The effects of the comprehensive behavior management system on student achievement, instructional climate, and the management of student behavior in selected junior high and middle schools in Texas

Abstract

The purpose of this study was to determine the effectiveness of the Comprehensive Behavior Management System by Harris as applied in five selected junior high and middle schools in Texas. Of primary interest were the areas of student achievement, instructional climate, and the management of student behavior. In analyzing the effect of one semester's participation in the CBMS, the researcher sought answers to the following questions: 1. Is there a difference in students' mean report card grades? 2. Is there a reduction in the mean number of discipline problems? 3. What effect on the instructional climate in regard to classroom management, organization, and learning environment is perceived by professional educators? 4. What is the overall effectiveness of the CBMS as perceived by professional educators? The researcher obtained data pertaining to student report card grades, and incidents of corporal punishment, suspensions, and expulsions for semesters previous to and during implementation of the CBMS. The CBMS Instructional Climate Survey was developed and 151 professional educators responded to the 25 statements dealing with classroom organization, management, and learning environment. In-depth interviews were conducted with 31 professional educators. The Statistical Package for the Social Sciences was used to perform paired t-tests, descriptive statistics, and correlations. All tests were performed at the.05 level of significance. The researcher analyzed and summarized qualitative information obtained from the respondents in the interviews and from the instrument. Based on the data obtained, the answers to the questions raised were as follows: 1. Students' mean report card grades were improved after one semester's participation in the CBMS. 2. There was a significant reduction in the number of suspensions. Although not at a significant level, there was also a reduction in the incidents of corporal punishment and expulsions. 3. Professional educators perceived an improved instructional climate as a result of the CBMS. 4. Professional educators viewed the CBMS as very effective in the improvement of student achievement, instructional climate, and behavior management of students.