dc.contributor.author | Mary Wangari Kinyanjui, Peter JO Aloka, Sabina K Mutisya, Florentina Ndunge Ndeke, Naphtal Michira Nyang’ara | |
dc.date.accessioned | 2020-08-05T06:22:42Z | |
dc.date.available | 2020-08-05T06:22:42Z | |
dc.date.issued | 2015-09-04 | |
dc.identifier.uri | https://repository.maseno.ac.ke/handle/123456789/1801 | |
dc.description.abstract | The study investigated classroom instruction reinforcement strategies and factors that influence implementation of the
reinforcement strategies used by primary school teachers in the classroom in Kikuyu district of Kenya. The study was guided
by the Operant Conditioning Theory. The study employed a Mixed Methods design in which both quantitative and qualitative
data were collected. The target population teachers and pupils from public primary schools. Data was collected by using
questionnaires and interview schedules. Quantitative data was analyzed using inferential statistics while Qualitative data was
analyzed by using the thematic and content analysis. The study reported that social reinforcement in form of praise was the
most popular reinforcement strategy used in classroom teaching followed by tangible items, activity and tokens in that order.
The factors that affected implementation of reinforcement strategies by teachers during classroom instruction were class
interest, social characteristics and delivery. Other factors were class size, gender, availability of reinforcers, class level and
nature of content. The study recommends that teachers should carry out reinforcement assessment needed prior to using
instructional reinforcement programs. | en_US |
dc.publisher | Journal of Educational and Social Research | en_US |
dc.subject | Classroom, Instruction, Reinforcement, Strategies, Factors, Implementation, Public, Primary Schools | en_US |
dc.title | Classroom Instruction Reinforcement Strategies and Factors that Influence their Implementation in Kenyan Primary Schools | en_US |
dc.type | Article | en_US |