Merit Award: An Instructional Reinforcement to Enhance the Academic Performance of

Grade 7 Students in Science

SHIERLY ESPINO

MASTER OF ARTS IN EDUCATION

(SCIENCE)
2019
 Chapter 1

THE PROBLEM AND ITS SETTING

Introduction

One of the best and effective teaching strategies to

ensure a better academic performance and encourage our

learners through positive reinforcement. Students need to be

more motivated in their learning, on how to learn and what

to learn through their self- evaluation, setting up goals

and maintain appropriate behavior and attitudes towards

learning that can be used to the futures in their overall

goal.

Ultimately, the notion is that the teacher does not

need to constantly hand out treats to motivate, students

will eventually see the reward as not being the driving

force of their efforts and see their grades as the most

important force of their efforts. However, a student can

have the best drive when it comes to academically

succeeding, but the overall demeanor of the classroom can

predict the outcome of the students and their academic

performance.

Students’ academic performance are the most challenging

in teachers’ part on how their students can motivate their

students to actively participated in all aspects of

learning. Giving rewards like token, merits to their grades,

positive praises, giving food and other materials things.

Teachers who fails to integrate effective motivational

strategies will spend more time in addressing the behavior

issues than teaching the content. A teacher’s ability to

shape appropriate attitude and behavior and positive

classroom environment is very much challenging for both

students and teachers in the education system. Positive

reinforcement strategies are more effective than punishing

strategies for increasing and shaping positive behaviors in

any learning environment.

Learning has always held a high place in both teachers

and parents. The idea of learning in Science can be

stimulated and enhanced through the use of rewards. Numerous

accounts make clear that instructional reinforcement through

giving merit awards and rewards have been in use throughout

history.

But despite integration of instructional reinforcement,

students facing challenges in achieving good academic

performance especially in Science education.

Students motivation affects different aspect of school

life, from attendance, to academic performance, to extra-

curricular activities because students can struggle with the

easiest of tasks presented by teachers, learning

disabilities, and extremes not to show their weaknesses. And

to address the problems and pressures the teachers may

promise a rewards in motivating students.

Merit award or instructional reinforcement does not

necessarily intended for a desire to fill students’

emotional needs and behavior but also for greater

achievement gain in Science.

This is the reason why the researcher come up to this

study, to determine the effective instructional

reinforcement in grade 8 in the Science academic

performance.

Theoretical and Conceptual Framework

The basis of this study will be anchored on Hull (1884-

1952), the Hull’s Hypothetico-Deductive Theory. This theory

began with Thorndike’s basic principles and developed them

into a highly sophisticated system of postulates and

theorems. Like other behaviorists, he saw human and animal

learning in stimulus-response terms, arguing that a single

set of principles could potentially explain the learning of

both. Hull was developed of Thorndike’s Law of Effects and

Law of Readiness into drive-reduction theory of

reinforcement.

The main principles of Hull’s drive-reduction theory of

reinforcement are (1) reinforcement would be substituted for

reward and would include both positive consequences such as

food (positive reinforcement) or learning motivated by a

desire to avoid negative consequences such as pain (negative

reinforcement), (2) stimuli will act as reward to extent

that they satisfy biological needs, thus reducing their

attendant drive-states, (3) learned drives, such as desire

for money or status, draw their reinforcing properties from

their association with the reduction of biological drives in

the individual’s past experience, (4) the presence of drive-

reducing reinforcement, whether biological or learned, is

necessary for initial learning and later, to motivate

performance of the learned behavior and (5) the stronger the

motivating drive, the greater will be the reward value of

the drive-reducing stimuli.

The paradigm in figure 1 presents the independent

variable (IV) and dependent variable (DV) model. The

independent variable details the socio demographic profile

of students and the dependent variable is the instructional

reinforcement use in Science.

 The Research Paradigm

INDEPENDENT VARIABLE DEPENDENT VARIABLE

STUDENTS’ PROFILE

 Age
 Sex
 Parents Highest
Educational
Attainment
 Parent Occupation
 Parent Monthly Income
 Student Attendance ACADEMIC PERFORMANCE
 Final Grade OF GRADE 7 STUDENTS
IN SCIENCE
INSTRUCTIONAL REINFORCEMENT

 Positive Praises
(verbal)
 Token Rewards
 Tangible Rewards
 Activity Rewards

Figure 1. Conceptual Framework

Statement of the Problem

 This study will be focus on the instructional

reinforcement use in Science in improving of grade 8

students academic performance. Generally, this study seeks

to answers to the following questions:

1. How may the profile of the respondent-students be

describe in terms of:

1.1. Age;

1.2. Sex;

1.3. Parents Highest Educational Attainment

1.4. Parent Occupation;

1.5. Parent Monthly Income; and

1.6. Student’s Attendance?

2. What is the performance of the student-respondents in

Science?

3. How may the instructional reinforcement in grade 8

students in Science be describe in terms of:

3.1. positive praises (verbal);

3.2. token rewards;

3.3. tangible rewards; and

 3.4. activity rewards?

4. Is there a significant relationship between the profile

of the students-respondents and academic performance in

Science?

6. Is there significant relationship between instructional

reinforcement and academic performance in Science?

7.Are there a significant differences between the

instructional reinforcement and academic performance in

Science?

Hypothesis of the Study

1. There is no significant relationship between the

profile of the students-respondents and academic

performance in Science.

2. There is no significant relationship between

instructional reinforcement and academic performance

in Science.

3. There are no significant differences between the

instructional reinforcement and academic performance

in Science.
Scope and Delimitation

This study will be limited to the effectiveness of

instructional reinforcement on grade 7 students academic

performance in Science at secondary schools in Congressional

District I. The main respondents in this study will be the

grade 7 students during S.Y. 2019-2020.

The survey questionnaire will be the main instrument

used to gather the data needed.

The instructional reinforcement covered are positive

praises (verbal), token rewards, tangible rewards and

activity rewards.

Significance of the Study

This study aim to determine the relationships of

instructional reinforcement and performance of grade 8

students in Science. In addition, the findings of this study

may be beneficial to the following:

The School Head. The profile of the students obtained

from this research would be a great help to schools in

determining the instructional reinforcement needed towards

scholastic performance of the students. This would serve as

guide to the school heads in planning and organizing program

/activities for the students and making decisions to plan an

appropriate intervention and strategies towards

instructional reinforcement.

Teacher. Through the results of this study, teacher

may provide insights for more intelligent understanding on

students’ behavior and circumstances that are directly or

indirectly related to the scholastic performance. It would

help diagnose the students’ needs thru their personal

records and in deciding to establish development skills

through remedial and corrective measures.

Students. The findings would help them to understand

better the importance of values integration in all aspects

of life. Thus, they could prepare themselves to strive

harder in their studies with more persistence and motivated.

Future Researchers. Researchers may use the findings

of this study as catalyst for future studies.

Definition of Terms
 For more accurate interpretation and better

understanding of the study, the following terms are

operationally defined as they are used in the study.

Activity Rewards. This terms refers to instructional

reinforcement use in Science such as giving extra free time,

being leader of an activity, going to a field trip, etc.

Instructional Reinforcement. It is defined as the

rewards and or awards given by the teachers to his/her

students for their active participation in class. These

instructional reinforcement used are positive praises

(verbal), symbolic rewards, token rewards, tangible rewards

and activity rewards.

Parents’ Highest Educational Attainment. It is defined

as the highest educational level of schooling attained by

the parents of the respondents.

Parents’ Monthly Income. It is used in the study as the

total monthly income received/earned by the parent.

Parents’ Occupation. It refers to the

work/employment/job of the parents.

 Positive Praises. This refers to the verbal

reinforcement for correct responses in discussion, accurate

homework, improved test scores , etc.

Sex. It refers to the biological differences between

male and female students.

Symbolic Rewards. It is defined as the rewards used

such as using gold star, having one or more pictures on

bulletin boards or names in a newsletter, etc.

Student Profile. It is used in the study as the socio-

demographic variables of the students such as age, sex,

parents highest educational attainment, occupation and

monthly income and students’ attendance.

Tangible Rewards. It is defined as the merit awards in

terms of giving edibles, toys or school related items such

as pencil, ballpen , etc.

Token Rewards. This term refers the points or chips,

which are valueless in themselves but can be redeemed for

things of value.
 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

Students who are positively enforced to keep up the

good behavior are the students who will most likely learn to

Self-monitor themselves in their learning environments.

Students, peers, and teachers commented during a study that

the students’ behavior was more acceptable when the ‘wanted’

behavior was encouraged (Otero, 2010).

Students will also learn through social cues of their

teachers what is acceptable behavior and what is not. For

example, when Student A is being praised for a wanted

behavior, Student B knows that this behavior is acceptable

and will also be praised for the ‘wanted’ behavior.

Therefore, it is evident that the teaching and learning

environments are made more effective when the teacher

behavior that affects achievement is identified (Alacapinar,

2016).

According to Ormrod (2015), students are motivated both

intrinsically and extrinsically to perform and behave well

in school. Many say that using positive reinforcement,

rewarding positive behaviors, leads to an increased

extrinsic motivation, where students become fixated on an

external reward, and a lowered intrinsic motivation. Many

studies have shown that people who are offered a reward for

completing a task or behavior do not perform as well as

those who complete the task expecting no reward (Kohn,

1994). The students become dependent upon the approval of

someone else, rather than the internal rewards they

experience by completing a task.

Praise can also be said to be a dangerous thing in a

classroom, especially when used incorrectly. When teachers

give students positive reinforcements on easy tasks it can

hurt a student's progress. Students begin to feel as though

they are not capable of harder work, or they may be less

inclined to try harder work because they do not want to lose

the positive reinforcement. Students will being to settle,

and lose the intrinsic motivation to challenge themselves.

Teachers can work around this by reinforcing positive effort

in the classroom. By telling a students they are working

hard, or they are putting in good effort it will challenge

the student to continue this work. When reinforcing a

students progress by simply giving a good grade this effect

is lost as well as the intrinsic motivation (Dweck, 1999).

By simply complimenting their effort, the students must work

harder to obtain the final reward, or token economy.

Students get to used to the extrinsic motivation or token

economy, and when it is removed student performance returns

to normal (Novack, 2001).

Positive reinforcement has been demonstrated to be an

effective method that helps decrease destructive behaviors

in the classroom, while increasing student compliance

(Bouxsein, Roane, & Harper, 2011). A typical positive

reinforcement system consists of teachers reinforcing

positive behaviors displayed by students, while focusing

minimal attention to inappropriate or negative behaviors

(Babyak, Luze, & Kamps, 2000). Praise, or positive

reinforcement, comes from the operant learning theory that

focuses on consequences and their effects on future

behaviors (Tauber, 1991). There are both intrinsic and

extrinsic motivators in the classroom. Students have the

ability to use both intrinsic and extrinsic motivation.

Intrinsic motivation is when students look for challenging

tasks and assignments that provide a sense of mastery.

Extrinsic motivation is when students involve themselves in

activities in order to receive rewards for their actions.

The achievement goal theory says that student behavior is

related to both achievement and motivation and it can be

examined as a reason why students are engaged in certain

academic work (Docan, 2006). When students know they will be

rewarded in the end they are going to be more likely to

complete the work. The positive reinforcement they receive

gives them the extra boost they need to do their best work.

Another form of positive reinforcement, known as token

economy, has been the subject of educational controversy for

many years. Token economy is the most researched behavior

and performance intervention in schools (Klimas &

McLaughlin, 2007). Token economy consists of rewarding

students for good behavior or good work. When using a

rewards system and token economy, student participation as

well as learning increases. This form of positive

reinforcement has the ability to aid the learning process in

a great way (Nelson, K.G). When used properly token economy

can be a positive influence in the classroom, and a good

form of positive reinforcement.

As teachers we try to extinguish negative behaviors

before they become a bigger problem, but in fact we are

actually continuing this behavior by the way we reinforce

behavior. A functional analysis of one classroom determined

that destructive behavior was maintained by negative

reinforcement, and positive behavior was continued by

positive reinforcement (Bernier, 48). Therefore, it is

crucial to our students and our teaching behavior to see the

positive effects positive reinforcement has on our students’

academic and social success in and out of our classroom

walls.

Reward systems usually are targeted for and used the

most with children with learning disabilities or mild

handicaps, and have been used traditionally in special

education classrooms (Schultz and Switzky, 1990). However,

the use of these programs has not lead to the effective use

of rewards. Most successful studies showing an improvement

in the skills of children with learning disabilities have

dealt with a very narrowly defined skill, and not the

complex tasks that these students will be required to do in

the real world (Torgesen, 1986). Although some extrinsic

rewards may be necessary to get students started in an

education program, the bulk of content should be centered

around skills that promote intrinsic motivation and lead to

the mastery of generalized skills (Schultz and Switzky,

1990).

When a student feels a genuine connection with a

teacher or other student they provide quality feedback to

those who will listen (Fromme, 893). The purpose of a

classroom is to encourage the students to learn, feel safe,

but most importantly show up (Gupta, 371). In a study where

teacher appreciation was noted, when teachers showed

appreciation to students who were studying the students said

they “wanted to study for their teacher” (Bernier, 45).

Positive reinforcement in the classroom, like appreciating a

good studying student, is more effective that punishing in

the terms of compliance (Bernier, 45). The praise given to

one student becomes the goal for another student.

Reward systems usually are targeted for and used the

most with children with learning disabilities or mild

handicaps, and have been used traditionally in special

education classrooms (Schultz and Switzky, 1990). However,

the use of these programs has not lead to the effective use

of rewards. Most successful studies showing an improvement

in the skills of children with learning disabilities have

dealt with a very narrowly defined skill, and not the

complex tasks that these students will be required to do in

the real world (Torgesen, 1986). Although some extrinsic

rewards may be necessary to get students started in an

education program, the bulk of content should be centered

around skills that promote intrinsic motivation and lead to

the mastery o f generalized skills (Schultz and Switzky,

1990).
 Majority of rewards given in school can be thought of

as extrinsic motivators, children learn the most when guided

by intrinsic motivation. Children who are intrinsically

motivated display a number of behaviors that allow them to

perform accordingly with their academic abilities

(Spaulding, 1992). For example, children who are

intrinsically motivated become deeply involved in the task

at hand and experience a feeling of enjoyment (Amabile and

Gitomer, 1984), and seek out challenges with the intention

of conquering them (Adelman and Taylor, 1990).

According to DeCharms (1972), an intrinsically

motivated person feels that he can try to produce a change

in the environment, and feels confident that the change will

occur. Children seen demonstrating these characteristics in

the classroom would be characterized as motivated, good

students. Children with learning disabilities also benefit

from intrinsic motivation. These children tend to work

longer and harder on tasks than extrinsically motivated

children with learning disabilities (Haywood, 1968), and

have been shown to establish critical internal systems of

self-reward and mastery goals (Harter 1978). Children

exhibiting high levels of intrinsic motivation can achieve

at levels that are higher than predicted by psychological

testing (Harter, 1983). The development of intrinsic

motivation is indeed crucial to the learning of children

with and without learning disabilities.

Rewards have been shown to interfere with the quality

of learning taking place. A study by Masters and Mokros in

1973 showed that a reward of food distracted the subjects

from the learning task, and resulted in less learning. The

subjects, nursery school students, were given pieces of

candy for correct answers in learning tasks Page - 12

dealing with building blocks, while a control group was not

given anything for correct answers. The group receiving

candy proved to be slower in acquisition of the new skill,

and tended to make more errors than the control group. This

study supports the idea that the learning task just becomes

a way to receive reward, like the boy entering the room

quietly in order to get 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.

The field of behaviorism produced a theory in the

1950's that heavily influenced the use of rewards in

schools. The theory of operant conditioning, developed by

B.F. Skinner, works on the premise that if a reinforcer is

delivered after a certain behavior is performed, then the

strength of the behavior is increased (Cosgrove, 1982). A

reinforcer is any stimulus given after a behavior that

increases the chance of the behavior recurring. Past and

present teachers are using the principles of operant

conditioning when they give out stickers, treats, and

praise. The powerful idea of operant conditioning is subject

to cautionary statements. MacMillan (1973) states that many

reinforcement techniques are targeted for use in populations

with mild handicaps, and that care should be used when

choosing reinforcement with a particular group. Even with

the cautions, the principles of operant conditioning have

seen a widespread implementation in education. The field of

study on motivation was also going through some changes

beginning in the 1950's. Motivation researchers and

dissonance theorists began to reject Freud's idea that man

is motivated only by drives and instincts (Festinger and

Carlsmith, 1959; White, 1959). White went on to explain that

motivation is man's attempt to change his environment, and

then feel satisfied when the desired change occurs. These

ideas, along with Deci's identification of intrinsic and

extrinsic motivation led to the completion of many research

studies on the effects of motivation on behavior. As a

result, the idea began to emerge that extrinsic motivators

may have a negative effect on a person's internal

motivation. Since many of the rewards given in school are

extrinsic motivators, school became the setting for a large

body of research.

Chapter 3

RESEARCH METHODOLOGY

Research Design

The researcher will be used descriptive correlation

design in order to determine the effectiveness of

instructional reinforcement to the performance of the

students in terms giving rewards.

Population and Sampling Procedure

This study will be conducted in secondary schools in

Congressional District I, Division of Nueva Ecija of School

Year 2019-2020. The student-respondents are grade 7 and will

be chosen using simple random sampling procedures.

Respondents of the Study

This study will involved 365 grade 7 students coming

from secondary schools in Congressional District I, Division

of Nueva Ecija. The distributions of the respondents using

slovins’ formula and simple random sampling were followed:

Slovins’ Formula

Research Locale

The study will be conducted at secondary school in

Congressional District I, Division of Nueva Ecija, Nueva

Ecija namely: Aliaga National High School, Aliaga Nueva

Ecija, Bartolome Sanggalang National High School, Guimba

Nueva Ecija, Dr. Ramon De Santos National High School,

Cuyapo Nueva Ecija, Talavera National High School, Talavera

Nueva Ecija and Zaragoza National High School, Zaragoza

Nueva Ecija, Carmen National High School, Licab National

High School, Cuyapo National High School and Quezon National

High School.

Research Instrument

The main instrument will be used in this study is the

survey questionnaire and it is personally developed by the

researcher. Several studies and references will be used to

finish the instrument.

Statistical Treatment of Data

The researcher will be used the following statistical

tools to classified, tabulated and analyzed data in

accordance with the objectives of the study, as follows:

In describing the profile of the respondents the

frequency count and percentage will be used. The formula is:

P = F/N X 100

Where: P = percentage
F = frequency
N= number of respondents
In describing students’ scholastic performance in

Science and instructional reinforcement, weighted mean will

be used. The formula is :

WM = TFV/N
Where:
WM = weighted mean
TFV = total frequency value
 FV = frequency value
N = number of respondents

To determine the significant relationship of the

profile, instructional reinforcement and academic

performance, Spearman’s rho will be used.

To determine the significant differences between

instructional reinforcement on academic performance of

students in Science, the regression analysis will be used.

The formulas to these tests will set in the software,

SPSS.
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 SURVEY QUESTIONNAIRE

Direction: Please supply the correct answer by filling the blank or putting a check mark
on the appropriate space.

Name: ______________________________________( optional) Age: _____________

School:______________________________________ Gender: ___________

I.Socio-Demographic Profile

Parent Highest Educational Attainment: Parent Occupation:

_______ Doctorate Degree ______white collar job
_______Master’s Degree ______blue collar job
_______Bachelors’ Degree ______jobless
_______High School
_______Elementary

Attendance in Class Per Week : Parent Monthly Income: Php _______

Always ____
Twice ____
Once ____
Others ( Pls. specify) ____ Grade in Science: __________

Part II. Pls. check the instructional reinforcement that

most motivated to you in learning Science. (check all that
apply)

Positive Praises (verbal) Token Rewards

___ Very Good ___Candy
___ Excellent ___ Fruit
___ Good Job ___ Chocolate
___ Keep it up ___ Nuts
___ Good ___ Snacks
___ Great ___ DRinks
___ Amazing ___ Others (specify) ____
Tangible Rewards Activity Rewards
____ Stuffed animals ____ Coloring/Drawing/Painting
____ Toys ____ Making Things
____ Books ____ Going Shopping
____ Puzzles ____ Eating out in Restaurant
____ Paper ____ Having Free time in Class
____Pencil/Ballpen ____ Spending Time alone
____Others (specify) __________ ____ Others (specify) ___________

III. Effectiveness of Instructional Reinforcement in Science

Direction: Based on your experience answer the following statements honestly by

checking the number according to the degree of acceptance on the instructional
reinforcement in Science.. Respond to the statements using the following scales.

4 – Strongly Agree
3 – Agree
2 – Disagree
1 – Strongly Disagree
INSTRUCTIONAL REINFORCEMENT
1 2 3 4
1. Teacher positive praise can reinforce learning.
2.Positive praises can fill students’ emotional needs.
3. Students manage their behavior, when frequently motivate praise
4. Positive praises can enhance learning if it is contingent, specific,
sincere and credible.
5. Teachers whose students achieve most are sparing rather than
effusive in praising correct answers.
6.Greater achievement gains are noted when praise is delivered
privately than it is given in public.
7. All kinds of instructional reinforce can contribute to intrinsic
motivation if they are salient to the task at hand.
8. A combination of reinforcement and corrective feedback can
improve the students’ academic performance.
9. A cooperative rewards structures, can also increase the level of
confidence of the students.
10. Contingent reinforcement is positively associated with increases on
measures of self-efficacy
11. Internal locus of control students perform equally well with
different kinds of reinforcers.
12. Students with an external locus of control (those who believe that
their actions are determined more by outside events and other people
than by themselves) perform better with tangible reinforcement than
with verbal reinforcement or with no reinforcement
13. Contingent, verbal reinforcement is more effective than other
methods.
14. Praising students who answer correctly in class discussions is
often intrusive and distracting, and may even embarrass the recipient
15. Greater achievement gains occur when the interactions in which
praise is given are initiated by teachers rather than by students.
THANK YOU!