ABSTRACT
In the previous chapter, we outlined the relationship between teachers’ use of positive and negative feedback and the behaviour of their pupils. The research presented and discussed was generally concerned with investigating relationships, a method normally referred to as correlational research . In interpreting the results, however, we pointed out that it was diffi cult to know precisely whether it was the pupils’ good behaviour that prompted the teachers to become more positive or the positive teachers’ feedback that encouraged the pupils’ good behaviour. To answer that question, we must turn to experimental research that we used in evaluating a training programme for teachers.
