Identify the ways to encourage student’s participation through reinforcement.
The academic research of student relies on their contribution in the class. There are several practices are designed and performed for improving the learning. A teacher carefully framed these practices in order to enhance the learning for the student. It also aids to increase the depth understanding about the activities. However, when the student is not actively contributing in these practices, then their learning would be persuaded and one could say that their learning would be narrow to just what they hear from the teacher. It has been addressed that participatory understanding is unproblematic to keep in mind and it makes exciting learning. While, the student fails to contribute in these practices for whatever reason and also they fail to learn more then, the whole aim and objective of improving the learning of student are defeated (Lumpkin, Achen, and Dodd, 2015).
Hence, it is the accountability of teacher to recognize the different causes and making efforts to increase the contribution of a student by different means. One of the significant strategies to motivating the participation of the student in the class is reinforcement and it was proved via different studies conducted earlier. Bhutanese students typically introverted and do not want to engage in the practices of class. Large numbers of students shy away and that is the main cause of their minimal participation in the class (Hew, Huang, Chu, and Chiu, 2016).
A simple honor by the teacher could encourage the student to do better and make every effort for the best. Favorable reinforcers may sound impractical with simple, however; it is very significant to influence the student to identify their potential and engage actively in the practices of the classroom. In- fact, favorable reinforcers and simple praises have proven to be a very significant technique for the teacher in order to active participate the student end and motivate their preferred behavior (Sprenger, 2018).
The main aim of this research is to analyze the ‘How can we encourage student’s participation through reinforcement’. Following objectives will be used to complete the main aim of this research:
From the previous assignment 1, it can be summarised that reinforcement is the effective use of reinforcers to alter the behavior of an individual in the expected direction. Favorable reinforcement not only leads the students to actively engage in classroom deal but also encourage them to attain more, thereby, building a sense of attainment. It can be also that favorable reinforcement is a technique to address the children behavior such as which behavior is acceptable and which are not. They also evaluated that when a teacher recognizes significant behavior then the student can be reinforced by using favorable reinforcement (Okonofua, Paunesku, and Walton, 2016). Since, favorable reinforcement could be encouraged to demonstrate more desirable behavior all through the day.
It can be also summarised that a depth and focused behavioral proposal should consider the reliable use of favorable reinforcement in order to bring modification in the behavior of student in the desired way. It is evaluated that students who are actively participated in the classroom is encouraged and feels good regarding their success on the accomplishment of project and participation on the class. It is also stated that the implementation of reinforcers could aid to the student in the classroom for attaining the desired behavior and keep them encouraged throughout the year (Rowntree, 2015).
It can be also summarised that integrating favorable behavior aids to make planning and can demonstrate different favorable effects on the student. It could also support to gain and keep the contribution to the same extent in the classroom. It is opined that teacher should provide enthusiastic, clear, immediate and frequent praise and feedback to students in the classroom. It would be beneficial to increase the participation of students in the classroom. Moreover, feedback and praise should be for the precise behavior demonstrated by the student in spite of providing a general praise (Magolda, 2014). This type of behavior and specific praises is vital to gain the chances of students displaying such behaviors in the future.
Through the previous literature review, it could be also summarised that good behavior should be created by favorable reinforcement but it should be specific. Even if material reinforcers were implemented, a kind of word should implement it and these reinforcements are intended to enhance autonomy, self-esteem and encourage the students. They have also evaluated that praises gained self-confidence of student and also demonstrates the interest in keep trying and builds confidence to communicate more with the teachers. It is also stated that reinforcement gains the probability of desirable deeds and declines the chances of undesirable acts (Ledford, and Gast, 2018). There are certain ways of declining undesirable acts such as reinforcing the desirable acts and reinforcing the student when the undesirable deeds do not occur and also reinforce them when the undesirable behaviors occur at a low level or frequency.
It is also identified that reinforcement is a behavioral approach that shows the direct association amid behavior or action and consequence of that act. It also illustrates that positive reinforcement is provided after the desired behavior and this, in turn, gains the chances of that deeds. It is also mentioned that the implementation of social reinforcers by the teacher like smiles, favorable feedback, praises and compliments to the students for demonstrating the desired behavior. These are inexpensive and could be prominent to encourage the students to demonstrate the desired acts (Coleman, 2018).
It can be also summarised that the increasing rates of reinforcements for compliance have a long history to show the efficiency in the classroom. In addition, verbal praise has been found very significant as a reinforcer for a large number of students. It is also addressed that the follow up should be implemented via frequent classroom observations and that teacher may require giving feedback to their students (Elias, and Schwab, 2014).
Research Questions
Following research question will be responded through literature review in order to attain the main aim and objectives of research:
Introduction
This chapter provides depth understanding with respect to the methods, approaches, tools to perform the research methodology. This chapter is imperative for research scholar to collect appropriate information about the research concern (Park, and Howell, 2015).
Research Philosophy
The research philosophy supports to research participants for using them as opinion and views in the research competition. In the research study, there are certain factors that are considered in the research philosophy like positivism, interpretivism, and realism research philosophy. The research scholar use interpretivism philosophy will be used by the researcher to collect theoretical understanding about current research matter. It could be supportive to obtain the reliable and valid outcome (Reychav and Wu, 2015). In this, positivism and realism philosophy will not be implied by the researcher to conduct their research due to the subjective nature of research.
Research Approach
Research Approach could play an imperative role in the effective accomplishment of specified research. This technique enables the researcher to collect feasible information in the context of research matter. There are different kinds of research approach like inductive and deductive approach as it could be considered in the research. The inductive approach will be implied by the researcher to collect the opinion and views of research participants and obtain theoretical information about research concern (Reece and Walker, 2016).
The research concern is subjective in nature hence the inductive approach could be more imperative as compared to the deductive approach. The deductive approach facilitates the research scholar to create research hypothesis with respect to the research concern (Scheidecker and Freeman, 2015). The deductive approach enables the research scholar to accept and reject the research hypothesis on the basis of obtained data and meet the research aim and objectives.
Research Type
Research type could also be imperative for the research to choose a suitable method for conducting research. Descriptive, exploratory, and explanatory research methods are considered in the research study. The explanatory research method supports to collect the fresh information in the context of research matter. Apart from this, the descriptive research design supports researcher to get feasible information about research matter. Beside this, it is also stated that the descriptive research design support to determine the causal relationship between two or more variables. The descriptive research design will be used by the research scholar as compared to other methods as compared to another researchmethod (Reece and Walker, 2016). The descriptive research design will facilitate research scholar to determine the relationship between student’s participants and reinforcement.
Research Strategy
The research strategy could also support the researcher to address research concern and meet the specified research aim and objectives. There are certain methods that are considered in research as a research strategy like survey through a questionnaire, focus group, case study, experiment, and literature review method. It could support to obtain the specified aim and objectives of the research. The survey through questionnaire and literature review method will be sued by the research scholar to conduct their research and obtain feasible research (Ke, 2014).
The survey through questionnaire method enables the research scholar to get the opinion and views of research participants towards the current research matter. It could also support to get a reliable result in the context of research matter. Apart from this, the literature review facilitates research scholar to get theoretical information in the context of research matter (Furmedge, Iwata and Gill, 2014). It could also support the researcher scholar to create the reliability and validity in the research outcome.
The data collection method enables the researcher to select a suitable method for getting the feasible data in the context of research matter. The suitable data collection method supports researcher to get valid and reliable conclusion about research concern. The data collection method includes certain methods such as primary and secondary and collection method. In this, the primary data collection method enables to collect fresh information about research matter. For collection the primary data collection method, there are certain methods that are considered by the researcher such as observation, interview, and survey through questionnaire method (Laguador, 2014).
Apart from this, the secondary data collection method facilitates to collect the non-numerical information about the research concern. There are certain methods that could be involved in collecting the secondary data such as books, magazines, online and offline sources, and academic journals. In this research study, both primary and secondary data collection method will be used by the researcher to conduct their research and obtain reliable and valid information about research concern (Reece and Walker, 2016).
The primary data collection method enables the researcher to directly communicate with research participants and obtain feasible information about research issue. Apart from this, the secondary data collection method enables to collect depth knowledge with respect to the current research concern (Greif, 2017). Through this, the researcher would be able to improve the accuracy of research result. It could support to meet aim and objectives of research issue.
Sampling Method
The sampling method could assist the research scholar to chose appropriate sample size and perform the research and obtaina reliable outcome. The research participants will be selected from the whole population. Sampling method could consider certain methods like probability andnon-probabilitysampling method. The sampling methods could support the research scholar to get a feasibleresearch outcome. In addition, the probability sampling method could support theresearcher for selectingresearch participants randomly as it could be effective to obtaina reliable outcome.
This method facilitates research scholar to collect information without biases. Apart from this, the non-probability sampling method enablesthem to chose research candidates and get a reliable outcome. The non-probability sampling method enables the researcher to select the participants by considering certain methods such as education, gender, experience, and age (Ankrum, Genest, and Belcastro, 2014). The probability sampling method will be considered by the researcher as compared to the non-abilitysampling method to conduct their research. In this, 60 students would be selected from the different schools of UK. Through this method, the researcher would be capable to directly converse with the students and get the accurate outcome in the context of current research matter.
It is could be imperative for the research scholar to examine the collected information by including suitable data analysis technique. Consequently, the researcher would be capable to obtain feasible information in the context of research matter. There is certain data analysis method that could be included by the research participants to evaluate the collected data such as statistical analysis, disclosure analysis, thematic/content analysis, and conversational analysis. With respect to evaluating the collected data, statistical data analysis method will be used by the researcher (Good and Lavigne, 2017). Ms-Excel software method would be used by the researcher to present the collected data by considering graphs, pie chart, column, and bar chart.
Research Limitations
The research limitation could decline the quality of research outcome hence researcher is needed to concentrate on the research. In the research study, time, cost, and lack of resources are considered by the researcher to improve the quality of research outcome. In addition, the estimated time frame enables the research scholar to complete their research in a specified time as it would decline the quality of research outcome. Moreover, it is also examined that lack of resources could also influence the research outcome (Senbel, Ngo, and Blair, 2014). The secondary data collection method could be costly as it could also impact on the performance of research.
Ethical Consideration
In the research, ethics means conducting the research in an ethical way. The ethical norms support the researcher to conduct their research in an appropriate manner. The ethical norms enable the researcher to choose appropriate behavior with respect to the aim and objectives of research matter. The research scholar could face many issues that could be associated with ethics like data manipulation, copyright act’s violation, and plagiarism. These issues could be eliminated in case the researcher could give value to the actual authors (Sousa, 2016). Consequently, the researcher would be capable to obtain the reliable result in the context of current research concern. In addition, it can also be examined that researcher could use the specific language to interoperate collected data as it would aid research scholar to eliminate the chance of similarity from the research study. For this, the research scholar would be able to get appropriate data from the specified research participants. In this, research scholar would use ethical norms to keep the validity and reliability of research outcome (Behrendt and Franklin, 2014). Apart from this, the researcher would be responsible for maintaining the confidential data of research participants. It will support to make an effective relationship with research participants.
For this research study, the estimated time frame will be discussed by considering the Gantt chart:
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Research activities as it would be effective for completing the research |
Timeframe |
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1 |
2 |
3 |
4 |
5 |
6 |
7 |
8 |
9 |
10 |
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Research concern selection |
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Design of research aim and objectives |
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Development of data collection method |
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Design of Questionnaire |
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Selection of appropriate sampling method |
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Design of data analysis method |
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Report writing |
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Final submission |
As per the above table, it can also be summarized that there are certain research acts that could be considered by the researcher to perform the research. There are different research activities that are considered in the research concern selection, Design of research aim and objectives, Development of data collection method, Design of Questionnaire, and Selection of appropriate sampling method, Design of data analysis method, Report writing, and Final submission (Foreman and Arthur-Kelly, 2017). In this, it is also found that the data collection method takes approximately 3 weeks that could be higher as compared to other research activities.
For this research, AUD 3700 money is estimated by the researcher. The following activities of research could be completed by the researcher in target cost:
In synopsis,
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Research Purpose |
Projected Amount |
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Completion of Literature Review |
1200 AUD |
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data collection deed completion |
1300 AUD |
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Data Analysis activity |
1200 AUD |
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Sum of a financial plan |
3700AUD |
References
Ankrum, J. W., Genest, M. T., & Belcastro, E. G. (2014). The power of verbal scaffolding:“Showing” beginning readers how to use reading strategies. Early Childhood Education Journal, 42(1), 39-47.
Behrendt, M., & Franklin, T. (2014). A review of research on school field trips and their value in education. International Journal of Environmental and Science Education, 9(3), 235-245.
Coleman, J. (2018). Redesigning American education. UK: Routledge.
Elias, M. J., & Schwab, Y. (2014). From Compliance to Responsibility: Social-Emotional Learning and Classroom Management. In Handbook of classroom management (pp. 104-125). UK: Routledge.
Foreman, P., & Arthur-Kelly, M. (2017). Inclusion in action. USA: Cengage.
Furmedge, D. S., Iwata, K., & Gill, D. (2014). Peer-assisted learning–Beyond teaching: How can medical students contribute to the undergraduate curriculum?. Medical teacher, 36(9), 812-817.
Good, T. L., & Lavigne, A. L. (2017). Looking in classrooms. UK: Routledge.
Greif, M. (2017). The visual factory: building participation through shared information. UK: Routledge.
Hew, K. F., Huang, B., Chu, K. W. S., & Chiu, D. K. (2016). Engaging Asian students through game mechanics: Findings from two experiment studies. Computers & Education, 92, 221-236.
Ke, F. (2014). An implementation of design-based learning through creating educational computer games: A case study on mathematics learning during design and computing. Computers & Education, 73, 26-39.
Laguador, J. M. (2014). Cooperative learning approach in an outcomes-based environment. International Journal of Social Sciences, Arts and Humanities, 2(2), 46-55.
Ledford, J. R., & Gast, D. L. (2018). Single case research methodology: Applications in special education and behavioral sciences. UK: Routledge.
Lumpkin, A., Achen, R. M., & Dodd, R. K. (2015). Student perceptions of active learning. College Student Journal, 49(1), 121-133.
Magolda, M. B. B. (2014). Students’ Epistemologies and Academic Experiences: implications for Pedagogy. College Student Development and Academic Life: Psychological, Intellectual, Social and Moral Issues, 15(3), 117.
McCallum, S., Schultz, J., Sellke, K., & Spartz, J. (2015). An Examination of the Flipped Classroom Approach on College Student Academic Involvement. International Journal of Teaching and Learning in Higher Education, 27(1), 42-55.
Okonofua, J. A., Paunesku, D., & Walton, G. M. (2016). Brief intervention to encourage empathic discipline cuts suspension rates in half among adolescents. Proceedings of the National Academy of Sciences, 113(19), 5221-5226.
Park, S. E., & Howell, T. H. (2015). Implementation of a flipped classroom educational model in a predoctoral dental course. Journal of dental education, 79(5), 563-570.
Reece, I., & Walker, S. (2016). Teaching, training and learning: A practical guide. UK: Business Education Publishers Ltd.
Reychav, I., & Wu, D. (2015). Mobile collaborative learning: the role of individual learning in groups through text and video content delivery in tablets. Computers in Human Behavior, 50, 520-534.
Rowntree, D. (2015). Assessing students: How shall we know them?. UK: Routledge.
Scheidecker, D., & Freeman, W. (2015). Bringing out the best in students: How legendary teachers motivate kids. USA: Skyhorse Publishing, Inc.
Senbel, M., Ngo, V. D., & Blair, E. (2014). Social mobilization of climate change: University students conserving energy through multiple pathways for peer engagement. Journal of Environmental Psychology, 38, 84-93.
Sousa, D. A. (2016). How the special needs brain learns. USA: Corwin Press.
Sprenger, M. (2018). How to teach so students remember. USA: ASCD.
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