The Effects of Positive Behavior Interventions Support on Rural Middle School Academic Achievement

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The Effects of Positive Behavior Interventions Support on Rural Middle School Academic Achievement

Introduction

The main focus of this study is to analyze the effects of positive behavior interventions support has on the rural middle school student's academic achievement. The main focus of this study is to examine whether or not Positive Behavior Interventions Support (PBIS) has an effect on student's academic achievement with an increase in standardize test scores and improve their behavior at school. To implement a school wide positive behavior support interventions (SWPBS) program the teacher- researcher has been trained. The achievement of the students is consists of standardize test scores from the North Carolina End of Grade Test (EOG), previous years EOG scores and benchmarks. The student's progress reports will be utilized to obtain the behavior data. The discipline reports have been pulled from the school's Student Information Management Systems (SIMS) database.

Data Analysis

Student's Behavior

The second research question of this research study is about the effects of the PBIS and what affect it had on students' behavior. The number of ODR's for 2010 and 2011 school year decreased as seen in Table 3, after the implementation of PBIS. The comparison of data set is carried out to make it possible to gauge the effect PBIS had on student behavior by the number of office discipline referrals before and after the implementation of PBIS.

Table 3: Number of Office Discipline Referrals received by treatment and control group in 2011

Groups

Year

ODR % Passing AB

N of Students who Passed

N of Students who Failed

Historical Control

2009

37%

4

11

Treatment

2010

25%

6

9

2011

45%

12

3

The above table presents the findings of number of office discipline referrals received by treatment and control group in 2011. The above findings indicate that the control group had fifteen participants receiving ODR, resulting in four participants passing Academic Benchmark (AB) in 2009. It can be observed from the above table that in 2010, there were 25 percent of the ODR passing AB which is reduce as compare to 2009 i.e. 37 percent. An improvement in the percentage of ODR passing AB can be observed in 2011 i.e. 45%. There were 6 students who passed in 2010 which is improved as compare to 2009 which is only 4 students. An improvement has been observed in 2011 which is 12 students.

Table 4: Results from the dependent samples t test

One-Sample Test

t

df

Sig. (2-tailed)

Mean Difference

95% Confidence Interval of the Difference

Lower

Upper

EOG

10.540

9

.000

.491

.40

.58

ODR

8.299

9

.001

2.629

2.00

3.26

AB

56.612

9

.003

24.207

23.36

25.05

From the above table it can be observed that the value of significance for EOG is less than 0.05 so it can be said that there is a significant impact on North Carolina End of Grade test (EOG) on student's performance.

From the above table it can be observed that the value of significance for ODR is less than 0.05 so it can be said that there is a significant impact on office discipline referrals (ODR) on student's performance.

From the above table it can be observed that the value of significance for AB is less than 0.05 so it can be said that ...