


































Frontiers of Contemporary Education 
ISSN 2690-3520 (Print) ISSN 2690-3539 (Online) 

Vol. 5, No. 1, 2024 

www.scholink.org/ojs/index.php/fce 

38 
 

Original Paper 

Teachers’ Knowledge and Use of Behaviour Modification 

Strategies in Classroom Management: Does Gender Matter? 

Regine Kwaw Nsiah
1
 & Dennis Offei Kwakye

2
 

1
 Department of Education, Enchi College of Education, Enchi, Ghana  

 

2
 Public Schools of Robeson County, NC, USA 

*
 Corresponding Author: Dennis Offei Kwakye, E-mail: denniskkdo@gmail.com 

 

Received: June 6, 2024          Accepted: June 18, 2024        Online Published: June 28, 2024 

doi:10.22158/fce.v5n1p38                 URL: http://dx.doi.org/10.22158/fce.v5n1p38 

 

Abstract 

This study investigated the knowledge of teachers on behaviour modification strategies in classroom 

management. The descriptive survey design (quantitative approach) was employed. A multi-stage 

sampling procedure was employed for the study. Simple random, systematic, cluster and proportionate 

stratified sampling techniques were used to sample 327 public basic school teachers in the Western 

North region of Ghana for the study. Data for the study was collected using adapted questionnaire with 

5-point Likert-type scale. Data were analysed using descriptive and inferential statistics. The study 

found that public school teachers in the Western North region of Ghana have moderate knowledge 

level on behaviour modification strategies in classroom management. More so, teachers in the 

aforementioned region frequently used tangible behaviour modification strategies such as earning 

incentives like toffees in classroom management. This study further established no significant gender 

difference in the use of behaviour modification strategies in classroom management. It is recommended 

that there should be an increase in content of classroom behaviour modification strategies in the 

program structure for teacher education institutions. Also, periodic refresher courses and in-service 

teacher preparation programs should be organized for teachers to help update their knowledge on the 

use of positive modification strategies in managing the classroom. This could help teachers find the use 

of the behaviour modification strategies less stressful and hence, manage their classrooms effectively.  

Keywords 

Behaviour modification, Classroom management, Gender matter, Teachers knowledge 

 

 

 



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1. Introduction 

Education is focused on imparting knowledge, influencing the behaviour of a person positively, 

producing responsible citizens, and bringing on a complete personality development of the individual 

(Shilvock, 2018). To achieve this, discipline plays a very significant role. Disciplinary issue in the 

classroom has remained very challenging in education presently (Yeboah et al., 2020). Schools are 

always regarded as institution for transferring knowledge and culture to the generation yet to come 

(Youssef et al., 1998 as cited in Lwo & Yuan, 2010). At school, teachers take on a significant position 

as educationalist and disciplinarian (Society for Adolescent Medicine [SAM], 2003). Consequently, 

there are numerous strategies teachers employ to discipline students in the classroom and the school as 

a whole. These include the use of negative punishment; where an appetitive stimulus is removed 

following an unpleasant behaviour, and positive punishment, that is adding a noxious stimulus 

following behaviour. It also includes negative reinforcement; where behaviour is strengthened by 

removing, or avoiding an aversive stimulus, and positive reinforcement; adding a favourable stimulus 

to strengthen the occurrence of a pleasant behaviour. 

Classroom management goes hand-in-hand with student discipline and differ as a function of teachers’ 

gender (Brooks, 2012; Tindan et al., 2023). For instance, female teachers are testified to use positive 

behaviour management practices since they are generally sympathetic towards children and have 

inordinate tolerance for students with behaviour problem in their class (Sullivan et al., 2014). To 

understand how to teach and manage a classroom effectively, it is important to understand teacher 

classroom management in the context of their knowledge bases (Ayebo & Assuah, 2017). Therefore, 

having a good understanding of what stimulates students within and outside the classroom have 

immense influence on management strategies employed (Department of Education, 2009). 

Pattani (2018) talk of behaviour modification strategies as the techniques used in modifying behaviour 

by changing a person’s existing condition to help him or her function better in everyday life. Parents 

use it to teach their children right from wrong. Therapists make use of it to promote healthy behaviour 

in their clients and animal trainers use it to develop obedience among pets and its owners. The 

principles of behaviour modification have also been efficiently used in a number of classroom settings 

to target series of appropriate school-based behaviours such as compliance and self-management 

(Beaulieu et al., 2012). Regardless of its effectiveness reported by researchers, Allen and Bowles (2014) 

argues that its application in the classroom is insignificant. It therefore, appears to have become 

increasingly challenging for educators to ensure discipline in schools without the use of punishment in 

the wake of the new education legislation that regulate punishment in schools.  

In 2019, the government of Ghana through the Ministry of Education and the Ghana Education Service 

(GES) placed a ban on all forms of abusive punishment more particularly regarding the use of cane on 

school children. The prohibition of corporal punishment in schools demanded that new approaches to 

discipline be employed to protect the right of learners (Skaalvik & Skaalvik, 2017). In view of this, 

GES directed the use of Positive Discipline Toolkit which offered alternatives to harsh punishments 



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and recommended corrective measures such as removal from leadership positions, changing of seating 

position, and many others to modify the behaviour of learners. However, the proponents of this positive 

toolkits failed to acknowledge the fact that every child is different and what works in modifying the 

behaviour of one child may not work for the other.  

While several studies have explored different types of behaviour modification strategies used by 

teachers in the classroom (Weistein et al., 2004; Temli-Durmus, 2016) few of these studies have 

focused on how knowledgeable teachers are about behaviour modification strategies in classroom 

management. Available literature on teachers’ knowledge of behaviour modification strategies in 

classroom management focused on pre-service teachers (O’Neill & Stephenson, 2012; Opare et al., 

2024; Yeboah et al., 2020), pre-school teachers (Randazzo, 2011) and teachers in special education 

schools (Alotaibi, 2015). Yeboah et al. (2020) for instance investigated pre-service teachers’ 

knowledge on behaviour modification techniques in classroom management in Ghana. Randazzo (2011) 

explored elementary teachers’ knowledge and implementation of applied behaviour analysis techniques 

in New Jersey. Alotaibi (2015) also investigated the knowledge and use of applied behaviour analysis 

among teachers of students with autism spectrum disorder in Saudi Arabia. Nonetheless, there are 

teachers in the mainstream educational setting whose knowledge level on behaviour modification 

strategies in the classroom, the researcher belief ought to be researched to find out which classroom 

management strategies they employ in managing students’ disruption in the classroom.  

 

2. Knowledge of Teachers on Behaviour Modification Strategies in Classroom Management 

Until recent times, the approach to classroom management was based on the assumption of the popular 

proverb “spare the rod, spoil the child” (Manoj & Anoop, 2017). Even though non-interventionist like 

Neil hold that teachers’ intervention to modify learners’ behaviour into a desired one is unnecessary, 

interventionists on the other hand upholds high degree of teacher control in the classroom and believe 

that a teacher’s rewards and punishment bring about suitable behaviour in learners (Mangal, 2012). 

Applied behaviour analysis has been the theoretical basis for teachers on classroom management since 

1960 (Egeberg et al., 2016). Classroom management is focused on creating a positive learning 

environment through a good teacher-student’s relationship in solving problems (Saft & Pianta, 2001). 

Agreeing to this, Oliver and Reschly (2010) established that classroom management could be measured 

under three broad dimensions such as instructional management, people management and behaviour 

management. These three dimensions categorized by scholars’ highlights on the need for teachers to 

know the appropriate modification strategies that may perhaps be used to create a positive classroom 

environment and guide their effort to attain appropriate behaviour among learners. As a result, this 

study does not also deviate from these three dimensions in measuring classroom management.  

Oliver and Reschly (2010) expressed that the most essential things for teachers to consider in their 

quest to manage learners’ behaviour includes the skills used in encouraging and reducing appropriate 

and inappropriate behaviours respectively. Merrit (2016) therefore, submits that teacher’s knowledge 



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and ability to use these skills makes them experts in handling and dealing with problem behaviours. 

Hence, making them effective managers of behaviour in the classroom  

Nevertheless, earlier studies on teachers submit that their knowledge, competence, and confidence in 

these domains are limited (Baker, 2005; McKenzie et al., 2011). For instance, Baker (2005) 

investigated 345 secondary and elementary teachers to evaluate their ability and willingness to 

implement behaviour management techniques. In general, teachers reported to have low ability to use 

varied modification strategy in managing the classroom. McDaniel et al. (2015) also found that 39.72% 

of teachers reported to have challenges managing the classroom due to their inadequate knowledge in 

behaviour assessment and management techniques. Concurring to this, Ackah (2016) confirmed the 

inadequate knowledge of teachers in the use of behaviour modification strategies like attention, 

behaviour contracting, and shaping specifically in managing disruptive behaviours in schools.  

Shin and Koh (2008) surveyed 167 Korean and 116 American public high school teachers from urban 

school districts to solicit information on students’ disruptive behaviour and the strategies they 

implement in managing them. Findings from their study indicated that 55% of American teachers 

pointed out the use of punitive behaviour management strategies such as punishment and time-out 

whilst 33% indicated the use of positive interventions like rewards, behaviour contracting and 

extinction. This implies most of these teachers seem to be more knowledgeable about the punitive 

modification measures other than preventive ones. These finding presupposes that most teachers still 

resort to reactive and aversive discipline systems in managing the classroom. 

Randazzo’s (2011) has expressed the view that teachers mainly disregard the use of behaviour 

modification strategies in managing the classroom because they do not possess knowledge of adequate 

collection of modification strategies to choose from and also, do not have the required skill for its 

implementation. If teachers and educators have a better knowledge and understanding of the 

effectiveness of behaviour modification strategies in classroom management, they could help in its 

implementation by assisting each other to accept and use the strategies in their classrooms (Feuerborn 

& Chinn, 2012). When appropriately used, learners make connection between teacher use of positive 

modification strategies and doing the correct thing (Moore-Partin, et al., 2010). Khalil and Mohammed 

(2015) posit that most students tend to be praise-hungry and are often used to only hearing about what 

they do wrong and punished for that. Therefore, reinforcing them for displaying good behaviour grabs 

their attention and stimulates them.  

 

 

 

 

 

 

 



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3. Gender and Use of Behaviour Modification Strategies in Classroom Management 

Studies on managing disruptive behaviour in the classroom had examined how teacher characteristics 

such as gender influenced their belief of classroom discipline. Sharma et al. (2018) in their study found 

male teachers unlike females to have challenges with the use of behaviour modification strategies in 

maintaining order in their classrooms. Aliakbari and Abdollahi (2014) found that male teachers 

employed strong control and punitive techniques when managing their classroom, compared to their 

female colleagues who only comment on student inappropriate behaviour and give warnings. In 

addition, Andreichyn (2015) reveals that women are better managers of children in the classroom than 

men because, they begin these management roles right from conception as they interact with the fetus 

in the womb. 

Although teachers have alternatives in identifying and using classroom modification plans that are 

suitable for their needs (Brown, 2014), the question still remains as to which of these approaches’ 

teachers are knowledgeable and conversant with, and often use in managing today’s classroom? In an 

attempt to respond of the question above, this study seeks to investigate the knowledge of teachers on 

behaviour modification strategies and the frequency with which these modification strategies are used 

in classroom management in the Western North region of Ghana. This study also seeks to find out if 

there is a significant difference in the use of behaviour modification in classroom management with 

regards to gender.  

 

4. Research Questions 

1) What is the knowledge level of teachers on behaviour modification strategies in classroom 

management? 

2) What is the most frequent behaviour modification strategies teachers use in managing the 

classroom?  

 

5. Research Hypothesis 

H0: There is no gender difference in the use of behaviour modification strategies in classroom 

management. 

 

6. Methodology 

The study employed descriptive survey design with the quantitative approach. The design was deemed 

appropriate for this study because the researcher examined situations descriptively and made no 

attempt to determine the cause behind the phenomenon. Employing the descriptive survey design also 

offered the opportunity to evaluate relationship between these variables. Using descriptive survey 

design, helped to clarify matters as they existed without the researcher having control over the variables 

under investigation. It also enabled the researcher to describe situations and circumstances that 

emanated from the study as they were without manipulating any variable. 



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The descriptive survey is noted for some weaknesses such as it being time consuming in terms of its 

administration (Gravetter & Forzano, 2012) and having the possibility for error and subjectivity on the 

side of the researcher (Cohen et al., 2004). This weakness of being time consuming however, informed 

the researcher on the need to employ two trained research assistants during the data collection. This aided 

the researcher to speed up the data collection process. In an attempt to minimize the subjectivity on the 

part of the researcher, it was ensured that, the data collection instrument dealt essentially with questions 

that concerned what existed with respect to the variables in the study. 

The population for the study comprised of all public basic school teachers in the Western North Region 

of Ghana. The sample size for the study was 327 respondents. The selection of respondents was based 

on multistage approach, where simple random procedure (lottery method), systematic, cluster sampling, 

and proportionate-stratified sampling were used. The sampling procedure was carried out in stages and 

the larger population was divided into smaller units in several stages in order to make primary data 

collection more manageable and easier. 

The study used an adapted Behaviour Management scale developed by Randazzo (2011). In the 

adaptation process, few modifications were made on some dimensions and items so that they could be 

contextually and culturally appropriate for use. The original scale had 15-items (α=.90) with no 

sub-dimensions. This is a Likert point scale with responses such as not at all knowledgeable=1, slightly 

knowledgeable=2, somewhat knowledgeable=3, knowledgeable=4 and very knowledgeable=5. 

However, the adapted version had 15-items distributed among four factor components (Intangible, 

tangible, behaviour contract and punitive strategies) after an Exploratory Factor Analysis (EPA) was 

conducted following the same scale. This was to reduce the number of variables to appear in the 

regression model. The KMO result produced a value of .72 with p<.000 indicating that the data was 

appropriate for the chosen statistical test. The Total Variance Explained indicated that only four 

components produced eigenvalues above one (2.69, 2.43, 1.27, 1.16) and these four components 

explained a total of 50.37% of the variance. Examination of the component matrix output showed 

un-rotated factor loadings of the four components, which were above .300. The pattern matrix output 

examined confirmed items loading on four-factors with five items loading above .300 on component 

1(Intangible Strategies), four items loading above .300 on component 2(Tangible Strategies); three 

items loading above .300 on component 3(Behaviour Contract Strategies); and three items loading 

above .300 on component 4(Punitive Strategies).  

Data gathered was analysed using descriptive and inferential statistical tools. Data on research 

questions 1 was analysed using frequencies and percentages. This was to find out the knowledge level 

of public teachers on behaviour modification strategies in classroom management. However, decisions 

pertaining the knowledge level were done based on a set criterion. Data on research question 2, was 

analysed using means and standard deviations to find out the most frequent behaviour modification 

strategies public teachers used in managing the classroom. Whereas, the research hypothesis was tested 

using MANOVA. This statistical tool was used because the research hypothesis sought to find out if 



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differences existed among two independent groups (male and female teachers) on the use of behaviour 

modification strategies, using a multi-dimensional continuous variable.  

 

7. Result and Discussions 

Presented in this section is the analysis and discussions on the research questions and hypothesis that 

guided the study.  

 

Table 1. The Knowledge Level of Teachers on Behaviour Modification Strategies in Classroom 

Management 

B M S Score 

Range 

Frequency Percentage 

(%) 

Level 

(CR = 15)     

Intangible Strategy 5-11 119 36.4  

 12-18 148 45.3 Moderate Knowledge level 

 19-25 60 18.3  

(CR = 12)     

Tangible Strategy 4-9 124 37.9  

 10-14 140 42.8 Moderate Knowledge level 

 15-20 63 19.3  

(CR = 9)     

Behaviour Contract 3-7 105 32.1  

 8-11 142 43.4 Moderate Knowledge level 

 12-15 80 24.5  

 (CR = 9)     

Punitive Strategy 3-7 92 28.1  

 8-11 134 41.0 Moderate Knowledge level 

 12-15 101 30.9  

Note. n=327. 

Source: Field Survey (2021). 

       

Table 1 data analyses indicates that teachers in public Junior High Schools in the Western North region 

of Ghana have a moderate knowledge level on behaviour modification strategies Thus, the criterion 

obtained by respondents under the various components of the behaviour modification scale were 

neither below nor above the average score. All scores obtained felt within the average scores. The 



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finding of this study is comparable to the finding of Randazzo’s (2011) study among elementary 

teachers in two New Jersey School districts in the United State who also found teachers to be 

moderately knowledgeable about behaviour modification strategies in managing the classroom using 

the same scale. This confirmed the study findings of Yeboah et al. (2020), who established in a study 

on teachers’ knowledge on classroom behaviour modification techniques that teachers have insufficient 

knowledge on classroom behaviour modification techniques. The moderate knowledge level recorded 

could be as a result of the introduction of the positive toolkits by the Ghana Education Service (GES) and 

the attention given to classroom behaviour modification strategies in teacher education programs. 

However, there is the need for more concern and attention to be given to the teaching of behaviour 

modification strategies as a course of study. This is because a relatively large number of respondents 

were still found to possess a low knowledge level on all the components of behaviour modification 

strategies with the exception of punitive strategies. 

 

Table 2. The Most Frequent Behaviour Modification Strategies Teachers Use in Managing the 

Classroom 

BMS Mean Std. D 

Intangible strategies 8.85 1.66 

Tangible strategies 18.77* 3.84 

Behaviour Contract 13.55 1.51 

Punitive strategies 6.12 1.30 

Note. N=327. * Denotes highest mean value. 

Source: Field survey (2021).    

 

Results from Table 2 shows that the use of tangible behaviour modification strategies (M=18.77, 

SD=3.84) was frequently used by teachers in managing the classroom.  

The tangible behaviour modification strategies such as teachers rewarding students for demonstrating 

positive behaviour, students earning incentives like toffee as well as points that can later be traded for 

bigger prizes, found to be frequently used by teachers may perhaps be due to their less expensive nature. 

However, these could also help them to manage their classrooms with little stress as student found to be 

disrupting class might learn to put up a desirable behaviour in order to also receive teacher’s praise and 

attention in the classroom. This finding supported the study by O’conner et al. (2011), and Madjar and 

Cohen-Malayey (2016) which found incentives such as food, and special privileges as the most 

frequent behaviour modification strategies used by teachers in the classroom. It also confirmed the 

study findings of Haydon and Musti-Rao (2011) citing the use of incentives as the most important 

forms of positive behaviour strategies. 

 



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Table 3 shows the relationship between the Multivariate test result on gender and use of behaviour 

modification strategies in classroom management. 

 

Table 3. Multivariate Test Result on Gender and Use of Behaviour Modification Strategies in 

Classroom Management 

Effect Value F Hypothesis 

df 

Error 

Df 

Sig. Partial Eta 

Squared 

Intercept 

Pillai’s Trace .990 8093.216
b
 4.000 322.00 .000 .990 

Wilks’ Lambda .010 8093.216
b
 4.000 322.00 .000 .990 

Hotelling’s Trace 100.537 8093.216
b
 4.000 322.00 .000 .990 

Roy’s Largest 

Root 
100.537 8093.216

b
 4.000 322.00 .000 .990 

        

Gender 

Pillai’s Trace .007 .603
b
 4.000 322.00 .660 .007 

Wilks’ Lambda .993 .603
b
 4.000 322.00 .660 .007 

Hotelling’s Trace .007 .603
b
 4.000 322.00 .660 .007 

Roy’s Largest 

Root 
.007 .603

b
 4.000 322.00 .660 .007 

Source: Field Survey (2021).      

 

To determine whether there was any gender difference regarding the use of behaviour modification 

strategies (tangible, Intangible, behaviour contract and punitive) in classroom management, the 

multivariate analysis of variance (MANOVA) was used as shown in Table 3. This was deemed 

appropriate because the dependent variable (behaviour modification strategies) had four level against 

gender with two levels (male and female). All assumptions were checked with no serious violations 

before running the MANOVA analysis. Because the test involved multiple dependent variables, the 

Bonferroni adjustment proposed by Pallant (2016) was applied in order to reduce the probability of 

committing a Type I Error. More so since there was unequal sample size among male and female 

participants in the study, interpretation of the Table was done using the Pillai’s Trace rather than the 

Wilks’ Lambda. 

The Pillai’s Trace result in showed no significant difference between male and female teachers in the 

use of behaviour modification strategies. Thus, F (4, 322 =.603, p=.660; Pillai’s Trace=.007, partial eta 

squared (ƞ
2
)=.007. This means that, gender do not play any significant role in the use of behaviour 

modification strategies in classroom management.  

 

 



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This finding disconfirmed the assertion by Sullivan et al. (2014) that female teachers are testified to use 

positive behaviour management strategies since they have inordinate tolerance for students with 

behaviour problem was not supported.  

 

8. Conclusion and Recommendation 

Public basic school teachers in the Western North region are moderately knowledgeable of behaviour 

modification strategies (intangible, tangible, behaviour contract and punitive) in classroom 

management. This study found the use of tangible strategies as the most frequent behaviour 

modification strategies teachers in the Western North region used in managing the classroom. More so, 

there was no significant difference between male and female teachers in the use of behaviour 

modification strategies in classroom management. Adequate knowledge level of teachers on behaviour 

modification strategies is important for effective classroom management.  

It is recommended that curriculum developers should increase the content of classroom behaviour 

modification strategies in the program structure for teacher education institutions in Ghana. By so 

doing, teachers would also gain more knowledge on varieties of behaviour modification strategies to be 

used as classroom management tools aside the use of tangible modification strategies which was found 

to be the most frequent strategies teachers employed in the classroom. 

 

Funding: This research received no external funding. 

Data Availability Statement: Data is available on request from the author. 

Acknowledgement: We acknowledge the respondents for their time.  

Conflict of interest: The authors declares no conflict of interest. No funders had any role in the design 

of the study; in the data collection, analysis, or interpretation of data; neither in the writing of the 

manuscript, nor in the decision to publish the results. 

 

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