TITLE

<University>

To investigate teachers’ perceptions of the effectiveness

of positive reinforcement on children’s learning in a

KS2 setting

By

<Your Name>

<Date>

< Lecturer's Name and Course Number>

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Introduction

Management of the classroom is the responsibility of the teachers in charge. The ability to

effectively manage a classroom is essential for educators. To keep things running smoothly, a

classroom needs teachers who are liked and respected by their students. The effective

administration of a classroom depends on cultivating an environment that encourages positive

relationships between teachers and students. If they want to connect with their pupils, teachers

must be able to express themselves clearly. Interaction occurs when two or more people's brains

and hearts work together to exchange and process information in a way that affects both parties.

Without student-teacher dialogue, the learning process cannot advance efficiently, given the

importance of open lines of communication between educators and their students. Teachers must

have the ability to keep their classes on track while also keeping their pupils interested. An

integral aspect of student engagement is inciting passion in them. Students that are interested in

learning will succeed in class and have a good time doing it. According to Cubukcu (2010), one's

motivation is what pushes one to take action in order to achieve their objectives. Teachers have a

significant impact on their pupils' motivation; thus, it's important for them to care about this

factor.

Motivation can come from inside, through what psychologists call "intrinsic motivation,"

or from beyond, through "extrinsic motivation." Dutton Tillery, Varjas, Meyers, and Collins

(2010) claim that people are driven by "inherent motivations." To that end, a person's motivation

to study might stem from either a genuine interest in expanding his knowledge or a desire to lift

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his spirits. In contrast, Cubukcu (2010) argues that things like test-taking stress, the promise of

financial reward, and the hope for future travel all serve to stimulate extrinsic drive. This implies

that the person feels compelled to do the action because of goals that must be achieved or

external stimuli. Student motivation in the form of reinforcement is one type of additional

incentive that might be useful in the context of English language learning. Reinforcement is any

factor that has a beneficial influence on behaviour. In the theoretical framework of operant

conditioning, reinforcement refers to the act of increasing the probability of a behaviour by

providing a response soon after it has been performed. Words of praise, tokens, physical things,

or even the chance to engage in a pleasurable activity are all valid forms of positive

reinforcement. One sort of pedagogical strategy used to enhance classroom instruction. One

definition of instructional reinforcement is the use of a strategy to reward students for

exceptional classroom performance or effort. The use of incentives in the classroom has been

studied by a number of scholars. Ultimately, they agreed that verbal reinforcement is the most

prevalent kind of reinforcement in classrooms. After using reinforcement, they saw a rise in

students' motivation to learn English. The characteristics that influence KS2 English teachers' use

of reinforcement strategies in the classroom were investigated by researchers Dutton Tillery,

Varjas, Meyers, and Collins (2010). Praise was shown to be the most often used type of

reinforcement in the classroom, followed by tokens, token economies, and monetary prizes.

Aim

The aim of this research is to investigate teachers’ perceptions of the effectiveness of

positive reinforcement on children’s learning in a KS2 setting.

Objective

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The findings of this research will improve our knowledge of positive behaviour

interventions and how instructors feel about using them in the classroom. This research is

important because it asks teachers what they think about the best ways to handle disruptive

students and what therapies have been found to work with children who have been particularly

difficult to manage.

Rationale

Findings from this study highlight the necessity for a more scholarly investigation into

the institutional hurdles to implementing innovative instructional practises in response to

increased scholastic demands. The results also imply that more research is required to establish

the correlation between students' time away from the classroom and their performance on

standardised examinations due to disruptive behaviours. Consideration is given to educators'

perspectives on the challenges of implementing the framework for positive behaviour

interventions (Downs et al., 2014). As many school districts in the United Kingdom are shifting

to this way of thinking about classroom management, this information may be useful in helping

schools as they execute this educational endeavour and might be utilised for training purposes.

Literature review

Providing students with encouraging feedback in the classroom is crucial. How using

these strategies could enhance pupils' academic achievement has been the subject of some

studies. According to the findings of Lawson's study (2003), students are more likely to complete

classroom tasks when they are rewarded for doing so. If they feel valued, pupils are more likely

to continue working as hard on subsequent assignments. This suggests that praising a student's

efforts might increase their effort on subsequent assignments. Teachers may do wonders for

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students' grades by providing them with frequent, constructive praise. Though reinforcement is

important, a teacher's view of its worth may differ from the agreement reached via scientific

inquiry. Researchers have looked at teachers' perspectives on employing reinforcement in the

classroom. To learn how teachers feel about compliments, Drysdale, Williams and Meaney

(2007) conducted a study. Survey respondents who were educators reported that positive

reinforcement was the single most helpful aspect of their jobs. Educators also said that they find

reinforcement useful because it helps them build relationships with their students, motivate their

learning, and keep the peace in the classroom. Inspired by a study of its sort undertaken in

British elementary schools, we decided to look at the effectiveness of reinforcement strategies.

There is also an analysis of the teacher's views on the usage of reinforcement tactics in the

classroom, as well as a description and examples of reinforcement approaches (O’Brennan,

Bradshaw and Furlong, 2014). To restate, this research contributes to the existing knowledge by

offering a comprehensive analysis of the many forms of classroom reinforcement.

History of Reward Systems

According to Kaplan et al., disruptive behaviours including teasing, talking out of turn, getting

out of one's seat, insulting others, violence, and vandalism are becoming increasingly

acknowledged as a problem in schools (2002). Students' individuality, instructors' incompetence,

or both have often been blamed for disruptive classroom behaviour (Kaplan et al., 2002).

Disruptive students not only harm their own learning, but also the learning of their peers (Kaplan

et al., 2002). This is why disruptive student behaviour is such a serious issue for educators. One

typical strategy for dealing with unruly pupils is to provide them with some sort of incentive.

Interventions for undesirable behaviours have often involved praising and tokenizing good

behaviour (Kaplan et al., 2002). The use of a token economy has been linked to an improvement

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in students' behaviour in school settings. A token economy is a system in which rewards are

distributed in exchange for completed tasks. Tokens can be redeemed for a wide range of

positive reinforcements.

"Stop rewarding the incorrect activity and make the receipt of a reward reliant on the

learner displaying an incompatible but socially desirable reply," Hall (2009) writes of the goal of

the reward paradigm (p. 51). When someone does something well, they should be rewarded with

something of value. More and more frequently, schools are turning to reward systems as an

alternative to punishment. The plan's goal is to inspire students to take greater personal

responsibility in the classroom. As rewarding positive behavior is a common strategy for

encouraging people to change their bad habits. To be intrinsic means to be involved in a pursuit

that one is interested in because of its own intrinsic value. Motivation that arises from inside,

rather than from an expectation of rewards from others, is what we mean when we talk about

"intrinsic motivation." One who is intrinsically motivated does it because they feel it is

personally meaningful. If the client is pleased with the experiment, their performance will

continue to improve over time. Motive is the inner drive to take some kind of action (Ryan &

Deci, 2000). Excepts argue that as people progress through school, they become less intrinsically

motivated because they are subjected to more and more societal pressures to engage in activities

that don't interest them (Feuerborn, Wallace and Tyre, 2016). Teaching students that they will be

rewarded for desirable behaviour increases the likelihood that they will continue to act in this

way. Extrinsic feedback, or the use of external influences like rewards and punishments, can be

useful for maintaining behaviour (Webster et al., 2017).

Bandura-Social Learning Theory

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People may form habits in response to rewards and punishments, as proposed by Bandura's

(1977) social learning theory. To pick up new behaviours from one's immediate surroundings is

the process known as observational learning. Bandura (1972) disagrees with Skinner (1972), who

argues that learning is feasible even without reflection on the causal link between acts and

results, by positing that humans are active information processors who do reflect on such a

relationship. According to Bandura's theory of learning, children learn from their environment,

including their parents, television, teachers, and peers. Among the many possible reactions to a

child's behaviour, Bandura's (1977) learning theory includes both reinforcement and punishment.

When good deeds are rewarded, the doer is more inclined to perform those deeds again. This

may be achieved in two ways: either through role-playing or through immediate consequences.

Since the audience is learning whether their activities will have positive or bad outcomes through

either modelling or direct repercussions, both have an impact on the audience's behaviour. When

children are rewarded for good behaviour, they are more likely to continue doing it. Bandura

provides more nuance by stating that reinforcements might originate from the environment, the

self, or both. Self-respect is an example of an internal reward, whereas societal approval is an

example of an external reinforcement (Bandura, 1977). Behavior may be modified or reinforced

in either a good or bad way. The effectiveness of incentives in the classroom is debatable. In this

study, we will assess the efficacy of reinforcement tactics in the classroom through the lens of

Bandura's theory of reinforcers (Laurence Lwo and Yuan, 2011).

Types of Rewards Systems

Money and tangible advantages like toys and stickers were given to elementary school

students who did well, as discovered by Davis et al. (2006). Young participants in Davis et

alstudy .'s were asked what kinds of rewards would motivate them to do well, and they listed

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stickers, certificates, candy, prizes, extra recess, class parties, and money (2006). Page and

Edwards (1978) used a 15-minute period of unstructured leisure during class as a reward for their

pupils (including going to the library, drawing, listening to music on headphones, reading, or

talking quietly). Motivation can be boosted by offering extra credit for showing up to class,

according to research by Mita, Gray and Goodell (2015).

Hoffman, Huff, Patterson, and Nietfeld conducted a mixed-methods study on how teachers

define and use rewards (2009). Educators from elementary schools to middle schools through

high schools participated in the study. Teachers were given a questionnaire with both open-ended

and closed-ended questions about how they think about and use incentives in the classroom. All

teachers said they used some kind of positive reinforcement, and most said they used money as

well (Thompsom and Webber, 2010). Of the 19 teachers questioned, 16 said they gave students

extra time to complete assignments or extra privileges to utilise in class as rewards. In some

cases, participants were given extra time to complete tasks and exams (Hoffman et al., 2009).

Ritz, Noltemeyer, Davis, and Green conducted a mixed-methods study on the topic of

behaviour management strategies used by preschool teachers (2014). They interviewed five

teachers and saw five different classrooms across the Midwest. Information about the behaviour

management strategy used was recorded on observation forms, including the following: the

command is given, the number of times the command was restated, whether the command was

directed to the class or an individual, the activity, the student's response to the command, the

adult who responded to the non-compliance, the adult's response to the noncompliance, and

whether or not reinforcement was given for the student's appropriate behaviour after the

noncompliance. The observations were utilised to inform a semi-structured interview with the

educators. Evans, Weiss, and Cullinan (2012) found that the most frequently employed strategies

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for managing classroom behaviour were warnings, guided compliance, proximity praise, choices,

verbal reprimands, time outs, moving students within groups, suggesting private areas,

overcorrecting, response costs, and asking students to ignore inappropriate behaviour.

Even more often observed, but not discussed in the interviews, were positive rewards like verbal

praise or stickers. Based on how often they were used, it was found that warnings and guided

compliance were the most common means of dealing with noncompliant behaviour. A token

chart system and a "rewards target game" were used to motivate participants in a study by

Reitman et al. in 2004. There are seven levels altogether on the token chart, with the top three

indicated by an increasing number of happy faces (from extremely happy at level 20 to happy at

level 1). If students scored in one of the happy face categories, they may be eligible to play the

rewards target game. As a reward for their hard work, students on level 3 drew from a grab bag,

students on level 2 got a 5-minute dance party, and students on level 1 got a 10-minute dance

party. The lower the level of instruction, the more disruptive the students. Unfortunately, there

were no prizes for those who reached levels 5-7. Reitman, et al. (2004) created a control group in

which neither the teachers nor the students did anything different from the norm in the

classroom.

We began by having the educator rate the frequency of three inappropriate and

appropriate behaviours that occurred most frequently in her classroom. Standard operating

procedures served as the basis for the creation of the class rules. The teacher was given training

on the token programme so that she could implement it successfully in her classroom.

Researchers evaluated the token economy by observing and assessing the behaviour and

treatment acceptability of children under the supervision of teachers (Alter, Walker and Landers,

2013). There was a considerable decrease in rule violations once an incentive system was put in

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place, as reported by Reitman et al. (2004). There was a marked decrease in negative behaviours

following implementation of the token programme and the supply of backup reinforcers.

Expressions of approval can be made verbally or via actions. Standridge (2002) argues that using

positive reinforcement, such as smiling and clapping at kids, choosing them for special projects,

and complimenting their achievements to parents, elicits a more enthusiastic response from

children. This provides support for the concept that there might be positive results from taking

the right steps.

Uses of Reward Systems

Student behaviour may be managed in part through the use of prizes, which are also used to

encourage good behaviour and recognise academic progress. Using the incentive system is

common in schools; Davis et al. (2006) found that 90% of their elementary school students who

participated in the study received awards from their teachers. Teachers frequently utilise prizes to

motivate students to do well. Hoffman et al. (2009) conducted a mixed-methods research in

North Carolina's elementary schools, surveying teachers to learn more about their use of

incentives, how they define rewards, and their students' reactions to them. Eighty-six of the 86

teachers who participated in the study reported using some kind of incentive programme with

their pupils. Evidence that incentive programmes are being used extensively in the classroom.

Reid and Bailey-Dempsey (1995) performed a study to evaluate the relative merits of incentive

programmes and case management systems. The study's participants were female students at

danger of failing their courses. The study divided participants into three groups: a control group

who received just case management and no awards; a group who received financial incentives to

boost their academic performance; and a third group who received only financial incentives to

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boost their academic performance. The dependent variables included academic performance and

attendance. Students' academic performance exhibited a little improvement in the case

management group, a modest decline in the incentives group, and a major decline in the control

group. Similar results were seen in terms of attendance, with the case management group having

the fewest absences, followed by the incentives group, and lastly the control group, which had

the most absences.

Conyers et al. (2004) also used tokens in a preschool context, like Reitman et al. What sets this

study apart is the innovative use of a new token system. Conyers et al. also looked at the

effectiveness of response cost and differential reinforcement of other behaviours (2004). In

response cost, children are punished by having their tokens taken away if they misbehave, but in

differential reinforcement, they are rewarded with more tokens if they behave well. From two

unique vantage points, the ABAB design evaluates response costs and differential reward of

other behaviours (A, the control condition, and B, the intervention condition). To begin, this

approach does not incorporate a control group into the data gathering procedure. After that, we'll

put the strategy into action and start gathering data Bolourian, Losh, Hamsho et al., (2022). The

intervention is ended, and new baseline data is gathered. At finally, the therapy is reintroduced

and statistics are collected once more to assess if there has been any progress. Initially, we

examined both desired and undesirable behaviours to create a baseline, and then we began

alternating treatments. Each preschooler began with 15 stars on a response cost board next to

their name. Each time a student caused a disturbance, they would lose a token, and if they

finished the session with 12 tokens or more, they would receive a small treat. If they completed

three 15-minute sessions and got enough stars, they would be rewarded. Differential

reinforcement for alternative behaviours was implemented the next day. This intervention

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technique began with all students having zero stars next to their names; students received one

star for every 15 minutes of positive behaviour. For achieving 12 stars, students received

chocolate prizes (Conyers et al. 2004). When response cost was implemented, Conyers et al.

(2004) showed that disruptive behaviours decreased by 5%. While the initial decrease in

behaviour was lower (23) with differential reinforcement of other behaviour techniques, the

effect increased bigger as the intervention continued. This research demonstrates that in the long

term, it is more successful to give opportunities to earn rewards like stars rather than taking them

away for undesired conduct. Despite the fact that both strategies employed stars as the token, the

effectiveness of the intervention differed depending on the teacher's approach.

Similar studies were also undertaken by Reid and BaileyDempsey and by Conyers and

colleagues (1995). The results of this study revealed that the incentives approach had a modest

effect on students' performance in the classroom. The results of the study imply that monetary

incentives alone might not be adequate to boost performance. Incentives work best when used in

tandem with case management or other types of support. Reid and Bailey-Dempsey found that

incentive programmes can increase productivity somewhat, but that for greatest effect, they

should be combined with other methods.

Implementation of Reward Systems

Page and Edwards conducted an analysis of a group-oriented contingency system to

reduce disruptive behaviour in the classroom (1978). The purpose of this study was to find ways

to minimise student disruption in the classroom so that teaching time might be used more

effectively. The research included all of a fifth-grade arithmetic class's students. These students

were in sixth, seventh, and eighth grades. The rate at which students caused disruptions in class

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served as the study's dependent variable. Inappropriate classroom behaviours include, but are not

limited to, students leaving their seats, talking loudly to other students or teachers, and

participating in any other disruptive or disruptively disruptive classroom behavior

(Nikolopoulou, Akriotou, and Gialamas, 2019). Each student's profile was used to categorise

their observed classroom behaviour. Correct, not in seat, shouting out to classmates, talking out

to the teacher, and other off-task or disruptive behaviours were noted.

After collecting baseline data, the experimental intervention proceeded (Page & Edwards, 1978).

(Page & Edwards, 1978). Two interventions were employed, one aimed at encouraging

collaboration across groups, the other at motivating people to take initiative inside their own

teams. Each 45-minute period was split in half, with students receiving 30 minutes of teaching

and then having 15 minutes to themselves. If students handed in their work on time and got at

least 80% of the questions right, they received some free time. If a student's work met the criteria

for the assignments, a star might be placed next to his or her name, and the student could then

relax for the remaining 15 minutes of class. It was relaxing to spend leisure time in the library,

painting, reading, chatting quietly, or listening to music through headphones (Page & Edwards,

1978). Students were allowed free time if they had finished all of their tasks and met all of the

criteria, but were expected to keep working if they had not. With this strategy, we saw a drop in

disruptive behaviour in the classroom from an average of 54.07 percent to 36.70 percent. The

new approach places more of a focus on collaborative learning and only requires one student to

have a star next to their name before they can have any free time. Instead of enjoying free time,

the class would be compelled to perform extra work if even one student did not accomplish their

job and obtain a star. Disruptive behaviours have been demonstrated to reduce on average, from

54.07 percent to 34.05%, which is less than the independent model predicted.

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Standridge (2002) argues that theories of behaviour that contain incentive systems are more

likely to result in the desired behaviour actually being implemented. The implementation of a

token economy and other learning-theory tactics in an Illinois school district. Learn how to

"avoid reinforcing failure by supporting educators in discovering and appreciating great traits in

the youngsters they educate" by reading this synopsis. This research found that classrooms

whose teachers used incentive plans had the highest test scores. This study argues that

outstanding results may be achieved when teachers employ social work methods in the

classroom. Briesch, Briesch, and Chafouleas (2014) set out to survey elementary school

educators to get their thoughts on using various strategies for regulating student behaviour.

"more.'s schools continue to embrace a multi-tiered structure of service delivery, teachers are

likely to be increasingly involved as the implementers of behavioural interventions," write

Briesch et al (para. 1). Throughout the United States, 1,005 elementary school teachers took part

in a strategy vignette and a usability survey. Each teacher read one of five vignettes written by

the researcher; the introductory sections of the vignettes were similar, but the differences lay in

the vignettes' respective intervention strategies. Five different approaches were employed,

including independent praise and planned to ignore, dependent praise and group contingency,

interdependent praise and group contingency, and independent praise and group contingency.

They were asked over the phone whether they required assistance, quizzed on their familiarity

with various support options, and given a usability assessment based on the intervention used in

the vignette provided.

Motivation

Higher levels of the extrinsic drive were associated with more frequent rewards for men, but not

for women, according to research by Davis, Winsler, and Middleton (2006). All told, 136

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freshmen took part in the study. Using Likert-scale inquiries, we discovered the various

incentives used, as well as how those incentives were implemented. Next, the participants'

perceptions of the incentives' links to their underlying motives were questioned (Davis et al.,

2006). This poll found that 75% of students received some form of tangible reward for their

academic accomplishments. The analysis of the data in this study revealed that the anticipation

of future benefits is a powerful academic motivator. Bandura (1977) explains that reinforcing

conditions elicit powerful incentive motivational effects. Humans' cognitive capacities allow

them to foresee the results of their actions, which they may use to inspire and direct their

behaviour.

Intrinsic Motivation

Three experiments monitored participants' puzzle-solving activities in their free time. The first

step was collecting data from an unrewarded group as a control. The kids in the comparison

group were rewarded monetarily for each issue they solved by receiving a $1 coupon. Finally,

the students were told there would be no positive reinforcement for completing the secondary

baseline phase. The make-up of the control group remained same across all three trials, as did the

amount of time its members spent on the puzzles outside of class. The experimental group spent

much more time on the task when incentives were supplied. The implications of using a token

economy to boost student participation in the classroom were studied by Boniecki and Moore

(2003). When the study first began, no such token economy or incentive programme existed. By

keeping tabs on and recording people's activities, we were able to compile some useful baseline

data. The participation rate of the 63 students in the class was the dependent variable. The

teacher implemented a token system during the final 11 classes of the semester, allowing

students to trade in tokens for extra credit at the conclusion of each day. We were able to

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measure the extent of our intended audience's participation after implementing the token

economy (Boniecki & Moore, 2003).

The implementation of the token economy was shown to considerably enhance both targeted and

untargeted activity. After a question was asked, more than twice as many students raised their

hands during the intervention. Boniecki and Moore (2003) removed token rewards from an

experiment to gauge the effect on participants' intrinsic motivation, and they assessed how

engaged they were in the experiment as a result. The lack of an uptick or downtick in

participation rates suggests that the extrinsic rewards used in this study did not have any impact

on the participants' innate desire.

Gaps in the Research

Therefore, more research on teachers' attitudes about the use of rewards in the classroom is

required (Hoffman et al., 2009). Knowing how students feel about reward programmes is crucial

since many teachers participate in them. Reitman, et al. (2004) discovered that looking at how

teachers think about modifying student behaviour and getting them to accept therapy might be

useful. It would be interesting to hear teachers' thoughts on whether or not they find adopting this

approach of rewarding excellent behaviour to be too time-consuming, establishing a token

system needed a lot of work. Research demonstrates that there is a shortage of recent studies that

would show how incentive structures and teacher viewpoints have changed over time.

Methodology

In the course of the primary research, questions played an important role. Ten questionnaires

were sent to the students of a high school for girls that was located in a disadvantaged area.

Because it was obtained via personal experience, the knowledge is unique. The surveys are a

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useful tool because they demand educators to defend their replies. As a result, I will have the

opportunity to elaborate on this issue in the portion of the report devoted to the methodology. In

this particular scenario, the educators that were picked were qualified because they had previous

experience working with pupils in Key Stage 2. Before I filled out the questionnaire, the

instructor handed it to me in person and then we had a private conversation about it. After I had

finished filling out the form, it was scanned and placed in a safe spot on my own computer.

Research Design

Therefore, a quantitative pre-experimental design was used because there would only be one shot

at this investigation. Those who choose to take part will only hear from us once, and we won't be

comparing our findings to anything else. This investigation has no real, concrete goals. A survey

with just yes/no questions was provided to a cross-section of the population. In this study,

educators were surveyed, and the results are limited to the manner in which they apply incentive

pedagogy. We sent instructors a survey to complete out so we could get their take on how often

and effectively reward systems are employed in their classes.

Definitions

Disruptive Behaviors

Disruptive behaviours may be anything from talking when it's not one's time to getting up from

one's seat without permission to not treating others with the respect they deserve to outright acts

of violence or damage.

To put it another way, disruptive behaviours are any activities that are not desired and are

creating disruption in the classroom. Raising one's hand in class, refusing to remain seated

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during instructions, and outright disregarding the teacher are all examples of inappropriate

student behaviour.

Intrinsic Motivation

The term "intrinsically motivated" was first used by Arnesten to describe an action that a person

feels driven to perform for their own purpose (1990). His next point is that a person's interest or

motivation in an activity could be enough to keep them performing at a high level.

In practise, an individual is intrinsically motivated when they seek to engage in an activity

because they find the activity itself rewarding.

Extrinsic Motivation

Extrinsic motivation is a type of inspiration that comes from somewhere other than the person

seeking it. Motivation comes from sources other than the task itself, such as personal pleasure or

a sense of accomplishment.

When it comes to teaching, rewards are a good example of extrinsic motivation because they

help students focus on what they're doing rather than what they're being paid to do. "reward" can

mean anything from verbal kudos to a monetary bonus to an A+ on a test to a unique token.

Reward systems

Reward systems are interventions that aim to minimise disruptive behaviour by using incentives,

such as praise or token economies. In an effort to "no longer incentivize improper activity," the

incentive system is undergoing a paradigm change that will condition award distribution on the

learner demonstrating an incompatible but socially acceptable reply. A reward is anything that

comes as a result of doing something that is good for you.

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A reward system can encourage desirable behaviour and boost academic performance.

Successful incentive systems that may be applied in an elementary school setting include

material awards, free time, additional credit, vocal praise to students, and verbal praise to

parents.

Sample

Educators from elementary schools in the central valley suburbs of London comprised the study's

sample population. Both teachers and students will be considered participants in this study.

Individuals that have commonalities with this group all share elementary teaching positions in

rural places. Convenience sampling, a non-probability sampling approach, was used to choose

participants since they were more accessible than randomly selected participants. We used

information from all 32 elementary schools in a rural school district in London's Central Valley

to maximise generalizability. Participants in the study were teachers from grades 1-6 who took

part in the survey.

Data Collection Method

We started by contacting the superintendent of schools in a tiny town in London's central valley

to collect the required information. The Superintendent provided written approval for the

research by drafting a letter of support. The town's principals of the public elementary schools

were contacted. The next thing to do was talk to school administration about the project and get

their approval to poll teachers. After getting the go-ahead, we asked whether we might hand out

the surveys to teachers in person during a staff meeting. So that I could explain the informed

consent process for the study and give teachers plenty of time to fill out and turn in the surveys

(ten minutes), I asked for fifteen minutes of the meeting's time. The goal is an improved rate of

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return. Instructors were given 10 minutes to complete the survey and return it in the supplied

folder after a brief (5-minute) explanation of the survey's aims and processes. I still have the

questionnaires, which did not collect any identifying information from participants. Each

primary school's questionnaire was printed on a unique colour of paper, making it easy for the

researcher to keep track of which institutions filled out which questionnaires.

Instrumentation and demographics

The instrument includes a total of three questions pertaining to the demographics of the

respondents. The use of incentive systems by instructors as well as their attitudes on them may

differ depending on factors such as age and gender; hence, these factors are the focal points of

Questions 1 and 2, respectively. The interviewee will be questioned on their previous

experiences in the working world. In question 3, participants are asked what grade level they are

currently teaching because the developmental stage of the students may affect which rewards are

being used. For instance, a teacher in kindergarten might use stickers as a tangible reward,

whereas a teacher in sixth grade might use a homework pass. Participants in the poll were

questioned whether or not they were currently working as educators in grades kindergarten

through sixth. People who participated in the study and ticked the "other" option were not

allowed to continue taking part in the research.

Perceptions of Reward Systems

The questions investigate the perspectives of educators on the topic of incentives by using a

Likert scale with seven points, ranging from "strongly disagree" to "strongly agree." In the

fourteenth question, respondents are asked whether or not they feel that external incentives

contribute to a decrease in the amount of internal motivation. This investigation was driven by

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the results of Steel and MacDonnell (2012), who contend that incentive programmes can lower

workers' enthusiasm for their job by removing the chance for the workers to perform acts of

kindness throughout the course of their labour. The next two questions are based on the same

assumption, which is that the result of positive reinforcement could be the exact reverse of what

was intended. In questions 1 and 2, respectively, participants are asked to identify, using a Likert

scale, whether they feel students should be honoured for exemplary behaviour or academic

performance. Answer 3: Take a moment to think about the following assertion. The participants

are then asked to rate the following statement using a Likert scale that ranges from "strongly

disagree" to "strongly agree." The statement asserts that "students are more motivated by

physical awards than by verbal praise." This information will be contrasted with data indicating

which teaching approaches teachers perceive to be the most successful in inspiring their pupils.

On a scale from 1 to 5, how strongly do you agree or disagree with the statement that "reward

systems take up an excessive amount of time"? This assertion is based on the premise that

considerable training for educators or the involvement of professionals with expertise in

behaviour modification is frequently required before reinforcement ideas can be successfully

applied to problems that arise in the classroom.

Data Analysis

Once all survey results were collected, analysis could commence. The surveys' data were input

into SPSS, where it was coded and analysed before being used to create charts and tables.

Responses were analysed for their frequency distribution and for commonalities. The purpose of

this research was to analyse teachers' perspectives and experiences with classroom incentive

schemes. Measures of central tendency (like mean, median, and mode) and measures of

dispersion (like standard deviation and variance) are used often in statistics.

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Safety of Human Test Subjects

So that they could guarantee the welfare of their study subjects, the researcher completed a

course titled "Protecting Human Research Participants" online. A certificate of achievement

acknowledges that the researcher has acquired the skills necessary to ensure the safety of study

subjects. Participants were given the option to give their informed consent before to the start of

the survey. The researcher and the purpose of the study are both identified and explained in the

informed consent. Respondents are prepared for the length of time the survey may take with this

estimate. Participants were given a copy of the consent form, assured that their survey replies

would be treated in confidence, and provided the researcher's contact information in case they

were interested in learning more about the study's findings at a later time. Participants provide

their informed consent to have their replies used in the study by completing and submitting the

questionnaire. If you did not want to participate in the study, you could return your questionnaire

in its uncompleted state by placing it in the provided return folder.

Benefits, Risks and Precautions

The outcomes of the quantitative research broaden our understanding of how instructors feel

about incentive programmes and how they are implemented. The reader will have an

understanding of the programmes that utilise reward systems in primary schools located in rural

areas. In particular, the purpose of this research is to give a platform to 38 educators so that they

may report on and discuss their experiences with different incentive programme treatments.

The participants are at a low risk of harm as a result of their participation. The fact that the

survey was completed by everyone in the same room ensured that the participants' confidentiality

was not significantly violated. Everyone in the room was able to observe who was participating

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in the survey and filling it out. However, the findings of the poll were not disclosed to any other

participants in any way.

A folder was placed at the front or back of each room, and it was used to collect the

questionnaires that were filled out. Due to the fact that respondents in the survey were not

prompted to provide their names, it is impossible to determine the identity of the teachers. They

have made it clear to the participants that participation in the study is completely voluntary on

their behalf. This information will not be discussed with the principal, nor will it be used in any

way that is detrimental to the teachers. They are considered to be a low-risk cohort due to the

fact that this study is an exploratory investigation of the usage and attitudes of instructors. A

copy of each and every finished questionnaire was kept in a safe place by the researcher who

conducted the study. The surveys were taken out of their respective files and only put back in

once the data had been entered into SPSS. Following the conclusion of the study, each of the

files was destroyed by shredding, and the individual questionnaires were rendered meaningless.

On the USB device, the survey data file will be stored alongside the SPSS data that will be

stored.

Results

As a whole, 81 teachers from elementary schools around the country participated in the study by

filling out the surveys. It was necessary to include K-6 educators in the investigation. Teachers

can select their grade level from the following options: Kindergarten, First Grade, Second Grade,

Third Grade, Fourth Grade, Fifth Grade, Sixth Grade, and Other. Alternative options exist for

people who don't exactly meet the criteria. Teachers, TAs, and librarians present who instruct

students in grades other than those listed above will be accommodated in this manner (e.g.,

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Preschool or Transitional Kindergarten). Of the 81 persons who filled out the survey, only 78

really met the minimum requirements to instruct students in grades 1-6. However, the three

survey takers who marked "other" were disregarded since their replies did not fit the study's

parameters. There were 68 ladies and 10 gents (or 87.2% female to 12.8% male). About 18%

(n=14) were between the ages of 25 and 34, 29% (n=23) were in that range from 35 to 44, 26%

(n=20) were in that range from 45 to 54, and 26% (n=20) were in that range from 55 to 64. In at

least one of the surveys, respondents did not specify their age.

As part of the study's demographic data collection, information on the participants' employment

and educational backgrounds was gathered. Which grade's educators were asked to take part?

Twenty-five percent (n=16) worked with children aged three and under, nineteen percent (n=15)

instructed students in first grade, fifteen percent (n=12) instructed those in second grade,

fourteen percent (n=11) in third, thirteen percent (n=10) in fourth, ten percent (n=8) in fifth,

seven percent (n=6) in sixth. The participants were then asked about their background in

teaching elementary school. Fourteen respondents (18%) had taught for less than four years,

fifteen (19.2%) for 11–14 years, sixteen (19.2%) for 15–19 years, and twenty-two (28.1%) for 20

years or more. There was one instance where this was not addressed. Next, participants were

asked how long they'd been teaching at their current institution. Of those who responded, 19.2%

(n=15) have taught for fewer than two years, 9.0% (n=7) for three to six years, 15.4% (n=12) for

seven to ten years, 18.0% (n=14) for eleven to fourteen years, 20.4% (n=16) for fifteen to

nineteen years, 16.67% (n=13) for twenty years or more, and 1 did not respond. The final

question we asked was the individuals' highest level of education. There are 59 with a BA/BS, 18

with an MS/MA, and 1 with a PhD. This equates to a 75.6% BA/BS, 23.1% MS/MA, and 1.3%

PhD.

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RQ1

First, we want to know: What kinds of incentives do educators use in the classroom?

After finishing the pre-introductory survey's questions, participants were given a choice of

classroom reward systems. They were encouraged to mark as many options as they liked; these

included things like extra credit, verbal praise, extra credit for outstanding grades, extra credit

from instructors, extra credit for parents, and other material advantages. The answer to the first

research question is (and this is backed by data): Sixty-seven percent of Kindergarten instructors

make use of classroom privileges, whereas all sixteen instructors (100%) employ verbal praise

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with their students and fourteen (88%). Of those asked, just 1 in 20 (n=3) provide any sort of

extra credit. Only 7% (n=1) of first grade instructors report utilising extra credit, yet 100%

(n=15) of teachers report using verbal praise with students and 100% (n=15) with parents.

Results from a survey of second graders show that tangible awards have a 100% success rate

(n=12), classroom privileges have a 75% success rate (n=9), and additional credit has a 0%

success rate (n=2). Third graders who take part in the study report using physical rewards (91%;

n=10), classroom privileges (91%; n=10), verbal praise (73%; n=8), and no additional credit

from the teacher (0%).

RQ2

How common is the use of a reward system in the classroom, and what kind of incentives

do teachers typically offer?

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All participants were queried on how frequently they used incentives such cash comments and

presents. They were given the choice between once a day, once a week, once every two weeks,

once a month, and less frequently than once a month. Respondents (n=78) all said they

frequently complemented students verbally. More than half of those surveyed (59.0%, n=46)

reported regularly giving away tangible items. Material incentives are provided by 16.7% (n=13)

of respondents more than once per week, by the same number (n=13) once per week, by 2.5%

(n=2) every two weeks, by one respondent once per month, and by 3.8% (n=3) less frequently

than once per month. We then asked how our respondents were dispersing monetary rewards.

Each box relating to the distribution of monetary or other rewards must be checked. The class as

a whole, individual students, or a hybrid of the two are all possible options. Twenty-three percent

of educators (n=18) report using tangible rewards to pique their students' interest and keep them

engaged in class. Of the educators polled, 21% (n=17) reported routinely using some form of

physical incentive for their entire class.

RQ3

To what ends do educators employ such incentive programmes?

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Why are incentive programmes so commonplace in elementary and secondary schools? The data

shown below, however, should help shed some light on the matter. The respondents were asked

many questions on the effectiveness of incentives. Respondents rate how much they agree or

disagree with a statement using a seven-point Likert scale. The scale includes a maximum of 5

responses, with 1 representing "Strongly Disagree," 2 representing "Disagree," 3 representing

"Neutral," 4 representing "Agree," and 5 representing "Strongly Agree." As for the first, it says,

"I utilise incentives to motivate my kids." We found that the average was 4.19, the most common

was 4, and the standard deviation was 1.07. 42.4% (n=33) and 43.6% (n=34) of the total sample

agreed, whereas 3.8% (n=3) strongly disagreed, 2.5% (n=2) disagreed, 6.4% (n=5) were

ambivalent, and 3.8% (n=3) were highly adamantly opposed. To prevent unfavourable

behaviour, I offer incentives, as seen in the following line. Our average grade for this topic is

4.06 out of 5, with 4 being the middle grade. Almost two-thirds of respondents (65%) found

themselves in agreement with the statement, given a mean score of 4.5 and a standard deviation

of 1.11. There were 3.8% (n=3) strong disagreers, 2.5% (n=2) disagreers, 16.7%(n=13) neutrals,

35.9% (n=28) agreers, 39.8% (n=31) strong agreers, and 1.2% (n=1) non-respondents in the

whole sample. After that, students were asked to use a Likert scale to indicate how much they

agreed with the statement, "I distribute awards in order to enhance academic achievement." The

average rating for this question is 3.88. While the standard deviation is quite low at 1.06, the

majority and middle scores are both 4, showing agreement. We found that 3.8% of respondents

strongly disagreed (n=3), 3.8% of respondents disagreed (n=3), 18.0% of respondents were

indifferent (n=14), 48.7% of respondents agreed (n=38), and 25.7% of respondents strongly

agreed (n=20).

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Discussion

The study's goal is to provide light on primary school educators' perspectives and experiences

with incentive programmes. The survey instrument focused on the following five research

questions: Common forms of classroom recognition for student achievement include: How often

do classroom teachers use incentive programmes? When teaching, why do teachers use reward

systems? How do you think teachers feel about the effect that financial incentives have on their

pupils' intrinsic motivation? We would want to hear from teachers on the results they have seen

from using incentives in the classroom. The following data is based on the results of the

aforementioned research and provides insight into the aforementioned questions.

Common methods of reinforcement used by teachers have been discovered in previous research.

All teachers in the mixed-methods study by Hoffman et al. (2009) said they used verbal

reinforcements, but the great majority also said they used tangible rewards. One hundred percent

of teachers in this poll indicated they often utilise verbal praise, and 92% said they regularly

employ some type of physical encouragement.

More than half of educators, according to studies by Page and Edwards (1978) and Hoffman et

al. (2009), use prizes like extra time for class tasks or special privileges in the classroom. In

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contrast, more than 75% of respondents in one study admitted to taking advantage of privileged

classroom opportunities. Bonecki and Moore (2003) found that just 6% of educators routinely

give out additional credit as a means of positive reinforcement for pupils. The results from

grades K–3 and high school were analysed independently (4-6). It was examined how each group

rewarded its members. Elementary teachers were more likely to report using tangible incentives,

classroom privileges, verbal praise to students, verbal praise to parents, and extra credit than

secondary school teachers. Only verbal praise was reported by all participants in both groups as

having been used as a reward.

In this study, students were asked how often they got monetary and verbal reinforcement from

their teachers. Researchers Ritz et al. (2014) found that verbal praise is used regularly, but not as

frequently as warnings and guided compliance. Findings from this study indicate that all

participants regularly used verbal praise. The majority also used tangible rewards on a consistent

basis (59%). Davis et al. (2006) found that among elementary school pupils who participated in

the survey, 90% said they had been given rewards for good performance. All of the participating

educators admitted utilising some sort of incentive scheme, albeit they varied the degree to

which they used it rather than just marking the option they preferred. For want of a better

expression, let's just say, "I don't do reward systems."

Page and Edwards (1978) detailed many implementations of incentive systems, including the

independent group-oriented contingency and the interdependent group-oriented contingency.

Students who finished their assignments and met the criteria were given free time according to

the autonomous group oriented contingency model, while those who did not were expected to

keep working and received no reward. The new model depended on a group-oriented approach,

where only having a star next to each student's name was enough to provide them free time, as

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opposed to the previous model, which required that all students have stars next to their names

before they could have any free time at all. Findings from the study by Page and Edwards

suggest that the majority of instructors opt for a mixed method. In this survey, we asked students

how they felt about using rewards in the classroom. More than half of the participants in this

research reported employing a hybrid strategy, in which they distributed tangible prizes to both

individual students and the class as a whole, which is consistent with the findings of Page and

Edwards (1978). The remaining members of the study population were split rather evenly

between the two methods. Ritz et al. (2014) found both approaches to be effective at reducing

occurrences of disruptive behaviours.

Research limitations

The use of a quantitative questionnaire is one of the study's flaws. As a result of being unable to

provide context for their replies, respondents were limited in what they could say. The data

collector was developed by the researcher. The validity and reliability of the instrument are

unknown. Furthermore, the study's sample size might have been skewed because it was drawn

from a single, very small school district where women held a slim majority. We also handed out

questionnaires at short-notice staff gatherings. After the researcher introduced the questionnaires,

participants were given 10 minutes to fill them out, which may have influenced their responses if

the researcher had required more time. Due to this, it was possible that some answers may be

miscoded or some questions misinterpreted.

Future Research: Recommendations

While this study provides important insight into how and why primary school teachers are using

reward systems, more investigation is required to fully comprehend the treatments that are really

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being implemented. The employment of qualitative techniques in future research is

recommended for eliciting richer responses. In addition, more information is needed to assess the

success of the current strategies utilised by elementary school educators. There is a need for

more research on the current classroom interventions and the perspectives of instructors on these

interventions, as stated in the existing literature. Future researchers doing comparable studies

should be aware of the time restrictions involved with disseminating surveys and should be

prepared to think imaginatively about different strategies of disseminating surveys that will not

have to conform to such severe time constraints.

Conclusion

The last section of the chapter included a review of the most important findings based on the

research questions, as well as their relevance to the existing empirical literature, their

implications for social work practise, their limitations, and their recommendations for more

research. Each participant stated that they used a tangible incentive in the classroom at least once

every day, with more than half of them doing so on a consistent basis. The findings indicate that

the majority of participants distribute awards in both an individual and a group capacity. In

addition, the vast majority of respondents believe that it is a good idea to use awards as a means

of boosting students' enthusiasm, curbing unwanted behaviours, and improving their academic

achievement. The data indicate that a greater majority of teachers disagreed with or were

indifferent to the assertion that providing students with money rewards had the effect of reducing

the amount of intrinsic motivation possessed by the students. Finally, respondents refuted the

statements that students are more motivated by monetary awards than by verbal praise and that

incentive programmes are a waste of time. They said that students are inspired by both equally.

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Only the tip of the iceberg has been covered by the knowledge that we have on how and why

elementary school teachers use reward systems.

Nevalainen, R., Kimonen, E., & Alsbury, T. L. (2017). Educational change and school culture.

In Reforming Teaching and Teacher Education (pp. 193-224). Brill.

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