The effects of “tootling” on a 4th grade all boys class.A research study on positive reinforcement vs. negative reinforcement in regards to class productivity and general classroom behavior.

Patrick Attio

Table of Contents

Table of Contents

Rationale

Experimental Design

Threats to Internal Validity

Threats to External Validity

Proposed Data Analysis

References

Appendix

Rationale

Rationale

I have been working administering Title 1 services to 4th graders in an all boys Yeshiva in Crown Heights, Brooklyn, New York. These classes have no more than 10 students. I have noticed that a lot of time is wasted with simple behavioral issues. Generally these undesired behaviors are calling out or speaking out of turn. My goal in this Action Research is to find a better way to limiting these outbursts and the time that they take away from instruction.

More specifically, I indeed to look at positive reinforcement vs. negative reinforcement. Instead of saying “Don’t do that” or “Please stop and sit correctly” I intend to find positive examples of the desired behaviors in the classroom, “I like how nicely Student 1 is sitting”. I will not acknowledge the undesired behavior and only acknowledge desired behavior in the hopes that this encourages everyone to act in a desired way and limit the amount of outbursts and time lost from instruction due to undesired behaviors.

Experimental Design

Experimental Design

Pre-survey to understand the student’s feeling towards: school; behavior; respect, etc.

Observe and record events of undesired behaviors for 2 weeks. Address those behaviors as they occur; negatively reinforcing them.

Observe and record events of undesired behaviors for 2 weeks. Do not address those behaviors directly. Instead find a positive example of desired behavior in the class and give him a compliment.

Repeat process again

Compare the amount of events of undesired behavior between the two methods. Also compare the amount of class-time lost from these undesired behaviors with each method.

Threats to Internal Validity

Threats to Internal ValidityHistory We should know our students and where they come from to the best of our ability if possible because, through that we will learn if there are any prior existing patterns of behavior and whether they are linked to a state of living, emotional unrest etc, because of the potential for these factors the disruptive behavior may be a cry for attention. We can also learn if there is an IEP in place. Furthermore, for the topic of classroom behavior I believe that the time of day may be a factor in the outbursts of undesired behavior. It could be occurring around a particular time of day such as, lunch, after gym or, towards the end of the day when they are getting restless. MaturationThis study will be conducted over a 2 month period with 4th grade students. The plan is to do 2 weeks of strict positive reinforcement. The number of disruptions will be recorded and how much time is lost due to them as well. After the first 2 week period the instructor will focus on negative reinforcement. After that, the tootling will be brought back to see if the disruptions are affected. After-which, data will be compared from the 2 week intervals to see whether tootling which leans towards positive reinforcement is an effective deterrent to undesired behavior.  Testing/Pre-testing SensitizationIn my study, I do not believe that it will be a factor. I will however have a survey with questions about behavior and what they feel causes certain ones and the time of day they feel it is most frequent during. Instrumentation The surveys will be created by myself and not have been tested before. Furthermore, I will have to rely upon my own experience as a teacher so, my own inexperience could potentially cause the problems I am trying to eliminate.  Mortality Students will likely be attending class since it is 4th grade, however, they may be absent. I do not feel that this will be a large issue since the action research is looking at the class as a whole. However, absentee records will be kept to see if there is a correlation between an absent party and the behavior exhibited.  Statistical RegressionThe mood of the students or time of day may effect the data recorded. Differential Selection of SubjectsAll students will be male and come from a religious background. Selection-Maturation RateDifferent students will have different levels of maturity. Outbursts may be caused by restlessness or the inability to be still for prolonged periods of time.

Threats to External Validity

Threats to External ValidityPretest-TreatmentThere will be no pretest just a quick survey to assess their ideas about behavior. Selection Treatment InteractionThe results of the study can be generalized however results are not guaranteed. Specificity of VariablesThere are no specific variables, I will be looking at behavior in general and trying to make class-time more productive by weaning out negative behaviors by promoting desired behaviors. Multiple TreatmentIt depends on the student. If the student has gotten used to the positive reinforcement if is up to him or her whether it is something to still be sought out or something that has become boring. Treatment DiffusionIf a student sees that another student is receiving praise, that student may be better behaved because he or she wants the same praise. Experimenter EffectsThe experimenter is key in this. Depending on the way he or she carries themselves and conducts their class, they may not even be encountering the disruptive behavior. This also comes with experience. Reactive Arrangement/Participant EffectsIf the students are aware that their behavior is being evaluated they may act differently (Hawthorne effect). For instance in the case of a behavior chart for use during class. The Compensatory rivalry effect may be active since each student potentially will want praise so they will be trying to work and behave better than their peers which, would help the study to reach a positive conclusion. The Placebo Effect I do not believe will be a threat in this. The high novelty effect may have influence, depending on teacher bias. If there is a student that is continually behaving admirably and receiving positive reinforcement, it may become the norm for him or her and as such, may no longer feel that he or she needs to practice good or pro-social behavior to receive praise. However, that will be easily correctable with a private talk or by focusing on the positive behaviors of others.

Correlations and trends between students feelings and parent’s feelings

CorrelationsInterpretation of Data

According to this data, there is a correlation between whether students listening to their parents will mean that they will also listen to their teachers however, since some students do not listen to their parents they do not listen to their teachers either. There is a correlation of .354 (rounded).

Correlations (Continued)

Correlations

Interpretation of DataThe data shows a negative Correlation of -.469 (rounded) however, I believe that that this shows that there is a connections between a students respect for their classmates and their willingness to listen to them. There were a few outliners which may have skewed the data.

The change of feelings on the Pre and Post Survey Questions

Change of Feelings

Interpretation of DataThere is a definitely change in the feelings of students towards how they feel about listening to their classmates. Many more agree and strongly agree while only one is still neutral on the matter

The change of feelings on the Pre and Post Survey Questions (Continued)

Change of Feelings

Interpretation of DataThere is a definitely change in the feelings of students towards how they feel about listening to their classmates. Many more strongly agree (70% post as compared to 20% prior) while only one is still neutral on the matter

Sample Mean – Disruptions in the classroom before and after

Analysis of Data

Prior to the intervention I was addressing undesired behaviors as in “Please stop that… please sit correctly” and so on. During this time, there were an average of 8 disruptions during each class which resulted in an average of 5 minutes taken away from class time.

During the intervention I was only addressing the desired behaviors via positive examples that other students were demonstrating in the classroom. Instead of “Please stop that… please sit correctly” it became “I like what Student A is doing” and, “I love how beautifully Student C is sitting”. During this time there were on average 4 disruptions for each class. Which is a 50% decrease from the previous method.

However, I found that addressing the positive behavior made students respond quicker. They wanted the same compliment that the example of good behavior was getting. Less time was long with each disruption and more time was devoted to learning as opposed to reprimands and discussions on behavior.

Sample Mean – Disruptions in the classroom before and afterInterpretation of the Data

Interpretation of the Data

Prior – 8 disruptions and 5 minutes of class time lost on average.During – 4 disruptions and 2 minutes of class time lost on average.

The intervention yielded a 50% decrease in the average amount of disruptions in each class and also decreased the amount of time wasted addressing undesired behavior by 60%.

Based on these findings, the intervention was a success and demonstrates that positive reinforcement gains the attention of students quicker and encourages them to demonstrate the correct behavior because, they desire the compliment or acknowledgement of doing something right.

References

References

O’Connor-Petruso, S. (2010). Descriptive Statistics Threats to Validity [PowerPoint sildes]. Retrieved fromhttp://bbhosted.cuny.edu/webapps/portal/

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