Positive Reinforcement Practices Of Teachers In Enhancing Pupils Performance In Mathematics
Type
Thesis
Authors
Category
Publication Year
2018
Pages
75
Abstract
The purpose of this study was to assess the different positive reinforcements used by the teachers and how does it affect pupil's academic performance in Camarin D Elementary School. The researcher included 128 Grade Four pupils and 30 teachers at Camarin D Elementary School as respondents for this study. Research questions and hypothesis were formulated to guide the study.
This study on positive reinforcement practices of teaching in enhancing pupils performance in mathematics sought the answers to the following research questions: What are the different positive reinforcements used by teachers in the classroom before, during, and post- activities?; What is the level of positive reinforcement practices as assess by the teacher- respondents?; What is the performance of pupils in Mathematics based on the 2nd and 3rd grading periodical test results?; Is there a significant difference on the performance of the pupils before and after the use of positive reinforcement?; What output may be proposed based on the findings of the study?; and How may the output be utilized as input for TQC?
Based on the findings of the study, the researcher came up with the following conclusions:
The teachers used different positive reinforcements like natural, social, token, and tangible before, during, and post-activities in the classroom. Among the four types of positive reinforcements, natural reinforcers are the most used by teachers, while tangible is the least used positive reinforcers.
The level of positive reinforcement ractices as assessed by the teacher- respondents was observed during the lesson where they used positive reinforcements more extensively. Also, level of reinforcement is low in the post-activities where it received a verbal rating of neutral.
The performance of pupils in Mathematics based on their 2 ^ (nd) and 3 ^ (rd) Grading test results have shown some improvement because of the gradual increase in their tests results from the 1 ^ (st) to 2 ^ (nd) 2 ^ (nd) to 3 ^ 10 , and 1 ^ (st) to 3 ^ (rd) grading tests.
As for the possibility of being significant relationship between the extent of use of positive reinforcement and class performance in Mathematics tests, it was found that there is significant moderate relationship between the teachers' practice of positive reinforcement and class performance based on the 1st Periodical Test. The same holds true for the practice and class performance as seen in the 2nd and 3rd Periodical Tests.
The researcher has developed a training design to help teachers improve their teaching skills and strategies to make their pupils excel in classes and gain good academic performance. This training / workshop will educate the teachers to use Math games and activities that will make learning easier and enjoyable for the pupils.
This study on positive reinforcement practices of teaching in enhancing pupils performance in mathematics sought the answers to the following research questions: What are the different positive reinforcements used by teachers in the classroom before, during, and post- activities?; What is the level of positive reinforcement practices as assess by the teacher- respondents?; What is the performance of pupils in Mathematics based on the 2nd and 3rd grading periodical test results?; Is there a significant difference on the performance of the pupils before and after the use of positive reinforcement?; What output may be proposed based on the findings of the study?; and How may the output be utilized as input for TQC?
Based on the findings of the study, the researcher came up with the following conclusions:
The teachers used different positive reinforcements like natural, social, token, and tangible before, during, and post-activities in the classroom. Among the four types of positive reinforcements, natural reinforcers are the most used by teachers, while tangible is the least used positive reinforcers.
The level of positive reinforcement ractices as assessed by the teacher- respondents was observed during the lesson where they used positive reinforcements more extensively. Also, level of reinforcement is low in the post-activities where it received a verbal rating of neutral.
The performance of pupils in Mathematics based on their 2 ^ (nd) and 3 ^ (rd) Grading test results have shown some improvement because of the gradual increase in their tests results from the 1 ^ (st) to 2 ^ (nd) 2 ^ (nd) to 3 ^ 10 , and 1 ^ (st) to 3 ^ (rd) grading tests.
As for the possibility of being significant relationship between the extent of use of positive reinforcement and class performance in Mathematics tests, it was found that there is significant moderate relationship between the teachers' practice of positive reinforcement and class performance based on the 1st Periodical Test. The same holds true for the practice and class performance as seen in the 2nd and 3rd Periodical Tests.
The researcher has developed a training design to help teachers improve their teaching skills and strategies to make their pupils excel in classes and gain good academic performance. This training / workshop will educate the teachers to use Math games and activities that will make learning easier and enjoyable for the pupils.
Number of Copies
1