PROMOTING POSITIVE BEHAVIOR: ANALYZING THE EFFECTIVENESS OF THE GOOD BEHAVIOR GAME IN CLASSROOM SETTINGS

Abstract

This study aimed to evaluate the impact of the Good Behavior Game (GBG) on classroom behavior and students' perceptions of their abilities and mindset. The research focused on whether the implementation of GBG could foster a positive classroom environment, enhance cooperation among peers, and promote a growth mindset based on Carol Dweck’s theory. A quasi-experimental design was conducted with 60 sixth-grade students, divided into an experimental group that received the GBG intervention and a control group with no intervention. Pre- and post-intervention data were collected using questionnaires grounded in mindset theory, measuring self-efficacy and classroom behaviors. Additionally, systematic classroom observations were performed throughout the intervention to record instances of improvement in engagement in learning, student cooperation, and homework engagement. The results indicated an improvement in the targeted behaviors and an enhancement in classroom engagement within the experimental group, reflecting a positive trend in behavior improvement and self-perception. While the pre- and post-test comparison for the experimental group did not reach full statistical significance, the findings still indicated that the intervention had a positive impact. Specifically, the questionnaire results indicated an enhancement in students' growth mindset and self-efficacy, while classroom observations revealed notable changes in behavior, including improved engagement, homework completion, and increased peer cooperation. The Good Behavior Game demonstrates potential for enhancing classroom behavior and promoting a growth mindset among students. While the results are promising, further research with larger sample sizes and longer observation periods is needed to confirm these findings and examine external factors influencing the outcomes.