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This study deals with literature and studies of both local and foreign that the
Education Program articulates the recognition given to learners who have shown
exemplary performance in specific areas of their school life. These guidelines are
(DepEd Order No. 8 s. 2015), which supports learners’ holistic development in order
for them to become effective lifelong learners with 21 st century skills. This policy
aims to give all learners equal opportunity to excel in relation to the standard set
by the curriculum and focus on their own performance rather than to compete with
one another. It recognizes that all students have their unique strengths that need
to veer away from valuing only academic achievement based on high grades and
move toward valuing and celebrating a wide range of student achieveme nts. The
awards aim to acknowledge and promote student excellence in various areas and
the policy encourages all learners to remarkably and skillfully perform specific kinds
of tasks critical to their success in school and at work. Consequently, the policy will
include all learners and encourage them to be proactive members of their school
and community.
helps your child to do more of the things you want her to do. Rewards that happen
right after a behavior are best. Sometimes rewards can’t be given right away but
should be given as soon as possible. Rewards don’t work as well when they a re
given long after a behavior rewards are important in many reasons. First, rewards
can be used to increase self-esteem. Toddlers are preschoolers hear the words
“no”, “don’t”, “stop”, and “quit” many times during the day. This is normal and one
of the ways they learn right from wrong. When a child earns a reward, he knows
what he has done something good and something that you like. Rewards can build
good relationship with your child. When you give rewards to your child, both of you
receives joy and happiness. In giving such material rewards, it must be an item that
your child’s like to have and enjoys. Praise and attention must be always
depending on the type of rewards and the context in which they are given.
Teachers should attempt students more autonomy or control over their own learning
by allowing them to make choices and use collaborative and cooperative
approaches.
by willingness and volition (Lai, 2011). Guay et al. (2010) defined motivation as
greatest challenge for teachers is to make students want to learn (Odera, 2011).
In the study of Glynn and Koballa (2006), they identified six components of
Ryan and Deci (2000) defined intrinsic motivation as the doing of an activity
for its inherent satisfaction rather than for separable consequence. Froiland et al.
(2012) posits that intrinsic motivation to learn, if cultivated, can lead to academic,
done in order to attain some separable outcome.” Deci, Koestner and Ryan
(2001) provided a strong support to the concept that rewards have substantial
identified as important motivational sources (Bernardo, Salanga, & Aguas, 2008). Positive
relationships with peers and teachers have been mentioned as major facilitators of
learning for students on their way to obtain a degree (Reyes & Galang, 2009). In this
sense, students are motivated by their peers to become high achievers as well as by
teachers who are viewed as authority figures (Bernardo et al., 2008). The current study
tackles the role of peers and teachers as motivational source for Filipino students by
tends to vary across subject areas, and this domain specify increases with age.
Motivation in children predicts motivation later in life, and the stability of this
appraisals students make about the importance and value of academic tasks they engage
in. The present study looked into Filipino students’ structure of academic emotions, as
well as intrinsic and extrinsic motivation as antecedents of academic emotions, upon the
assumption that students’ motivations are shaped by their appraisals of importance and
value of schooling. Results showed that intrinsic motivation had a positive predictive utility
on positive emotions but negatively associated with any negative types of emotions.
markets this created by the desirable situation where, because you value stuff that
I have but you don’t, and value stuff that you have that I don’t, we can trade in such
way that we are both happier as a result. Part of the theory of motivation tries to d o
is explain and predict who has which wants. This turns out to be exceedingly
difficult. ,any theories posit a hierarch needs, in which the needs at the bottom are
the most urgent and need to be satisfied before attention can be paid to the others.
The New Age hype about praising and rewarding children for what we call
“good” behavior has gained massive popularity. “Find something good your child
has done, and praise them for it” say the Nouveau “how-to” books and seminars.
Psychologist all over recommended the “star chart” treatment to modify the child’s
Contrary to a popular myth, there are many studies showing that when
children expect or anticipate rewards, they perform more poorly. One study found
that students’ performance was undermined when offered money for better marks.
A number of American and Israeli studies show that reward system suppress
students’ creativity, and generally impoverish the quality of their work. Rewards can
kill creativity because they discouraged risk-taking. When children are hooked in
getting a rewards, they tend to avoid challenges, to “to play it safe”. They refer to
do the minimum required to get the prize. Here is a good illustration of why we
made a mistake of believing a rewards, based on the benefits that appear on the
surface.
every book they read, reading rate soared. This certainly look encouraging -at first
glance. On closer inspection, however it was demonstrated that the children where
selecting shorter books, and that their comprehension test-scores plummeted. They
were reading for junk-food, rather than for the intrinsic enjoyment of reading.
Meanwhile, reading outside the school (unrewarded situation) dropp ed off. There
were more studies showing that, while rewards may well increase activity, they
smother enthusiasm and kill passion. Individuals anticipating rewards lose interest
in activities that were otherwise attractive. It seems that the more we want th e
reward, the more we come to dislike what we have to do to get it. The activity
required of us stands in the way of our coveted prize. It would been smarter to just
give the children more interested books, as there are plenty of evidence that
changes in the brain. Research shows that with proper motivation more areas of
Children who are energized and activated in school are being motivated that
learning is the part of life that needs attention and understanding. Learning to know
what are the right things to do in school and they are send to school give them
accomplishments of being intrinsically motivated to do good in class.
encouragements, grades and other external motivation are intrinsic motivation this
is given for students to participate in class and limits this appropriate to perform
well in class activities. This help teacher to keep children listens in their instruction
during class discussion and tries to keep their performance at their best.
Both students and educators should enjoy “living, learning, and laughing” in learning
speaker.
broad categories. Adopting these approaches can assist teachers in their endeavor to
provide the right conditions for student learning: (1) the behavioral view, (2) the
cognitive view, (3) the humanistic view, and (4) the achievement motivation theory.
through the use of extrinsic reward. Biehler and Snowman (1993) state that behavioral
interpretations of learning help to explain why some pupils react favorably to particular
subjects and dislike others. Social theorist, such as Albert Bandura, emphasize the
impact of students’ identification and imitation of someone, pointing out their resulting
such as praise and rewards may lead to resentment, limitation of transfer, may cause
as a means to an end. They suggest that to limit the negative effects to extrinsic
rewards, teachers should use extrinsic forms of reward only when correct or desired
response occur.
students face a problem, they will desire to solve it. This is consistent with Piaget’s
experience a discrepancy between something new and what they already know or
posing questions that will cause students to recognize gaps in their thinking, which will
want to fill.
Biehler and Snowman (1993) pointed out that Maslow described cognitive
needs and aesthetic needs to play a critical role in the satisfaction of basic needs. They
said that Maslow maintained that such condition as the freedom to investigate and
because their absence makes satisfaction of the five basic needs impossible.
Atkinson and Pintrich, argued that individuals' choices and persistence expended in
attributed to the task (i.e., expectancy-value beliefs. Expectation refers to students' beliefs
that they are capable of accomplishing a task, and self-efficacy is an essential component
of expectation. Pintrich & DeGroot (1990) found that it is important to teach students
different cognitive and self-regulatory strategies. These can improve students' academic
and the successful experiences will motivate the students to work on the next task. When
a person is convincing that she/he can do something, then it will increase efforts to do
something (Pintrich and Groot, 1990). Intrinsic motivation correlates positively toward
student learning performance and attitude of the students towards learning (Byman et al.,
2012).
Similar to control, students who place more value on their education were more
likely to be engaged, invest more effort in the classroom, and persist during learning tasks
(Eccles, 2005; Pintrich & De Groot, 1990). Task value has been shown to increase
Simonton, Dasinger, & Garn, 2016) and improve learning and achievement outcomes
(Pekrun, Elliot, & Maier, 2009; Myres stated that people who believe in their own
competence and effectiveness, as well as having an internal control center, perform better
handling and achieve more than others. Of all the rewards given, grades are the most
common reward (Seoane and Smink, 1991). These good intentions, though, are missing
the mark. When rewards are given, children don't perceive themselves in control of
learning, they approach and complete tasks differently than when rewards are not given,
and their work is judged as less creative (Amabile and Gitomer, 1984; Condry, 1977;
Specifically, students do not see the cause/effect link between the actions they
take and the things that happen to them. Repeated failures in school cause them to build
barriers to protect themselves, and therefore they become uninvolved in school (Long
and Bowen, 1995). Rewards, then, should be replaced with teaching that is focused on
the intrinsic motivation of the student. A common goal should be to have the student’s
interest be at the center of their learning, not a reward. Students who are taught to
behavior, and increase their achievement (DeCharms, 1972). Also, students who
perceive themselves as more in control of learning have better self-esteem (Ryan and
Grolnick, 1986).