The evolution of educational paradigms necessitates the continuous evaluation of classroom management strategies, particularly within specialised curricula such as the International Baccalaureate Middle Years Programme (IB MYP).
This study investigates the effectiveness of these strategies in influencing student behaviour and academic performance. By providing a comprehensive examination of IB MYP teachers’ perspectives on classroom management, this research aims to bridge the gap in understanding how these strategies impact student success within the unique context of the IB MYP framework.
This chapter sets the stage for the study, outlining the background, problem statement, and the significance of investigating classroom management in the IB MYP.
RQ1:To what extent do traditional classroom management strategies affect student performance at the IB MYP level?
RQ2: Do traditional classroom management strategies adversely impact student performance at the MYP level?
RQ3: Can student performance at the MYP level be improved by adapting traditional classroom management strategies?
