CAGAYAN STATE UNIVERSITY College of Teacher Education

USING AN INTERESTING REWARD PRAISE CARD IN IMPROVING THE

SUBMISSION RATE OF ASSIGNMENTS OF GRADE 2 PUPILS

An Action Research Presented to the

Faculty of Teacher Education
Cagayan State University-Sanchez Mira Campus

In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Elementary Education

By

January 2023
 CAGAYAN STATE UNIVERSITY College of Teacher Education

I. ABSTRACT

This action research tackles the use of reward praise cards in improving the

submission rate of assignments of Grade 2 pupils. A portion of the school's

currency has historically comprised things including gold stars, honorary positions,

candies for literacy, and other incentive reward schemes. Such methods, which are

frequently used to encourage or support students' development, have been

overwhelmingly backed by certain educators, although some critics have subsequently

questioned their pervasive application. Psychological studies that demonstrate the

detrimental impact of external rewards on pupils' intrinsic drive to learn have

contributed to the dispute. According to several studies, incentives can work against

rather than in favor of factors that trigger, creativity, enthusiasm, curiosity, and

commitment in the academic process. Given how frequently rewards are used in

schools, it would seem prudent to provide a thorough overview of how rewards affect

intrinsic motivation. As a result, Cameron and Pierce (1994) provided a meta-analysis

of the impacts of extrinsic rewards on intrinsic motivation in the Fall 1994 issue of

Review of Educational Research and drew the conclusion that rewards do not reduce

inner drive. Even while Cameron and Pierce impliedly acknowledged the significance

of intrinsic motivation for learning and adaptation in educational contexts (see, for

example, Ryan & La Guardia, 1999), they claimed that "educators have had no reason

to refrain from applying reward system in the classroom" (p. 397). They also

reinforced donning the cognitive evaluation theory (CET), developed by Deci and

Ryan in 1980 to account for both advantages and disadvantages of incentives on

intrinsic motivation.
 CAGAYAN STATE UNIVERSITY College of Teacher Education

An underlining dearth of academic motivation was identified in each of the

student-teacher researchers' classrooms, so they decided to make motivation the

theme of their project of action research. The teacher researchers collected data using

a survey, an administrative discussion, and an observation checklist to illustrate that

kids were not engaged. The teacher researchers found that their understanding on

student engagement was consistent with many of the studies they had examined along

with their respective personal views and experiences. The teacher researchers

concluded from the survey instrument that most children required some reinforcement

from the teacher to engage, whether it took the guise of a verbal recall or a material

reward. A number of reasons why children function below expectations or lack

motivation in the classroom nowadays include hearing excuses regarding

the difficulty of the subject matter, pointless, and that teachers are monotonous, to

mention a few. Educators have so put forth an effort to make learning extra appealing,

captivating, and engaging. The concerns of how to encourage pupils and maintain

their interest in the classroom have been the subject of extensive research (Harter,

1981; Hidi & Harackiewicz, 2000). As a result, there are now two distinct schools of

thought: those who adhere to the constructivist theory of education and those who do

not (Woolfolk, 2001). The best results for increasing homework completion and

academic achievement originate from a combination of intrinsic and extrinsic

motivation. In order to determine the most efficient approaches for motivating

students to assure academic advancement and homework completion, this research

synthesizes several extrinsic motivations, constraints, and their impact on student

compliance in finishing their assignments.

 CAGAYAN STATE UNIVERSITY College of Teacher Education

II. ACKNOWLEDGMENT

This triumphant pursuit was made possible through numerous individuals'

unwavering support and collective effort. We would like to extend our sincerest

recognition and acknowledgment to all of them. Foremost, the researchers want to

dedicate this endeavor to our God Almighty for the wisdom He has bestowed upon us,

patience to overcome insurmountable adversities, strength to ponder on, and healthy

well-being to complete a mentally taxing and at times physically demanding task.

We are highly indebted to Cagayan State University Sanchez Mira for their

guidance and consistent supervision in providing the necessary data for analysis, and

vital information, pertaining to this research along with their full support as we pursue

this undertaking.

The researchers would like to express their genuine gratitude towards Mrs.

Remelyn Bautista Ph.D. for the approval of our work and exemplary recognition. For

sharing her knowledge and technical know-how, for imparting invaluable guidance,

and for giving us accurate information to demonstrate her field of expertise sufficient

to overcome research complexities.

Lastly, to our families that served as our moral compass, and to all the respondents

who have willingly participated in making this a successful pursuit, for their

collaborative effort and genuine response solicited in this study. Our sincerest

appreciation to our colleagues and people willing to contribute to the best of their

abilities. You are all an integral piece in the completion of this study.
 CAGAYAN STATE UNIVERSITY College of Teacher Education

CHAPTER I

THE PROBLEM

Introduction

The incorporation of utilizing incentives in teaching methodology has been

extensively researched over the past four decades, but hardly any emphasis has been

focused on the use of rewards from the student’s perspective. The purpose of this

mixed-method study was to examine how elementary school pupils, particularly in

Grade 2, define and apply incentives in their classrooms as well as how different

motivational characteristics like proactive personality, consciousness, and autonomy

connect to instructors' use of prizes (Saeed & Zyngier, 2012). Superior learning

performance is achieved with these motivators (Saeed & Zyngier, 2012). To compel

students to participate, learn, and finish their assignments, teachers are continuously

adjusting and competing for their attention (Froiland, Oros, Smith, & Hirchert, 2012).

Completing assignments and student engagement is correlated with academic

success (Lee, 2016). This study will look at the internal and external motivations for

students to complete their assignments. It will also examine how penalties and

incentives are used to ensure homework completion. The objective of this research is

to synthesize the existing studies on academic achievement and compliance with

finishing homework in order to steer future classroom and school policies on

assignments. The subject of intrinsic and extrinsic homework motivation factors is

crucial to academic achievement since these elements enable learners to become

 CAGAYAN STATE UNIVERSITY College of Teacher Education

responsible individuals and critical thinkers (Xu, 2013). To succeed in life as adults

and contribute a significant amount to society, students must be inspired to learn and

finish their assignments.

Although there is an ongoing dialogue about the implications of extrinsic

reinforcement on internal motivation (Cameron, 2001; Deci, Koestner, & Ryan,

2001), classroom teachers still use extrinsic positive reinforcements, or prizes, to

motivate pupils to perform well in class and behave accordingly. Schools in their

entirety now take part in incentive schemes. One of the biggest is Pizza Hut's Book It

campaign, which since 1985 has given more than 200 million free pizza coupons to

children who meet monthly reading targets in more than 50,000 schools (Associated

Press, 2007). Teachers frequently employ incentives to promote good academic

performance and appropriate classroom behavior, including sweets, souvenirs, leisure

time, compliments, classroom currencies, and even homework passes.

Every area of students' lives is impacted by academic motivation, including

attendance, educational success, and extracurricular activities. Every teacher in grades

K–12 must actively encourage the highest levels of student motivation, especially in

the current educational environment, when schools are constantly under pressure to

raise test results, accountability, and engagement. When entering a lecture, students

who have academic difficulties confront even more hurdles. Pupils with

developmental delays may appear to be the least motivated of all students since they

can stumble with even the simplest tasks assigned by teachers, going to great lengths

to hide their shortcomings.

 CAGAYAN STATE UNIVERSITY College of Teacher Education

Due to these demands, teachers constantly bribe pupils with the prospect of

rewards: stickers for good conduct, snacks for finishing tasks, and lunches for

submitting homework. Grades are the most prevalent reward out of all the ones issued

(Seoane and Smink, 1991). But despite their best efforts, these initiatives fall short.

Children who receive rewards feel less in charge of their education, approach and

complete activities differently than when they don't, and their performance is

perceived as less creative when rewards are given (Amabile and Gitomer, 1984;

Condry, 1977; Ryan and Grolnick, 1986).

Learners frequently fail to recognize the connection between their behaviors and

the outcomes they experience. As a result of their repeated failures in school,

individuals develop defense mechanisms and stop participating in school (Long and

Bowen, 1995). Therefore, rewards should be substituted with instruction that

emphasizes the student's intrinsic motivation. A common objective should be to put

the student's interest—not a prize—at the heart of their learning. When students are

instructed to view themselves as causative actors in the classroom, they take more

risks and perform better (DeCharms, 1972). Additionally, students' self-esteem is

higher when they feel more in charge of their learning (Ryan and Grolnick, 1986).

This action research will summarize previous studies on the use of extrinsic

motivation to ensure assignment completion by students. Additionally, how these

elements—whether favorable or unfavorable—inspire pupils will be examined.

Prospective classroom and school guidelines concerning homework should be based

on the study of student motivation and assignment completion. Teachers are more

likely to create a learning environment for learners that actively encourages their
 CAGAYAN STATE UNIVERSITY College of Teacher Education

learning if they have a comprehensive understanding of the multiple varieties of

student motivation (Saeed & Zyngier, 2012).

Action Research Statement of the Problem

The research carried out in the course of the intervention examined the effects of

using an interesting reward praise card in improving the submission rate of

assignments of grade 2 pupils. In particular, the study sought to investigate the

following research questions:

1. Does giving reward praise cards influence students' motivation in submitting their

assignments?

2. Is there a significant difference in using a reward praise card to increase the

submission rate?

3. What activity plan should be done by the proponent to sustain/improve and

maximize the utilization of the intervention?

Conceptual Framework

According to CET, the psychological urge for competence and autonomy lies

at the root of intrinsic motivation. According to the idea, how external events, such

the provision of prizes, the giving of assessments, the setting of deadlines, and other

motivational inputs, affect a person's conceptions of competence and self-

determination determines how these events affect intrinsic motivation. Events that

lead to a more external perceived locus of causality (i.e., those that decrease perceived

self-determination) will undermine intrinsic motivation, whereas those that lead to a

 CAGAYAN STATE UNIVERSITY College of Teacher Education

more internal perceived locus of causality (i.e., those that increase perceived self-

determination) will strengthen intrinsic motivation. As long as they are accompanied

by perceived self-determination, events that raise perceived competence will boost

intrinsic motivation, while those that decrease perceived competence will lower it

(Ryan, 1982, for example). Finally, there are two components to rewards (and other

outside events). The informational component promotes intrinsic drive by

demonstrating self-determined competence. Contrarily, the controlling factor

diminishes intrinsic motivation by causing an external locus of causality (i.e., poor

perceived self-determination).

As previously mentioned, CET applies to the general climate of classrooms,

schools, and other interpersonal settings as well as the effects of various other external

factors like evaluations (Smith, 1975), deadlines (Amabile, DeJong, & Lepper, 1976),

competition (Deci, Betley, Kahle, Abrams, & Porac), and externally imposed goals

(Mossholder, 1980). (e.g., Deci, Connell, & Ryan, 1989; Deci, Schwartz, Sheinman,

& Ryan, 1981). But in this piece, we simply consider CET as a possible explanation

for reward effects.

CET assesses the type of reward and the type of reward contingency to

identify whether the reward is likely to be experienced as informative or controlling

when making predictions about reward impacts on intrinsic motivation. The theory

recognizes that both the governing and informational aspects will occasionally be

fairly salient, thus in those circumstances, extra considerations are taken into

consideration when making predictions. We first make a distinction between verbal

rewards and material incentives, focusing on verbal rewards first before going on to

physical rewards, and then we explain CET's reward-effect predictions.

 CAGAYAN STATE UNIVERSITY College of Teacher Education

Figure 1 presents the conceptual framework of the study.  It consists of two

variables, Reward Praise Cards as an independent variable and homework submission

rate as the dependent variable.

In Figure 1, Reward Praise Cards as an independent variable pertain to an

instructional strategy or intervention that will be used as an instructional method in

mastering the target competencies.

On the other hand, another variable, academic performance, is the pupils’

compliance to submitting assignments as a parameter of the research intervention.

INDEPENDENT DEPENDENT
VARIABLE VARIABLE

Assignment Submission
Reward Praise Cards
Rate

Figure 1.  Conceptual Framework

I. Hypothesis of the Study

There is no significant difference in the use of Reward Praise Cards on the

students' compliance in submitting their assignments

 CAGAYAN STATE UNIVERSITY College of Teacher Education

CHAPTER 2

Review of Related Studies and Literature

The research articles included in this review of the literature have been determined

based on how effectively they address the inquiry into the connection between

receiving rewards and students' motivation to submit and comply with a variety of

homework. Leading educational databases were utilized to identify this research.

Motivation, rewards, extrinsic motivation, and intrinsic motivation are all common

search terms. The studies discussed here are organized into groups based on how

closely the research objective relates to the emphasis within each analysis.

Challenges of Homework Completion

The term "homework" refers to schoolwork that is assigned to students with

the expectation that it will be finished after the end of the school day (Marcum, 2018).

Many teachers set and assess homework in order to foster in students a strong work

ethic (Dueck, 2014). Children can learn healthy study habits, responsibility, and the

concept that learning can take place anytime, anywhere, thanks to homework.

Assignment of homework can also assist pupils in developing into lifelong learners

(Bembenutty, 2011). Although opinions on homework have fluctuated for many

years, it is still a practice that is practiced in schools today (Xu, 2013). Homework is a

frequent and ubiquitous instructional activity that teachers, parents, and students all

face (Xu, 2013). Unfortunately, one of the most difficult problems instructors have is
 CAGAYAN STATE UNIVERSITY College of Teacher Education

convincing pupils to finish their assignments (Xu, 2013). Numerous factors prevent

students from finishing their schoolwork.

Some reasons that could prevent pupils from doing their schoolwork may be

outside of their control. For instance, poverty can be a significant barrier to kids

finishing their schoolwork (Dueck, 2014). Students from low-income homes may not

do their assignments because they lack the resources to do so, they may encounter

domestic abuse, or they may have bad opinions about school that they have inherited

from their parents (Dueck, 2014). In light of this, children who experience the

negative effects of living in a poor socioeconomic location might not feel motivated

to finish their schoolwork. Teachers are also impacted by these socioeconomic

characteristics because they do not want to reprimand a student for failing to turn in

their homework.

Other factors that may contribute to pupils not doing their homework include

the needless stress, tension, and disruption that homework causes in families' already

busy life (Beldon, 2007). Homework can harm the bond between parents and children

and reduce the amount of time families spend together in a meaningful way (Marcum,

2018). In their 2006 study, Darling-Hammond & Ifill-Lynch found that students

frequently do not schedule time for homework in the evenings. Additionally, Marcum

(2018) pointed out that one of the main worries for parents was the stress that their

kids were under due to the amount of homework they were expected to finish in the

evenings. According to the parents who participated in this study, when a child's

family was under stress due to a child's excessive schoolwork, family time suffered.

Additionally, some kids might not finish their assignment because they are merely

illiterate on how to perform it (Darling-Hammond & Ifill-Lynch, 2006). Families

 CAGAYAN STATE UNIVERSITY College of Teacher Education

seeking to participate in activities or social gatherings in the evening are put under

additional strain when the homework is not understood, is not completed in the

allotted time, or is not planned for. Due to the disruption to their social activities,

trying to finish homework can be stressful and frustrating for both kids and parents

(Olson, 2018). It has also been demonstrated that assigning homework to pupils harms

the bond between teachers and parents.

In a parent response to Marcum (2018), a concern was raised that teachers

underestimate how long homework actually takes. Marcum (2018, p.11) noted that

"assigning homework is often felt by parents to be an attack on their parenting skills

and greatly decreases the quality family time that children need." Expectations and

reality for teachers might diverge significantly. Parents may incorrectly teach their

children a topic or teach it in a different way from what is taught in class, which

strains parent-teacher relationships (Marcum, 2018).

Homework and Academic Achievement

Despite the numerous difficulties that homework presents to both children and

their families, homework is crucial for students' academic success (Buzdar, Mohsin,

Akbar, & Mohammad, 2017). However, in order to improve this academic

accomplishment, the quality of the homework experience and the student’s personal

study routines and habits may be more significant than the amount of homework

given. "Elementary school homework can be used in a way to increase the academic

performance of pupils," wrote Marcum (2018, p. 71). Such an improvement for

primary school pupils cannot come about without ongoing, honest parental feedback,
 CAGAYAN STATE UNIVERSITY College of Teacher Education

showing that homework completion benefits academic performance with significant

parental input. In a similar vein, Nez, Suarez, Rosario, Vallejo, Valle, & Epstein

(2015) found that success depends on parental participation in the homework

completion process. Nez, et al. (2015) evaluated 1,683 Spanish adolescents who

attended 10 different urban public schools and had ages ranging from 10 to 16. This

study compared the variations across elementary, middle, and high school pupils in

terms of homework-related characteristics and academic achievement. Parental

support and homework-related behaviors were also investigated. According to Nez, et

al. (2015), academic achievement and homework were positively correlated among

elementary, middle, and high school pupils. The amount of time spent on homework,

the amount of homework finished, and the perception of parental involvement in

finishing homework was the homework factors that affected academic progress. The

amount of achievement varied depending on the age group and the perceived level of

parental involvement in the completion of the homework; middle school students,

they observed, reaped the most benefits (Nez et al., 2015). Despite the fact that all

three levels of students demonstrated increased academic achievement with

homework completion, the amount of achievement varied depending on these factors.

Nunez et al. (2015) came to the conclusion that having parents help with homework

completion has a favorable impact on students’ academic progress.

Academic success and good homework completion are strongly influenced by

teacher comments. Students' homework has been proven to be more interesting and

useful when the teacher provides comments. Without feedback, students could be "left

in the dark" and wonder whether their work is worthwhile (Watkins, 2012). Students

that receive feedback are aware of their weaknesses and the type of assistance they
 CAGAYAN STATE UNIVERSITY College of Teacher Education

require (Watkins, 2012). Jianzhong Xu (2011) looked at the completion of homework

at the secondary school level. 1,895 participants from 111 classrooms in the United

States participated in this study. 849 students from the eleventh grade and 1,046

students in the eighth grade took part. The participants answered several questions

about their academic performance, parent education, instructor feedback, homework

motivation, interest, management, and completion. Xu found that student homework

completion was positively impacted by teacher feedback. Thus, teacher feedback can

encourage pupils to complete their assignments, which might improve their academic

performance.

The setting in which kids study also affects how well they complete their

schoolwork and, ultimately, their academic success. A peaceful location, few

distractions, enough workspace, and the removal of anything that can distract are all

necessary components of a successful study environment (Xu, 2013). These kinds of

settings enable students to better manage their time, keep an eye on their motivation,

and regulate their emotions. Watkins (2012) stated that the study surroundings of kids

had an impact on how well they completed their homework based on survey data from

86 ninth-grade students. Sadly, only about half of the children who responded to

Watkins' survey (52.4%) claimed they can locate a peaceful space to do schoolwork.

Lack of a conducive study place can have a negative effect on how often homework is

completed, which can ultimately have a poor impact on academic success. These

findings seem to support that excellent study spaces impact homework completion

rates positively which would positively affect academic success.

While parent engagement, instructor feedback, and the course structure all

help children do their homework and, as a result, succeed academically, they may all
 CAGAYAN STATE UNIVERSITY College of Teacher Education

be ineffective if they do not approach assignment completion with a good attitude and

initiative. Students’ study habits and personalities play important parts in doing their

schoolwork, therefore they would also play important roles in their academic success.

At a private, all-girls high school, Zimmer and Kitsantas (2005) conducted research

on the correlations between the variables of academic achievement (GPA) and the

quantity of homework, the standard of homework practices, the perception of

responsibility for learning, the self-efficacy for learning, and prior accomplishment.

There were 179 participants in the study, whose ages ranged from 14 to 19. This

particular school was picked because homework played a significant role in the

curriculum and because students there reported doing 190 minutes of homework per

day on average. Researchers discovered a strong relationship (r=0.71) between

students' GPA and the amount of homework they turned in. Students who had a

regular time and place to study, set priorities, and finished their assignments

completely spent more time studying overall. An even stronger association (0.75) was

found between the amount of time students spent on homework and the quality of

students' homework habits.

Strategies to Increase Homework Compliance

Enhancing students' success in completing their homework would be a

reasonable step in increasing students' overall academic achievement because it

appears that higher overall academic achievement is closely tied to greater assignment

completion. One effective method to improve homework completion may be to use

class time for homework. Clear homework policies, parental support, and in-class
 CAGAYAN STATE UNIVERSITY College of Teacher Education

time to work on the assignment were found to enhance the timely completion of

homework in research by Beldon (2007). 19 sixth-graders from New York who took

part in this study were examined by Beldon (2007). Before this study started,

homework policies were sent home and required parent signatures, making sure that

expectations for assignment completion were explicit. In addition, Beldon (2007)

added homework time to the end of the school day and gave pupils fifteen minutes at

the conclusion of class to start their assignments. 78% of students turned in their

homework on time prior to these treatments. 83% of students turned in their

homework after these interventions were implemented, which might mean that

students are more likely to complete their homework while still in the classroom.

Similar research was done by Watkins (2012) to see whether shorter

assignments that made better use of class time for practice would boost academic

performance. 86 students from four 9th grade chemistry groups participated in

Watkins' study. From the third unit of the semester, baseline information on

homework completion and test GPA was gathered. If pupils received a mark of 90%

or better, their homework was deemed finished. Watkins found no appreciable

differences among the pupils in the four portions. Sections 1 and 2 were combined for

the class's fourth unit, which included a condensed assignment and additional class

time for working on it. There was no additional class time to work on assignments on

unit 4 homework for students in sections 3 and 4.

A management system for learning called a Learning Station is an additional

method for completing assignments with success (Hall and Zentall 92000). This plan

incorporates elements that have been proven to improve academic performance, such

as teacher feedback and parental involvement. Hall and Zentall's study of three middle
 CAGAYAN STATE UNIVERSITY College of Teacher Education

school math students and a math teacher from a small, urban school in the Midwest in

2000 highlighted the significance of a study time management system that includes

family involvement, teacher feedback, and assistance. These three individuals were

picked because their behavior in class was noted as being energetic and unfocused.

Positive parental guidance is another factor that ensures assignment

completion (Marcum, 2018). Nez, Suarez, Rosario, Vallejo, Valle, & Epstein (2015)

found that parents' support in helping their children complete their homework had a

favorable effect on their academic performance. Parents can offer resources for

inspiring positive school engagement (Nunez et al., 2015). As a result, a student's

homework behavior is closely tied to parental engagement in homework completion.

Another tactic that has positive effects on finishing assignments and academic

accomplishment is student self-monitoring. Parental participation frequently takes

place in tandem with techniques that result in successful homework completion.

Combining personal student accountability techniques with family assistance could

boost homework completion rates.

In the Learning Station-related study by Hall and Zentall from 2000, parents

were contacted every week, asked to sign daily logs, and their children's homework

completion rates were recorded on student homework log sheets. Similar research was

done by Falkenberg and Barbetta (2013), who focused on student self-monitoring

while also including parental assistance. The study by Falkenberg and Barbetta (2013)

concentrated on four fourth-grade kids who performed their assignment poorly.

Homework completion rates increased by giving families advice on how to complete

their assignments, self-monitoring forms that needed to be filled out by kids, signed

by parents, and given in every day, as well as teacher conferences and comments.
 CAGAYAN STATE UNIVERSITY College of Teacher Education

Student 1 completed 17% more homework than before, followed by student 2, 20%,

3, 29%, and 45% more than before. These two studies demonstrate that using a

learning management system like a Learning Station in conjunction with individual

student accountability measures and parental support may boost homework

completion.

Utilization of Rewards to Increase Student Compliance

The utilization of extrinsic rewards to bolster student behavior came under fire

from cognitive psychologists in the early 1970s with the upsurge of cognitive and

constructivist teaching methods. These psychologists were particularly worried about

the significant degree to which external motivators could presumably reduce intrinsic

motivational behavior once the rewards were removed. When a person engages in an

activity solely for the enjoyment of the activity itself, they are engaging in

intrinsically motivated behavior, which is characterized by feelings of competence

and self-determination (Deci, 1971, 1975). In contrast, extrinsically motivated

behavior occurs when reinforcement comes from stimuli that are unrelated to the

behavior (Akin-Little, Eckert, Lovett, & Little, 2004). In one of the early studies on

rewards, Deci (1971) looked at how verbal and financial prizes, as well as positive

feedback and praise, affected college-age students' intrinsic motivation. Deci

discovered that when money was used as a reward for tasks that participants initially

believed they were intrinsically motivated to complete, intrinsic motivation for the

activity declined over time. Verbal praise and positive feedback, however, increased

intrinsic motivation for the activity (Deci, 1971, 1975). External, material rewards,
 CAGAYAN STATE UNIVERSITY College of Teacher Education

like money, promote the idea that some jobs are not worthwhile unless they result in

payment (Deci, 1971), which may have an impact on how someone perceives the

purpose of performing work and how they feel about it (Festinger,1967)

Lepper, Greene, and Nisbett (1973) similarly discovered that young pupils'

intrinsic motivation for an activity decreased when they participated in it in order to

receive an anticipated extrinsic reward. This decline in later intrinsic motivation

supports their overjustification hypothesis, according to which an action that was

initially appealing to a person on an intrinsic level becomes overjustified in the

presence of an anticipated reward, leading to a decrease in the activity's appeal and

intrinsic appeal (Lepper & Greene,1978; Lepper et al.,1973). Working on an activity

that is intrinsically interesting under reward contingency conditions results in

decreased later intrinsic motivation for the task, according to Lepper (1983) and

Lepper and Greene (1978), who emulated these findings all over various populations

with various types of rewards.

However, in today's diverse classrooms and schools, teachers frequently ask

students to complete tasks that may be intrinsically interesting to some students but

may hold little intrinsic interest for others. These early studies focused on the effect of

external rewards on intrinsically motivated behavior. It is a complicated and multi-

faceted question with contradicting results that asks if external reinforcement impairs

internal motivation for classroom behavior and academic performance.

Regardless of whether a task is dynamic or not, Cameron and Pierce (1994)

discovered in their initial meta-analysis of the subject that reinforcement did not

reduce a person's intrinsic drive for that work. Additionally, they contended that
 CAGAYAN STATE UNIVERSITY College of Teacher Education

rewards and their subsequent withdrawals do not negatively affect a person's attitude

toward a task, but rather that specific forms of external reinforcement, such as verbal

rewards or rewards based on a specific level of achievement, have a positive impact

on motivation and attitudes toward tasks.

A minimal study has examined the application of rewards in the classroom

from a teacher's viewpoint, despite the ongoing controversy in education and

motivation research over the effects of rewards on intrinsic motivation. This

viewpoint is crucial because a teacher's motivational strategy, which may or may not

involve the use of classroom incentives, affects students' motivation, perceived

academic competence, and academic accomplishment (Deci & Ryan, 1987; Deci et

al., 1981). (Flink, Boggiano, Main, Barrett, & Katz, 1992). Previous studies have

linked a teacher's teaching style and students' motivation (Deci et al., 1981; Eccles &

Midgley, 1989; Reeve, Bolt, & Cai, 1999).

Goal Orientation and Rewards

The impact of this practice on both students' perceptions of the class's goal

structure and their own goal orientations is one of the main causes for concern

regarding the use of rewards in the classroom. Goal orientations are unique, trait-like

variations that affect motivation and academic success in both children and adults

(Elliot & Dweck, 1988). (Schraw, Horn, Thorndike-Christ, & Bruning, 1995).

Different motivations for success may exist in people, and these motivations influence

how people "approach, engage with, and respond to academic circumstances" (Ames,

1992, p. 262). Additionally, these variations affect how much people use self-
 CAGAYAN STATE UNIVERSITY College of Teacher Education

regulated learning techniques (Ablard & Lipschultz, 1998). Goals are typically

differentiated based on learning (mastery) and performance, as well as approach and

avoid factors (Eccles & Wigfield, 2002; Elliot & McGregor, 2001; Schunk, Pintrich,

& Meece, 2008). Performance objectives are those that are concerned with meeting

normative standards and appearing competent, whereas learning goals are those that

are concerned with acquiring or developing abilities in accordance with a self-defined

standard (Elliot & McGregor, 2001; Schunk et al., 2008). Individuals can either

engage in activities that promote learning or a demonstration of competence along the

approach and avoid dimension, or they can avoid actions that could promote failure or

the appearance of incompetence (Schunk et al., 2008). Because each sort of

orientation has been linked to a variety of outcomes, it is crucial to comprehend target

orientations. Generally speaking, learning approach orientations have been proven to

produce the most favorable and adaptable results in motivation and accomplishment

(Ames & Archer, 1988; Elliot & Dweck, 1988; Meece, 1994; Pajares, Britner, &

Valiante, 2000; Wolters, Yu, & Pintrich, 1996).

Goal orientation can be influenced by a variety of things, but one in particular

is how teachers set up their classrooms and the kinds of objectives they emphasize to

their students (Ames, 1992; Midgley, Anderman, & Hicks, 1995). Teachers' perceived

emphasis on performance or learning goals may be greater or less, which may have an

impact on students' personal goal orientations and motivation (Ames, 1992; Midgley

et al., 1995). Teachers may be viewed as rewarding either performance or learning

goals depending on how they utilize rewards and what they reward, which could have

a significant impact on motivation and achievement. In this view, using rewards to

motivate performance goals, in particular, may result in particularly unfavorable

 CAGAYAN STATE UNIVERSITY College of Teacher Education

effects. In a correlational study, Wolters et al. (1996) discovered that test anxiety and

reduced self-efficacy are highly associated with a performance goal orientation, in

which a student is focused on achieving an extrinsic reward. However, other goal

orientations, such as a performance orientation where a learner aims to demonstrate

higher competence in social comparisons, were connected to more favorable results in

areas like task value and self-efficacy (Wolters et al., 1996).

Self-Efficacy and Rewards

Self-efficacy is described as a multidimensional construct that varies in

strength, generality, and level and is a judgment of one's ability to perform a task

within a particular domain or as a person's confidence in their ability to plan and carry

out an action to address a problem or complete a task (Bandura, 1997). Teacher

efficacy, or the confidence a teacher has in his or her ability to improve student

learning outcomes and classroom dynamics, is a crucial type of self-efficacy in

educational contexts (Tschannen-Moran & Hoy, 2001). The most common definition

of self-efficacy in teaching is that it includes both general and personal teaching

efficacy. The former refers to the extent to which teaching may effect change and

positive outcomes, while the latter particularly pertains to an individual teacher

(Tschannen-Moran & Hoy, 2001). Similar to goal orientations, teachers' general and

personal efficacy can have a significant impact on how they work, how they organize

their classrooms, and how dedicated and effective they are at teaching (Gibson &

Dembo, 1984; Tschannen-Moran & Hoy, 2001). As a result, the effectiveness of the

instructor may have an impact on the usage of rewards in the classroom as well as
 CAGAYAN STATE UNIVERSITY College of Teacher Education

their prominence there. The fact that teachers with better teaching efficacy tend to

believe they have a bigger impact on student motivation, which may affect their use

of rewards in the classroom, supports the relationship between teaching efficacy and

rewards (Tschannen-Moran, Hoy, & Hoy, 1998).

Correlation of Student Motivation to Academic Success

When evaluating a student's potential for academic success, motivation is a

crucial component (Buzdar et al., 2017). The degree to which a student exerts effort

and concentrates on learning in a classroom context is referred to as motivation

(Saeed & Zyngier, 2012). Individuals are motivated when they have the drive and

vigor to pursue their goals, which can improve their level of satisfaction and academic

success (Buzdar et al., 2017).

The inner drive or desire people have to succeed is known as intrinsic

motivation (Grimus, 2012). Extrinsic motivation, on the other hand, refers to the

desire to obtain accolades or a certain social position. Intrinsic motivation in learning

refers to taking advantage of learning chances because they are interesting and

pleasurable (Froiland et al., 2012). (Girmus, 2012). Therefore, a problem for

educators today is to comprehend the elements of motivation and decide how to best

enable pupils to work toward achievement (Froiland et al., 2012).

According to research by Mathewson (2020), whereas only 32% of high

school juniors felt involved in their studying, 74 percent of fifth graders did. This

information suggests that as pupils become older, their desire to learn lessens. Many
 CAGAYAN STATE UNIVERSITY College of Teacher Education

students may not recognize or comprehend the significance of homework in real-

world situations, which results in a drop in their involvement (Tyner & Petrilli, 2018).

Maintaining student engagement and students' enthusiasm to learn is necessary to

ensure their success in school because it is recognized that an education correlates

with future income and quality of life. Students will ultimately gain from their own

efforts in school because they are the ones who put the work in (Tyner & Petrilli,

2018). In order for pupils to succeed in school, the key is to inspire a desire to learn in

them, and part of that desire to learn frequently entails doing their homework.

However, motivating pupils is a difficult task. The lessons taught by these

teachers are frequently meaningful, engaging, and enjoyable experiences for the

students (Froiland et al., 2012). Teachers that foster optimistic, positive, and

compassionate learning environments frequently inspire students to work hard to learn

(Froiland, et al., 2012). Teachers can emphasize to pupils the value of taking control

of their learning by having them complete routines and tasks without instructor

supervision in a motivated learning environment like this (Froiland et al., 2012).

These classroom settings offer a safe sanctuary for students to take intellectual risks,

participate in worthwhile conversations, and take part in activities (Mantel, 2013). As

a result, motivated teachers frequently create learning settings where pupils actively

participate and finish their tasks (Froiland et al., 2012).

Use of Extrinsic Motivation

Extrinsic motivation is described as working toward an external reward or

wanting to engage in an activity solely for its completion (Buzdar et al., 2017; Moore,
 CAGAYAN STATE UNIVERSITY College of Teacher Education

2015). Candy, stickers, a little toy, additional recess, and class parties are a few

examples of possible prizes. Extrinsic motivation is widely used by teachers to

motivate students to learn (Saeed & Zyngier, 2012). Extrinsic rewards do not sustain

student motivation over the long run, although they may assist them in completing a

particular activity within a certain time frame (Buzdar et al., 2017).

In a 2008 study by Haywood et al., ten primary school teachers were

questioned about the extrinsic rewards they employed in the classroom and how

frequently they did so. Three teachers claimed they frequently utilized extrinsic

rewards, six said they occasionally used them, and one teacher said she used them

frequently. No teachers indicated that they don't use them. 90% of teachers used

candy/treats and whole-class acknowledgments as rewards, 80% used certificates and

remark cards or letters, 70% used school-wide acknowledgments, 50% utilized

giveaways, and 10% used verbal praise. Teachers reported that successful extrinsic

rewards for primary pupils included sweets, encouraging messages at home, a prize

box, and stickers.

When student engagement is low, extrinsic rewards can be helpful. But the

reward must value learning, be material, and be limited in time (Girmus, 2012). In

their 2004 study, Cancio, West, and Young examined the effect of extrinsic incentive

on finishing homework. Six Utahn kids between the ages of 11 and 15 participated;

their average percentage of completed homework was a dismal 2%. A homework

agreement involving the teacher, student, and parent was put into practice by

researchers. The student brought this contract home every night in a homework folder.

Additionally, each parent received $20 to spend on tools to help their children succeed

with their homework. These featured beverages, candy bars, pens, pencils, and file
 CAGAYAN STATE UNIVERSITY College of Teacher Education

folders. With the use of external encouragement, their students' completion rate for

homework increased to 92%. It would appear that extrinsic rewards can encourage

pupils and have a good impact on them in circumstances where intrinsic motivation is

low (Saeed & Zyngier, 2012).

Extrinsic incentive may boost assignment completion, according to a study by

Houser, Meheady, Pomerant, and Jacobt (2015). The study examined the effects of

extrinsic motivation on 485 high school students in a suburban northeastern school

using the application Radical Raceway. The Radical Raceway program showed a race

circuit where students may obtain motivational rewards that were unknown to them

while also keeping track of their assignment completion rates. About 30% more

pupils completed their homework on time when this program was used. These high

school students' class average increased from 51% to 78%, providing more evidence

that extrinsic motivation can promote assignment completion.

Olson (2018) examined the effects of extrinsic rewards on the completion of

homework for 47 Emmetsburg, Iowa, fifth-grade students. In three weeks, it was

intended to have no more than three late assignments. These pupils were given donuts

at the end of the period if they achieved the objective in order to extrinsically inspire

them. The action research providing of a reward, such as a bakery fresh donut for

each student, was credited with the success by the teachers, who noted that homework

completion improved significantly over the course of the three-week period (Olson,

2018, p. 24). Teachers claimed that the drop in absenteeism was due to pupils setting

goals and working for extrinsic rewards, supporting the claim that extrinsic rewards

can boost homework completion.

 CAGAYAN STATE UNIVERSITY College of Teacher Education

Teachers should consider whether using extrinsic rewards alone and regularly

is worth the danger (Haywood et. al., 2008). Most likely already intrinsically driven,

the students who get prizes are taught that learning is a chore when they are given

rewards for their accomplishments (Haywood et al., 2008). Extrinsic motivational

strategies should aim to boost students' concentration on their performance and teach

them how to develop intrinsic goals that will encourage a favorable attitude toward

homework (Froiland, et al., 2012).

In a study by Deci, Koestner, Ryan, and Cameron (2001), 128 studies on

internal motivation and extrinsic rewards were investigated using a hierarchical

method. They discovered 92 papers linked to free choice measures of intrinsic

motivation (d = -.34; CI = - 0.39, -0.28) and self-reported interest (d = 0.07; CI= -

0.13, -0.01) in their analysis of tangible rewards and how they affect intrinsic

motivation. Since Cohen's d illustrates the distinction between free choice measures

and tangible awards, it was chosen as the indicator of effect magnitude. The

undermining effect between the mean of the reward group and the control group can

be seen when the d value is negative. A positive d indicates that there is an

improvement between the two groups. The offer of tangible rewards, such as gifts,

awards, and trophies were offered to students as an incentive to engage in a behavior

that they might not otherwise. The Cognitive Evaluation Theory asserts that tangible

rewards are frequently perceived as controlling, which lowers intrinsic desire.

Extrinsic rewards may not always be safe because it was shown that if tangible

benefits were delivered unexpectedly, they would be less likely to be connected to the

job and wouldn't serve to reinforce it.

 CAGAYAN STATE UNIVERSITY College of Teacher Education

Axelrod, Zhe, Haugen, and Klein (2009) looked at the Family Home Program

Model in a related study. Five kids, ages 13 to 16, who were enrolled in a residential

treatment program for behavioral disorders such as attention deficit hyperactivity

disorder and occupational defiant disorder participated in this study. This program's

objectives were to enhance homework completion and monitor task conduct during

homework time. The students completed their schoolwork at the dining room table

alone for an hour. An adult observer provided the baseline data. The self-monitoring

interventions started after the baseline data. Students were required to record their

own task conduct as part of these interventions, first every three minutes and

subsequently every ten. The student would get extrinsic benefits, such as a little

snack, toy, or coupon for further technology or video game time if their assessment of

themselves was consistent with that of the observer. The student and adult agreement

values were 98% after 20 sessions. 100% of the integrity value. The extrinsic reward

might have helped students appropriately self-assess their behavior while doing their

schoolwork. Additionally, it was shown that combining this self-monitoring technique

with external encouragement reduced the number of unfinished assignments for all

five of these kids.

The Effects of Rewards on Learning

Although intrinsic motivation is crucial for the growth of lifelong learners, it is

frequently difficult to perceive in many classrooms. To control behavior and learning,

many teachers in both regular and special education have started to rely on incentive

and reward systems. For instance, a teacher might reward a child with a treat if he
 CAGAYAN STATE UNIVERSITY College of Teacher Education

enters the classroom quietly in the hopes that the treat will make the boy more likely

to do so in the future. Although the teacher may believe she is fostering a good

learning environment, the boy only learns whatever behaviors result in rewards. He

does not get knowledge of the importance of an effective learning environment. The

study of behaviorism has influenced how frequently people use rewards in the

classroom.

In the 1950s, behaviorism generated a theory that had a significant impact on

how rewards were used in classrooms. The operant conditioning theory was created

by B.F. According to Skinner, if a reinforcer is given when a certain action is carried

out, the behavior's strength will rise (Cosgrove, 1982). Any stimulus provided after a

behavior that improves the likelihood of the behavior reoccurring is referred to as a

reinforcer. When teachers provide students with stickers, snacks, and praise, they are

applying the principles of operant conditioning. There are certain warnings that can be

made about the influential concept of operant conditioning. According to MacMillan

(1973), caution should be taken when selecting reinforcement with a particular group

because many reinforcement techniques are designed for use in groups with minor

disabilities. The ideas of operant conditioning have been widely applied in education,

despite the warnings.

Starting in the 1950s, the field of motivational research underwent some

modifications as well. Dissonance theorists and motivation researchers started to

challenge Freud's assertion that only drives and instincts can motivate a person

(Festinger and Carlsmith, 1959; White, 1959). White continued by saying that

motivation is a person's attempt to alter their surroundings, followed by a sense of

fulfillment when the intended alteration takes place. Numerous studies on the
 CAGAYAN STATE UNIVERSITY College of Teacher Education

influences of motivation on behavior have been completed as a result of these

concepts and Deci's distinction between intrinsic and extrinsic motivation. As a result,

the hypothesis that extrinsic motivators may have a detrimental impact on a person's

internal motivation started to take hold. The school became the norm because many of

the incentives provided there are extrinsic motivators.

Motivation is also impacted by when a reward is given. Lepper, Greene, and

Nisbett (1973) assigned 51 kids with a keen interest in drawing to one of three

experimental conditions for a study they conducted in a nursery school. One group of

students agreed to do a drawing assignment for a certificate and star, another group

started the assignment and then got a surprise reward, while the third group finished

the assignment but got nothing in return. The authors next looked at how much time

the participants spent using the drawing materials during their free time. Lepper et al.

discovered that subjects in the predicted prize condition spent much less time drawing

than subjects who received no award or an unexpected reward. Since students in the

surprise reward condition continued to devote a significant amount of time to

sketching during spare time, benefits negotiated for before an activity begins appear

to reduce interest in that activity later on. Researchers looked at the kind, quantity,

and timing of rewards in addition to how they affected learning.

It has been demonstrated that rewards can affect how well children learn.

According to a 1973 study by Masters and Mokros, respondents learned less when

given food as a reward since it distracted them from their learning activity. The

subjects, young children in nursery school, received candies for correctly answering

questions about building blocks, but the control group received nothing. The group

getting candy showed slower learning curves and a propensity to make more mistakes
 CAGAYAN STATE UNIVERSITY College of Teacher Education

than the control group. This study supports the notion that the learning assignment

merely serves as a vehicle for receiving the reward, much like the boy who entered

the room stealthily to obtain a piece of candy. Rewards in this case have no place in

the classroom because they cause students to make more errors and become

distracted.

There have been instances where students have used learning activities just to

obtain rewards. Garbarino (1975) investigated how rewards affected tutors' conduct in

a cross-age tutoring setting. Girls in the fifth and sixth grades taught first and second

graders how to play a brand-new game. An incentive in the form of movie passes

would be given to the tutors if the younger girl retained the lesson well, it was

previously disclosed to half of the tutors. The other half of the girls acted as the

control group and were kept in the dark. Garbarino quizzed the young girls on their

knowledge of the new game while analyzing the language exchanges and the session's

emotional tone. He discovered that the young girls who received rewards made more

mistakes and showed less learning than the females who received no rewards. The

younger girls displayed higher levels of frustration during the tutoring sessions, and

the tutors in the reward condition tended to respond more negatively. The emotional

tone of the no-reward condition was perceived as being far more favorable, with the

tutors showing greater concern for the younger student's learning.

External rewards also affect the decisions kids make regarding their own

education. A child needs to consistently push himself to take on new and harder

challenges if they want to maximize their educational potential. A kid that is

intrinsically motivated takes chances and opts for harder assignments, which helps

him learn more. Maehr and Stallings (1972) looked at how pupils pushed themselves
 CAGAYAN STATE UNIVERSITY College of Teacher Education

when evaluating themselves versus when being graded by a teacher. Math questions

that were both simple and challenging were tested twice on eighth graders. One test

would be graded by the teacher, and students could select from a variety of issues to

work on. The other test, however, was to be done independently with the student

providing their own evaluation. The researchers discovered that students consistently

chose simpler issues when they knew their teacher would grade them, but harder

problems when they were evaluating themselves. Even while students did prefer to

challenge themselves when working independently, a passing grade seemed to be

more important, and students will take the shortest path to get it. The classroom

setting must give the youngster the confidence and safety to challenge himself in

order to capitalize on his desire to do so. The findings of this study show that

awarding grades does not foster such an environment; rather, it diverts a child's focus

from learning to obtaining the reward.

Contrary to what is happening in most classrooms today, using rewards has a

negative impact on students' intrinsic motivation, which in turn has a negative impact

on student accomplishment. Extrinsic motivators do not, however, have no place in

education. It is impossible to anticipate constant motivation from youngsters given the

numerous goals they are required to accomplish (Stipek, 1993). Extrinsic motivational

factors should only be employed in moderation so as not to interfere with intrinsic

motivation. It has been demonstrated that having intrinsic motivation is a crucial

attribute to possess in order to succeed in school. The difficulty for teachers is to set

up the learning environment in such a manner that promotes inner drive.

 CAGAYAN STATE UNIVERSITY College of Teacher Education

Use of Intrinsic and Extrinsic Motivation Together

A project study on how to encourage students to do their homework by

combining intrinsic and extrinsic tactics was conducted in 2008 by Haywood,

Kuespert, Madecky, and Nor. 50 elementary school children and 38 high school

students participated in this study, which was conducted in a small, rural district.

Teachers used a pre-documentation homework completion checklist to gather baseline

information over a two-week period before the interventions. In elementary school,

74% of pupils turned in their assignments on time, 16% did so after the deadline, and

10% failed to do so. In high school, 76% of students submitted their homework on

time, 16% did it after the deadline, and 11% failed to do so. The checklist looked at

things like student engagement, competence, readiness, and timeliness in completing

their assignments. The post-documentation data revealed that 84% of elementary

students (an increase of 10%) and 79% of high school students (an increase of 3%)

turned in their homework on time following a 17-week action plan within the district

to improve student motivation through praise, cooperative learning, and rewards. This

study showed that using both intrinsic and extrinsic factors combined may boost

homework completion among elementary students, while they may have minimal

impact on assignment completion among high school students.

 CAGAYAN STATE UNIVERSITY College of Teacher Education

Synthesis of the Reviewed Literature and Studies

A thorough search of pertinent education databases turned up the papers used

in this literature review. First, a general Google Scholar search was done, and then a

more precise search was done. ERIC Database, Educational Journals from ProQuest,

EBSCO Database, and JSTOR are some of the databases used for this literature study.

Over 30 research studies have been reviewed in this literature review. They have been

organized into groups based on the key divisions suggested by the study question.

Student motivation to read, general incentive effects, and incentive effects pertaining

to students' compliance with completing their homework are the components of this

review. The information acquired allowed for the formulation of several theories and

presumptions on the various effects produced by the current situation.

As a result, the relevant literature and studies that were just evaluated gave the

researchers the guidelines and instructions they needed to achieve their goals.

The results of the other studies the researcher had evaluated provided a

relevant study to research, which would evaluate the study highly and increase its

credibility and dependability. The results of the other linked investigations are also

identical or similar to this study.

 CAGAYAN STATE UNIVERSITY College of Teacher Education

CHAPTER III

METHODOLOGY

This chapter will describe the method of the study, the respondents, the

instruments used, and the statistical tools that will be applied.

Research Design

The researcher applied the descriptive comparative method. The purpose of this

method was to describe systematically facts and characteristics of a given population

or area of interest, factually and accurately. The researcher selected the samples of

respondents from a population and manage a standardized questionnaire to them was

used to gather information on the population.

 CAGAYAN STATE UNIVERSITY College of Teacher Education

Locale of the Study

The study was conducted in Namuac-San Andres Elementary School, Sanchez

Mira District, particularly to schools that offer flexible learning as one of their

teaching modalities. It is approximately 157 kilometres (98 mi) from Tuguegarao, the

capital city of Cagayan and the Regional Capital of the Cagayan Valley Region

(Region 02). Lying on a latitude of 18 degrees, 34 minutes north and a longitude of

121 degrees, 14 minutes east, the municipality is bounded on the north by the

Babuyan Channel; on the south by the municipality of Luna, Apayao; on the east by

the municipality of Pamplona, Cagayan; and on the west by the municipality of

Claveria, Cagayan.

Variables and Indicator

1. Dependent Variables

Based on the scope dependent variable of the variable is focused on the

influence of giving rewards on pupils’ motivation in submitting assignments.

2. Independent Variable

Based on the title, the independent variable of this research is motivation in

submitting assignments.

3. Indicator

The indicator of the research was the finding of pupils’ motivation in

submitting their assignments, especially extrinsic motivation.

Research Instrument
 CAGAYAN STATE UNIVERSITY College of Teacher Education

The instrument of this research was a an observation sheet in assessing Grade

2 pupils of Namuac-San Andres Elementary School. The total of items in this

questionnaire was 20. It was to find out the influence of reward praise cards on pupils’

motivation in submitting their assignments. The researcher’s function is to select

informants as a data source, data analysis, interpret data and make conclusions upon

its findings. The supporting elements were interview guides, observation, record tape,

and a camera.

The Procedure for Collecting Data

1. Observation Sheet

Before giving a questionnaire to the students, the researcher observes the

classroom, especially for the object of the research. A questionnaire was a

research instrument consisting of a series of questions (or other types of

prompts) for the purpose of gathering information. The researcher distributed

the questionnaire to the students by giving a check in the questionnaire based

on their opinion and feeling using positive statements. After the students

completed answering the question, students submitted the questionnaire to the

researcher.
 CAGAYAN STATE UNIVERSITY College of Teacher Education

Technique and Data Analysis

This research used Descriptive Qualitative research was research that analyzes and

collects data that are interpretative or explanatory in nature-based data that had been

collected. The data were analyzed by using the following procedure:

1. Data Obtain from the Observation Sheet

The collected data from the questionnaire was analyzed by using the

percentage technique, the writer using the following:

Formula:

P= F / N x 100%

P = Percentage

F = The frequency of items

N = Total respondents

The writer gave the questionnaire to the students to respond to a series of statements

by indicating whether one Strongly Agree (SA), Agreed (A), Disagreed (D), and

Strongly Disagreed (SD) with each statement. Each response was associated with a

point value and individuals‟ score which was determined by summing each with a

point value of each statement. The point value was assigned to respond to the positive

statements and negative statements.

Table 1. Likert Scale

Items SA A D SD

Positive 4 3 2 1
Statements
 CAGAYAN STATE UNIVERSITY College of Teacher Education

Negative 1 2 3 4
Statements

To interpret the students‟ motivation in learning English, the researcher used a

classification system. To point value for positive statement SA-4. A-3, D-2 and SD-1.

Then, for negative statements SA-1, A-3, S-2, SD-1. The questionnaire employs 4

categories and rating score range from 20 to 100 in determining the level of students‟

motivation. The interval rating score of the students‟ responses can be shown in table

follows:

2. Total Enumeration

Both complete enumeration and sample-based approaches have as their objective

the collection of data for a specified period, often over a calendar month, to determine

some statistic of interest.

3. T-Test
 CAGAYAN STATE UNIVERSITY College of Teacher Education

The data obtained from the respondent’s responses to the statement checklist were

carefully tallied, tabulated, and organized. The data was presented, analyzed, and

interpreted using a weighted mean, frequency counts percentage, and Likert scale for

the verbal indicator. The T-Test will be utilized in computing the data. The scale has

specified verbal indicators per number. In responding to the items in the scale, the

respondents specify their level of agreement or disagreement towards the query being

asked. The scale of means has assigned value to every response with corresponding

interpretations.