I.

CONTEXT AND RATIONALE:

Developing a productive classroom is beneficial to the learners and to the teachers. But,
having a disarranged classroom would also give a disarranged learners. Classroom management
can be defined as the action teachers take to establish and sustain an environment that fosters
student`s academic achievement as well as their social, emotional, and moral growth. In other
words, the goal of classroom management is not order for order`s sake, but order for the sake of
learning.
Discipline is a positive method of teaching students self-control while punishment is a
technique used to inforce discipline. Creating a strong sense of classroom management where
students feel safe and respected means that students know what is expected of them and they can
make the choice to follow those expectations or not. Punishment is the reaction to a lack of
discipline so the first step to preventing the need for punishment is to teach and encourage
discipline.
The focus of this study is about the tool for improving classroom management that focuses
determining the better reinforcement tool between Punishment and rewarding. Teachers in
schools and parents in homes uses punishment as one of the most important tool for controlling
student`s behavior and discipline. From the psychological point of view, punishment is defined
to as anything that decreases the occurrence of a behavior; physical pain, withdraw of attention,
loss of tangibles or activities, a reprimand or even something others would find rewarding, but
the particular individual does not like (Lefton, 2002; Kosslyn & Rosenberg, 2002). One of the
main goals of punishment is to invoke fear in the student, so that the behavior does not occur
again. In the school, teachers punish students for being late to school, for not following the
school rules, for not doing classroom assignment and for failure to perform better in tests and
examinations and the like (URT, 2006).
The rewarding is a tool that teacher use to try and reinforce a desired behavior (Witzel &
Mercer, 2003). Of all the rewards given, grades are the most common reward (Seoane and
Smink, 1991). These good intentions, though, are missing the mark. When rewards are given,
children don't perceive themselves in control of learning, they approach and complete tasks
differently than when rewards are not given, and their work is judged as less creative (Amabile
and Gitomer, 1984; Condry, 1977; Ryan and Grolnick, 1986). Specifically, students do not see
the cause/effect link between the actions they take and the things that happen to them. Repeated
failures in school cause them to build barriers to protect themselves, and therefore they become
uninvolved in school (Long and Bowen, 1995). Rewards, then, should be replaced with teaching
that is focused on the intrinsic motivation of the student. A common goal should be to have the
student’s interest be at the center of their learning, not a reward. Students who are taught to
perceive themselves as causal agents in the classroom engage in more risk-taking behavior, and
increase their achievement (DeCharms, 1972). Also, students who perceive themselves as more
in control of learning have better self-esteem (Ryan and Grolnick, 1986).
II. ACTION RESEARCH QUESTION:
This study was focused on the tools for improving classroom management. Specifically, this
study sought to answer the following questions:
1. What is the profile of the respondents as to:
A. Age;
B. Gender;
C. Parent`s highest educational attainment; and,
2. In what ways reward and punishment would affect student’s discipline?
3. Between Punishment and Rewarding; what is the better reinforcement tool to maintain
discipline?
4. What kinds of activities can affect the teachers do in implementing rewards and
punishment in their classroom management?

III. PROPOSED INNOVATION, INTERVENTION AND STRATEGY

This present study will implement the solutions in the profile of the respondents in terms of
age, gender and parent`s highest educational attainment. And determine between the punishment
and rewarding is the better reinforcement tool to maintain discipline.

IV. ACTION RESEARCH QUESTION:

A. Participants/Other sources of Data
Convenient sampling design will be employed to obtain the data needed based on the
availability and preference of the researcher. The Grade 9 section Palawan peacock with 50
students of Osmeña Colleges will serve as the respondents of this study.
B. Data Gathering Methods
The researcher made a checklist survey form that is designed to determine the better
reinforcement tool in the classroom. Prior to the full implementation of Action research, the
researcher will seek approval from the principal`s office and guidance office through a formal
letter. The researcher will also ask the cooperating teacher to fill in consent form to be assured
that the classroom observation will be treated with utmost confidentiality and their interest and
integrity are protected in this study.
C. Data Analysis Plan
The data in this part was processes with the use of descriptive statistics and will be organized
and presented in a tabular form.

V. ACTION RESEARCH WORK PLAN

Table 1. Action Research Work Plan and Timelines
Implementation Responsibilities Resources Timeline (by
steps (what will be (who will do) (Funding/Time/People/Materials when?
done) ) Day/month
I. Submit Researcher N/A October 19,
result 2022 to
(Action October 24,
Research) to 2022
the
Cooperating
teacher.
II. Use the Researcher N/A October 26,
findings in 2022 to
addressing November 7,
the 2022
problems
inside the
classroom.
III. Conduct an Researcher N/A November 9,
Action 2022 to
Research February 30.
with similar 2023
intervention
to address a
specific
problem in
solving to
Grade 8
students.

VI. COST ESTIMATES

ACTIVITIES AND ITEM QUANTITY UNIT PRIZE TOTAL
STRATEGIES PRIZE
Preparation of materials Bond paper 1 ream 208 208
for the research and A4
implementation of
innovation/interventions.
Data gathering Bond paper 1 ream 208 208
interpretation of data A4
gathered and preparation
of completed research
report. Computer 5 hours 12 60
encoding
TOTAL 476

VII. PLAN FOR DISSEMINATION AND UTILIZATION

Plans for Dissemination
The research results will be flow and will be shown to the stakeholders of the school during
the parents and teachers meeting and school management committee meeting. These will be
utilized to share reflections about the current action research results that can be used as a tool for
classroom management to be recommended to the future action researchers.
Plans for Utilization
The findings of this study will be utilized and integrated in the classroom improvement plan
of Osmeña Colleges. It can also be utilized by the future action researcher who will use this
action research study as their guide in conducting research.
VIII. REFERENCES
https://study.com/academy/lesson/role-of-punishment-in-classroom-management.html
https://education.seattlepi.com/duties-teacher-classroom-management-4012.html
https://www.grin.com/document/192155
https://scholarworks.gvsu.edu/cgi/viewcontent.cgi?article=1292&context=theses
https://en.wikibooks.org/wiki/
Social_and_Cultural_Foundations_of_American_Education/Classroom_Issues/
Rewards#:~:text=The%20term%20reward%20is%20broadly,student%20(Witzel
%20%26%20Mercer).
 Osmeña Colleges
Osmeña St, Masbate City
Colleges of Teacher Education

THE USE OF OPERANT CONDITIONING IN IMPROVING

CLASSROOM MANAGEMENT OF GRADE-9 STUDENTS OF OSMEÑA
COLLEGES

Prepared by: Submitted To:

Leader: Mr. Jonald B. Sia

#38, 1299 Mallerna, Meliza T. Instructor
Members:
#34, Dalanon, Danica C.
#35, 1299 Lasdosi, Rino N.
#36, 1299 Lopez, Jeanlee V.
#37, 1299 Palanigo, Rhoda Mae C.
#30, 1299 Villanueva, Angelica A.
#27, 1301 Sinadjan, Lovelyn B.
#27, 1301 Despe, Geraldine T.
#39, 1301 Castillo, Princess H.
#33, 2189 Gonzaga, Joana V.
#29, 1297 Verano, Meashake N.