EREM4214 Action Research Assignment Sample 2026 | UNIRAZAK
1.0 Introduction
This writing aims to introduce a study that will be conducted to obtain data that can be used in writing that will be a research report related to the topic. The title of the study is, The effect of positive reinforcement through rewards on the self-confidence of shy children during group training among children in kindergarten. The title of this study is a problem that is always faced by children in kindergarten and this study focuses on children aged 6 years. The method used in this study is the method of providing positive reinforcement through positive rewards. In this writing will also provide a little introduction to the background of the study, this positive reinforcement has a good impact on children in kindergarten in learning sessions for them to be confident in communicating and dare to try new things. Through this method, children also give children the opportunity to carry out the tasks given by the teacher on their own without any help first after doing it on their own, then the teacher helps the children complete the tasks given. With this, this study was carried out to see how this chosen method can build children’s self-confidence in speaking and then improve children’s skills in carrying out the tasks given.
2.0 Problem Statement
This study aimed to observe the impact of positive reinforcement in the form of rewards on self-confidence of shyness children in the group training process of kindergarten children. Children’s ability to actively engage in group activities is an important part of developing their social and emotional skills. When children are participating in group training, they have to articulate themselves, interact with their peers and cooperate. Children who have a high level of self confidence will be more adventurous to participate and contribute to group work. Many shy children have problems in developing their self-confidence despite teachers’ different teaching methods. Children’s active participation in activities and asking questions is affected by lack of self-confidence, for instance. Further, the problem is more pronounced if the children’s attention is low during learning sessions and the information received is not understood or the learning goals are not understood. Therefore, these children might exhibit the tendency of being hesitant, meaning that they might use only peer methods or not speak during the training session at all. This is because children might know what activities are being conducted, but he/she still has some weakness in regards to self-concept and emotional security. This can be due to fear of negative evaluation, low self-esteem, and teaching/learning approaches that fail to focus on emotional support and behavior modification. For instance, most teachers pay more attention to the outcome of group work rather than building children’s self-confidence in the process of the learning activity.
3.0 Signification
1. Impact on Student Learning Outcomes
Children who are shy are usually excluded or left behind from group assignments due to their lack of confidence to express themselves. They have been shown to increase their confidence and involvement in their learning through the targeted use of positive reinforcement. In fact, positive reinforcement tactics like the use of stickers and merit points led to a significant rise in verbal engagement and confidence of shy learners in a classroom as evidenced in a case study published in the journal RSIS International (2024), titled “From Shy to Shine”.
As important as this is, teachers need to recognize that positive reinforcement practices such as a token system, star stickers, or praise actually create a change in the motivational environment from weak intrinsic to strong extrinsic motivation for the student. Rewards act as a safety bridge to reduce the risk rating amongst children. They slowly come to understand that expressing a view, holding a pencil in a group activity is not an activity that scares them; it is an activity that they enjoy and look forward to and do happily. These behaviors are important in the process of mastery of higher order thinking skills (HOTS) in collaborative learning that will become part of their academic habits over time through this process of habituation.
2. Transformation of the Classroom Climate
It is not a quiet classroom, but rather a classroom that is interactive, with all students feeling emotionally safe. Smart and extroverted students take up the majority of the discussion time in the context of traditional group work, and the shyer students are increasingly being buried. When teachers allow themselves to be involved in this, the classroom will develop an unfair environment.
For shy students, for instance, by refining the use of positive reinforcement of their efforts to present one sentence of the group work, the teacher communicates clearly to the class that every effort, no matter how small, is important. This practice helps to indirectly teach the other peers how to be more empathetic and not judgmental. Classroom atmosphere shifts from competitive and stressful to collaborative and inclusive, and supportive of each other.
3. Elevation of Teaching Efficacy
The most difficult part of 21st century teaching for a teacher is not only covering the syllabus, but also making sure that no student is missing. However, teachers sometimes have an attentional bias, focusing and investing more of their attention and energy on controlling hyperactive and/or disruptive students, while neglecting shy students since they are not disruptive in the classroom.
The need to improve this positive reinforcement practice is to enhance the teachers’ self-efficacy. This is an exceptional feeling of professional achievement when teachers plan for, and see, one of their children who was once stiff in the corner of the classroom, now being brave and holding a marker in a group. Teachers will have a greater sense of competence in their pedagogy, and not feel overwhelmed with the many kinds of disruptive student behavior. Such action research equips teachers with the ability to be reflective practitioners, not employing any “one size fits all” technique, but instead being able to use educational psychological technique with precision in order to address complex classroom issues and problems.
4.0 Literature Riview
| Definition | Pedagogy / principles
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Rationale for | Skills/ processess required | ||
| 1. | Nadiah Abu Bakara, Mohd Syazwan Zainal, 2020 | The main aspect of this study is defined as the individual’s observable actions or words that signify the exploration of his/her environment and are measurable in terms of frequency, duration, and intensity. From this background, the concept of positive reinforcement is outlined as the reinforcement of a suitable behaviour that will enable it to be repeated or maintained and ADHD is a developmental disorder of the neurosystem since childhood that has long-term clinical and social implications leading to disruptive behaviour on a frequent basis in class. | This approach is based on B.F. Skinner’s Operant Conditioning Theory which holds the main principle that human behavior is a function of its consequences, where systematic misbehavior management must assess the antecedent elements (triggering factors) as well as the effects that follow after the act is performed. This pedagogical principle was scientifically tested using the A-B-A single subject design model which used the hand stamp technique as the intervention phase and the withdrawal phase to confirm the durability of the behavioral pattern developed.
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preferable to employ a reinforcement/reward approach to create positive behaviour that will take a long time and be effective, rather than a negative punishment approach. The skills and processes needed to fully apply this modification involve the Special Education teachers’ competence and readiness for the mastery of different classroom management strategies that can better be adapted to create a conducive learning environment. | Teacher skills are also needed for teaching students to act empirically in gathering, calculating and analyzing student misbehavior frequency data in the form of frequency tables and teacher skills in communication, creating good relationships with students’ schools and parents, and multi-disciplinary groups like doctors or therapists, to guarantee that students’ positive behavior is continuous and sustainable over time. |
| 2. | Gordan, Krishanan, 2014 | This theory of operant conditioning emphasizes the process of increasing the probability of a good response recurring when reinforcement is given immediately. | Pedagogically and based on principles, the development of such behavior is systematically reinforced by the four methods of positive reinforcement, negative reinforcement, punishment, and withdrawal of reinforcement which reduce the motivation to repeat the behavior. | main rationale for this theory being widely used in the world of education, business organizations, and even animal training is that managing external factors is much easier to control and has proven effective in manipulating external actions (overt behavior) compared to studying abstract psychological aspects | teacher/manager must have the necessary skills and process to select and observe the type of reinforcer, question, and even formally assess them, and be time efficient in providing them, as well as the emotional intelligence to criticize/punish in private without the trauma or the revenge effects, and praise in public.
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| 3. | Siti Saniah, Adi Abdurahman 2024
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Positive Reinforcement is a procedure in which a desired behavior is followed by a pleasant stimulus or event that increases the likelihood that the behavior will be repeated, improved and eventually maintained. | This is based around the theory of Social Learning Theory (Albert Bandura) and Skinner’s behaviour modification theory both of which indicate that teachers can act as a role model, facilitators of learning and apply reinforcement on the basis of cues such as verbal (praise) cues, sign language/facial expression cues, physical proximity cues, physical touch cues and symbol/gift cues. | This is done because children’s physical and mental health are often negatively affected by disrupted home lives, such as stress, change in attitude and reduction in interest and motivation in learning. Therefore, providing positive reinforcement is an urgent and very effective need to restore morale, control students’ attention in the classroom, and subsequently change their behavior towards a more proactive direction. | It is essential that teachers have a range of communication skills to respond effectively verbally and non-verbally, a range of teaching strategies to suit the diversity of student characteristics and a willingness to be innovative in teaching approaches, patience and sincerity to be able to do the above. Furthermore, the teacher needs to be firm and parents and school need to cooperate well in order to monitor student progress continuously. |
5.0 Research Question Formulation
Research Question
1. How do positive rewards impact the self-confidence and engagement of shy children during activities and exercises?
2. What is the existing level of self-confidence of shy children during group activities before positive rewards are given?
