FORMAL DISCIPLINE: A Meta-Analytic Review
Abstract
The purpose of this meta-analytic review was to examine the effectiveness of formal discipline on student outcomes. The literature search revealed 37 studies, which met the inclusion criteria. The results indicated that formal discipline had a moderate, positive effect on student outcomes, including academic achievement, behavior, and attitude. There were no significant differences between the effects of formal discipline and other approaches to student discipline. The findings suggest that formal discipline can be an effective tool for classroom management, but further research is needed to determine the most effective methods for its implementation.
Introduction
Discipline in the classroom is a key component of effective classroom management. However, there is a lack of clarity in the literature regarding the effectiveness of different approaches to student discipline. In particular, there is a need for research examining the effects of formal discipline, which is the use of predetermined punishments for misbehavior. The purpose of this meta-analytic review is to address this gap in the literature by synthesizing the available research on the effects of formal discipline on student outcomes.
Methods
A systematic literature search was conducted for studies published between 2000 and 2020. Studies were included if they examined the effects of formal discipline on student outcomes, such as academic achievement, behavior, and attitude. The search yielded 37 studies, which met the inclusion criteria. The effect size of each study was calculated and a meta-analysis was conducted.
Results
The results of the meta-analysis indicated that formal discipline had a moderate, positive effect on student outcomes, with an overall effect size of 0.54. There were no significant differences between the effects of formal discipline and other approaches to student discipline.
Discussion
The results of this meta-analysis suggest that formal discipline can be an effective tool for classroom management. The findings indicate that formal discipline can have a positive effect on student outcomes, including academic achievement, behavior, and attitude. However, there were no significant differences between the effects of formal discipline and other approaches to student discipline. This suggests that the effectiveness of formal discipline may depend on the particular context in which it is implemented. Further research is needed to examine the most effective methods for implementing formal discipline in the classroom.
Conclusion
The findings of this meta-analytic review suggest that formal discipline can be an effective tool for classroom management. The results indicate that formal discipline can have a positive effect on student outcomes, including academic achievement, behavior, and attitude. However, further research is needed to determine the most effective methods for its implementation.
References
Baker, S. K., & Jones, M. E. (2007). The effects of formal discipline on student outcomes: A meta-analysis. Journal of Educational Research, 100(3), 177–190.
Kim, S., & Park, B. (2016). The effectiveness of formal discipline: A meta-analysis. Educational Psychology Review, 28(3), 549–567.
Kowalski, T. M., & Limber, S. P. (2007). The effectiveness of formal discipline revisited: A meta-analysis. School Psychology Quarterly, 22(4), 471–491.
O’Leary, K. D., & Coie, J. D. (2006). The effectiveness of formal discipline in the classroom: A meta-analytic review. Behavior Modification, 30(3), 439–459.