can reciprocate trust between students and faculty by trusting others, promoting transparency, stating clear expectations, and encouraging mutual understanding.

A prime example of institutional dishonesty is the Supreme Court case of Federal Trade Commission v. Grand Canyon Education Incorporated et al. (2023), which summarizes that the Federal Trade Commission alleges that Grand Canyon University deceived more than 7,500 future doctoral students about the cost and course requirements of its doctoral programs and about being a non-profit to increase enrollment and are facing a $37.5 million fine from the Department of Education (Conroy, 2024). Additionally, students will gain trust in the institution if everyone is treated fairly, and rules and policies are applied consistently. It is the responsibility of the institution to uphold these standards and values of integrity. Being a responsible faculty creates a safe, learner-centered environment that can help students achieve learning outcomes, promote active participation, reflect positive behaviors, and increase motivation (Zakrajsek & Nilson, 2023). To demonstrate responsibility, you must hold yourself accountable for your actions, adhere to institutional rules, create respectable boundaries, and follow good behaviors. Lastly, the International Center for Academic Integrity (2021b) emphasizes the importance of respect in an academic community. Faculty can demonstrate respect towards students by practicing active listening, showing empathy, promoting open communication, accepting the opinions of others, and taking a stand to address wrongdoing. An institution lacking an ethical foundation can detrimentally impact the teachers’ morale and result in higher stress and burnout.

Poor Development of Cohesive Learning Environment

Research has shown that the learning environment influences student academic performance by developing changes in their study habits, active engagement, and motivation levels (Cayubit, 2022). A cohesive learning environment is essential in fostering student academic success, but some barriers can negatively impact their performance. Cohesiveness assesses the quality of supportive relationships between students. A positive model of a learning environment must demonstrate three fundamental principles, which include students playing an active role in the learning process, student-teacher interactions, and a physically safe-looking environment. Past research on fostering a good learning environment emphasized the physical features of the classroom, including the availability of technology. The research is shifting focus to the psychosocial components embodying a cohesive learning environment. The psychosocial aspect includes teacher behaviors, how students interact with each other, learning goals, teacher methodology, and student performance (Cayubit, 2022). Cohesiveness in the classroom can be improved by having smaller class sizes, valuing independence, and autonomy, and cultivating student-centered teaching approaches (Cai et al., 2022).

According to Cayubit (2022), a model was developed to describe five dimensions vital to effective classroom management, and it includes perceptions of student satisfaction, cohesiveness, difficulty of academic tasks, competitiveness among students, and any form of tension in the classroom. Students perceive positive behaviors related to classroom management, such as positive student-teacher interactions in a positive learning environment. Likewise, teachers who demonstrate positive behaviors such as active listening, open communication, and providing feedback can enhance student learning and develop a cohesive learning environment. A study revealed that a positive and supportive classroom learning environment was associated with low levels of burnout and a predictor of academic success (Cayubit, 2022). According to Zakrajsek and Nilson (2023), students appreciate feedback so long as it provides ways to improve and builds their confidence. Despite the current literature, more research is required to determine the relationship between a positive learning environment and the teacher's classroom management skills (Costello, 2005).

Students’ Lack of Participation

Examining the effectiveness of teachers' beliefs and motivation in enhancing student participation is crucial. Teacher self-efficacy, which refers to teachers' perceptions of the capability to perform successful teaching tasks such as motivating students, student engagement, and participation, predicts student motivation and participation (Hettinger et al., 2023). Similarly, the lack of student motivation has been shown to reduce the productivity of students in the classroom. Motivation is a positive instrument that guides goal-directed behaviors (Altun & Soran, 2022; Zakrajsek & Nilson, 2023). Motivation is necessary for students to learn, attend class, and study for exams. Motivation also directly impacts the students' participation and willingness to obtain a degree (Altun & Soran, 2022; Cayubit, 2022). A teacher who implements effective classroom management strategies can increase student interaction, participation, and productivity by increasing student motivation (Altun & Soran, 2022).

Internal and External Motivation

Motivation is a tool that can lead to the growth of the learning process. Motivation can add positivity and increase productivity in the classroom. Internal motivation is dominated by factors such as the satisfaction of achieving internal targets, in contrast with external motivation, which includes factors such as a job, salary, or scholarship. Internal or intrinsic motivation depends on the need for competence, self-determination, and conquering challenges. According to the expectancy-value theory, when students expect to do well, they will be confident that the activity will go well and will more than likely pursue it (Ginese, 2024). Rewards and self-confidence influence external or extrinsic motivation (Cetin, 2015).

It is crucial to implement strategies that enhance student motivation inside and outside of the classroom (Altun & Soran, 2022). The challenge becomes that not all students have the same motivation, and it can be challenging for a teacher to decipher all motivational factors to enhance student participation in the classroom. Teachers must identify the factors that make students more engaged and motivated to maximize student participation and engagement (Cayubit, 2022). Studies have also researched the effects of the learning environment on student motivation. In higher education, active engagement during lectures and the absence of a harsh evaluation process influenced intrinsic motivation and academic performance.

Teacher’s Teaching Styles Effects on Motivation and Learning Environment

According to Škutor (2023), the teacher’s style can affect student motivation, impact educational outcomes, and create a positive learning environment. Although a study by Cetin (2015) suggests that academic motivation and learning approaches are not significantly correlated to student grade point averages, it is worth reviewing and continuing research. There are various teaching styles, each of which strongly affects the student’s learning ability. The first is the authoritarian style, characterized by ordering, criticizing, and a lack of respect for students’ opinions and individuality. The second is the permissive style, characterized by warmth and acceptance but lacks boundaries, and a student is left to develop solutions without guidance. The third style is authoritative/democratic, characterized by teachers setting boundaries while respecting students' autonomy. The teacher’s way of approaching students and the learning process significantly impacts how the students approach the responsibility of learning in the classroom. A teacher who demonstrates total control in a classroom without allowing students to provide feedback on how they would prefer to learn has been scrutinized. It is no longer recommended since it is related to reduced student success. Students performing poorly can negatively impact the teachers’ motivation and increase hesitancy to implement change in their classrooms. This can easily be changed if school leaders are involved in every step of a teacher’s professional improvement plan while providing resources to improve their practices. Likewise, in conjunction with the development of the teacher, the educational institution must also self-reflect on its policies and how it manages its faculty and staff to ensure an optimal learning environment is cultivated.

Strategies to Improve Student Engagement and Participation

Teachers can enhance students’ academic performance and engagement by creating an optimal learning environment, starting with seating arrangements that could enhance student engagement. Secondly, the distribution of projects and assignments can allow students to gain a deeper understanding of the context, collaborate with other students, broaden their knowledge, enhance critical thinking and communication skills, and optimize participation (Lajom et al., 2023). Teachers should focus on providing meaningful and relevant tasks that align with the learning objectives, which can foster student engagement and improve learning outcomes. A teacher who makes clear and realistic goals that students can achieve can support learning and participation; without existing goals, students cannot engage in the classroom. Teacher support, feedback, and guidance throughout the classroom session can foster student engagement. Teachers who provide ways to assess a student’s metacognitive skills by describing effective study habits and test-taking strategies and managing testing anxiety can contribute to improved performance and participation. Lastly, fostering good lines of communication, using various student-active teaching methods such as role-playing, inviting guest presenters, sharing strategies with students, providing feedback and rewards, and setting realistic goals can increase student motivation and participation in the classroom (Zakrajsek & Nilson, 2023).

Strategies to Develop Effective Classroom Management

A 1997 study revealed that the teacher is the most important factor affecting student learning. Another study from 1998 showed that students taught by a highly effective teacher experienced an 83 percentile point gain in learning, while students taught by an ineffective teacher only experienced a 29 percentile gain in learning (Marzano et al., 2018). Although the research heavily focuses on the teacher, examining how an educational institution can develop and evolve an effective teacher is crucial.

To foster effective instruction in the classroom, school leaders must establish an instructional practice model based on effective teaching practices. School leaders can also develop teacher portfolios that evaluate teaching strategies and collect data from student satisfaction surveys on the teacher’s best practices. This aims to support teachers in improving their pedagogical practices by reflecting on their strengths and weaknesses and implementing professional development plans. The following corrective strategies to improve pedagogical practices and prevent teacher burnout are all related to a constructivist theory of learning, which is highly focused on the active participation of students, student-centered, and respect for teacher and student autonomy.

Conclusion

In the education environment, due to changing technologies, the influx of diverse students, and various teaching approaches to facilitate student learning, it is difficult for teachers to encompass all the skills needed to cultivate effective classroom management (Ginese, 2024). For teachers to be prepared to tackle the challenges they may face, such as a lack of a cohesive learning environment, student participation, and academic dishonesty, continuous professional development is necessary to combat these issues. There is much research about how various factors can affect students positively or negatively. However, there is a need for essential research to determine how those similar factors can affect teachers as well.

References

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Academic integrity sanctions. (n.d.). Chapman University: Academics. Retrieved March 24, 2024 from https://www.chapman.edu/academics/academic-integrity/sanctions.aspx#:~:text=The%20AIC%20sanction%20may%20be,for%20expulsion%20from%20the%20University.&text=A%20failing%20grade%20on%20the%20assignment%2Fexam.&text=A%20failing%20grade%20on%20the%20assignment%2Fexam.,-Premeditated%20cheating%20on

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Cai, J., Wen, Q., Lombaerts, K., Jaime, I., & Cai, L. (2022). Assessing students’ perceptions about classroom learning environments: the New What Is Happening In this Class (NWIHIC) instrument.  Learning Environments Research, 25(2), 601-618. DOI:10.1007/s10984-021-09383-w

Cayubit, R. F. O. (2022). Why learning environment matters? An analysis on how the learning environment influences the academic motivation, learning strategies and engagement of college students.  Learning Environments Research, 25(2), 581-599. DOI:10.1007/s10984-021-09382-x

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Conroy, E. (2024, February 4). Grand canyon university faces ftc suit and va audit after $37 million fine. Forbes. https://www.forbes.com/sites/edwardconroy/2024/02/04/grand-canyon-university-faces-ftc-suit-and-va-audit-after-37-million-fine/?sh=45d249ca3566

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Classroom Challenges in Higher Education

Kari Thompson

Keiser University

Dr. Andrea Thompson

EDU742-Classroom Management

March 24th, 2024

Classroom Challenges in Higher Education

The classrooms in higher education are exciting, inspiring, and promote learners eagerly attempting to reach life goals. Learners in higher education have established a foundation of education that they are building upon to pursue career goals. Educators in higher education provide academic expertise at a high level and come into classrooms with a wide range of life experiences to offer learners. The management of higher education classrooms is unique in a variety of ways. Educating large classes in massive lecture halls, organizing extensive lectures, and creating engaging coursework are a few of the challenges that educators must consider each day in higher education. Several challenges pose to be even harder to navigate as an educator. These include students disrupting class, student academic integrity issues, and students challenging teachers’ authority or grading.

Students Disrupting Class

The classroom environment is a space designed for enrichment, discussions, and growth. Educators spend hours of their time perfecting the classroom environment so that it promotes success and learning. A challenge can occur in the classroom at anytime and one of those major challenges is that students disrupting class. Disruption can come in a variety of ways; students talking to one another during a lecture, students texting or making calls during class, or even students sleeping during class. It is imperative that educators be prepared for a variety of classroom disruptions that can occur in a classroom so that it does not impede learning and the overall classroom dynamics.

A major challenge of disruption is texting/using a cell phone during class. Depending upon the environment and situation, this can be very distracting to the flow of learning, distracting for the educator, and disruptive to other students in the class. Zakrajsek & Nilson (2023) illustrated how tricky this behavior is for several reasons; the use of technology in the learning process and the addiction students have to their smart phones. Educators must consider having a cell phone/electronic device contract/rule list that is presented to the class on day one, following the schools’ policies on cell phone usage on school grounds, and educating students on the impact of distraction on their learning process. Evren (2011) discussed that mobile phone usage policies can regulate learners’ mobile phone use to minimize any negative effect and maximize the positive effects on learning during classes.

Another challenge of disruption in the higher education classroom is students having side conversations or talking to one another during classroom lectures/learning time. Educators being proactive with information in their syllabi for students is an important step to take to display consequences at the start of each class term. Knepp (2012) discussed in research that many instructors attempt to avoid dealing with student incivility by including classroom behavior-related polic

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