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SHIERLY ESPINO
Introduction
goal.
performance.
history.
performance.
reinforcement.
STUDENTS’ PROFILE
Age
Sex
Parents Highest
Educational
Attainment
Parent Occupation
Parent Monthly Income
Student Attendance ACADEMIC PERFORMANCE
Final Grade OF GRADE 7 STUDENTS
IN SCIENCE
INSTRUCTIONAL REINFORCEMENT
Positive Praises
(verbal)
Token Rewards
Tangible Rewards
Activity Rewards
1.1. Age;
1.2. Sex;
Science?
Science?
Science?
performance in Science.
in Science.
in Science.
Scope and Delimitation
activity rewards.
instructional reinforcement.
Definition of Terms
For more accurate interpretation and better
things of value.
Chapter 2
good behavior are the students who will most likely learn to
2016).
gives them the extra boost they need to do their best work.
walls.
the use of these programs has not lead to the effective use
1990).
the use of these programs has not lead to the effective use
1990).
Majority of rewards given in school can be thought of
and tended to make more errors than the control group. This
study supports the idea that the learning task just becomes
body of research.
Chapter 3
RESEARCH METHODOLOGY
Research Design
Slovins’ Formula
Research Locale
High School.
Research Instrument
Where: P = percentage
F = frequency
N= number of respondents
In describing students’ scholastic performance in
SPSS.
BIBLIOGRAPHY
Direction: Please supply the correct answer by filling the blank or putting a check mark
on the appropriate space.
I.Socio-Demographic Profile
4 – Strongly Agree
3 – Agree
2 – Disagree
1 – Strongly Disagree
INSTRUCTIONAL REINFORCEMENT
1 2 3 4
1. Teacher positive praise can reinforce learning.
2.Positive praises can fill students’ emotional needs.
3. Students manage their behavior, when frequently motivate praise
4. Positive praises can enhance learning if it is contingent, specific,
sincere and credible.
5. Teachers whose students achieve most are sparing rather than
effusive in praising correct answers.
6.Greater achievement gains are noted when praise is delivered
privately than it is given in public.
7. All kinds of instructional reinforce can contribute to intrinsic
motivation if they are salient to the task at hand.
8. A combination of reinforcement and corrective feedback can
improve the students’ academic performance.
9. A cooperative rewards structures, can also increase the level of
confidence of the students.
10. Contingent reinforcement is positively associated with increases on
measures of self-efficacy
11. Internal locus of control students perform equally well with
different kinds of reinforcers.
12. Students with an external locus of control (those who believe that
their actions are determined more by outside events and other people
than by themselves) perform better with tangible reinforcement than
with verbal reinforcement or with no reinforcement
13. Contingent, verbal reinforcement is more effective than other
methods.
14. Praising students who answer correctly in class discussions is
often intrusive and distracting, and may even embarrass the recipient
15. Greater achievement gains occur when the interactions in which
praise is given are initiated by teachers rather than by students.
THANK YOU!