What if you decide to not give student a homework? This research will answer that question

1. Self-predicted classroom
behaviour without
external controls:
Imagining a ‘Lord of the
Flies’ scenario
Lewis, Montuoro, & McCann
Australian Journal of Education
2013, 57: 270

2. Introduction (1/2)
2
School boys stuck on
isolated island & has
the difficult challenge of
self-governance. the
boys regress to a
primordial state
characterized by
conflict, archetypal
myths, and murder.
Lord of the Flies Novel
by Golding (1954)
It raises many
important question,
‘What constitutes
responsible student
behavior?’ and ‘What
motivates responsible
student behavior?’
Lord of the Flies
Implication
Primary school:
Australia 25%
China 14.5%
Hong Kong, 10% -
20%
50% of primary and
secondary school
teachers in UK
believed that they
spent too much time
managing student
behavior
Teachers spend too
much managing
Misbehaviour
Investigate personally
responsible behaviour
(students willingness to
protect the rights of
teachers, students, and
both to feel safe in the
classroom) and
communally responsible
behaviour (students try
to ensure that their
classmates act in a way
that protects rights).
The Recent Study

3. Introduction (2/2)
Investigated what
effect the hypothetical
removal of external
controls has on
students’ predicted
levels of misbehaviour
– to what extent
external controls
prevent classrooms
from descending into a
Lord of the Flies-type
scenario.
Aims

4. METHOD
A sample of 4225 students from the 4th to 10th grades (approximately 10–16
years of age) was surveyed.
Sample and procedure
4

5. METHOD
• Asked to indicate gender and year level, without identify to ensure anonymity.
• 17 items describing responsible classroom behaviour (6 to assess personally
responsible behaviour, and 11 items focused on communally responsible
behaviour.
• Asked to indicate, ‘How well do the following statements describe you in this
teacher’s class?’
• Items were rated on a 6-point Likert scale
• Cronbach alpha reliability estimates of 0.82.
Measuring students’ self-reported responsibility
5

6. METHOD
To identify how their classroom behaviour would change if their
school were to get rid of: Use (5-point Likert)
Measuring the effect of external
controls on student responsibility
6
Removing external
controls is unethical,
potentially illegal and,
in many case,
impossible. In the
present study, students
were asked to respond
to hypothetical
scenarios
(willingness) if external
controls were removed.
Disclaimer
1. all punishments;
2. all punishments and rewards;
3. all punishments, rewards, and reports to parents;
4. all punishments, rewards, reports to parents, and the teachers and
students didn’t care how you behaved; and,
5. all punishments, rewards, reports to parents, the teachers and
students didn’t care how you behaved, and you were not able to
learn in class (although others could).

7. Pro & Contra Theory of Planned Behavior
(TPB)
The reason for doing
this was to allow
students to establish
their ‘normative’
behavior as a
reference point for
estimating how their
behavior would change
in each hypothetical
scenario.
Normative Behavior
In answering these five
questions, students
were measuring their
predicted behavior in
an unreal scenario,
and not their actual
behavior. Ajzen (1991)
said the Theory of
Planned Behavior
(TPB) same as actual
behavior.
Pro: to Predict Unreal
Conditions
to recognize the
importance of
unconscious processes
in behavioral decision-
making (Brandstatter,
2001). Wegner (1999),
the causation between
intention and behavior
is an illusion, the
influence of the
unconscious remains
undetected.
Contra: TPB fails
Important to interpret
the results of the
present study with
caution.
Implication

8. Results
8
Validity
(Factor Analysis)
1 = Personally behaviour
2 = Communally behaviour
0 not at all like me to
6 exactly like me

9. Results
9
Reliability

10. Results
10
Found
1. There was no statistical
evidence that student self-
reported responsible
behaviour changed from one
year level to the next

11. 11
Responsible
behaviour
vs
Student gender
and level
a multivariate
analysis of
variance
(ANOVA)
The analysis shows that both gender and level of schooling
significantly relate to self-reported behaviour
The results indicate that (common)
• personally behaviour > communally behaviour
• behaviour of boys (personal = 4.45, communal = 3.66) is less
than that of girls (personal = 4.81, communal = 3.83).
• Nevertheless, gender difference explained less than 1% of
variance, showing that the statistical significance is primarily due to
the large sample size.

12. 12
The hypothetical
removal of
external controls
The results indicate that getting worse, if remove:
• Punishments: 33% worse 66% Still Good
• Punishment & Rewards:
primary students: 33 + 11% worse 56% Still Good
secondary school: 33 + 4% worse 63% Still
Good
*Ding, 2010; Lewis, 2001; Roache, 2011 - Rewarding is more impactful in
primary schools
• All, 60% of primary and 45% of secondary at worse
1. all punishments;
2. all punishments and rewards;
3. all punishments, rewards, and reports to parents;
4. all punishments, rewards, reports to parents, and the teachers and
students didn’t care how you behaved; and,
5. all punishments, rewards, reports to parents, the teachers and students
didn’t care how you behaved, and you were not able to learn in class
(although others could).
1 2 3 4 5
Much Better Better Same Worse Much Worse

13. 13
The hypothetical
removal of
external controls
1 better to
5 much worse.

14. 14
Is this Data
Acceptable?
Use Reliability to
make sure
Using Cronbach
Alpha

15. 15
Correlation
ANOVA
Male Secondary
Female Secondary
Female Primary
Male Primary
external controls were less influence to primary school-aged female (3.25) than male
Effect of Internal (Character)
Effected of External Motivation
external controls were less influence to secondary school-aged male (3.34) than female

16. 16
Discussion
• This finding may also explain why teachers continue to use punitive
classroom management practices (Evans, 2011)
• For more egalitarian approaches to classroom management, punishment
may be an important measure that helps to maintain order in some
classrooms.
• Nature or God has created man in such a way that he can be controlled
punitively (inflicting a punishment) (Skinner’s, 1971).
• The fact that the removal of punishment predict student would worsen
suggests that punishment only has a limited effect on students’ internal
control.
• Indeed, punishment did have a long-term effect on behaviour, it would not
need to be used so frequently by teachers (Maag, 2001).

17. 17
Discussion
• Indeed, if deficits in internal control are happen to childhood and adolescence,
the removal of external controls may be negligent.
• Kunter (2007), Center for Educational Research, Max Planck Institute for
Human Development, Germany. Strong advocates of the model of control.
“teachers need to be alert to everything that is happening in the classroom,
violent, to intervene promptly”. We still need external control.
• There is an alternative explanation for the results reported in the present
study. Therefore, the increasing misbehaviour may represent the desire for
freedom rather than a willingness to misbehave (Sell, 2007).

18. LIMITATION
18
Examine the
relationship between
students’ intentions
and actual behaviour in
the absence of external
controls in the
classroom.
Future Research
The experimental
condition of removing
external controls may
be partially achieved
with the introduction of
a permissive
substitute teacher
who seemingly has
less power and less
motivation to impose
external controls than
the regular classroom
teacher.
Future Research
Behaving worse may
constitute a minor
behaviour such as
worrying for good
student.
On the other hand,
worse may mean
something completely
different to a
troublesome student
who misbehaves
frequently
Relative Word in
Worse and Much
Worse
Even though 64% of
primary school
students and 46% of
secondary school
students predicted that
their behaviour would
become worse. This
may not necessarily
mean that these
students would engage
in extreme
misbehaviours.
Relative Word in
Worse and Much
Worse

19. Conclusion
• It is too early to say teachers should radically reduce their use of external controls.
• Despite this, teachers should continue to develop internal control in their students. As indicated
earlier, aims of education is to develop active citizens with moral ethic (Potter, 2002).
• Fostering internal control in students may require the use of an approach to classroom
management. For example, a group-oriented model (responsibilities), student involvement in
decision-making, and rewards (Lewis, 2001)
• Try to practice the model of influence, which is also referred to as the humanistic approach to
classroom management by Rogers and Freiberg (1994).
• Roger approach requires teachers to trust students enough to allow them to be active participants.
Such a bold approach to behaviour management, then, it rarely adopted by teachers (Ding et al.,
2010; Lewis, 1999a, 1999b; Lewis & Burman, 2006).

20. THANK
YOU!
Dadan
Sumardani
Phone
+886 972 122 029
Email
dansu.sumardani@gmail.com