Positive Reinforcement
According to (Ismail Adam 2023), Positive reinforcement is a highly effective teaching strategy.
This quantitative study aimed to assess the impact of positive reinforcement on students. Engagement
in the classroom is academic, behavioral, and social. Specifically, Somali multilingual students. To collect
data, teachers participating in this study were given a web-based survey which includes an informed
consent form and a questionnaire on their experience with positive reinforcement.
The objective of this study was to determine the impact of positive reinforcement on students'
writing achievement as well as their perceptions of how positive reinforcement was implemented. This
study used a quasi-experimental design. A quasi-experimental design is an experiment in which two
classes are explored. The concept of quasi-experimental design consisted of two groups: experiment and
control classes.
According to (Hardy & McLeod 2020), Positive reinforcement is a research-based method that
helps young children use appropriate conduct and skills. Positive reinforcement is also in line with
national organizations' guidelines for early childhood and special education. In this article, we present
eight guidelines for planning, implementing, and assessing positive reinforcement in early childhood
settings, based on current research and recommendations from these professional organizations.
Examples of the usage of guidelines and tools to aid implementation are offered.
According to (Aseery 2023), elementary teachers can increase motivation and engagement by
making learning more enjoyable, breaking tasks down into manageable steps, providing positive
feedback, fostering equality, personalizing the learning environment, cultivating a positive attitude,
incorporating physical activities, mastering facts, and storytelling. Elementary teachers in religious
education classrooms can increase motivation and engagement by using computer-based iterative
teaching, practice, and application, digital storytelling with animation, inclusive role-modeling, visual
impression preaching, recitation with audio technology, and the movie dialogue method. Implementing
these teaching methods and strategies in elementary classrooms will boost motivation and engagement,
thereby improving students' educational experiences in the study of religion.
Class Participation
According to (Bekkering & Ward 2021), Student attendance and participation in class indicate
student performance. Last year, we reported on a novel metric that combined class attendance and
attentiveness, and used it to predict student performance on the final test. This
We will follow up this year by evaluating data from four classes throughout the Fall semester of 2019.
We discovered a statistically significant correlation between participation and final exam scores in each
class and across all four.
Positive Reinforcement
Márquez, J., Lazcano, L., Bada, C., & Arroyo-Barrigüete, J. L. (2023). Class participation and feedback as
enablers of student academic performance. SAGE Open, 13(2), 215824402311772.
https://doi.org/10.1177/21582440231177298
Gaffar, S., Atmowardoyo, H., & Dollah, S. (2022). The effects of positive reinforcement on students’
writing achievement in an Indonesian EFL classroom. Celebes Journal of Language Studies, 9–22.
https://doi.org/10.51629/cjls.v2i1.78
Hardy, J. K., & McLeod, R. H. (2020). Using positive reinforcement with young children. Beyond Behavior,
29(2), 95–107. https://doi.org/10.1177/1074295620915724
Aseery, A. (2023b). Enhancing learners’ motivation and engagement in religious education classes at
elementary levels. British Journal of Religious Education, 46(1), 43–58.
https://doi.org/10.1080/01416200.2023.2256487
Class Participation
Bekkering, E., & Ward, T. (2021). Class Participation and Student Performance: A Follow-Up Study. (Vol.
19, Issue 4, pp. 77–91). https://eric.ed.gov/?q=student+performance&id=EJ1310042
