1

TOKEN ECONOMY: REDUCING UNDESIRABLE BEHAVIOR AMONG

THE GRADE 6 PUPILS THROUGH THE USE OF A REWARD SYSTEM

A Classroom-Based Action Research

Presented to the Faculty of the
College of Education
Opol Community College,
Opol, Misamis Oriental

In fulfillment
of the Requirements for the Degree
Bachelor of Elementary Education

BIO, JEMELYN P.
BU-AGAN, NENIAN M.
JABAGAT, CRISTY JOY U.
LOMO, FERNANDO JR. M.
LOPEZ, RUSTY LYNN G.
MABALO, MARK JHUNNIELL A.
Researcher

January 2022
 2

APPROVALSHEET

This action research entitled “Toke Economy: Reducing

Undesirable Behavior of Grade 6 Compassionate Through the Use of
Reward System” conducted and submitted by Jemelyn P. Bio, Nenian
M. Bu-agan, Cristy Joy U. Jabagat, Fernando M. Lomo, Jr., Rusty Lynn
G. Lopez, and Mark Jhunniell A. Mabalo, fourth year students of Opol
Community College, in fulfilment to the requirements in the conduct of
research has been examined and recommended for approval and
acceptance.
SOPHOMORE T. VACALARES.,MAEd
Field Study Coordinator

PANEL OF EXAMINERS

Approved by the committee on Oral Examination with the grade of ____

PURA G. VILLAR, Ph.D.

Chairman

ROIE M. UBAYUBAY, Ph.D WENIE ROSE D. CANAY, Ed.D

Member Member

Accepted and approved in fulfillment of the requirements for the Degree

of BACHELOR OF ELEMENTARY EDUCATION

Date of Final Defense: January 10, 2023

PURA G. VILLAR, Ph.D.

Program Head, Education Department
 3

ABSTRACT

The title of the study Token Economy: Reducing undesirable

behavior among the grade 6 pupils through the use of a reward system
The study aimed to answer the following questions ; first, what are the
undesirable behavior of the learners before the intervention, in terms of
teacher’s observation and Learner’s Response, second, what are the
undesirable behavior of the learners after the administration of the
reward system, in terms of Teacher’s Observation, third, is there a
significant difference between the Reward System to the learners’
behavior, and what are the problems encountered during the
implementation of the Reward System for the learners. Furthermore,
the study aimed to reduce the undesirable behavior among grade VI.
The respondents composed 41 random individuals. Validated checklist
and adopted questionnaire were used as a tool and T-test and weighted
mean was the statistics used for the computation of two independent
samples. There is no significant difference between the Reward System
to the learners’ behavior.

Keywords: Undesirable Behavior, Token Economy, Reward System

 4

ACKNOWLEGEMENT

The action research output would not have been attained without

the efforts and collaborative cooperation of bright and diligent minds.

The researchers would like to express their sincerest gratitude to the

following individuals for their guide in making the action research a

success.

To the ST Supervisor of Opol Community College, Mr. Sophomore

T. Vacalares, for the opportunity to make an action research study.

With this, the researchers are able to share ideas and refresh the

learnings from the previous studies.

To the Principal of Opol Central School, Mr. Samy T. Igloria for

the kindness, cooperation and inspiration.

To Rodalove J. Sinues, PhD and Noricel S. Peras for the guidance,

motivation and technical assistance to make this action research

realized.

To the researchers' parents for their countless support in letting

them pursue the action research especially the financial support that

they have lend them throughout the process.

Above all, the researchers are very thankful to God Almighty who

gave knowledge and strength to finish the study in a successful

manner.
 5

TABLE OF CONTENTS

Page

Title Page ……………………………………………………………………………i

Approval Sheet …………………………………………………………………….ii

Abstract …………………………………………………………………………….iii

Acknowledgement ………………………………………………………………..iv

Table of Contents …………………………………………………………………v

I. Context and Rationale ………………………………………………………..1

II. Innovation, Intervention and Strategy …………………………………...6

III. Methodology …………………………………………………………………..7

a. Action Research Questions …………………………………………7

b. Participants and Source of Data …………………………………..7

c. Research Instruments ………………………………………………..8

d. Data Gathering Method ……………………………………………..9

IV. Discussion of Results, Analysis and Reflection ………………………11

V. Conclusion and Recommendation ……………………………………….16

VI. References …………………………………………………………………….17

VII. Action Plan …………………………………………………………………..18

VIII. Financial Estimated Cost ………………………………………………..19

IX. Appendix
a. Curriculum Vitae ……………………………………………………..20
 6

b. Documentation ………………………………………………………..26
c. Sample Observation Sheet ………………………………………….28
I. CONTEXT AND RATIONALE

Undesirable behavior is roughly defined as inappropriate

behavior of students in the classroom that impedes both learning and

the teacher’s instructions. Some of the most common disruptive

behaviors include learners’ inappropriate gestures, talking with

classmates, physical and verbal aggressiveness, moving in the class,

shouting, and not respecting the classroom rules. Esturgo-Deu et al.,

(2010). The problem of disruptive behavior in the classroom, which

affects educators of all generations, cannot be avoided but the

researchers use intervention such as token economy to reduce the said

problem.

Undesirable behavior in the classroom is one of the biggest

issues in educational settings. It is noticeable that when learners

behave disruptively in the classroom, it negatively impacts the

classroom environment, students' learning, and teachers’ instruction.

In addition, disruptive behavior of students in the classroom was found

disturbing not only by teachers but also by students themselves in this

context. Namgyel, (2022).

Reward system is the system where the students that exhibit

positive behavior are rewarded. Is an effective way in which you can

celebrate student achievement and positive learner behavior. The use of

 7

rewards within the classroom is a form of extrinsic motivation for

students, encouraging them to participate cooperatively in academic

and social learning experiences. Huffman, (2020). Token economy as a

behavior modification system that utilizes some form of token to

encourage the increase of desirable behavior, and the decrease of

undesirable behavior. Tokens are provided immediately following

display of the desired behavior, and are collected and eventually

exchanged for a reward, such as desired objects or privileges. Token

economy systems are used in a number of settings, including penal

institutions, addiction treatment facilities, care centers, and group

homes. Token economies have been used for quite some time in mental

health facilities; doctors and staff utilize token economies to control

many aspects of patient behavior, from basic hygiene behaviors

(brushing teeth, wearing clean clothes, using the toilet), to more

complex behaviors, such as temper control and interpersonal

interactions. However, you don't need a PhD in behaviorism to use a

token economy; these techniques work equally well at home, or in the

classroom. Universal class, (2022).

Reward system is another evidence-based practice that has been

used in conjunction with the different interventions of positive

behavioral interventions and supports (PBIS) is token economy a

contingency management system that allows participants to earn points

for presenting specific, positive behaviors that are later exchanged for
 8

predetermined backup reinforcement. Maggin et al, (2011). The premise

behind positive behavioral interventions and supports lies in the ability

to exchange points to access. This leads to the reward points becoming

a generalized reinforcement of the conditioned on the presentation of

positive behavior. Behavior intervention strategy, designed to create a

more positive and productive classroom environment, by using

reinforcers to increase students on task behaviors.

Cause of Undesirable Behavior

There seem to be several reasons why students exhibit

disruptive behavior in the classroom. Many are associated with the

community, parents, teachers, and students themselves. Factors such

as a bad influence from the community, a lack of preparation and low

teaching quality, poor parenting, students’ attitude towards learning,

and students’ emotional and mental problems. Likewise, also noted

others including large classes, teachers’ biased attitudes toward

students, and students’ desires to get attention in the classroom as

other reasons students exhibit disruptive behavior in the classroom.

Khasinah, (2017).

Furthermore, in Opol Central School, sixth graders exhibit

undesirable behavior in the classroom, there were thirteen (13), nine (9)

boys and four (4) girls who exhibit disruptive behavior. This is the

factors which adversely shaped teachers’ attitudes about teaching, and

 9

also highlighted that teachers show less interest in teaching when

students exhibit disruptive behavior during classroom discussion as

well it can affect the entire class. As shown during the pre-

administration of the reward system the learners often talk in the class,

roam around, use earphones, disrespect teachers, laugh and shout,

shift from one chair to another, look outside, and some are sleeping.

The researchers are motivated to conduct the study to lessen the

undesirable behavior of the learners. Researchers will utilize the token

economy as an intervention to help learners reduce their undesirable

behavior, and to see the effectivity of reward system.

 10

CONCEPTUAL FRAMEWORK

Pre-Behavioral Observation

Class Interview

Reward System Approach

(Token Economy)

Post-Behavioral Observation

Figure 1. The Conceptual Framework of the study

 11

A token economy is based on operant learning theory, which

states that rewards and punishments shape behavior. The theory of

B.F. Skinner is based upon the idea that learning is a function of

change in overt behavior. Changes in behavior are the result of an

individual’s response to events (stimuli) that occur in the environment.

A response produces a consequence such as defining a word, hitting a

ball, or solving a math problem. When a particular Stimulus-Response

(S-R) pattern is reinforced (rewarded), the individual is conditioned to

respond. The distinctive characteristic of operant conditioning relative

to previous forms of behaviorism (e.g., connectionism, drive reduction)

is that the organism can emit responses instead of only eliciting

response due to an external stimulus.

 12

II. INNOVATION, INTERVENTION, AND STRATEGY

The researchers used the token economy to reward desirable

behavior with tokens that could be exchanged for desired items. A

token can be a chip, coin, star, sticker, or anything else that can be

exchanged for the item the student wishes to purchase. In this study,

marble and printed stars with gold for 20 points, silver for 15 points,

red for 10 points, and green for 5 points were used. Each indicator was

assigned a numerical value, and learners who demonstrated desirable

behavior were given a token; the accumulated points could be

exchanged for a reward such as a notebook, pen, or coloring materials;

the learners received the token at the end of the session. Learners

received stars or marbles for demonstrating targeted behaviors. Later,

the stars were used for other tangible reinforcers.

The researchers observed learners on Monday, Wednesday,

Thursday, and Friday during their English and Filipino subjects at 12

o’clock to 2:30 in the afternoon. The learners who did not exhibit

disruptive behavior will receive a token. Consistent reminders of goals

obtained and the promise of a cumulative and high-value reward.

 13

III. METHODOLOGY

A. Action Research Questions

The study primarily aimed at disruptive behavior among Grade

six learners using token economy. Particularly, the study sought to

answer the following questions:

Research Questions:

1. What are the undesirable behavior of the learners before the

intervention, in terms of:

1.1 Teacher’s Observation

1.2 Learner’s Response

2. What are the undesirable behavior of the learners after the

administration of the Reward System, in terms of:

2.1 Teacher’s Observation

2.2 Learner’s Response

3. Is there a significant difference between the Reward System to the

learners’ behavior?

4. What are the problems encountered during and after the

implementation of the Reward System?

Null Hypothesis
 14

The study was guided by the following hypothesis, tested at 0.05

level of significance.

Ho1: Is there no significant difference between the Reward

System to the learners’ behavior.

B. Participants and Source of Data

This research was limited to the disruptive behavior of the Grade 6

learners through the use of the Token Economy. There were forty-one

(41) participants in this study. The time duration of the study from

November to December 2022. The intervention is four times a week for

one month. Selected respondents who are officially enrolled as Grade

Six at Opol Central School in the school year 2022-2023.

C. Research Instrument

The primary tool in gathering the data was an adapted survey

questionnaire and checklist. The instrument is divided into two parts.

The first part is the pre- and post-observation checklist for the

respondents. Part II consists of the effects of a disruptive behavior

questionnaire. It was adapted from Beverly Palma and Dennis G.

Caballes (June 1, 2022), “students’ misbehavior and behavioral

classroom management practices as perceived by students and

teachers: basis for intervention program”. Published in INSTABRIGHT

e-GAZETTE.

Scoring Guide and Procedure

 15

Often Sometimes Rarely Never

4 3 2 1
5 & above/session 3-4/session 1-2/session 0

Raw score X 100

Total population

D. Data Gathering Method

Using the adopted questionnaire and checklist, the researchers

secured a written permit from the school administration through a

letter request signed by the Field Study Coordinator and noted by the

Program Head Collage of Education of Opol Community College. Upon

approval of the Principal in Opol Central School the researchers sought

the assistance of the class adviser based on the schedule of the

students. With the assistance of the respective adviser, the researchers

informed the learners about the purpose of the study and guided them

to answer the survey tool. The respondents received a letter of consent

to participate in the study, answer the questionnaire, and be observed

through the use of an adapted and modified checklist, during and after

their class hours.

The researchers decided to explore the effectiveness of a reward

system, specifically a token economy in reducing disruptive behavior.

Researchers observed one class for almost a month, (four times per

week) to scrutinize the most common disruptive behavior among the

 16

learners in the classroom. In other words, the observation was done

before the treatment (pre-intervention). The data recorded using a daily

checklist was used to identify the most frequent/repeating types of

disruptive behavior among these learners to compare with the post-

intervention data. The learners were observed four times per week

(Monday, Wednesday, Thursday, and Friday) for one month. The

treatment was the token economy. During the treatment the learners

were given a token such as classroom money, cards, marble and stars.

Each indicator had an equivalent point redeemable for an item at the

end of the week. The disruptive behavior that learners exhibited in the

classroom during the treatment (post-intervention) from each meeting

was recorded using the checklist. The average of post-intervention data

was then compared with the pre-intervention data to find out to what

extent the intervention strategy used in this study helped reduce

students’ disruptive behavior inside the classroom. Furthermore, 20 of

the 41 learners (ten males and ten females) were randomly selected a

day before the intervention for an interview to explore their perceptions

about improper behavior in the classroom. Each learner was

interviewed for seven to ten minutes. The interview was done to

understand in-depth views of how learners view undisciplined behavior

when they see their friends exhibit it in the classroom.

 17

IV. DISCUSSION OF RESULTS, ANALYSIS AND REFLECTION

Problem 1
What are the undesirable behaviors of the learners before the
intervention in terms of Teacher’s Observation and Learner’s Response?

Table 1
Undesirable Behavior of the Learners Before the Intervention in
terms of Teacher’s Observation
Often Sometim Rarely Never
Indicator 4 es 2 1 Mea Descriptio
(During class 3 n n
hour) f % f % f % f %
Roaming around 21 16.1 6 46.9 4 31.5 7 5.38 2.72 Sometimes
5 1 2 1 4
Talking in the 11 90.7 1 9.23 0 0 0 0 3.91 Often
class 8 8 2
Shouting/ 10 77.6 2 22.3 0 0 0 0 3.78 Often
laughing 1 9 9 1
Shifting from 13 10 2 19.2 9 70.7 0 0 2.40 Sometimes
one chair to 5 3 2 7
another
Using gadget 0 0 4 3.08 1 0.78 12 96.1 1.06 Never
5 5
Average Mean 2.77 Sometime
s
Often - 5 times & above Rarely – 1-2 times
Sometimes – 3-4 times Never – zero

The result showed that the undesirable behavior of the Learners

Before the Intervention in terms of Teacher’s Observation had rated

average of 2.77 and as describes ”sometimes” which means that the

learners were exhibiting undesirable behavior. The learners were

restless even their adviser was discussing they kept on talking

 18

nonsense, their classroom adviser said “silence” there was a momentary

silence inside the classroom with the span of a minute voices rises this

happens again and again.

Talking in the class had a mean of 3.91 and as describe “often”,

aside from talking related to their academics, they do idle chitchats that

can destruct the teacher. Shouting and laughing had a mean of 3.78

and as describe “often” meaning while the teacher was discussing the

learners were laughing and to the point that they raise their voice that

results to destructing their classmates. These problems created because

of covid 19 pandemic; learners experience culture shocked due to their

lack of exposure in social environment that is why they tent to talk

more. They became livelier than they were at home studying modules.

Using gadget had a mean 1.06 with a description of “never” two

learners were identified used gadget during session it is not alarming

though but it distracted their classroom who’s focused was in the

discussion.

Covid 19 pandemic indicated both positive and negative on the

student’s behavior. It was found that the behavioral changes in the

students’ psychology during the pandemic lowered their learning

motivation and social life, thereby affecting student learning outcomes.

Chairunnisak, (2022).

The researchers realized that Covid 19-Pandemic affected not

only the educational system of the country on the other hand the
 19

learner’s behavior. It significantly impacted the learner’s behavior as

well as their social well being seeing that learners stayed at home more

than two years resulted to more attachment seeing their classmates.

Table 2
Undesirable Behavior of the Learners Before the Intervention in
terms of Learner’s Response
Strongly Disagree Agree Strongly
Disagree Agree
Statement 1
2 3
4 Mean Description

f % f % f % f %
1. When my friends show
disruptive behavior, it diverts my
0 0 0 0 6 30 14 70 3.70 Strongly agree
attention which affects my
learning.
2. I get disturbed and I lose the
lesson track when my friends
0 0 0 0 11 55 9 0 3.45 Strongly agree
misbehave in the middle of the
lesson.
3. I get distracted from my study.
I feel angry as I cannot hear the 0 0 3 15 15 75 2 10 2.95 Agree
teacher properly.
4. I often get distracted when a
friend shows disruptive behavior.
0 0 0 0 17 85 3 15 3.15 Agree
Sometimes, I even cannot focus
on my studies.
5. Whenever I try to give my full
concentration in class, I get
0 0 0 0 14 70 6 30 3.3 Strong agree
distracted when they show
disruptive behavior.
6. I don’t like to be in the
classroom where students exhibit
disruptive behavior because I
0 0 6 30 11 55 3 15 2.85 Agree
cannot concentrate on what the
teacher teaches us and after that,
I lose interest in studying. 
7. I think teachers are
responsible for their behavior and
some students are responsible as
well. Teachers can guide them
13 65 7 35 0 0 0 0 1.35 Strongly disagree
and use a different method to
engage them in studying by
group discussion and assigning
group work.
8. It is teachers’ responsibility to
correct my behavior. It is difficult 7 35 7 35 6 30 0 0 1.95 Disagree
for me to change
9. Yes, I am responsible for my
behavior. I can improve it by
0 0 0 0 0 0 20 100 4 Strongly agree
taking the advice of my teachers
and parents.
10. I can also look upon my
friends who possess good 0 0 0 0 16 80 4 20 3.2 Agree
behavior.
 20

Average mean 2.99 Agree

1-1.75 Strongly Disagree 2.6-3.25 Agree
1.76-2.5 Disagree 3.26-4 Strongly Agree

The table shows that the undesirable behavior of the Learners

Before the Intervention in terms of Learner’s response had a rated

average of 2.99 and as describes ”agree” which means learners were

destructed with the undesirable behavior exhibited by their classmates.

When my friends show disruptive behavior, it diverts my attention which

affects my learning had a mean 3.70 describe as strongly agree, I get

disturbed and I lose the lesson track when my friends misbehave in the

middle of the lesson had a mean of 3.45 describe as strongly, Whenever

I try to give my full concentration in class, I get distracted when they

show disruptive behavior had a mean of 3.3 and describe as strongly

agree these that whenever their classmates exhibit undesirable

behavior they were affected in terms to their attention aside from that it

hinders the teacher’s discussion.

any action or verbalization that interferes with classroom

instruction and impedes other students’ ability to learn. Vanderbilt

University, (2022).

In item number 7 I think teachers are responsible for their

behavior and some students are responsible as well. Teachers can guide

them and use a different method to engage them in studying by group

discussion and assigning group work. Had a mean of 1.35 which

describe as strongly disagree. This means that the students are fully
 21

aware that they are to blame for their actions and not the teachers.

Teachers were not to blame because education begins at home, and

thus parental involvement in their children's education is needed.

Parents should be involved in their children’s education as early

as possible. The most effective form of parental involvement is

engagement in the learning activities at home. Involvement of parents

improves academic performance. It will also help the children to be

ready to learn and will help show positive behavior. Thomas, (2022).

Problem 2

What are the undesirable behavior of the learners after the

administration of the Reward System in terms of Teacher’s observation
and Learner’s response?

Table 3
Disruptive Behavior of the Learners after the Administration of the
ward System in terms of teacher’s observation
Indicator Often Sometimes Rarely Never
(During class hour) 4 3 2 1
Mean Description
F % f % f % f %

Roaming around 0 0 5 2.6 25 12.8 165 84.6 1.16 Never

Talking in the class 41 21 30 15.4 79 40.5 45 23 2.34 Rarely
Shouting/laughing 23 11.8 62 31.8 78 40 32 16.4 2.38 Rarely
Shifting from one chair 0 0 3 1.5 7 3.6 185 94.9 1.00 Never
to another
Using gadget 0 0 1 0.5 1 0.5 193 99 1.00 Never
Average mean 1.58 Never
Often - 5 times & above Rarely – 1-2 times
Sometimes – 3-4 times Never – zero

The data showed that the undesirable behavior of the Learners

after the administration of Intervention in terms of teachers’

observation had a rated average of 1.58 and as describes ”never”. which

means that there is a decrease of undesirable behavior exhibited by the

learners. It somehow shows the effectivity of token economy. Some of

the learners were excited to receive rewards the reason they exhibit
 22

desirable behavior up until the post-behavioral observation they were

intrigue to what rewards they will receive and the researchers valued

that expectations.

Talking in the class had a mean of 2.34 and as describe “rarely”,

there were gradual change to the learner’s behavior. During the pre-

behavioral observation, students were described as frequently talking in

class, shouting, and laughing; however, after the implementation of the

token economy, they were described as rarely talking, implying that

they talked less than usual.

Shifting chair to one another and using gadget have the lowest

mean 1.00 with a description of never. Still there were learners who

used gadget during the session but bare minimal meaning learners

understood that it is a mistake to use gadget during discussion. With

the aid of token economy, they can restrain their salves on using as

well as shifting chain.

The researchers substantiate the importance of discipline in

teaching not only a plain discussion but there must be incorporation of

discipline, the researchers believed that token economy helps the

teachers tame the children’s behavior though in some way token

economy is bribing to achieve desirable behavior.

Motivates learners in their learning, and initiates healthy

competitions amongst learner. Token economy assists in classroom

 23

management, helping students who are low achievers, less

participative, and those who misbehave. Aljuhaish, (2015).

Table 4
Undesirable Behavior of the Learners after the Administration of
the ward System in terms of Learner’s Response
Strongly Disagree Agree Strongly
Disagree Agree
Statement 1
2 3
4 Mean Description

f % f % f % F %
1. When my friends show
disruptive behavior, it diverts my
0 0 0 0 6 30 14 70 3.70 Strongly agree
attention which affects my
learning.
2. I get disturbed and I lose the
lesson track when my friends
0 0 0 0 3 15 17 85 3.85 Strongly agree
misbehave in the middle of the
lesson.
3. I get distracted from my study.
I feel angry as I cannot hear the 0 0 0 0 9 45 11 55 3.55 Strongly agree
teacher properly.
4. I often get distracted when a
friend shows disruptive behavior.
0 0 0 0 17 85 3 15 3.15 Agree
Sometimes, I even cannot focus
on my studies.
5. Whenever I try to give my full
concentration in class, I get
0 0 0 0 14 70 6 30 3.3 Strong agree
distracted when they show
disruptive behavior.
6. I don’t like to be in the
classroom where students exhibit
disruptive behavior because I
0 0 0 0 17 85 3 15 3.15 Agree
cannot concentrate on what the
teacher teaches us and after that,
I lose interest in studying. 
7. I think teachers are 0 0 0 0 13 65 7 35 3.35 Strongly agree
responsible for their behavior and
some students are responsible as
well. Teachers can guide them
and use a different method to
 24

engage them in studying by

group discussion and assigning
group work.
8. It is teachers’ responsibility to
correct my behavior. It is difficult 7 35 7 35 6 30 0 0 1.95 Disagree
for me to change
9. Yes, I am responsible for my
behavior. I can improve it by
0 0 0 0 0 0 20 100 4 Strongly agree
taking the advice of my teachers
and parents.
10. I can also look upon my
friends who possess good 0 0 0 0 16 80 4 20 3.2 Agree
behavior.
Average mean 3.32 Strongly Agree
1-1.75 Strongly Disagree 2.6-3.25 Agree
1.76-2.5 Disagree 3.26-4 Strongly Agree

The result implies after the administration of token economy in

terms of learner’s response had an average mean of 3.32 with a

description of “Strongly Agree”. Learners who were interviewed strongly

agreed that it disrupts them when their classmates exhibit undesirable

behavior and the learners believe that it is their obligation to control

their conduct.

Yes, I am responsible for my behavior. I can improve it by taking

the advice of my teachers and parents had a mean of 4 with a

description of ”strongly agree” solely the learners believed that they

have the greater responsibility towards their behavior and with the aid

form their teachers and parents they will be discipline. Learner 11

commented “when I got home my parents asked did I do something

good inside the classroom, and said yes and told the experiences I had”.

Teacher and parents have immersed impact towards shaping the child’s

behavior.

Interactions with teachers, parents, and peers are critical for

children’s social, behavioral, and academic development in the

 25

classroom context. However, these two types of interpersonal

interactions in the classroom are usually pursued via separate lines of

inquiries. Chen, et.al, (2020)

It is teachers’ responsibility to correct my behavior. It is difficult for

me to change had a mean 1.95 with a description of “Disagree” part a

parcel of the teacher’s responsibility to the learners is to discipline not

only in terms to academics but as well as to their behavior at some

point the learners did not understand that responsibility taking the

account that they were responsible to their actions which in the

perspective of the researchers somehow correct. As mention above

teachers, parents and learners themselves were responsible of behavior.

These varies to parenting and how the teachers carry out the classroom

management.

The researchers perceived that teachers were multifaceted inside

the classroom they are teacher and a parent. Teachers in terms to

academics and parents in terms of discipline. As to the result the

learners burden themselves believing that they were solely carries the

responsibility of their behavior but some study shows that teachers and

parents have greater responsibility in shaping the children’s behavior.

parent, you influence your child's basic values, like religious

values, and issues related to their future, like educational choices. And

the stronger your relationship with your child, the more influence you'll
 26

have, because your child will be more likely to seek your guidance and

value your opinion and support. Bartolome, (2017).

Problem 3
Is there a significant difference between the Reward System to the
learners’ behavior?
Table 5
Significant Difference between the Reward System to the learners’
behavior

Mean Mean with

Indicator Without Token Decision
intervention Economy
Roaming 2.72 1.16
Talking in class 3.91 2.34
Shouting/
3.78 2.38
laughing
Rejected
Shifting from one
2.40 1.00
chair to another
Using gadget 1.06 1.00
Average mean 2.77 1.58

The result revealed that the P value is 0.32, thus, the null

hypothesis was accepted. It means that there is no significant difference

between the reward system to the learners’ behavior. Token economy

has no significant effect to the learner’s behavior.

Clinical failures of classroom token economies are divided into

three groups: (1) Problems associated with the token program itself, (2)

Problems associated with the teacher, and (3) Problems associated with

the specific population on which the classroom token economy is used

and for those older children. Tucker, (2018)

Problem 4:
What are the problems encountered during and after the
implementation of the Reward System for the learners?
 27

The following are the challenges encountered by the researchers

during the implementation of Token Economy.

Availability of materials, the rewards that will be given to the

learners. The rewards are expensive, the researchers sought and

discovered alternatives to simply solve the existing problem.

Learners do not care about earning a reward, which is why

children continued to talk despite the fact that a reward system had

already been introduced to them. Researchers brainstormed to

overcome the problem and come up with a solution that from time-to-

time token should stimulate their interest.

V. CONCLUSION AND RECOMMENDATION

Conclusion
Based on the findings drawn, the following conclusions were
made.
The researchers finally found out that token economy is effective

in reducing undesirable behavior among the selected Grade VI learners.

Although there is no significant effect after the administration of

token economy as motivation as reinforcement towards learners’

 28

behavior. However, there is substantial evidence that there was a

change of behavior before and after the implementation.

The study suggest that teachers use varied strategies in

motivating learners to have desirable behavior during discussion.

Recommendation

Based on the findings and conclusions, the following are recommended:

1. Principal may encourage teachers to modify reward system as

reinforcement to increase desirable behavior and allocate school

supplies to be reflected in the MOOE like notebooks, bags, and etc.

2. Teachers may utilize different tokens like classroom money and such

like that increase learner’s interest.

3. Parents should monitor their child’s performance both academic and

behavior in a daily basis

4. Future researchers will utilize token economy towards academic

performance of learners.
 29

Date and Target Desired Person

Activity Resources
time Behavior outcome involved

 Talking in
the class
 Roaming
Monday, around
Wednesday  Shouting
Diagnostic Thursday  Shifting from Reduced Researchers,
Group
Behavioral Friday one chair to undesirable class adviser,
budget
Observation November another behavior and learners
2022  Using gadget
(12-2:30)  Disrespecting
teacher
 Destroying
other’s
belonging
Monday,
 Talking in
Wednesday
Pre- the class
Thursday Reduced
Behavioral  Roaming Researchers, Group
Friday undesirable
Observation around and learners budget
November behavior
 Shouting
2022
 Shifting from
(12-2:30)
one chair to
 30

another
 Using gadget
 Talking in
Monday,
the class
Wednesday
 Roaming
Thursday
around Reduced
Friday Researchers, Group
Intervention  Shouting undesirable
Number - and learners budget
 Shifting from behavior
December
one chair to
2022
another
(12-2:30)
 Using gadget

Monday,  Talking in
Wednesday the class
Post- Thursday  Roaming
Reduced
Behavioral Friday around Researchers, Group
undesirable
Observation Number -  Shouting and learners budget
behavior
December  Shifting from
2022 one chair to
(12-2:30) another
 Using gadget
VI. Action Plan
Behavioral Action Plan

VII. Reference
JOURNAL

Beverly Palma and Dennis G. Caballes, (2022), “students’ misbehavior

and behavioral classroom management practices as
perceived by students and teachers: basis for intervention
program”.

Felicity Huffman (2020). Reward System: A Means of Motivation for

Students

Josefina Sala-Roca (2010). Disruptive behavior of students in primary

education and emotional intelligence

Lolita A. Dulay (2022). Classroom Behavior and Academic Performance

of Public Elementary School Pupils
 31

MD Maggin (2011). A systematic evaluation of token economies as a

classroom management tool for students with challenging
behavior

Professor Roy Abraham Kallivayalil MD,DPM (2022). Secretary General,

World Psychiatric Association Professor & Head, Dept of
Psychiatry Pushpagiri Institute of Medical Sciences

Richard D.Tucker (2018), Journal of Contemporary Psychotherapy

Token Economies: Using Basic Experimental Research to
Guide Practical Applications

Siti Khasinah (2017). Managing disruptive behavior of students in

language classroom

Siti Masyito et. al. (2022). Chairunnisak Changes in the Behavior of

Elementary School Students During the COVID-19
Pandemic

Sultan Fahd Aljuhaish, (2015). The Effectiveness of Behaviorist’s Token

Economy System on Teaching English as a Second
Language

Thinley Wangdi and Samten Namgyel (2022). Classroom to Reduce

Student Disruptive Behavior: An Action Research

Melissa T. Bartolome (2017), Parental involvement in the philippines: a

review of Literatures

WEBLIOGRAPHY

RichardCulatta(2022)https://www.instructionaldesign.org/theories/
operant-conditioning

UniversalClass(2022) https://www.universalclass.com/articles/special-
education/using-a-token-economy-to-manage-behaviors.htm
 32

VIII. Financial Estimated Cost

Materials Amount

Intervention Materials 1260

Transportation 550

Printing 750

Total 2560
 33

IX. APPENDIX
A. Curriculum Vitae

Jemelyn P. Bio
Kibaghot, laguindingan Misamis Oriental
[email protected]
09059789909

EDUCATIONAL BACKGROUND

Tertiary : Opol Community College

2019 –2024 Present Poblacion Opol Misamis Oriental

 34

Secondary : Laguindingan National HighSchool

2017 – 2018 Poblacion , laguindingan Misamis

Oriental

Primary : Minalwang Elementary School

2011-2012 Minalwang Claveria Misamis

Oriental

PERSONAL DETAILS

Nickname : ZEM ZEM

Birthday : April, 12 2000
Age : 22
Sex : Female
Civil Status : Single
Nationality : Filipino
Hieght : 5'5
Weight : 50kg.
Religion : Christian
Interest : Dancing, Music, Movies,

Nenian M. Bu-agan
Z-5 Tubajon Laguindingan Misamis Oriental
[email protected]
09706125580
 
 
EDUCATIONAL BACKGROUND
 
 
Tertiary : Opol Community College
2019-2024             Pob. Opol, Misamis Oriental
 
Secondary : Laguindingan National High School
2013-2019 Zone 3, Poblacion Laguindingan Misamis
Oriental
 
 35

Primary : Mauswagon Elementary School

2008-2013 Mauswagon Laguindingan Misamis Oriental
 
PERSONAL DETAILS
 
 
Nickname : YAN-YAN
 
Birthday :          May 20, 2001
 
Age :          21
 
Sex :          Female
 
Civil Status :          Single
 
Nationality :          Filipino
 
Height :          5’
 
Weight :          50kg
 
Religion :         Ramon Catholic
 
Interests :          Singing

Cristy Joy U. Jabagat 

Amoros El Salvador City 
[email protected]
09386742452

EDUCATIONAL BACKGROUND

Tertiary : Opol Community College 

2019 – Present Poblacion Opol Misamis Oriental 

Secondary : Opol National Secondary Technical 

School
 36

2018 – 2019 Taboc, Opol  Misamis Oriental 

Primary : Himaya Elementary School

2012-2013 Himaya El Salvador City 

PERSONAL DETAILS

Nickname : Bebe

Birthday : December 22, 2000

Age : 22

Sex : Female

Civil Status : Single 

Nationality : Filipino 

Hieght : 5'0

Weight : 55kg.

Religion : Christian 

Interest : Music, Cats, Movies, Dancing 

Fernando M. Lomo, Jr. 

Opol, Misamis Oriental 
[email protected]
09274933640

EDUCATIONAL BACKGROUND

Tertiary : Opol Community College 

2019 – Present Poblacion Opol Misamis Oriental 

Secondary : Opol National Secondary Technical 

School
 37

2008-2012 Taboc, Opol  Misamis Oriental 

Primary : Opol Central School

2002-2008 Poblacion Opol Misamis Oriental 

PERSONAL DETAILS

Nickname : Dodo

Birthday : January 6, 1995

Age : 27

Sex : Male

Civil Status : Single 

Nationality : Filipino 

Hieght : 5'2

Weight : 65kg.

Religion : Baptist 

Interest : travelling

Rusty Lynn G. Lopez

Lumbo, Alubijid Misamis Oriental
[email protected]
09513756524

EDUCATIONAL BACKGROUND

Tertiary : Opol Community College

2019 – Present Poblacion Opol Misamis Oriental
Secondary ; Alubijid National Comprehensive High
School
2017 – 2018 Poblacion Alubijid Misamis Oriental
 38

Primary : Lumbo Elementary

School
2011-2012 Lumbo Alubijid Misamis
Oriental

PERSONAL DETAILS

Nickname : Lavlav
Birthday : December 18, 1999
Age : 23
Sex : Female
Civil Status : Single
Nationality : Filipino
Hieght : 5'0
Weight : 58kg.
Religion : Christian
Interest : Music, Cats, Movies

Mark Jhunniell A. Mabalo

Mauswagon Laguindingan Misamis Oriental
[email protected]
09386613173

EDUCATIONAL BACKGROUND

Tertiary : Opol Community College

2019 – Present Poblacion Opol Misamis Oriental
 39

Secondary : Laguindingan National High School

2017 - 2018 Poblacion Laguindingan Misamis
Oriental

Primary : Mauswagon Elementary School

2007 - 2008 Mauswagon Laguindingan Misamis
Oriental

PERSONAL DETAILS

Nickname : Niel
Birthday : November 10, 1996
Age : 26
Sex : Male
Civil Status : Single
Nationality : Filipino
Hieght : 6'0
Weight : 59 kg.
Religion : Christian
Interest : Dance, Music, Movies

B. DOCUMENTATION

 
 40

Seeking verbal consent

During diagnostic observation

 41

Group discussion

Post observation

Giving of rewards
C. SAMPLE OBSERVATION SHEET AND DAILY CHECKLIST

Daily checklist
Indicator Often Sometimes Rarely Never
(During Class Hours) 4 3 2 1
Roaming around
Looking outside
Talking in the class
Laughing/Shouting
Shifting from one chair to another
Using gadget (cellphone)
Disrespecting teachers/Disobedience
 42

Destroying other’s belongings

Sleeping in the class
Verbal aggression

Statements of the effects of Disruptive Behavior

Strongly Dis- Agree Strongly
Statement Disagree agree Agree
1 2 3 4
1. When my friends show disruptive behavior, it diverts my
attention which affects my learning.
2. I get disturbed and I lose the lesson track when my friends
misbehave in the middle of the lesson.
3. I get distracted from my study. I feel angry as I cannot hear
the teacher properly.
4. I often get distracted when a friend shows disruptive behavior.
Sometimes, I even cannot focus on my studies.
5. Whenever I try to give my full concentration in class, I get
distracted when they show disruptive behavior.
6. I don’t like to be in the classroom where students exhibit
disruptive behavior because I cannot concentrate on what the
teacher teaches us and after that, I lose interest in studying. 
7. I think teachers are responsible for their behavior and some
students are responsible as well. Teachers can guide them and
use a different method to engage them in studying by group
discussion and assigning group work.
8. It is teachers’ responsibility to correct my behavior. It is
difficult for me to change
9. Yes, I am responsible for my behavior. I can improve it by
taking the advice of my teachers and parents.
10. I can also look upon my friends who possess good behavior.