Date of Award
Master of Science in Education (MSEd)
Education and Human Development
This study investigated the impact of Assertive Classroom Discipline on student social skills. The researcher focused on a general education fourth grade classroom that consisted of 16 students in an urban school district. Student self-perceptions and records of student behavior served as the primary data of the research study. The data was collected using a pre and post survey, cumulative student records and teacher observation. Findings indicated that the research showed validity when student perceptions from pre and post surveys were compared with records of student behavior.
Findings indicated that 69% of the class improved their social behavior, 19% of students remained to have good social skills during previous and current year and 12% of students did not display any growth in social behavior.
There were three instruments used for data collection: a pre/post-survey questionnaire, records of student behavior and teacher observation. Findings indicated that 69% of the class improved their social behavior, 19% of students remained to have good social skills during previous and current year and 12% of students did not display any growth in social behavior. Results indicated that 88% of the students were attentive, 75% of the students ignored name calling, 69% of the students showed courtesy, 88% reacted with a non-violent behavior, 75% of the students showed active listening, 18% did not participate in gossip, 88% did not exaggerate accidental encounters and 75% of the students were helpful to their peers.
Obey-Jordan, Kimkena, "The Impact of Assertive Classroom Discipline on Social Skills" (2007). Education and Human Development Master's Theses. 416.