VIEWS OF MIDDLE SCHOOL STUDENTS ABOUT CLASS DOJO EDUCATION TECHNOLOGY - Hatice Cetin, Ibrahim Cetin

Oct 15, 2026

Uploaded by Aditya

The study investigates middle school students in Turkey on their views of Class Dojo, an education technology used in mathematics courses. A questionnaire developed from expert opinions gathered data from 206 students in grades 5–8 who had used Class Dojo Education technology, using a survey research model. Analysis employed descriptive statistics, independent-samples t tests, and one-way ANOVA. Results show generally positive attitudes, no variation by gender, and more positive views among lower-grade students than upper-grade students.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages9

Reading Time23 min

AccessFree to download

Abstract

1. Introduction

Classroom management and behavioral management

External reward systems and reinforcement theory

Organized behavior management and positive reinforcement

Rules and classroom climate

Attention to well-behaved students

VIEWS OF MIDDLE SCHOOL STUDENTS ABOUT CLASS DOJO EDUCATION TECHNOLOGY Hatice Cetin, Ibrahim Cetin Abstract: The present study aimed to determine views the middle school students ’ located a province of Turkey towards the Class Dojo education technology used in mathematic courses. A questionnaire based on expert opinions was used for the collection of research data. The participants of the study consisted of 206 students; 5th, 6th, 7th and 8th grade students who have used Class Dojo Education technology. The study is conducted survey model. Descriptive statistical methods, independent samples t test, one way analysis of variance were used for the analysis of research data.Findings of the research revealed that middle school students generally had a positive opinion on the application of Class Dojo training and that the opinions of the students did not vary according to the gender factor and that the students in the lower grades expressed more positive opinions than the students in the upper grades. As a conclusion that suggestions have been made to teacher and teacher candidates, how to use this education technology that enables classroom management to continue outside the school and pros of application. Key words: Class Dojo, classroom management, education technology, mathematic courses. 1. Introduction The three factors required for effective classroom management are considered as communication, classroom dominance, and behavioral management (Atici, 2001) . Classroom management includes the establishment of an environment suitable for classroom learning, physical arrangements, the flow of teaching and time management, the determination of relationships within the classroom context, the organization of communication and motivation (Karip, 2002; p.2). According to another classification, classroom management skills can be grouped under four main titles. These are; the management of instruction, the class procedure and routine tasks, the organization of the physical order of the class, and the management of student behaviors (Sanford & Emmer, 1988; cited in: Akın & Koçak, 2007) . The most important of these factors is undoubtedly behavioral management. In the studies conducted, it seems that the most difficult situation for teachers in classroom management is behavior management. According to the study by Atici (2001), it is seen that the teachers with low competence level refer to situations such as shouting, scolding, criticism, relocation in behavior management. According to the study by Cetin (2013); in the classrooms with 21-30 students, the unwanted behaviors faced by the teachers are hyperactivity and attention deficit, speaking without permission, teachers' solution suggestions are ignoring, punishing and warning. In the classes with 31-40 students, the unwanted behaviors faced by the teachers are giving guidance services, playing games and doing activities, talking about current topics. Chance (1993) defended the use of an external reward system as an effective teaching and classroom management strategy. He claimed that a reward system based on Skinner’s theories of reinforcement is ultimately effective for getting students to learn (cited in: Maclean-Blevins & Muilenburg, 2013) . Skinner suggests that before starting to teach, the goals should be determined; and behavioral definitions of these goals should be identified. In other words, the behaviors which a student shows after reaching the goal should be clearly determined. (Senemoglu, 2007; p.169) According to Skinner, these occur as a reaction or naturally if it doesn’t show up naturally it can be created by formatting. The task of the teacher is to shape behaviors. Shaping behavior requires knowing the tariffs of the basic principles of reinforcement and their results. First of all, there should not be a delay between the teacher, student's reaction and the reinforcement (Senemoglu, 2007; p.170) . Skinner emphasizes that punishment should be avoided

FAQs

What research question does the study address about Class Dojo?

It examines middle school students’ views in Turkey toward Class Dojo Education technology used in mathematics courses.

How was the data collected and analyzed in the study?

The study used a questionnaire based on expert opinions with 206 grade 5–8 students, and analyzed data using descriptive statistics, independent-samples t tests, and one-way ANOVA.

What key findings were reported about students’ opinions?

Students generally had positive opinions about Class Dojo training, opinions did not differ by gender, and lower-grade students expressed more positive views than upper grades.

Oct 15, 2026

Uploaded by Aditya