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FORMS AND EFFECTS OF REWARD SYSTEM MOTIVATION IN THE

ACADEMIC PERFORMANCE OF GRADE 1 AND 2 PUPILS OF TOCLONG
ELEMENTARY SCHOOL

A Thesis
Presented to the
Faculty of College of Education, Arts and Sciences
Imus Institute of Science and Technology
City of Imus, Cavite

In Partial Fulfillment
of the Requirements for the Subject
Research in Elementary Education

By:
Rose Adlawan
March 2020
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APPROVAL SHEET

In partial fulfillment of the requirements for the Degree of Bachelor of

Elementary education, this research entitled “FORMS AND EFFECTS OF REWARD
SYSTEM MOTIVATION IN THE ACADEMIC PERFORMANCE OF GRADE 1
AND GRADE 2 PUPILS OF TOCLONG ELEMENTARY SCHOOL” has been
prepared and submitted by Rose Adlawan and is recommended for oral defense.

__________________________
Ms. Corazon Bagaipo
Adviser

Approved by the Committee on Oral Defense with the Grade of _____________

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THESIS ABSTRACT

TITLE: “FORMS AND EFFECTS OF REWARD SYSTEM

MOTIVATION IN THE ACADEMIC PERFORMANCE OF
GRADE 1 AND GRADE 2 PUPILS OF TOCLONG
ELEMENTARY SCHOOL”

RESEARCHER: ROSE ADLAWAN

ADVISER: MS. CORAZON BAGAIPO

INSTITUTION: IMUS INSTITUTE OF SCIENCE AND TECHNOLOGY INC.

DATE: MARCH 2020

Statement of the Problem

1. What is the respondents’ profile in terms of:

a. Gender;
b. Age;
c. Educational Attainment; and
d. Number of Years in Teaching?
2. What is the dominant forms of reward and motivation used in the classroom?

3. What is the dominant effect of reward and motivation used in the classroom?

Summary of Findings

1. Profile of the respondents according to gender, age, educational attainment and

years in teaching.
Most of the respondents participated in this study were female (5) or 71% and
only two were males 29%. Majority of their age ranges from 21-30 years old three (3) or
42% , two (2) 29% between 21-30 years old and another 2 or 29% between 41-50 years
old. Most of the redspondents only earned their bachelors with no plans of taking their
masters yet with four (4) or 57% and three (3) or 43% already earned their masters. Three
(3) or 42% are earned 6-10 years in service while two (2) or 29% on their 1-5 years and
another 2 for 11-15 years as teachers
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2. Forms of Rewards inside the classroom

In terms of forms of rewards given inside the classroom, respondents provided
awards and certificates and call the parents of their pupils with positive comments both
with the highest mean of 4. They used extra credits, classroom privileges and leading an
activity of the class with the mean scores of 3, 3.3, and 3 respectively. The teachers
sometimes provide rewards such as Free/ Late Homework Pass (mean of 1.9); small
trinkets and candies (mean of 2.1); extended recess (with mean of 2); and holding classes
outside (with mean of 2.4). All of the respondents never use popcorn or ice cream party
as a class reward.
3. Effects of Reward System Motivation
The teacher - respondents strongly agreed that reward system inside the classroom
made learners happy, challenged and competitive with a mean score of 4 each. They
strongly agreed that reward promotes appropriate behavior with 3.6 mean and motivates
the pupils for full effort in classroom tasks with a mean score of 3.4. For them, reward
system motivation boosted pupils’ self-esteem with mean score of 3.1; completed
homework and projects with mean of 2.9; built learning habits with a mean of 2.7 and
developed sense of responsibility in doing school works with a mean of 2.6.

Conclusions
Based on the findings of the study, the following conclusions were drawn:
1. Majority of the respondents are female with age ranging from 21 to 30 years old,
already earned their Bachelors’ degree in Education; and in the teaching profession for 6
to 10 years.

2. The dominant forms of rewards given by the teachers in their respective classrooms are
awards and certificates and positive comments; alongside with other useful motivations
such as use of extra credits, classroom privileges and other activities.

3. For the learners, the dominant effects of reward system motivation inside the
classroom are happiness, challenge and competitiveness. For the teachers, rewards can
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promote appropriate behaviors, and motivate the pupils to show efforts on the given
tasks.

Recommendations
The following recommendations are offered based on the conclusions:

1. In order to generalize the results of this study, a larger sample size is needed.
Conducting this study with surrounding area middle schools would give a larger sample
size and allow the researcher to determine more dominant reward systems and effects.

2. Teachers could provide variety of rewards which are new and more interesting to the
pupils. These rewards should not only stand as payment for good performance but as a
motivation for the children to work hard and exert efforts.

3. Teachers could use those dominant effects of reward system as a starting point towards
more interesting and memorable learning experience. Let the pupils be more competitive
and challenged with all their lessons while exhibiting happiness and good moral
character.

4. The findings of this study can be used as reference for the future researchers who
might deal with other forms and effects of reward system motivation.
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ACKNOWLEDGEMENT
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TABLE OF CONTENTS
TITLE PAGE

APPROVAL SHEET ………………………………………………………………..

ABSTRACT …………………………………………………………………………

ACKNOWLEDGEMENT …………………………………………………………..

TABLE OF CONTENTS ……………………………………………………………

LIST OF TABLES …………………………………………………………………..

CHAPTERS

1. THE PROBLEM AND ITS BACKGROUND

Introduction ……………………………………………………………………

Statement of the Problem …………………………………………………….

Theoretical Framework ………………………………………………………

Conceptual Framework ……………………………………………………..

Significance of the Study ……………………………………………………

Scope and Delimitation of the Study ……………………………………….

Definition of Terms …………………………………………………………

2. REVIEW OF RELATED LITERATURE

Local Literature …………………………………………………………….

Foreign Literature ………………………………………………………….

Local Studies ……………………………………………………………….

Foreign Studies …………………………………………………………….

Synthesis ……………………………………………………………………
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3. RESEARCH METHODOLOGY

Research Design …………………………………………………………...

Population of the Study …………………………………………………….

Research Instrument ………………………………………………………

Validation of the Instruments ………………………………………………

Data Gathering Procedures …………………………………………………

Statistical Treatment of the Data ………………………………………….

4. PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Respondents Demographic Profile ……………………………………….

Forms of Rewards Used in the Classroom ……………………………….

Effects of Reward System Motivation ……………………………………

5. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary of Findings …………………………………………………….

Conclusions ………………………………………………………………

Recommendations ……………………………………………………….

REFERENCES …………………………………………………………………

APPENDICES

Letter for the Validation …………………………………………………

Letter for the Principal ………………………………………………….

Letter for the Respondents ………………………………………………

Survey Questionnaire ……………………………………………………

CURRICULUM VITAE ………………………………………………………

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LIST OF TABLES
TITLE PAGE

Table 1: Distribution of Respondents …………………………………………….

Table 2: Respondents Demographic Profile ………………………………………

Table 3: Forms of Rewards Used in the Classroom ……………………………….

Table 4: Effects of Reward System Motivation ……………………………………

LIST OF FIGURES

Research Paradigm of the Study …………………………………………………

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CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Poor student achievement is often attributed to a lack of motivation and rewards

are given in an attempt to increase that vital student motivation. Students with learning

disabilities are very often unmotivated because school is one failure after another to them.

(Baranek, 1996). The statement, "If they would only try harder, then they would do better

on tests, take more risks, or earn better grades" is often heard regarding these students.

When rewards are given, they often have the opposite effect of what was intended. 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.

Aypay & Eryılmaz, (2011), discussed that motivation is an energy of individual’s

behavior. Student motivation affects every aspect of school life, from attendance, to

academic performance, to extra-curricular activities. Promoting the greatest student

motivation possible is extremely important for every teacher in grades K-12, especially in

today's educational climate, where schools are continuously under pressure to improve

test scores, responsibility, and accountability. Effective participation in the school

environment represents the degree of active involvement of a student in classroom

learning activities. On the other hand, motivation in the school environment is a process

for the students to initiate and execute the class activity. The motivating processes that

strengthen and sustain the classroom activities of the students are multi-dimensional and

include the needs, expectations or beliefs and goals of the students (Lee & Reeve, 2012).
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Teachers’ supportive role in the classroom is another important aspect in ensuring

the students’ effective participation. The teachers try to motivate the students in the best

way. Sometimes there are introvert students or students who does not actively participate

in the classroom. The teacher should reinforce and appreciate the positive behavior of

such students. They should give opportunities to such students and plan activities

according to their interests and needs. A strong teacher-student relationship has a positive

effect on students’ active participation and motivation. According to Demir & Budak

(2016), lack of motivation means that there is no action and therefore difficulty in

reaching the desired goal. Motivation is an important factor in the effectiveness of

learning and teaching processes since it is not only a significant factor in students’

achievements but also it gives energy and ensures that behavior is voluntary.

The concept of motivation is considered as a crucial factor that affects human

behavior and performance. Motivation is the experience of desire or aversion. As such,

motivation has both an objective aspect and an internal or subjective aspect. At

minimum, motivation requires the biological substrate for physical sensations of pleasure

and pain; animals can thus want or disdain specific objects based on sense perception and

experience. Motivation goes on to include the capacity to form concepts and to reason,

which allows humans to be able to surpass this minimum state, with a much greater

possible range of desires and aversions (wikipidia). The relationship between motivation

and rewards can also be viewed from the perspective of human behavior and this problem

existed and is likely to continue into the future as human behavior remains the same and

learners bring their behaviors to the school as well.

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In this study, the researcher would like to determine the different forms of system

and motivation used in the classroom, likewise the effect of this reward and motivation to

the academic performance of the learners.

Statement of the Problem

This study will try to determine the relationship between the forms of rewards and

motivation and the academic performance of the learners.

Specifically, it seeks to answer the following question

2. What is the respondents’ profile in terms of:

a. Gender;

b. Age;

c. Educational Attainment; and

d. Number of Years in Teaching?

3. What is the dominant forms of reward and motivation used in the classroom?

4. What is the dominant effect of reward and motivation used in the classroom?

Theoretical Framework

The Reinforcement Theory of Motivation was proposed by B.F. Skinner and his

associates. This theory posits that behavior is the function of its consequences, which

means an individual develops a behavior after performing certain actions.

The behaviors that elicit consequences is called as operant behavior and

reinforcement theory work on the relationship between the operant behavior and the

associated consequences and, therefore, is often called as Operant Conditioning.

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Operant conditioning means, the change in the behavior caused due to the reinforcement

(Positive reward or punishment) given after the response.

The reinforcement theory lay emphasis on the environmental factors that shape

the behaviors and thus, Skinner believed that environment external to the organization

must be designed effectively so as to increase the motivation among the employees.

Thus, the reinforcement theory of motivation mainly focuses on what happens when an

individual takes some action. It is observed, that people tend to repeat those activities

which gives them pleasure and avoid the activities with negative consequences.

Another theory that may anchor to this proposed study is the theory of motivation.

This theory suggests that there are actually two motivation systems: intrinsic and

extrinsic that correspond to two kinds of motivators: intrinsic motivators: Achievement,

responsibility and competence. motivators that come from the actual performance of the

task or job -- the intrinsic interest of the work. Legault (2016) describes that intrinsic

motivation denotes the performance of an action out of interest or enjoyment, extrinsic

motivation arises from an externally or socially created reason to perform an action.

Extrinsic motivators such as money or other rewards can produce extrinsic motivation

due to the fact that they generate desire for the consequence of the activity; they do not

produce desire to engage in the activity for its own sake.

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Conceptual Framework

INPUT PROCESS OUTPUT

1. Respondents’ Profile:
a. Age  Distribution and
b. Gender gathering of
c. Educational Survey
Attainment questionnaire
d. Number of years in
teaching  Unstructured
2. Respondents’
Enhanced
Interview
Assessment on the Reward System
Different Forms of  Observation
Reward and motivation
used in the classroom
3. Respondents’  Analysis and
Assessment on the interpretation
Effects of Reward and
motivation used in the  Statistical
classroom Treatment of Data
4. Academic Performance Gathered
of the Learners

The researcher will adopt the Input, Process Output model conceptualizing this

proposed study.

The first block is the INPUT, which includes the following: Respondents’ Profile:

age, gender, eeducational attainment and the number of years in teaching; respondents’

assessment on the different forms of reward and motivation used in the classroom;

respondents’ assessment on the effects of reward and motivation used in the classroom;

and the academic performance of the learners.

The second block is the PROCESS; this include the following: distribution and

Data gathering of survey questionnaire, unstructured interview; observation; analysis and

interpretation’ and the statistical treatment of data.

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The third block is the OUTPUT which is the product of input and process, the

enhanced reward system for the pupils.

Significance of the Study

Listed below are the beneficiaries of this proposed study. The output of this study

will give meaning and advantaged to them

Learners - As the beneficiaries of all the programs and projects of the department

The result will give them an enhanced reward system that might motivate

them in learning.

Parents – As stakeholder, this will create for them the awareness, deeper

understanding and appreciation of their contribution in motivating their own

children at home to do better in school.

Teachers – This will help them enhance their knowledge, skills and strategies in

using rewards and motivation.

School Heads – This could give them a clear picture of what the teachers` reward

system. This could be an eye-opener for them to proposed such reward

system effective to other teachers in school.

Scope and Delimitation

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This study will primarily concern on the dominant forms of rewards and

motivation used in the classrooms. The effect of these rewards and motivations will

likewise determine the relationship on the academic performance of the learners in the

Grade 1 and Grade 2 level of Toclong Elementary School.

Definition of Terms

Academic Performance – This refer to the final grade of the learner during the third

quarter.

Motivation – This are the ways of teachers on catching the attention of the Grade I and

Grade II pupils to participate in the teaching and learning process.

Rewards – In this study, this refer to the incentive which is non-monetary given to the

learner who perform and behave well in the class.

CHAPTER 2
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REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the literature and studies, both foreign and local that has

bearing with the present study. Such literature and studies presented were taken from

books, pamphlets, journals and documents which give relevance to the present study.

These readings brought forth the conceptualization of the study.

Local Literature

The reward system is a group of neural structures responsible for incentive

salience , associative learning, and positively-valenced emotions, particularly ones which

involve pleasure as a core component. Reward is the attractive and motivational property

of a stimulus that induces appetitive behavior. Student rewards and incentives are great

ways to make them feel remembered, included, and appreciated. Let them know their

work, no matter how big or small, contributes to a larger picture.

Every year, as soon as the results of board exams or licensure tests are out, we

hear of various stories of students receiving cars, cash rewards or having a grand vacay

for topping said exams. Recently, a newly Civil Engineer grad received a cool Php 1M

cash from his alma mater for landing top 8 in the Professional Regulation Commission’s

(PRC) licensing exam. Meanwhile, it has become a tradition for this provincial state

university to award their alumni who top the board exam with a brand new car. The

oldest university in the Philippines, on the other hand, treated their law school bar passers

with a grand vacation in the country’s top tourist destination in the Visayan region.

Passing a bar exam or a licensure test is a big feat in itself but being on the top 10 is

simply amazing. Awarding students for a job well done is not something new in a country

like the Philippines which put premium to education. This reward system has been the
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subject of debates in the past. According to www.parent.co, psychological studies going

back as far as the early 1970s have found that rewards programs often result in less

engaged students. The studies show that students who receive rewards are being trained

to do the minimum amount needed to get the reward – not developing an intrinsic love of

learning that ultimately makes them more successful academically and as an adult

(Garcia, 2017)

Salanga and Bernardo (2016) discussed that motivation is an important

multidimensional construct that is consistently associated with achievement in school, but

few theories conceptualize students’ lack of motivation as an explicit dimension of

motivation.

Examining the relations of Peace of Mind to academic outcomes is an important

direction because previous research indicates that individuals in the Philippine society are

more likely to espouse an interdependent than an independent self-view (Datu, 2015).

Existing studies show that Filipino students may significantly benefit from experiencing

high levels of socially-oriented happiness as this construct has been linked to greater

positive affect and life satisfaction (Datu et al., 2017). However, it seems that very

limited evidence has been generated regarding the nomological network of Peace of Mind

in the Philippine setting because to date, only the investigation of Datu, Valdez et al.

(2016) have assessed the association of Peace of Mind with relevant academic outcomes

like student engagement.

Foreign Literature
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Lin (2012) describes motivation as intrinsic desires which are already present in

the individual or which are reflected in the individual while acquiring new information

and learning. There are, however, in the literature other definitions of motivation; the

latter word was derived from the word “movere” that means moving in Latin (Seiler et al.

2012). In this regard, according to Ertem (2006), motivation is an inner state uncovering

individuals’ behavior and directing them to these behaviors; however, according to

Baumeister and Vohs (2007), it is a state where the individual displays various attitudes

voluntarily in order to achieve a certain goal.

Kuçukozkan (2015) defined motivation as the sum of the efforts made for

mobilizing the individual towards one or more particular goals and for ensuring the

continuity of this movement, whereas according to Waterman (2005) it is a force

representing the internal factors initiating the movements that should be performed to

fulfill a need and the external factors that encourage this behavior. To summarize, there

are three important factors in the concept of motivation: triggering the behavior of the

individual that is required for a certain goal; guiding this behavior; and the internal state

that initiates and guides this behavior.

If the drive of the individual’s behavior is independent of him, in other words if it

lies in his environment, then this is extrinsic motivation. The behaviors which originate

from external sources, such as rewards, punishment, and social support, are behaviors

which are linked with the result of the individual’s action (Erdogan 2013). In this regard,

the individual is not motivated by any interest in the action itself but rather he is

motivated by the benefits that this action brings. Some actions which are considered to be

important for the students by teachers and parents are triggered by extrinsic motivation,
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and, therefore, they do not draw the intrinsic attention of individuals (Deci and Ryan

2016).

If individuals cannot establish a connection between their actions and the results

of their actions there is no motivation, not and the individuals experience a motivation

(Reeve 2014). In this case, individuals cannot make an association with the impact of

their actions or the impact of their surroundings, and, thus, they cannot be motivated

either intrinsically or extrinsically. Therefore, the individual who believes that his actions

will not provide a benefit for him does not take any action and falls into the state of a

motivation (Tahiroglu and Aktepe 2015).

Apart from these motivation types, there are in the literature additional

motivational components that give clues about the nature of the motivation of the

individuals. Some of these components are directly related to the academic achievement

of the individuals; these are intrinsic goal orientation, extrinsic goal orientation and the

value of the subject, control of learning beliefs, self-sufficiency and test anxiety (Bates et

al. 2016). Moreover, these components are composed of three sub-components which are:

Value that can be

affected by the value of the subject and the intrinsic and extrinsic goal orientation;

expectation that can be affected by the control of learning beliefs, self-sufficiency and

performance; and thrill that can be affected by test anxiety and student’s self-esteem level

(Liu and Lin 2010).

On the contrary, Linsin (2011) for regular education classroom teachers, giving

rewards in exchange for good behavior is a mistake. It’s true that “do this and get that”

type rewards can improve behavior in the short term. As in, “Sit up straight and give me
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your attention, and I will give you each a sticker.” But incentives of this nature, which

include earning class pizza parties, extra recess, free time, and the like, don’t benefit

students in the long run and make classroom management more difficult. This applies to

individual students as well as entire classrooms. For real, lasting behavior improvement,

focus instead on creating a classroom that nurtures intrinsic motivation.

Local Studies

The study of Dela Rosa and Bernardo (2012) examined the achievement goals,

intrinsic motivation, effort, persistence, and achievement of 900 Filipino university

students in an algebra class. Cluster analysis revealed 4 groups of students who adopted

(a) predominantly performance goals, (b) predominantly mastery goals, (c) multiple

goals, and (d) neither goal. Consistent with a multiple goals perspective, the results

indicate that endorsement of multiple goals was associated with additive improvements in

achievement and motivation.

According to the study of Ganotice (2016) found that mastery, performance, and

extrinsic were positively related to academic achievement. Social and extrinsic goals

were positively related to affect to school. In general, the results supported the cross-

cultural validity of the hierarchical and multidimensional model of student motivation in

a non-Western context. This study highlights the importance of testing the validity of

Western-oriented theories of achievement motivation before they are applied in non-

Western settings.

The study of Libao et. Al (2016) designed to analyze the relationship of students’

learning motivation and their academic performances in science. The study made use of

21 junior and senior Biological Science students to conclude on the formulated research
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problems. The respondents had a good to very good motivation in learning science. In

general, the extent of their motivation did not vary across their sex, age, and curriculum

year. Moreover, the respondents had good academic performances in science. Aptly,

extrinsic motivation was found to be related with their academic performances among the

indicators of motivations in learning science

While in the findings of the study of Adao et. Al (2015) examined the academic

motivation of the students who have fear or who are anxious in Mathematics at Lyceum

of the Philippines University-Batangas. Five hundred fifty-five (555) students randomly

selected by the researchers answered the Math Anxiety questionnaire. Among them, one

hundred (100) students are found to have Math Anxiety and those students become

involved in the study. The study used quantitative questionnaire which are Math Anxiety

Scale and Academic Motivation Scale. Findings revealed that the students with Math

Anxiety are extrinsically motivated as identified and extrinsic motivation introjected in

Course. Females are more motivated than males.

Alaga (2016) also found out that motivation and positive attitude have been

widely viewed researchers as key factors that influence in the success of learning English

language. This study sought to determine the relationship between respondents’ profile

variates and their level of motivation and attitude. Notable results revealed that the

respondents’ level of motivation was moderately high and respondents have a positive

attitude towards learning English language

In addition, the study of Castro (2018) show that the university students are more

or less instrumentally yet integratively motivated to learn English. A significant

relationship exists between the students’ language dominance and their attitudes towards
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their immediate learning situations. The students’ preference of a dominant language

largely depends upon a more favorable attitude towards their direct surroundings rather

than the native speakers of the target language. Factor loadings further revealed some

moderately positive sets of attitudes influencing their motivational behavior in learning

English. A schematic path diagram indicated that the attitudes of the students in learning

English also has a direct influence on their successfully-rated English achievement.

Foreign Studies

Winardi (2011) notes that our behavior is generally motivated by a desire to

achieve certain goals. Dewandini (2010) notes that the final process of motivation is

completing an action that can provide satisfaction. Herath (2010) argues that both

intrinsic and extrinsic motivation serve to reinforce attitudes towards behavior

Results of Metriana study (2014) showed that motivation, learning behavior and

self-efficacy give the positive effect significantly on achievement. Ermawati (2013) also

points out that the habit of following lessons, reading textbooks, visiting libraries,

readiness to take exams, simultaneously affect the value of mathematics and English and

the level of understanding of accounting subjects. Meanwhile, Rismayana (2012) showed

that there is no influence of learning behavior and stress on student achievement on

accounting material.

Meanwhile, Takaloo and Ahmadi (2017) found in their study that when learners

learn to incorporate direct approaches to generate motivation in their learning, they will

become happier and more successful learners. Whereas, there was a meaningful
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relationship between motivation and reading comprehension especially intrinsic

motivation that could improve reading comprehension (Taboada & Buehl, 2012).

Synthesis of Related Literature and Studies

The different ideas and concepts from the literatures and related studies abridge in

realizing this present study. From the different meanings and description of motivation by

Lin (2012), Erlems (2006), and Kocukozkan (2015) enlighten the researcher to

conceptualize this study. The reviewed literatures from Erdogan (2015), Deci and Reyes

(2016), Reeve (2014), Tahiroglu and Aktepe (2017), Bates et. Al (2016), Liu and Lin

(2010) and Linsin (2011) gives bright ideas and important to the researcher to dig more

on advantages and disadvantages of motivation and rewards.

The different studies of local authors gave vital contribution in this present study.

The different effects of motivation and rewards discussed by the authors Dela Rosa and

Bernardo (2012), Ganotice (2016), Libao et. Al (2016), Adao et. Al (2015) and Castro

(2018) are similar to this present study. Both of these studies and the present study will

try to determine the effect of rewards and motivation to the academic performance of the

Grade I and II learners of Toclong Elementary School.

The foreign studies of Winardi (2011), Metriana (2014), Ermawati (2013),

Rismayana (2012), Takaloo and Ahmadi (2017) and Taboada and Buehl (2012) found out

the relationship of motivation and rewards to the academic performance. Similar to these

reviewed studies, the present study also wanted to find out the dominant forms and effect

of rewards and motivation to the academic performance of the learners.

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CHAPTER 3

RESEARCH METHODOLOGY

This chapter includes the research design used in gathering data, the research

respondents which the study focuses on, research instrument, and the statistical method

applied to analyze and interpret the gathered data.

Research Design

The research design used in this study is the descriptive method of research. This

research method endeavors to describe systematically, factually, accurately and

objectively a situation, problem or phenomenon which is appropriate for the

interpretation of data of this research (Bermudo et.al., 2010).

Population of the Study

The researcher will use the universal sampling in selecting the respondents of the

study. In which all the Grade I and Grade II teachers of Toclong Elementary School will

be the respondents of this study. Table 1 will show the population of the study:

Table 1
Distribution of Respondents

Grade Level Number of Teachers TOTAL

Grade I 3 43%

Grade II 4 57%

TOTAL 7 100%
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COLLEGE DEPARTMENT
College of Education, Arts and Sciences

Research Instrument

The researcher made a survey questionnaire which is subject for validation and

pilot testing to the pupils not included in this study.

Validation of the Instrument

To be able to ensure the structure and content, the questionnaires are

required by the thesis adviser for validation and possible revisions, once it was

approved, the researcher will pilot the questionnaire to test its reliability.

Data Gathering Procedure

The researcher secured approval of the Principal in Toclong Elementary School

through a letter asking permission about this study. After that, the researcher distributed the

questionnaire to the respondents. She collected the responses of the respondents and

proceed in the tabulation of data and interpretation of data collected. After the tabulation

and interpretation, the researcher came up with the summary of findings, conclusions and

recommendations.

Statistical Treatment of Data

The data gathered by the researchers were tabulated, analyzed and interpreted by

the following statistical tools:

1. Mean - refers to the average of all numbers found from the results of the modified

survey questionnaire that the respondents answered.

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2. Frequency and Percentage – used to clarify the respondents’ demographic profile such

as gender and marital status. The frequency presents the actual response of the respondents

to specific questions or items in the questionnaire. The percentage of each item is computed

by dividing it to the total number of the respondents to answer the survey.

3. Likert Scale – for ease and convenience in the computation and interpretation of data,

the following mean serve to establish values and Likert type of scale of 1 to 4 were used.

Scale Response to the Indicator Range of Values

4 Strongly Agree 3.26 – 4.00

3 Agree 2.51 – 3.25

2 Disagree 1.76 – 2.50

1 Strongly Disagree 1.00 – 1.75

Scale Response to the Indicator Range of Values

4 Always 3.26 – 4.00

3 Often 2.51 – 3.25

2 Sometimes 1.76 – 2.50

1 Never 1.00 – 1.75

CHAPTER IV
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PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of data gathered to provide

answers to the questions raised in the study.

Table 2: Respondents Demographic Profile

Frequency Percentage
Total
A. Age
21-30 2 29%
31-40 3 42%
41-50 2 29%
51- above
Total 7 100%
B. Gender
Male 2 29%
Female 5 71%
Total 7 100%
C. Educational Attainment
Doctorate
Master’s Degree 3 43%
Bachelor’s Degree 4 57%
Total 7 100%
D. Number of Years in Service
1-5 years 2 29%
6-10 years 3 42%
11-15 years 2 29%
16 and above
Total 7 100%

Table 2 shows the frequency distribution of the demographic profile of the

respondents according to age, gender, educational attainment and number of years in
service.
Out of 7 respondents, two (2) or 29% age 21-30 years old, three (3) or 42% age
31-40 and two (2) or 29% age 41-50.
As presented on the table, five (5) or 71% are female teachers while two (2) or
29% are males.
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Based on the data presented, most of our respondents are only finished their
Bachelor’s Degree with four (4) or 57% and three (3) or 43% already earned their
masters.
Three (3) or 42% are earned 6-10 years in service while two (2) or 29% on their
1-5 years and another 2 for 11-15 years as teachers.
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Table 3: Forms of Reward used in the classroom

Statements Remarks

4 Always
1. Awards & Certificates
3 Often
2. Extra Credit
3.3 Often
3. Classroom Privileges
1.9 Sometimes
4. Free/Late Homework Pass
2.1 Sometimes
5. Small Trinkets & Candy
2 Sometimes
6. Extended Recess
2.4 Sometimes
7. Hold Class Outside
1.6 Never
8. Popcorn or Ice Cream Party
4 Always
9. Call to Parents with Positive Comments
3 Often
10. Lead an activity of the class
2.73 Often
Total

Table 3 presents the mean of every statement in the second part of the survey,
which was about the forms of reward used in the classroom of Grade 1 and Grade
62Pupils in Toclong Elementary School.
The table reveals that the respondents always provide awards and certificates and
call the parents of their pupils with positive comments both with the highest mean of 4.
They often use extra credits (mean of 3), classroom privileges (mean of 3.3), and leading
an activity of the class (mean of 3).
Based on the table, the teacher-respondents sometimes provide rewards such as
Free/ Late Homework Pass (mean of 1.9); small trinkets and candies (mean of 2.1);
extended recess (with mean of 2); and holding classes outside (with mean of 2.4). All of
the respondents never use popcorn or ice cream party as a class reward.
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Table 4: Effects of Reward System Motivation

Statements Remarks

1. Promote appropriate behavior 3.6 Strongly Agree

2. Motivation for full effort in classroom tasks 3.4 Strongly Agree

3. Completed homework and projects 2.9 Agree

4. Reward build a learning habit 2.7 Agree

5. Happy learners 4 Strongly Agree

6. Helps students with special needs 2.1 Disagree

7. Boosted self-esteem 3.1 Agree

8. Challenge the learners to do better 4 Strongly Agree

9. Creates competition among learners 4 Strongly Agree

10. Develop sense of responsibility in doing school works 2.6 Agree

Total 3.24 Agree

Table 4 presents the mean of every statement in the third part of the survey, which
was about the effects of the reward system motivation in the classroom of Grade 1 and
Grade 62Pupils in Toclong Elementary School.
The table reveals that the respondents strongly agree that reward system inside the
classroom makes learners happy, challenge to do better and compete among other
learners with a mean score of 4 each. They strongly agree that reward promotes
appropriate behavior with 3.6 mean and motivates the pupils for full effort in classroom
tasks with a mean score of 3.4.
They agree that reward system motivation boosts pupils’ self-esteem with mean
score of 3.1; completes homework and projects with mean of 2.9; builds learning habits
with a mean of 2.7 and develops sense of responsibility in doing school works (mean of
2.6).
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College of Education, Arts and Sciences

CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter presents the summary and findings of the study, the conclusion

drawn from the obtained result, and the recommendation of the researcher which are

based from the findings, and the conclusion of the study.

Specifically, it seeks to answer the following question

4. What is the respondents’ profile in terms of:

a. Gender;

b. Age;

c. Educational Attainment; and

d. Number of Years in Teaching?

5. What is the dominant forms of reward and motivation used in the classroom?

6. What is the dominant effect of reward and motivation used in the classroom?

Summary of Findings

1. Profile of the respondents according to gender, age, educational attainment and

years in teaching.
Most of the respondents participated in this study were female (5) or 71% and
only two were males 29%. Majority of their age ranges from 21-30 years old three (3) or
42% , two (2) 29% between 21-30 years old and another 2 or 29% between 41-50 years
old. Most of the redspondents only earned their bachelors with no plans of taking their
masters yet with four (4) or 57% and three (3) or 43% already earned their masters. Three
(3) or 42% are earned 6-10 years in service while two (2) or 29% on their 1-5 years and
another 2 for 11-15 years as teachers.
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2. Forms of Rewards inside the classroom

In terms of forms of rewards given inside the classroom, respondents provided
awards and certificates and call the parents of their pupils with positive comments both
with the highest mean of 4. They used extra credits, classroom privileges and leading an
activity of the class with the mean scores of 3, 3.3, and 3 respectively. The teachers
sometimes provide rewards such as Free/ Late Homework Pass (mean of 1.9); small
trinkets and candies (mean of 2.1); extended recess (with mean of 2); and holding classes
outside (with mean of 2.4). All of the respondents never use popcorn or ice cream party
as a class reward.

3. Effects of Reward System Motivation

The teacher - respondents strongly agreed that reward system inside the classroom
made learners happy, challenged and competitive with a mean score of 4 each. They
strongly agreed that reward promotes appropriate behavior with 3.6 mean and motivates
the pupils for full effort in classroom tasks with a mean score of 3.4. For them, reward
system motivation boosted pupils’ self-esteem with mean score of 3.1; completed
homework and projects with mean of 2.9; built learning habits with a mean of 2.7 and
developed sense of responsibility in doing school works with a mean of 2.6.
 IMUS INSTITUTE
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COLLEGE DEPARTMENT
College of Education, Arts and Sciences

Conclusions
Based on the findings of the study, the following conclusions were drawn:
1. Majority of the respondents are female with age ranging from 21 to 30 years old,
already earned their Bachelors’ degree in Education; and in the teaching profession for 6
to 10 years.

2. The dominant forms of rewards given by the teachers in their respective classrooms are
awards and certificates and positive comments; alongside with other useful motivations
such as use of extra credits, classroom privileges and other activities.

3. For the learners, the dominant effects of reward system motivation inside the
classroom are happiness, challenge and competitiveness. For the teachers, rewards can
promote appropriate behaviors, and motivate the pupils to show efforts on the given
tasks.
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Recommendations
The following recommendations are offered based on the conclusions:

1. In order to generalize the results of this study, a larger sample size is needed.
Conducting this study with surrounding area middle schools would give a larger sample
size and allow the researcher to determine more dominant reward systems and effects.

2. Teachers could provide variety of rewards which are new and more interesting to the
pupils. These rewards should not only stand as payment for good performance but as a
motivation for the children to work hard and exert efforts.

3. Teachers could use those dominant effects of reward system as a starting point towards
more interesting and memorable learning experience. Let the pupils be more competitive
and challenged with all their lessons while exhibiting happiness and good moral
character.

4. The findings of this study can be used as reference for the future researchers who
might deal with other forms and effects of reward system motivation.
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References

Adao, Rosemarie et. Al (2015) Motivation among College Students with Math Anxiety:
Basis for an Enhancement Program. College o Education, Arts and Sciences,
Lyceum of the Philippines University Batangas City, Philippines. Asia Pacific
Journal of Education, Arts and Sciences, Vol. 2 No. 3, July 2015
Alaga, Nathalie Ann C. (2016). Motivation and Attitude of Students towards Learning
English Language International Conference on Research in Social Sciences,
Humanities and Education (SSHE-2016). Cebu (Philippines)
Bates, C. C., D’Agostino, J. V., Gambrell, L., & Xu, M. (2016). Reading recovery:
Exploring the effects on first graders’ reading motivation and achievement.
Journal of Education for Students Placed at Risk, 21, 47–59.
Baumeister, R. F., & Vohs, K. D. (2007). Self-regulation, ego depletion, and motivation.
Social and Personality Psychology Compass, 1(1), 115–128.
Castro, Marites F. (2018) Filipino University Students’ Attitudes and Motivation in
Learning English And Their Influence on Academic Achievement
Datu, J. A. D. (2015). Validating the revised self-construal scale in the
Philippines. Current Psychology, 34, 626–633. https://doi.org/10.1007/s12144-
014-9275-9 CrossRef
Datu, J. A. D., Valdez, J. P. M., & King, R. B. (2016). Peace of mind promotes academic
engagement: Cross-sectional and longitudinal evidence.
Deci, E. L., & Ryan, R. M. (2016). Optimizing students’ motivation in the era of testing
And pressure: A self-determination theory perspective. In Building autonomous
learners. Singapore: Springer.
Dela Rosa, Elmer D. and Bernardo, Allan B. (2013) Testing Multiple Goals Theory in
an Asian Context: Filipino University Students' Motivation and Academic
Achievement, International Journal of School & Educational Psychology, 1:1, 47-
57, DOI: 10.1080/21683603.2013.782594
Erdogan, B. (2013). The effect of adaptive learning management system on student’s
satisfaction, motivation and achievement in online learning (Unpublished
Doctoral dissertation). Ankara University, Ankara.
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Ertem, H. (2006). Investigation of secondary education students’ motivation types

(intrinsic and extrinsic) and levels towards chemistry course based on some
variables (Unpublished Master dissertation). Balıkesir University, Balıkesir
Ganotice, Fraide Jr. A. Student Motivation as Hierarchical and Multidimensional: Cross-
cultural Validation of Personal Investment Theory in the Philippines. Palawan
State University, Puerto Princesa, Philippines
Lin, L. C. (2012). Measuring adult learners’ foreign language anxiety, motivational
factors, and achievement expectations: A comparative study between Chinese
as a second-language students and English as a second language students
(Unpublished Doctoral Dissertation). Cleveland State University.
Metriana M. (2014). Comparative study of effects of motivation, learning behavior, self-
efficacy and academic achievement against job status between students and
students working and not working (Essay). Semarang, Indonesia: Faculty of
Economics and Business, University of Diponegoro
Ozen Sevil O. (2018). The Effect of Motivation on Student Achievement. Research
Reeve, J. (2014). Understanding motivation and emotion. New York, United States of
America: Wiley.
Rismayana (2012). Effect of learning behavior, emotional, and spiritual intelligence of
lecture to the stress of accounting students. Makassar, Indonesia: Economics
and Business Faculty, Hasanuddin University.
Salanga Maria Guadalupe and Bernardo, Allan I (2016). Filipino Students’ Reasons for
Not Being Motivated in School: Insights into Their Implicit Beliefs About
Motivation and Learning. Dela Salle University, manila
Seiler, S., Lent, B., Pinkowska, M., & Pinazza, M. (2012). An integrated model of factors
influencing project managers’ motivation—Findings from a Swiss survey.
International Journal of Project Management, 30(1), 60–72.
Taboada, A., & Buehl, M. M. (2012). Teachers’ conceptions of reading comprehension
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122. doi:10.1080/13540602.2011.622559.
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Appendices
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SURVEY QUESTIONNAIRE

Forms and Effect of Reward System Motivation in the Academic Performance

of Grade 1 and Grade 2 Pupils of Toclong Elementary School
The research is strictly for academic purposes, hence information volunteered
would be held in high confidentiality. I shall be grateful if you could take a few minutes
of your time to answer the following questions.
Please tick (√) the appropriate response that best answers each question
PART 1 Demographic Profile
1. Gender: [ ] Male [ ] Female
2. Age: [ ] 21-30 years [ ] 31-40 years
[ ] 41-50 years [ ] 51years and above
3. Highest Educational Level:
[ ] Doctorate [ ] Master’s Degree [ ] Bachelors’ Degree
4. Number of Years in Teaching
[ ] 1-5 years [ ] 6-10 years
[ ] 11-15 years [ ] 16 years and above
PART 2: From the statement below, please indicate your level of agreement or
disagreement to the following statements. Please use the scale below:
4 – Always
3 – Often
2 – Sometimes
1 – Never

A. Forms of Reward and Motivation Used in the Classroom 4 3 2 1

1. Awards & Certificates

2. 6Extra Credit

3. Classroom Privileges
4. Free/Late Homework Pass
5. Small Trinkets & Candy
6. Extended Recess
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7. Hold Class Outside

8. Popcorn or Ice Cream Party
9. Call to Parents with Positive Comments
10. Lead an activity of the class

PART 3: Below are suggested effects of rewards and motivation, please indicate your
level of agreement or disagreement to the following statements. Please use the scale
below:
4 – Strongly Agree
3 – Agree
2 – Disagree
1 – Strongly Disagree
Effect of Reward and Motivation 4 3 2 1

1. Promote Appropriate Behavior

2. Motivation for full effort on classroom tasks
3. Completed Homework and Projects
4. Rewards systems build a learning habit

5. Happy learners
6. Helps students with special needs

7. Boosted self-esteem
8. Challenge the learners to do better

9. Creates competition among learners

10. Develop sense of responsibility in doing school works

 IMUS INSTITUTE
OF SCIENCE AND TECHNOLOGY
COLLEGE DEPARTMENT
College of Education, Arts and Sciences
 IMUS INSTITUTE
OF SCIENCE AND TECHNOLOGY
COLLEGE DEPARTMENT
College of Education, Arts and Sciences
 IMUS INSTITUTE
OF SCIENCE AND TECHNOLOGY
COLLEGE DEPARTMENT
College of Education, Arts and Sciences