The effects of
positive
reinforcement in a
4th grade Yeshiva
Classroom
Patrick Attio
Brooklyn College
CBSE 7202
Professor - O’Connor-Petruso
Table of Contents
 Abstract
 Statement
of Problem
 Review of Related Literature
 Statement of Hypothesis
 Methods: Participants, Instruments,
Experimental Design, Procedure
 Threats to Internal Validity
 Threats to External Validity
 Data Analysis: Survey Correlations
 Data Analysis: Results of Observations
 Discussion and Implications
 References
Abstract
This study focuses on the use of positive reinforcement as a
tool to gain desired classroom behaviors with 10 4th grade
students in an all boys Yeshiva during an after-school
program The instructor of the class is not from the religious
culture of the school. This study records the number of
undesired instances and class-time that was taken during a
two weeks while using negative reinforcement. It then
conducts the same study utilizing positive reinforcement. It
then compares the findings.
This study shows a positive link between the use of
positive reinforcement in diminishing the amount of
undesired behaviors and, reduced the amount of time
spent addressing negative behavior. Furthermore, positive
reinforcement was found to have an area of effect and
thus more beneficial.
Statement of the Problem
I have been working as a 4th grade
afterschool teacher in an all boys yeshiva.
In my time there I have found that my
students my students display much off-task
behavior; because of this, a lot of class time
is lost as well. I wonder if using positive
reinforcement, exclusively, will weed out
those undesired behaviors and yield a more
productive and manageable classroom
environment.
Review of Related Literature

Cihak, Kirk and Boon (2009) addressed behavioral
modification method of teaching 3rd graders “prosocial” behaviors by honoring the good or desired
behaviors exhibited by their students. They called this
“tootling”.

Wilmot and Pond (2012) stated that the success or
failure of a group mimics real life because we will all
need to co-exist and work together.

Morrison and Jones (2007) Addressed the topic of
Positive Peer Reporting. This positive action of saying
positive things done by their peers reduced tension,
negative feelings towards classmates and
encouraged positivity amongst all students.
Statement of Hypothesis
I hypothesize that the implementation of positive
reinforcement will reduce the number of interruptions
in class because, the students will desire the positive
reinforcement and so, will act in a way that allows
them to receive it.
I also believe that the use of positive reinforcement
will reduce the amount of class-time lost from dealing
with disruptions.
Methods
 Participants:

10 4th graders
from an all boys
Yeshiva
 Instruments




Introduction/C
onsent Form.
Pre-Survey
Post-Survey
Observation
Logs
Experimental Design
Two(2) One-Shot Case Studies
OXO + OXO then comparing
results
Procedure
 - Permissions and Consent
 Pre-survey
 Negative Reinforcement - 2
weeks
 Positive Reinforcement – 2
weeks
 Post-Survey
Threats to Internal Validity
History
- After school program is from 4-4:45. Children may be restless
- This is in a Yeshiva which has a culture that I am not familiar with
Instrumentation
- The surveys will be created by myself and not have been tested before.
- My own experience as a teacher
Mortality
- Students may be absent.
- Absentee records will be kept to see if there is a correlation between an absent party and the
behavior exhibited.
Statistical Regression
- The mood of the students or time of day may effect the data recorded.
Differential Selection of Subjects
- All students will be male and come from a religious background.
Selection-Maturation Rate
- Different 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
Selection Treatment Interaction
- The results of the study can be generalized however results are not guaranteed.
Specificity of Variables
- All boys school
- Yeshiva school (Religious)
- Time of day 4-5:30pm
Multiple Treatment
- Dependent on 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 Diffusion
- If a student sees that another student is receiving praise, that student may be better behaved because he or
she wants the same praise.
Experimenter Effects
- Experience level of the Instructor in classroom management
- Relationships built with their respective students
Reactive Arrangement/Participant Effects
- Hawthorne Effect - If the students are aware that their behavior is being evaluated they may act differently .
- Compensatory rivalry effect - 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.
- High novelty effect - Depending on teacher bias. A student that is continually behaving admirably and
receiving positive reinforcement may see it as a norm for him and may no longer feel that
he or she needs to practice good or pro-social behavior to receive praise.
Data Analysis: Pre vs. Post Survey Results
Correlation = .4979353
Correlation = .748251748
Interpretation of Data
- After the introduction of positive reinforcement the
correlation between these two questions improved.
- More students were listening to me and/or their parents
Data Analysis: Pre vs. Post Survey Results
Interpretation of Data
- More students
believed it was
important to raise
their hand in the post
survey.
- Much less disagreed
in the post survey
Interpretation of Data
- 7 out of the total 10
students strongly
agreed that their
teacher deserves
respect.
- 1 funny man disagrees
Data Analysis: Negative vs. Positive Reinforcement
Interpretation of Data
- Using Negative
Reinforcement
yielded an average of
9 disturbances each
day.
- Expected
disturbances range
from 3 to 15 daily.
Interpretation of Data
- Using Positive
Reinforcement yielded
an average of 6 (33.3%
Less) disturbances each
day
- Expected disturbances
range from 1 to 11 daily.
Data Analysis: Negative vs. Positive Reinforcement
Interpretation of Data
- Average amount of
time lost: 5 Minutes
daily
- Expected losses range
from 0 – 11 minutes
daily.
Interpretation of Data
- Average amount of
time lost: 3 minutes daily
(40% less)
- Expected losses range
from 0 – 7 minutes daily.
Discussion and Implications

Positive Reinforcement reduces both the number
of interruptions and the amount of time lost.

Positive Reinforcement has an area of effect
which addresses multiple undesired behaviors at
once and remedies them.

I.E. “I like how nicely Student A is sitting”

Positive Reinforcement avoids conflict.

Positive Reinforcement becomes desirable and
helps to reduce undesired behaviors if used
effectively and consistently.
References

Cihak, D., Kirk, E., & Boon, R. (2009). Effects of classwide peer "tootling" to reduce the
disruptive classroom behaviors of elementary students with and without disabilities. J
Behav Edu, doi: 10.1007/s10864-009-9091-8

Wilmot, P., & Pond, K. (2012). Multi-disciplinary peer-mark moderation of group work.
International Journal of Higher Education, 1(1), 2-13. doi: 10.5430/ijhe.v1n1p2

Morrison, J., & Jones, K. (2007). The effects of positive peer reporting as a class-wide
positive behavior support. Journal of Behavioral Education, 16(2), 111-124. doi:
10.1007/s10864-006-9005-y

O’Connor-Petruso, S. (2010). Descriptive Statistics Threats to Validity [PowerPoint
sildes]. Retrieved from http://bbhosted.cuny.edu/webapps/portal/
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Pictures from:
https://www.marketcircle.com/blog/positively-positive/
http://www.c2mclean.com/wp-content/uploads/2010/05/Elementary-schoolstudents-raising-hands-in-classroom_.jpg
http://2.bp.blogspot.com/dZdA6_JFEyk/UE1p9fULdDI/AAAAAAAAA6g/ZqOThpeyDL0/s1600/crazy+classroom.jpg
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