The experimental design of this study was a two phase pre-post group design.
During the initial phase, ClassDojo was implemented classwide with all students.
However, during the intervention phase, goal setting and tracking was introduced in addition to the daily, consistent implementation of ClassDojo. In the beginning of each week, the students would reflect upon the previous week by noting the total number of positive points and total number of negative points. Then they selected a specific positive behavior that they wanted to work on, set a specific point goal for that behavior, and then noted strategies, behavioral characteristics, or steps that they felt was necessary to achieve that goal. At the end of each week, the students reflected upon if they had met their goal and what strategies they may need to implement or eliminate the following week to be successful.
The data from this study was gathered in two ways- throughout the duration of the study and upon completion of the study. Throughout the duration of the study, the students recorded their weekly total of positive points as well as determined if they met their goal for the week. Upon completion of the study, the students‘ positive points versus negative points (P.P. vs. N.P.) pie chart was analyzed and compared to their baseline positive points and negative points. In addition, the survey that the students took during the latter half of the study was analyzed and interpreted. The researcher was looking to gain the students‘ perspectives and opinions about the use of the application as part of their educational experience.
Baseline data throughout the four-week period showed that students collectively earned a total of 1,735 positive points for positive behaviors and lost a total of 258 points for negative behaviors (see figure 1). Figure 2 shows the class wide percentage of positive versus negative points for that time period.
Base line Phase ClassDojo Points
Figure 1. ClassDojo Points of the Baseline (Phase 1)
Figure 2. Percentage of Baseline Phase ClassDojo Points
Overall, base line phase classdojo points have risen significantly, and if predictions are correct they are likely to continue increasing in the future. At the period, there was a noticeable contrast in the proportions of students in positive behavior with 91 % points and negative behavior with 9% points. This period examined the effects of the use of an internet-based behavior tracking and reporting
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system on student self-regulation. Class Dojo was used to give students awards for specific positive classroom behaviors. Students reviewed their daily behavior scores, and the entire class discussed aggregated behavior scores weekly. Students were able to monitor their progress and create their own behavior goals leading to an increase in positive and self-monitoring behaviors and a decrease in negative behaviors.
During the four-week intervention phase, the students collectively earned 3,439 positive behavior points and lost a total of 205 points for negative behaviors (see figure 3). Figure 4 shows the class wide percentage of positive versus negative points during the intervention phase.
Intervention Phase ClassDojo Behavior Points
Figure 3. ClassDojo Points of Intervention (Phase 2)
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Figure 4. Percentage of ClassDojo Points in Intervention
In the Intervention phase, the positive behavior grew dramatically with 3439 points (96%).In contrary, The negative points decreased but dropped gradually by 53 points (from 258 points to 205 points ) and (from 9% to 4%).
With the above data analyzed, this result showed that the improvement of using Classdojo in the classroom by increasing positive behavior and decreasing negative behavior. Look at the chart, research knew that student was interested in using ClassDojo to encourage them to earn more positive points. However, it seems rather difficult for some students to do clear-cut tasks. They could not have high points in features in classroom such as: do homework, talking and negative points dropped gently.
Weekly data during both the baseline and the intervention phases were compared to see if there was a weekly increase in positive behaviors and a weekly decrease in negative behaviors. In the first baseline week, there were 225 positive behavior points and 63 negative behavior points. In the second baseline week, there were 315 positive behavior points and 58 negative behavior points. In the third baseline week, there were 541positive behavior points and 46 negative behavior points. In the fourth baseline week, there were 654 positive behavior points and 38 negative behavior points (see figure 5)
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Positive Points Negative Points
Base Phase ClassDojo Points
Figure 5. Weekly ClassDojo Points of the Baseline
Overall, the positives are steadily increasing and the negatives are decreasing with each week. The lowest positive score in the first week is 225 points, the highest is 654 points. Average weekly increase of more than 100 points. In contrast, the highest negative score in week one with 63 points, the lowest in week four with 38 points and decreases by about 10 points per week. In the baseline phase, students are initially quite interested in applying and using ClassDojo to earn positive points and limit negative points. In the baseline phase, students are quite interested in applying and using ClassDojo to earn positive points and limit negative points. However, students are still used to the traditional teacher assessment method of using paper and using ClassDojo for the first time, so the number of positive points in each week is still not high.
During the first intervention week, there were 665 positive points and 69 negative behavior points. In the second intervention week, there were 764 positive points and 57 negative behavior points. In the third intervention week, there were 972 positive behavior points and 53 negative behavior points. In the fourth and final intervention week, there were 1038 positive behavior points and 26 negative behavior points.
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Intervention Phase ClassDojo Points
Figure 6. Weekly ClassDojo Points of Intervention
The results data were analyzed after 4 weeks in Intervention phase, the first week reached 665 positive points, which was higher the baseline with 400 points. The fourth week reached 1038 points, more than 384 points. Furthermore, the average weekly gain at this period was around 400 points. In contrast, Negative behavior decreased with 43 points. Research shows that students who use ClassDojo to earn points increase rapidly. Also based on tasks weekly weeks, students follow the task to achieve more positives and less negatives.
The teacher uses ClassDojo to scaffold positive student behavior. It is hoped that as the teacher calls attention to students‘ behaviors, students become aware of their behaviors and change them independently to match the social occasion. ClassDojo also promotes constructivist ideas, as students are encouraged to change their avatar model to their liking. In addition, students are encouraged to talk about positive/negative behaviors and pick icons that represent each. Finally, students are asked to create classroom rules with the help of their teacher. Through these processes, children are constructing their own understanding of what is right and wrong (Piaget & Inhelder, 1969)
In the third week of the intervention phase, the students took a seven question survey. They were asked to rate on a scale from one to five (one- strongly disagree,
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two - disagree, three- can‘t decide, four- agree, five-strongly agree) how much they agreed with certain statements about ClassDojo. If the students answered with the response ―Strongly Agree‖ or ―Agree‖ it was recorded as a favorable response towards ClassDojo or the consistent use of ClassDojo. If the students answered with the responses, ―Can‘t Decide‖, ―Disagree‖, or ―Strongly Disagree‖, it was recorded as undecided or a negative response towards ClassDojo. The first statement was, ―I feel happy when I earn a positive Dojo point.‖ Ten students said that they strongly agreed with the statement, one student said that they agreed with the statement, two students said they could not decide, and one student said they disagreed with the statement.
Therefore, eleven out of the fifteen students, or 83.2%, recorded a favorable response about ClassDojo.
The second statement was, ―I want to earn Dojo points every day.‖ Twelve students said that they strongly agreed with the statement, two students said that they agreed with the statement, and one student said they could not decide. Therefore, thirteen out of the fifteen students, or 88.6%, recorded a favorable response about ClassDojo. The third statement was, ―Earning Dojo points is important to me.‖ Seven students said that they strongly agreed with the statement, three students said that they agreed with the statement, three students said that they could not decide, and two students said that they disagreed with the statement. Therefore, ten out of nineteen students, or 74.6%, recorded a favorable response about ClassDojo. The fourth statement was, ―When I lose a Dojo point, I want to change my behavior to earn it back.‖ Twelve students said that they strongly agreed with the statement, two students said that they agreed with the statement, and one student said that they could not decide. Therefore, fourteen out of the fifteen students, or 95.7%, recorded a favorable response about ClassDojo. The fifth statement was, ―I feel that the teachers notice when I deserve a Dojo point.‖ Six students said that they strongly agreed with the statement, five students said that they agreed with the statement, and four students said they could not decide. Therefore, eleven out of the fifteen students, or 78.8%, recorded a favorable response about ClassDojo.
The sixth statement was ―Setting a weekly Dojo goal will help me earn more positive points.‖ Nine students said that they strongly agreed with the statement, two
students said that they agreed with the statement, one student said that they could not decide, two students said that they disagreed, and one student said that they strongly disagreed with the statement. Therefore, eleven out of the fifteen students, or 78.9%, recorded a favorable response about ClassDojo. The seventh statement was, ―Because my teacher uses ClassDojo I feel like I can better control my behavior.‖ Nine students said that they strongly agreed with the statement, five students said that they could not decide, and one student disagreed with the statement. Therefore, nine out of the fifteen students, or 69.4%, recorded a favorable response about ClassDojo (see figure 7).
Figure 7. Survey Results