Approaches to Classroom Reinforcement of Students at Lang'ata High School, Nairobi

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dc.contributor.authorAdindu, Andrew
dc.date.accessioned2019-03-04T12:30:41Z
dc.date.available2019-03-04T12:30:41Z
dc.date.issued2006-05
dc.description.abstractThis Research focused on Approaches to Classroom Reinforcement of Students at Lang'ata I ugh School. The sample groups were the head teacher, teachers and students of Langlata I ligh School. The instruments used to elicit data were questionnaires, intervieW guide and observation guide. The following questions guided the study: I low do teachers create or use verbal reinforcement in the classroom? 2. I low do teachers use Non-verbal reinforcement in the classroom? 3. How do teachers use token reintbrcement approach to reinforce students in the classrooms.' 4. What are the effects of verbal, non-verbal and token reinforcement on students in the classroom? The result of the research show that verbal reinforcement is key to learning at Langiata High School. Also, the research shows that teachers use non-verbal and token approaches of reinforcement on their students, to help them learn and pert Orm well in examination In order to improve or reinforce learning, teachers must make a very conscious effort at reinforcing students using verbal, non-verbal and token reinforcers or rewards. Teachers must take personal interest in their students and learn to listen to them encourage them and praise them for giving correct answer, response or doing something impressive.en_US
dc.identifier.urihttps://hdl.handle.net/20.500.12342/742
dc.language.isoenen_US
dc.publisherTangaza University College/Saint Mary university of Minnesota(Nairobi Campus)en_US
dc.subjectClassroomen_US
dc.subjectStudentsen_US
dc.subjectReinforcementen_US
dc.titleApproaches to Classroom Reinforcement of Students at Lang'ata High School, Nairobien_US
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