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290COM - Technology and Its Social, Legal and Ethical Context
290COM - Technology and Its Social, Legal and Ethical Context
Topic No.: 8
Abstract.................................................................................................................................................. 3
Description ............................................................................................................................................. 4
Conclusion ............................................................................................................................................. 4
References ............................................................................................................................................ 10
For reference only, don’t include this part in actual content page!
1) Abstract
2) Description
3) Conclusion
4) References
Abstract
Teacher praise is one of the most powerful and simplest tools to encourage and motivate
students in the class. When used effectively, praise can turn around behaviour challenges and
improve students' academic performance. Ten case reports about teacher praise experiences
were selected in a class of university students. The purpose of this study was to find out to
what extent praise can turn around students’ behaviours changes. And what is the
perceived impact on student’s academic performance. Qualitative data analysis methods
like content analysis and data-driven coding were used for facilitating in-depth exploration of
teacher praise for these ten case reports. The results were satisfactory and shown that praise
turned around behaviour challenges in all cases and impact positivity in their academic
performance in eight cases.
Key words: teacher praise, student behaviour, academic performance, content analysis,
narrative analysis, data-driven coding, qualitative data analysis
Description
Researchers already found that teacher praise can help children and students feel good
about themselves, which boosts their confidence (Anderson et al. 1976). Teacher praise can
also encourage good behaviour in students. However, how long can the praise experiences be
remembered and to what extent it changes the student behaviour are remained an interesting
area to explore. Recently a research study was carried out by a group of university students and
they have to remember one of their teacher praises experiences in their previous school lives.
The longest memory case in this study was 30 years. And all the cases are over 10 years’
memories. So, it is a good area to explore and study for the topic of teacher praise experiences.
Teachers’ successful provision of levels of support to prevent and reduce problem classroom
behaviors requires skillful application of research-based classroom and behavior management
strategies, praise is one of them (Moore, et al., 2009). Classroom process data indicate that
teacher praise cannot be equated with reinforcement (Brophy,1981). So, teacher praise in non-
reinforcement way would give better effect. In this study both researchers’ findings were
realized.
Content analysis and data-drive coding were used in this study. Content analysis: This
is the most common example of qualitative data analysis. It refers to the categorization, tagging
and thematic analysis of qualitative data. This can include combining the results of the analysis
with behavioural data for deeper insights (Elo & Kyngäs, 2008).
Data Driven Coding: the method looks for ideas/concepts in the text without a
preceding conceptualisation and let the text speak for itself (data driven coding). Investigators
can either use a predetermined coding scheme or review the initial responses or observations
to construct a coding scheme based on major categories that emerge (Brinkmann, 2014).
Conclusion
Ten selected reports were carefully studied and analysed. They were numbered as cases:
1, 2, 6, 7, 16, 17, 19, 24, 27 and 28. The study findings started with Content analysis method
and the results were shown as below:
1. Content analysis: setup categorization
Table 1: Categorization and codes for study areas
Category / Study area Codes Description
Turn around in behaviour Positive turn round, Codes in this category
challenges negative turn around, no capture the nature of the
turn around turn around result in
behaviour.
Improvement in students' Positive improvement, Codes in this category
academic performance negative improvement, no captures the nature of the
improvement improvement result in
students’ academic
performance.
The following themes were developed from comparing coding across and within the
10 cases. The concepts of using these themes are coming from the self-efficacy, motivation,
and Self-Determination Theory (Ryan and Deci, 2000).
Self-efficacy:
Case 2,6,19,27 and 28: Students realized that they “could also become good at the
subject if they tried their best” and “After these incidents, they raised the confidents on
the subject”.
Motivation:
• The praise experience increases interest in and motivation with the praised
behaviour/performance
In all cases, self-motivation is the most significance factor. Students said, “After getting
the praise from the teachers, they found that they began to enjoy the subject/the
experience”.
• Impact of the teacher praise on the praised behaviour/performance is sustained over time
Case 2: “And in the later learning years, I also got a high mark in math exam.”
Case 28: “Until now, I still remember the praise given by my teacher, I will give the
praise to my students as well.”
• The praise experience opens opportunities for further development of related skills
Case 1,2,6,7,24: “the biggest change for me was the join of the team/like the subject.
After joining the team/enjoy learning the subject, I engaged in different
competition/improve my academic performance.”
Self-Determination:
• Impact of the teacher praise expands into other life domains beyond the praised
behaviour/performance, including positive life attitudes
Case 2,6,7: “Whenever I meet some difficulties, I won’t be scared and try to find
something I’m interested from them. And I will try my best to deal with them.”
Case 2,6,16,17: “After getting the praise from the teacher, I found that I began to enjoy
doing more exercise and not dared to face the teacher”.
In this study, qualitative data analysis methods like content analysis and data-driven
coding were used for facilitating in-depth exploration of teacher praise for these ten case
reports. The results were satisfactory and shown that praise turned around behaviour
challenges in all cases and impact positivity in their academic performance in eight cases.
Students in this study did a good memory recalls from their previous school lives. It
shown that teacher praise expands into other life domains beyond the praised
behaviour/performance, including positive life attitudes.
Anderson, R., Manoogian, S. T., and Reznick, J. S. (1976). The undermining and enhancing
of intrinsic motivation in preschool children. Journal of Personality and Social
Psychology, 34, 915–922.
Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced
Nursing. https://doi.org/10.1111/j.1365-2648.2007.04569.x
Jessica T. (2021, January 2). Circular process of coding. The Research Gate. Retrieval from
https://www.researchgate.net/figure/Circular-process-of-coding_fig1_254091978
Partin, Tara C. Moore, Robertson, Rachel E, Maggin, Daniel M, Oliver, Regina M, &
Wehby, Joseph H. (2009). Using Teacher Praise and Opportunities to Respond to
Promote Appropriate Student Behaviour. Preventing School Failure, 54(3), 172-178.
Ryan, Richard M, & Deci, Edward L. (2000). Self-Determination Theory and the Facilitation
of Intrinsic Motivation, Social Development, and Well-Being. The American
Psychologist, 55(1), 68-78.