The purpose of this study was to evaluate the impact of positive reinforcement and self-recording on the on-task behavior of third grade students. It was hypothesized that third grade students, within a learning community, who employ self-recording strategies and experience positive reinforcement rewards will be on-task a significantly longer length of time than third grade students who do not utilize those strategies. The study consisted of an experimental and a control group. Both groups were observed to determine baseline data. The experimental group was then asked to record their own on-task behavior and received rewards for being on-task a high percentage of the time. Both groups were then observed to determine if there were any improvements made.
When the data was analyzed it was determined that the experimental group was on-task a longer length of time. It was also determined that there was a significant difference between the pre-test score and post-test score of the experimental group, therefore supporting the hypothesis.
","abstract_html":"<p>The purpose of this study was to evaluate the impact of positive reinforcement and self-recording on the on-task behavior of third grade students. It was hypothesized that third grade students, within a learning community, who employ self-recording strategies and experience positive reinforcement rewards will be on-task a significantly longer length of time than third grade students who do not utilize those strategies. The study consisted of an experimental and a control group. Both groups were observed to determine baseline data. The experimental group was then asked to record their own on-task behavior and received rewards for being on-task a high percentage of the time. Both groups were then observed to determine if there were any improvements made.</p> <p>When the data was analyzed it was determined that the experimental group was on-task a longer length of time. It was also determined that there was a significant difference between the pre-test score and post-test score of the experimental group, therefore supporting the hypothesis.</p>","abstract_has_math":false,"creators":["Bishop, Shannon L."],"institution":null,"degree_name":"M.S. in Teaching","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Robinson, Randall"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2006,"date_issued":"2006-06-29T07:00:00Z","date_published":"2006-06-29T07:00:00Z","updated_at":"2026-07-24T04:13:46Z","subjects":["Behavioral assessment of children; Third grade (Education)","Elementary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/877","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Robinson, Randall"]},{"key":"dc:creator","label":"Author","values":["Bishop, Shannon L."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-31T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary and Inclusive Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S. in Teaching"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Behavioral assessment of children; Third grade (Education)","Elementary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/877"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to evaluate the impact of positive reinforcement and self-recording on the on-task behavior of third grade students. It was hypothesized that third grade students, within a learning community, who employ self-recording strategies and experience positive reinforcement rewards will be on-task a significantly longer length of time than third grade students who do not utilize those strategies. The study consisted of an experimental and a control group. Both groups were observed to determine baseline data. The experimental group was then asked to record their own on-task behavior and received rewards for being on-task a high percentage of the time. Both groups were then observed to determine if there were any improvements made.
When the data was analyzed it was determined that the experimental group was on-task a longer length of time. It was also determined that there was a significant difference between the pre-test score and post-test score of the experimental group, therefore supporting the hypothesis.
"]},{"key":"dc:title","label":"Title","values":["The impact of positive reinforcement and self-recording on the on-task behavior of third grade students"]}]}],"canonical_facts":{"dc:contributor":["Robinson, Randall"],"dc:creator":["Bishop, Shannon L."],"dc:date.available":["2016-03-31T07:00:00Z"],"dc:description.abstract":["The purpose of this study was to evaluate the impact of positive reinforcement and self-recording on the on-task behavior of third grade students. It was hypothesized that third grade students, within a learning community, who employ self-recording strategies and experience positive reinforcement rewards will be on-task a significantly longer length of time than third grade students who do not utilize those strategies. The study consisted of an experimental and a control group. Both groups were observed to determine baseline data. The experimental group was then asked to record their own on-task behavior and received rewards for being on-task a high percentage of the time. Both groups were then observed to determine if there were any improvements made.
When the data was analyzed it was determined that the experimental group was on-task a longer length of time. It was also determined that there was a significant difference between the pre-test score and post-test score of the experimental group, therefore supporting the hypothesis.
"],"dc:identifier":["https://rdw.rowan.edu/etd/877"],"dc:subject":["Behavioral assessment of children; Third grade (Education)","Elementary Education and Teaching"],"dc:title":["The impact of positive reinforcement and self-recording on the on-task behavior of third grade students"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.S. in Teaching"]},"updated_at":"2026-07-24T04:13:46Z"}