Chapter 1

The Problem and Its Background

Introduction

Pertinent research has shown that up to 17 percent of classroom teachers give up

their four hours of teaching time every week to address students' multidimensional

challenging behaviors (Briesch & Chafouleas, 2009). Teaching is inevitably a complex

activity as many tasks occur simultaneously, therefore, teachers are expected to acquire

appropriate monitoring and management skills in order to cope up with multifaceted

classroom struggles (Doyle, 2006; Helsing, 2007). Teachers who feel overwhelmed by

the behavioural difficulties in their classroom can become emotionally exhausted

(Pisacreta, Tincani, Connell & Axelrod, 2011; Stoughton, 2007). Internationally, almost

40 percent of teachers exit the profession within their first five years, making it a trend

for high attrition rate among teachers (Skaalvik & Skaalvik, 2011; Webster-Stratton et

al., 2011). A lack of suitable skills and training may cause one’s sense of helplessness,

self-doubt, and often lead to a desire to leave the profession. Various teachers lack the

skills significant in managing the classrooms effectively (Lannie & McCurdy, 2005).

Wheatley et al. (2009) further magnified that these educators are usually in need of high-

impact classroom management skills aimed for conducive learning while deliberately

improving the behaviors of the students. They must also establish structured classroom

environment with effective instructional tasks and methods in order to provide emotional

and individual learning support for the students (Baumert et al., 2010; Pianta & Hamre,

2009). Skiba & Peterson (2000) reiterated that these teachers are more likely to find it
 2

difficult to establish positive relationship with their students and consequently become

punitive in order to cope up with their daily classroom challenges. Lannie and McCurdy

(2007) strongly claimed that classroom management skills are vital components of

effective teaching. Aside from the ability to handle unexpected disruptions inside the

classroom, teachers also need to exhibit necessary skills for effective instruction to take

place (Baumert et al., 2010).

Many teachers depend on the use of punishment because it is easier, typically

faster, and usually prevents and eventually ends the claimed to be “bad” behavior.

However, does strong classroom management skills equivalent to punishment?

Historically, teachers used punishment over positive reinforcement. However,

punishment according to “Positive reinforcement in the classroom” (2015) does not

always produce the intended outcome or simply the desired behaviour in its

implementation. Instead, there are instances in which punishment creates the opposite

effect, making children even more rebellious. One essential tool that helps teachers in

cultivating academic achievement and self-esteem among students is positive

reinforcement. Positive reinforcement contributes positive effects by allowing students to

capitalize on their strengths. Encouragement of these positive actions can immensely

yield long-standing effects for both students and teachers which is the primary objective

of positive reinforcement.

It is therefore the objective of the study to assess the effects of the utilization of

positive reinforcement as a classroom management strategy to support students with

challenging behaviour at Talang Elementary School.

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Significance of the Study

This study is deemed significant to the following:

Students. The result of the study will yield information on whether utilization of

positive reinforcement as a classroom management strategy would result to an increase in

the desired student behaviour (e.g. better academic performance) by decreasing the

challenging behaviour of the students of Talang Elementary School.

Teachers. The result of the study would help teachers achieve long term effects in

diminishing the challenging behavior of the students by building positive student-teacher

relationship and conducive learning environment.

Administrators. The result of the study will would help the administrators to

lessen the high attrition rate of teachers leaving the profession and address other teachers’

perceived classroom struggles due to students’ challenging behaviour.

Theoretical/Conceptual Framework

This study draws theoretical support from Williams (2014) which states that

reinforcement theory provides an approach and detailed guidelines for handling

challenging behavior. According to reinforcement theory and considerable research,

positive reinforcement is a much more effective strategy of managing behavior than

negative reinforcement, punishment, or extinction. The application of positive

reinforcement conditional upon the display of desired student behaviors which will

increase the probability that these behaviors will be repeated in the future. As the

connection or interrelationship is formed between these behaviors and their consequential

positive, desired consequences, the individual will learn the importance of increasing the
 4

frequency of these behaviors. This reinforcement approach is called positive

reinforcement.

Figure 1 presents the conceptual model of the study in assessing the

effects of the utilization of positive reinforcement as a classroom management strategy to

support students with challenging behaviour at Talang Elementary School.

Figure 1. Conceptual Model of the Study

Statement of the Problem

The main purpose of the study is to assess the effects of the utilization of positive

reinforcement as a classroom management strategy to support students with challenging

behaviour. Specifically, this study will seek answers to the following questions:

1. To what extent does the utilization of positive reinforcement as a classroom

management strategy benefit the following:

1.1 students;

1.2 teachers;

1.3 administrators?

2. What do/do not work well upon the implementation of positive reinforcement as a

classroom management strategy?

3. What academic implications may be drawn from the findings of the study?
 5

Definition of Terms

Classroom Management As will be used in the study, the term refers to the

collective success of students and teachers with a focus on proactive approaches rather

than reactive ones

Challenging Behaviour. As will be used in the study, the term refers to the action

that a student should not demonstrate while in the classroom.

Positive Reinforcement. As will be used in the study, the term refers to the

establishment of positive student-teacher relationship aimed to increase desired behavior

intended to make that behavior more likely to occur in the future.

Scope and Delimitation of the Study

The focus of the study will be the assessment of the effects of the utilization of

positive reinforcement as a classroom management strategy to support students with

challenging behavior at Talang Elementary School.

Research conducted by Conroy et al. (2009) claimed that teachers can utilize

positive reinforcement including praise to effectively elevate their overall classroom

environment and positive interactions with students by.

Limitation is only to the utilization of positive reinforcement as a classroom

management strategy to support students with challenging behavior. Moreover, the

findings of this study may only be applied to Talang Elementary School and cannot be

generalized to all other public elementary schools.

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Chapter 2

Review of Related Literature

This section of the study presents the review of related literature and studies on

the local and foreign source, which added more relevance and depth of the research

study.

Understanding Classroom Behaviour Management

Quinn (2011) asserted that behaviour management issue is consistently reported

as one of the concerns facing teachers in today’s classrooms. Behaviour management

according to Ho (2005) is a skill that entails lots of practice and firm patience. This is

because a certain amount of time is needed to change the behaviour of the students. Ho

(2005) further elaborated that behaviour management is a set of multifaceted techniques

aimed to address and elevate problematic behaviours while deliberately increasing the

desired ones by means of skills training, enhancing the environment, and reinforcement.

Mohd, Abdullah & Majid (2014) stated that the success of teachers in terms of behaviour

management is one of the indicators of good classroom management. Research shows

that teachers are more likely to create negative impression of children displaying

problematic behaviours (Webster-Stratton, Reid & Stoolmiller, 2008). This negativity

hinders teachers to appreciate and recognise their significant achievements. As a result,

these individuals receive less support and behaviour-specific praise (WebsterStratton,

Reid & Stoolmiller, 2008). Consequently, WebsterStratton (2000) estimated an increase

in classroom children possessing behavioural problems. Without this input, behaviour

problems will intensify to more severe behavior-related disorders (McLean & Dixon,
 7

2010). Correspondingly, Witzel and Mercer (2003) pointed out that classroom

management is inevitably one of the most common problems facing teachers today.

Strong classroom management skills, such as creating a structured setting with

established clear predictable routines are necessary for a well-run, effective classroom

environment.

Martin (2004) found that teachers who excel in facilitating their classes believed

that success is a set of processes to attain with the students as a collaborative work.

Hickey and Schafer (2006) argued that the main focus of classroom management is based

on the communal success between the students and the teachers while continually

focusing on proactive approaches such as the establishment of effective routines and

practices that shape a conducive classroom environment. The teachers’ use of language

also plays a crucial role in building such environment as strengthened by Peter Johnston’s

(2004) “Choice of Words”. This suggests the cooperation of all the stakeholders involved

to address such behaviour problems so that the utmost potential of the students is not

affected (Jelas et al., 2012). Reupert & Woodcock, (2011) stated that classroom

behaviour management (CBM) issues are one of the perennial issues for beginning

teachers and even the more experienced ones. Research shows the impact of lack of

understanding of classroom management among novice and pre-service teachers.

Beginning teachers and other stakeholders often attach their early professional difficulties

to inadequate attention on classroom management among teacher education programs

(Australian Education Union, 2008; TTA NQT Survey, 2005). Townsend (2011)

reiterated that teachers frequently ask for professional development (PD) in this area than

anything else. Likewise, research conducted by Webster-Stratton, Reinke, Herman and

 8

Newcomer (2011) revealed that teachers’ primary requirement is an adequate training

and support in managing difficult behaviours.

In another study on the perspectives of trainee teachers on classroom

management, Çakmak, Kayabaşı and Ercan (2008) found that trainee teachers claimed

that a good command of classroom management strategies should be the prerequisite for

successful classroom management. Oral (2012) closely attributed difficulties in

classroom management as the root cause of high attrition rates for beginning teachers.

Teacher trainees even claimed their training to be too theoretical, with concepts being

unrealistic from is happening in real classroom setup (Atici, 2007; Reupert & Woodcock,

2010). Moreover, Kaufman & Moss (2010) expressed concern that teaching about

behaviour management in a certain course may result to negligence in other program

areas, therefore potentially isolating it from discussions of learning. Teachers’ lack of

adequate knowledge and relevant experiences in handling challenging behaviour also

diminishes the effectiveness of the teaching and learning process (Mohd, Abdullah and

Majid, 2014). Kiggins (2007) asserted that teachers do not know how to respond when

they face highly disruptive students. Zuckerman (2007) concluded that when assessing

the effectiveness of any teacher, the focus should be on the ability to prevent and manage

discipline problems is what principals (Veenman, 1984), inservice supervisors

(Zuckerman, 1997), and the public (Gallup, 1983). Hastings (2005) even suggested that

early exposure to negative behaviours of students in the classroom is critical and

therefore, an important factor to modify the students’ unwanted behaviour. Lampert and

Graziani (2009) claimed that through the implementation of classroom practices, the

novice teachers support student learning by an increase in their own knowledge and
 9

abilities promoting higher understandings compared to low-level knowledge acquisition.

O’Neill & Stephenson (2012) claimed that new teachers prefer more participation in

coursework focused on classroom management which consequently build their

confidence towards an effective learning community where students and teachers are full

participants in the community of learners. In addition, Smith et al. (2003) asserted that

teachers need to identify the root causes behind students’ behaviour problems in order to

improve them. Maintaining a conducive learning environments is positively vital as they

are contributing factors in developing high student achievement and engagement (Angus

et al., 2009; Creemers, 1994; Hattie, 2003; Lewis, Romi, Qui, & Katz, 2005; Overton &

Sullivan, 2008; Sullivan, 2009). Huntly (2008) suggested that teachers must develop an

‘intuitive sense of what level of control is required’ however, this is only possible if

teachers are equipped with the sufficient knowledge of the students that they handle as

well as their learning environment.

Meanwhile, ineffective classroom management creates unfavorable results such

as general misbehaviour and disengagement, or worst, school violence (Angus et al.,

2009; Lewis et al., 2005). Jennings and Greenberg (2009) strengthened this notion,

claiming that teachers are insufficiently prepared to provide the social and emotional

development required to maintain effective classroom management. New teachers often

report a lack of confidence and preparation for the management significant in their

classroom scenarios. Additionally, Melnick & Meister (2008) addressed that school

administrators recognize that teachers are least prepared in the classroom management

area. Furthermore, Dinham and Scott’s (2000) survey undertaken in Australia, England

and New Zealand revealed that mostly all teachers suggested that their training fell short
 10

to prepare them for what really happens in the workplace. Teacher management of

personal stress is important in avoiding the futility and frustration of implementing

insufficient, ineffective classroom management skills and strategies (Webster-Stratton,

1999). Teachers undoubtedly claim that classroom management is one huge concern in

their teaching life insentiently producing job dissatisfaction, burnout, and in worst case

scenario leaving their profession. Educators become extremely frustrated with their

challenging students present in their classrooms. These teachers often think of themselves

as ineffective causing high teacher’s attrition (Witzel & Rvercer, 2003). This is

strengthened by Skaalvik and Skaalvik (2011) reporting that teacher emotional

exhaustion, a decrease in job satisfaction and an increase of teachers leaving the

profession are all interrelated. Diverting the focus from controlling discipline policies to

ways of engaging students, Maguire et al. (2010) offered development strategies for

teachers towards demolishing unproductive student behaviours. Furthermore, the

demographic incompatibility between teachers and students may hamper teachers’ efforts

due to their own cultural lenses in making judgments towards effective classroom

management (Bondy, Ross, Gallingane, & Hambacher, 2007). Johansen, Little and Akin-

Little (2011) cited that teachers being aware of the relationship between poor classroom

management and disruptive behavior is a vital factor that would follow interventions to

produce significant impacts on disruptive behaviour. Dominantly effective dimensions of

classroom management include behaviour monitoring, establishing and maintaining rules,

and immediate intervention during display of disruptive behaviour (Marzano, Marzano,

& Pickering, 2003). Elton Report (1989) estimated that in the United Kingdom 80

percent of disruptive behavior can be ascribed to poor classroom planning, organization

 11

and teaching. Parsonson (2012) believed that teachers relying way too much on reactive

management strategies may develop or sustain problematic classroom behaviour. In some

schools, the use of reactive strategies, such as detentions, removal from class and office

referrals, continues even if teachers are fully aware of their needless results.

Classroom management further comprises practices to help build an

environment with consistent ‘order’ necessary for in-class learning (Celep, 1997;

Hoglund, Klingle & Hosan, 2015). ‘Order’ here refers to the high-quality and acceptable

student behaviour to ensure the success of in-class activities. Classroom management is

also the process of reinstating order when disrupted (Arens, Morin & Watermann, 2015;

Burden, 1995). It is inferred from research by Çandar and Şahin (2013) that undesirable

and uncontrollable behaviours in informal classroom settings need to be handled

correctly in order to reinstate classroom order. Roadhouse (2007) addressed that in

today's schools, teachers face problems caused by a shortage of classroom management

systems in dealing with ever-changing student profiles. Effective classroom management

is indeed a tedious and challenging task especially for beginning teachers who are more

likely to be unprepared and overwhelmed with real life situations (Liston, Whitcomb, &

Borko, 2006). Effective classroom management is a key factor for students’ development,

yet a challenging responsibility for teachers whether traditional or non-traditional as it

calls for the ability to quickly and appropriately respond in critical situations and even

demands pedagogical and socio-emotional capability. However, the teachers’ knowledge

of effective classroom management strategies may address their predicaments and

prevent later exhaustion (Dicke et al., 2015; Klusmann et al., 2012). Therefore, this

highly encourages a thorough research to determine the most effective classroom

 12

management practices for all parties including the novice and pre-service teachers.

Meanwhile, to help students regulate their

behavior, Emmer & Evertson (2013) also suggested that establishing rules in the

classroom plays an important role in cultivating effective classroom management.

Reacting abruptly to disruptions is another influencing factor in building effective

classroom management (Marzano et al., 2003). Wang, Haertel, & Walberg (1993) further

asserted pertinent evidences showing that classroom management is essential for students

in different groups and domains because it serves as a strong determiner for elevating the

academic achievements of the students. Aside from that, classroom management is even

associated with non-cognitive outcomes including students’ motivation and interest

(Fauth, Decristan, Rieser, Klieme, & Büttner, 2014; Kunter, Baumert, & Köller, 2007). In

addition, effective classroom management may yield improved student-teacher

relationships (de Jong et al., 2014). Kaulfer (2006) also believed in the importance of

organised classroom management, efficient ordering of the language-learning

environment, and the control of discipline as an effective mechanism in dealing with all

teaching situations. An increased knowledge on how to apply student-centred interactive

environment coupled with the understanding of the possible effects of an effective

classroom management would benefit teachers-student relationship. More so, teachers

must receive prior training on how to apply these strategies in their engagement with the

pupils as part of their classroom life (Giannikas, 2012).

Finally, responsive interventions to

support children with behavioural challenges must consider the real life experience of the

child and the unique setting where they are situated which in effect aggravates their
 13

challenging behaviour (Allday, 2018; McDaniel et al., 2017; Madden & Senior, 2018).

Strong classroom management skills effectively supports teachers' abilities towards the

success in teaching students with various needs.

Understanding Student Behaviour

Student misbehaviour deteriorates the professional resilience of beginning

teachers (Day et al., 2006; Department of Education Science and Training, 2002; Johnson

et al., 2012; Johnson, Sullivan, & Williams, 2009; Jones, 2006). Mohd, Abdullah and

Majid (2014) defined behaviour problem as an action that a student should not

demonstrate while in the classroom. These actions if repeatedly and deliberately done

over a period of time will yield negative effects on students' learning progress and even

prevent their socio-emotional acceptance both in and outside of the classroom. Concerns

on managing student behaviour have been found to be a ‘dominant preoccupation’ for

pre-service teachers from first through to fourth year (McNally, I’anson, Whewall and

Wilson, 2005). Undoubtedly, issues associated with student behaviour are dominantly

becoming a mutual concern especially as ‘behaviour is one of the dominant discourses of

schooling’ (Ball, Maguire, & Braun, 2012). When defining challenging behaviour,

certain features are commonly identified in the literature. Behaviour may be considered

challenging when it diminishes and distracts the daily functioning in the classroom and

the school at large, affecting the rights of children and staff displayed both externally

including aggression and defiance, and internally such as anxiety and in worst cases

depression (Hendrix, Vancel, Bruhn, Wise & Kang, 2018; McDaniel, Bruhn &

Troughton, 2017; Madden & Senior, 2018). Jennings and Greenberg (2009) stated that
 14

challenging behaviours among students put burdens on teachers who feel high rate of

frustration and lost. Zirpoli (2013) listed specific characteristics to describe students with

challenging behaviours such as disruptive, non-compliant, impulsive; inattentive;

aggressive and many other negative attributes. Ari, Tuncer and Demir (2011) even added

that the most often encountered undesirable student behaviours include indifference to

the teacher and the subject, talking to friends, complaining and dealing with subjects

irrelevant to the class. In addition, the study by Çankaya (2011) also shows that physical

and verbal abuse, cheating, and lack of responsibility are frequently encountered as

problematic and undesirable behaviours. This is backed by a study of Mohd, Abdullah

and Majid (2014) on the frequently reported kinds of student misbehavior stating that

most of the students were joking and chatting with friends and even creating noise while

the teacher was teaching. These findings are even supported by Jelas et al. (2012), who

claimed that students with learning difficulty are more likely to become inattentive and

easily get distracted than the others. Research further indicates that the perception of the

causes of challenging behaviour was a huge determining factor affecting the choice of

challenging behaviour management strategies to be administered. This finding builds on

the recent research by Angus et al. (2009) claiming that 20 percent of students every year

were conceived by teachers as disengaged and are having time to ‘catch up’

academically. Duncan & Mumane (2011) asserted that children with behavioural

difficulties are having problems related to the learning process. Mohd, Abdullah and

Majid (2014) also added that the reason in which students who display unwanted

behaviours happens when their needs or requirements are not met. This effect can simply

be associated with Maslow’s hierarchy of needs stating that every specific levels of
 15

human needs should be met. The nature of the diversity of classroom behaviour

problems is multi-dimensional and is even revealing the problems the students often

encounter (Mohd, Abdullah & Majid, 2014).

Powell and Tod’s (2004) suggested that ‘learning and behaviour should be linked

using the term “learning behaviour” in order to debunk impressions that “promoting

learning” and “managing behaviour” are two isolated issues (McNally et al., 2005).

Fetter-Harrot et al. (2009) stressed that it is important for administrators to take into

consideration the reasons behind the behavior being shown before coming up with an

intervention. This is because Zyngier (2007) asserted that troublesome behaviour and

student disengagement inside the school may be attributed to alienation and truancy.

Broad concerns about deteriorating unwanted student behaviour are largely tenuous. We

try to rationalize that with this kind of perspective, sense of hope is within reach. Fields

(2008) even associated student’s age, gender, cultural background, disability, socio-

economic situation, family care arrangements and emotional and mental health as the

deciding factors in dealing with students with challenging behavior.

Undeniably, behaviour problems in a classroom contribute to the stress levels of

both the teacher and the pupils interrupting the flow of lessons affecting the learning

objectives and its processes. Parsonson (2012) also addressed that such interruption may

change the focus of attention from accomplishing the academic tasks to attending to

distractions. In research on strategies to cope up with unwanted student behaviours,

Tümüklü and Yıldız (2002) found that teachers use multifaceted experience-based

strategies such as eye contact with a student who displays disruptive behaviour, talk to

them, and remind them of classroom rules. Even to the extent of motivating them to
 16

participate by calling out their names. Evidence from research strengthen the evidence

that reinforcers including attention from teachers may cause challenging behaviours

(Crossland, 2009), and even to escape from demands (Williamson, 2008). According to

Çankaya (2011), the solutions teachers prefer in order to cope with unwanted behaviours

include short- and long-term solutions such as take responsibility on their actions and

providing social support. Siyez (2009) states that teachers who encounter unwanted

student behaviours adopt appropriate approaches such as trying to understand the

cause(s) of the misbehaviour.

Finally, the understanding of the students displaying their difficulty and distress

and reflecting their socio-emotional struggles in either internal or external ways must be

given adequate attention in devising support mechanisms for implementation (McDaniel

et al., 2017; Madden & Senior, 2018).

Importance of Positive Reinforcement

A research done by Hayes, Hindle and Withington (207) has recovered strong

evidence that “teachers are significant agents in children’s worlds and shape positive

outcomes for young people”. Hayes et al. (2011) asserted that positive reinforcement is

often used to effectively teach students behaviors and social skills that are age

appropriate when these they are lacking with such, as these predicaments can lead to

disruption in the classroom. Hayes et al. (2011) added that positive reinforcement is the

presentation of a reward as the result of a desired behavior intended to make that

behavior to frequently occur. Reinforcement is indeed arguably one of the influential

tools for students’ development. The appropriate use of positive reinforcement in

 17

modifying behavior is significant for success to take place in the classroom to see

concrete results among students who exhibit challenging behaviors (Morgan, 2006).

Positive reinforcement can also be an effective treatment for problem behavior brought

about by a negative reinforcement (DeLeon, Neidert, Anders, & Rodriguez-Catter, 2001;

Kodak, Lerman, Volkert, & Trosclair, 2007; Lalli et al., 1999; Piazza et al., 1997).

Previous research has evaluated the choice of positive reinforcement even with children

having escape-maintained behavior (Gardner, Wacker, & Boelter, 2009). Uitilizing

positive reinforcement as an effective, impactful strategy to elevate students' behaviors

has been observed for a variety of school circumstances (Wheatley et al., 2009). Further

dimensions of positive reinforcement focus mainly on the maintenance of instructional

flow and quality of student-teacher relationships (Doyle, 2006; Pianta, 2006). According

to Hayes et al. (2007), researchers addressed the essence of positive feedback a student

receives as a contributing factor to the effectiveness of multilayered behavioral

interventions. Hayes et al. (2007) further added that various teachers have recognized that

delivering positive feedback are more likely to be difficult when it had not been a part of

their standard routine in the beginning. Research in the behavioral skills training claims

that feedback in the form of positive reinforcement is positively vital in dealing with

individual behaviors and expectations (Miltenberger, 2008). Tran (2015) on the other

hand claimed that punishment and aggression create negative impressions when it comes

to students accepting responsibility. Lewis (2001) reported that more responsible students

are the ones whose teachers frequently involve them in the decision making process as

well as to make them understand the impact of their behavior to the people around them.

Research also shows that in order to gain their teachers' attention, the
 18

students often behave in predictable ways (Conroy et al., 2009). Conroy et al. (2009)

further discussed that teachers can maximize the predictable behavior of the students by

gaining their attention through positive feedback as part of cultivating desired behaviors.

Furthermore, when teachers are able to avoid using negative attention by ignoring

students' problematic behaviors the likelihood of these undesired behaviors continuing

decreases. According to Chitiyo and Wheeler (2009), the teachers can teach students

appropriate behaviors through modeling desired behaviors, building and maintaining

classroom routines, and creating natural reinforcement intended to motivate the display of

positive behaviors inside the classroom. This type of training ensures that positive

reinforcing skills are gained to provide the best-possible learning environment for

students and teachers. In addition, Cook (2005) encouraged teachers to ignore negative

behaviour that remains at a low level. According to him, disruptive children produce

better response to positive reinforcement for good behaviour than to scolding or

punishment for negative behaviour. This is because negative attention may create

negative behaviour (Cook, 2005). Parsonson (2012) therefore believed the significance of

using positive reinforcement to maintain appropriate academic learning and behaviour.

Lewis (2001) reported that students having relationship based management are more

likely to be less disruptive and generally display sense of responsibility in class

discussions while coercive management produces more student distraction and lesser

responsibility taking. Tran (2014) even suggested that coercive teachers promote

misbehavior and even aggressive response from teachers. A recent study by Hyman and

Snook (2000) also magnified the negative effect of harsh and punitive management

techniques. Giannikas (2012) validated that the learning becomes possible within a non-
 19

threatening setting with full students involvement, both active and participative.

Wright-Gallo et al. (2006) indicated that diminishing disruptive behaviors

is highly important even in the special education classroom. Mather and Goldstein (2001)

also addressed that in order for teachers to define a conducive classroom setting, they

need to implement consequences in addressing and intervening their students'

inappropriate behaviors. According to Conroy, Sutherland, Snyder, Al-Hendawi, and Vo

(2009), "Creating a positive and engaging classroom atmosphere is one of the most

powerful tools teachers can use to encourage children's learning and prevent problem

behaviors from occurring". Research conducted by Conroy et al. (2009) also found that

effective implementation of positive reinforcement including praise can enhance the

overall classroom environment. In order for teachers to successfully modify their

students' disruptive behaviors, students must therefore understand and accept the

reward(s) used to reinforce desired behaviors. Infantino and Little (2005) remarked that,

"Students and teachers need to agree mutually upon incentives that are realistic and

deliverable from a teacher's viewpoint, so that students can strive to achieve these, rather

than aim for incentives that are unlikely to be delivered".

Meanwhile, praise is one example of positive reinforcement teachers

commonly use in interacting with the students. Teachers who capitalize on the use of

praise in enhancing desired behaviors foster the students’ intrinsic motivation

(Willingham, 2006). Lepper, Corpus, and Iyengar (2005) defined intrinsic motivation as,

"the desire to engage in behaviors for no reason other than sheer enjoyn-tent, challenge,

pleasure, or interest". Positive reinforcement thus, consequently improves students'

motivation to behave accordingly. According to Conroy et al. (2009), many teachers

 20

capitalize on praise to increase the frequency of positive social and academic behaviors

of the students. Even though praise is deemed to be a simple strategy, it is indeed a

complex reciprocal process between the teachers and the students. Infantino and Little,

(2005) however showed in their research the preference of students in receiving the

praises stating that private praise is better than the praise given in front of the class as

they do not want to be singled out. Johnston (2004) positively argued that talk is also a

vital tool in positioning children in building relationship among others. Parsonson (2012)

further claimed that establishing positive relationship between teachers and students plays

a vital role in attending positively to defined and widely accepted student behaviours.

This relationship-building is found to elevate job satisfaction for the teacher (Dinham &

Scott, 2000). Teachers enjoying high quality relationships with their students yield 31

percent less behavioural problems over a school year than their colleagues (Jennings &

Greenberg, 2009). Teachers should acknowledge and therefore reward positive class

behavior, which in return builds positive relationships among students and even the

teachers. Such positive relationships may help create respectful environment in which

levels of student misbehavior may be meaningfully abated (Lewis, 1997). “Having a

supportive relationship with at least one teacher has been shown to be one of the most

important protective factors influencing high-risk children’s later school success”

(Webster-Stratton et al., 2008).

Finally, research also shows three most frequently used strategies:

1) Encourage positive social behaviours;

2) Give clear positive directions, and

3) Praise positive behaviour.

 21

These three strategies are consistent and effective, thus, frequently using them is

immensely contributes to the high level of perceived confidence in classroom behavior

manaagement (Webster-Stratton, 2012). Moreover, a study by Moore Partin, Robertson,

Maggin, Oliver, and Wehby (2010) indicated that the delivery of positive reinforcement

for students' appropriate behaviors can significantly reduce students' challenging

behaviors, as well as to elevate their proper behaviors.

 22

Chapter 3

The Methodology of the Study

This chapter presents the methods and techniques in the study, the respondents of

the study, the instruments, and the data processing and statistical treatment to answer the

sub-problems given in Chapter 1.

Methods and Techniques

This study will apply mixed research methods. Qualitative and quantitative

research methods were developed in the field of positive reinforcement as a classroom

management strategy to enable the researcher to get an overview of the backgrounds of

the participants when it comes this field.

This study will utilize the descriptive survey type of research because according

to Beck et al (2007), this method is concerned with the description of the present

situation, current practices, characteristics of groups of individuals as well as their

behavioral patterns, attitudes, and opinions. The analysis of the utilization of positive

reinforcement as a classroom strategy and its effect on students’ challenging behaviour

will be the highlight of this research.

The research is dealing with human interaction and perspectives hence it is highly

encouraged to use qualitative method. It will be a more accurate finding as the

interviewees are perceived to give a more honest answers and opinions through personal

interaction with the interviewer. However, a review of related studies on classroom

management and unwanted student behaviours showed that studies on undesirable

 23

student behaviours primarily focus on primary schools, and adopt quantitative research

methods as well (Aksu, 1999; Aydın, 2001; Civelek, 2001; Demiroğlu, 2001; Girmen et

al., 2006; Sadık, 2006; Sayın, 2001; Terzi, 2001).

Respondents of the Study

The respondents of the study will be the entire faculty members of Talang

Elementary School as shown in the Table 1. The target respondents of the study will be

the entire faculty members from preschool to Grade 6: Preschool (1), Grade 1 (2), Grade

2 (2), Grade 3 (1), Grade 4 (2), Grade 5 (2), Grade 6 (2).

Table 1

Respondents of the Study

Grade Level No. of Teachers

Preschool 1

1 2

2 2

3 1

4 2

5 2

6 2

Total 12
 24

Instrument of the Study

Standardized open-ended interviews and survey forms were primarily used for the

purpose of this study. This interview type comprises a series of meticulously written and

ordered open-ended questions and each interviewee is asked the same question in the

same order (Patton, 1987, as cited in Yıldırım & Şimşek, 2006, p.123).

The rationale for using the interview and survey method is to assess the effects of

the utilization of positive reinforcement as a classroom management strategy among

teachers in supporting students with challenging behavior

The study was administered among twelve (12) school teachers working at Talang

Elementary School. There were five (5) open-ended questions in the standardized open-

ended interview form.

Data Gathering Procedure

The mode of data gathering will be the questionnaire method. Each of the

respondents will be given a structured set of questions. In gathering the data, the

researcher will carry out the following procedure:

The researcher notified the participants for the method applied. In this context, the

researcher handed the survey to 12 elementary teachers as shown in Table 1. The average

age is between 20-60 year olds. The average years of stay is between 6 months to 20

years of service.

The researcher prepared the same set of questions and survey form for all 12

respondents. The instrument were well-structured, planned, and organized in line with the

objective of the study. This process encouraged the participants to respond to the
 25

questions as accurately as possible. The researcher checked the survey forms and

questionnaires to ensure that all parts are answered.

Data Processing and Statistical Treatment

The data collected will be tabulated and processed using Statistical Packages for

Social Sciences (SPSS). In order to analyze and interpret the data gathered, the following

statistical measures will be used:

 The utilization of positive reinforcement will be quantified

using the following scale:

Rating
Range
Scale
5 4.50-5.00
4 3.50-4.49
3 2.50-3.49
2 1.50-1.49
1 1.00-1.49
Analytical Description Interpretation
Utilization of positive
reinforcement is very frequent Very Great Extent
and functioning excellently
Utilization of positive
reinforcement is moderately
Great Extent
frequent and functioning very
well
Utilization of positive
reinforcement is adequate and Moderate Extent
functioning well
Utilization of positive
reinforcement is limited but Least Extent
functioning well
Utilization of positive
reinforcement is limited and None at all
functioning poorly
 26

References

Appendix A

Survey Form

Positive Reinforcement 5 4 3 2 1
Always Often Sometimes Rarely Never
1) I encourage positive
social behaviours.

2) I give clear positive

directions.

3) I praise positive
behaviour.

4) I use a transition
routine.

5) I verbally redirect a
child who is
distracted.

6) I use non-verbal
signals to redirect a
non-engaged child.

7) I reward a certain
individual for positive
behaviours with
incentives.

8) I use class-wide
individual incentive
programmes.

9) I use persistence or
emotion-coaching.

10) I have clear

classroom rules and
 27

refer to them

Appendix B

Open-Ended Guide Questions

1.) Do you think you are successful at classroom management? If yes, how; if no, why?

______________________________________________________________________________

2) Can you compare and contrast your classroom management practices to the previous and

present classroom management programmes? What are the differences?

______________________________________________________________________________

3) What are the most disturbing student behaviours in your classroom management?

______________________________________________________________________________

4) What solutions do you adopt for addressing the most disturbing student behaviours?

______________________________________________________________________________

5) Discuss your observations upon utilizing positive reinforcement as a classroom management

strategy?

______________________________________________________________________________