290COM - Technology and its Social, Legal and Ethical Context

Coursework - Report, Individual Assignment

Topic No.: 8

Title: Example of Standard Academic Writing

Student ID: Chan Tai Man

Student Name: 5432100

Table of Contents

Abstract.................................................................................................................................................. 3

Description ............................................................................................................................................. 4

Conclusion ............................................................................................................................................. 4

References ............................................................................................................................................ 10

For reference only, don’t include this part in actual content page!

1) Abstract

⚫ The main theme

⚫ Main findings and conclusion

2) Description

⚫ Explanation, summarization, compare & contrast, illustrative examples etc.

3) Conclusion

⚫ Your arguments / analysis, recommendations, opinions / alternate views, supportive

evidence / justifications, future directions / further studies etc.

4) References
 Abstract

Teacher praise is one of the most powerful and simplest tools to encourage and motivate
students in the class. When used effectively, praise can turn around behaviour challenges and
improve students' academic performance. Ten case reports about teacher praise experiences
were selected in a class of university students. The purpose of this study was to find out to
what extent praise can turn around students’ behaviours changes. And what is the
perceived impact on student’s academic performance. Qualitative data analysis methods
like content analysis and data-driven coding were used for facilitating in-depth exploration of
teacher praise for these ten case reports. The results were satisfactory and shown that praise
turned around behaviour challenges in all cases and impact positivity in their academic
performance in eight cases.

Key words: teacher praise, student behaviour, academic performance, content analysis,
narrative analysis, data-driven coding, qualitative data analysis
 Description

Researchers already found that teacher praise can help children and students feel good
about themselves, which boosts their confidence (Anderson et al. 1976). Teacher praise can
also encourage good behaviour in students. However, how long can the praise experiences be
remembered and to what extent it changes the student behaviour are remained an interesting
area to explore. Recently a research study was carried out by a group of university students and
they have to remember one of their teacher praises experiences in their previous school lives.
The longest memory case in this study was 30 years. And all the cases are over 10 years’
memories. So, it is a good area to explore and study for the topic of teacher praise experiences.
Teachers’ successful provision of levels of support to prevent and reduce problem classroom
behaviors requires skillful application of research-based classroom and behavior management
strategies, praise is one of them (Moore, et al., 2009). Classroom process data indicate that
teacher praise cannot be equated with reinforcement (Brophy,1981). So, teacher praise in non-
reinforcement way would give better effect. In this study both researchers’ findings were
realized.
Content analysis and data-drive coding were used in this study. Content analysis: This
is the most common example of qualitative data analysis. It refers to the categorization, tagging
and thematic analysis of qualitative data. This can include combining the results of the analysis
with behavioural data for deeper insights (Elo & Kyngäs, 2008).
Data Driven Coding: the method looks for ideas/concepts in the text without a
preceding conceptualisation and let the text speak for itself (data driven coding). Investigators
can either use a predetermined coding scheme or review the initial responses or observations
to construct a coding scheme based on major categories that emerge (Brinkmann, 2014).

Conclusion

Ten selected reports were carefully studied and analysed. They were numbered as cases:
1, 2, 6, 7, 16, 17, 19, 24, 27 and 28. The study findings started with Content analysis method
and the results were shown as below:
1. Content analysis: setup categorization
 Table 1: Categorization and codes for study areas
Category / Study area
Turn around in behaviour
challenges
Improvement in students'
academic performance
Codes
Positive turn round,
negative turn around, no
turn around
Positive improvement,
negative improvement, no
improvement
Description
Codes in this category
capture the nature of the
turn around result in
behaviour.
Codes in this category
captures the nature of the
improvement result in
students’ academic
performance.

2. Data Driven Coding

The below data drive coding method is used for the study
Figure 1: Data Driven Coding method

Source: Jessica T. (2021, January 2). Circular process of coding

To summary the findings, here is the table for reference:

Table 2: Data Driven Coding findings

Coding categories Findings on key points (Case No)

Note: case number noted in parentheses
Context of the praise • Secondary school, Home Economics (1)
• Primary school Grade 3, Math (2)
• Secondary school, Physical Education (6)
 • Secondary school, English (7)
• Secondary school, Art (16)
• Primary school, Art (17)
• High school in UK, boarding house (19)
• Secondary school, English (24)
• Primary school, composition competition (27)
• Secondary school, class monitor (28)
How the praise was • Student was interested in the assignment and sought
earned instruction to do better (1)
• Student was the first in the class completing the knitting
assignment (1)
• The praise was on improvement in Math performance (2)
• Improvement in Math performance was made through training
support from teacher as effort made by the student (2)
• Student was good at sports (6)
• Student had good record of the throw (6)
• Unlike the classmates, student made preparation prior to the
lesson (7)
• Student was the only one in the class to be able to recite the
conversations (7)
• Student helped teacher in the exhibition (16)
• Student was given a copy of teacher’s painting as a gift (16)
• Student joined painting competition (17)
• Student won the second runner-up in the competition (17)
• Student talked with house mate about his unacceptable
behaviours (19)
• House mater was impressed by student’s initiation to get
involved and the manner the incident was being dealt (19)
• Student did a good self-introduction in English (24)
• Teacher praised him for good pronunciation (24)
• Student join composition competition (27)
• Teacher praised her for winning at second place (27)
• Student resigned job from being class monitor (28)
• Teacher praised him by giving him an idiom from Mangzi
(28)

Background • Student was interested in that subject (1,6,7,16,17)

• Student was not good at that subject (2,24,27)
performance of the • Student had good performance in that subject (6)
• Student was not able to recite conversation (7)
student
• Student was not willing to help and participate (16,17)
• Student got unacceptable behaviour in boarding house (19)
• Student resigned from being a class monitor (28)
 Student’s responses to • Student was not happy after the praise as teacher cast doubt
the praise on her work (1)
• Student was happy to receive the grade and reward (1, 16,17)
• Student felt happy and grateful about the praise (2,19,24)
• Student felt happy for the recognition received (6, 27, 28)
• Student felt inspired and impressed (7,28)
• Student felt thankful for teacher (6, 27, 28)
Follow-up action of • Teacher invited to help in the functions (1,2,6,7, 19)
teacher • Teacher extended invitation to join the team (6)
• More attention given to student by teacher (7,27,28)

Perceived impact of • More satisfaction about motivation to study the subject

the praise (1,2,6,7,24)
• Enhance self-efficacy (2,6,19,27,28)
• Enhance self-confidence of studying Math (2)
• Raised confidence and interests in English (7)
• Raised confidence in sports (6)
• Change from negative experience and self-perception to
positive experience and self-perception (2,28)
• Metamorphosis, transformation (2,28)
• Motivation to finish assignments and keep learning new skills
related to the subject (1)
• Found her interest and sustain participation in handicraft (1)

Trajectory • Joining sports team and earn medals (6)

• Enlarging social circle (6)
• Joining sports team was the biggest change (6)
• Career in teaching English (7)
• Build up and maintain teacher-student relationship (27,28)

Other people’s • Aunt provided encouragement and instruction on knitting (1)

involvement/responses • Aunt was happy about the A grade received (1)
in the praise

The following themes were developed from comparing coding across and within the
10 cases. The concepts of using these themes are coming from the self-efficacy, motivation,
and Self-Determination Theory (Ryan and Deci, 2000).
Self-efficacy:

• The praise experience increases self-efficacy

Case 2,6,19,27 and 28: Students realized that they “could also become good at the
subject if they tried their best” and “After these incidents, they raised the confidents on
the subject”.

Motivation:

• The praise experience increases interest in and motivation with the praised
behaviour/performance

In all cases, self-motivation is the most significance factor. Students said, “After getting
the praise from the teachers, they found that they began to enjoy the subject/the
experience”.

• Impact of the teacher praise on the praised behaviour/performance is sustained over time

Case 2: “And in the later learning years, I also got a high mark in math exam.”

Case 28: “Until now, I still remember the praise given by my teacher, I will give the
praise to my students as well.”

• The praise experience opens opportunities for further development of related skills

Case 1,2,6,7,24: “the biggest change for me was the join of the team/like the subject.
After joining the team/enjoy learning the subject, I engaged in different
competition/improve my academic performance.”

Self-Determination:

• Impact of the teacher praise expands into other life domains beyond the praised
behaviour/performance, including positive life attitudes

Case 2,6,7: “Whenever I meet some difficulties, I won’t be scared and try to find
something I’m interested from them. And I will try my best to deal with them.”

• The praise experience leads to development of relationships

Case 2,6,16,17: “After getting the praise from the teacher, I found that I began to enjoy
doing more exercise and not dared to face the teacher”.
 In this study, qualitative data analysis methods like content analysis and data-driven
coding were used for facilitating in-depth exploration of teacher praise for these ten case
reports. The results were satisfactory and shown that praise turned around behaviour
challenges in all cases and impact positivity in their academic performance in eight cases.
Students in this study did a good memory recalls from their previous school lives. It
shown that teacher praise expands into other life domains beyond the praised
behaviour/performance, including positive life attitudes.

(1526 words excluding references)

References

Anderson, R., Manoogian, S. T., and Reznick, J. S. (1976). The undermining and enhancing
of intrinsic motivation in preschool children. Journal of Personality and Social
Psychology, 34, 915–922.

Brinkmann, S. (2014). Doing Without Data. Qualitative Inquiry.

https://doi.org/10.1177/1077800414530254

Brophy, J. (1981). Teacher Praise: A Functional Analysis. Review of Educational Research,

51(1), 5-32.

Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced
Nursing. https://doi.org/10.1111/j.1365-2648.2007.04569.x

Jessica T. (2021, January 2). Circular process of coding. The Research Gate. Retrieval from
https://www.researchgate.net/figure/Circular-process-of-coding_fig1_254091978

Partin, Tara C. Moore, Robertson, Rachel E, Maggin, Daniel M, Oliver, Regina M, &
Wehby, Joseph H. (2009). Using Teacher Praise and Opportunities to Respond to
Promote Appropriate Student Behaviour. Preventing School Failure, 54(3), 172-178.

Ryan, Richard M, & Deci, Edward L. (2000). Self-Determination Theory and the Facilitation
of Intrinsic Motivation, Social Development, and Well-Being. The American
Psychologist, 55(1), 68-78.