Professional Documents
Culture Documents
PR 1 Cob
PR 1 Cob
at TRIS
I. Introduction
Reward systems have long been used in educational settings as a means of motivating
and promoting academic achievement among students. However, little is known about
the effectiveness of these systems in nurturing the growth and development of top-
performing students, who often have unique needs and characteristics that may differ
from those of their peers. Moreover, while previous research has suggested that reward
This study aims to address these gaps in the literature by exploring the role of reward
systems in nurturing top-performing students. Specifically, the study will investigate the
types of reward systems that are most effective in motivating top-performing students,
as well as the factors that influence their engagement with these systems. The study will
motivate top-performing students, such as the impact on their intrinsic motivation, self-
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The findings of this study will have important implications for educators and
in nurturing academic excellence among top-performing students, the study will inform
are equally important in directing and shaping desired behaviors, the literature on
reward systems has expanded to include them. Nevertheless, reward systems are
system is made up of the rules and procedures that firms use to top student
appealing, affordable, and equitable while also achieving the objectives outlined
motivation, particularly those with disabilities. The usage of these methods can
increase students' engagement with classroom activities. Yet, to use token systems
effectively, the system must be personalized and tailored to match the needs of the
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child. Teachers should (1) identify a variety of back-up reinforcers for each
student; (2) identify the amount of tokens required for the student to earn the
selected back-up reinforcer; (3) identify the type of token that will be used; and
(4) indicate the amount of time students must wait before exchanging their tokens
for the back-up reinforcer. This paper's goal is to describe how to recognize and
This study examined how rewards and penalties motivate students to engage
showed that while school policies tend to link their rewards and penalties system
on penalties for bad behavior rather than enhancing engagement and motivation.
students in Indian schools, the current study investigates the interaction between
the growth mindset intervention and incentive systems. It was discovered that the
intervention did help people perform well by persevering, but only when the
reward system gave people a sense of autonomy. The existing theory can be
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stars, tokens, or other rewards for completing academic work, compliments or
recognition for accurate answers or academic achievements, etc. are all examples
skills and prospects of success, and intrinsic interest in the activity all have an
impact on student motivation. Nonetheless, when given assignments that are both
the main tool in the teacher's arsenal for influencing student motivation.
The locale of the study on the role of reward systems in nurturing top-
would be at TRIS itself. The study would be conducted within the school’s
premises and involve Grade 11 students, teachers, and parents of TRIS. TRIS is a
public school located in Legazpi City, Albay, and the study would focus on the
would involve collecting data from various sources within TRIS, such as student
retention. Therefore, the locale of the study is limited to TRIS, and the findings
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D. Seriousness of the problem (Angel Peralta)
exhibit traits like selecting hard activities and devoting more time to them.
enter the workforce, they are constantly under pressure to do well on exams, be
responsible, and be accountable. Students who have learning disabilities face even
more difficulties in the classroom. To the greatest extent possible, every teacher in
difficult for these students, kids with learning disabilities may be thought of by
teachers as the least driven of all, going above and beyond to cover up their
students with incentives such as stickers for good behavior, lunches for
The majority of the top students, 63%, reported that they frequently
received encouragement from their friends, parents, teachers, and fellow students.
29% of them reported receiving a token or present from their parents. 8% reported
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According to a study on children and money conducted by the American Institute
of CPAs, nearly half of all U.S. parents (48%) rewarded their kids financially for
good grades. The average allowance for an A, among those who paid their kids,
was $16.60.
through 12 said getting paid for better grades would motivate them “a lot.”
Economists found that when they gave high school-aged students money
monetary rewards.
The primary aim of this research is to examine the role of reward systems in
11 students at TRIS. Specifically, this study seeks to explore how different types
that includes surveys, interviews, and observations, the study will gather data
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Additionally, the study aims to identify the key factors that contribute to the
engagement. These factors may include the type and frequency of rewards, the
criteria for selecting students, and the methods used to deliver and communicate
the rewards. The study will also examine potential challenges and drawbacks of
reward systems, such as the potential for extrinsic rewards to undermine intrinsic
understanding of the role of reward systems in promoting the academic and non-
The overall purpose of this research is to gain a deeper understanding of the role
that reward systems play in fostering the academic growth and development of
top-performing students. Especially after the events of the pandemic, our Grade
exploring the types of reward systems that are most effective in motivating and
consequences of using these systems, the study aims to inform the design and
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implementation of strategies to support the educational success and well-being of
this group of students. The ultimate goal of this research is to contribute to the
The focus of this study is to determine the role of rewards systems when it comes to
School.
a. Monetary Rewards
b. Experiential Rewards
c. Material Rewards
d. Privilege Rewards
students?
performing students?
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III. Scope and Delimitation
This study aims to investigate the effectiveness of reward systems in promoting the
TRIS. In order to collect data we will perform methods such as surveys and
questionnaire for the Grade 11 students. The study will focus specifically on students
who are identified as top performing based on academic and non-academic criteria.
The data collected will be analyzed to identify patterns, themes, and correlations
and achievement. Finally this study will focus on top performing students of the S.Y.
2022-2023.
However, this study also has its limitations. Firstly, it will only focus on Grade 11
students at TRIS, and thus, the results may not be generalizable to other grade levels
or schools. Secondly, the study will only examine the impact of reward systems on
student performance and will not explore other factors that may affect student
achievement, such as teacher quality or curriculum design. Thirdly, the study may be
subject to response bias, as participants may provide positive feedback about reward
systems if they perceive them as beneficial. Also this research will only cover the top
performing Grade 11 students in the S.Y. 2022-2023. Finally, the study may not
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capture the full range of perspectives and experiences of Grade 11 students at TRIS,
as some students may choose not to participate or may be absent during data
collection.
education management (Boykin, 1972). This study investigated how the reward
system shapes top students in Grade 11 at TRIS to learn what kinds of rewards
they get from their parents, siblings, cousins, aunts, uncles, friends, teachers, and
others. Knowing how many students are being rewarded for their high academic
classroom and match their objectives with those of the lessons they are studying
to encourage and reward individuals who put in the most effort. Systems of
rewards encourage learning. And the more they strive for the reward, the more
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they unconsciously form good learning habits. Incentives encourage interest,
which prompts work and productivity. Giving out rewards to kids encourages
them to behave appropriately and positively in your class. You can encourage
good behavior in your classroom by giving out awards to the kids for things like
adhering to the rules of the class, being kind of others, and prioritizing safety.
moral, and democratic values, adapting to cultural diversity, educating for self-
understand the different reward systems and why students, especially the top
students, require them. This study was carried out to learn the following: what
place to recognize and promote academic achievement, and how effective these
Additionally, the study aimed to identify any gaps or limitations in the existing
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more effective and comprehensive reward systems that can help support
education.
Students: The findings of the study can provide insights into the effectiveness of
success. Moreover, the study can provide recommendations on how to design and
implement reward systems that are fair, consistent, and aligned with students’
role of reward systems in motivating students, teachers can design and implement
incentives that are appropriate, relevant, and meaningful for students. Moreover,
the study can provide insights into the factors that influence student motivation
such as intrinsic and extrinsic rewards, feedback, recognition, and social support
..
Parents: The study can inform parents about the importance of supporting their
systems, parents can encourage their children to set high expectations, work hard,
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and persevere in the face of challenges. Moreover, parents can collaborate with
educators to design and implement effective reward systems that align with their
Society: The study can have broader implications for society by contributing to
address the achievement gap and promote social mobility by providing equitable
https://link.springer.com/content/pdf/10.1007/978-3-642-11245-
4.pdf#page=126.
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P Vranešić, K Aleksić-Maslać… - 2019 42nd International …, 2019 -
ieeexplore.ieee.org
"Influence of gamification reward system on student motivation"—
https://ieeexplore.ieee.org/abstract/document/8756848/
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Motivation to Learn and Course Performance in a High-Achieving Classroom:
Effects of Mastery and Performance Orientations and Classroom Goal Structure"
by Midgley et al. (2000)
https://www.researchgate.net/publication/
7449575_Classroom_Goal_Structure_Student_Motivation_and_Academic_Achie
vement
https://journals.sagepub.com/doi/abs/10.1177/0016986217738051?
journalCode=gcqb
How Can We Best Support High-Achieving Students?" by National Association for
https://www.researchgate.net/publication/232428065_Achievement-
Based_Rewards_and_Intrinsic_Motivation_A_Test_of_Cognitive_Mediators
"The use of rewards in education: An overview of research" by Cameron and Pierce (2002)
https://www.researchgate.net/publication/
276086717_Revisiting_the_Role_of_Rewards_in_Motivation_and_Learning_Implications_of_
Neuroscientific_Research
"The role of rewards in motivation and learning" by Hidi and Renninger (2006
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Members:
3. Johanna Senar
4. Marklay Bermundo
5. Aaron Mostrado
6. Rydel Carizo
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