I have an a reflection assignment on professional issue, what Ive.docx

I have an a reflection assignment on professional issue, what
I've learned from it
Reflect on all the material covered (e.g. readings, learning
activities, etc.) throughout this module. Explain your thoughts
on which learning experiences influenced your perspectives on
IT and why. Additionally, explain what achievements you
accomplished in this module and explain which learning
experiences facilitated that/those accomplishment(s). Lastly,
describe how you intend to apply your learning and experiences
in this module to other modules in the Information Technology
programme and/or your professional work.
The module is called professional issues and all the topics we
covered around 8 topics they are and it’s based on professional
issues in I.T such as plagiarism, fair use of data, code of ethics,
protecting personal information, cloud computing. They are the
main that I want to reflect upon.
Issues to Reflect Upon
Plagiarism, fair use of data, code of ethics, protecting personal
information, cloud computing
400-500 Words
At least 4 References [In text citations with at least one website
source]
Harvard Style
Running Head: POSITIVE REINFORCEMENT
1
POSITIVE AND NEGATIVE REINFORCEMENT
30

Positive Reinforcement
Matthew Rosario
Southern New Hampshire University
Reinforcement
Reinforcement is used to condition a particular behavioral
response or action. According to Berger (2014), Reinforcement
is a stimulus or event that increases the frequency of response it
follows. To increase the frequency of the desired behavior,
positive or negative reinforcement must be used. Positive
reinforcement works by establishing a motivating stimulus after
the desired behavioral response. For example, when a child
completes their homework and receives a reward like candy.
Negative reinforcement is when a particular stimulus is removed
when a particular behavior is displayed. By removing a negative
stimulus, it is less likely to occur again. For example, a driver
follows the speed limit to avoid receiving a ticket. Keep in mind
negative reinforcement is not a punishment because it increases
a behavioral response instead of decreasing it.
Integrated Research
The ability to shape appropriate behavior while extinguishing
misbehavior is critical to teaching and learning in physical
education. The scientific principles that affect student learning
in the gymnasium also apply to the methods teachers use to

influence social behaviors. Downing and colleagues describe the
results of an experiment that examined the ability to shape
behavior to student to be teachable. The authors hypothesized
that reinforcement, the stimulus is far more effective than the
traditional punishment. Positive and negative reinforcement is
never to be looked at as a punishment; it is a corrective action
to change a specific behavior. The author found that
participants who had an exemplary teacher who utilized both
positive and negative reinforcement motivate the students to
learn. It complements the work of Biederman, Valerie, Ryder,
& Franchi (1994) who found that teachers who paid more
attention to their student had a better turnout of positive grades.
Mendres and Borrero (2010) found a student who received
positive help from their teacher were more likely to change
behavior to succeed in the particular class. Magg (2001)
describes the results of an experiment that examined the various
forms of rules used to handle a student who was disrupted in
class. The author hypothesized that their student who is
constantly being removed from class does not stop the
disruptions because the only negative reinforcement is being
used. The author found that participants who were removed
from class were only receiving negative reinforcement, and
little encouragement was being made to correct the behavior.
Thiel (2013) founded participant who received positive
reinforcement continue to strive and receive more positive
stimulus. Thiel and colleagues describe the results of an
experiment that examined Auditory Discrimination Task, which
correct performance results in a financial gain and wrong
performance resulted in financial losses. The authors
hypothesized negative and positive stimuli are a key
requirement for understanding learning. The participants who
received financial gain for judging the durations of frequencies
were more likely to continue the required performance.
MacPherson and colleagues (2010) described the results of an
experiment that examined the behavioral task measuring risk
with positive and negative reinforcement. The researchers

hypothesized that there would be a connection with DT and RTP
relationship of specific gender due to the developmental
advancement between males and females. The researchers
found distress tolerance was higher in males, which lead male to
have more risky behavior or choices. Maag (2001) found a
disruptive male student who received negative reinforcement
did not change their behavior. Reinforcement is a stimulus or
event that increases the frequency of response it follows. Dad
and colleagues (2010) describe the results of an experiment that
examined how teachers used positive and negative
reinforcement in urban schools. The authors hypothesized that
the teachers would not distinguish between the use of positive
and negative reinforcement. It was later found out by a survey
that teachers in urban school were using positive and negative
reinforcement with their student to receive the results the
teacher wanted. This article is extremely useful for my paper
because it provides evidence that students who received
reinforcement from their teacher did a better job in the
classroom. It can be determined that positive reinforcement
leads to a successful student if applied correctly. My hypothesis
is positive and negative reinforcement increase student success
in online education.
Research Designs
Downing and colleagues (2005) used one research design to
conduct their experiments in multiple secondary school areas.
The researchers used a sample of 1,000 teachers from different
schools outside of the United States. This experiment did not
use citizen of the United States. The teachers were randomly
selected which led the secondary school teachers to be evenly
balanced throughout the school systems in the secondary
countries. To gather data from the participants, a survey was
developed and administered by the research to have 100 percent
accountable for the survey. This design has an advantage
because it uses a comprehensive questionnaire to gather their
information and using descriptive data analysis to compare the
data. To analyze the data, they used descriptive and one-way

chi-square and two-way chi-square to see how the questionnaire
was answered and compared to another participant. Although
this research design has its advantage, it also has its
disadvantages. The disadvantage of this experiment is that it
was conducted in a different country and has not been
conducted in the United States. Another disadvantage to this
experiment was although the teachers were randomly picked,
they truly are not random. Since the teachers are already
associated with the schools, the selection of teachers are not
random, and the experiment can have bias data. Therefore the
authors should have conducted the experiment in several
countries to validate their results.
Appropriateness of the Research
Call and Mevers (2014) results evaluated how positive
reinforcement affected problem behavior after negative
reinforcement was maintained. The authors hypothesized that
analytic strategies were proven effective in reducing problem
behavior. Call and Mevers (2014) found that a participant who
received positive reinforcement were more effective than
negative reinforcement after the follow-on treatment. This
article is useful because it provides evidence that positive
reinforcement may be the key of a successful student, for
example, receiving good grades after an assignment. Also, it
nicely complements the work of Weis, Puschmann, Brechmann,
Thiel. (2013) who found a participant who received positive
reinforcement continue to strive and receive more positive
stimulus. Mendres and Borrero (2010) describe the results of an
experiment that examined class development for students. The
experiment was testing the students’ response in a class by
using positive and negative reinforcement. They hypothesized
that there would be a relationship between students grades who
participate because of positive reinforcement and those who
participate because of negative reinforcement. They found the
participant who used positive reinforcement to avoid losing
points. Also, it nicely complements the work of Dad, Janja,
Shahzad, & Khan. (2010) who found teachers who used positive

reinforcement had successful student than those who did not
receive any stimulus.
Unknown Research
To understand how a student uses positive reinforcement, we
must understand their development. It is unknown to researchers
the development of their participants, which can affect the
experiment. Downing and colleagues (2005) evaluated the
teacher’s use of positive and negative stimulus to help the
learning of their students. Although this is beneficial, it is
unknown if the teachers are using the same stimulus through the
entire secondary schools. Not knowing if the teachers are using
the same type of stimulus this can lead to the question whether
or not students learn differently depending on the specific
teacher. It is also unknown if the student is retaining to the
information after the stimulus is used. In other words, after the
teacher teaches a specific section after a few months does the
student retain the information after receiving the stimulus? In
the experiment I will be conducting their will be two unknowns.
I will be using students for SNHU, whose background will be
unknown and their developmental childhood and learning
process are different from one another. SNHU accepts students
from all over the country; there will know why to range each
participant academic background due to the academic standards
of each state and individual students. This will lead to an
unknown variable of academic background and materials
learned. Positive and negative stimulus in the academic
background can be used difficulty in the development of
children. As students continue to pursue higher education, it can
be hard to determine which stimuli were used in their academic
development. It is unknown if the participants will recall their
academic background from high school to college because it is
not known whether or not they understand and can recognize a
positive and negative stimulus. As a college psychology student
we understand the stimulus of positive and negative
reinforcement, but for those who do not understand this

stimulus it will be hard to evaluate the answers in the survey for
accuracies. Furthermore, if research experiments have an
unknown, it can harm the experiment if the entire unknown is
not pointed out in advance. In the article, there are a few
unknowns which the authors did not address.
Method
To analyze the data in the experiment listed above, I would use
descriptive and one-way chi-square and two-way chi-square to
see how the questionnaire was answered and compared to
another participant. According to APA (2016), the term test data
refer to raw and scaled scores, client/patient responses to test
questions or stimuli and psychologists notes and recordings
concerning client/patient statements and behavior during an
examination. Informed consent in psychology involves both
verbal and written communication between clients and
therapists. Informed consent is in the agreement between
professionals and client, which bonds rules, regulations, and
confidentiality. According to APA (2014) Standard 3.10 states,
informed consent is a requirement when conducting research,
counseling, therapy, or assessment (Koocher & Keith-Spiegel,
2008, pg. 555). Therefore, the code of ethic has guidelines when
using participant and how to interrupt and release the data.
Research Hypothesis
Skinner believed to understand behavior; cause of action and
consequences first must be understood. In other words, to
understand how to change properly behavior the action must be
understood to change a specific behavioral response.
Understanding the route action and route stimulus will
contribute to either using a positive or negative reinforcement.
Punishment is used to weaken a behavior and should not be
confused with the other two stimuli because positive and
negative reinforcement is used to increase a behavior and is the
recommended use for specific behavioral changes. Punishment
is used as a disciplinary action or an act which is intended to
correct a behavior but is not as useful because it is intended to
forcefully change a behavior or deprive an action. As online

graduate students, there is a lot of stress, work, and daily task
which can contribute to an unsuccessful student. My hypothesis
is positive reinforcement increase student success in online
education.
Methods
Participants in the dataset for this study will be 8-12 online
students from Southern New Hampshire (SNHU). The total
sampling will be the convenience of the students who select to
participate in the study through SNHU psychology lounge, and I
will be completely unknown of their gender and academic
background. Prospective participants will have some
fundamental knowledge of the study based on the introduction
of the study survey and will not have any information of the
other participants. The dataset will be unknown until the
research study begins to keep the sampling random. The
researcher will not have any background information about the
sampling to minimize any bias tendencies and to validate the
survey. SNHU has minimized the experiment sampling only to
current students taking PSY 520 who are online students. The
only information the research will have about the participants
are there first and last name. Keep in mind the participant's
name will be disclosed to the researcher do with establishing
100 percent participation. It is currently unclear if the total
sampling will be efficient enough to determine whether or not
correlation can be determined. The dataset will be finalized
once PSY 520 convenes. The sampling and dataset will prove
positive and negative reinforcement develops a successful
online graduate student at SNHU. By aligning materials with the
research question, this will allow the study to use materials
such as surveys and observations from the participants this will
help understand the mean and correlation of the variables being
compared and contrast to one another.
Measures
Baumeister, Vohs, and Funder (2007) indicated a remarkable
amount of behavior turns out to be just marked on a self-report
questionnaire. Self-reports are completed using a survey, which

has been the proven method the gather information about
behavior. For many types of research involving personality,
self-reports are used as a method of gathering information. The
questionnaire in the research will be self-reported which will
use the five-point Likert-type response scale to indicate
different levels of agreement to determine the effectiveness of
the reinforcer. Each five-point Likert-type will have a sufficient
point value which will determine the level of the reinforcer,
which the researcher will only know to calculate the dataset.
After the questionnaire is completed, it will be forwarded to the
other researchers (Professor) participating in the experiment.
After approved by the fellow researchers the survey will be e-
mailed out to the SNHU online students currently in the same
PSY 520 and a read receipt will accompany the email to
validate all participants have received the questionnaire to have
100 percent contact. The participants will have two weeks to
answer and return the questionnaire where the researchers will
check off their names when the questionnaire is returned to the
originator. If some questionnaires have not been returned a
follow-up email will follow until all questionnaires is returned.
All the dataset will be entered into SSPS to correlate the
information and to determine the results.
Ethical Considerations
The ethical concerns involved in the study are confidentiality
and release of raw dataset scale. This concern of confidentiality
is important because the questionnaire will ask a few personal
questions which can make the participants feel uncomfortable to
answer the questions. The participants may not want to disclose
any information they feel might get out to their families or local
employment agencies. To remediate this issue, I will educate
the participant of the American Psychological Association code
of ethics and standards. Confidentiality “refers to a general
standard of professional conduct that obliges a professional not
to discuss information about a client with anyone.
Confidentiality is an agreement between client and psychologist
which requires informed consent. According to APA (2014)

Standard 3.10 states, informed consent is a requirement when
conducting research, counseling, therapy, or assessment
(Koocher & Keith-Spiegel, 2008, pg. 555). To minimize this I
will write an agreement for the participants and other
researchers (Professor) to sign stating no names will be
disclosed to the public and the identity of the participant will
not be relieved except for the age and gender of the participant.
This shall minimize any worries and breach of confidentiality.
Raw Data
The procedures which will be used to analyze the dataset will be
SSPS. To analyze the dataset using SSPS, the program will
allow an analysis of the mean, independent samples t-test, and
dependent samples t-tests of the dataset to determine the
correlation the dataset. By analyzing the mean, this will
determine the relationship between the dataset to show the
middle or mean number set through descriptive statistics. The
independent sample t-test and dependent samples will allow an
analysis to determine the correlation of the data set to validate
if the datasets are sufficient by determining the p-value. This
analysis will allow in an analytical procedure to take place to
interpret the dataset. To obtain valid and reliable results, I must
make sure I have received 100 percent returns on the survey. It
order to validate the survey for reliability I will administer the
same survey three times to the same participants to validate and
compare to make sure the answers are accurate to validate the
results.
Analytic Procedures
The analytical procedures for analyzing data for this study is to
use the descriptive and one-way chi-square and two-way chi-
square analysis to describe, explain, and interpret patterns of
relationships between variable frequency of common answers.
By descriptive and one-way chi-square and two-way chi-square,
this will allow the interpretation of the dataset for information
understood by others to shift the information to knowledge.
This will allow an understanding and view of the relationship
between the data set and the collection of the data analysis.

Descriptive and one-way chi-square and two-way chi-square
data analysis will contribute to frequencies of variables,
differences between variables, the significance of the results to
determine that the probability of results did not happen by
chance. This will evaluate trends and relationships between
variables were data would be observed and study to see if there
is a difference between the usages of positive and negative
reinforcement by analyzing the collected data only. Rosnow
and Rosenthal (2013) the chi-square test provide a method for
testing the association between the row and column variables in
a two-way table. This will allow me to compare the null
hypothesis and see if there is a relationship between both of my
hypothesis of positive and negative stimulus. The methodology
of this analytic procedure is to compare and contrast to see the
correlation of the raw data set and variables. Rosnow and
Rosenthal (2013) the chi-square test is based on a test statistic
that measures the divergence of the observed values from the
data that would be expected under the null hypothesis of no
association. The methodology of this analytic procedure is to
compare and contrast to see the correlation of the raw data set
and variables
Descriptive Statistics
The descriptive statistics obtained from the data which would be
used to answer the hypothesis is the five-point Likert-type. The
five-point Likert-type will use a scale based on the answer
given. The question being asked will determine what type of
stimulus is being used and the level of stimulus. The levels will
be determined as follows -1 being the less 3 the most.
SRONGLY DISAGREE
DISAGREE
I DON’T KNOW
AGREE
STONGLY AGREE
-1
0
1

2
3
Using this descriptive statistics to categories the questions
being asked will allow a statistical and descriptive analysis of
the dataset to compare and correlate with one another. This will
be the most informative and efficient because it will allow the
questions to be numbered and analyzed by the question to
determine also how many other students answered the same
questioned currently. Descriptive statistics of the five-point
Likert-type will gather a valid and honest deceptive analysis of
the dataset.
Principles and Standards
According to APA (2014) when interpreting assessment results,
including automated interpretations, psychologists take into
account the purpose of the assessment as well as the various test
factors, test-taking abilities and other characteristics of the
person being assessed, such as situational, personal, linguistic
and cultural differences, that might affect psychologists'
judgments or reduce the accuracy of their interpretations. The
proposed data analysis used in this experiment is ethical
because the sampling is randomized which subtracts the element
of bias since the sampling was not chosen by the psychologist.
Also, the interpreting assessment results are valid because the
dataset is being correlated through the p-value to validate the
sufficiency of the dataset. Also, the participants will sign an
informed consent form to validate the test data to be released,
so there are no legal or ethical issues. Also, according to APA
(2014) Regardless of whether the scoring and interpretation are
done by psychologists, by employees or assistants or by
automated or other outside services, psychologists take
reasonable steps to ensure that explanations of results are given
to the individual or designated representative. In other words,
regardless of the results and outcome researchers must be
honest and accurate when interpreting the results to other
professional without bias. This will allow an accurate and

honest study with no or minimal ethical dilemmas. Although
there may be more ethical issues the APA code of ethical
principles and standards is a reference for all research methods
and data release.
Anticipated Results
The prediction for the experiment is that SNHU student will
suggest they have been exposed to or use positive and negative
reinforcement to be a successful online graduate student. This
predicate is best in peer literature and previous research conduct
to see the correlation between positive and negative stimulus.
Some literature suggests that positive and negative
reinforcement is the key to behavioral manipulation and the
ability to understand specific behavior function and thinking.
For example, Maag (2001) Most approaches dealing with
student disruptions involve the use of various forms of
punishment, although some of these approaches may make
schools safer by removing the offending students, they have
little effect on encouraging students to perform socially
appropriate behaviors. The author found that participants who
were removed from class were only receiving negative
reinforcement, and little encouragement was being made to
correct the behavior. This article complements the work of
Mendres and Borrero (2010) who found that student who
received positive help from their teacher were more likely to
change behavior to succeed in the particular class. Also,
Biederman, Valerie, Ryder, and Franchi, (1994) found that
teachers who paid more attention to their student had a better
turnout of positive grades. This allows the rationale prediction
about the experiment and the results. The results will
complement the previous literature and support their finding
that stimulus is used to get a specific result or respond. By the
results showing that positive and negative stimulus was used for
students to be successful, this demonstrates when parents and
teachers use reinforced in a positive or negative way they will
receive the results they are looking for. Therefore, positive and
negative reinforcement contributes to a successful online

graduate student.
Descriptive statistics
1. After I finish an assignment, I reward myself.
Figure 1
Q1
Frequency
Percent
Valid Percent
Cumulative Percent
Valid
disagree
7
46.7
46.7
46.7
agree
5
33.3
33.3
80.0
strongly agree
3
20.0
20.0
100.0
Total
15
100.0
100.0
Table 1

From the figure above, shows that 46.7 % (n=7) strongly
disagreed, 33. 3 % (n=3) agreed and 20 % (n=3) strongly agreed
with the idea of awarding themselves after they finish an
assignment.
2. When I receive above an 80 percent on an assignment, it
motivates me
Figure 2
Q2
Frequency
Percent
Valid Percent
Cumulative Percent
Valid
disagree
3
20.0
20.0
20.0
i dont know
1
6.7
6.7
26.7
agree
6
40.0
40.0
66.7

strongly agree
5
33.3
33.3
100.0
Total
15
100.0
100.0
Table 2
The Figure shows that 40 % (n=6) agree, 33.3% (n=5) strongly
agreed, 20% (n=3) while 6.7% (n=1) do not know that when
they receive above 80 % on an assignment as it motivates them.
3. I do not do assignments until just before they are to be
handed in.
Figure 3
Q3
Frequency
Percent
Valid Percent
Cumulative Percent
Valid
strongly disagree
2

13.3
13.3
13.3
disagree
4
26.7
26.7
40.0
dont know
1
6.7
6.7
46.7
agree
4
26.7
26.7
73.3
stronly agree
4
26.7
26.7
100.0
Total
15
100.0
100.0
Table 3
The Figure shows that 26.7 % (n=4) agree, 26.7% (n=4)

strongly agreed, 26.7% (n=3) disagreed 13.3% (n=2) strongly
disagree and 6.7 % (n=1) do not know if they wait to do the
assignment until just before they are handed in.
4. I often find myself performing tasks that I had intended to do
days before.
Figure 4
Q4
Frequency
Percent
Valid Percent
Cumulative Percent
Valid
strongly disagree
2
13.3
13.3
13.3
disagree
6
40.0
40.0
53.3
dont know
2
13.3
13.3
66.7
agree
3
20.0

20.0
86.7
strongly agree
2
13.3
13.3
100.0
Total
15
100.0
100.0
Table 4
agreed, 40% (n=6) disagreed 13.3% (n=2) strongly disagree and
13.3% (n=2) do not know if they would get out of their way to
complete an assignment before their children came home.
5. I would go out of my way to complete an assignment before
my children come home.
Figure 5
Q5
Frequency
Percent
Valid Percent
Cumulative Percent
Valid
strongly disagree
1
6.7
6.7

6.7
disagree
3
20.0
20.0
26.7
i don’t know
3
20.0
20.0
46.7
agree
4
26.7
26.7
73.3
strongly agree
4
26.7
26.7
100.0
Total
15
100.0
100.0
Table 5
strongly agreed, 20% (n=3) disagreed, 6.7 % (n=2) strongly
disagree and 20% (n=3) do not know if they can spend two or

more hours completing an assignment.
6. I spend 2 or more hours completing an assignment.
Figure 6
Q6
Frequency
Percent
Valid Percent
Cumulative Percent
Valid
agree
6
40.0
40.0
40.0
strongly agree
7
46.7
46.7
86.7
6
2
13.3
13.3
100.0
Total
15
100.0
100.0
Table 6

agreed that they receive B and higher grade in their courses.
7. I receive B and higher in my courses.
Figure 7
Q7
Frequency
Percent
Valid Percent
Cumulative Percent
Valid
agree
3
20.0
20.0
20.0
strongly agree
12
80.0
80.0
100.0
Total
15
100.0
100.0
Table 7

The Figure shows that 20 % (n=3) agree, 80% (n=12) strongly
agreed that if they receive bad grades they would study more.
8. When I receive a bad grade, I study more.
Figure 8
Q8
Frequency
Percent
Valid Percent
Cumulative Percent
Valid
dont know
1
6.7
6.7
6.7
agree
8
53.3
53.3
60.0
strongly agree
6
40.0
40.0
100.0
Total
15

100.0
100.0
Table 8
The Figure shows that 53.3 % (n=8) agree, 40% (n=4) strongly
agreed, and 6.7% (n=1) do not know if they feel disappointed
when they do not complete their assigned on time.
9. I feel disappointed when I do not complete my assignment on
time.
Figure 9
Q9
Frequency
Percent
Valid Percent
Cumulative Percent
Valid
dont know
1
6.7
6.7
6.7
agree
2
13.3
13.3
20.0
strongly agree
12
80.0

80.0
100.0
Total
15
100.0
100.0
Table 9
agreed, and 6.7% (n=1) do not know if they do hesitate to start
the assignment when it is time.
10. When it is time to start my assignment I do not hesitate
Figure 10
Q10
Frequency
Percent
Valid Percent
Cumulative Percent
Valid
disagree
5
33.3
33.3
33.3
i dont know
2
13.3
13.3
46.7

agree
4
26.7
26.7
73.3
strongly agree
4
26.7
26.7
100.0
Total
15
100.0
100.0
Table 10
strongly agreed, 33.3% (n=5) disagreed, and 13.3% (n=2) do not
know if they can come home and complete their assignment at
home.
11. After Work I come home to complete my assignment.
Figure 11
Q11
Frequency
Percent

Valid Percent
Cumulative Percent
Valid
strongly disagree
1
6.7
6.7
6.7
diasgree
4
26.7
26.7
33.3
agree
7
46.7
46.7
80.0
strongly agree
3
20.0
20.0
100.0
Total
15
100.0
100.0
Table 11
agreed, 6.7 % (n=1) strongly disagreed and 6.7% (n=1) do not

know if they can contact their professors if they are having
difficulties.
12. . I contact my Professor when I am having difficulties.
Figure 12
Q12
Frequency
Percent
Valid Percent
Cumulative Percent
Valid
disgaree
1
6.7
6.7
6.7
i dont know
1
6.7
6.7
13.3
agree
5
33.3
33.3
46.7
strongly agree
8
53.3
53.3

100.0
Total
15
100.0
100.0
Table 12
strongly agreed, 6.7% (n=1) disagreed, and 6.7% (n=1) do not
know if they can stay up late to complete an assignment.
13. I stay up late to complete my assignment.
Figure 13
Q13
Frequency
Percent
Valid Percent
Cumulative Percent
Valid
strongly disagree
1
6.7
6.7
6.7
disagree
2
13.3
13.3
20.0

i dont know
1
6.7
6.7
26.7
agree
4
26.7
26.7
53.3
strongly agree
7
46.7
46.7
100.0
Total
15
100.0
100.0
Table 13
strongly agreed, 13.3% (n=2) disagreed, 6.7 % (n=1) strongly
disagree and 20% (n=3) do not know if they can lose sleep in
order to complete an assignment.
14. I am willing to lose sleep in order to complete in
assignment.

Figure 14
Q14
Frequency
Percent
Valid Percent
Cumulative Percent
Valid
disagree
1
6.7
6.7
6.7
i don’t know
2
13.3
13.3
20.0
agree
7
46.7
46.7
66.7
strongly agree
5
33.3
33.3
100.0
Total
15
100.0
100.0

Table 14
strongly agreed, 6.7 % (n=1) strongly disagreed and 6.7% (n=1)
do not know if they can contact their professors if they are
having difficulties.
Inferential statistics
Two-way chi square
Chi-Square Tests
Value
d.f
Asymp. Sig. (2-sided)
Pearson Chi-Square
3.187a
6
.785
Likelihood Ratio
4.150
6
.656
Linear-by-Linear Association
.643
1
.422
N of Valid Cases
15
a. 12 cells (100.0%) have expected count less than 5. The
minimum expected count is .07.
From the chi square test above it is quite evident the p-value

=0.785>0.05 thus there is no statistically significant association
between receiving a bad grade and consulting with the professor
when face difficulties. This means that many individuals who
receive bad grades do not consult the professor when they have
difficulties in their studies. This means that a negative
reinforcement do increase student success in online education.
One-way chi-square
Test Statistics
Q2
Chi-Square
3.933a
df
3
Asymp. Sig.
.009
a. 4 cells (100.0%) have expected frequencies less than 5. The
minimum expected cell frequency is 3.8.
From the one-way chi square analysis above P-value = 0.009 <
0.05. Thus we reject the null hypothesis and conclude that the

respondents who score more than 80 % feels motivated and
works extra harder. This can also mean that a positive
reinforcement increases student success in online education.
References
Biederman, G. B., Valerie D. A., Ryder, C., & Franchi, D.
(1994) The Negative Effects of
Positive Reinforcement in Teaching Children with
Developmental Delay. The Council for
Exceptional Children, (60)5, 458-465.
Call, N. A., & Mevers, J. E. (2014) The Relative Influence of
Motivating Operations for Positive
and Negative Reinforcement on Problem Behavior During
Demands. Behavioral
Interventions, 29, 4-20.
Dad, H., Ali, R., Janja, M. Z., Shahzad, S., & Khan, M. S.
(2010) Comparison of the Frequency
and Effectiveness of Positive and Negative Reinforcement
Practices in Schools.

Contemporary Issues in Education Research, (3)1, 127-135.
Downing, J., Keating, T,. & Bennett, C. (2005) Effective
Reinforcement Techniques in
Elementary Physical Education: The Key to Behavior
Management. ProQuest Central,
(62)3, 114-117.
Maag, J. W. (2001) Reward by Punishment: Reflections on the
Disuse of Positive Reinforcement
in Schools. The Council for Exceptional Children, (67)2, 173-
186.
MacPherson, L., Reynolds, E. K., Daughters, S. B, Wang, F.,
Cassidy, J., Mayer L. C., & Lejuez,
C. W. (2010). Positive and Negative Reinforcement Underlying
Risk Behavior in Early
Adolescents. Society for Prevention Research, 11, 331-342.
Mendres, A. E., & Borrero, J. C. (2010) Development and
Modification of a Response Class via
Positive and Negative Reinforcement: A Translational
Approach. Journal of Applied
Behavior Analysis, 43, 653-672.
Rosnow, R. L. & Rosenthal, R. (2013). Beginning Behavioral
Research: A Conceptual Primer (7th ed.).
Upper Saddle River, NJ Pearson Education
Weis, T., Puschmann, S., Brechmann A., & Thiel, C. M. (2013).
Positive and Negative
Reinforcement Activate Human Auditory Cortex. Original
Research Article doi:
10.3389.

PSY 520 Milestone Five Guidelines and Rubric
For this assignment, you will submit an initial draft of your
final project Discussion section. This section should recap your
findings, discuss how the findings fit in
with prior research on the topic, discuss areas for future
research, and mention limitations and ethical considerations
related to your research. It is essential that
you follow APA style when writing this section.
Requirements of Submission: Must adhere to standard
formatting (Times New Roman, 12-point font, one-inch
margins), using the most recent version of the
APA style manual for the citations.
Instructor Feedback: This activity uses an integrated rubric in
Blackboard. Students can view instructor feedback in the Grade
Center. For more information,
review these instructions.
Critical Elements Exemplary (100%) Proficient (90%) Needs
Improvement (70%) Not Evident (0%) Value
Discussion:
Hypothesis
Meets “Proficient” criteria and
demonstrates a nuanced

understanding of the
connection between research
results and hypotheses
Details the results of the data
analysis and how the results
relate to the hypothesis
Details the results of the data
analysis, but does not detail
how the results relate to the
hypothesis, or has gaps in
accuracy or detail
Does not detail the results of
the data analysis
15
Discussion: Previous
Literature
does an exceptional job of
integrating the current findings
with previous literature
Details how the results
complement and/or contradict
the previous literature on the
topic, justifying assertions with
data
Details how the results

topic, but does not justify
assertions with data or has
gaps in accuracy or detail
Does not detail how the results
topic
15
Discussion: Strengths
and Limitations
details and examples,
demonstrating a keen insight
into the strengths and
limitations of the research
Outlines the strengths and
limitations of the research,
supporting the assertions with
analyzed data
Outlines the strengths and
limitations of the research, but
assertions are not supported
with analyzed data
Does not outline the strengths
and limitations of the research
15

Discussion: Study
Standards
details and examples
demonstrate a keen insight
into the American
Psychological Association’s
standards
Discusses the extent to which
the study adheres to the
American Psychological
Association’s standards
Discusses the extent to which
the study adheres to the
Association’s standards, but
with gaps in accuracy or detail
Does not discuss the extent to
which the study adheres to the
Association’s standards
25
Discussion: Future
Research
is extremely insightful in
identifying areas in need of
future research

Identifies areas still in need of
future research, based on the
data analysis
Identifies areas still in need of
future research, but assertions
are not based on the data
analysis
Does not identify areas still in
need of future research
25
http://snhu-
media.snhu.edu/files/production_documentation/formatting/rubr
ic_feedback_instructions_student.pdf
Articulation of
Response
Submission is free of errors
related to citations, grammar,
spelling, syntax, and
organization and is presented
in a professional and easy-to-
read format
Submission has no major errors
spelling, syntax, or organization

Submission has major errors
that negatively impact
readability and articulation of
main ideas
Submission has critical errors
that prevent understanding of
ideas
5
Earned Total 100%

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