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The Impact of Tangible Rewards on Student Behavior, Participation, and Motivation

Corrine Manley

California Lutheran University

A Capstone Action Research Project

In Partial Fulfillment of the requirements for the

Master of Education Degree

May 2005
ABSTRACT

This project was designed to study the impact of tangible rewards on middle

school students’ behavior, participation, and motivation to complete assignments. The

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.

Observations, journal reflections, and a questionnaire were the instruments used to

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

The Impact of Tangible Rewards on Classroom Management

Without an effective classroom management plan, an educator may spend more

time managing student behavior than teaching subject matter content. Classroom

management is an integral part of any teacher’s daily routine. There are countless

classroom management and behavior management techniques, and thousands of articles

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

of intrinsic rewards to shape student behavior and motivation.

According to Kellough and Kellough (2003), extrinsic motivation involves

“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

in order to satisfy an external force or in order to gain an external reward. Conversely,

intrinsic motivation is “motivation of learning through the student’s internal sense of

accomplishment” (Kellough & Kellough, 2003, p. 410). In other words, a student

performs a given behavior because he or she finds it inherently interesting or satisfying.

Research Problem

Is the utilization of tangible rewards by teachers in the classroom essentially

bribery? In the past 30 years, this question has been at the forefront of discussion among

educators. The idea of an incentives-based management plan (one that is based on

extrinsic rewards) has become increasingly popular – and increasingly controversial.


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Many teachers and educational researchers find external rewards help motivate students

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

management is fundamentally bribery and has potential to harm students’ intrinsic

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

approval, acceptance, and repayment.

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

on middle school students’ behavior, participation, and motivation. It is important for

educators to understand how the use of token economies or the use of material rewards

such as tickets or “play” money help or hinder the processes of student

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

rewards for good behavior in the future?


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Professional Significance

Information gathered from this study will help shape and improve my own

teaching practices, as well as others middle school teachers’ practices. A better

understanding of how to effectively manage a classroom, specifically at the middle

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

work with everyday.

Alignment to California State Standards

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

maintaining standards for student behavior – is 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 – is addressed in this study through looking at whether or not the

use of rewards is an effective classroom procedure to motivate students to participate and

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
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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

effectively create the classroom environment described in CSTP Two.

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

two periods of time.

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

are included in Chapter Four.


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Summary

The issue of classroom management is vital to every teacher and administrator.

Improved behavior management equals improved transmission of content. Understanding

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 &

Mercer, 2003, ¶ 3).

Educators and researchers often disagree whether extrinsic motivation is an

appropriate method of classroom management. Many assert extrinsic motivation is a

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

increasing intrinsic motivation (when a student completes a task because he or she is

inherently interested in it or it provides him or her with a feeling of competency) should

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
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following arguments for and against the use of tangible rewards in the classroom

illustrate the differences in opinion, and further explain the popular positions.

The Arguments in Favor of Utilizing Tangible Rewards

Teachers utilize tangible rewards in the classroom as a way to motivate their

students to participate in class, complete assignments, and behave well. In experiments

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

subsequently demonstrated increased creativity and increased intrinsic motivation.

Only when students were rewarded for low creativity and low effort, were

rewards detrimental to future creativity and intrinsic motivation. As Eisenberger and

Cameron (1996) explain, “detrimental effects of reward occur under highly restricted,

easily avoidable conditions….and positive effects of reward on generalized creativity are

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

motivation, but actually helped it.


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The Arguments Against Utilizing Tangible Rewards

Educators and researchers agree that intrinsic motivation is an essential

component to student learning and retaining of knowledge. Yet some firmly believe that

extrinsic motivation should have no part in achieving increased intrinsic motivation.

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

higher levels of intrinsic motivation. In addition to interest, choice is another key

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

intrinsically motivated to complete it. Thus, personalization of content, as well as choice

increase intrinsic motivation. Tangible rewards do not.

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

addressing the effects of tangible rewards on people, Deci (1973) conducted an


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experiment with adults and found those who were rewarded for a task they initially found

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”

(Kellough & Kellough, 2003, p. 95). Additionally, in a study conducted by Deci,

Koestner, and Ryan (2001), they found tangible rewards significantly undermined

intrinsic motivation in lower elementary and high school students, but most significantly

in the younger students. They warned, “rewarding people as a direct function of

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

most effective form of motivation.

A Combination Approach

It may be easier for teachers (especially beginning teachers) to utilize

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
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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).

A Need for Further Research

Although there is abundant information on the effects of extrinsic motivation on

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

behavior of an often left-out and little-researched population. Teachers of middle school

students may find this information very helpful for managing their classrooms more

effectively and efficiently.

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

best in their own situation.

Research Question

How do using tangible rewards in the classroom impact student behavior, participation,

and motivation at the middle school level?


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CHAPTER THREE

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

Colinas Middle School, is located in Ventura County. Ventura County is home to

approximately 780,000 people. There are 21 K-12 school districts in Ventura County, and

approximately 140,000 students served (Ventura County Superintendent of Schools Web

Site). Las Colinas is located in the city of Camarillo. Camarillo’s population is just over

63,000 people. Camarillo has a very high percentage of college-educated and

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

Camarillo Official Web Site).

Las Colinas is located in Pleasant Valley School District (PVSD). PVSD is an

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).

Las Colinas Student Demographics

Male Female Unknown

Am-Ind. / AK Nat. 2 5 0

Asian / Pac. Isl. 49 59 0

Hispanic 60 55 0

Black / non Hisp. 4 9 0

White / non Hisp. 344 317 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

and had a pleasant feel.

Needs Assessment

At the various schools the researcher had worked at, there were teachers who

utilized a classroom management plan based on tangible rewards, while others’

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

and learning of the subject matter.

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
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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

them to better understand students’ behavior. With increased understanding of students,

teachers can adapt instruction and management to fit student needs. With effective

management, teachers can focus more on effectively teaching the content.

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

of assignments in my classroom, for my specific students. It was important to understand

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

management plans of colleagues, while simultaneously shaping my outlook on classroom

management for the future.

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.
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The researcher was responsible for the study because she was the person observing the

students and taking notes.

Research Design

In order to find answers to these questions, qualitative methods of research were

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

consisted of observations of approximately 105 7th-grade students.

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
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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

compared. Did behavior improve? Did participation and completion of assignments

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
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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

questionnaire further authenticated the findings from my observations, and allowed

students to express their feelings about the study.

Pilot Study

In the actual study, the participants consisted of approximately 105 7th-grade

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
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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 data on seating charts was used.

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

effect on them at all.

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
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that the rewards made them want to participate less, and 11 students expressed that the

rewards had no effect on them at all.

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

continued regarding student behavior, participation, and completion of assignments after

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

rewards was recorded.

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

In order to obtain a better understanding of how tangible rewards impact student

behavior, participation, and completion of assignments, the methodology needed to be

detailed and well thought-out. The methodology of this study was an integral component

to increase this understanding. A detailed description of the findings from this

methodology will be discussed in Chapter Four.


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CHAPTER FOUR

Results and Findings

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

of tangible rewards in the classroom impact student behavior, participation, and

motivation to complete assignments. Changes in student behavior, participation, and

assignment completion were documented when rewards were present and absent. What

follows are the results to this study.

Findings

A total of 96 students participated in the study, which consisted of two weeks

documenting student behavior, participation, and assignment completion under the

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

researcher observed and documented the same behaviors.

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, participation, and assignment completion.

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

The researcher also looked at tangible rewards in relation to student 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

rewards. The results indicated that student participation resumed to pre-reward

participation.

Assignment Completion

The researcher also addressed the question of how tangible rewards motivate

students to complete assignments. Every time a student turned in a correct, completed

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.

Figure 3 – Average Percentage of Assignment Completion 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 motivation to complete assignments resumed to pre-

reward motivation.
25
Questionnaire Results

After the utilization of tangible rewards, a questionnaire (see Appendix A) was

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

researcher using rewards in class. As Figures 5 through 7 indicate, the majority of

students reported an increase in motivation to behave better, participate more, and

complete more assignments when rewards were present.

Figure 4 – Question 1 of the Student Questionnaire


26

Figure 5 – Question 2 of the Student Questionnaire

Figure 6 – Question 4 of the Student Questionnaire


27

Figure 7 – Question 6 of the Student Questionnaire

Results of the survey indicated higher motivation levels for behavior than

participation and assignment completion.

Summary

As indicated in the findings, the utilization of tangible rewards clearly affects

middle school student behavior, participation, and assignment completion on a short-term

basis. The overwhelming majority of students responded positively to rewards in every

area of the study. The details and implications of these findings will further be discussed

in Chapter Five.
28
CHAPTER FIVE

Discussion and Analysis

How do tangible rewards impact middle school student behavior, participation,

and motivation to complete assignments? A four week study was implemented to

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

positive influence on student behavior, participation, and assignment completion.

Methodology

In order to answer the research questions, the researcher studied ninety-six

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

documenting behavior, participation, and motivation to complete assignments. On the last

day of the study, students were given a questionnaire (see Appendix A) to see what their

opinions were on the entire experience.

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

extra incentive is added.

Student motivation to complete assignments was affected by the use of tangible

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

them to complete assignments.

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

students reported an increase in motivation to participate more, and fifty-nine percent of

students reported an increase in motivation to complete assignments. As previously

indicated, tickets had the most impact on student behavior.

Relationship to Previous Research

The research from the four-week study indicated that rewards can have a

positive impact on middle school students’ behavior, participation, and motivation to

complete assignments. This corresponded with experiments conducted by Eisenberger

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

had a positive impact.


32
Recommendations

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

in the classroom, however the researcher would recommend using somewhat of a

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

whatsoever, a combination approach is more likely to reach students of various abilities

and backgrounds.

These aspects of classroom management were addressed in 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. 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

environment that is conducive to student learning. CSTP 2.4 – Establishing and

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

the use of rewards is an effective classroom procedure to motivate students to participate

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

instruction of subject matter.

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

answered by a four-week action research study.

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

them? This response to rewards is evidence of lower levels of reasoning. Educators

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

eventually become immune to the effects of rewards. Additionally, behavior,

participation, and assignment completion could have been affected by what types of

activities or assignments were assigned. Some activities are more conducive to

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

student behavior, participation, and assignment completion.

The research aligned itself to the California Lutheran University STRIVE

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

impact of extrinsic rewards on middle school students’ behavior, participation, and

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.

Another suggestion would be to differentiate between different types of activities.

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

themselves, and could impact overall results.

An additional way to expand research would be to differentiate between student

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

extrinsic rewards in the classroom.

Conclusion

Tangible rewards can definitely have a positive impact on students’ motivation to

behave better, participate more, and complete more assignments. However, teachers need

to use extrinsic rewards wisely so students do not become dependant on them or

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

management starting in May. It will be interesting to observe more of the long-term

effects of rewards. I intend to utilize rewards for as long as they seem to have a positive

impact on my students. If long-term use of rewards ends up having a negative impact on

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

talking with them in person.

Letter to Colleagues

Dear Las Colinas Administrators and Teachers,

As many of you know, I am currently working towards a Master of Education

Degree at California Lutheran University. I have just completed a four-week study on the

effects of tangible rewards on seventh-grade students’ behavior, participation, and

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

out their feelings on rewards.

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,

therefore, it is definitely an individual decision whether to utilize this method or not.

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?

Chocolate Lovers’ Favorite Cake

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!

Circle the answer closest to how you feel.


1. How did you feel when Mrs. Manley began to use tickets for rewards?
a) I liked it! b) It was okay. c) I didn’t even notice. d) I didn’t like it!

2. Did the tickets make you want to behave better?


a) Yes! b) A little bit. c) It didn’t change anything. d) Nope!

3. Did the tickets make you want to behave worse?


a) Yes! b) A little bit. c) It didn’t change anything. d) Nope!

4. Did the tickets make you want to participate more?


a) Yes! b) A little bit. c) It didn’t change anything. d) Nope!

5. Did the tickets make you want to participate less?


a) Yes! b) A little bit. c) It didn’t change anything. d) Nope!

6. Did the tickets make you want to complete more assignments?


a) Yes! b) A little bit. c) It didn’t change anything. d) Nope!

7. Did the tickets make you want to complete fewer assignments?


a) Yes! b) A little bit. c) It didn’t change anything. d) Nope!

8. Is there anything else you want to add?


_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________

Thanks! 
42

APPENDIX B

Student Reward Certificates


43
44
45
46
APPENDIX C

Principal Consent Form


47
48
APPENDIX D

Parent Consent Form


49
50

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