POSITIVE REWARD: STRATEGIC APPROACH IN MOTIVATING GRADE 6 PUPILS

OF OBRERO CENTRAL ELEMENTARY SCHOOL

An Action Research Proposal

Presented to Dr. Amilita P. Giverts
of Agusan Colleges Inc. College of Education Dean

Submitted by:

Researchers:

Calunsag, Felix S.

DECEMBER 20,2021
I. Context and Rationale

Poor performance in school is sometimes caused by lack of motivation. Student

achievement is often attributed to a lack of motivation and rewards are given in an

attempt to increase that vital student motivation. Student motivation affects every aspect

of school life, from attendance, to academic performance, to extra-curricular activities.

Lori Kay Baranek (1996). Classes is boring to some students specially to those who are

young at age because most of their interest and mindsets is focus more on playing

games, rooming around, or have a chitchat on their seatmates and some are

bombarded with problems from home. Teachers will then find a way to divert their focus

to the lessons that they are about to tackle. The researchers believe that motivating

them with reward is one way to be able to divert their focus to the class. Motivation is

one factor that affects the learning of the pupils. It can be a determinant of pupils’

success or failure in school. Motivation is what sets the interest and excitement of the

learners. It triggers the eagerness of the learners to do every task they have. In

motivating the learners it must be incline to the pupils’ interest, something that can catch

their attention, something they like, and something that can benefit to their studies and

personal growth. According to Merriam dictionary reward is a thing given in recognition

of one's service, effort, or achievement make a gift of something to (someone) in

recognition of their services, efforts, or achievements. Giving them with rewards like

food, a thing or even verbal appreciation will bring impact to students’ participation on

the class. Of all the rewards given, grades are the most common reward (Seoane and

Smink, 1991). These good intentions, though, are missing the mark. When rewards are

given, children don't perceive themselves in control of learning, they approach and
complete tasks differently than when rewards are not given, and their work is judged as

less creative (Amabile and Gitomer, 1984; Condry, 1977; Ryan and Grolnick, 1986).

In order to stimulate learning and to motivate good behavior, lots of teachers use

rewards for students. The following are advantages of a reward system according to

Lucie Renard — Jan 25, 2017. Students conform to appropriate behaviors when

rewarded either intrinsically or extrinsically. Students will show interest and raise their

participation in the everyday classroom tasks, responsibilities and learning. Incentives

for students motivate them to be more productive because they create a feeling of pride

and achievement. Being successful makes you happy. Every success story helps

students become more self-confident. They are proud and also encouraged to achieve

another successful result. The National Association of School Psychologists suggests

that reward systems help motivate students to complete their homework. It’s rather

shocking that without rewards, students don’t complete it. Rewarding students

encourages and endorses school effort. They lead to improved outcomes for students.

Thus, the researchers strongly believed that positive reward will bring good

impact to the scholastic performance of the students. Moreover, this could be a solution

to improve the students in terms of school life, attendance, and extra-curricular

activities. This study will be a benefit to the teachers because it will provide them with

relevant information and ideas in dealing lack of motivation among the students. Among

all else it will be a great help to the students to improve themselves and to become a

well responsible citizen of our country.

II. Action Research Questions

This study will attempt to evaluate the effectiveness of using Positive Reward as

a Strategic approach in motivating the Grade six Pupils of Obrero Central Elementary

School Butuan, City Philippines.

Specifically, this study aims to answer the following questions:

1. What are the factors that cause poor motivation among Grade 6 pupils of Obrero

Central Elementary School?

2. What is the frequency of motivation among Grade six pupils when group into:

2.1. Before the use of positive reward, and

2.2. after the use of positive reward?

3. What is the level of academic performance of the Grade six pupils when data are

grouped into;

3.1. Before the use of positive reward, and

3.2. after the use of positive reward?

4. Is there a significant relationship between Positive Reward and the Motivation

among the Grade six pupils of Obrero Central Elementary school?

III. Proposed Innovations, and Strategy

According to Saul McLeod (2018) What Is Operant Conditioning and How Does It

Work? How Reinforcement and Punishment Modify Behavior. Operant conditioning,

also known as instrumental conditioning, is a method of learning normally attributed to

B.F. Skinner, where the consequences of a response determine the probability of it

being repeated. Through operant conditioning behavior which is reinforced (rewarded)

will likely be repeated, and behavior which is punished will occur less frequently.
 By the 1920s, John B. Watson had left academic psychology, and other

behaviorists were becoming influential, proposing new forms of learning other than

classical conditioning. Perhaps the most important of these was Burrhus Frederic

Skinner. Although, for obvious reasons he is more commonly known as B.F. Skinner.

Skinner's views were slightly less extreme than those of Watson (1913). Skinner

believed that we do have such a thing as a mind, but that it is simply more productive to

study observable behavior rather than internal mental events.

The work of Skinner was rooted in a view that classical conditioning was far too

simplistic to be a complete explanation of complex human behavior. He believed that

the best way to understand behavior is to look at the causes of an action and its

consequences. He called this approach operant conditioning.

According to Classroom motivation strategies for prospective teachers of Robert

L. Williams &Susan L. Stockdale (2010) National surveys indicate that student

motivation is a principal concern of teachers, yet few publications within the teacher

education literature directly address how teachers can best apply established

motivational principles. Pivotal to mobilizing student motivation is understanding the role

of rewards in sustaining productive task engagement. This article examines the

difference between intrinsic and extrinsic motivation for academic learning, the relative

value of intrinsic and extrinsic motivation, the effects of extrinsic rewards on intrinsic

motivation, the potential compatibility of cognitive and behavioral perspectives of

student motivation, and research‐based recommendations for promoting classroom

motivation.
 Michael Filseckera & Daniel ThomasHickey (2014) in their study entitled A

multilevel analysis of the effects of external rewards on elementary students' motivation,

engagement and learning in an educational game. This study investigated the effects of

external rewards on fifth graders' motivation, engagement and learning while playing an

educational game. We were interested in exploring whether the feedback-rich

environment of the game could mitigate the predicted negative effects of external

rewards. Data of students' engagement and learning were collected and analyzed at

multiple levels. A quasi-experimental design was used to examine the effect of external

rewards in one group (n = 50) compared to a control group without such rewards (n =

56). According to the results, the external rewards did not undermine students'

motivation (e.g., at proximal and distal levels), however they did not foster disciplinary

engagement. On the other hand, students in the reward condition showed significantly

larger gains in conceptual understanding (proximal) and non-significantly larger gains in

achievement (distal). These results suggest that the predicted negative consequences

of external rewards may be addressed in this new generation of learning environments.

Future research and contributions of the study are provided.

Kristin F.Hoffmann, Jessica D.Huff, Ashley S.Patterson & John L.Nietfeld (2009)

in their study Elementary teachers' use and perception of rewards in the classroom

stated that In the past four decades much research has gone into the use of rewards in

education yet little attention has been given to the use of rewards from the perspective

of teachers. This mixed method study examined how elementary school teachers define

and use rewards in their classrooms and how various motivational constructs such as

goal orientation, self-efficacy, and autonomy relate to teachers' use of rewards. Results
revealed that all teachers in our sample use some form of rewards in their classrooms

and the majority use some form of tangible rewards. Rewards were most frequently

given for behaviour management, but there was a significant relationship between the

use of rewards for behaviour and those given for academic achievement. Performance

goal orientations for teaching were positively related to the use of tangible rewards and

a higher degree of classroom control and negatively related to teacher self-efficacy.

When asked to report on the appropriateness of using rewards in the classroom only

one-third of the teachers reported that they should be used conditionally.

Barbara A. Marinak &Linda B. Gambrell (31 Mar 2008) in their study Intrinsic

Motivation and Rewards: What Sustains Young Children's Engagement with Text?

stated that this study investigated the effects of reward proximity and choice of reward

on the reading motivation of third-grade students as measured by indicators of task

persistence. The major finding from this study was that students who were given a book

as a reward and students who received no reward were more motivated to engage in

subsequent reading than students who received a token reward. The results of the

present study revealed that the proximity of the reward to the desired behavior is a

particularly salient factor in enhancing reading motivation. In this study, books were less

undermining to intrinsic motivation than token rewards. The major implication is that

carefully chosen rewards can foster a culture of reading motivation.

Halawah, Ibtesam (Jun2006) The Effect of Motivation, Family Environment, and

Student Characteristics on Academic Achievement. This paper is designed to study the

effect of motivation, family environment, and student characteristics on academic

achievement. The study was conducted on 388 high school students (193 males and
195 females) from Abu Dhabi District, United Arab Emirates (UAE). A Likert-type

instrument that consisted of three parts (scales) was used to measure students' level of

motivation, parental influences, and students' characteristics, while academic

achievement was measured using student's GPA. Calculations were also breakdown by

gender to assess differences between male and female students. Students' mean level

of motivation was less than the means of parental influence and student's

characteristics. No gender differences were observed on the variables measured by the

instrument. Correlations between each of motivation, family environment, student

characteristics and academic achievement were small and practically not significant.

Remarkably high correlation value was observed between motivation and students

characteristic. The highest correlation value was observed between family environment

and students' characteristics. Results were discussed on the light of other studies'

findings and results.

Mohammad Reza Ahmadi Dr. (2017). The Impact of Motivation on Reading

Comprehension Motivation is one of the important factors which impacts greatly on

language learning. One of the most important factors which receives the special focus in

foreign language teaching is reading motivation. More recently, studies on reading

motivation have also gained much interest. This review paper is going to consider the

impact of reading motivation on reading comprehension. In this paper, the researcher

explains the terms reading motivation, different types of motivation, reading

comprehension, and different models of reading comprehension. The review of this

study showed that reading motivation had a considerably positive effect on reading

comprehension activities.
 Dragana Jovanovic & Marina Matejevic (2014).Relationship between Rewards

and Intrinsic Motivation for Learning – Researches Review ☆In this paper, we review

some of the initial researches, conducted during the 70's and later, about the potential

role of external rewards on intrinsic motivation for learning. This is considered from

different theoretical approaches such as self-determination theory, cognitive approach,

attribution theory, general interest theory, behaviorist approach. The review is divided

into three parts. Firstly, we review researches related to the effect of external reward on

reducing internal motivation for learning and some research which is opposite to them.

Secondly, we discuss the benefits of motivation for improving creative achievements.

Thirdly, a significant part of this paper refers to analyzing the interests, as a part of

students’ intrinsic motivation, which are not given enough attention in literature. Finally,

we draw conclusions from the researches review. In the summary, analyzing these early

researches, we can say that there is a good evidence that rewards have a strong

influence on the students’ motivation for learning and high creative outcomes which is

opposite to some initial researches (although this depends on the type of undertaking

rewards). Considering these early researches indicates that producing negative effects

requires combining specific conditions that are not characteristic for activities in

everyday life, especially in school life and the idea that rewards disturb intrinsic

motivation of individual requires a more detailed analysis. We believe that rewards are

not harmful, which is proved by some researches, and that there is a certain

interrelation between external motivators and task-oriented motivation which is

confirmed by the cognitive approach. Future researches should be oriented towards the

examination of the impact of different types of interests on learning and the variety of
personal motives, examining the interactions between motivation and cognitive

constructs, but also on how to develop personal interests and motivational constructs.

John W. Maag (January 1, 2001) Rewarded by Punishment: Reflections on the

Disuse of Positive Reinforcement in Schools Most approaches for dealing with student

disruptions involve the use of various forms of punishment such as removals from the

classroom, fines, restitutional activities, inschool and out-of-school suspensions, and

expulsions. Although some of these approaches may make schools safer by removing

the offending students, they have little effect on encouraging students to perform

socially appropriate behaviors. There are many reasons why educators find punishment

a more acceptable approach for managing students' challenging behaviors than positive

reinforcement. This article delineates these reasons and argues for educators to plan

the occurrence of positive reinforcement to increase appropriate behaviors rather than

running the risk of it haphazardly promoting inappropriate behaviors.

IV. Action Research Methods

a. Participants and/or other Sources of Data and Information

This research will focus on the use of positive reward as a strategic approach in

motivating the grade six pupils of Obrero Central Elementary school for the school year

2020-2021. Observation of the results before and after will be taken from February 2021

up to March 2021since this research begin during the duration of second semester of

the school year 2020-2021

 The researchers will employ a census sampling procedure. The respondents are the

fifty (50) Grade six pupils of Obrero Central Elementary School. Table 1 shows the

number of respondents who will undergo the intervention.

Table1. The Respondents of the Research

No. of Respondents
Before After
Section
Aguinaldo 50 50

b. Data Gathering plan

This research will employ quantitative – descriptive method since the objectives of the

researchers are to determine the impact of using positive reward in motivating the

Grade 6 pupils of Obrero Central Elementary school results before and after the

intervention, and the significant improvement of motivation and academic performance.

Moreover, the conduct of this study will be influenced by the three major

sources of the school, namely: (1) beginning of the school year (BOSY) report of the

School Form 2; (2) attendance status of the Grade 6 pupils of Obrero Central

Elementary School; and (3) the performance of the Grade 6 pupils of Obrero Central

Elementary School.

Gathering the data in this research is subdivided into three parts namely: (1) the

pre – conduct; (2) the actual conduct; and (3) the analysis.

This research will adopt the use of survey research design. The survey research

design is usually used in securing opinions and trends through the use of

questionnaires and interviews (Prieto, 2017).

 The researcher will ask permission to the school principal to conduct a study. The

respondents will also be informed that the results of the survey questionnaire, status of

attendance, status of academic performance through incentive-based intervention

will be used for a research undertaking.

Data Analysis Plan

The data gathered will be analyzed using the following statistical tools:

1. Frequency and Mean. These will be used to get the factors that cause poor

motivation among Grade 6 pupils of Obrero Central Elementary School.

2. Frequency. This will be used to get the frequency of motivation among Grade six

pupils when group into:

2.1. Before the use of positive reward, and

2.2. after the use of positive reward

3. Mean. This will be used to get the level of academic performance of the Grade six

pupils when data are grouped into:

3.1. Before the use of positive reward, and

3.2. after the use of positive reward

4. Chi-square Test will be used to get the relationship between Positive Reward and the

Motivation among the Grade six pupils of Obrero Central Elementary school.

V. Action Research Work Plan and Timelines

Goal: To improve the motivation of Grade six pupils of Obrero Central Elementary

school using the incentive-based intervention.

Program Objective: To recommend actions to implement the positive reward

intervention as an intervention to improve motivation of Grade six pupils of Obrero

Central Elementary school.

Table2. Action Research Work Plan and Timelines

Implementation Responsibilities Resources Timeline ( By

Steps( What will be (who will do) ( Funding/ Time/ when?/Day /Month)
done) People / Materials
1.Submit result Basic Education January 30, 2021
(Action research) to Researcher Research Fund To
the Principal. (BERF) February 30, 2021
School Fund BERF
II. Show the out-
come and
intervention to Researcher School Fund March 30, 2021
other teachers. BERF

III. Use the findings

in addressing the
problems on Researcher School Fund February 2021to
motivation. BERF March 2019

IV. Conduct an
action research
similar intervention Researcher School Fund March 2021
to address a BERF
specific problem.

VI. Plans for Dissemination and Utilization

The researcher aims to disseminate and utilize the research with the full support

of the School Principal through existing mechanisms such as:

Learning Action Cell (LAC). The LAC session may be maximized by sharing the

result of ongoing and/or completed research. This may serve as input for teachers in

improving the motivation of the students. In-Service Training (INSET). The training

design may include discussions on research results and how this can be utilized.
School Governing Council (SGC). Research results and proposed action can be

presented during school planning and monitoring activities. School Report Card

(SRC). Intervention made as a result of action research may be included in SRC.

VII.References

1. Lucie Renard (Jan 25, 2017). Using reward systems to motivate students

2. Robert L. Williams &Susan L. Stockdale (20 Jan 2010). Classroom motivation

strategies for prospective teachers.

3. Michael Filseckera & Daniel ThomasHickey (2014) in their study entitled A

multilevel analysis of the effects of external rewards on elementary students'
motivation, engagement and learning in an educational game.

4. Kristin F.Hoffmann, Jessica D.Huff, Ashley S.Patterson & John L.Nietfeld (2009)
in their study Elementary teachers' use and perception of rewards in the
classroom

5. Barbara A. Marinak &Linda B. Gambrell (31 Mar 2008) in their study Intrinsic
Motivation and Rewards: What Sustains Young Children's Engagement with
Text?

6. Halawah, Ibtesam (Jun2006) The Effect of Motivation, Family Environment, and

Student Characteristics on Academic Achievement.

7. Lori Kay Baranek (1996)

8. Saul McLeod (2018) What Is Operant Conditioning and How Does It Work? How
Reinforcement and Punishment Modify Behavior

9. John W. Maag (January 1, 2001) Rewarded by Punishment: Reflections on the

Disuse of Positive Reinforcement in Schools