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
Rationale
Experimental Design
Threats to Internal Validity
Threats to External Validity
Proposed Data Analysis
References
Appendix
Table of Contents
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.
Rationale
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.
Experimental Design
Threats to Internal Validity
History
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.
Maturation
This study will be conducted over a 2 month period with 4 th 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 Sensitization
In 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 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 Internal Validity
Threats to External Validity
Pretest-Treatment
There will be no pretest just a quick survey to assess their ideas about behavior.
Selection Treatment Interaction
The results of the study can be generalized however results are not guaranteed.
Specificity of Variables
There 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 Treatment
It 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 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
The 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 Effects
If 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.
Threats to External Validity
Correlations
Interpretation 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 and trends between students feelings and
parent’s feelings
Correlations
Interpretation of Data
The 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.
Correlations (Continued)
Change of Feelings
Interpretation of Data
There 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
Change of Feelings
Interpretation of Data
There 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
The change of feelings on the Pre and Post Survey Questions
(Continued)
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 after
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.
Sample Mean – Disruptions in the classroom before and after
Interpretation of the Data
References
O’Connor-Petruso, S. (2010). Descriptive Statistics Threats to Validity
[PowerPoint sildes]. Retrieved from
http://bbhosted.cuny.edu/webapps/portal/
Pictures from:
http://blog.highschoolblanket.com/wp-content/uploads/2013/04/disruptive.jpg
http://curitibainenglish.com.br/wp-content/uploads/2013/09/frustrated-teacher.jpg
http://thumbs.dreamstime.com/z/lightbulb-guy-1952974.jpg
http://us.123rf.com/400wm/400/400/lenm/lenm0810/lenm081000140/3701740-note-taking.jpg
http://www.ideachampions.com/weblogs/gi-list.gif
http://omgtoptens.com/wp-content/uploads/2012/12/not-listening.jpg
http://toonclips.com/600/2949.jpg
http://www.thefitizen.com/wp-content/uploads/2013/04/Strategic-Success-iStock_000009610569Medium.jpg
http://www.wallpaperswala.com/wp-content/gallery/respect/handshake-respect.jpg
References