18213704 Researching Teaching & Learning 2 (102097)

Literature Review and Data Collection

Group question: How can teachers foster a positive learning environment in the classroom?

Individual question: Describe the importance of positive and negative reinforcement on the

learning environment.

Part A: Literature Review

The literature review highlights the importance of positive reinforcement; meanwhile it

discusses on how to implement positive support in the classroom. The ideas of gaining

students sense of school and content appreciation and teaching students how to view

difficulty as a way to learn are emphasised. Moreover, this paper also illustrates various

ways to promote success seekers instead of failure avoiding. Most importantly, such

educational article overlooks the fact that positive mindset could lead to better quality of

life. Additionally, this literature is not only benefits those who works in the education field

but everyone, white collars, for instance.

Weigand & Geller (2005) state that by reorganising the environment by using positive

reinforcement could possibly increase positive mindsets and productivity. It seems a great

statement as he explains that once individuals maintain the positive mindset it means that

they are mentally and emotionally stable. As a result, they could become more productive

and successful in the future. Reppe (2013) explains that using positive term as ‘good job’ to

reinforce children to behave in the appropriate manner works effectively. The results from

his study shows that the more frequent teachers use positive verbal communication, the

least students behave inappropriately. However, Malott (as cited in Weigand & Geller, 2005)

makes an opposed but interesting statement, which supports the idea that negative

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reinforcement works more effective than the positive one. He clarifies that as higher

achievers are more sensitive to sense of guilt, fear and shame, they are working extremely

work to ensure that their reputation and self-esteem will not be affected. Malott also

highlights that people with negative mindset are usually more motivated compared to the

positive group. Nonetheless, Tauber (1982) reveals that only when educators could

positively use negative reinforcement that it helps to improve classroom discipline.

Furthermore, appropriately use of negative reinforcement could contribute the same

result as positive reinforcement as their purposes are to motivate appropriate

behaviour and decrease the unfavourable manner.

White (as cited in Weigand & Geller, 2005) revealed that competence is the basic

fundamental of human motivation. It is normal for an individual to want to achieve

their best as it is part of their upbringing. However, when strivin g for the best, failure

might be part of the process to get to the end goal which shows that individuals learn

from their mistakes. On the other hand, self-worth theory supports the idea that for

some people, maintaining one’s self-esteem is more important than gaining

knowledge. Beery et al. (as cited in Weigand & Geller, 2005) provide the theoretical

explanation for self-worth theory as the individuals’ desire for maintaining high self-

acceptance and self-esteem. Students with this belief are more likely to give up on achieving

good grades in order to ensure that their sense of personal value is not threatened. In the

reality world, this type of students would prefer not to risk or challenge the difficulties

because without confronting the obstacles they could avoid themselves from failure. Self-

handicapping and defensive pessimism are the two main strategies those students use to

keep them for failure or disappointment. It is interesting that the two mentioned strategies

are in fact the excuses for students to put the blame on if failure occurs. Procrastination and

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low expectation are the best illustration for that. In this case, educators have to encourage

students to confront with their fears rather than escape from their fears. Payne & Dozier

(2013) mention that in many studies, researchers have used the positive reinforcement to

decrease the descriptive behaviour occurred by negative reinforcement.

Turning to achievement typologies, which interrelates with self-worth theory are used to

differentiate how people approach success and/or avoid failure. Success Seekers (SS),

Overstrivers (OS), Failure Avoiders (FAV) and Failure Acceptors (FAC) are the four typologies

mentioned in the literature (Weigand & Geller, 2005). The authors define SS are courageous

individuals who are willing to take risks. They are optimistic and confident as they always

focus on success rather than failure. They could also able to respond well to the negative

feedback and quickly recover from disappointment. More interestingly, these individuals are

motivated by positive reinforcement. Students are expected to be taught and/or

encouraged to become success seekers instead of OS. OS are individuals who overwork

themselves just to avoid from feeling guilt, shame and fear. This group of people maintain

the same level of success and failure. They could be optimistic and self-doubt about their

capabilities, which is not a favourable characteristic an individual should maintain. Martin

and Herbert (2003) also highlight that OS group have unstable self-esteem. They are

mentally associate with fear but behaviourally associate with success. Moreover, they hold

low level of resilience as compared to SS or success-orientation. OS are usually motivated by

negative reinforcement. FAV are cowardly individuals who avoid challenges and tend to

give up on completing tasks even before they go it a try. They usually feel uncertain of

themselves and as a result, they have low self-belief and control. They are more likely to

focus on failure instead of success. Resembling OS group, FAV are motivated by negative

reinforcement. FAC are pessimist group who consider that they will fail eventually no

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matter of how much effort they have put into completing the task. They have low desire in

succeed and fearless of failure. Consequently, students who are classified as FAC generally

have low academic motivation and resilience. However, they are more likely to achieve

better in non-academic related tasks as they are creative, individualistic and unique.

From the article, it can be seen that there are some good strategies teachers could use to

maintain positive learning classroom by using positive reinforcement. Creating success-

focused environments is considered as the most effective method as by creating such

learning environment individuals could gain their sense of self-improvement and personal-

bests. In addition, students should be told that failure is a chance for them to learn from

their mistakes. Their achievement is the reflection of their effort and method. There is

nothing to do with their self-worth. Another teaching strategy teacher could learn from this

literature is how to improve students’ self-efficacy. Teachers should learn how to break up

the task into many small steps so that students could achieve the tasks as planned. Students

could gain their confidence from the small achievement they receive from those small tasks

and as a result, they could reach their highest potential.

In addition to that, Martin (as cited in Weigand & Geller, 2005) explains that increasing

student sense of school appreciation is an effective approach to encourage students’

motivation to learn. He defines school appreciation as the belief of students that consider

the knowledge they are taught in school is practical and valuable in real life situation. Pugh

& Phillips (2011) highlight that developing the understanding of content in subjects is

important as it provides students with solid evidence that what they learn in school is

beneficial for their future careers. Likewise, McInterney (as cited in Weigand & Geller, 2005)

points out that while delivering the content to students, education providers should

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demonstrate personal value so that it helps build up learners’ interest. Learning-based focus

is implemented in the literature as the authors believe that once this focus is embraced, it is

more likely that learners would take difficulty as a form of constructive feedback, which

benefits their personal development.

In conclusion, educators have to learn and accumulate the positive reinforcement related

strategies and use them more frequently in their classrooms though negative reinforcement

might works better for certain groups (OS and FAV). It is the teacher’s responsibility to

encourage students not to fear of the failure instead be optimistic and confident. Students

are supposed to be told that they are capable for any forms of task and even if they fail, it

does not mean that their self-worth has been affected. They could always learn from their

mistakes. Be the success seekers who always chase for achievement in life. Escaping from

the matters does not solve the problem, but confronting it does. Once they are able to face

with their issues, it means they are ready to overcome them.

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Part B: Data Collection Protocol

Gelling (2015) defines qualitative research as a scientific approach, which enables

researchers to unpack the personal experiences of the participates. It meanwhile helps

researchers to develop their knowledge and understanding about the study research

question. The terms ‘what’, ‘how’, ‘describe’ are frequently used. Interview questions are

important as if the researcher did not prepare the questions carefully, it might lead the

study into the wrong direction. As a result, it will waste both the researchers and

participants’ time. More interestingly, the researcher might not able to get the information

they desire. In this case, the researchers have to think over carefully before start creating

the investigation questions. The author also highlights that a set of good critical questions

might not produce a good research, on the other hand, a set of illogical constructed

question possibly brings the researcher many challenges throughout the research process

(Gelling, 2015).

As the aim of this action research is to describe the importance of positive and negative

reinforcement, interview is the best method should be used to gathering the kind of data.

Interview gives the interviewees chances to explain their responses in a very descriptive

way. As stated by Hunt (2011) reveals that the greatest benefit of interview is that it

provides chance for the researcher to discover more information from the participates’.

Additionally, follow-up questions could be asked and answered throughout the interview

process. Similarly, according to Gugiu & Rodríguez-Campos (2007) explain that without a

semi-structured interview protocol, the flow of the question will be affected and the

interview might lose its reasoning. In other words, if the interview is not properly

conducted, it is likely that the results will be biased and the study will lose its liability.

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The objective of the interview questions is to get gather the personal views and beliefs from

both new and experienced teachers about the usefulness and effectiveness of positive and

negative reinforcement on learning environment. Teachers will be interviewed during lunch

and recess time or after the class hour depend upon their availability. Besides that, in order

to ensure that the result from the interviews is reliable and unbiased, two selected students

will be interviewed - one student junior and one from senior class. They are given

opportunity to explain the rationale and consequence of positive and negative

reinforcement based on their experience. The interviews will be conducted during their

break or recess. The participants will be informed in prior to the interview that their

responses will be recorded and used as educational purpose only. On top of that, their

names will be de-identified.

In short, interview is the best strategy for this research study. A set of well-constructed

questions is required in prior to the interview. By so doing, the researchers could ensure

that they could gather all the information they want. The interviewees are carefully selected

to guarantee that the result of this study is trustworthy and useful for the further

investigation in the future.

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Part C: Research documentation

Before the interview, the interviewer will introduce name, teaching area(s), meanwhile, the

prediction/explanation of potential concerns will be raised. Interview protocol is created

and used for gathering the information. The interviewer will then provide to participant

attached WSU protocol of the descriptive explanation on research projects as well as its

purpose and ethical research practice. Four interviewees (two students from different

classes and two teachers – new and experienced) will be interviewed. Each interview will

run approximately 10-15 minutes per teacher and 5-10 minutes per student. However, the

length of the interview can be vary depends upon how much information/explanation

participates willing to share. Interview questions are created in prior to ensure that the

process of this interview will be runs logically and under control.

Attached below is the Western Sydney University consent form which will be used and given

to participants involved in either and or both data collection processes.

Dear Potential Participant:

I am working on a project titled ‘Describe the importance of positive and negative

reinforcement on the learning environment’ for the class, ‘Researching Teaching and
Learning 2,’ at Western Sydney University. As part of the project, I am collecting
information to help inform the design of a teacher research proposal.

The research topic investigates on how the authors define the meaning of positive and
negative reinforcements along with their effectiveness and consequences. Secondly, it will
explain why educators should implement positive reinforcement in the classroom. In
addition, it demonstrates the technique on how teachers could turn learners into success-

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seekers. Semi-structured interview is used as a tool to gather the information. Two

teachers and two students will be interviewed.

By signing this form, I acknowledge that:

 I have read the project information and have been given the opportunity to discuss
the information and my involvement in the project with the researcher/s.
 The procedures required for the project and the time involved have been explained
to me, and any questions I have about the project have been answered to my
satisfaction.
 I consent to be interviewed.
 I understand that my involvement is confidential and that the information gained
during this data collection experience will only be reported within the confines of the
‘Researching Teaching and Learning 2’ unit, and that all personal details will be de-
identified from the data.
 I understand that I can withdraw from the project at any time, without affecting my
relationship with the researcher/s, now or in the future.

By signing below, I acknowledge that I am 18 years of age or older, or I am a full-time

university student who is 17 years old.

Signed:__________________________________

Name: __________________________________

Date: __________________________________

By signing below, I acknowledge that I am the legal guardian of a person who is 16 or 17

years old, and provide my consent for the person’s participation.

Signed:__________________________________

Name: __________________________________

Date: __________________________________

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Big Conceptual Idea From the Literature Interview Questions

Definition of positive and negative Teacher and students will be asked:

reinforcement  Can you tell me how do you define
positive reinforcement? Could you
provide an example?
 Can you tell me how do you define
positive reinforcement? Could you
provide an example?

What behaviour is responsible for the Teacher will be asked:

positive or negative consequences?
(Weigand & Geller, 2005, p.18)
Students will be asked:
 In what circumstances you would
use the positive reinforcement?
What are the students’ responses?
 In what circumstances you would
use the negative reinforcement?
What are the students’ responses?
 In what circumstances you would
be praised or punished?
 Can you tell me a more detailed
description of why you were praised
or punished?
 Evaluate and compare your
academic and behavioural
performance before and after being
praised or punished?

Effectiveness and level of frequency in Teacher will be asked:

terms of positive and negative  Which of the reinforcement
reinforcement normally works more effectively in
creating positive learning
environment?
 Why would you say that the reason
you just mentioned works better as
part of a positive learning
environment?
 Are there any significant
consequences after using that
positive/negative reinforcement?

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Reference

Gelling, L. (2015). Qualitative research. Nursing Standard (2014+), 29(30), 43. doi:

http://dx.doi.org/10.7748/ns.29.30.43.e9749

Gugiu, P.C., & Rodríguez-Campos, L. (2007). Semi-structured interview protocol for

constructing logic models. Evaluation and Program Planning, 30(4), 339-350.

doi: 10.1016/j.evalprogplan.2007.08.004

Hunt, B. (2011). Publishing qualitative research in counseling journals. Journal of

Counseling & Development, 89(3), 296-300. Retrieved from:

https://doi.org/10.1002/j.1556-6678.2011.tb00092.x

Martin, A. J., & Marsh, H. W. (2003). Fear of failure: Friend or foe?. Australian

Psychologist, 38(1), 31-38. Retrieved from

https://aps.onlinelibrary.wiley.com/doi/pdf/10.1080/00050060310001706997

Payne, S.W., & Dozier, C.L. (2013). Positive reinforcement as treatment for problem

behavior maintained by negative reinforcement. Journal of Applied Behavior

Analysis, 46(3), 699-703. doi: 10.1002/jaba.54

Pugh, K.J., & Phillips, M.M. (2011). Helping students develop an appreciation for

school content. Theory Into Practice, 50(4), 285-292. doi:

10.1080/00405841.2011.607383

Reppe, D. K. (2013). Effects of positive reinforcement on preschool children's behaviors in the

classroom (Order No. 1523836). Available from ProQuest Dissertations & Theses

Global. (1441861928). Retrieved from https://search-proquest-

com.ezproxy.uws.edu.au/docview/1441861928?accountid=36155

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Tauber, R.L. (1982). Negative reinforcement: A positive strategy in classroom

management. The Clearing House: A Journal of Educational Strategies, Issues

and Ideas, 56(2), 64-67. Retrieved from

https://www.jstor.org/stable/30186154

Wiegand, D., & Geller, E. (2005). Connecting positive psychology and organizational

behavior management. Journal of Organizational Behavior

Management, 24(1-2), 3-25. doi: 10.1300/J075v24n01_02

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