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Corrine Manley
May 2005
ABSTRACT
This project was designed to study the impact of tangible rewards on middle
researcher wished to develop and enhance her classroom management skills, while
creating an environment to meet the needs of diverse learners. Through the use of
qualitative and quantitative data, the researcher designed a study to measure these areas.
effectively analyze the data presented to the researcher. The findings suggest that tangible
rewards have a positive impact on middle school students’ behavior, participation, and
assignment completion.
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Table of Contents
ABSTRACT........................................................................................................................ii
CHAPTER ONE..................................................................................................................1
The Impact of Tangible Rewards on Classroom Management........................................1
Research Problem........................................................................................................1
Professional Significance.............................................................................................3
Alignment to California State Standards.................................................................3
Overview of Methodology...........................................................................................4
Summary......................................................................................................................5
CHAPTER TWO.................................................................................................................6
Literature Review............................................................................................................6
The Arguments in Favor of Utilizing Tangible Rewards.............................................7
The Arguments Against Utilizing Tangible Rewards..................................................8
A Combination Approach............................................................................................9
A Need for Further Research.....................................................................................10
Summary....................................................................................................................10
Research Question.....................................................................................................10
CHAPTER THREE...........................................................................................................11
Methodology..................................................................................................................11
Needs Assessment......................................................................................................12
Goals..........................................................................................................................13
Logistics.....................................................................................................................14
Research Design........................................................................................................15
Pilot Study.................................................................................................................17
Summary....................................................................................................................19
CHAPTER FOUR.............................................................................................................20
Results and Findings......................................................................................................20
Findings.........................................................................................................................20
Behavior.....................................................................................................................21
Participation...............................................................................................................22
Assignment Completion............................................................................................23
Questionnaire Results................................................................................................25
Summary....................................................................................................................27
CHAPTER FIVE...............................................................................................................28
Discussion and Analysis................................................................................................28
Methodology..............................................................................................................28
Results........................................................................................................................30
Relationship to Previous Research............................................................................31
Recommendations......................................................................................................32
Reflections.................................................................................................................33
Suggestions................................................................................................................35
Conclusion.................................................................................................................35
CHAPTER SIX..................................................................................................................36
Implementation..............................................................................................................36
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Letter to Colleagues...................................................................................................36
Conclusion.................................................................................................................38
Chocolate Lovers’ Favorite Cake..........................................................................38
APPENDICES...................................................................................................................39
Student Questionnaire....................................................................................................40
Student Reward Certificates..........................................................................................42
Principal Consent Form.................................................................................................45
Parent Consent Form.....................................................................................................47
REFERENCE LIST...........................................................................................................49
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1
CHAPTER ONE
time managing student behavior than teaching subject matter content. Classroom
management is an integral part of any teacher’s daily routine. There are countless
and books written about these topics. One popular technique is the use of extrinsic
rewards to shape student behavior and motivation. Another popular technique is the use
“motivation of learning by rewards outside of the learner, such as parent and teacher
expectations, gifts, certificates, and grades” (p. 409). A student performs a given behavior
Research Problem
bribery? In the past 30 years, this question has been at the forefront of discussion among
to improve their behavior and increase their classroom participation without hindering
intrinsic motivation (Cameron, 2001; Eisenberger & Armeli, 1997; Eisenberger &
Cameron 1998; Eisenberger, Rhoades, and Cameron, 1999; Pierce, Cameron, Banko, and
So, 2003). Other teachers and educational researchers believe this method of
motivation (Ames, 1992; Deci, 1973; Deci, Koestner, and Ryan, 2001; Gottfried,
Fleming, and Gottfried, 2001; Poonam, 1997; Rinne, 1998; Swanson, 1995). The concern
is that by rewarding students extrinsically, with material objects, they do not learn to
reward themselves intrinsically. Therefore the child grows up always looking for outside
Many studies have been conducted testing the effects of rewards on elementary
school students, high school students, and on adults. There are significant differences in
how older students and adults react to rewards compared to how younger elementary
school students react (Deci, Koestner, & Ryan, 2001), but how do middle school students
react? The purpose of this study is to examine the impact of incentives-based education
educators to understand how the use of token economies or the use of material rewards
development. How do using tangible rewards in the classroom impact student behavior,
participation, and motivation at the middle school level? Do using rewards, in reality,
impact future learning of students? Will students in return always expect extrinsic
Information gathered from this study will help shape and improve my own
school level, makes teaching content less difficult. The information gained from this
study will also help administrators have a better understanding of the adolescents they
This study aligns to Standard Two of the California Standards for the Teaching
Profession (CSTP). CSTP Two addresses the need for educators to create and maintain
effective environments for student learning. This study supports many of the components
of CSTP Two. CSTP 2.1 – Creating a physical environment that engages all students – is
addressed, because the purpose of this study is to inform educators how to create a more
effective environment that is conducive to student learning. CSTP 2.4 – Establishing and
classroom management plans, which are essentially a set of standards for student
behavior. Through this research on tangible rewards, educators will learn whether or not
the use of rewards is a good method of establishing and maintaining set standards of
behavior. CSTP 2.5 – Planning and implementing classroom procedures and routines that
support student learning – is addressed in this study through looking at whether or not the
become actively involved in learning. CSTP 2.6 – Using instructional time effectively –
is addressed in this study by looking at whether or not the use of tangible rewards in the
4
classroom helps to diminish behavior issues, thus leaving more time for instruction of
subject matter. The data from this study will help educators better understand how to
Overview of Methodology
In order to obtain the data in this study, a qualitative method of data collection
was used that included observation and an opinion survey. Non-probability convenience
sampling was used, because the participants in the study consisted of the students who
were available. The researcher acted as a participant observer – not only did the
researcher participate in teaching the class, but observed the students at the same time.
Approximately two weeks were spent observing the seventh-grade history classes under
the current behavior management plan, which does not consist of the use of tangible
rewards. The following week, tangible rewards were administered for good behavior,
high participation, and completion of assignments, with the promise that there would be
prizes to be raffled off at the end of the week. After that, the data was compared in order
to understand whether behavior, participation, and motivation had changed during these
The week after utilizing rewards, the original classroom management plan was
put into place once again, which does not include the use of rewards. Again, the students’
behavior, participation, and completion of assignments were observed and recorded to see
whether or not students reverted back to their original habits. A questionnaire was
administered to the students, which asked their opinions on the use of tangible rewards. A
detailed discussion of my research methods is included in Chapter Three, and the results
how the utilization of tangible rewards impact behavior management has the potential to
help further enrich the classroom environment. The findings will help inform teachers of
whether or not their current plan is as effective as it could be. The following chapter will
discuss what the literature and larger research studies have concluded about this topic.
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CHAPTER TWO
Literature Review
The only way Ms. Smith can get her student Megan to finish assignments is to
reward her with candy, stickers, or other tangible objects. Mr. Brown gives out raffle
tickets as incentive for his students to participate in class and behave as they should. Mrs.
Kelly offers prizes to those of her students who score higher than 80% on math tests. All
of these teachers utilize what is known as extrinsic motivators. Extrinsic motivation “is
demonstrated when a student increases motivation and effort in order to obtain a desired
item” (Newby, 1991, ¶ 2), or “when someone engages in a certain behavior to reach
satisfying consequences outside of the person during or after the behavior” (Witzel &
perfectly acceptable means of management (Eisenberger & Armeli, 1997; Eisenberger &
Cameron, 1996; Eisenberger, Rhoades, & Cameron, 1999; Eisenberger & Selbst, 1994;
Hom, Berger, Duncan, Miller, & Blevin, 1994; McGinnis, Friman, & Carolyn, 1999;
Pierce, Cameron, Banko, & So, 2003). Others however disagree, and insist the process of
not include the use of extrinsic motivators or tangible rewards (Ames, 1992; Cordova &
Lepper, 1996; Deci, 1973; Deci, Koestner, & Ryan, 2001; Gottfried, A.E., Fleming, &
Gottfried A.W., 2001; Hutchinson, 2003; Kellough, R.D. & Kellough, N.G., 2003;
Poonam, 1997; Rinne, 1998; Swanson, 1995; Wong, H.K. & Wong, R.T., 2001). The
7
following arguments for and against the use of tangible rewards in the classroom
illustrate the differences in opinion, and further explain the popular positions.
conducted by Eisenberger and Selbst (1994) and Eisenberger and Armeli (1997), the
appropriate uses of tangible rewards have had a positive impact on the students involved.
Elementary school students who were rewarded for high levels of creativity and effort
Only when students were rewarded for low creativity and low effort, were
Cameron (1996) explain, “detrimental effects of reward occur under highly restricted,
easily attainable using procedures derived from behavior theory” (¶ 8). Eisenberger,
Rhoades, and Cameron (1999) as well as Pierce, Cameron, Banko, and So (2003) found
that college students’ exposure to increasing demands and rewards, contingent on high
performance, actually increased their subsequent free time spent on the task, thus
demonstrating heightened intrinsic motivation. The use of rewards did not hinder intrinsic
component to student learning and retaining of knowledge. Yet some firmly believe that
Instead, Ames (1992) believes teachers should focus on mastery goals and engaging their
students with the subject matter. Educators should vary the content and methods of
learning to keep students interested. In a study conducted by Cordova and Lepper (1996),
they found when elementary school students could relate to the content, their intrinsic
motivation greatly increased. When teachers utilized educational software with students’
names incorporated into the program, students were more likely to remain interested in
the lesson and were more likely to complete the lesson. When teachers took the time to
get to know students’ interests, and related the content to those interests, students reported
determinant in intrinsic motivation (Deci, 1973; Poonam, 1997). When students are able
to have a role in deciding how to complete an assignment or given a choice in what type
of project is to be completed, they begin to take ownership of the task, and become more
Not only do many researchers find tangible rewards do not work, or work
only on a short-term, superficial basis, but they discover tangible rewards are potentially
harmful to students’ intrinsic motivation (Deci, 1973; Kellough & Kellough, 2003, p. 95;
Deci, Koestner, & Ryan, 2001; Deci, Ryan, & Koestner, 2001). In one of the first studies
interesting subsequently spent less of their free time on that task. Essentially the reward
decreased the participants’ intrinsic motivation to continue the task on their own.
Kellough and Kellough agree with this notion, stating that “adding extrinsic incentives to
learning activities that are already highly motivating tends to reduce student motivation”
Koestner, and Ryan (2001), they found tangible rewards significantly undermined
intrinsic motivation in lower elementary and high school students, but most significantly
performance runs a very serious risk of negatively affecting their intrinsic motivation”
(Deci, Koestner, & Ryan, 2001, Results section, ¶ 26). Deci, Ryan, and Koestner advised
“the use of rewards as a motivational strategy is clearly a risky proposition” (Deci, Ryan,
& Koestner, 2001, Conclusion section, ¶ 2). Instead, educators and parents should be
emphasizing the idea that “the best reward is the satisfaction of a job well done” (Wong,
H.K. & Wong R.T., 2001, p. 163). Internal rewards rather than external rewards are the
A Combination Approach
extrinsic rewards in the classroom because they can visually see the plan working
(Newby, 1991). Intrinsic motivation is more abstract, and educators may not be able to
visually see it working. Intrinsic motivation is considered the most effective method for
educators to enable students to participate, behave as they should, and actively learn, and
retain knowledge. Yet with students’ diverse learning styles, it can be difficult to reach all
10
students intrinsically without providing some sort of incentive or tangible reward they
easily see and understand (Rinne, 1998). The most practical method of classroom
management may be a combination of both intrinsic and extrinsic rewards (“The Rewards
of Learning,” 1992).
elementary school students, high school students, college students, and adults, there is an
important population missing – middle school students. Children in 7th and 8th grade in
particular, are largely excluded from the existing research. Research on how tangible
rewards impact middle school students would offer insight into the motivation and
students may find this information very helpful for managing their classrooms more
Summary
Currently, there is a wide range of research available regarding the use of tangible
rewards in the classroom. Each side has its valid points which support its specific view.
Educators should inform themselves on the pros and cons of using tangible rewards in the
classroom, and come to their own conclusion as to which method or methods would work
Research Question
How do using tangible rewards in the classroom impact student behavior, participation,
Methodology
Regardless of what state, county, school district, or school an educator teaches in,
classroom management is an important issue. The school discussed in this study, Las
approximately 780,000 people. There are 21 K-12 school districts in Ventura County, and
Site). Las Colinas is located in the city of Camarillo. Camarillo’s population is just over
professionally-employed residents and ranks third among Ventura County’s ten cities in
median family income, with the average family earning $68,500 a year (City of
Camarillo Official Web Site). Camarillo’s students attend public schools through the
Pleasant Valley, Mesa Union, Somis Union and Oxnard Union High School Districts.
There are also over 20 privately run schools and preschools in Camarillo (City of
elementary school district with 13 schools serving kindergarten though grade eight. It
serves almost 7,500 students (Ed-Data Web Site). Four of the schools within the district
have received state or national recognition for academic excellence (City of Camarillo
Official Web Site). Las Colinas Middle school has approximately 900 students and serves
grades six through eight. The school mascot is the mustang and the school colors are blue
and white. It is a very clean and attractive school. The staff and faculty are very warm
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and friendly. The following chart shows the demographics of Las Colinas (School-Stats
Web Site).
Am-Ind. / AK Nat. 2 5 0
Hispanic 60 55 0
The participants in this study consisted of the students in three seventh grade
history classes. Each class included approximately 32 students of various abilities. The
classroom was set up with the students in groups of six and was decorated with flow
charts the students had created. There were two televisions which were used for
PowerPoint presentations, daily agendas, and so forth. There were the school mission and
goals posted as well as maps and other posters. Overall the classroom was well organized
Needs Assessment
At the various schools the researcher had worked at, there were teachers who
management plans did not include any uses of tangible rewards. Which type of plan
works better? Additionally at every school, there have been teachers who struggle every
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day to effectively manage their classes and have seen those who do not seem to struggle
much at
all. Through this study, an understanding was acquired of how rewards affect student
behavior, participation, and motivation. These are things that any teacher can find useful
– whether they already use rewards or not. The results to this study can help inform
teachers whether or not there are things they may want to change about their own plans.
The study also helped with the researcher’s own management plan. Many
participants in this study were well behaved in class before the implementation of
rewards, but did not participate as much as they could or complete assignments as much
as they should. Additionally, there were a few select students who were a challenge to
behavior management every day. These students often spoke out in class without
permission, threw things, said inappropriate things, and generally disrupted the teaching
There was a need to understand whether a reward system would reach these
students as well as those who were already well behaved. It was important to understand
whether rewards would benefit all types of students – not just those who were behavior
challenges. Would rewards help motivate the well behaved students to participate more
and complete more assignments, while also motivating other students to behave better
and be more productive in class? Were simple tangible rewards the thing that would make
a difference?
Goals
The purpose of this research was to more fully understand what constitutes
effective classroom management, and whether or not it includes the use of tangible
14
rewards. With this information, the current management plan was able to be adapted to
benefit student needs. The findings were also shared with colleagues in order to help
teachers can adapt instruction and management to fit student needs. With effective
With this in mind, the short term goal of this study was to simply understand
whether or not tangible rewards motivate student behavior, participation, and completion
whether or not the use of tangible rewards would make it easier to teach the subject
matter. The long term goal was to share the information and help it to shape the
Logistics
In order to complete the research for this study, there was not a need for much
help from school staff. The Principal and one other teacher were spoken to regarding
permission and details of the study. The participants in the study were from the
researcher’s classroom, and the researcher was able to teach while conducting
observations, so no special scheduling was needed. The questionnaire at the end of the
study only took approximately five to ten minutes for the students to complete, so it did
not impact instructional time. The only materials needed were a copy machine,
approximately 105 questionnaires, seating charts placed in clear plastic sheet covers, an
overhead marker, a notebook for field notes, and a notebook for reflections. Since there
were not many materials needed, there was no need for any special funding or staffing.
15
The researcher was responsible for the study because she was the person observing the
Research Design
used for a total of four weeks. When collecting and analyzing the information, all
students were treated equal. Gender, ethnicity, culture, and individual abilities did not
play any role in the processes. Non-probability convenience sampling was used, because
the participants in the study consisted of the students who were available. The research
was completed while acting as a participant observer – not only was there participation
through teaching the class involved, but observation as well. The majority of the study
Seating charts for each class were put into clear plastic sheet protectors so notes
could directly be made with overhead markers. Under every name a “B” was written for
behavior and “P” for participation. The covered seating charts were placed on a clip
board and were not accessible to the students. Every time a student misbehaved (spoke
out without raising his or her hand, threw something, and so on), a hash mark was placed
on his or her name under the “B” on the seating chart. Every time a student participated, a
hash mark was placed on his or her name under the “P” on the seating chart. The rate of
assignments turned in for each student was also kept track of. At the end of each day the
hash marks were transcribed for each individual student into a notebook, notes were
made about the results, and the seating chart was erased for the next day.
For two weeks the students were observed under the existing management plan,
which did not include the use of tangible rewards, and recorded the information. The
16
following week, tangible rewards (raffle tickets) were administered for good behavior,
high participation, and completion of assignments, with the promise that there would be
prizes (5 extra credit points, homework pass, and school supplies) to be raffled off at the
end of the week. In order to understand whether behavior, participation, and completion
of assignments had changed during these two periods of time, the data were then
increase?
The week after utilizing rewards, the management plan was once again reverted
back to its original design which did not include the use of rewards. Again, the students’
behavior, participation, and completion of assignments were observed and recorded to see
whether or not students reverted back to their original habits. A questionnaire was
administered to the students, which asked their opinions on the use of tangible rewards –
did it make them want to behave better or worse, participate more or less, or complete
more or less assignments? Did it make them want to do better or worse quality work? Or,
did they feel the use of rewards had no impact on them in these areas?
In order to analyze the data, the information recorded from each individual
student during the first two weeks was compared with the information recorded from the
third week of the study, when rewards were introduced. This data were also compared to
the information from the fourth week when rewards were once again nonexistent. The
data were analyzed to understand whether there were more hash marks for individual
behavior problems during the first two weeks than the third, if there were no changes, or
if rewards had the opposite effect, creating more individual behavior problems. The same
method was used to see if rates in individual participation had changed during these two
17
periods. Next, the information was analyzed to see whether rates of individual assignment
completion had changed. The previous data were then compared to the data from week
four, when rewards were once again taken away. The information was studied to see
whether the cessation of rewards had any impact on student behavior, participation, and
completion of assignments.
Finally, the questionnaires were read. There was piece of paper and a heading for
each question on the questionnaire. With every answer received, a mark was placed under
the corresponding heading. For example, for one question, the headings were written
“Liked Rewards,” “Didn’t Like Rewards,” and “Didn’t Care.” With each expression from
students, a mark was placed under the corresponding heading. The data from the
Pilot Study
students. In the pilot study, 35 8th grade students were the participants. Seating charts for
each class were put into plastic sheet protectors so notes could be made with overhead
markers. The charts were placed on a clip board. These charts were not accessible to
students, though they could see me making marks on them. Under every student’s name a
“B” was written for behavior and a “P” for participation. For two days the students’
behavior and participation were observed under the current management plan which does
not include the use of tangible rewards. Every time a student was spoken to due to
disruptive behavior (speaking out without raising his or her hand, throwing things, and so
on) , a hash mark was drawn on their name, under the “B”, on the sheet protected seating
18
chart. Every time a student raised their hand to participate, a hash mark was drawn on
their name, under the “P”. After the two days, the hash marks showing how many times a
student misbehaved and how many times a student participated were added.
After two days of observations without utilizing tangible rewards, tickets were
introduced to the management plan. For two days when students quietly worked, stayed
on task, or participated in class, they received a ticket. The students were informed that
there would be a raffle for prizes, and that the more tickets they received the better
chance they would have of winning a prize. Next the students were observed in the same
way they had been when rewards were not involved, and the same system of recording
The last step in the pilot study was to issue a short anonymous questionnaire to
the class regarding their feelings on rewards. The survey was qualitative rather than
quantitative because it asked about students’ opinions and thoughts. The goal was to find
out whether they liked receiving the rewards or not, if it made them want to participate
more or less, if it made them want to stay on task more or less, or if they felt it had no
From these questionnaires, as well as from the observations, it was found that
rewards had only had a great deal of impact on a few select students. Those students who
had previously had problems regarding disruptive behavior responded really well to
tangible rewards. With rewards, the behavior problems with select students decreased by
half. Those who had not had problems before remained problem-free, and continued to
participate as much as they had before. About half of the students expressed that the
rewards motivated them to behave better and participate more, four students expressed
19
that the rewards made them want to participate less, and 11 students expressed that the
At first, teaching, observing, and recording the data was challenging, but once it
became a habit it was fine. After the pilot study, the questionnaire was changed to include
more questions and to change the wording of some of the existing questions. For the pilot
study, how many students completed assignments was not addressed, and this topic was
addressed in the actual study. In the actual study, another component was added which
was not included in the pilot study. In the actual study, observing and recording data
the use of tangible rewards had stopped. When reverting back to the original classroom
management plan, the students’ reaction and whether or not they noticed the cessation of
Overall, the pilot study went well and helped to fine-tune the methods of data
collection. For the actual study, more questions were added to the questionnaire and some
questions were reworded. Additionally, it was good preparation for what to expect in the
actual study.
Summary
detailed and well thought-out. The methodology of this study was an integral component
Every day, teachers all over the country utilize tangible rewards as motivation for
students to behave better, participate more, and turn in more assignments. However, there
is a question over the effectiveness and morality of this method of motivating students
(Ames, 1992; Deci, 1973; Deci, Koestner, and Ryan, 2001; Gottfried, Fleming, and
Gottfried, 2001; Poonam, 1997; Rinne, 1998; Swanson, 1995). There have been many
studies on how elementary students respond to rewards (Deci, Koestner, and Ryan
(2001); Eisenberger & Selbst, 1994; and Eisenberger & Armeli, 1997), and how older
students respond (Deci, 1973; Poonam, 1997), but very little about middle school
students. In order to discover more about how tangible rewards impact middle school
students, a four week study was completed. The major focus of the study was how the use
assignment completion were documented when rewards were present and absent. What
Findings
existing management system and no use of tangible rewards. For one week tangible
rewards in the form of tickets were given out when students behaved well, participated by
raising their hands in class, and completed assignments. The amount of times students
had to be spoken to regarding behavior was documented, as well as how many times
21
students participated, and completed assignments. The last week of the study consisted of
the researcher reverting back to the management plan that did not use rewards. Again, the
After comparing the documented data from when students did not receive rewards
to the documented data from when students did receive rewards, the results were very
clear – tangible rewards do indeed have a positive influence on middle school students’
Behavior
One of the first questions the researcher addressed was how tangible rewards in
the classroom impact student behavior. Every time the researcher had to speak to a
student during class regarding his or her behavior (speaking out without permission,
throwing things, and so on), it was documented. In order to get an average, the total
number of behavior incidents for the period was divided by the total number of periods
during the study. As indicated in Figure 1, before the use of tangible rewards, there was
an average of three to five behavior problems each class period. During the use of
rewards, however, this number dropped to approximately one behavior problem each
class period.
22
Figure 1 – Average Number of Behavior Issues With and Without the use of
Rewards
The week following the rewards, more data was obtained without the use of
rewards. The results indicated that student behavior resumed to pre-reward behavior.
Participation
Every time a student positively participated by raising his or her hand in class, regardless
of being called on, the researcher would document it. In order to get an average, the total
number of people who participated for the period was divided by the total number of
periods during the study. As indicated in Figure 2, before the use of rewards, various
students within the class participated on average five to eight times, depending on the
class period. During the use of rewards, this increased to seven to nine times.
23
Figure 2 – Average Number of Students who Participated With and Without the
use of Rewards
The week following the rewards, more data was obtained without the use of
participation.
Assignment Completion
The researcher also addressed the question of how tangible rewards motivate
assignment, it was documented. In order for the researcher to get an average, for each
period, she added the number of correct, complete assignments turned in over the course
of the two weeks without rewards and over the course of the one week with rewards. She
then divided that number with the total number of students participating in the study (96)
to get a percentage of completion. As indicated in Figure 3, before the use of rewards, the
24
average percentage of assignment completion was between eighty-seven and ninety-two
percent. During the use of rewards, this rose to between ninety-two and ninety-eight
percent.
The week following the rewards, more data was obtained without the use of
rewards. The results indicated that motivation to complete assignments resumed to pre-
reward motivation.
25
Questionnaire Results
given to all three classes to discover their opinions on the entire experience. As Figure 4
indicates, the majority of students (80%) liked when the teacher gave out rewards. Only
4% of students did not like the use of rewards, and 3% said they did not even notice the
Results of the survey indicated higher motivation levels for behavior than
Summary
area of the study. The details and implications of these findings will further be discussed
in Chapter Five.
28
CHAPTER FIVE
discover the answer to these questions. Two weeks were set aside to study how students
were responding to the current management plan without the use of rewards. One week
was set aside to observe how students responded to the sudden implementation of tickets
as rewards, and one final week was set aside to study how students responded when
rewards were once again absent. The results clearly indicated that tangible rewards had a
Methodology
seventh grade students for a total of four weeks. At the end of the fourth week, a
questionnaire was given to each participant (see Appendix A). When collecting and
analyzing the information, all students were treated equal. Gender, ethnicity, culture, and
individual abilities did not play any role in the processes. Non-probability convenience
sampling was used, because the participants in the study consisted of the students who
were available. The researcher acted as a participant observer – not only did she
participate through teaching, but observed the students as well. The research was fairly
simple to prepare for, and required no outside help. No changes needed to be made in the
original methodology.
Seating charts for each class were put into clear plastic sheet protectors so notes
could directly be made with overhead markers. Under every name a “B” was written for
29
behavior and “P” for participation. The covered seating charts were placed on a clip
board and were not accessible to the students. Every time a student misbehaved (spoke
out without raising his or her hand, threw something, and so on), a hash mark was placed
on his or her name under the “B” on the seating chart. Every time a student positively
participated, by raising his or her hand, regardless of being called on or not, a hash mark
was placed on his or her name under the “P” on the seating chart. The rate of assignments
turned in for each student was also kept track of. At the end of each day the hash marks
were transcribed for each individual student into a notebook, notes were made about the
results, and the seating chart was erased for the next day.
The first two weeks of the study consisted of observing students under the current
management plan which did not utilize tangible rewards, and documenting the data. In
the beginning of the third week, tangible rewards (raffle tickets) were introduced to the
students. Students were told when they behaved well, positively participated, and turned
in completed assignments, they would receive a ticket. At the end of the week they would
have a drawing for various prizes, such as extra credit points, homework passes, and so
on. The final week of the study consisted of reverting back to the original plan, and again
day of the study, students were given a questionnaire (see Appendix A) to see what their
In order to analyze the data, the information recorded from each individual
student during the first two weeks was compared with the information recorded from the
third week of the study, when rewards were introduced. This data were also compared to
the information from the fourth week when rewards were once again absent. The data
30
were analyzed to understand whether there were more hash marks for individual behavior
problems during the first two weeks than the third, if there were no changes, or if rewards
had the opposite effect, creating more individual behavior problems. The same method
was used to see if rates of individual positive participation had changed during these two
periods.
Results
After analyzing the data from the four weeks of the study, the research seemed to
indicate that tangible rewards impacted middle school students in a positive manner. The
research showed that tangible rewards had the most impact on student behavior. Before
rewards, there were anywhere from three to five behavior incidents per period. When
rewards were utilized this dropped to approximately one each class period. This indicated
that some students seemed to respond really well to the extra incentive of tangible
rewards.
Participation was also affected by the use of tangible rewards, but not as
significantly as behavior was. Before the use of rewards students participated on average,
five to eight times during one class period. During the use of rewards this only rose to
approximately seven to nine times each class period. This research seemed to indicate
that perhaps many students simply do not enjoy speaking in front of others, even when an
rewards as well. Before the use of rewards, the rate of assignment completion was
between eighty-seven and ninety-two percent. During the use of rewards this increased to
between ninety-two and ninety-eight percent. This seemed to indicate that the extra
31
incentive of rewards was what some middle school students needed in order to motivate
The results of the student questionnaire correlated with the research results.
Eighty percent of participants reported they liked it when tangible rewards were present.
Only four percent did not like it when the teacher utilized rewards. In correlation with the
research findings, behavior was the most significant area of improvement. Sixty-nine
percent of students reported tickets motivated them to behave better. Fifty-four percent of
The research from the four-week study indicated that rewards can have a
and Selbst (1994) and Eisenberger and Armeli (1997), which indicated that the
appropriate uses of tangible rewards can have a positive impact on the students involved.
Eisenberger, Rhoades, and Cameron (1999) as well as Pierce, Cameron, Banko, and So
(2003) found that students’ exposure to high demands and rewards, conditional on high
performance, actually increased intrinsic motivation. The use of rewards did not hinder
intrinsic motivation, but actually helped it. As long as expectations were high, rewards
After the completion of the study, it was surprising to see how rewards actually
did impact the students. The results indicated that rewards can have a positive influence
combination approach of intrinsic and extrinsic rewards in order to prevent students from
becoming too dependent on extrinsic rewards. Rather than utilizing no extrinsic rewards
and backgrounds.
California Standards for the Teaching Profession (CSTP). CSTP Two addresses the need
for educators to create and maintain effective environments for student learning. CSTP
2.1 – Creating a physical environment that engages all students – was addressed, because
one of the purposes of this study was to inform educators how to create a more effective
maintaining standards for student behavior – was addressed in this study by looking at
classroom management plans, which are essentially a set of standards for student
behavior. Through this research on tangible rewards, educators will learn whether or not
the use of rewards is a good method of establishing and maintaining set standards of
behavior. CSTP 2.5 – Planning and implementing classroom procedures and routines that
support student learning – was addressed in this study through looking at whether or not
and become actively involved in learning. CSTP 2.6 – Using instructional time
effectively – was addressed in this study by looking at whether or not the use of tangible
33
rewards in the classroom helps to diminish behavior issues, thus leaving more time for
Reflections
The process of conducting a study and documenting data while teaching was not
an easy task. It took a couple days to get into the routine of systematically observing,
recording data, and teaching all at once. However, when the data was analyzed, it was
exciting to actually see the overall results. It was surprising how extrinsic rewards clearly
impacted middle school students. Yet there were still many questions that could not be
It was very apparent during data collection that the students who were most
positively impacted by rewards were the lower achieving students, and those who had
previously been the biggest behavior problems. Students who had already been high
achievers, and who were not behavior issues before, were not impacted by rewards as
much. They simply continued doing what they had always done.
When tickets were initially introduced to the students, there was an immediate
difference in the classroom climate. This brought to mind the issue of whether the use of
tangible rewards is moral, or whether the use of rewards is simply bribery. If children
only behave well and complete assignments if they are given a treat, what is that teaching
should want to hold students to higher levels of reasoning, not just simple response to
extrinsic rewards. However, the four-week study was unable to address this issue of
higher reasoning and the long-term effects of rewards on students’ intrinsic motivation.
34
Another issue was the overall validity of the study. It was so short, that it may not
have given an accurate portrayal of how rewards impact students. Students could
participation, and assignment completion could have been affected by what types of
participation. On the same note, some activities encourage more behavior problems, such
as group activities. Another issue to take into account is the timing. The data gathered for
the first two weeks of this study were right before spring break. This may have impacted
Statement. It aligned to the T – Think critically to connect theory with practice, through
the literature review. By reading about the different views of extrinsic rewards in the
classroom, and learning about different theories, a more educated study was able to be
conducted. It aligned to I – Include and respond to the needs of all learners. One of the
main reasons for the use of tangible rewards in the classroom is to find a way to motivate
students of all ability levels and needs. The research aligned to V – Value diversity. Once
again, one of the important purposes for research on extrinsic rewards is to learn how
they impact students with diverse needs. The research aligned to E – Empower
individuals to participate in educational growth and change. Through this research, one
goal was to share the results with colleagues, and help them to better understand the
completion of assignments.
35
Suggestions
There is much more research to be done on the topic of tangible rewards in the
classroom. The key suggestion would be to study the effects of rewards on students for an
extended period of time. Four weeks was not long enough. There was no way to
understand the long-term effects of rewards on student motivation in such a short period
of time.
Do not compare behavior during group work with behavior during independent work.
Study the effects of rewards on student behavior and participation during group work
only or during independent work only. These types of activities differ greatly in
ability levels. A researcher could look at which groups respond most positively and
negatively to rewards. This information could help educators differentiate instruction for
individual student needs, and help them to develop a combination approach to the use of
Conclusion
behave better, participate more, and complete more assignments. However, teachers need
expectant of them. How to implement these findings will be discussed in Chapter Six.
36
CHAPTER SIX
Implementation
With all of the knowledge gained from the study, I intend to implement the use of
rewards through a modified approach. In the study, student behavior was the one category
that rewards impacted the most. Student behavior is also the area that can hinder
instruction the most. Therefore, I am going to begin to implement rewards for behavior
effects of rewards. I intend to utilize rewards for as long as they seem to have a positive
my students, I will simply discontinue their use. I work at a fairly small school, and plan
to share the information with my colleagues by sending out a letter of my results, and
Letter to Colleagues
Degree at California Lutheran University. I have just completed a four-week study on the
motivation to complete assignments. The study lasted for approximately four weeks. For
two weeks I simply observed students and recorded any behavior problems (speaking out,
throwing things, etc.) I encountered, the frequency of student participation, and the rate
of assignment completion. For one week I gave students raffle tickets (with the promise
of a raffle to be held at the end of the week for extra credit points, homework passes, etc.)
for being on task, actively participating, and completing assignments. I observed whether
37
the tickets motivated students to behave any differently. During the fourth week I stopped
handing out tickets to see if the students would notice and behave any differently than the
previous week. The last step included giving students an optional questionnaire to find
Although the study was only four weeks, the results were clear – tangible rewards
definitely had a positive impact on my students. The biggest impact was in the area of
behavior. Prior to using rewards, I had an average of three to five behavior incidents each
period. During the use of rewards, this dropped to approximately one incident each
period. The results were similar for participation and completion of assignments, but not
nearly as dramatic.
Due to the length of the study, I was unable to go in-depth about the issues of
long-term effects of rewards on students, and was unable to measure intrinsic motivation.
Many educators and researchers also have an issue with the morality of using rewards,
If you would like any more information or details about my findings, email me,
call me, or just come to my room. I’d be happy to share! Thanks for your time.
Sincerely,
Corrine Manley
38
Conclusion
Well the time has come to bring my thesis to a close. I couldn’t think of a better
way than with food. I decided to bake a rich chocolate fudge cake to share with the
people I have worked so closely with for the past nine months. Since we’re all women,
and we’re all each other’s therapists, what better way to celebrate than with chocolate?
Ingredients:
1 (18.25 ounce) package devil's food cake mix
1 (3.9 ounce) package instant chocolate pudding mix
2 cups sour cream
1 cup melted butter
5 eggs
1 teaspoon vanilla extract
2 cups semisweet chocolate chips
Directions:
1. Preheat oven to 350 degrees F (175 degrees C). Grease a 10 inch Bundt pan.
2. In a large bowl, stir together cake mix and pudding mix. Make a well in the center and
pour in sour cream, melted butter, eggs and almond extract. Beat on low speed until
blended. Scrape bowl, and beat 4 minutes on medium speed. Blend in chocolate chips.
Pour batter into prepared pan.
3. Bake in preheated oven for 50 to 55 minutes. Let cool in pan for 10 minutes, then turn
out onto a wire rack and cool completely.
39
APPENDICES
40
APPENDIX A
Student Questionnaire
41
Directions: Please fill out this questionnaire and answer honestly. You do not
need to put your name on it. If there are any questions you do not want to
answer, then don’t!
Thanks!
42
APPENDIX B
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