Abstract:
The research titled " Influence of Classroom Management Strategies on The Performance of
Students with Autism Spectrum Disorder. A Case Study of HVP Gatagara /Gikondo " is driven
by the underperformance of students with Autism Spectrum Disorder (ASD). This
underperformance signifies an insufficient application of modern teaching methodologies,
among other factors. To accomplish the general objective, the study (1) identified effective
classroom management strategies tailored for students with ASD, (2) assessed the academic
performance and behavioral outcomes of students with ASD as influenced by these classroom
management strategies and (3) investigated the relationship between classroom management
strategies and the academic performance of students with ASD at HVP Gatagara /Gikondo. The
research population comprised 29 respondents including 26 teachers, Head Teacher, the Deputy
Director of studies and the Resource Room Manager. Data collection involved the utilization of
questionnaires, interview guides and direct classroom observation guides. The collected data
were analyzed and interpreted using both qualitative and quantitative approaches. The findings
of the study reveal that classroom management strategies such as rules implementation, praise
and reward systems and delegation of authority and student supervision are implemented.
However, observation findings indicate that these strategies are not effectively implemented.
Also, the findings evidenced that about classroom management affects behavioral outcomes of
students with ASD implemented. Additionally, the findings show that students with ASD do not
perform as expected due to the ineffective classroom management strategies, as evidenced by a
Pearson Correlation Coefficient (r) of .798**, indicating a strong correlation. The research
concludes by emphasizing that effective classroom management strategies should be utilized to
improve the academic performance of students with ASD at HVP Gatagara/Gikondo.
