e-ISSN: 2582-5208 International Research Journal of Modernization in Engineering Technology and Science Volume:02/Issue:09/September-2020
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POSITIVE REINFORCING AND ACADEMIC BEHAVIOR Nifaji Sikiru*1 *1Research
Scholar, Management. Advanced Quantitative Analysis, Limkokwing University Of Creative Technology, Cyberjaya, Selangor, Malaysia.
ABSTRACT The current thesis was developed to determine if positive reinforcement can improve the academic behavior of disabled students enrolled in Learning Strategies. This saw the thesis responding to the following research questions: Can positive reinforcement improve the academic behavior of disabled students enrolled for Learning Strategies? Through an online data collection approach, the research collected data from 31 respondents, all of whom were teachers of two schools to introduce a complementary reinforcement program. To tell the difference between the respective variables, before and after the positive reinforcement, the researcher ran a t-test analysis. Following the t-test analysis, it is clear that the positive reinforcement program was effective in improving the student's academic behavior. For instance, the study reported reduced cases of missed homework assignments and improved class attendance after one month. Besides, the study confirmed an improved in timely submission of the assignment and academic follow-ups. Also, the students increased their interaction with teachers.
I.
INTRODUCTION
1.1 Introduction This section of the thesis will develop a relevant discussion about positive reinforcement and its effects on students' behavior. This section of the thesis will develop a research problem with this kind of analysis, thus justifying the need for engaging in the current research. This will be followed by a statement of the objective and conclude by research questions. 1.2 Background Talking of positive reinforcement, Storey and Miner's (2017) studies refer to anything that occurs following a behavior meant to enhance the probability that a given behavior will come into play. Recent scholarly works have established that most teachers shy away from positive reinforcement, with the belief that it is not worthy of rewarding a student to meet the expectation. That is, they do not see the relevance of rewarding students for conformity: doing what is expected of them. However, it is worth noting that this is an unfortunate attitude since one-way teachers can improve students' academic achievements and other co-curricular activities. According to Perle (2018), positive enforcement naturally takes place throughout the various stages of life. A good example is a case where motorists adhere to the set traffic laws and fail to get a ticket. Their reward comes in the form of not having to go through the driving test upon their license expiry. Besides, individuals report to work daily. They have to show up within the stipulated time frame and undertake their roles. By the end of the month, they receive a reward through the paycheck. There is also the case where a kind individual is rewarded by receiving the kindness in return. All these rewards demonstrate positive reinforcements that trigger positive behavior within those who experience them. 1.2.1 Positive Enforcement in the Classroom According to Núñez, Suárez, Rosário, Vallejo, Cerezo, and Valle (2015), the use of positive enforcement in the Classroom plays a crucial role in directing as well as changing student academic behavior. Despite this, individuals define positive enforcement techniques as a threat to one’s freedom, hence not enjoying their autonomy as a human being. The community, as well as the society in general, anticipates that its members should receive intrinsic motivation towards behaving accordingly. The underlying argument is that by the end of the day, a member's positive behavior benefits the community as a whole. According to Niswaty, Rusbiati, Jamaluddin, and Salam (2017), there are instances where individuals view reinforcement as being externally applied to them, thus defining it to be coercive. What about the case of children with disabilities? Scholars have proven that children with disabilities are subjected to www.irjmets.com
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behavior problems. It is these problems that demand that such students be taken through positive reinforcements. For instance, a learning disability may see a child developing many worries, like being different from his friends, family members, and peers. These kinds of worries can see the child acting out while in the Classroom and the school environment. Besides, the worries make the child develop funny and weird behaviors while at home and in other social places. Morin (2017) has established that special needs students will intentionally conduct themselves weirdly as a mechanism of avoiding the classwork and related assignments, which they dread. Besides, some disabled students lack the confidence required for them to believe that they have all it takes to manage their learning disabilities. In such cases, the academic performance and achievement of the student are greatly jeopardized. However, irrespective of the underlying factor behind the problematic behavior, scholars have established that positive enforcement plays a crucial role in seeing that students receive the relevant motivation they deserve. That is, motivating them towards stopping conducting themselves in weird and inappropriate ways. 1.3 Research Problem Despite the increasing number of scholarly works on the effects of positive reinforcement in student academic performance, the researcher has neglected the case of disabled students, especially those in middle school. The research gap has had several consequences, with the primary one being the negative academic behavior of the disabled students, which sees them recording poor grades. There are secondary consequences as well, among them, including the retainment of such students as a result of their poor academic performance. There is no doubt that the negative academic behavior is emanating from the absence and lack of motivation for the disabled students. 1.4 Significance of Research Exploring the current study will see the researcher shedding light on the underlined effects of positive reinforcers when it comes to the academic behavior of the disabled students, particularly those engaged in Learning Strategies. The study will be vital in addressing the already defined research gap, thus addressing the several consequences such as negative academic behavior of the disabled students, which sees them recording poor grades. The study's findings will also be vital in addressing the secondary consequences, such as the retainment of the disabled students as a result of their poor academic performance. Therefore, the current thesis will pave the way for dealing with the negative academic behavior that is emanating from the absence and lack of motivation for the disabled students. Most importantly, the current thesis will enrich the already existing body of research and literature, since it is in line with student intrinsic and extrinsic motivation. 1.5 Research Objectives In pursuit of the above research significance, the current study seeks to address the following objective: To tell if positive reinforcement can improve the academic behavior of disabled students enrolled in Learning Strategies. 1.6 Research Questions The thesis responded to the following research question: Can positive reinforcement improve the academic behavior of disabled students enrolled in Learning Strategies? 1.7 Conclusion The current chapter has developed a detailed background analysis for the current thesis. This has been about developing relevant discussions about positive reinforcement and its effects on students' behavior. This section of the thesis has developed a research problem with this kind of analysis, thus justifying the need for engaging in the current research. This has been followed by a statement of the objective and conclude by research questions.
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II.
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LITERATURE REVIEW
2.1 Introduction This section of the thesis offers a literature review on positive reinforcing and academic behavior. The literature review's essence will be looking at the previously done scholarly works in this area, thus developing relevant insights from them. The thesis tends to use the literature review in comparing the research done by other scholars and their findings to the current thesis. Embracing this route will see the thesis justifying the already defined research gap. 2.2 Positive Reinforcement in Academics According to Mirzamani, Ashoori, and Sereshki (2011), positive reinforcement is all about a stimulus that comes after as well as contingent towards specific behavior, while at the same time increasing the likelihood of certain conduct to be repeated. That is, having something pleasant being topped up once a particular action has been undertaken. In the academic discourse, positive enforcement is undertaken to offer incentives for the learners to repeat the desired behaviors. That is, encouraging students to engage in actions that will yield positive outcomes continuously. In this case, the encouragement is all about providing the learners with a positive outcome. According to Lian and Liu (2018), the timing and delivery of the identified and planned positive enforcement are critical to promoting particular behaviors. Among the ways through which a positive reinforcement can be made effective is by seeing that it is appropriate to the targeted students' age. Besides, the positive reinforcement has to be genuine, for the child to acknowledge the relevance of his efforts in earning him the reward. That is, the child has to ensure that, indeed, he has earned a reward as a result of the action that he chose to embrace. Also, the reward should be made straight or immediately after the child has demonstrated the target behavior. 2.3 Relevance of Positive Enforcement in the Classroom According to Lemberger, Selig, Bowers, and Rogers (2015), the use of positive reinforcement in the Classroom comes has proved to be relevant in different ways. Among the reasons behind its adoption within the classroom environment is that it can be effectively embraced in changing student behavior. While confirming the above assertions, studies by Adibsereshki, Abkenar, Ashoori, and Mirzamani (2015) have categorically put it that positive enforcement enjoys the universality principle. That is, the process takes place quite naturally within the Classroom. According to Hew, Huang, Chu, and Chiu (2016), positive enforcement in the Classroom has always been an opportunity for educators to improve and better display the appropriate behavior to the learners. This is best on the fact that the reward is done in the presence of the other classmates, whom in term develop the urge to copy the behaviors they have seen from their colleague. Besides, planning the process of positive reinforcement implies that the teacher can get rid of unwanted behavior. This comes at a time when it is not easy to get rid of reinforcing misbehavior by focusing on it. Thus, it is still an opportunity for the teachers to promote those behaviors that are considered to be inappropriate haphazardly. Studies by GrĂźnke, Sperling, and Burke (2017) have pinpointed some of the advantages that come with the use of positive reinforcement in the Classroom. For instance, they argue that students are granted an opportunity to learn through social cues demonstrated by their educators through this approach. They do this as per what constitutes or is all about acceptable behavior. A food example is a case where a student is praised for conducting himself appropriately in the Classroom. This will see other students also learning that conducting oneself in that manner is not only acceptable but will also get praise. Gabor et al. (2016) are of the view that embracing positive reinforcement in the Classroom will make students enjoy being present in this particular environment. In other words, the student will always identify themselves with the class environment and improve their class attendance. Thus, the teacher will end up record reduced cases of absenteeism. Therefore, the underlying argument is that as much as teachers may want to embrace positive reinforcement within the school environment, then the best place to apply it is in the Classroom. This is large to the effect that it has on other students. www.irjmets.com
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Edwards, Graham, Oling, and Frantz (2016) argue that positive reinforcement in the Classroom improves the levels of enthusiasm among students. The same is seen in the case of their educator: who ends up being more enthusiastic. That is, this kind of approach in triggering behavior change leaves both the student and the teacher happy. Besides, the move paves the way for the celebration of the given achievement within the class. This is because acknowledging the student for positive behavior is a simple endeavor that can be done in the Classroom, in other students' presence. In Diedrich (2010) works, it is clear that the use of positive reinforcement in the class, especially when there is full attendance, yields a greater sense of community within the school environment. The underlying argument is that the children develop the sense that they have a common culture and celebrated each other's success. With this kind of communism, the institution will end up recording increased student attendance. Besides, the students feel highly motivated and have the reasons to always interact with their teacher. 2.4 Impacts of Positive Reinforcement in Learning Talking of learning is all about a relatively permanent change in an individual's behavior and mental representations. Besides, learning can be a relatively permanent change in one's association due to experience. Thus, with positive reinforcement, a teacher creates a necessary change because of their experience in the reward for demonstrating positive behavior (Carroll, Kodak and Adolf, 2016). An excellent example of positive reinforcement in the Classroom is shaping the learning process of the kids. For instance, when the child misbehaves in a store, the parent will react by not buying the kid a toy. At times, the parent may distract the child by buying a toy in the store. The child will learn that acting out will see them receiving the parent's attention. Besides, the child learns that they will end up getting the toy they want from their parent by behaving appropriately. 2.5 Conclusion The current chapter has developed a detailed literature review on positive reinforcing and academic behavior. The literature review's essence has been looking at the previously done scholarly works in this area, thus developing relevant insights from them. The thesis has used the literature review in comparing the research done by other scholars and their findings to the current thesis. Embracing this route seen the thesis justifying the already defined research gap.
III.
METHODOLOGY
3.1 Introduction The current chapter of the thesis seeks to develop the methodological framework and the research procedure employed in carrying out the study. The chapter will begin by looking at the formulated research hypothesis, research design, and population and sampling. This will extend to the method of data collection, data analysis, and reporting. Besides, the chapter will shed light on the relevant tenets of research ethics embraced in the study. 3.2 Hypothesis 3.2.1 Hypothesis One Null Hypothesis (Hn): There is a statistically insignificant difference between the cases of missed homework assignments submission before and after the reinforcement, at 95% levels of significance. Alternative Hypothesis (Ha): There is a statistically significant difference between the cases of missed homework assignments submission before and after the reinforcement, at 95% levels of significance. 3.2.2 Hypothesis Two Null Hypothesis (Hn): There is a statistically insignificant difference between the cases of academic follow-ups by students before and after the reinforcement, at 95% levels of significance. Alternative Hypothesis (Ha): There is a statistically significant difference between the cases of academic follow-ups by students before and after the reinforcement, at 95% levels of significance.
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3.2.3 Hypothesis Three Null Hypothesis (Hn): There is a statistically insignificant difference between the number of timely completed assignments before and after the reinforcement at 95% significance levels. Alternative Hypothesis (Ha): There is a statistically significant difference between the number of timely completed assignments before and after the reinforcement at 95% significance levels. 3.2.4 Hypothesis Four Null Hypothesis (Hn): There is a statistically insignificant difference between student attentiveness in class before and after the reinforcement at 95% significance levels. Alternative Hypothesis (Ha): There is a statistically significant difference between student attentiveness in class before and after the reinforcement at 95% significance levels. 3.2.5 Hypothesis Five Null Hypothesis (Hn): There is a statistically insignificant difference between student absenteeism in class before and after the reinforcement at 95% significance levels. Alternative Hypothesis (Ha): There is a statistically significant difference between student absenteeism in class before and after the reinforcement at 95% significance levels. 3.2.5 Hypothesis Six Null Hypothesis (Hn): There is a statistically insignificant difference between student interaction with their teachers before and after the reinforcement at 95% significance levels. Alternative Hypothesis (Ha): There is a statistically significant difference between student interaction with their teachers before and after the reinforcement at 95% significance levels. 3.3 Research Design The study employed a pre-experimental research design to tell the underlined effects of positive reinforcements on disabled students' academic behavior. However, the study qualified the definition of the experimental design largely to the integration of the relevant extrinsic rewards, all of which impacted upon the students' academic behavior. This saw the researcher measuring the results of positive reinforcements based on the cases of missed homework assignments, class attendance, timely submission of the assignment, academic follow-ups, and interaction with teachers. 3.4 Population and Sampling The current study population entailed teachers of two special schools in the region: schools dealing with disabled children. Participant selection for the study was based on their willingness. Besides, the researcher used a simple random sampling, where those teachers agreeing to participate in the study were accorded an equal chance for their selection. 3.5 Data Collection To adhere to the set COVID-19 rules, the participants were recruited online. They were asked to record the cases of missed homework assignments, class attendance, timely submission of the assignment, academic follow-ups, and interaction with teachers, a month before beginning the complimentary reinforcement program. After the program was run for one month, the respondents were asked again to record the respective figures they were getting in terms of cases of missed homework assignments, class attendance, timely submission of the assignment, academic follow-ups, and interaction with teachers. Upon completing the online questionnaire, the respondent clicked a link that saw them submitting the collected data to the researcher. 3.6 Data Analysis The collected data were coded and entered into SPSS software. The data were analyzed using the latest version of the software: SPSS 26. To tell the difference between the respective variables, before and after the positive reinforcement, the researcher ran a t-test analysis.
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3.7 Research Ethics Before signing the consent form, the respondents were taken through the objectives of the study. They were assured of anonymity and asked no to include their name in the questionnaire. Besides, taking part in the study was voluntary, with no tokens offered at the end of the research. 3.8 Conclusion The current chapter of the thesis has developed the methodological framework as well as the research procedure employed in carrying out the study. The chapter kicked off by looking at the formulated research hypothesis, research design, and population and sampling. The next step was shedding light on the method of data collection, data analysis, and reporting. Besides, the chapter has looked at the relevant tenets of research ethics embraced in the study.
IV.
RESULTS AND DISCUSSION
4.1 Introduction The current chapter of the thesis seeks to present the findings of data analysis. The chapter will interpret the findings of the statistical analysis and relevant discussion on the same. Embracing this route will see the chapter paving the way for a recommendation, all of which will be based on the outcomes of the statistical analysis. 4.2 Descriptive Statistics Below is the generated descriptive statistics for the collected data:
4.3 Missed Homework Assignments Submission Before and After the Reinforcement A t-test analysis was run to find the difference between the mean of the missed homework assignment before and after the students had gone through the one-month positive reinforcement. The t-test analysis was used to test the following hypothesis: www.irjmets.com
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Null Hypothesis (Hn): There is a statistically insignificant difference between the cases of missed homework assignments submission before and after the reinforcement, at 95% levels of significance. Alternative Hypothesis (Ha): There is a statistically significant difference between the cases of missed homework assignments submission before and after the reinforcement, at 95% levels of significance. Below is the generated t-test analysis output:
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The above t-test analysis generated a p-value of 0.000. The generated p-value is lesser than the chosen alpha value for the study: 0.000 < 0.05. As a result, the study rejects the null hypothesis. This implication, therefore, is the presence of a statistically significant difference between the cases of missed homework assignments submission before and after the reinforcement, at 95% levels of significance. Simply put, a month down the line after the implementation of the positive reinforcement for the disabled students, the majority of them developed a positive academic behavior, which was all about attending to their homework assignment. This implies that following the positive reinforcement, the students acknowledged the relevance of attending their homework assignments. 4.4 Academic Follow-Ups by Students Before and After the Reinforcement A t-test analysis was run to find the difference between the mean of the academic follow-ups by students before and after the reinforcement, and the students had gone through the one-month positive reinforcement. The t-test analysis was used to test the following hypothesis: Null Hypothesis (Hn): There is a statistically insignificant difference between the cases of academic follow-ups by students before and after the reinforcement, at 95% levels of significance. Alternative Hypothesis (Ha): There is a statistically significant difference between the cases of academic follow-ups by students before and after the reinforcement, at 95% levels of significance. Below is the generated t-test analysis output:
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The above t-test analysis generated a p-value of 0.000. The generated p-value is lesser than the chosen alpha value for the study: 0.000 < 0.05. As a result, the study rejects the null hypothesis. This implication, therefore, is the presence of a statistically significant difference between the cases of academic follow-ups by students before and after the reinforcement, at 95% levels of significance. Simply put, a month down the line after the implementation of the positive reinforcement for the disabled students, the majority of them developed a positive academic behavior, which was all about making the necessary academic follow-ups. This implies that following the positive reinforcement, the students acknowledged the relevance of academic follow-ups for their overall academic achievement. 4.5 Timely Completed Assignments Before and After the Reinforcement A t-test analysis was run to find the difference between the mean of the timely completed assignments by the students before and after the reinforcement; the students had gone through the one-month positive reinforcement. The t-test analysis was used to test the following hypothesis: Null Hypothesis (Hn): There is a statistically insignificant difference between the number of timely completed assignments before and after the reinforcement, at 95% levels of significance. www.irjmets.com
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Alternative Hypothesis (Ha): There is a statistically significant difference between the number of timely completed assignments before and after the reinforcement, at 95% levels of significance. Below is the generated t-test analysis output:
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The above t-test analysis generated a p-value of 0.000. The generated p-value is lesser than the chosen alpha value for the study: 0.000 < 0.05. As a result, the study rejects the null hypothesis. This implication, therefore, is the presence of a statistically significant difference between the number of timely completed assignments before and after the reinforcement, at 95% levels of significance. Simply put, a month down the line after the implementation of the positive reinforcement for the disabled students, the majority of them developed a positive academic behavior, which was all about subjecting their assignments within the agreed deadline by their teacher. This implies that following the positive reinforcement, the students acknowledged the relevance of submitting their assignments within the agreed deadline for their overall academic achievement. 4.6 Attentiveness in Class Before and After the Reinforcement A t-test analysis was run to find the difference between the mean of the students' attentiveness in class before and after the reinforcement, the students had gone through the one-month positive reinforcement. The t-test analysis was used to test the following hypothesis: Null Hypothesis (Hn): There is a statistically insignificant difference between student attentiveness in class before and after the reinforcement, at 95% levels of significance. Alternative Hypothesis (Ha): There is a statistically significant difference between student attentiveness in class before and after the reinforcement, at 95% levels of significance. Below is the generated t-test analysis output:
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The above t-test analysis generated a p-value of 0.000. The generated p-value is lesser than the chosen alpha value for the study: 0.000 < 0.05. As a result, the study rejects the null hypothesis. This implication, therefore, is the presence of a statistically significant difference between student attentiveness in class before and after the reinforcement, at 95% levels of significance. Simply put, a month down the line after the implementation of the positive reinforcement for the disabled students, the majority of them developed a positive academic behavior, which was all about being attentive in class. This implies that following the positive reinforcement, the students acknowledged the relevance of being attentive in class for their overall academic achievement. 4.7 Absenteeism in Class Before and After the Reinforcement A t-test analysis was run to find the difference between the mean of the students' absenteeism in class before and after the reinforcement, the students had gone through the one-month positive reinforcement. The t-test analysis was used to test the following hypothesis: Null Hypothesis (Hn): There is a statistically insignificant difference between student absenteeism in class before and after the reinforcement, at 95% levels of significance. Alternative Hypothesis (Ha): There is a statistically significant difference between student absenteeism in class before and after the reinforcement, at 95% levels of significance. Below is the generated t-test analysis output:
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The above t-test analysis generated a p-value of 0.000. The generated p-value is lesser than the chosen alpha value for the study: 0.000 < 0.05. As a result, the study rejects the null hypothesis. This implication, therefore, is the presence of a statistically significant difference between student absenteeism in class before and after the reinforcement, at 95% levels of significance. Simply put, a month down the line after the implementation of the positive reinforcement for the disabled students, the majority of them developed a positive academic behavior, which was all about seeing that they attend all their classes. This implies that following the positive reinforcement, the students acknowledged the relevance of attending to all their classes for their overall academic achievement. 4.8 Students Interaction with their Teachers before and After the Reinforcement A t-test analysis was run to find the difference between the mean of student interaction with their teachers before and after the reinforcement; the students had gone through the one-month positive reinforcement. The t-test analysis was used to test the following hypothesis: Null Hypothesis (Hn): There is a statistically insignificant difference between student interaction with their teachers before and after the reinforcement, at 95% levels of significance. Alternative Hypothesis (Ha): There is a statistically significant difference between student interaction with their teachers before and after the reinforcement, at 95% levels of significance. Below is the generated t-test analysis output:
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The above t-test analysis generated a p-value of 0.000. The generated p-value is lesser than the chosen alpha value for the study: 0.000 < 0.05. As a result, the study rejects the null hypothesis. This implication, therefore, is the presence of a statistically significant difference between student interaction with their teachers before and after the reinforcement, at 95% levels of significance. Simply put, a month down the line after the implementation of the positive reinforcement for the disabled students, the majority of them developed a positive academic behavior, which was all about interacting with their teachers. This implies that following the positive reinforcement, the students acknowledged the relevance of interacting with their teachers for their overall academic achievement. 4.9 Conclusion The current chapter of the thesis has presented the findings of data analysis. The chapter has developed an interpretation of the findings of the statistical analysis and relevant discussion on the same. Embracing this route has seen the chapter paving the way for a recommendation, all of which will be based on the outcomes of the statistical analysis.
V.
CONCLUSION
The current thesis aims at finding out if positive reinforcement can improve the academic behavior of disabled students enrolled in Learning Strategies. This saw the thesis responding to the following research questions: Can positive reinforcement improve the academic behavior of disabled students enrolled for Learning Strategies? Through an online data collection approach, the research collected data from 31 respondents, all of who were teachers of two schools that were to introduce a positive reinforcement program. The collected data were coded and entered into SPSS software. The data were analyzed using the latest version of the software: SPSS 26. To tell the difference between the respective variables, before and after the positive reinforcement, the researcher ran a t-test analysis. Following the ttest analysis, it is clear that the positive reinforcement program was effective in improving the student's academic behavior. For instance, the study reported reduced cases of missed homework assignments and improved class attendance after one month. Besides, the study confirmed an improved in timely submission of the assignment and academic follow-ups. Also, the students increased their interaction with teachers.
VI.
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REFERENCES
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Adibsereshki, N., Abkenar, S.J., Ashoori, M., and Mirzamani, M., 2015. The effectiveness of using reinforcements in the Classroom on the academic achievement of students with intellectual disabilities. Journal of Intellectual Disabilities, 19(1), pp.83-93. Cipriani, M., Sahrani, R., and Basaria, D., 2017. The application of social stories with positive reinforcement to improve kindergarten student's social skills. The Specialty Journal of Psychology and Management, 3(1), pp.1-6. Bacon, A.M. and Corr, P.J., 2017. Motivating emotional intelligence: A reinforcement sensitivity theory (RST) perspective. Motivation and Emotion, 41(2), pp.254-264. Carroll, R.A., Kodak, T., and Adolf, K.J., 2016. Effect of delayed reinforcement on skill acquisition during discrete‐trial instruction: Implications for treatment‐integrity errors in academic settings. Journal of Applied Behavior Analysis, 49(1), pp.176-181. Diedrich, J.L., 2010. Motivating students using positive reinforcement. Edwards, P.C., Graham, J., Oling, R., and Frantz, K.E., 2016. The Patient Educator Presentation in Dental Education: Reinforcing the Importance of Learning About Rare Conditions. Journal of Dental Education, 80(5), pp.533-541. Gabor, A.M., Fritz, J.N., Roath, C.T., Rothe, B.R. and Gourley, D.A., 2016. Caregiver preference for reinforcement‐based interventions for problem behavior maintained by positive reinforcement. Journal of Applied Behavior Analysis, 49(2), pp.215-227. Grünke, M., Sperling, M., and Burke, M.D., 2017. The Impact of Explicit Timing, Immediate Feedback, and Positive Reinforcement on the Writing Outcomes of Academically and Behaviorally Struggling Fifth-Grade Students. Insights into Learning Disabilities, 14(2), pp.135-153. Hew, K.F., Huang, B., Chu, K.W.S., and Chiu, D.K., 2016. Engaging Asian students through game mechanics: Findings from two experimental studies. Computers & Education, 92, pp.221-236. Lemberger, M.E., Selig, J.P., Bowers, H., and Rogers, J.E., 2015. Effects of the Student Success Skills program on executive functioning skills, feelings of connectedness, and academic achievement in a predominantly Hispanic, low‐income middle school district. Journal of Counseling & Development, 93(1), pp.25-37. Lian, D.F., and Liu, Q., 2018. Jointly recommending library books and predicting academic performance: a mutual reinforcement perspective. Journal of Computer Science and Technology, 33(4), pp.654-667. Mirzamani, S.M., Ashoori, M., and Sereshki, N.A., 2011. The effect of social and token economy reinforcements on the academic achievement of students with intellectual disabilities. Iranian journal of psychiatry, 6(1), p.25. Morin, D., 2017. The Effects of Inclusion and Positive Reinforcement Within the Classroom. Niswaty, R., Russia, S., Jamaluddin, J., and Salam, R., 2017, July. The Influence of Teacher's Reinforcement for Students Motivation. In International Conference on Education, Science, Art, and Technology (pp. 148-152). Núñez, J.C., Suárez, N., Rosário, P., Vallejo, G., Cerezo, R., and Valle, A., 2015. Teachers' feedback on homework, homework-related behaviors, and academic achievement. The Journal of Educational Research, 108(3), pp.204-216. Perle, J.G., 2018. Teacher-provided positive attending to improve student behavior. TEACHING Exceptional Children, 50(4), pp.204-212. Storey, K., and Miner, C., 2017. Systematic instruction of functional skills for students and adults with disabilities. Charles C Thomas Publisher.
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