CLASSROOM ACTION

RESEARCH
“GIVING POSITIVE REINFORCEMENT TO INCREASE STUDENTS’
PARTICIPATION”

Aparicio, Analie C.
Diana, Cris Joy Y.
Juezan, Hannah Katreena Joyce S.
Magadan, Lovelie D.
Salinas, Ednalyn G.
BPE-SPE 4A

Benjie Q. Badon, Ed.D.

Practicum Supervisor/CAR Adviser
 “GIVING POSITIVE REINFORCEMENT TO INCREASE STUDENTS’
PARTICIPATION”

Aparicio, Analie C.
Diana, Cris Joy Y.
Juezan, Hannah Katreena Joyce S.
Magadan, Lovelie D.
Salinas, Ednalyn G.
BPE-SPE 4A

Benjie Q. Badon, Ed.D.

Practicum Supervisor/CAR Adviser

ABSTRACT

The participation of students in the classroom is very important in

learning process. However the participation in the class seems to be the
problem of the teacher so we come up with this study. This context will
expose how positive reinforcement is effective in increasing the students’
participation. The respondents of this study were 30 students (15 girls and
15 boys) of Grade-10 Jade of Sta. Ana National High School S.Y. 2018-
2019 located at D. Suazo St., Davao City. Different Performance tasks were
conducted as a tool for the study. Therefore, with the action plan designed
by the researchers, we come up with the following recommendation: Give
positive reinforcement, Emphasize that giving positive reinforcement will
either decrease or increase students’ participation depending on how the
teacher apply it to students, Make any ways of giving rewards to students
and Give extra positive reinforcement to those students who are getting low
scores and seems like having no improvement.
Introduction

The participation of students in classroom learning is the most important in

learning process. There are a lot of reasons and excuses for the students who get
low or high scores and poor or high performance in classes especially in MAPEH
subject. Learn how giving of positive reinforcement affects the students’
participation. This form of reinforcement opens many doors to affect and improve
the students’ participation in classroom assessment.

According to Adelman and Taylor (1983), to help students with and without
learning disabilities to develop academic intrinsic motivation, it is important to
define the factors that affect motivation. Thus, reinforcements are high forms of
motivation that could either increase or decrease students’ level of participation.

Skinner’s operant conditioning theory states that learning process through

which the strength of a behavior is modified by reinforcement and it is also a
procedure that is used to bring about such learning. And in his classical
conditioning, it involves involuntary behavior based on the pairing of stimuli with
biologically significant events. It means that, the modification of students’ behavior
towards learning participation is greatly affected by which kind of reinforcement or
punishment is used. Furthermore, the reinforcement or punishment will serve as a
reward and motivation for students because according to Adelman (2001)
encouraging student’s intrinsic motivation can help them to achieve academic
success.

This study will be significant endeavor to assess students’ participation

through positive reinforcement, to discern what type of reinforcement would help
the students’ participation to improve. This study will also be beneficial to everyone
especially to a teacher who aims to improve the participation of the students during
classroom assessments. If not, it will determine the implications of using positive
reinforcement to the students. It will also serve as guidelines to future PST or even
to the students who has goal of understanding and improving such undesirable
students’ participation and also serve as future reference for the researchers on
the subjects related to the study to assess this problem, and most importantly, this
research will educate and enlighten your learning concerns to this problem.

Rationale and Significance of the Study

This action research is conducted mainly to determine the participation among the
students through positive reinforcement. Moreover, it focuses on improving
students’ participation.

Statement of the Problem

This study was conducted to determine the participation among the students
through positive reinforcement.. Thus, the researchers attempted to answer the
following questions:

1. How effective was the use of positive reinforcement in increasing students’

participation?
2. Were the students level of participation had improved?

Scope and Limitation

The study was conducted in Sta. Ana National High school during the
school year 2018-2019 .The local point of this research is to expose how positive
reinforcement is effective in increasing the students’ participation. Observations
were conducted to the students of Grade 10 Jade.
 METHOD

This section presents the locale of the study, participants/ subjects, and
data gathering procedure.

Locale of the Study

The location of the research was chosen where the researchers conducted
their practicum in Sta. Ana National High school D. Suazo St., Davao City.

Respondents/Participants

The respondents of the study were selected students of Grade 10- Jade of
Sta. Ana National High School .There were (30) identified students (15) male and
(15) female.

Different performance tasks were conducted as a tool for the study. The
researchers firmly believe that these Grade 10 students in section Jade will be
assessed with their participation in MAPEH performance tasks.

Data Collection, Analysis and Interpretation

This study employed qualitative methodology. The qualitative design is

appropriate for the study as it is aimed to assess students’ how effective positive
reinforcement method in increasing the students’ participation.

On the first week of observation, the students were asked to perform Beauty
and the Beast, the Musical. The researchers observed the students’ level of
participation through this activity.

In Reinforcement method, the facilitator will award the following sash: Best
Beast Character, Best Belle Character, Best Supporting Character, Most Creative
Group and the Beauty and the Beast, The Musical of the Year. A rubric will be
used to assess their performance.
 On the second week, the students were tasked to make an innovation using
recycled materials to be showcased in the exhibit. A rubric will be used to assess
their performance.

In Reinforcement Method, the best 5 (five) designers will be exempted on

their upcoming post-test.

On the last week of observation, the students will perform a 2-minute

Cheerdance routine.

In Reinforcement Method, the groups will be awarded with the following title:
3 Best Performers, Best Cheerdance Choreography, 2 nd Runner-up, 1st Runner-
up and Champion. A rubric will be used to assess their performance.

COMPONENTS PERFORMANCE TASKS POSITIVE REINFORCEMENT

The facilitator will award the following
sash:
 Best Beast Character
 Best Belle Character
MUSIC Theatre Play: Beauty and the  Best Supporting Character
Beast  Most Creative Group
 Beauty and the Beast, The Musical of
the Year
Innovation using Recycled The Best 5 (five) Designers will be
ARTS Materials exempted during their upcoming post-test.

The facilitators will award the groups with

the following titles:
PHYSICAL 2-minute Cheer Dance  3 Best Performers
EDUCATION Routine  Best Cheer Dance Choreography
 2nd Runner-Up
 1st Runner-Up
 Champion

Observations of the students’ participation were used to gather data for the
researchers’ study. After gathering the data, the researchers constructed an action
plan to determine the effectiveness of both methods used.
 Action Plan

Recommended Individual’s Person Persons Persons Resour

Action (Strategies Responsibl To Be Who Will Who Will ces
Summary Of
And Activities) e For The Consulte Monitor Collect Needed
Findings
Recommen d And The The To
ded Action To Be Actions Informati Carry
Informed To Be on Out
Undertak The
en Actions
For the first week of Students were PST Adviser Adviser Adviser Sash
observation, the awarded different and PST and PST and
students were titles: Best Beast Prizes
tasked to perform Character, etc.
Beauty and the
Beast, The Musical

2. In the second The Best Five PST Adviser Adviser Adviser Certific
week of observation, Designers will be and PST and PST ate and
the students were given plus 10 points Prizes
tasked to make an on their upcoming
innovation using post test.
recycled materials
for an exhibit.
3. In the third week, The groups will be PST Adviser Adviser Adviser Prizes,
the students will rewarded with and PST and PST Trophy,
perform a 2-minute different titles: Best Certific
cheerdance routine. 3 Performers, etc. ates
After the whole month of observing them, there is really an improvement in
terms of their participation, 85% of the students from Grade 10 section Jade
participated with the researchers’ given activities. Positive Reinforcement helps
them increase their level of participation during the conducted activities.
 RESULTS AND DISCUSSIONS

In this section, the results are shown in figures are discussed to draw the
findings and implications related to the participation of students’ through positive
reinforcement in the classroom.

As per response of the students, the following have been stated frequently
as way of giving correct response towards students’ participation in classroom
assessments. According to the data we have gathered, 69% of Grade 10 section
Jade is the percentage of their participation without positive reinforcement, while
after 3 weeks of assessing them with their participation, 85% is the percentage
increase of the students’ participation through positive punishment. We believe
that giving a reward will help to increase the participation of the students in the
class because according to Denise Knight (2013) a distinguished teaching
professor of English at SUNY Cortland, if we develop a strategy that can enhance
both the amount and quality of participation of the students, it will help build
confidence and remind students that they have to hold themselves accountable for
every part of their subject grade, including participation. It is shown in Figure 1.

STUDENTS' PARTICIPATION WITH AND WITHOUT

POSITIVE REINFORCEMENT
Students' Participation without Positive Reinforcement 85%
Students' Participation with Positive Reinforcement 69%

Percentage

Figure 1. The table shows the Students’ Participation with and without
Positive Reinforcement.

Therefore, the use of reinforcement is useful and effective in terms of

increasing the participation among Grade-10 Jade.
RECOMMENDATION

In order to improve the participation among students, it is recommended that

educators:

1. Give positive reinforcement. Reinforcement among students is important to

not just determine their level of participation but also improve it. Giving correct
motivation in form of reinforcement should be a priority when it comes to
students’ participation. The teacher must also see to it that the students are
comfortable and happy with the results of their assessment.

2. Emphasize that giving positive reinforcement will either decrease or increase

students’ participation depending on how the teacher apply it to students.
Motivate them so they will be looking forward to participate in their classroom
assessments. Advise them and let them understand the reasons why a
teacher needs to give them a reinforcement.

3. Make any ways of giving rewards to students. Teachers must also appreciate
the students especially if they do good during classroom assessment because
appreciation will surely make the students aim for more achievements. Any
form of rewards such as giving prizes, certificates, and acknowledgement will
do.

4. Give extra positive reinforcement to those students who are getting low scores
and seems like having no improvement. Know the students’ interest that will
make them feel valued and motivated. Give another way of enacting
reinforcement after every classroom assessment.
 REFLECTION

Class participation is an important aspect of students’ learning. Nowadays,

teachers conduct action researches to gather information and collect data as much as
they can in order to find better strategies to improve and motivate the students’
engagement and learning in the class and to provide suggestions and solutions on the
issues and concerns of education.
After conducting the study, the researchers have found out that giving positive
reinforcement increases the participation of students. It is one of the effective ways in
motivating students to participate during class discussions and performances.
Students nowadays are so much focus on their gadgets leading them to become
inactive in their classes and eventually get poor grades on their subjects. And with that,
teachers should challenge themselves to have a creative mind for the students to become
proactive amidst those hindrances. So with this kind of strategy, teachers will be able to
help students to engage more in the teaching-learning process.
Furthermore, giving positive reinforcement will not only increase the participation
of the students but will also create friendly environment between teacher and students
especially with those who are having a high level of sensitivity. Positive reinforcement is
one way of showing appreciation and sensitivity to all diverse learners because we can’t
deny the fact that some students are having low self-esteem that can be easily
discouraged so it will definitely affect their participation in class.
Students are more encourage to give their best in participating to the different
activities and performances in school because they feel appreciated and recognized if a
teacher uses positive reinforcement.
A teacher must really give positive reinforcements and feedbacks that will increase
the students’ participation and will make them learn to do better the next time around
without making them feel disappointed. As teachers, it is our accountability top provide
effective ways in relaying the lessons and evaluations in a positive way to students so
that we can develop positivity in all aspects of a student’s life.
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 CAR PRESENTATION DOCUMENTATION