Reward Systems, Positive Behavior Interventions, and Student Achievement

Abstract

This study was designed to determine the impact of a School-Wide Positive Behavior Intervention (SWPBIS) reward system on student achievement. The study utilized a quasi-experimental design to determine the impact of a PBIS reward system on student achievement. The dependent variable in this study was the level of student achievement as measured by the third quarter math topic tests provided by Anne Arundel County Public Schools. In this study the independent variable was the “tiger tickets” given as a means of positive reinforcement for positive behaviors exhibited. The participants in this research were 32 fourth-grade students ranging in age from nine to ten years old from an elementary school located in Central Maryland. This study implies that the number of times students are rewarded for positive behavior may or may not have a statistically significant influence upon the students’ math test scores based on students’ race/ethnicity. Achievement gains were slightly higher in low performing students, especially those of African American heritage. These students demonstrated both statistically and educationally significant growth on the math assessment throughout this study.