Exploring the Role of Reward Systems in Nurturing Top-Performing Grade 11 Students

at TRIS

I. Introduction

A. Rationale (Jacob Benicarlo)

Reward systems have long been used in educational settings as a means of motivating

and promoting academic achievement among students. However, little is known about

the effectiveness of these systems in nurturing the growth and development of top-

performing students, who often have unique needs and characteristics that may differ

from those of their peers. Moreover, while previous research has suggested that reward

systems can be effective in motivating students in the short-term, there is a lack of

understanding of the potential long-term effects of these systems on students' intrinsic

motivation and academic engagement.

This study aims to address these gaps in the literature by exploring the role of reward

systems in nurturing top-performing students. Specifically, the study will investigate the

types of reward systems that are most effective in motivating top-performing students,

as well as the factors that influence their engagement with these systems. The study will

also examine the potential unintended consequences of using reward systems to

motivate top-performing students, such as the impact on their intrinsic motivation, self-

regulation, and collaboration with peers.

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 The findings of this study will have important implications for educators and

policymakers seeking to support the academic growth and development of top-

performing students. By providing a deeper understanding of the role of reward systems

in nurturing academic excellence among top-performing students, the study will inform

the design and implementation of effective strategies to promote their educational

success and well-being.

B. Literature Foundation (Angel Peralta)

Incentives have the power to affect motivation. Financial compensation is by no

means the only method of motivating students. Although non-financial rewards

are equally important in directing and shaping desired behaviors, the literature on

reward systems has expanded to include them. Nevertheless, reward systems are

typically used to refer to the motivation to study to be an top achiever. A reward

system is made up of the rules and procedures that firms use to top student

rewards, such as annual pay raises. An organization's incentive program should be

appealing, affordable, and equitable while also achieving the objectives outlined

in its plan.The type of reward, its characteristics, and the criteria—such as

performance, school outputs, responsible student, and top achiever—are all

factors that affect rewards.

In educational contexts, reward systems can be utilized to boost students'

motivation, particularly those with disabilities. The usage of these methods can

increase students' engagement with classroom activities. Yet, to use token systems

effectively, the system must be personalized and tailored to match the needs of the

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child. Teachers should (1) identify a variety of back-up reinforcers for each

student; (2) identify the amount of tokens required for the student to earn the

selected back-up reinforcer; (3) identify the type of token that will be used; and

(4) indicate the amount of time students must wait before exchanging their tokens

for the back-up reinforcer. This paper's goal is to describe how to recognize and

apply token-reward systems in the classroom.

This study examined how rewards and penalties motivate students to engage

in learning and change their behavior in schools in the Philippines. Results

showed that while school policies tend to link their rewards and penalties system

with a positive discipline approach, the emphasis in practice often appeared to be

on penalties for bad behavior rather than enhancing engagement and motivation.

In order to differentially affect performance for high- and low-achieving

students in Indian schools, the current study investigates the interaction between

the growth mindset intervention and incentive systems. It was discovered that the

intervention did help people perform well by persevering, but only when the

reward system gave people a sense of autonomy. The existing theory can be

expanded upon and merged with an identity-based motivation framework to

resolve these inconsistencies.

Education-related motivational research prioritizes comprehension over

boosting student motivation. The terms "student motivation" and "classroom

incentives" refer to strategies teachers employ to encourage students to complete

academic work and learn academic information, respectively. Grading scales,

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 stars, tokens, or other rewards for completing academic work, compliments or

recognition for accurate answers or academic achievements, etc. are all examples

of classroom incentives. Parents' interest in success, kids' assessments of their

skills and prospects of success, and intrinsic interest in the activity all have an

impact on student motivation. Nonetheless, when given assignments that are both

intrinsically interesting and challenging to a certain degree, classroom rewards are

the main tool in the teacher's arsenal for influencing student motivation.

C. Locale of the Study (Johanna Senar)

The locale of the study on the role of reward systems in nurturing top-

performing Grade 11 students at TRIS (Taysan Resettlement Integrated School)

would be at TRIS itself. The study would be conducted within the school’s

premises and involve Grade 11 students, teachers, and parents of TRIS. TRIS is a

public school located in Legazpi City, Albay, and the study would focus on the

reward systems implemented by the parents to promote academic excellence,

motivation, and engagement among top-performing Grade 11 students. The study

would involve collecting data from various sources within TRIS, such as student

records, surveys, interviews, and focus group discussions, to understand the

impact of reward systems on student motivation, academic performance, and

retention. Therefore, the locale of the study is limited to TRIS, and the findings

may not be generalizable to other schools or educational contexts.

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D. Seriousness of the problem (Angel Peralta)

Students that are intrinsically motivated succeed academically because they

exhibit traits like selecting hard activities and devoting more time to them.

Reward-based learning reduces intrinsic motivation, slows the acquisition of

skills, and increases learning errors.

Student motivation has an effect on many facets of school life, from

attendance to academic performance to extracurricular activities. When students

enter the workforce, they are constantly under pressure to do well on exams, be

responsible, and be accountable. Students who have learning disabilities face even

more difficulties in the classroom. To the greatest extent possible, every teacher in

grades K–12 must be motivated.

This is especially true given the ongoing pressures on schools in today's

educational environment. Although even the most straightforward tasks can be

difficult for these students, kids with learning disabilities may be thought of by

teachers as the least driven of all, going above and beyond to cover up their

shortcomings. Due to these requirements, teachers frequently provide their

students with incentives such as stickers for good behavior, lunches for

completing their assignments, and rewards for finishing.

The majority of the top students, 63%, reported that they frequently

received encouragement from their friends, parents, teachers, and fellow students.

29% of them reported receiving a token or present from their parents. 8% reported

receiving praise from their parents and teachers.

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 According to a study on children and money conducted by the American Institute

of CPAs, nearly half of all U.S. parents (48%) rewarded their kids financially for

good grades. The average allowance for an A, among those who paid their kids,

was $16.60.

Not surprisingly, students tend to agree. A 2001 survey by Public Agenda, a

nonpartisan opinion research group, found that 62 % of students in grades 6

through 12 said getting paid for better grades would motivate them “a lot.”

Economists found that when they gave high school-aged students money

as a reward for performing well on a low-stakes assignment, scores improved by

roughly 5%.And 65% of top students prefer non-monetary incentives instead of

monetary rewards.

E. General Objective (Marklay Bermundo)

The primary aim of this research is to examine the role of reward systems in

nurturing the academic and non-academic development of top-performing Grade

11 students at TRIS. Specifically, this study seeks to explore how different types

of rewards, such as recognition, incentives, and praise, influence student

motivation, engagement, and achievement. By using a mixed-methods approach

that includes surveys, interviews, and observations, the study will gather data

from a range of sources, including students, teachers, and administrators.

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 Additionally, the study aims to identify the key factors that contribute to the

effectiveness of reward systems in promoting student performance and

engagement. These factors may include the type and frequency of rewards, the

criteria for selecting students, and the methods used to deliver and communicate

the rewards. The study will also examine potential challenges and drawbacks of

reward systems, such as the potential for extrinsic rewards to undermine intrinsic

motivation or create unhealthy competition among students.

Overall, the general objective of this study is to provide a comprehensive

understanding of the role of reward systems in promoting the academic and non-

academic development of top-performing Grade 11 students at TRIS, and to

identify effective strategies for using rewards to enhance student motivation,

engagement, and achievement.

F. Overall Purpose (Jacob Benicarlo)

The overall purpose of this research is to gain a deeper understanding of the role

that reward systems play in fostering the academic growth and development of

top-performing students. Especially after the events of the pandemic, our Grade

11 students are still adjusting from modular into face-to-face classes. By

exploring the types of reward systems that are most effective in motivating and

engaging top-performing students, as well as the potential unintended

consequences of using these systems, the study aims to inform the design and

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 implementation of strategies to support the educational success and well-being of

this group of students. The ultimate goal of this research is to contribute to the

development of evidence-based practices for nurturing academic excellence

among top-performing students, with the aim of promoting their long-term

success and positive contributions to society.

II. Statement of the Problem

The focus of this study is to determine the role of rewards systems when it comes to

nurturing top-performing Grade 11 students at Taysan Resettlement Integrated

School.

1. What kind of reward systems do parents give their children

a. Monetary Rewards

b. Experiential Rewards

c. Material Rewards

d. Privilege Rewards

2. How do reward system impact the intrinsic motivation of top-performing

students?

3. What factors influence the effectiveness of reward systems in nurturing top-

performing students?

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III. Scope and Delimitation

This study aims to investigate the effectiveness of reward systems in promoting the

academic and non-academic performance of top-performing Grade 11 students at

TRIS. In order to collect data we will perform methods such as surveys and

questionnaire for the Grade 11 students. The study will focus specifically on students

who are identified as top performing based on academic and non-academic criteria.

The data collected will be analyzed to identify patterns, themes, and correlations

related to the use of reward systems in promoting student motivation, engagement,

and achievement. Finally this study will focus on top performing students of the S.Y.

2022-2023.

However, this study also has its limitations. Firstly, it will only focus on Grade 11

students at TRIS, and thus, the results may not be generalizable to other grade levels

or schools. Secondly, the study will only examine the impact of reward systems on

student performance and will not explore other factors that may affect student

achievement, such as teacher quality or curriculum design. Thirdly, the study may be

subject to response bias, as participants may provide positive feedback about reward

systems if they perceive them as beneficial. Also this research will only cover the top

performing Grade 11 students in the S.Y. 2022-2023. Finally, the study may not

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 capture the full range of perspectives and experiences of Grade 11 students at TRIS,

as some students may choose not to participate or may be absent during data

collection.

IV. Significance of the study ( Angel Peralta, Jacob Benicarlo)

In order to gather the data required to better educational planning, decision-

making, teaching and learning curriculum development, comprehension of

children and youth usage of instructional media, school organization, and

education management (Boykin, 1972). This study investigated how the reward

system shapes top students in Grade 11 at TRIS to learn what kinds of rewards

they get from their parents, siblings, cousins, aunts, uncles, friends, teachers, and

others. Knowing how many students are being rewarded for their high academic

achievement by their parents and other people will be helpful.

A successful reward system tries to spur students to work harder in the

classroom and match their objectives with those of the lessons they are studying

for. The present trend toward performance-related incentive structures is intended

to encourage and reward individuals who put in the most effort. Systems of

rewards encourage learning. And the more they strive for the reward, the more

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they unconsciously form good learning habits. Incentives encourage interest,

which prompts work and productivity. Giving out rewards to kids encourages

them to behave appropriately and positively in your class. You can encourage

good behavior in your classroom by giving out awards to the kids for things like

adhering to the rules of the class, being kind of others, and prioritizing safety.

The importance of conducting research activities that will support

education in achieving its goals and objectives, re - establishing faith in human,

moral, and democratic values, adapting to cultural diversity, educating for self-

identity and personal realization, bringing about improvements in racial attitudes,

accomplishing the objectives of relevance and efficacy, and meeting the

difficulties of the future world of acceling to technological and scientific change

becomes imperative (Boykin, 1972). A few things must be determined in order to

understand the different reward systems and why students, especially the top

students, require them. This study was carried out to learn the following: what

motivates students to excel academically, what reward systems are currently in

place to recognize and promote academic achievement, and how effective these

reward systems are in motivating students to achieve their full potential.

Additionally, the study aimed to identify any gaps or limitations in the existing

reward systems and to propose potential solutions for improving them. By

addressing these questions, the study sought to contribute to the development of

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more effective and comprehensive reward systems that can help support

education.

Students: The findings of the study can provide insights into the effectiveness of

reward systems in promoting academic excellence, motivation, and engagement

among top-performing Grade 11 students. It can help students understand the

benefits of goal-setting, hard work, and persistence in achieving academic

success. Moreover, the study can provide recommendations on how to design and

implement reward systems that are fair, consistent, and aligned with students’

needs and aspirations.

Educators: The study can provide educators with evidence-based strategies to

enhance student performance, engagement, and retention. By understanding the

role of reward systems in motivating students, teachers can design and implement

incentives that are appropriate, relevant, and meaningful for students. Moreover,

the study can provide insights into the factors that influence student motivation

such as intrinsic and extrinsic rewards, feedback, recognition, and social support

..

Parents: The study can inform parents about the importance of supporting their

children’s academic and personal goals. By understanding the benefits of reward

systems, parents can encourage their children to set high expectations, work hard,

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 and persevere in the face of challenges. Moreover, parents can collaborate with

educators to design and implement effective reward systems that align with their

children’s needs, interests, and values.

Society: The study can have broader implications for society by contributing to

the development of a high-performing workforce and a knowledge-based

economy. By nurturing top-performing students, societies can increase their

competitiveness, innovation, and productivity. Moreover, the study can help

address the achievement gap and promote social mobility by providing equitable

opportunities for academic success and recognition.

V. Notes ( Angel Peralta)

P Chen, R Kuo, M Chang, JS Heh - Transactions on Edutainment III, 2009 -

Springer
"Designing a trading card game as educational reward system to improve
students’ learning motivations"—

https://link.springer.com/content/pdf/10.1007/978-3-642-11245-
4.pdf#page=126.

A Nill, JA Schibrowsky - Journal of Marketing education, 2005 -

journals.sagepub.com
"The impact of corporate culture, the reward system, and perceived moral
intensity on marketing students ethical decision making"—
https://journals.sagepub.com/doi/pdf/10.1177/0273475304273458.

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P Vranešić, K Aleksić-Maslać… - 2019 42nd International …, 2019 -
ieeexplore.ieee.org
"Influence of gamification reward system on student motivation"—
https://ieeexplore.ieee.org/abstract/document/8756848/

J Kelsey - Essai, 2011 - dc.cod.edu

"The negative impact of rewards and ineffective praise on student
motivation"—
https://dc.cod.edu/cgi/viewcontent.cgi?article=1318&context=essai

LS Lumsden - Research Roundup, 1994 – ERIC

"Student Motivation."—
https://eric.ed.gov/?id=ED369142

W Harlen, RD Crick, P Broadfoot, R Daugherty… - 2002 - dspace.stir.ac.uk

"A systematic review of the impact of summative assessment and tests on
students' motivation for learning"—
http://dspace.stir.ac.uk/handle/1893/19607

TT Nugent - 2009 - search.proquest.com

"The impact of teacher-student interaction on student motivation and
achievement"—
https://search.proquest.com/openview/9f6b13d693a68d4cd45c67f1ebe7
1d25/1?pq-origsite=gscholar&cbl=18750

J Kelsey - Essai, 2011 - dc.cod.edu

"Effects of rewards on intrinsic motivation - Negative, neutral, and positive:

Comment on Deci, Koestner, and Ryan (1999)" by Eisenberger, Pierce, and
Cameron (1999)
https://journals.sagepub.com/doi/10.1177/016146811711900905?icid=int.sj-
challenge-page.citing-articles.46

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Motivation to Learn and Course Performance in a High-Achieving Classroom:
Effects of Mastery and Performance Orientations and Classroom Goal Structure"
by Midgley et al. (2000)

https://www.researchgate.net/publication/
7449575_Classroom_Goal_Structure_Student_Motivation_and_Academic_Achie
vement

https://journals.sagepub.com/doi/abs/10.1177/0016986217738051?
journalCode=gcqb
How Can We Best Support High-Achieving Students?" by National Association for

Gifted Children (2018)

https://www.researchgate.net/publication/232428065_Achievement-

Based_Rewards_and_Intrinsic_Motivation_A_Test_of_Cognitive_Mediators

"The use of rewards in education: An overview of research" by Cameron and Pierce (2002)

https://www.researchgate.net/publication/

276086717_Revisiting_the_Role_of_Rewards_in_Motivation_and_Learning_Implications_of_

Neuroscientific_Research

"The role of rewards in motivation and learning" by Hidi and Renninger (2006
 15

Members:

1. Jacob Benicarlo (Leader)

2. Angel Peralta (Secretary)

3. Johanna Senar

4. Marklay Bermundo

5. Aaron Mostrado

6. Rydel Carizo
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