Effectiveness of Reinforcement in Language Classroom
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Faculty of English Education
Abstract
The present research study entitled 'Effectiveness of Reinforcement in Language Class
Room' aims to find out the main objective of this study was to determine the
effectiveness of reinforcement in language classroom. For, this Shree Ne. Ra. H. S.
School Karaikhola, Surkhet was selected purposively. Thirty students studying in grade 8
were the primary source, since the primary data for the study were obtained by
administering tests among them. At the entry point, a pre-test was administered among
them. Then, they were divided into two groups on the basis of result of the test to make
equal level of proficiency of both the groups and were termed as ‘controlled’ and
‘experimental’. Both the groups were taught the selected items for the equal length of
time by the researcher. But the controlled group was taught without using reinforcement,
except the textbook and blackboard, whereas, the experimental group was taught using
reinforcement. At the end of the classroom teaching, a post-test was administered with
the same set of items used in the pre-test. The obtained data were compared, analyzed
and interpreted to determine the effectiveness of reinforcement in language classroom.
By this study, it was found that the reinforcement has very high positive effect on
teaching English, since the experimental group performed better in all the areas in posttest. Controlled group had performed lowly in all the areas in post-test with lower
progress rate in comparison to that of ‘experimental’ group. Using tight instruction as
well as using punishment and stick was not effective to teach English. Students could not
give attention to study English using negative reinforcement.
This thesis comprises four chapters. Chapter one deals with the introduction of
reinforcement with the short history of their use in teaching the English language in
Nepal. It also includes the review of the related literature, objectives of the study and
significance of the study. Chapter two deals with the sources of data, population and
sampling procedure, process of data collection, and limitations of the study. The
researcher has made use of both the primary and secondary sources of data.
The third chapter is devoted to the interpretation and analysis of the data collected. To
analyze the data, the average scores were tabulated and the difference between pre-test
and post-test was calculated in terms of average scores and percentage. The group which
had higher progress rate was regarded better group. Chapter four deal with the findings
and recommendations of the study. The findings have been outlined on the basis of the
analysis and interpretation of the data, and appropriate recommendations and pedagogical
implications have been made.