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JEREMY HELMY BIN JEN (840111-13-5189)KPLI-SCIENCE (JUNE 2009)

IPG RAJANG CAMPUS, BINTANGOR2010 ACTION RESEARCH

1

Effect of Positive Reinforcement Power Clap to Pupils Improvement Towards Learning

An Action Research Stud

!ERE"# $EL"# %I& !E&

A%STRACT

My action research project is conducted to study the effect of positive reinforcementPower Clap to pupils attitude towards learning. The Power Clap is created y myself!modified from co"curricular activities# and is made to motivate pupils thus allowing theminculcate thin$ing s$ills while having fun during lesson. The result from my study shows that thepositive reinforcement Power Clap has significance increase to %&' in pupils giving correctanswers from (tage ) !1st"*nd+ee$, +ithout positive reinforcement# to (tage - ! rd"/th+ee$,+ith positive reinforcement#. 0owever on the implementation of Power Clap for the last threewee$s shows a decrease of result approimately aout *&.1' in successful completion of thewor$sheet done y the pupils. This decrease maye cause y lac$ of diversification in usage ofother positive reinforcement methods. 2ther ways of positive reinforcement and improvement ofPower Clap should e implemented to ma$e a good rapport etween teacher and pupils. )s aresult pupils will reap the enefits and eventually improving pupils performance in (cience.

ACTION RESEARCH 2010

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*

C$APTER '

Introduction

(everal pupils from year 34 (5 (T Paul4 6oan are the focus of this study. The school

has een in eistence since )ugust4 17/ as a result of action from Penghulu 8nteri a$ Chuong

!father to 9- :atu$ Peter ;yaro$#.

Pupils mostly from the school come from long houses and malay villages where their

parents come from the low"income group. can say that the pupils

here are mostly in the level of medium and low in term of education.

The majority of my pupils from year 3 are chosen for the purpose of my action research.

The feedac$ of my study mostly is gathered from them. My study will allow my pupils to react

to the positive reinforcement which is Power Clap that > enacted to them and to reap the

enefits for fellow teachers.

2ur aim is to develop pupils interest and creativity through the positive reinforcement

that is given to them. >t is crucial to $eep their interest to (cience. The success then will promote

the ac?uisition of scientific and thin$ing s$ill to the pupils.




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Pro(lem Statement

Pupils will e ored after a while during the lesson if not given positive reinforcement. @ailure to

do this will ma$e the pupils cannot concentrate and understand the lesson.

$pothesis

There is significance difference etween the pupils who concentrate toward learning session

efore and after using positive reinforcement Power Clap.

)ata Collection


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/

Assumptions

(ome assumptions made to conduct the study were,

Pupils can understand asic 8nglish Aanguage fairly well as a medium of instructions

Pupils would appreciate the positive reinforcement Power Clap given to them as

intrinsic and etrinsic motivation to ma$e them learn etter.

Scope and Limitation of Studies

This study was conducted in only Primary 3 class at (5 (t Paul4 6oan. Period of study

will e in the 1 wee$s during the practicum event. This study is to see$ the effectiveness of

positive reinforcement Power Clap to the selected pupils towards (cience.

Significance of the Action Research Pro,ect

This project enefits the school4 teacher4 and especially the pupils. )ppropriate and

professional action should e ta$en as the result of this study will improve the school staff and

the development of the pupils. )ny imperfection should e improve to increase and progress

further.


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3

C$APTER -

LITERAT.RE RE/IE0

Review of Related Literature Studies

Positive 6einforcement

)ccording to Aogsdon !*&1 positive reinforcement is the presentation of something

pleasant or rewarding immediately following a ehavior. >t ma$es that ehavior more li$ely to

occur in the future4 and is one of the most powerful tools for shaping or changing individual.

Buestioning

> will e using ?uestioning techni?ues as a method of data collection. 6yurn and @orge

!17%/# stated that ?uestions should e as$ efore the name of the pupil. >f the teacher states

the name first efore the ?uestions4 the others will tend to rela or discontinue thin$ing aout the

answer for the ?uestion. >t is good to pause for several seconds efore calling a name to

respond to the ?uestion !2r$in :rogin4 17D3#.

Teacher should give pupil time to answer ?uestion. ) good teacher should not try to force

answer from his or her pupils. The success of the teacher to $now the ac$ground of the pupils

will enefit oth party and importance for the development level of the pupils.


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%

C$APTER 1

"ET$2)2L23#

Research )esign

)ction 6esearch is a term used to descrie professionals using their own proactive in order to

improve and is concerned in ringing aout change and the aim to find ways of ringing aout

change to improve a situation !Tan4 *&. )pplied to teaching4 action research involves

gathering and interpreting data to etter understand an aspect of ones teaching that interest or

concerns oneself !Tan4 *&.

Samples of Stud

The sample consists of 1& pupils of Primary 3 from (5 (t Paul4 6oan.

Instruments

)ll the instruments for this study were constructed using oth 8nglish and -ahasa Malaysia.

The instrument comprises of,

i# Classroom oservationsii# Buestioning sessionsiii# +or$sheets

The details of the instruments are as follows,"

Classroom 2servations

2servation was carried out during class with and without giving positive reinforcement

Power Clap to determine the effectiveness of the method towards learning science. )re the


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D

pupils paying attention or not to the lesson when positive reinforcements are given to them4

oservations are made according to the planned schedule.

Pupils are considered paying attention if they ma$e eye contact with the teacher for at

least half of the lesson. Pupils are considered not paying attention if they are loo$ing elsewhere4

sleepy4 and doing something else which are not planned in the lesson !not ma$ing eye contact

with the teacher#.

Buestioning session

Buestions are as$ed to the pupils to let them generate and share ideas. >f ?uestions are

answered correctly4 then they are considered paying attention while ?uestions answered wrong

and out of the topic will e considered they are not paying attention to the lesson. Positive

reinforcement Power Clap will e use as motivation.

Pupils are considered can answer the ?uestion given if they can elaorate or state

something related to the ?uestions. Pupils considered cannot answered the ?uestions if they

remain silent.

+or$sheets

+or$sheets are given after each lesson to test their $nowledge aout the lesson that

has een taught. Their development will e monitored4 and if the positive reinforcement Power

Clap affects their effort the result will e noted.


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E

Positive Reinforcement Power Clap

Power Clap is my creation of positive reinforcement to motivate and $eep my pupils

attention towards learning (cience. Power Clap is derived and modification of Tepu$

(emangat for the co"curricular activities.

The ojective of Power Clap is to motivate pupils while having fun during teaching

learning processes. (uccess of this positive reinforcement Power Clap will influence pupils to

inculcate thin$ing s$ills thus enale them to ac?uire the necessary motivation to learn.

Method of Power Clap

1st Fariety !-asic#

@irst (tep , * times clap=$noc$ !on the tales or on the lap#

(econd (tep , * times clap !normal clapping#

Third (tep , -oth hands widen and reach out to the s$y while shouting +ow.

*

nd

Fariety !(piral or GGolong-golong)



Third (tep , Circle=6otate oth hands a few times from the navel area and then

moving it while maintaining the hand rotation towards the s$y.

@inally4 when reaching at the highest point shout +ow

rd Fariety !0appy or GManja#




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7

Third (tep , 6ight hand reach for neary friends chin4 and say )la..la..la..la..

/th Fariety !Como, consist of the first4 second and the third variety#



Third (tep , :o the third step for the 1stvariety.

Teacher said, 2nce more or Sekali lagiH..

!Then the pupils will do the *ndvariety#

Teacher said, 2nce more or Sekali lagiH..

!@inally the pupils do the rdvariety#

)ata Collection Procedure

(tages of :ata Collection

:ata collection was scheduled during teaching period. The timetale elow shows when the

positive reinforcement Power Clap will e used to the pupils !Tale 1#.

Tale 1, (tages of data collection

STA3ES 0EE4 APPLICATI2& 2* P20ER CLAP

)1 ;o

* ;o

- 9es

/ 9esC

3 ;o

% 9es

:D 9es

E 9es




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1&

There will e four stages,

i# (tage ) I Pupils are not given any positive reinforcement Power Clap for the twowee$s period.

ii# (tage - I Pupils are given positive reinforcement Power Clap for two wee$s.iii# (tage C I Pupils are not given positive reinforcement Power Clap for the fifth

wee$.Pupils are given positive reinforcement Power Clap for the sith wee$.

iv# (tage : I Pupils are given positive reinforcement Power Clap for the seventh andeight wee$s.

C$APTER 5

RES.LTS A&) )ATA A&AL#SIS

)ata Collection

Classroom 2servations




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11

;2T8,Pupils are considered paying attention if they ma$e eye contact with the teacher for at

least half of the lesson. Pupils are considered not paying attention if they are loo$ing elsewhere4

sleepy4 and doing something else which is not planned in the lesson.

0

1

2

3

!

"

#

$

9

10

3

4

8 8

3

9

10

6

7

6

2 2

7

1

0

4

PUPILS PA%ING ATTENTION (OBSER&E') (TOTAL O 10 SELECTE' PUPILS)

PUPILS NOT PA%ING ATTENTION (OBSER&E') (TOTAL O 10 SELECTE' PUPILS)

@igure 1, Class oservation result

)ccording to @igure 14 there is significance increase in pupils focus to the lesson if they

are given the positive reinforcement Power Clap. The highest result is 1& pupils !1&&'# giving

full attention on the seventh wee$4 where the positive reinforcement Power Clap was applied

during the lesson. The lowest numer of attention given y the pupils is !&'#4 which are oth




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1*

on the first and fifth wee$. 2n the first and fifth wee$4 the pupils are not given any positive

reinforcement Power Clap and thus not giving any attention to the class lesson.

@or the first and second wee$ the numer of pupils giving attention is &' and /&'

respectively. The low numer may e ecause no positive reinforcement Power Clap was

given to the pupils during lesson. >t may also due to the first time the pupils from Primary 3 meet

their new trainee teacher thus therefore they still trying to get to $now me first.

0owever there is a drop from 1& pupils giving their attention on the seventh wee$ to %

pupils even though the positive reinforcement is eing applied to the class. The failure of

decreasing in numers is maye due to the pupils eing ored as the same power clap is eing

used all the time. Therefore the positive reinforcement Power Clap must e made in a variety

of way as to attract their attention to the lesson given y teacher. Farious way of clapping may

e introduced in the future to improve the positive reinforcement Power Clap.

Buestioning session




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1

;2T8,Pupils are considered can answer the ?uestion given if they can elaorate or state

something related to the ?uestions. Pupils considered cannot answer the ?uestions if they

remain silent.

0

1

2

3

!

"

#

$

9

2

4

9 9

4

8

9

5

8

6

1 1

6

2

1

5

PUPILS CAN ANSER THE *UESTION (TOTAL O 10 SELECTE' PUPILS)

PUPILS CANNOT ANSER THE *UESTION

@igure *, Buestioning session result




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1/

@igure * shows the result of ?uestioning session from the first wee$ to the eight wee$ of

the application of the positive reinforcement Power Clap. There is significance difference in the

answer provided y the pupils during lesson when they are given the positive reinforcement

Power Clap. There is important increase aout %&' in pupils giving correct answers from

(tage ) !1st"*nd+ee$# to (tage - !rd"/th+ee$#. The increase of correct answer given y the

pupils is due to the success of applying the positive reinforcement method4 the Power Clap.

The highest result is 7&' which are on the rd4 /thand Dthwee$. 7 out of 1& pupils are

ale to answer the ?uestions given y the teacher during these wee$s. This is ecause the

pupils are having fun doing the positive reinforcement Power Clap while indirectly motivating

themselves.

The lowest result which is 1&' is on the rd4 /thand Dthwee$. 1 pupil cannot give the

answers for the ?uestions for him or her respectively for the three wee$s stated efore. The

pupils who cannot answer the ?uestions may e ecause they lac$ the $nowledge of certain

important 8nglish terms which are necessary to understand the lesson that are eing taught.

The failure to ma$e them understand aout the necessary words will hinder them in advancing

to the net stage of learning (cience.




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+or$sheets

;2T8,Pupils are oserved if they do well in their wor$sheet which has een provided for their lesson every wee$.

0

1

2

3

!

"

#

$

9

10

! !

1

2

3

2

!

!

3

"

!

3

2

3 3

!

10 10

#

"

9

"

$

10 10 10

9

10

$

9

10

$

9 9

10 10

!

#

#

!

#

"

# #

9 9

$

9 9

$ $

9 9 9

10 10

9 9 9 9

10

9

10 10

$

#

" "

#

"

9

10

$

#

EEK 1 (+,-./- EEK 2 (+,-./- EEK 3 (+,-. EEK (+,-. EEK ! (+,-./- EEK " (+,-. EEK # (+,-. EEK $ (


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@igure , +or$sheet result


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@igure shows the result from the wor$sheet that has een given to them y the teacher

during the lesson in class. There are ten mar$s allocated for each wor$sheet. 1& pupils from

Primary five have een selected as the test sujects for this action research.

@rom the results4 there is significance change in the pupils improvement when they are

eing given the positive reinforcement Power Clap. There is increase in average of 3&.*' for

the ten pupils from (tage ) !1st"*nd+ee$# to (tage - !rd"/th+ee$#.

There is no positive reinforcement Power Clap in the fifth wee$. 0owever4 the success

of incorporating the positive reinforcement Power Clap in the sith wee$ has een resulting in

increase aout *&.E' of good result from the pupils. The pupils seem to li$e to e given the

positive reinforcement as the motivation ma$e the class session more fun and entertaining.

The result was positive starting from sith and seventh wee$ as the pupils are given the

positive reinforcement Power Clap for oth wee$s. 0owever on the eight wee$ where the

positive reinforcement Power Clap has een applied for the consecutive three wee$s since the

previous two wee$s4 there is a decrease approimately *&.1' in successful completion of the

wor$sheet done y the pupils. 8ven though the positive reinforcement Power Clap is eing

applied to the pupils4 it seems that they are eing ored ecause of lac$ of variaility in the

motivation method. Thus4 the Power Clap should een diversify to $eep the attraction and the

fun in learning (cience. More study should e done to improve this method.


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C$APTER 6

S.""AR#

Summar of *indings

Conclusions

8vidence from the action research indicated that there was improvement in pupils

participation when positive reinforcement Power Clap is eing integrated into the teaching y

the teacher. There was significance difference etween the way the pupils react when they are

given and not given the positive reinforcement Power Clap.

Recommendations

@rom the aforementioned findings and conclusion the following are recommendations,

1# )ction research should e carried in all school to improve the learning eperience.*# Teacher need to give positive reinforcement to motivate and $eep the interest of their

pupils to learn (cience.# The positive reinforcement Power Clap should e diversify and other variety of positive

reinforcement should e use to attract pupils to the lesson./# More action research should e done aout the effect of positive reinforcement to pupils

ad ehavior.

Reflection

)ction research is crucial in the development of our 8ducational Programme. The

success and findings can e used to improve teacher teaching method. Jood interpersonal s$ill

and application of variety in positive reinforcement such as Power Clap can influence the

attitude of pupils towards learning. +e as a teacher should improve our ways of teaching and

diversify our method of persuading our pupils to learn.

APPE&)I7


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Tale *, Class oservation

STA3ES 0EE4APPLICATI2& 2*

P20ER CLAP

&."%ER 2* P.PILS PA#I&3 ATTE&TI2& 82%SER/E)9

8T2TAL 2* ': SELECTE) P.PILS9

#ES &2

)1 ;o D

* ;o / %

- 9es E */ 9es E *

C3 ;o D% 9es 7 1

:D 9es 1& &

E 9es % /

Tale , Buestioning session

STA3ES 0EE4APPLICATI2& 2*

P20ER CLAP

&."%ER 2* P.PILS A&S0ERI&3 T$E ;.ESTI2&

8T2TAL 2* ': SELECTE) P.PILS9

CA& A&S0ER CA&&2T A&S0ER

)1 ;o * E

* ;o / %

- 9es 7 1

/ 9es 7 1

C3 ;o / %% 9es E *

:

D 9es 7 1

E 9es 3 3

Tale /, +or$sheets result

&

2

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