ASSESSMENT OF REWARD-PUNISHMENT PRACTICES USED IN EDUCATION IN TERMS OF STUDENTS' AFFECTIVE DOMAINS ACCORDING TO THE TEACHERS' OPINIONS

One of the methods that teachers use most in their classrooms is reward-punishment practices in order to increase the students' course success, to gain students desired behaviors, and to provide classroom organization and discipline. The aim of this study is to evaluate the reward and punishment practices used in the classroom in terms of affective domains of students according to the teachers’ opinions. This study is conducted based on a case study method, which is a qualitative research method. The study group is to consist of 11 teachers working in the schools under the Istanbul Provincial Directorate of National Education, who are 4 preschool teachers, 4 (primary school) classroom teachers and 3 Psychological Counseling and Guidance experts. Their teaching experience varies between 2 and 20 years. Participants were selected by using the criterion sampling method, one of the purposive sampling methods. It was used semi-structured interview technique in the study. The data obtained from the interviews were analyzed by using descriptive analysis technique. According to the findings obtained from the research, participant teachers are to use reward-punishment practices in the class according to their own criteria. Teachers face unexpected problems outside of the plan while using the reward and punishment. The reward-punishment practices used in the classrooms are generally not for an individual but they are for meeting the same expectation from all students in the classroom. In this way, the situations in which all students are rewarded or punished according to the same expectation lead to problems that are not recognized when they are evaluated in terms of the students who receive rewards in the class, who cannot receive rewards and are punished. As a result of the study, it is seen that reward-punishment practices have some positive effects on the formation of desired behaviors. It has been seen that these positive effects are mostly related to arousing the curiosity and providing the motivation which is the first stage of the affective domain features. However, it has also been seen that some undesirable values may occur while providing them. In the scope of the study, affective domain features starting with arousing curiosity and providing motivation are the objectives which are needed to be internalized and expected to be permanent in the long term, in the shape of attitude development, creating value, providing self-control in the advanced stages. As a result of the findings, it is thought that the reward-punishment practices used in the classrooms are insufficient in this regard and even may cause permanent damages in the long-term in case of misuse. Teachers think that different applications instead of reward and punishment practices will provide longer-term persistence in students. The main ones of them are “setting a good example, using different teaching method-techniques and presenting experiences”. Based on the findings obtained, it has been made suggestions to teachers, researchers and authorities.

Keywords

Reward-punishment practices, affective domain, desired behavior, reinforcement