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CHAPTER 1

INTRODUCTION

BACKGROUND OF THE STUDY

Every school holds Recognition Program every end of the School

Year. In this activity, students that showed excellence in their Academics and

conducts are being recognized through awards. Republic Act No. 10533

states that students with outstanding performance and achievement in

Academics, Leadership and Social Responsibility among other aspects of

student programs and development must be given awards and formal

recognition. This kind of activity somehow relieves stress and tiredness the

students get in studying hard and through:

Receiving Rewards and Recognitions gives a person or student

happiness especially for a parent who gave a lot of efforts in order to sustain

their child’s study. A parent support can motivate a student to achieve


something more than they expected. But then not all people do their best,

somehow there are persons who failed. So that the researchers want to know

the factors affecting a student failures and how they are affected on what's

happening on their environment.

We all know that all things a person do has a reason that was enclosed

called motivation. Motivation is the act or process of giving someone a reason

for doing something or a process of motivating someone.

There is different prevailing motivation to students, the extrinsic

motivation that refers to the behaviour that is driven by internal awards. This

kind of motivation engages in a behaviour that arises from within the

individuals because it is naturally satisfying you. Whereas an extrinsic

motivation refers to the behaviour that is driven by external rewards such as

money, fame, grades and praise. In other word it is a type of motivation that

opposed the intrinsic motivation.


So there are a lot of reasons why motivation change the attitude and

behaviour of a student because of rewards and recognition. The aim and

purpose why the researchers conduct this study is to know what are the

things that rewards and recognitions give to the students. And the significant

apportionment of this to students.

STATEMENT OF THE PROBLEM

The main purpose of this study is to determine the effects of rewards

and recognitions to Senior High School Students of Don Jose National High

School. This study will answer the following questions:

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

1.1 Age

1.2 Grade level

1.3 Gender

2. What are the effects of rewards and recognition to the students of Don

Jose National High School?


3. What is the intensity of the following effects to senior high school students

of Don Jose National High School:

3.1 Motivation to learn about different subjects

3.2 Motivation to go to school

3.3 Positive Emotions

3.4 Participation in Extra-curricular Activities

3.5 Increase of the quality of a person's performance in school

3.6 The feeling of being ashamed of not having high grades

3.7 Cheating for High grades

3.8 Boasting

HYPOTHESIS AND ASSUMPTION


The researchers hypothesized that:

Ho: There is no negative effect of rewards and recognitions to the

students of Don Jose National High School.

The researchers assumed that:

Because of rewards and recognition;

 the students are being motivated to learn about different subjects

 they are being motivated to go to school


 they are having positive emotions

 they participate in extra-curricular activities

 the quality of their performance in school increases

 they feel ashamed when they are not having high grades

 they are cheating

 they are boasting

SIGNIFICANCE OF THE STUDY


Since this study was conducted to find out how rewards and

recognitions affect Senior High Students, the researchers found the following

significances:

Students. This study can be beneficial to students for them to know what

could be the effect of rewards and recognitions and how can they be affected.

Parents. This study can be beneficial to parents for them to have an idea

about how rewards and recognition affect their child.

Teachers. This study can be beneficial to teachers for them to know how

rewards and recognition affect their students. And to have an idea on what

are the things that they can do if there is a negative impact that the students

are having from rewards and recognition.


Other Researchers. This study can be beneficial to other researchers to gain

more knowledge about the effects of rewards and recognitions to students.

SCOPE AND LIMITATIONS

This study focuses on how Rewards and Recognitions can affect the

Senior High Students of Don Jose National High School.

This study is limited only to Senior High School Students in Don Jose

National High School. The area of the study is only at Brgy. Don Jose, Santa

Rosa Laguna. The study does not include Junior High School Students in the

campus. It will not also cover other students from other schools.

DEFINITION OF TERMS

Achievement. When a student/person done something or achieved through

effort: a result of hard work, accomplishment and success

Affirmative. Agreeing with a statement or to a request.

Award. To give (a award or price) to someone or something; to officially

decide that someone should get (something).

Bragging. Refers to he/she acts in a way that shows too much pride

Cheating. Refers to berate rule or law it prevent someone from having

something that he/she deserves or was expecting to set.


Conformity. Behaviour that is the same as the attitude. The fact or state of

agreeing with obeying something.

Dopamine. A monoamine C 8 H 11 NO 2 that is a decarboxylated form of

dopa and that occurs especially as a neurotransmitter in the brain.

Extrinsic Motivation. Refers to behaviour that is driven by external rewards

such as money, fame, grades and praise This type of motivation arises from

outside the individuals. As opposed to intrinsic motivation, which originates

inside of the individual.

Intrinsic Motivation. Refers to behaviour that is driven by internal rewards.

In other words, the motivation to engage in a behaviour arise from within the

individuals because it is naturally satisfy to you.

Performance. Someone’s ability to perform.

Positive Emotions. Refers to a good result will happen, include pleasant or

desirable situational responses ranging from interest an contentment to love

and joy.

Positive Reciprocity. Refers to allow each other to have the same rights;

refers to a positive action.

Recognition. The act of knowing or what someone or something is because

of previous knowledge or experience.


Reinforcer. It is an incentive given after doing a behaviour which increases

the probability of the behaviour to happen again.

Self-Efficacy. The power to produce a desired result or effect.

Shame. A feeling of guilt, regret or sadness that you have because you know

you have something done wrong.

Wheedle. To persuade someone to do something or give you something by

saying nice things..


Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

Many schools are making their missions and visions to maximize the

quality of education that they’re giving to the students. Educating students

with comprehension about the hard thing to do, teachers and educators must

do all the necessary things in order for the students to learn from the topic

that they’re discussing. It is said that intrinsic motivation is a great way of

teaching students; it makes students do his/her task with a great quality of

work. In order to develop these characteristics of the students, teachers must

do whatever it takes to make the students get intrinsic motivation.

Students who are studying hard, catching up, and motivated are said

to be good students Spaulding (1992). Motivation is a vital thing in a child’s

education and is heard as one of the main problems of school today. Deci

(1971; 1972), identified the types of motivation, intrinsic and extrinsic

motivation. He identified intrinsic motivation as when a person is participating

in a task for the activity; the reward is the activity. A child who washes the

dishes because he wants to use a plate for his food is said to be intrinsically

motivated. Extrinsically motivated person is the one who finishes an activity

because there is an external reward. A child who cleans the dishes because
he is promised to have a new toy car if he will do it is said to be extrinsically

motivated.

Students who intrinsically motivated are the ones who chows great

behaviour in doing certain tasks in school. Intrinsic motivation makes a

person feel that he can make a change in his/her environment, and feels

confident that the change will occur. Students with this kind of behaviour in

class can be characterized as good students. So we can say that developing

intrinsic motivation to students is a vital thing for their learning.

Many teachers uses extrinsic motivation in teaching, giving rewards

and incentives so that the students will participate in the discussion. An

example of this is when a teacher gives a plus grade for the student’s

performance if they will be having correct answer in their questions. The

teacher maybe thinking that he is building an active and productive

classroom, but the students only learns that certain behaviours earn an

incentive. The theory of apparent conditioning develop by B.F. Skinner,

explains this happening that if a reinforcer is given after a certain behaviour

is done, the strength of that behaviour is increased (Cosgrove, 1982). A

reinforcer is an incentive given after doing a behaviour which increases the

probability of the behaviour to happen again. These principles are used by


the teachers in schools, whenever they’re giving rewards, treats, and

incentives to their students. According to MacMillan (1973), even though

there are cautions in this theory, the principles of apparent conditioning have

seen a wide implementation in education.

White (1959) explained that motivation is man’s willingness to change

his environment, and feel satisfied when that desired change happen. With

these ideas, along with Deci’s identification of intrinsic and extrinsic

motivation, we can say that extrinsic motivations may have given bad impact

on a person’s interval motivation.

As said in the past sentences, schools who uses extrinsic motivations,

because of the thinking that they are building a productive classroom. When

an individual receives recognition or a positive feedback from his work he

tends to increase the level of his work. A research done by researchers at

the Whartan School at the University of Pennsylvania depicts the positive

effect of positive feedbacks or recognition in an individual. The divided tend-

raisers into two groups, the first group have done the usual things that they’re

doing when getting solicitations, the second group, which is assigned to work

on a different day, received words of gratitude from the director of annual

giving, by saying that she was thankful for their efforts. On the following week,
University employees who received words of gratitude from the director made

50% more fund raising calls than those who did not. This happening was

explained by a Psychology today article, it states that gratitude can have a

powerful impact in the life of an individual, because it affects the

hypothalamus, part of the brain which controls basic bodily functions, and

dopamine, the “reward neurotransmitter”. When these parts of the brain were

boasts, the person’s wellness will increase it will give him a better habits,

increase his metabolism and lessen his stress. This things gives direct impact

on a person’s work results with appreciation for someone’s job, you’re not

only increasing the quality of hours work, but the person’s well-being and

health. This research shows the positive effects of recognition in an individual

but an examination done by master and Stallings (1972) shares negative

effect of recognition or reward in the learning of students on how they will be

challenging when they’re graded by a teacher and when they’re evaluated by

themselves. The test with both easy and hard math problems was given to

Eight Grade students. They were told that they could choose a number of

problems to work on, and that are the test would receive a grade from their

teacher and the other test will be completed just to evaluate themselves. They

found that the students choose easier problems on the test that will be graded

by their teacher, but choose the harder problems when two exam’s purpose

is to evaluate themselves. What seems to be important for the students is a


good grade; they tend to go to the shortest and easiest route to get a decent

grade. In order to uplift the child’s interest in challenging himself, the

environment where he is must make him feel comfortable and safe in doing

his tasks. This study suggests that giving rewards affects the learning

process of a child; they tend to focus more on getting a reward, not in the

task of learning.

When a child was promised to get a reward after doing a certain task

he will get excited on getting the reward and will do the task without minding

the quality of work or job he has done. Using rewards in giving tasks gives a

child less learning, more errors, less creative work, and little desire to do the

task again which is once highly motivating (Garbarino, 1975 ; Masters and

Mokros, 1973). Mifflin (1993) states that reward reduces task creativity and

interest, it has opposite effect on what it was designed to have. This

statement suggests that instead of giving positive effects in a person’s

behaviour, rewards tend to make a person do a task without a great quality

of performance.

Students commonly participate to school activities to get rewards. In a

perfect world, all students would think intrinsically motivated to learn. The

accession of knowledge would be the reason enough for the children to go to

school, and the achievement of academic success would be the only


incentive required to keep them alert, interested, and involved. This will only

happen in a perfect world.

In the real world, of course, people bear a little resemblance to

perfection. For example in your classroom, some student’s probably are

unmotivated and uninterested most of the time. Most likely, some extrinsic

motivation—in the form of rewards—is required all of the time.

In the past, studies there are several factors that influenced the

student’s participation in the process of learning. The first factor was about

the personality of the students. According to (Pajares, 1996 & Schunk 1995)

student with high self-efficacy or virtue showed better academic achievement

and participation in the classroom. Base on (Rahil, Habibah, Loh, Muhd

Fauzi, Nooreen, Maria Chong 2006) Self-efficacy trait with displaying more

of that curiousity and exploring urge would motivate students to become more

active and positive reciprocity. If the students’ self-efficacy is high, it will

augment their confident level to become more active to speak and participate

in the classroom. Students who have this will show higher interest to learn

more by asking questions, sharing or giving opinions, and discussing the

topics in the classroom. In conformity with the study of Sito Maziha, Nik

Suryani & Melov Zolo shows that student can become passive in classroom

discussions due to self-limitations, suchlike cannot focus during lecture time,


fear of offers, low levels of self-confidence, didn’t do advance study or

preparations before class, fear of failing to show their intelligence, fear that

their answers are wrong, will be criticized by lecturers and the feeling of

confusion, therefore student’s become less engaged in classroom

discussions ( Fossinger, Gomez, Arai & Lowe, 1995).

Second important factor that affects the students to participate or join

actively in the classroom discussion is the traits and skills of the teacher or

instructor. Being supportive, understanding, approachable, friendliness

through non-verbal behaviour, giving smile and nodded for admitting the

answers that are given by students (Siti Maziha, Nik Suryani & Melor, 2010),

affirmative and open-mindness (Dallimore, Herteinstein &Platt, 2004;

Fassinger 1995; 2000) are traits that have been shown by instructor also

helps and contributed to the students active participation in the classroom.

All these positive traits give motivational effect on students to actively

participate in class discussions. In a study done and conducted by Siti

Maziha, Nik Suryani & Mclor (2010) which aims to analyse the influence of

factors that make the participation of undergraduate students in Malaysia

found that the traits shown by instructors play an important role in providing

incentives for the students to participate in class discussions.


Apart from these positive qualities shown by instructor to wheedle the

students to participate in class discussions may also affect the classroom

environment. Example of this is a study conducted by Nurzatulshina, Lilia,

Kamisah & T Subahan (2009) on three experience science teachers by

means of observation in classroom, in the interview to the students and as

on the analysis of the students documents purpose is to explore the way

teachers manage their students in order to increase their participation in

science practical work showed that students participation in science practical

class is high when the teacher group the students into three to five and

delegating works, patrolling and checking the students’ furtherance during

class session, giving out positive rewards and friendly cooperation from lab

assistant in monitoring students. The variety of teaching techniques that was

utilize by the teachers will motivate and encourage the students to be more

active, not feel bored or depressed during class

Another essential factor that affecting and influencing the students to

speak up and participate in the class is the perception of their classmates.

One essential finding from the study by Siti Maziha, Mik Guryani & Melor

(2010) on undergraduate students in the University in Malaysia where in a

classroom they found out that the traits shown by peers or classmates play

an important role in providing incentives for students to participate in class

discussion. Moreover from that, Cayanus & Martin (2014) found that the
students who are open-mindedness. Give motivational effect on other

students to actively participate in class.

Environmental factor including the size of the classroom can also

affect the motivation of students to engage verbally in classroom. In a study

conducted by Shahcen, Cheng, Audrey & Lim (2010) aims to examine the

notion of 172 post graduate students from three graduate programmers in

the Wee Kim We School of Communication & Information, Nanyang

Technological University, Singapore found that 90% the students sense that

they prefer to participate in a small group of students as compared to bigger

group with in classroom discussion. A classroom that is fully equipped with

proper lights, fan or air conditioning and other basic facilities will make a

student more comfortable to participate and be encourage to listen to learning

activities. Based on these past studies and Literature is only means that

there are factors that affect students to be an active learners in the classroom.

And students will keep learning if they will keep being active in classroom

discussion.

According to Witmer (2017), when teens or students sees that the

effects he/she make produced a better grade, he/she will be more motivated

to keep up his/her goog work. This statement indicates that good grades
makes students keep up the good works that they’re doing or they’re

maintaining or increasing the good quality of work they’re giving.

According to Wehrenberg Psy.d. (2005), not fulfilling the obligations

that they must do, gives people the feeling of being ashamed of themselves.

They are judging themselves as weak, and try to stay inside their boxes

because when the tasks of their lives becomes undone the probability that

they will be judged by others increases. She exemplify that the judgement for

the students will be a bad grade.

According to “Motivational Perspectives on Student Cheating: Toward

an Integrated Model of Academic Dishonesty” theoretically, cheating can be

viewed as an achievable strategy to attain extrinsic recognition and

performance goals. However, Academic dishonest may slow down the goal-

directed progress if students are engaged with a task because of his\her

strong desire to learn. It was said that students who are more focused on

their abilities, social comparison, and extrinsic rewards report increased

dishonesty. The student's achievement goals are related to frequency of

cheating in predictable ways: the pursuit of performance and extrinsic goals

is related to great cheating.

Bragging or boasting is one of the most common effects of rewards

and recognitions on students. According to a study, giving information about


one’s ownself triggers the same sensation on the brain that is equivalent with

eating food and haveng sex.(Newman Ph.D., 2013)

Sheely explained that whenever a human wins a contest, testerone

and dopamine are released into their brain. Dopamine is a chemical that

affects emotions, movements and sensations of pleasure and pain. From this

statements, we can conclude that winning a competition game and getting

awards and recognitions will give a person positive emotions.


CHAPTER 3

METHODS AND PROCEDURES

In this chapter the researchers presents the methods and procedures

that were used in the field of study and the characterization of how rewards

and recognitions affect the students of Senior High in Don Jose National High

School. Parts of this chapter are the Methods of Research, Subjects of the

Study, Description of Research Instrument and Data Gathering Procedures.

METHODS OF RESEARCH

In this research, the researchers used the descriptive method to

gather the required data about the effects of recognition to the grade 11 and

grade 12 students of Don Jose National High School.

The researchers used the descriptive method in this research to

analyse the data that was gathered and has something to do with the

research. In the researchers point of view this is the most appropriate method

to use to get and gather all the information needed.

SUBJECTS OF THE STUDY


In this research, the researchers choose the students of Senior High

in Don Jose National High School which includes the Grade 11 and Grade

12 students. Out of two hundred twenty two (222) students only one hundred

twenty (120) respondents are chosen to be part of the study to present the

whole population of Senior High. The researchers used a quota sampling in

choosing the respondents of the research; they selected the respondents

randomly from the population.

DESCRIPTION OF RESEARCH INSTRUMENT

A well-constructed and self-developed questionnaire has been used

to conduct the survey and gather the data that is needed. It contains the

questions that is related to the study or research that the informants are

required or needed to answer. The researchers used a Likert type

questionnaire because according to Blay (2007), it is used by researchers

who want to know the feelings or opinions of the respondents regarding any

topic or issues of interest.

The first part indicates the questions about the profile of the

informants. It contains the age, gender, and grade level. The second part

contains the questions that are related to the research about the effects of

recognition to grade 11 and grade 12 students of Senior High School in Don

Jose National High School.


DATA GATHERING PROCEDURES

In this research the following procedures are used: First, the

researcher has chosen the informants from the told student population of Don

Jose Senior High School. Second, the researcher made a survey

questionnaire that was disseminated to the respondents. Third, the

researchers asked permission from the respondents if they can be

interviewed. Fourth, the researcher gathered all the data from the

respondents’ answers to study and analyse it. The survey questionnaire was

compiled in order to strengthen the whole study. Fifth, after it was analysed

it had been compared to the results of the gathered information and get the

final result.
CHAPTER 4

PRESENTATION ANALYSIS AND INTERPRETATION

This chapter compromises the presentation, analysis and

interpretation of data gathered by the researchers.

Profile of the Respondents

Table 1. Age

Age Frequency Percentage


15-16 15 12.50%
17-18 103 85.83%
20 and above 2 1.67%
Total 120 100%

Table 1 show the respondent's profile in terms of age. Out of one

hundred twenty (120) respondents in Don Jose National High School Senior

High, fifteen (15) or twelve point fifty percent (12.50%) have the age of fifteen

to sixteen (15-16) years old. One hundred three (103) or eighty five point

eighty three percent (85.83%) have the age of seventeen to nineteen (17-19)

years old. Two (2) or one point sixty seven percent (1.67%) have the age of

twenty and above (20 and above) years old.


Table 2. Grade Level
Grade level Frequency Percentage
Grade 11 60 50%
Grade 12 60 50%
Total 120 100%

Table 2 shows the respondents profile in terms of grade level. Out of

one hundred twenty (120) respondents from Don Jose National High School-

Senior High School, sixty (60) or fifty percent (50%) are from grade eleven

(11) sixty (60) or fifty (50%) are from grade (12) students.

Table 3. Gender

Gender Frequency Percentage


Male 39 32.50%
Female 81 67.50%
Total 120 100%

Table 3 shows the respondent’s profile in terms of gender. Out of one

hundred twenty (120) respondents from Don Jose National High School-

Senior High, thirty nine (39) or thirty two point fifty percent are male. Eighty

one (81) or sixty seven point fifty percent are female.

Since the second part of the questionnaire is a Likert-type, the table

below is used to interpret the results of the survey.


Likert-Type Mean Interpretation

Weighted mean interval Interpretation


1.00-1.79 Strongly Disagree
1.80-2.59 Disagree
2.60-3.39 Neutral
3.40-4.19 Agree
4.20-5.00 Strongly Agree
.

Table 4. Motivation to learn about different Subjects

Motivation to learn about 5 4 3 2 1 Weighted Interpretation


their different subjects. Mean
1. I still try to learn from a 26 43 33 13 3 3.91 Agree
class, even though I don’t
like it.
2. I think that I must learn 40 54 18 7 1 4.04 Agree
of the things that I need to
know.
Agree

In Table 4, that was entitled the motivation to learn about their different

subjects shows that the highest weighted mean is 4.04 that means the

respondents agree that they must learn the things they should or need to

know. The lowest weighted mean was 3.91 that mean the respondents agree

to still try to learn from a class, even though they don’t like it.

It only shows that the total means was 3.84 where the respondents

agree to learn things that they need to know.


Table 5. Motivation to go to School

Motivation to go to school 5 4 3 2 1 Weight Interpretatio


ed n
Mean
1. I’m motivated to go to school 7 3 6 1 4 4.44 Strongly
because I have dreams to 2 4 Agree
achieve.

In Table 5 that was entitled motivation to go to school shows that the

weighted mean is 4.44 that mean that the respondents strongly agree that

they go to school because they have dreams to achieve.

Table 6.Positive Emotions

Positive Emotions 5 4 3 2 1 Weig Interpretati


hted on
Mean
1. I like being one of the most 29 35 40 8 6 3.62 Agree
recognized students in our
class.
2. I feel happy and boosted 63 36 13 5 3 4.26 Strongly
when my teacher gave a Agree
positive feedback on my
studies.
3. For me, it is great to have 55 40 12 2 3 4.27 Strongly
medals and certificate of Agree
recognition as fruits of my
efforts in school.
Agree
In table 6 that was entitled positive emotions the highest weighted

mean was 4.27. That represents the respondents answer as they strongly

agree to have medals and certificate of recognition as fruits of their efforts in

school, second, which has the weighted mean of 4.26 that means the

respondents are strong agree that they feel happy and boosted when their

teacher gave a positive feedback on their studies. And the lowest weighted

mean is 3.62 which the respondents agree that they like being one of the

most recognized students in their class.

Table 7. Participation in Extracurricular Activities.

Participation in Extra- 5 4 3 2 1 Weighted Interpretation


Curiccular Activities Mean
1. I’m participating in extra- 27 46 34 7 5 3.7 Agree
curricular activities if there
will be an incentive.
2. I’m not giving my best in 37 47 27 15 3 3.78 Agree
an activity if theres no
incentive to be given.
Agree

In Table 7 that was entitled participation in extracurricular activities

shows that the highest weighted mean is 3.78 that means they agree that

they’re just giving their best in an activity if there’s no incentive to be given.

Table 8. Increase of the quality of a Person’s Performance in School

Increases the quality of 5 4 3 2 1 Weighted Interpretation


performance in School Mean
1. My quality of 19 38 37 16 9 3.35 Neutral
performance will increase
if my grade will also
increase.

In Table 8, that was entitled as the increase of the quality of a person’s

performance in school shows that the weighted mean is 3.35 that means the

respondents answers fall under the Neutral Interval or they neither agree or

disagree where the case was “ the quality of their performance depends only

in their grades “

In this case it only means that the students neither agree nor disagree

to the quality of their performance or effort they exert depends on their

grades.

Table 9. The Feeling of being Ashamed of not having High Grades


The Feeling of being 5 4 3 2 1 Weighted Interpretation
Ashamed of not having Mean
High Grades
1. I am afraid that I will not 37 46 24 7 5 3.87 Agree
remember anything when
I take a test.
2. I feel ashamed when I 29 36 33 12 9 3.54 Agree
receive a low grade.
3. It’s not okay for me to 40 54 15 6 2 4.06 Agree
have an average grade.
4. I am hiding my exam 12 27 29 26 25 2.79 Neutral
whenever I receive a low
grade on it.
Agree
In Table 9 that was entitled the feeling of being ashamed of not having

high grades shows that the highest weighted mean is 4.06 that the

respondents agree that it’s not okay for them to have an average grade.

Second is the 3.82 weighted mean that shows that the respondents agree

that they’re afraid that they will not remember anything when they take a test.

Third, is the 3.54 weighted mean that shows that the respondents feel

ashamed when they receive a low grade. And lastly, the lowest weighted

mean is 2.79 that show the respondents neither agree nor disagree to hide

their exam whenever they receive a low grade.

In this case, the total mean is 3.56 that mean the respondents agree

that it’s okay for them to have an average grade, as long as they learn from

their mistakes.

Table 10. Cheating for High Grades.

Cheating for High Grades 5 4 3 2 1


Weighted Interpretation
Mean
1. It’s okay for me to 8 11 29 32 37 2.32 Disagree
commit bad doings (i.e
cheating) just to get high
grades.
In Table 10 that was entitled cheating for High grades shows that the

highest weighted mean is 2.32 that mean they disagree to commit bad doings

(i.e. creating just to get high grades).

Table 11. Boasting

Boasting 5 4 3 2 1 Weighted Interpretation


Mean

1. I boast about my 11 16 31 30 30 2.56 Disagree


grades.

In Table 11 that was entitled boasting shows that the highest weighted

mean is 2.56 that mean the respondents disagree to boast their grades to

others.
CHAPTER 5

SUMMARY OF FINDINGS CONCLUSIONS, AND RECOMMENDATIONS

Presented in this chapter is the summary of findings, conclusions,

recommendations on Effect of Rewards and Recognitions on Senior High

Students of Don Jose National High School.

SUMMARY OF FINDINGS

Respondents Profile

1. Age

Out of one hundred twenty (120) respondents fifteen (15) or twelve

point fifty percent (12.50%) have the average of fifteen to sixteen (15-16)

years old. One hundred three (103) or eighty five point eighty three percent

(85.83%) have the average of seventeen to nineteen (17-19) years old. Two

(2) or one point sixty seven percent (1.67%) have the average of twenty and

above (20 and above) years old.

2. Grade Level

Out of one hundred twenty (120) respondents sixty (60) or fifty percent

(50%) are from grade eleven (11) and sixty (60) or fifty percent (50%) are

from grade twelve (12) students.


3. Gender

Out of one hundred twenty (120) respondents thirty nine (39) or thirty

point fifty percent are male. Eighty one (81) or sixty seven percent (67%) are

female.

4. Effects

The following are the findings about the effects of rewards and recognitions

to the senior high students of Don Jose National High School:

 The students agree that they must learn of the things that they need

to know because they don’t want to have low grades. They also agree

that rewards give them motivation to learn about different subjects.

 The students strongly agree that they are motivated to go to school

because absenteeism gives low grades.

 The students strongly agree that for them it is great to have medals

and certificate of recognition as fruits of their effort in school, they also

agree that rewards and recognition gives them positive emotions.

 The students agree that they are not giving their best in an activity if

there’s no incentive to be given and they also agree that they only

participate in extra-curricular activities because of rewards and

recognition.
 They neither agree nor disagree that their quality of performance will

increase if their grade also increases.

 The students agree that it’s not okay for them to have an average

grades and they also agree that they feel ashamed when they are not

having high grades.

 The students disagree that it’s okay for them to commit bad doings to

get high grades.

 The students disagrees that they are boasting about their grades.

CONCLUSION

Therefore, based on the summary of findings, the researchers

concluded the following.

In this study the researchers conclude that most of the respondents

are 17-19 years old. They came from grade 11 and grade 12. Most of the

respondents are female. The quality of performance of the students will

increase if their grades will also increase; they are participating in extra-

curricular activities if there’s an incentive to be given. Rewards give them

motivation to learn about different subjects, they are motivated to go to school

because absenteeism gives them low grades, and for them it is great to have

medals and certificate of recognition as fruits of their efforts in school. The


following are the positive impacts of rewards and recognitions to the senior

high students of Don Jose National High School: they are motivated to learn

about different subjects, they are motivated to go to school, and it brings

positive emotions to them. The negative impact of rewards and recognitions

is that they are having the feeling of being ashamed of not having high

grades.

RECOMMENDATIONS

The researchers found the following recommendations relevant to the

study;

1. For the teachers, they need to lessen the usage of incentives or rewards

in motivating students to do activities they want to do, because it has negative

effect to the students.

2. For the students, it will be good for them if they will do an activity even

though there’s no incentive to be given,

3. For the parents, it will be good if they will lessen the usage of extrinsic

motivation (money, gadgets and gifts) in motivating their child to do a certain

activity.

BIBLIOGRAPHY
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(ed.), Self efficacy,adaption and adjustment: theory,research and

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2610102
Good Day!
We are the Grade 11 ABM Students of Don Jose National High
School. Currently, we are conducting a research entitled “The Effects of
Rewards and Recognitions to the Senior High Students of Don Jose
National High School”. The following questionnaires have been developed
to find out possible answers on how recognition affects students. Please
answer the questions honestly based on your opinion or perception. This is
not a test; therefore, there is no correct and wrong answer.

Thank you very much.

-The Researchers

Name (Optional):

A. Put a check in the box that corresponds to your answer.


Respondents’ profile in terms of;
1. Age
15-16 17-19 20 and above
2. Grade Level
11 12
3. Strand
ABM BPP EIM FBS
4. Gender
Female Male
A. Put a check on your corresponding answer.
Legend;
5- Strongly Agree
4-Agree
3-Neither
2-Disagree
1-Strongly Agree

5 4 3 2 1
1. I still try to learn from a class, even though I don’t
like it.
2. I think that I must learn of the things that I need to
know.
3. I’m motivated to go to school because I have
dreams to achieve.
4. I like being one of the most recognized students in
our class.
5. I feel happy and boosted when my teacher gave a
positive feedback on my studies.
6. For me, it is great to have medals and certificate of
recognition as fruits of my efforts in school.
7. I’m participating in extra-curricular activities if there
will be an incentive.
8. I’m not giving my best in an activity if theres no
incentive to be given
9. My quality of performance will increase if my grade
ill also increase.
10. I am afraid that I will not remember anything when
I take a test.
11. I feel ashamed when I receive a low grade.
12. It’s not okay for me to have an average grade.
13. I am hiding my exam whenever I receive a low
grade on it.
14. It’s okay for me to commit bad doings (i.e.
cheating) just to get high grades.
15. I boast about my grades.
CURRICULUM VITAE

Andres A. Dela Vega


Purok 2, Brgy. Inchican Silang Cavite
andresdlvg123@gmail.com
09552337813

PERSONAL INFORMATION
Birthdate: December 13, 1998
Place of Birth: San Jose Oras Ocampo, Camarines Sur
Height: 5’5”
Weight: 56 kg
Religion: Roman Catholic
Language: Filipino
Father's Name: Eddie C. Dela Vega
Occupation: Farmer
Mother's Name: Editha A. Dela Vega
Occupation: Housewife

EDUCATIONAL BACKGROUND
SECONDARY
Senior High School
Don Jose National High School
Accountancy, Business and Management
June 2017 to Present
JUNIOR HIGH SCHOOL
Ocampo National High School
June 2016 to March 2017
Don Jose National High
School
June 2013 to March 2016
PRIMARY
San Jose Oras Elementary School
June 2007 to March 2013
Rhaven P. Ravino
St. Philip St., Brgy. Don Jose
Sta. Rosa Laguna
rhavenravino09@gmail.com
09383244840

PERSONAL INFORMATION
Birthdate: February 9, 2001
Place of Birth: Brgy. Don Jose Sta. Rosa Laguna
Height: 5'2"
Weight: 48 kg
Religion: Roman Catholic
Language: Filipino
Father's Name: Rolando R. Ravino
Occupation: Chef
Mother's Name: Roselyn B. Ravino
ccupation: Housewife

EDUCATIONAL BACKGROUND
SECONDARY
Senior High School
Don Jose National High School
Accountancy, Business and Managment
June 2017 to Present

Junior High School


Don Jose National High School
June 2013 to March 2017

PRIMARY
Don Jose Elementary School
June 2007 to March 2013
Mark Dave T. Sambrano
Tantan St., Brgy. Inchican Silang Cavite
mrkdvsmbrn@gmail.com
09351378473

PERSONAL INFORMATION
Birthdate: December 26, 2000
Place of Birth: Inchican Silang Cavite
Height: 5’3”
Weight: 44 kg
Religion: Born again Christian
Language: Filipino
Father's Name: Moreno A. Sambrano
Occupation: Foreman/Maintenance
Mother's Name: Hermilita T. Sambrano
Occupation: Housewife

EDUCATIONAL BACKGROUND
SECONDARY
Senior High School
Don Jose National High SchoolAccountancy, Business and Management
June 2017 to Present

JUNIOR HIGH SCHOOL


Don Jose National High School
June 2013 to March 2017
PRIMARY
Inchican Elementary School
June 2007 to March 2013
Bernadette Aguinillo
Blk. 10, Lot 1, St. Thaddeus St.,
Brgy. Don Jose Sta. Rosa Laguna
bernadetteaguinillo@gmail.com
09196327001

PERSONAL INFORMATION
Birthdate: September 22, 2000
Place of Birth: Brgy. Lourdes,
Buhi Camarines Sur
Height: 5'7"
Weight: 52 kg
Religion: Roman Catholic
Language: Filipino
Mother's Name: Helen S. Aguinillo
Occupation: Care Taker

EDUCATIONAL BACKGROUND
SECONDARY
Senior High School
Don Jose National High School
Accountancy, Business and Management
June 2017 to Present

Junior High School


Don Jose National High School
June 2015 to March 2017

Rinconada National Technical Vocational School


June 2013 to March 2015

PRIMARY
Lourdes Elementary School
June 2007 to March 2013
Joan Mercy D. Barrios
129 Shakespeare St.,
Santarosa Estates 1, Sta. Rosa Laguna
deojoanna@gmail.com
09096570823

PERSONAL INFORMATION
Birthdate: April 2, 2001
Place of Birth: Mambusao General Hospital, Mambusao Capiz
Height: 4'8"
Weight: 55 kg
Religion: Roman Catholic
Language: Filipino
Father's Name: Jose D. Barrios
Occupation: Deceased
Mother's Name: Myrna D. Barrios
Occupation: Deceased

EDUCATIONAL BACKGROUND
SECONDARY
Senior High School
Don Jose National High School
Accountancy, Business and Management
June 2017 to Present

Junior High School


Vicente Andaya Senior National High School
June 2015 to March 2017
Dao National High School
June 2013 to March 2015
PRIMARY
Dao Elementary School
June 2007 to March 2013
Lyca Mae B. Benipayo
Blk. 5, Lot 15, #302 St. Andrew St.,
Brgy. Don Jose Sta. Rosa Laguna
lycamaebenipayo20@gmail.com
09488037517

PERSONAL INFORMATION
Birthdate: May 20, 2001
Place of Birth: Brgy. Don Jose Sta. Rosa Laguna
Height: 5'3"
Weight: 44 kg
Religion: Roman Catholic
Language: Filipino
Father's Name: Neptali M. Benipayo S.r.
Occupation: Construction Worker
Mother's Name: Annabelle B. Benipayo
Occupation: Utility Worker 1

EDUCATIONAL BACKGROUND
SECONDARY
Senior High School
Don Jose National High School
Accountancy, Business and Managment
June 2017 to Present

Junior High School


Don Jose National High School
June 2013 to March 2017

PRIMARY
Don Jose Elementary School
June 2007 to March 2013
Marjorie R. Dela Cruz
Santan St., Brgy. Inchican Silang Cavite
Panagsaganmarjorie25@gmail.com
09468942124

PERSONAL INFORMATION
Birthdate: November 23, 1999
Place of Birth: Inchican Silang Cavite
Height: 4’7”
Weight: 45 kg
Religion: Roman Catholic
Language: Filipino
Father's Name: Henry A. Dela Cruz
Occupation: Company Driver
Mother's Name: Myrna C. Dela Cruz
Occupation: Housewife

EDUCATIONAL BACKGROUND
SECONDARY
Senior High School
Don Jose National High School
Accountancy, Business and Management
June 2017 to Present

Junior High School


Don Jose National High School
June 2013 to March 2017

PRIMARY
Don Jose Elementary School
June 2007 to March 2013
Prenilyn A. Obado
Blk. 1, Lot 29 TM, Brgy. Inchican Silang Cavite
prenilynaobado012@yahoo.com
09183595831

PERSONAL INFORMATION
Birthdate: December 12, 1999
Place of Birth: Negros Oriental Dumaguete City
Height: 4’9”
Weight: 39 kg
Religion: Roman Catholic
Language: Filipino
Mother's Name: Arnalyn A. Lobis
Occupation: Online Business Woman and Delicacies Shop

EDUCATIONAL BACKGROUND
SECONDARY
Senior High School
Don Jose National High School
Accountancy, Business and Management
June 2017 to Present

Junior High School


Don Jose National High School
June 2013 to March 2017

PRIMARY
Bagong Tanyag Elementary School
June 2007 to March 2013