Modification of classroom behavior by scoring and positive reinforcement

Abstract

Punctuality is an important social behavior at the workplace and in everyday life. To be in time shows
that someone is able to complete a required task or fulfill an obligation before or at a previously-designated
time. The study was conducted as a quasi experiment. The influence of positive reinforcement was used to
modify being late. Forty eight Khon Kaen university students who registered in the 514 101 Nutrition and
Hygiene course took part in the exercise. A questionnaire was used and the arrival at the classroom was
recorded as well. Records focused on punctuality: time of arrival, earliness, and lateness. Percent, mean,
standard deviation and student t-test were calculated.
Main reasons for being late had been to get up late in the morning (61.5%), the foregoing lecture
finished not in time, (38.5%), and the dormitory was far from the place were the lecture took place
(38.5%).Throughout the project classroom behavior improved in that punctually increased from 2
persons/week to 3.5 persons/week; being on time at the classroom from 23.5 persons/week to 30.4
persons/week; and being absent decreased from 15.3 persons/week to 11.0 persons/week. The results
suggested that positive reinforcement resulted in statistically significant increase of punctuality, being on time,
and decreased being absent (paired t- test, p<0.01). It was concluded that scoring and positive reinforcement
(encouragement/reward) can improve classroom behavior.