Author	Poh, Jeannette Wan Kin
Title	Effectiveness of three behaviour management approaches: primary students’ perspective
Institute	Thesis (M.A.) (Applied Psychology) National Institute of Education, Nanyang Technological University
Year	2009
Supervisor	D'Rozario, Vilma
Call no.	LB3013 Poh
Summary
Disruptive classroom behaviours are problematic for teachers. Teachers in turn engage in various beha viour management techniques to manage these misbehaviours. This study investigates the perceptions of students on the effectiveness of three behaviour management approaches namely the traditional, behaviour modification and reality therapy approaches. The dependent variables in this study are the behavioural change scores for each of the three behavioural management vignettes, depicting the three behaviour management approaches mentioned above. The independent variables are the age group (Primary Three and Primary Five) and the students’ self reported behaviour (“at risk” and “not at risk”). The participants involved in the study include 169 boys in a primary school in Singapore. The students’ ages ranged from 9 to 11 years old . The students read vignettes describing a fictitious boy of their same form coming to school late, not paying attention in class, failing his tests, being disruptive or defiant towards the teacher, with the difference being how the teacher managed the “at risk” behaviour of the character. The students’ perceptions are captured by their self- given responses in a behavioural change checklist, which indicates the approach perceived by them to most significantly increase positive behaviour change. Students also completed a self-reported behaviour checklist to which was used to identify students who behaved and those who misbehaved. The findings show that age has an effect on the students’ perception of the effectiveness of the three behavioural management approach used by teachers. The students’ self reported behaviour (“at risk or “not at risk”) status was also analysed, although the findings appear to indicate that it does not have a significant impact on their perception of the effectiveness of the three approaches. To conclude, the traditional approach to behavioural management is perceived to be the least effective by the students, regardless of their age or self reported behaviour. Students prefer counselling approaches such as beha viour modification and reality therapy. Self reported behaviour appears to have no significant effect on the students’ perception of the effectiveness of the three behavioural management approaches. Educators can use this information in their daily classroom management by making a deliberate effort to refrain from using the traditional approach in response to misbehaviours and employ other more constructive strategies. The reality therapy approach is useful as it encourages the educator to engage the student in a meaningful relationship to understand their inner needs and desires. Only when the educators understand why the students are acting in a certain way can they resolve the issue at its root cause. An alternative is the behaviour modification approach, which would require the educato r to consistently reward good behaviour based on guidelines that the student and the educator have agreed on. With the implementation of effective classroom management, students will be able to have a positive learning experience in school.