Positive Reinforcement in the Classroom: The Effect of Positive Reinforcement on Student Behavior and Participation

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cityu.schoolAlbright School of Education
cityu.siteRenton
cityu.site.countryUnited States
dc.contributor.authorFeagin, Mia
dc.date.accessioned2019-06-21T20:49:02Z
dc.date.available2019-06-21T20:49:02Z
dc.date.issued2019-06
dc.description.abstractThis research investigates the in-class behavior and participation affected by positive reinforcement. A total of 53 students within two 5th grade math and science classes took part in this study. Throughout the study, students were granted dojo points when they were seen helping others, participating, on task, showing persistence, showing team work, and working hard. Student behavior was assessed through the number of resets (think times) given each month, amount of points given through dojo, and student self-assessments. Participation was also assessed through dojo points and student self-assessment. It was concluded from data analysis that positive reinforcement did have a slight increase on student urgency to participate and student improvement of behavior.
dc.identifier.urihttp://hdl.handle.net/20.500.11803/807
dc.language.isoen
dc.publisher.institutionCity University of Seattle (CityU)
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectpositive reinforcement
dc.subjectin-class behavior
dc.subjectyouth education
dc.subjectstudent self-assessment
dc.titlePositive Reinforcement in the Classroom: The Effect of Positive Reinforcement on Student Behavior and Participation
dc.typeAction Research
thesis.degree.disciplineTeaching
thesis.degree.grantorCity University of Seattle
thesis.degree.levelMasters
thesis.degree.nameMaster in Teaching
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