2.

A multilevel analysis of the effects of external rewards on elementary

students' motivation, engagement and learning in an educational game.
Michael Filsecker and Daniel Thomas Hickey june 2014
(https://www.sciencedirect.com/science/article/abs/pii/S0360131514000426?
fbclid=IwAR24RaDHDlLyAtHH46WbD0xTZfnba_pgy7429vDV6_u7AcW2As4MOi
AExCo)
Outcome-
The findings show the external rewards did not reduce students' motivation;
however, they failed to promote discipline in participation. On the other hand,
students in the reward condition showed significantly larger gains when it came to
conceptual understanding and non-significantly larger gains in achievement.
Design-
This study investigated the effects of external rewards on fifth-graders' motivation
and engagement in learning. The researchers gathered and conducted multiple-level
analyses of the data related to student engagement in learning. In the study, a quasi-
experimental design was employed to assess the impact of external rewards in one
group with 50 individuals and in the control group, which consists of 56 individuals
who will receive no such prizes.
1. Level of Effectiveness of Reward System in Teaching Mathematics for Grade
IV Pupils in Pililla Elementary School Central S.Y 2017-2018
Analiza Ilocs January 2019
(https://www.ojs.aaresearchindex.com/index.php/AAJMRA/article/view/11294?
fbclid=IwAR0eNzzdlkC7YYX64M5PMAE2PVhYZeKZKWnTkyfYNprSWaIvKUlSU
Frqph0)
Design-
This study utilized an experimental research design utilizing a parallel type of test in
the form of a preliminary and secondary quiz. The experimental design employed
two treatments: intangible and tangible rewards, and compared their effect on the
level of performance of pupils based on their obtained mean score before and after
the treatments.
Outcome-
The findings show that the performance of the untreated group and the group treated
with intangible reward in the preliminary test was "satisfactory" and retained
"satisfactory" during the secondary quiz, as the mean scores increased during the
secondary quiz. The performance of the group treated with tangible reward improved
to "very satisfactory" in the secondary quiz from "satisfactory" in the preliminary quiz.
3. The Correlations between Reward and Elementary School Students’
Learning Motivation
Nurmawati Margolang, Neni Hermita, Zariul Antosa (November 1, 2019)
(https://jtlee.ejournal.unri.ac.id/index.php/JTLEE/article/view/6693?
fbclid=IwAR0Xjr0itOUt2B3bdQ9vC5ddI4TYZvY2IGRzkIwyUBNl-
49X0GK1ARcT51Y)
Design-
This study sought to determine the relationship between rewards and students'
motivation to learn. This study is quantitative in nature. Fifth graders in Pekanbaru's
seventh cluster of Taman District make up the study's population. The researchers
employ basic random sampling as their sampling method. Researchers used a
sample of 115 students with a precision of 10%. Questionnaires are a common tool
for data collection. Utilizing the product-moment correlation approach, the data were
analyzed
Outcome-
The findings show that the performance of the untreated group and the group treated
with intangible reward in the preliminary test was "satisfactory" and retained
"satisfactory" during the secondary quiz, as the mean scores increased during the
secondary quiz. The performance of the group treated with tangible reward improved
to "very satisfactory" in the secondary quiz from "satisfactory" in the preliminary quiz.
These findings suggest a significant and favorable relationship between incentives
and students' drive to learn. The value of significance is 0.001 0.05. Low levels of
association exist between rewards and students' motivation. 10.2% of the coefficient
of determination shows a significant donation or contribution between incentive and
student learning motivation.
4. The Impact of Incentives and Rewards on Student Learning
McClean (2016)
9https://www.yumpu.com/en/document/view/64921028/the-impact-of-
incentives-and-rewards-on-student-learning-mcclean-2016)
Design
This study involved a second-form class of 31 pupils. To respond to the research
project's posed questions, both quantitative and qualitative techniques for gathering
data were employed. Observations made during class sessions and surveys were
some of the tools utilized to gather data. The time frame in which the data were
collected was gathered over the course of six weeks, and consumer mathematics
was discussed.

Outcomes
Overall, both intangible and tangible rewards play a part in the motivation of students
studying mathematics. Intangible rewards benefits motivate students to continue
trying even when a task seems complicated. While tangible rewards can be used to
get them started on a task. However, it should be utilized sparingly but not in a
controlling way. One of the by-products of both tangible and intangible rewards was
the rapport forged among the students. This is one of the basic blocks in the learning
of mathematics.

21. Teachers’ Use of Reward System: Inputs for Students Motivation

Enhancement
Benilda Viray-Castillejos (2021-2022)
(https://ejournals.ph/article.php?
id=18290&fbclid=IwAR3yDiTEyjJAqBSdtgflXi20mva9vKhr2SbmsfzMuaW698TH
VHmx6TbCf_0)

This study identified how teachers felt about the classroom rewards system. The
descriptive quantitative research design was used for the investigation. For the
academic year 2021–2022, the study was carried out at San Fermin Elementary
School, San Isidro Elementary School, and North Central School in the Cauayan City
School Division. This essay helped a researcher-created questionnaire collect
information on the profiles of the teachers, their motivational forms, and their
perceptions of employing the method. A Likert Scale was employed to evaluate the
respondents' perceptions. Additionally, the researcher employed Spearmans Rho to
establish a connection between the respondent profiles and how they perceived and
were motivated in their elementary school classes.

RESULT
The findings showed that different types of small-item motivation were frequently
used by the teachers. Additionally, teachers believed that all students benefited from
the rewards system. Furthermore, the elementary instructors are unanimous in their
belief that this tactic helps the facilitators in the classroom. As a result, students'
academic performance improved and their participation rose thanks to an incentive
system.

The school should motivate teachers to enhance their classroom's incentive

structure. Additional research should be done on integrating performance
competencies and a reward system or a combination of external techniques on a
specific topic.

6. The Influence of School’s Reward Systems on Students’ Development

Zihan Chen (2019)
(https://www.researchgate.net/publication/
368383934_The_Influence_of_School's_Reward_Systems_on_Students'_Developm
ent?
fbclid=IwAR0bRr5N8dNQGVRGvZGpG9oNfnuSb5GN_3CF3my5QuqnSpTnBCBDU
xQzzmg)

In this study, the impact of school reward systems on students' growth is discussed.
This study explains how various reward systems affect students at various stages of
their lives before analyzing the reasons why these influences, like operant
conditioning and reward addiction, arise when reward systems are used.
RESULT
The study demonstrates that, the incentive structures in schools have an impact on
kids' development, both positively and negatively. They can spark students' interests,
encourage good study habits, create a happy learning environment, and boost their
drive. Students could also become addicted to rewards, become more sensitive to
punishment, and lose their innate motivation. If teachers want to make the most of
reward systems, keeping merits and avoiding deficiencies is an effective strategy.
This essay offers explanations for many shortcomings in the use of the incentive
system and emphasizes the significance of fixing such problems. This research also
highlights the benefits of reward systems and the accessibility of making them a
better tool in the educational setting by demonstrating the positive influence of
reward systems. But existing study does not demonstrate whether the impact on the
reward system, however, is not currently demonstrated by study, can be influenced
by people's personality

7. THE INFLUENCE OF TANGIBLE REWARDS TO STUDENT’S MOTIVATION IN

4TH GRADE SDN SINARGALIH 1 CIRANJANG STUDENTS
Tedi Cahya, Anggraeni Novianti Kusnadi, Anita Anggraeni (July 2018)
(file:///C:/Users/User/Downloads/1271-8399-1-PB.pdf)
Design
This research used descriptive qualitative as a research design. The data of this
research were obtained from interview to the teacher who teaches in 4th-grade
students’ of SDN Sinargalih 1 Ciranjang. The interview was conducted twice
Result
The use of real rewards proves to be effective in improving students' motivation in
learning, especially learning English. It can be seen from the description in
discussion column. Where there are teachers explaining the change of attitudes of
students who were initially passive to be active, students who often did not attend to
be always present, the increase in terms of academic to be better.
This study focused on the influence of tangible rewards to students’ motivation on
the learning process. The objective of this research is to describe how tangible
reward can improve students’ motivation. This research used descriptive qualitative
as a research design. The data of this research were obtained from interview to the
teacher. The interview was conducted twice. The result of the research would be
described in the form of words. The result of the interview, the teacher had tried to
apply tangible reward to improve students’ motivated. The teacher was quite good
when used the tangible reward to improve the students’ motivation. Meanwhile, the
result from teacher interview also showed that the students had better motivation
from the first meeting to the next meeting. They tried to more active in the process of
learning, although some of the students are still passive and had less of motivation.
Then the result of an interview given to the teacher showed a positive effect.
Tangible reward made the students participate actively. It is viewed by the students
when the teacher gives some tests.

The Influence of Rewards on Student Learning Outcomes in the SMK Negeri 4

Takalar
Sirajuddin Saleh, Magfirah, Risma Niswaty, Haerul, Jamaluddin (2022)
(file:///C:/Users/User/Downloads/22.-The-Influence-of-Rewards-on-Student-Learning-
Outcomes.pdf)

9. Achievement-based rewards and intrinsic motivation: A test of cognitive

mediators.
J Cameron, WD Pierce, KM Banko, ... (2005)
(https://www.researchgate.net/publication/232428065_Achievement-
Based_Rewards_and_Intrinsic_Motivation_A_Test_of_Cognitive_Mediators)
The design was a 2 ⫻2factorial with 2 levels of reward in a learning phase (reward
for achievement, no reward) and 2 levels of reward in a test phase (reward for
achievement, no reward). Intrinsic motivation was measured as time spent on the
experimental task and ratings of task interest during a free-choice period. A major
finding was that achievement-based rewards during learning or testing increased
participants’ intrinsic motivation. Findings are discussed in terms of the cognitive
evaluation, attribution, and social– cognitive theories.
This study assessed how rewards impacted intrinsic motivation when students were
rewarded for achievement while learning an activity, for performing at a specific level
on a test, or for both. Findings are discussed in terms of the cognitive evaluation,
attribution, and social– cognitive theories. As a result, the study shows that giving
rewards for successful achievement on an activity leads individuals to express high
task interest and to be motivated to perform the activity and other similar tasks in the
future. The study also shows that rewards can activate processes that involve both
internal and external sources of motivation. The findings suggest that external and
internal motivations may combine additively to affect overall motivation for an activity.
8. The Effects of Rewards and Ice-Breaking on Students' Learning Motivation
at a Rural Public Elementary School in Lampung, Indonesia
Loliyana, Rini Asnawati, Amrina Izzatika, Rini Bayhaqqi (2022)
(https://saudijournals.com/media/articles/JAEP_69_450-454.pdf?
fbclid=IwAR2AMZzlQaAZsKYYiHkm8kGm06fuZ3bJHi_7gHi8bhc4Ct8Mpk4gyFl9
EBU)
This study was conducted in a quasi-experimental
manner. A questionnaire and documentation methods were used in the data
collection process. A t- test analysis was the
method of data analysis employed in this study (independent sample t-test). The
test's calculations reveal a strong impact
of rewards and ice-breaking on the motivation to learn of Rejomulyo Village's
elementary school students.

The research seeks to explore whether the utilization of rewards and ice-breaking
activities had any influence on the motivation of students attending a public
elementary school in Rejomulyo Village, Lampung, Indonesia. According to the
study's results, the introduction of rewards and ice-breaking exercises does indeed
affect the motivation levels of these elementary school students in Rejomulyo,
Lampung, Indonesia. Consequently, when teachers present educational material to
their students in this manner, the students exhibit heightened interest, become more
willing to share their thoughts, and actively participate, as opposed to becoming
disengaged. They also display increased enthusiasm and competitiveness in their
learning efforts, striving for improvement when rewards and ice-breaking activities
are incorporated into the learning process. This, in turn, enables them to achieve
more significant successes.
Rizkinta, E. & Surya, E. (February, 2017). Effect of Granting Reward on Learning Outcomes of Mathematics in Class IV of
Public Primary School 014680 of Buntu Pane. Retrieved from https://images.app.goo.gl/abrESd12JfiMESrw8

Design:

This study employs the correlational method and is quantitative in nature. Although there is qualitative data as supporting
evidence, correlation will be used to determine the relationship between two variables, namely reward giving and
mathematical learning outcomes. All fourth graders make up the study's population. The sample for this study is made up of
50 students since total sampling is utilized to obtain samples that represent populations that are small or fewer than 100. The
product moment correlation formula will be used for data analysis of the findings of this investigation.

Outcome:

It has been determined that awarding rewards has a considerable impact on students' learning outcomes in mathematics. The
correlation calculation of the value of counted > r-table (0.493 > 0.284) demonstrates this. Additionally, the t test was used to
examine hypotheses. The calculations' outcomes show that t-counted = 4.54 while t-table = 2.011 with df = n-2 at the
significance level = 0.05 (5%), proving the validity of the hypothesis that "there is influence of granting reward on learning
outcomes of Mathematics of students."
Reference: Cahya, T., Kusnadi, A., Anggraeni, A. (June 2018). The Influence of Tangible Rewards to Student's Motivation in
4th Grade SDN Sinargalih 1 Ciranjang Students. Retrieved from https://images.app.goo.gl/bTN8agUrzuJ5F8rn9

Design: This study concentrated on the impact of material rewards on students' motivation for learning.
The purpose of this study is to explain how providing students with tangible rewards might increase their motivation.
The research design for this study was descriptive-qualitative. The teacher who teaches SDN Sinargalih 1 Ciranjang's fourth-
grade students was interviewed for this study's data. The interview took place twice. Outcome: The research's findings will
be verbally described. As a result of the interview, the teacher tried to use concrete rewards to increase students' motivation.
When using the tangible reward to increase the pupils' motivation, the instructor did a good job. The results of the teacher
interviews also revealed that the kids' motivation increased from the first meeting to the second meeting. Although some of
the kids are still passive and lack motivation, they tried to make learning more dynamic.
The outcome of the teacher's interview then indicated a favorable outcome.
The kids were more engaged when they received tangible rewards.
The kids notice when the teacher assigns several tests in exchange for a reward.
The children attempted to respond to the teacher's question and showed no fear of making errors.

Reference: Cahya, T., Kusnadi, A., Anggraeni, A. (June 2018). The Influence of Tangible Rewards to Student's Motivation in
4th Grade SDN Sinargalih 1 Ciranjang Students. Retrieved from https://images.app.goo.gl/bTN8agUrzuJ5F8rn9

Design: In this study, a sample of second-graders enrolled in an urban elementary school was used to assess the impact of
external rewards on student motivation. By gathering quantitative and qualitative data over nine weeks, the motivation and
development of students working on the literacy-based reading program iRead were evaluated. The entire class was divided
into two groups: a control group that received few external rewards as they advanced through the program and no vocal
support; and an experimental group that received several times more rewards and verbal encouragement.
A "Gameboard" on iRead made available to students every
week, together with observations and statements made by the students while working on and off the iRead application, aided
in data collecting and exposed the influence of outside rewards in their learning environment. Throughout
the study, all students were expected to spend at least 150 minutes reading on iRead, which gave researchers plenty of opport
unities to assess both student groups. Outcome: In conclusion, the study shows that when student burnout becomes a
problem, external rewards are beneficial to student learning. Reference: Eikmeier, A. (October, 2018). To Give or Not to
Give: The Influence of External Rewards on Student Motivation and Performance. Retrieved from
https://scholarworks.calstate.edu/downloads/qf85nb63r

The Impact of Reward and Punishment on the Extrinsic Motivation of

Elementary School Students Mohammad Fauziddin1 , Maya Dwi Kusumawati2 ,
Rizki Ananda 2856-16362-2-PB.pdf
jere_manager,+14.+JERE+VOL.+3+NO.+3+SARASWATI+307-314+.pdf
Students' and Teachers' Perception on Reward in Online English Teaching
Context
Classroom Instruction That Works: Research-Based Strategies for
Increasing ... - Ceri B. Dean, Elizabeth Ross Hubbell - Google Books
https://mcstor.library.milligan.edu/bitstream/handle/11558/1044/
Mushayamunda_Maud_B_20160504.pdf?sequence=1&isAllowed=y
Outcome: The results indicated no significant difference between the two strategies.
The results suggest that teaching with rewards should be selected carefully based
on knowledge of student preferences.
Dsign: The purpose of this study was to determine the effects of tangible rewards
and verbal praise on motivational strategies on academic performance in a second
grade class. The sample consisted of 18 students comprised of 11 male students
and 7 female students. The data were collected using two post-assessment tests.
The students were taught half unit of science using tangible reward strategy. At the
end of the first unit, the students were tested. The second half of the unit was taught
using verbal praise strategy. At the end of the second half unit, the students were
tested. The results were compared for differences.
Reinforcement, Reward, and Intrinsic Motivation: A Meta-Analysis Judy
Cameron and W. David Pierce University of Alberta.
document (psu.edu)