THE EFFECTIVENESS OF GIVING REWARD TO THE CLASS PARTICIPATION OF

THE GRADE 7 STUDENTS OF MYSTICAL ROSE COLLEGE OF

SCIENCE AND TECHNOLOGY DURING THE
YEAR 2022-2023

An Action Research Proposal Presented to

The Faculty of the College Department
MYSTICAL ROSE COLLEGE OF SCIENCE AND TECHNOLOGY
Pogonlomboy, Mangatarem, Pangasinan

In Partial Fulfillment
Of the Requirements for the subject in
Field Study

Prepared by:
Sunshine U. Bautista
Art Christopher Salumbre
IV – BSED B

Approve by:
Mr. Bernardino R. Agpalo
Instructor
 INTRODUCTION

Background of the Study

The effect of rewards on intrinsic motivation and learning for children in general e
because they display behaviors such as choosing challenging activities and spending more time
on task. The use of rewards undermines intrinsic motivation and results in the slower acquisition
of skills and more errors in the learning process. The implications of the research are discussed
and a collection of strategies designed to promote intrinsic motivation is presented. One part of
the collection presents strategies for all students, and the other part contains strategies for
students with learning disabilities. Each part is broken down into topics on classroom climate,
behavior management, and lesson planning.

Students are motivated to achieve and conform to appropriate behaviors when either
intrinsically or extrinsically rewarded. Those students who prefer intrinsic motivation enjoy
praise, personally challenging projects and accomplishing educational tasks just for the love of
learning. An extrinsic approach requires more tangible rewards such as pencils, erasers, stickers
and sometimes candy. The type of reward given to students must be fair and consistent for all
students but also must vary for each task. Extending a reward to students helps to promote
positive and appropriate behavior among students in your class. Following class rules, being kind
to one another and keeping safety a priority is just a few of the positive behaviors to be displayed
in your classroom through the gifting of rewards to the students. Through appropriate student
behavior, teachers are able to concentrate on lesson content and interactive activities to indulge
students in learning opposed to focusing on classroom discipline. Successful students are happy
students and in order to have a classroom of happy students, teachers may use a reward system.
Encourage students to be productive in learning both at home and in school by offering rewards.
Rewards tend to create a feeling of pride and achievement among students thus motivating them
to be more productive.

The use of a reward system is complicated by the need for a scrupulously fair system in
which all students are seen to receive equal treatment. Are incentives to be awarded for effort,
for example, or for achievement? There are problems associated with either. Effort is subject to
interpretation and in any case fails to account for differences in work quality. Rewards offered
for achievement alone can serve to undermine the efforts and morale of the less able. A fair
reward system which takes into account both effort and quality is difficult to achieve and if
mismanaged may very easily appear inconsistent or contradictory. Classroom rewards might
motivate students to work harder, but it's often for the wrong reasons. Students benefit the most
from their schoolwork when they feel proud of their accomplishments and have an internal drive
that motivates them to succeed. Rewards are enjoyable, but students learn to find satisfaction in
the prizes more than their personal achievements. Extrinsic rewards might help students who
have lost interest in school and don't have much to lose. When you have a student who
frequently fails assignments, turns in incomplete work or shows up late for class, tangible
rewards might give him a reason to try harder. Unfortunately, it's difficult to reward struggling
students with tangible prizes without also rewarding productive students. Consider rewarding a
struggling student during after-school tutoring sessions, so his classmates don't think you're
playing favorites or showing partiality. Rewards might include pencils, gadgets, small toys or
healthy snacks. High student achievement comes from students who are motivated from inside.
Therefore, instead of giving rewards, teachers need to consistently teach students to become
intrinsically motivated

Statement of the Problem

This study aimed to determine the effectiveness of giving rewards to the class
participation for students of Mystical Rose College of Science and Technology. Specifically, it
sought to answer the following questions.

1. How to be effective giving rewards to the students of MRCST.

2. What is the perception of the respondents on the effectiveness of giving rewards to the
students of MRCST.
3. Does giving reward motivate the students to participate in class?
4. What is the effect of this to their academic performance.
 METHODOLOGY

Methods

This chapter represent the Data Gathering Procedure. This chapter presents also
the Instrumentation, Research Locale, Participants and Sampling Technique.

Data Gathering Procedure