Praise and Reprimands to Boys and Girls - Essay Example

? Critique of a Research Article “Teachers’ use of Praise and Reprimands to Boys and Girls” Several studies have been madeaiming to try and establish the rate of response to students by their teachers in all levels of education. This paper seeks to review the findings made by one such research conducted by Frank Merrett and Kevin Wheldall as published in the Educational Review, Vol. 44, of January 1992. Introduction The Strength of the Author’s Argument in Making a Case Demonstrating Why the Study Needs to be Undertaken The study conducted by Frank Merrett and Kevin Wheldall on the differentiated responses that teachers gave to both female and male pupils is enlightening as it provides new data on the subject. The author is seen to have presented a good argument in support of why the study needs to be undertaken. This is seen by the researchers pointing out that although there have been a myriad of studies conducted on the differentiated responses that teachers gave to their female and male students, this particular research will primarily concentrate on establishing the general extent to which teachers tend to distribute their use of reprimands and praise differentially across pupils’ genders. This is of particular importance because the results of various studies have shown that teacher responses are especially valuable in the determination of general classroom behaviour and the subsequent academic progress of the students (Merrett and Wheldall 1992, Pg 74). How the Research Adds Knowledge to the Area of Study and its Provision of Further Knowledge as Relating to an Educational Issue Most of the previous research focusing on the responses that teachers gave to their students tended only to concentrate on establishing the degree of responses given by teachers. This specific research can be deemed to be vital as it seeks to establish both the degree of response given, as well as investigate any significant variances across the genders of the students, as such, the research can be argued to be vital in the provision of further information in relation to this particular educational issue (Suter, 2006). The Theoretical Concept Tested by the Research The main theoretical conceptual framework that is tested by this research is the general belief that most teachers report that their male students happen to receive more responses from their teachers in comparison to their female peers. The research is seen to attempt to review this concept in an effort to try and ascertain its validity. The Appropriateness of the Design for the Question Being Asked In order to ensure that it uses an appropriate design, this research is seen to have employed the use of a modified version of the OPTIC evaluation system design. The (OPTIC) Observing Pupils and Teachers in Classrooms is an evaluation system that was developed by Merrett and Wheldall. The concept worked by not only carefully recording all the teachers disapprovals and approvals for their students, but it also seeks to try and record any relevant nonverbal behaviour exhibited by the teacher that could eventually be interpreted as a negative or positive event (Swinson & Harrop, 2012). Such nonverbal behaviour might include recording of instances at which the teacher happened to either frown or smile at the pupil. The OPTIC system is seen to have been especially useful in the research as it generally allowed the observer to be able to look at all aspects of classroom behaviour; this includes both the pupils and teachers behaviour with particular emphasis being placed on their on-task behaviour. The modifications made to the system so as to enhance its effectiveness include the stratification of teachers by gender so as to establish if the findings would be affected by the genders of the teachers. Another key modification that is seen to have been made in the above research is the categorization of the responses on the basis of whether they were the result of either academic or social behaviour on the part of the student. The attention focused on the student in section B of the observation schedule is also seen to be key in providing rounded results (Merrett and Wheldall, 1992, Pg 75). As such, it is evidently clear that the design of this research is rather appropriate for the question being asked. It is also evidently clear that the modifications made to the original OPTIC model of research are essential for the provision of detailed answers to the research question. Possible Modifications that can Be made to the Evaluation Method used in the Research Although the modified version of the OPTIC model can be seen to be quite effective in this particular research, nevertheless, there are some modifications that if successfully effected to the model, will prove to be rather beneficial in ensuring the provision of more detailed results in the study. One of the modifications that can be effected is for the researcher to try and establish the general mean time spent by the students as they await for attention and a subsequent response from the teacher. This should be measured from the moment they indicate that they require attention from their teacher during the lesson to when the teacher actually responds to them. Pupils normally signal for attention by employing the use of such methods as the raising up of their hands. The total time spent by the teacher in providing an adequate response to the student can also come in handy in establishing the appropriateness of the response. The collected data also have to show the gender of the student seeking the teacher’s attention. These modifications can potentially provide findings that will be extremely beneficial to the research (Merrett & Wheldall, 1990). Is the paper logically structured in addition to being well written? The paper is arguably well written in respect to the quality of the grammar that has been employed. It should be noted that the data collected have been comprehensively documented to show all the necessary variables in the research undertaken. The structure of the paper is logically structured as it starts off by providing a brief overview of the research’s main intention before commencing to provide a brief introduction explaining what the purpose of the research is, as documented in the paper (Merrett and Wheldall, 1992, Pg 73-74). The methodology employed has also been adequately subdivided into several subsections detailing the subjects, observation schedule, and procedure. These subsections further help to enhance the readability of the research report. The results of the research study have been further enhanced by the use of appropriate tables which help in providing graphic results of the research findings (Bell, 2004). The findings made by this research project have been comprehensively discussed in detail with an appropriate conclusion being provided at the end of the paper. Proper location identifier citations have also been made throughout the paper citing the various sources where the authors obtained the material referenced in the paper. These location identifiers have also been well documented in a proper reference list at the end of the paper. In light of these reported findings, it can be deduced that the paper has not only been well written, but it has also been adequately structured. The Practical Issues as seen to be Relating to both Reliability and Validity One of the key issues to be addressed as pertaining to the overall reliability of the entire study includes the establishment and use of two samples, the primary sample which consisted of 22 women teachers and 10 men teachers which totals to of 32 teachers. In an attempt to counterbalance this ratio and improve the validity of the entire study, the second sample selected is seen to have comprised of more men than women teachers with their number standing at 21 men and 17 women teachers which totals to 38 teachers (Merrett and Wheldall 1992, Pg 74). The overall validity of the study is further improved by having an equal mean number of male and female students attending the lesson sessions. This mean number stood at 11 for students of both genders (Bowel & Kemp, 2005). The use of different colored markers by the observer served to enhance the reliability of the study as it became easier for the analysts to establish whether the response was directed at a boy or a girl. The use of two observers in the recording of data during the lesson sessions wherever possible served to eliminate any chances of incongruent data and increase the validity of the research. It made it possible for checks to be performed which helped in determining the degree of inter-observer agreement (Bell, 2004). The Appropriateness of the Sample used in the Research In the selection of the sample to be used in the research, it is seen that an attempt was made to ensure that sample used in the general research was rather appropriate as the researchers sought to incorporate samples that represented students drawn from both the primary and secondary levels of education (Merrett and Wheldall, 1992, Pg 74). Arguably, as a result of using varying samples of male and female teachers in the primary and secondary samples, the results of the study might be potentially flawed and might not yield reliable results. This potential eventuality could have been successfully avoided if the study had taken care to ensure that the entire research had equal numbers of male and female teachers at both levels of education. The tasks and materials involved in the research are appropriate as the use of observers in the classroom equipped with different colored markers is all that is required for the initial collection of data to be used in the research. The use of the OPTIC system is also seen to be the best for this particular research as the researchers are able to obtain data on a first hand basis as opposed to their using other research methods that might force them to rely more on data obtained from secondary sources such as books. The validity of these sources might happen to be in question and could potentially result in a lessening of the overall reliability of the research. Considerations of Ethical Issues The research is seen to have failed to taking into account any of the ethical issues such as how the presence of the observers in the classroom might potentially be affecting not only the self efficiency of the teachers in the classroom, but also the self-confidence of both teachers and students and, thus, potentially be interfering with the findings of the research (Mason, 2008). The Presentation of the Research Results The results of the research have been clearly presented by the use of appropriately labeled tables which make it easier to compare the different results across the board. The brief write-up of the results derived from the research provides further detailed information on the general overall results of the project. The write-up provides an incisive discussion of the results of the research conducted. The various percentages given comparing the different varying results are also beneficial in the effective presentation of the research results (Merrett and Wheldall 1992, Pg 75-78). Discussion of the Results in Regards to the main Aims of the Research literature The results have been correctly discussed in terms of their overall relationship with the aims of the entire research project as documented in its literature. The main aim of the entire project was to try and determine the general extent to which teachers happened to distribute their reprimands and praise differentially across the pupil divide in the classroom. Findings of the Research Project and the Conclusion Drawn The findings of the report for the Primary sample collected were seen to reveal that there were no significant differences in responses given as compared between the female and male teachers. This was found to be fundamentally conflicting with the views of many educationists as well as some previous research findings that have been done that focused on the same issue (Bowel & Kemp, 2005). The findings of the secondary school sample were found to agree with some of the findings of previous research projects that had been conducted investigating the same issue. They showed that the mean on-task levels for both boys and girls were remarkably similar though boys happened to receive more responses in general as compared to girls (Merrett and Wheldall, 1992, Pg 78). One of this project’s chief findings was the discovery of the differences in the general patterns of responses given by the female and male teacher samples. Boys were shown to receive a lot of positive responses from their male teachers which happened to be particularly in regards to their academic behaviour. The responses given by female teachers to the boys were significantly more than the ones given by their male counterparts; however, these responses were shown to be mostly centering on the negative aspects of the boys social behaviour (Bowel & Kemp, 2005). The Conclusion Derived from the Results of the Research Project The findings conclude that there is differential teacher response to students across the pupil gender at the secondary level of education. This difference in responses has been linked to the development of a situation where boys happen to receive more responses than girls from their teachers. It has also been shown that the gender of the teacher is a rather crucial determinant in correctly establishing the nature of the response given (Merrett and Wheldall 1992, Pg 78). Conclusion on the Analysis of the Report In general, from the documentation of this particular research project, it can be seen that the researchers were successful in designing and conducting a well planned out research. The methodology employed in conducting the research was also well thought out, and appropriate modifications were made to the OPTIC system so as to ensure that relevant results were derived. The data obtained will be found to be rather beneficial to the formulation of policies that will help in improving the education system in general. References Bell, J. (2004). Evaluating psychological information: sharpening your critical thinking skills. Pearson. Bowel, T., & Kemp, G. (2005). Critical thinking: a concise guide. London and New York: Routledge. Mason, M. (2008). Critical thinking and learning. Oxford: Blackwell. Merrett, F. & Wheldall, K. (1992). Teachers’ Use of Praise and Reprimands to Boys and Girls. Educational Review, Vol. 44, No. 1, 74-79. Merrett, F. & Wheldall, K. (1990). Positive teaching in the primary school. London: Paul Chapman. Suter, W. N. (2006). Introduction to educational research: a critical thinking approach. London: Sage. Swinson, J. & Harrop, A. (2012). Positive Psychology for Teachers. Routledge. Read More