IMPROVING THE BEHAVIOR AMONG ELEMENTARY GRADES PUPILS THROUGH THE USE OF EXTRINSIC MOTIVATION SCHOOL YEAR 2010-2011

AN ACTION RESEARCH

ANABELLE P. FADERAN ANA LOREEN R. MARQUEZ ALMA C. MIGUEL LESLEE ANNE C. RAMONES (Bachelor of Elementary Education)

Mariano Marcos State University College of Teacher Education Laoag City Mariano Marcos State University College of Teacher Education

Laoag City

APPROVAL SHEET

The research attached hereto entitled IMPROVING THE BEHAVIOR OF THE ELEMENTARY STUDENTS TROUGH EXTRINSIC MOTIVATION, S.Y 2010-2011, prepared and submitted by Anabelle Faderan, Ana Loreen Marquez, Alma C. Miguel and Leslee Anne Ramones, is hereby approved and accepted.

ACKNOWLEDGEMENT

The completion of this action research would be an impossible one without the help of some people. It is then that we wish to express our profound gratitude and appreciation to the following persons who shared their precious time, talent resources and services. Our sincerest thanks to; Professor Edna Nagtalon, our research adviser, for her patience and kindness in correcting the rough drafts of our action research and for the assistance and encouragement she gave in making the research a success; Research coordinator and editor, for her invaluable suggestions in the improvement of the research; Dr.Eduardo T. Borja for his constant advice and inspiration to finish this work;

Background of the problem

Teaching is not always enough to change behavior over the long haul. Students need to be recognized and rewarded when they are meeting the expectations that have been established. In moderation, classroom rewards are most helpful when encouraging good group behavior. This is especially true when they provide immediate feedback on appropriate behavior. Many teachers see extrinsic material rewards as an appropriate and effective way to manage behavior in the elementary classroom. Other teachers don't want to "bribe" the kids to do work that they should be intrinsically motivated to do on their own. Positive reinforcement is one of the best ways to encourage students to grow and succeed; by offering them ribbons and certificates as a reward for their achievements, you can help them to continue to do their best in school and keep them from falling into the pattern of just getting by. The idea of classroom rewards is an important concept to consider in the beginning of the school year. If you start off the year showering students with rewards, they are going to expect it and will most likely only work for the rewards. Teachers might want to try going as long as they can without rewards because the prizes start losing their effectiveness after awhile because the kids expect them or get used to receiving the rewards. It also works to change the rewards as the year progresses, just to add a little excitement and a boost to their effectiveness. The use of rewards should always have the goal of producing a long term change in behavior. This involves continual evaluation of the effectiveness of the type of reward, the frequency at which it is given, its effect on the behavior, and gradual elimination of the reward. Behavior is a result of something and sometimes that something is called learned behaviors. These can be learned at home or from previous teachers. There are also students who have not been successful in the classroom and sometimes rewards can motivate them to the point at which they can begin to be successful. Once they are successful eliminated. in the classroom, these rewards can gradually be

Analysis of the problem Through observed condition of classes when it comes to teaching, the researchers learned that the performance of the pupils might be affected by their attitudes toward learning. The researchers found out that the attitudes of the pupils during discussion are not favorable. They are doing unnecessary things inside the classroom. Hence, attitude and discipline toward the subject affect them thats why they cannot concentrate very well in the ongoing lesson. Statement of the Problem This study aimed to find out the effectiveness of extrinsic motivation in minimizing the disruptive behavior of elementary grades pupils. More specifically, it sought to answer the following questions 1. What are the characteristics manifested by the elementary grades pupils before the use of extrinsic motivation? 2. What extrinsic motivations are used to minimize the

disruptive behavior? 3. What are the characteristics manifested by the elementary grades pupils after the use of the extrinsic motivation? Significance of the Study This study could provide educational program planners a basis in formulating a curriculum relevant to the needs of the students. This study would benefit most of the students for they can get some hints of how to improve their behavior. This paper could serve a referral on how to minimize the disruptive behavior of children inside the classroom. This work will give insight on how to deal with children

manifesting disruptive behavior during class discussion. This paper discusses the effectiveness of extrinsic motivation in minimizing the disruptive behavior manifested by the elementary grades pupils to give us insights on how to deal with young children.

CURRICULUM VITAE

Background Information Name Address Age Date of Birth Place of Birth Civil Status Nationality Family Background Fathers Name Occupation Mothers Name Occupation Educational Background Elementary School Date Graduated Secondary School Date Graduated Tertiary University : : 2007 Mariano Marcos State : : 2003 Ilocos Norte National High : A.P Santos Elementary : : : : Alfredo V. Miguel jr Tricycle Driver Rosemarie C. Miguel Manicurist : : : : : : : Alma C. Miguel Brgy.4, Laoag City 20 years old August 19, 1990 Laoag City Single Filipino

Agripino P. Santos Elementary School Boys: Girls:

1. Albano, Rianne Jake 2. Ancheta, Angelo 3. Balendoa, Ryan Joshoa 4. Balowa, Amanoden 5. Camacho, John Paul 6. Cariz, Alhapis 7. Cuvillas, Rhussel 8. Francisco, Arjay 9. Grafe, Angelo Pepito 10. Guillermo, Paul Gerick 11. Moh.Amin, Sadic 12. Pambaya, Jomar 13. Peralta, Alexander 14. Pascual,Albert Junrey 15. Rey, Alexander 16. Santiago, John Edmar 17. Tampugao, Olowan

1. Barcioles, Juliane Nicole 2. Binnua, Baby Lyn 3. Daguio, Leadel 4. Dirampatuan, Saida 5. Elegado, Dianne 6. Imam, Siettenor 7. Jimenez, Khyra Christian 8. Madrid, Ma.Cleofe 9. Magdua, Anna 10.Miguel, Lovely Mae 11.Minalang, Zaira 12.Palting, Diamond Vena

Mariano Marcos State University College of Teacher Education Laoag City Ms. Teresita M. Pascual School Principal Agripino P. Santos Elementary School Laoag City

Madam: I am a graduating student of Mariano Marcos State University College of Teacher Education. I am presently conducting an action research entitled IMPROVING THEBEHAVIOR OF THE ELEMENTARY STUDENTS TROUGH EXTRINSIC MOTIVATION In this connection, may I ask permission, to conduct my action research to the grade III pupils in your school. I look forward for your favorable approval to this request. Very truly yours, ALMA C. MIGUEL Noted: EDNA NAGTALON Research Adviser

Agripino P. Santos Elementary School

Table 1- PUPILS BEHAVIOR DURING THE FIRST WEEK Score Interval 101-125 76-100 51-75 26-50 1-25 Descriptive Rating Outstanding Very Satisfactory Satisfactory Fair Poor Frequency 0 11 7 8 3 Percentage 0% 37.93% 24.13% 27.58% 10.34%

Table 2- PUPILS BEHAVIOR DURING THE SECOND WEEK Score Interval 101-125 76-100 51-75 26-50 1-25 Descriptive Rating Outstanding Very Satisfactory Satisfactory Fair Poor Frequency 3 11 9 4 2 Percentage 10.34% 37.93% 31.03% 13.79% 6.89%

The results of table 1 during the first week show that none of the pupils got a rating of Outstanding while 37.93% got a rating of Very Satisfactory, 24.13% got a rating of Satisfactory, 27.58% got a rating of Fair and 10.34% got a Poor rating. The results of table 2 during the second week show that 10.34% of the pupils got a rating of Outstanding while 37.93% of the pupils got a rating of Very Satisfactory, 31.03% got a rating of Satisfactory, 13.79% got a rating of Fair and 6.89% got a Poor rating. Table 2 shows that there was a marked increase of value in the Descriptive Rating of Outstanding and Satisfactory. There was an improvement of the percentage of outstanding from 0% in the first week to 10.34% in the second week, percentage of Satisfactory from 24.13% in the first week to 31.03% while the percentage of Very Satisfactory is the same in the first and second week, which is 37.93%. Table 2 also shows that there was a marked decrease of value in the Descriptive Rating of Fair and Poor. The percentage of Fair during the first week is 27.58% and it

decreased to 13.79% during the second week while the percentage of poor during the first week is 10.34% and it decreased to 6.89% during the second week. Table 3 Summary of Pupils Behavior for the first and second week Score Interval 101-125 76-100 51-75 26-50 1-25 Descriptive Rating Outstanding Very Satisfactory Satisfactory Fair Poor Frequency Of First week 0 11 7 8 3 Percentage 0% 37.93% 24.13% 27.58% 10.34% Frequency Of Second week 3 11 9 4 2 Percentage 10.34% 37.93% 31.03% 13.79% 6.89%

In general the table shows that there is an improvement of the behavior of the pupils in the second week in comparison to that in the first week and there is a significant change on observed disruptive behavior manifested by the elementary pupils after the rewarding were introduced.

Classroom Behavior: Why It's Hard To Be Good The research demonstrates that being good is not a simple matter. Once some children acquire poor overall reputations among teachers and other school staff, classmates and parents, it becomes difficult for them to be regarded as good. When young children start school they also have to develop interpretive skills to decode and negotiate mixed messages about how to behave. This study of four- and five-year-olds in reception classes was undertaken by Professor Maggie MacLure and Professor Liz Jones of Manchester Metropolitan University. They found that two broad types of behavior in school cause particular concern: physical actions such as kicking and punching and persistent failure to comply with adults' requests. Repeatedly calling out or not sitting properly in class, failing to listen or being noisy in queues are all examples of conduct likely to arouse the concern of teachers and other staff. Yet such behavior does not always result in children gaining poor reputations. This is most likely to happen when a child's immediate conduct is regarded as a sign of a wider problem. Children's reputations may be linked, for example, to teachers' views of their home background. Some parents risk being judged as neglectful, indulgent, anxious, uncooperative or interfering, and therefore as failing to adequately prepare their son or daughter for school. This in turn feeds into teachers' perceptions of that child's behavior as a 'problem'. Medical explanations such as undiagnosed autism or deafness are sometimes applied to explain behavior, as are characterizations of particular children as lazy or manipulative. The research shows that once such reputations are formed they will be used to read children's day-to-day behavior and, when the reputations spread to classmates and other parents, it becomes very difficult for such children to be recognized as good. "Once children's reputations have started to circulate in the staffroom, dining hall and among parents, their behavior easily becomes interpreted as a sign of particular character traits," says Professor MacLure. "One of the main functions of the reception year is

to form a crowd of individual children into a class and tolerance of diversity is generally low. Classroom discipline is a very public activity and children who do not conform to the rules will be publicly marked as different." Young children must learn to perform emotions that are valued in the reception class such as happiness, sadness, fairness, sharing, kindness and being nice and accept that other emotions are regarded as less appropriate. They need to be able to negotiate mixed messages. Reporting the misbehavior of classmates is an example of the type of mixed message which circulates in classrooms while it sometimes earned teachers' approval it might also be interpreted as telling-tales, an unpopular practice with both children and adults. "The research shows that classroom culture is an important factor in generating problematic reputations for some children, says Professor Jones.Disciplinary practices that produce social order and forge a collective identity may marginalize a minority. Some cherished principles of early years education may also have unintended consequences. The principle of strong home-school links, for instance, may contribute to certain families being identified as sources of their children's problematic behavior."

Chapter I THE PROBLEM Background of the study Many problems that students experience are normal responses to stressful events in their lives. These problems are generally temporary. However, the difficulties of students with behavior

disorders make it impossible for them to complete fundamental tasks, such as acquiring skills and interacting with teachers or peers. These difficulties may vary considerably in degree. Some problems may be so subtle that experts will disagree about whether they constitute behavior disorders at all. Children who have behavior disorders typically experience problems that are markedly different from the behavior of students of similar age and cultural background. Their problems persist or recur frequently, even when schools provide

nurturing environments. These problems occur both in school and at home or in the community. Many young children will experience to varying degrees any one of a score of possible problems as a normal part of their developmental progress. Although these problems are not necessarily detrimental to their progress, they are troublesome, especially from the parents point of view. Most of the behavior problems young children experiences are temporary in nature. As such, these behaviors present challenges for young children in their interactions with others, especially within their family system. Most problems are stage-specific. Parents are often disturbed by the appearance and continued presence of certain kinds of behavior problems. An immediate response is to attempt every possible means to eliminate the troublesome behavior from the childs repertoire on the notion that once ingrained, such behaviors become permanent and habitual.

Chapter II THEORETICAL FRAMEWORK This chapter presents the review of related literature and studies where the study was anchored, the concepts that the study attempted to prove. Review of Literature Socialization Studies in this area have focused on the extended pattern of using rewards for behavior over time. The model focuses on two levels: micro- and macro-analysis. The "micro-analysis" level focuses on moment-to-moment interactions while a "macroanalysis" does so with parenting variables. Over the last few decades, longitudinal studies have supported the idea that contingent use of reinforcement and punishment over extended periods of time lead to the development of prosocial, as well as antisocial behavior. Midlarsky and colleagues (1973) used a combination of modeling and reinforcement to build altruistic behavior. At least two studies exist in which modeling by itself did not increase prosocial behavior, however, modeling is much more effective than instruction-giving such as "preaching." The role of rewards has been implicated in the building of self-control and empathy. Cooperation seems particularly susceptible to rewards. Sharing is another prosocial behavior influenced by reinforcement. Reinforcement is particularly effective, at least early in the learning series, if context

conditions are similar. Evidence exists to show some generalization. While reinforcement is generally accepted, the role of punishment has been more controversial. An interesting batch of studies exists in the research on the role of punishment. One study found that donation rates of children could be increased by punishing episodes of failure to donate. The socialization process continues by teachers and by peers with reinforcement and punishment playing major roles. Peers are more likely to punish cross-gender play and reinforce play specific to gender. Older studies found that teachers were more likely to reinforce dependent behavior in females. Such patterns have been found to contribute to gender differences at least in the short run. Behavioral principles have also been researched in emerging peer groups with focus on status. Such research has found that neglected boys are the least interactive and aversive, yet remain relatively unknown in groups. In addition, this research suggests that it takes different social skills to enter groups than to maintain or build status in groups. Other research has found that withdrawn behavior can be decreased with a corresponding increase in social interactions for children. In short, children have been shown to imitate peers. One study reported on average 13 imitative acts per child and hour. In addition, peers frequently reinforce each other's behavior. Among the aspects of social development responsive to peer reinforcement are sex-typed behavior, modes of initiating interaction, and aggression. This led to comprehensive behavioral models for moral and social behavior. Recent efforts by Pelaez-Nogueras & Gewirtz (1995) are of interest in the generation of a comprehensive behavioral development model of moral and social behavior. Their behavior-analytical approach to a comprehensive model highlights how the basic behavioral processes are of thought early to be involved behavior in the acquisition Their and maintenance moral patterns. analysis

emphasizes that what has been termed "moral" behavior of an individual is ultimately the result of a history of socio-environmental

contingencies affected by the consequences of that individual's behavior. They illustrated how the operant-learning paradigm with its emphasis on action and extrinsic stimuli, can account for much moral behavior as an outcome of conditioning processes. In this analysis, various processes are proposed for pre- and post-language acquisition individuals, taking into account behaviors that are public or private, non-verbal or verbal, and that may denote altruism, empathy, selfsacrifice, sharing, caring, conscience, justice, loyalty, or virtue. In this conceptual work, they noted the distinction between direct contingency-shaped behavior and rule-governed behavior in which moral behavior is seen initially as under the control of nonverbal direct contingencies in pre-linguistic children. Later, with advances in the child's language skills, much of that behavior is seen as coming under the control of verbal explicit rules (including both those that are selfformulated and those provided by others). This behavior analytic approach details the features of the operant-learning paradigm efficiently to explain the very same phenomena in the moral realm; that behavioral, cognitive, and mental theories have targeted at the same time that it attempts to fill in details that cognitivedevelopmental postulates seem to require. Moreover, this work offered a basic behavior analytic explanation of moral phenomena not previously analyzed. They emphasized behavioral outcomes as well as antecedent and concurrent verbalizations of those behaviors (including verbal reasoning and moral judgment that have been the study matter of cognitive-developmental theories) the model may provide some leads on how to deal with overt actions in the moral realm. Children with social problems do appear to benefit from behavior therapy and behavior modification based on behavior analytic principles. For example, modeling has been used to increase participation by shy and withdrawn children. One of the strongest effects seems to be shaping of socially desirable behavior through positive reinforcement.

Antisocial behavior In the development of antisocial behavior, etiological models for antisocial behavior show considerable correlation with negative reinforcement and response matching. Such models have consistently found a role for escape conditioning through the use of coercive behavior as having a powerful effect on the development and use of future antisocial tactics. From this view, antisocial behavior can be seen as functional for the child in moment to moment interactions. The rate of pro-social tactics used to antisocial tactics used during conflicts is directly proportional to the payoff. This model explains 76% of the variance in child's chosen tactics and over 56% of the variance in the parents chosen tactics. Finally, the tactic payoff model was replicated and shown to predict arrest rates two years later. The role of stimulus control has also been extensively explored in the development of antisocial behavior. Using lag sequential analysis, researchers have been able to describe the immediate impact of one person's behavior on another in the family. Such patterns showed that over learning was so rampant that the behavior was automatic and cognitive awareness was neither necessary nor sufficient to explain the interactions Recent behavioral focus in the study of antisocial behavior has been a focus on rule-governed behavior. While correspondence for saying and doing has long been an interest for behavior analysts in normal development and typical socialization, recent conceptualizations have been built around families that actively train children in antisocial rules as well as children who fail to develop rule control. Behaviorism Behaviorism as a theory was primarily developed by B. F. Skinner. It loosely encompasses the work of people like Edward Thorndike, Tolman, Guthrie, and Hull. What characterize these investigators are their underlying assumptions about the process of learning. In essence, three basic assumptions are held to be true. First, learning is manifested by a change in behavior. Second, the environment shapes behavior. And third, the principles of contiguity (how close in time two events must be for a bond to be formed) and reinforcement (any means of increasing the likelihood that an event will be repeated) are central to explaining the learning process. For behaviorism, learning is the acquisition of new behavior through conditioning. There are two types of possible conditioning:

1) Classical conditioning, where the behavior becomes a reflex response to stimulus as in the case of Pavlov's Dogs. Pavlov was interested in studying reflexes, when he saw that the dogs drooled without the proper stimulus. Although no food was in sight, their saliva still dribbled. It turned out that the dogs were reacting to lab coats. Every time the dogs were served food, the person who served the food was wearing a lab coat. Therefore, the dogs reacted as if food was on its way whenever they saw a lab coat. In a series of experiments, Pavlov then tried to figure out how these phenomena were linked. For example, he struck a bell when the dogs were fed. If the bell was sounded in close association with their meal, the dogs learned to associate the sound of the bell with food. After a while, at the mere sound of the bell, they responded by drooling. 2) Operant conditioning where there is reinforcement of the behavior by a reward or a punishment. The theory of operant conditioning was developed by B.F. Skinner and is known as Radical Behaviorism. The word operant refers to the way in which behavior operates on the environment. Briefly, a behavior may result either in reinforcement, which increases the likelihood of the behavior recurring, or punishment, which decreases the likelihood of the behavior recurring. It is important to note that, a punishment is not considered to be applicable if it does not result in the reduction of the behavior, and so the terms punishment and reinforcement are determined as a result of the actions. Within this framework, behaviorists are particularly interested in measurable changes in behavior. Educational approaches such as applied behavior analysis, curriculum based measurement, and direct instruction have emerged from this model

Learning and behavior * LEARNING - Is the act of acquisition of knowledge and the processing of that knowledge into memory. In human beings, the capacity to learn begins at a subconscious level at time of conception. The chemical composition of the fluids of the womb has a

dynamic relationship with the environment in which the mother moves. Stress - or distress - is one of the key factors in determining how a fetus will develop in the womb and how well brain structures are laid down that will allow the child to learn. Other factors include toxic chemicals in water and food, infections such as German measles, and/or drugs. As the fetus develops, it apparently is able to react to sound. It seems to respond to its mother's voice as well as the other sounds in the mother's environment. The reaction to sound can affect the chemistry of the womb. If the biochemistry of the womb is adequate and all sensory systems are intact and functional, then learning is easily undertaken. At birth, if the brain is not injured during delivery, the child is able to respond to environmental stimuli through a well-functioning sensory system. A child first learns to respond to touch. Touch is one of the most powerful learning mechanisms we have. A child can respond to language and communication through body language long before it is capable of speaking. A mother and child learn much about each other through nonverbal observation of behavior. As learning takes place, behavior will change. Some parents are now teaching their children simple sign language at age 9 to 12 months. Though the child is not yet ready to speak, he/she can communicate through simple hand signs resulting in much less frustration. At about 18 to 24 months, a child begins to speak and acquire the vocabulary that will be the basis for learning to read, write, and spell. Parents can assist this process by providing a low-stress, loving, and positive environment and by providing a good language model for the child to hear. A child's curiosity about the world around it is a great motivating factor to learn not only language, but relationships - cause and effect, consequences of behavior, gravity, or reactions of others to circumstances. A child is literally a sponge, absorbing information and gaining knowledge about its world. Every child's world will be different depending upon the inner chemistry of the individual child and the environment in which that child moves. These two factors will have a synergistic impact on the child's behavior and its intrinsic curiosity. Learning will continue throughout a lifetime.

* ATTENTION - In recent years there has been much publicity about attention deficit disorder, ADD/ADHD. However, the usual problem is not a deficit of attending, but an inability to focus attention on task. The individual is attending to too many things at once. In order to learn, a child needs to be able to ignore various stimuli around it and focus on task. Curiosity and interest in the subject are motivating factors to help the child focus. It is also necessary to have a well functioning neurobiology of the central nervous system. Many times nutritional remediation will help. Other times drugs are used. Most individuals who have been diagnosed with ADD/ADHD have some problem with learning disabilities. * MEMORY - If a child is to learn, its ability to remember needs to be intact. Every sensory system seems to have its own memory component. Therefore we have many memories such as auditory, visual and tactile memories as well as short-term and longterm memories. In order to build on learning, knowledge must be comprehended and stored in some long-term memory. A positive environment helps a child remember and a distressing environment will interfere with proper memory storage. As new knowledge is learned, it can then be integrated with other memories to create new ideas and new concepts. Without good memory capacities, learning will be limited. * EDUCATION - For the last 40 or 50 years, learning disabilities have been considered an educational problem. Although education may be thought of as the some total of all of one's learning, education today usually refers to the education that a person gets in school, from kindergarten through graduate school. In 1975, the United States Congress passed P.L. 94-142, Education for All Handicapped Children, now known as IDEA, '97, (Individuals with Disabilities Education Act, '97). Learning disabilities are included as a handicapping condition. This legislation required that schools provide an Individual Educational Plan (IEP) for a child who has been diagnosed with this disorder. It requires that the school district to develop a plan that is designed to see to it that the child is successful in learning basic skills such as reading, writing, spelling, mathematics, etc.

The Americans with Disabilities Act was passed in 1990 to require businesses, including colleges, to accommodate individuals with disabilities. Children grow up to be adults with learning disabilities. Therefore, colleges are required to accommodate those individuals who, with help, can successfully learn at college level. The Disabled Students Services office of each college is required to develop a program for each disabled individual who comes to their campus. The programs at many colleges are still extremely limited. * BEHAVIOR - Although learning disabilities are a "hidden handicap," that is, they are difficult to see by the untrained eye, a trained professional can watch the behavior of the child and test the child's behavioral responses on selected tests, an then can diagnose what is wrong with a child's ability to learn. By observing a child's response to certain teaching techniques, professionals can determine how a child learns and how best to try to access that particular brain. Therefore, observation of behavior by the parent, the teacher, the psychologist, and other professionals is extremely important in determining how a child can learn. * ANTI-SOCIAL BEHAVIOR A person with learning disabilities, ADD and ADHD is not predestined to become a criminal or commit acts of violence. However, it is equally clear from the research that children and adults with these disorders are at elevated risk of brain malfunctions that can lead to dyslogic, lack of insight and foresight, lack of fear and remorse, impulsivity, poor abstract thinking and social skills, low anger threshold, an inability to realize the consequences of actions or to learn from experience, and a lack of empathy for animals and people. Research is desperately needed into the etiology, treatment, and prevention of brain malfunctions that cause learning disabilities and ADHD. Only a minority of individuals with learning disabilities or ADHD become delinquents or criminals. But it is a substantial minority and for their sake and ours, we need to understand why.

Motivation Motivation is the activation of goal-oriented behavior. Motivation is said to be intrinsic or extrinsic. The term is generally used for humans but, theoretically, it can also be used to describe the causes for animal behavior as well. This article refers to human motivation. According to various theories, motivation may be rooted in the basic need to minimize physical pain and maximize pleasure, or it may include specific needs such as eating and resting, or a desired object, hobby, goal, state of being, ideal, or it may be attributed to less-apparent reasons such as altruism, selfishness, morality, or avoiding mortality. Conceptually, motivation should not be confused with either volition or optimism.[1] Motivation is related to, but distinct from, emotion. Intrinsic and extrinsic motivation Intrinsic motivation refers to motivation that is driven by an interest or enjoyment in the task itself, and exists within the individual rather than relying on any external pressure. [2] Intrinsic motivation has been studied by social and educational psychologists since the early 1970s. Research has found that it is usually associated with high educational achievement and enjoyment by students. Explanations of intrinsic motivation have been given in the context of Fritz Heider's attribution theory, Bandura's work on self-efficacy,[3] and Deci and Ryan's cognitive evaluation theory (see selfdetermination theory). Students are likely to be intrinsically motivated if they: * attribute their educational results to internal factors that they can control (e.g. the amount of effort they put in), * believe they can be effective agents in reaching desired goals (i.e. the results are not determined by luck), * are interested in mastering a topic, rather than just rote-learning to achieve good grades.

Extrinsic motivation comes from outside of the individual. Common extrinsic

motivations are rewards like money and grades, coercion and threat of punishment. Competition is in general extrinsic because it encourages the performer to win and beat others, not to enjoy the intrinsic rewards of the activity. A crowd cheering on the individual and trophies are also extrinsic incentives. Social psychological research has indicated that extrinsic rewards can lead to over justification and a subsequent reduction in intrinsic motivation. In one study demonstrating this effect, children who expected to be (and were) rewarded with a ribbon and a gold star for drawing pictures spent less time playing with the drawing materials in subsequent observations than children who were assigned to an unexpected reward condition and to children who received no extrinsic reward.[4] Self-determination theory proposes that extrinsic motivation can be internalized by the individual if the task fits with their values and beliefs and therefore helps to fulfill their basic psychological needs. Internalized extrinsic motivation has been shown to lead to more positive outcomes, such as wellbeing, increased productivity and task satisfaction. Motivational theories

A reward, tangible or intangible, is presented after the occurrence of an action (i.e. behavior) with the intent to cause the behavior to occur again. This is done by associating positive meaning to the behavior. Studies show that if the person receives the reward immediately, the effect would be greater, and decreases as duration lengthens. Repetitive action-reward combination can cause the action to become habit. Motivation comes from two sources: oneself, and other people. These two sources are called intrinsic motivation and extrinsic motivation, respectively. Applying proper motivational techniques can be much harder than it seems. Steven Kerr notes that when creating a reward system, it can be easy to reward A, while

hoping for B, and in the process, reap harmful effects that can jeopardize your goals. A reinforce is different from reward, in that reinforcement is intended to create a measured increase in the rate of a desirable behavior following the addition of something to the environment. Incentive theory in psychology treats motivation and behavior of the individual, as they are influenced by beliefs, such as engaging in activities that are expected to be profitable. Incentive theory is promoted by behavioral psychologists, such as B.F. Skinner and literalized, by behaviorists, especially by Skinner in his philosophy of Radical behaviorism, to mean that a person's actions always have social ramifications: and if actions are positively received people are more likely to act in this manner, or if negatively received people are less likely to act in this manner. Incentive theorists tend to distinguish between wanting and liking, where liking is a passive function evaluating a stimulus, but wanting adds an active process "attracting" the person towards the stimulus. Incentive theory distinguishes itself from other motivation theories, such as drive theory, in the direction of the motivation. In incentive theory, stimuli "attract", to use the term above, a person towards them. As opposed to the body seeking to reestablish homeostasis pushing it towards the stimulus. In terms of behaviorism, incentive theory involves positive reinforcement: the stimulus has been conditioned to make the person happier. For instance, a person knows that eating food, drinking water, or gaining social capital will make them happier. As opposed to in drive theory, which involves negative reinforcement: a stimulus has been associated with the removal of the punishment-- the lack of homeostasis in the body? For example, a person has come to know that if they eat when hungry, it will eliminate that negative feeling of hunger, or if they drink when thirsty, it will eliminate that negative feeling of thirst. Positive Behavior Supports: Can Schools Reshape Disciplinary Practices The increase in aggressive and delinquent behaviors in schools throughout the

country has reached critical proportions. Alarmed parents, students, and lawmakers expect educators to respond more effectively (Horner, 2000; Jackson & Panyan, 2002) by incorporating more "get tough" and "zero tolerance" policies (Lewis-Palmer, Sugai, & Larson, 1999). Ironically, these punitive and reactive disciplinary measures may actually heighten the incidence and severity of the behaviors they are designed to reduce (Lewis & Garrison-Harrell, 1999; Turnbull et al., 2002). An increasingly popular alternative to these traditional disciplinary practices is the use of positive behavior supports (PBS), which recognizes the broad set of relevant variables that can affect a person's behavior (Kennedy et al., 2001). Like the ecological view of emotional/behavioral disorders (Hobbs, 1975), the etiology of behavior is not perceived as existing solely within the individual, but is viewed as an interaction between the environment and the child (Jackson & Panyan, 2002). Interventions within the PBS umbrella are built on the foundations of applied behavior analysis (ABA) and repackaged in a more positive, collaborative, and holistic framework. In this context, the specificity of focus, reliance on data, and expectation of observable change germane to ABA are adapted to become more acceptable to practitioners in educational settings. PBS interventions are designed to be proactive, to prevent problem behavior by altering a situation before problems escalate, and to concurrently teach appropriate alternatives (Carr et al., 1999). School-based collaborative teams that include teachers, administrators, and/or special services personnel are an essential piece of PBS programs. As emphasized in the literature (Todd, Horner , Sugai, & Colvin, 1999; Todd, Horner, Sugai, & Sprague, 1999), these teams coordinate and facilitate collecting relevant data to plan, implement, and evaluate strategies that are central to PBS. Within this data-driven process, teams also determine whether interventions should focus on individuals with chronic problems (see Todd, Horner, Sugai, & Colvin, 1999), particular groups of students, specific school settings, or the entire school (see Lewis & Sugai, 1999; Todd, Horner, Sugai, & Colvin, 1999). In taking this more holistic collaborative and preventative approach, PBS represents a major departure from traditional reactive disciplinary practices.

There is a long history of experimental success in changing problem behaviors (Carr et al., 1999). Now, as we try to improve educational environments and encourage greater autonomy within schools, the challenge facing PBS advocates is whether teams can successfully implement research-validated best practices. Can we transfer what we have learned about successful intervention to large numbers of students outside of experimental settings? Can this theory-to-practice gap be overcome so school support teams can create safer, more positive learning environments? This literature review addresses these important questions by identifying relevant studies and through searches using the ERIC, PsycINFO, and Exceptional Child Educational Resources databases, cross-referencing bibliographies, and through consulting with several researchers. Key words entered into these searches included "positive behavior supports" and "effective behavior supports" with all related abstracts appearing in the databases being reviewed. Because of the large number of descriptive papers and the applied nature of this topic, only primary sources that contained substantive quantitative data were included. Further, we also limited our search to schoolbased investigations and included the essential element of collaborative team decision making (Todd, Horner, Sugai, & Colvin, 1999; Todd, Horner , Sugai, & Sprague, 1999). We begin this article with an overview of PBS. Then, steps in the PBS process as well as potential areas of intervention are considered. Because teams first collect and review school records and other relevant information (e.g., discipline reports, absence rates, suspensions, etc.) to plan interventions, we begin by analyzing the use of archival data. Next, because behavior support teams usually target interventions in one area, efficacy research is divided into three primary levels of support: (a) school wide or universal supports for all students, (b) specific setting supports within schools, and (c) supports for individual students with chronic behavior difficulties. The review concludes with a discussion of implications for practice and directions for future research.

CURRICULUM VITAE Background Information Name Address Norte Age Date of Birth Place of Birth Civil Status Nationality Family Background Fathers Name Occupation Mothers Name Occupation Educational Background Elementary Date Graduated Secondary Date Graduated Tertiary : : : : : Caestebanan Elementary School 2003 Caestebanan National High School 2007 Mariano Marcos State University : : : : Simon C. Faderan Farming Marissa P. Faderan Housekeeping : : : : : 19 years old April 06, 1991 13 Caestebanan Banna Ilocos Norte Single Filipino : : Anabelle P. Faderan Brgy. 13 Caestebanan Banna Ilocos

CURRICULUM VITAE Background Information Name Address Norte Age Date of Birth Place of Birth Civil Status Nationality Family Background Fathers Name Occupation Mothers Name Occupation Educational Background Elementary Date Graduated Secondary School Date Graduated Tertiary : : 2007 Mariano Marcos State University : : : Santo Cristo Elementary School 2003 Bacarra National Comprehensive High : : : : Alex C. Ramones Driver Fe C. Ramones Housekeeping : : : : : 19 years old November 16, 1990 16 San Roque II, Bacarra, Ilocos Norte Single Filipino : : Leslee-Anne C. Ramones Brgy. 16 San Roque II, Bacarra, Ilocos

Caestebanan Elementary School

Table 1- PUPILS BEHAVIOR DURING THE FIRST WEEK Score Interval 101-125 76-100 51-75 26-50 1-25 Descriptive Rating Outstanding Very Satisfactory Satisfactory Fair Poor Frequency 0 8 8 2 0 Percentage 0% 44.44% 44.44% 11.11% 0%

Table 2- PUPILS BEHAVIOR DURING THE SECOND WEEK Score Interval 101-125 76-100 51-75 26-50 1-25 Descriptive Rating Outstanding Very Satisfactory Satisfactory Fair Poor Frequency 10 8 0 0 0 Percentage 55.55% 44.44% 0% 0% 0%

The results of table 1 during the first week show that none of the pupils got a rating of Outstanding. The Descriptive Rating, Very Satisfactory and Satisfactory got the same percentages which are 44.44% while 11.11% got a rating of fair and 0% got a poor rating. The results of table 2 during the second week show that 55.55% of the pupils got a rating of Outstanding while 44.44% of the pupils got a rating of Very Satisfactory, 0% got a rating of Satisfactory, 0% got a rating of Fair and 0% got a Poor rating. Table 2 shows that there was a marked increase of value in the Descriptive Rating of Outstanding. There was an improvement of the percentage of outstanding from 0% in the first week to 55.55% in the second week while the percentage of Very Satisfactory remain the same. Table 2 also shows that there was a marked decrease of value in the Descriptive Rating of Satisfactory and Poor. The percentage of Satisfactory during the first week is 44.44% and it decreased to o% during the second week while the percentage of fair

during the first week is 11.11% and it decreased to 0% during the second week.

Table 3 Summary of Pupils Behavior for the first and second week Score Interval 101-125 76-100 Descriptiv e Rating Outstandin g Very Satisfactor y Satisfactor y Fair Poor Frequency Of First week 0 8 Percentage Frequency Of Second week 0% 44.44% 10% 8% Percentage

55.55% 44.44%

51-75 26-50 1-25

8 2 0

44.44% 11.11% 0%

0% 0% 0%

0% 0% 0%

In general the table shows that there is an improvement of the behavior of the pupils in the second week in comparison to that in the first week and there is a significant change on observed disruptive behavior manifested by the elementary pupils after the rewarding were introduced.

Santo Cristo Elementary School Table 1- PUPILS BEHAVIOR DURING THE FIRST WEEK Score Interval 101-125 76-100 51-75 26-50 1-25 Descriptive Rating Outstanding Very Satisfactory Satisfactory Fair Poor Frequency 3 15 6 0 0 Percentage 12.5% 62.5% 25% 0% 0%

Table 2- PUPILS BEHAVIOR DURING THE SECOND WEEK Score Interval 101-125 76-100 51-75 26-50 1-25 Descriptive Rating Outstanding Very Satisfactory Satisfactory Fair Poor Frequency 15 7 1 0 0 Percentage 62.5% 29.1% 4.1% 0% 0%

The results of table 1 during the first week show that 12.5% of the pupils got a rating of Outstanding. The Descriptive Rating, Very Satisfactory got a rating of 62.5% while Satisfactory got a rating of 25% while 0% got a fair and poor rating. The results of table 2 during the second week show that 62.5% of the pupils got a

rating of Outstanding while 29.1% of the pupils got a rating of Very Satisfactory, 4.1%got a rating of Satisfactory, 0% got a rating of Fair and 0% got a Poor rating. Table 2 shows that there was a marked increase of value in the Descriptive Rating of Outstanding. There was an improvement of the percentage of outstanding from 12.5% in the first week to 62.5% in the second week. Table 2 also shows that there was a marked decrease of value in the Descriptive Rating of Very Satisfactory and Satisfactory. The percentage of Very Satisfactory during the first week is 62.5% and it decreased to 41.9% during the second week while the percentage of fair and poor during the first week and second week are the same which are 0%.

Table 3 Summary of Pupils Behavior for the first and second week Score Interval 101-125 76-100 Descriptiv e Rating Outstandin g Very Satisfactor y Satisfactor y Fair Poor Frequency Of First week 3 15 Percentage Frequency Of Second week 12.5% 62.5% 15 7 Percentage

62.5% 29.1%

51-75 26-50 1-25

6 0 0

25% 0% 0%

1 0 0

4.1% 0% 0%

In general the table shows that there is an improvement of the behavior of the pupils in the second week in comparison to that in the first week and there is a significant change on observed disruptive behavior manifested by the elementary pupils after the rewarding were introduced.

Elementary School Table 1- PUPILS BEHAVIOR DURING THE FIRST WEEK Score Interval 101-125 76-100 51-75 26-50 1-25 Descriptive Rating Outstanding Very Satisfactory Satisfactory Fair Poor Frequency 2 17 15 0 0 Percentage 5.88% 50% 44.11% 0% 0%

Table 2- PUPILS BEHAVIOR DURING THE SECOND WEEK Score Interval 101-125 76-100 51-75 Descriptive Rating Outstanding Very Satisfactory Satisfactory Frequency 9 25 0 Percentage 26.47% 73.52% 0%

26-50 1-25

Fair Poor

0 0

0% 0%

The results of table 1 during the first week show that 5.88% of the pupils got a rating of Outstanding while 50%got a rating of Very Satisfactory, 44.11%got a rating of Satisfactory, 0% got a rating of Fair and a Poor rating. The results of table 2 during the second week show that 26.47% of the pupils got a rating of Outstanding while 73.52 % of the pupils got a rating of Very Satisfactory, 0% got a rating of Satisfactory, Fair and Poor rating. Table 2 shows that there was a marked increase of value in the Descriptive Rating of Outstanding and Very Satisfactory. There was an improvement of the percentage of outstanding from 5.88% in the first week to 26.47% in the second week, percentage of Very Satisfactory increased from 50% in the first week to 73.52% in the second week while the percentage Satisfactory decreased from 44.11% in the first TO 0% in the second week. In the rating of Fair and Poor it remains the same from 0% in the first week to 0% in the second week.

Table 3 Summary of Pupils Behavior for the first and second week Score Interval 101-125 76-100 Descriptiv e Rating Outstandin g Very Satisfactor y Satisfactor y Fair Poor Frequency Of First week 2 17 Percentage Frequency Of Second week 5.88% 50% 9 25 Percentage

26.47% 73.52%

51-75 26-50 1-25

15 0 0

44.11% 0% 0%

0 0 0

0% 0% 0%

In general the table shows that there is an improvement of the behavior of the pupils in the second week in comparison to that in the first week and there is a significant change on observed disruptive behavior manifested by the elementary pupils after the rewarding were introduced.

CURRICULUM VITAE Background Information Name Address Norte Age Date of Birth : : 20 years old August 19, 1990 : : Ana Loreen Marquez Brgy. 16 San Roque II, Bacarra, Ilocos

Place of Birth Civil Status Nationality Family Background Fathers Name Occupation Mothers Name Occupation Educational Background Elementary Date Graduated Secondary School Date Graduated Tertiary

: : :

16 San Roque II, Bacarra, Ilocos Norte Single Filipino

: : : :

Alex C. Ramones Engineer Fe C. Ramones Housekeeping

: : :

Santo Cristo Elementary School 2003 Bacarra National Comprehensive High

: :

2007 Mariano Marcos State University

Chapter I THE PROBLEM Background of the study

Many problems that students experience are normal responses to stressful events in their lives. These problems are generally temporary. However, the difficulties of students with behavior disorders make it impossible for them to complete fundamental tasks, such as acquiring skills and interacting with teachers or peers. These difficulties may vary considerably in degree. Some problems may be so subtle that experts will disagree about whether they constitute behavior disorders at all. Children who have behavior disorders typically experience problems that are markedly different from the behavior of students of similar age and cultural background. Their problems persist or recur frequently, even when schools provide nurturing environments. These problems occur both in school and at home or in the community. Many young children will experience to varying degrees any one of a score of possible problems as a normal part of their developmental progress. Although these problems are not necessarily detrimental to their progress, they are troublesome, especially from the parents point of view. Most of the behavior problems young children experiences are temporary in nature. As such, these behaviors present challenges for young children in their interactions with others, especially within their family system. Most problems are stage-specific. Parents are often disturbed by the appearance and continued presence of certain kinds of behavior problems. An immediate response is to attempt every possible means to eliminate the troublesome behavior from the childs repertoire on the notion that once ingrained, such behaviors become permanent and habitual.

Chapter II THEORETICAL FRAMEWORK This chapter presents the review of related literature and studies where the study was anchored, the concepts that the study attempted to prove. Review of Literature Socialization

Studies in this area have focused on the extended pattern of using rewards for behavior over time. The model focuses on two levels: micro- and macro-analysis. The "micro-analysis" level focuses on moment-to-moment interactions while a "macroanalysis" does so with parenting variables. Over the last few decades, longitudinal studies have supported the idea that contingent use of reinforcement and punishment over extended periods of time lead to the development of prosocial, as well as antisocial behavior. Midlarsky and colleagues (1973) used a combination of modeling and reinforcement to build altruistic behavior. At least two studies exist in which modeling by itself did not increase prosocial behavior, however, modeling is much more effective than instruction-giving such as "preaching." The role of rewards has been implicated in the building of self-control and empathy. Cooperation seems particularly susceptible to rewards. Sharing is another prosocial behavior influenced by reinforcement. Reinforcement is particularly effective, at least early in the learning series, if context conditions are similar. Evidence exists to show some generalization. While reinforcement is generally accepted, the role of punishment has been more controversial. An interesting batch of studies exists in the research on the role of punishment. One study found that donation rates of children could be increased by punishing episodes of failure to donate. The socialization process continues by teachers and by peers with reinforcement and punishment playing major roles. Peers are more likely to punish cross-gender play and reinforce play specific to gender. Older studies found that teachers were more likely to reinforce dependent behavior in females. Such patterns have been found to contribute to gender differences at least in the short run. Behavioral principles have also been researched in emerging peer groups with focus on status. Such research has found that neglected boys are the least interactive and aversive, yet remain relatively unknown in groups. In addition, this research suggests that it takes different social skills to enter groups than to maintain or build status in groups. Other research has found that withdrawn behavior can be decreased with a corresponding increase in social interactions for children. In short, children have been shown to imitate peers. One study reported on average 13 imitative acts per child and hour. In addition, peers frequently reinforce each other's behavior. Among the aspects of social development responsive to peer reinforcement are sex-typed behavior, modes of initiating interaction, and aggression. This led to comprehensive behavioral models for moral and social behavior.

Recent efforts by Pelaez-Nogueras & Gewirtz (1995) are of interest in the generation of a comprehensive behavioral development model of moral and social behavior. Their behavior-analytical approach to a comprehensive model highlights how the basic behavioral processes are of thought early to be involved behavior in the acquisition Their and maintenance moral patterns. analysis

emphasizes that what has been termed "moral" behavior of an individual is ultimately the result of a history of socio-environmental contingencies affected by the consequences of that individual's behavior. They illustrated how the operant-learning paradigm with its emphasis on action and extrinsic stimuli, can account for much moral behavior as an outcome of conditioning processes. In this analysis, various processes are proposed for pre- and post-language acquisition individuals, taking into account behaviors that are public or private, non-verbal or verbal, and that may denote altruism, empathy, selfsacrifice, sharing, caring, conscience, justice, loyalty, or virtue. In this conceptual work, they noted the distinction between direct contingency-shaped behavior and rule-governed behavior in which moral behavior is seen initially as under the control of nonverbal direct contingencies in pre-linguistic children. Later, with advances in the child's language skills, much of that behavior is seen as coming under the control of verbal explicit rules (including both those that are selfformulated and those provided by others). This behavior analytic approach details the features of the operant-learning paradigm efficiently to explain the very same phenomena in the moral realm; that behavioral, cognitive, and mental theories have targeted at the same time that it attempts to fill in details that cognitivedevelopmental postulates seem to require. Moreover, this work offered a basic behavior analytic explanation of moral phenomena not previously analyzed. They emphasized behavioral outcomes as well as antecedent and concurrent verbalizations of those behaviors (including

verbal reasoning and moral judgment that have been the study matter of cognitive-developmental theories) the model may provide some leads on how to deal with overt actions in the moral realm. Children with social problems do appear to benefit from behavior therapy and behavior modification based on behavior analytic principles. For example, modeling has been used to increase participation by shy and withdrawn children. One of the strongest effects seems to be shaping of socially desirable behavior through positive reinforcement. Antisocial behavior In the development of antisocial behavior, etiological models for antisocial behavior show considerable correlation with negative reinforcement and response matching. Such models have consistently found a role for escape conditioning through the use of coercive behavior as having a powerful effect on the development and use of future antisocial tactics. From this view, antisocial behavior can be seen as functional for the child in moment to moment interactions. The rate of pro-social tactics used to antisocial tactics used during conflicts is directly proportional to the payoff. This model explains 76% of the variance in child's chosen tactics and over 56% of the variance in the parents chosen tactics. Finally, the tactic payoff model was replicated and shown to predict arrest rates two years later. The role of stimulus control has also been extensively explored in the development of antisocial behavior. Using lag sequential analysis, researchers have been able to describe the immediate impact of one person's behavior on another in the family. Such patterns showed that over learning was so rampant that the behavior was automatic and cognitive awareness was neither necessary nor sufficient to explain the interactions Recent behavioral focus in the study of antisocial behavior has been a focus on rule-governed behavior. While correspondence for saying and doing has long been an interest for behavior analysts in normal development and typical socialization, recent conceptualizations have been built around families that actively train children in antisocial rules as well as children who fail to develop rule control. IMPROVING THE BEHAVIOR OF THE ELEMENTARY STUDENTS TROUGH EXTRINSIC MOTIVATION SCHOOL YEAR 2010-2011

AN ACTION RESEARCH

Anabelle Faderan, Ana Loreen Marquez Alma C. Miguel Leslee Anne Ramones (Bachelor of Elementary Education)

Mariano Marcos State University College of Teacher Education Laoag City

Mariano Marcos State University College of Teacher Education Laoag City

APPROVAL SHEET

The research attached hereto entitled IMPROVING THE BEHAVIOR OF THE ELEMENTARY STUDENTS TROUGH EXTRINSIC MOTIVATION, S.Y 2010-2011, prepared and submitted by Anabelle Faderan, Ana Loreen Marquez, Alma C. Miguel and Leslee Anne Ramones, is hereby approved and accepted.

ACKNOWLEDGEMENT

The completion of this action research would be an impossible one without the help of some people. It is then that we wish to express our profound gratitude and appreciation to the following persons who shared their precious time, talent resources and services. Our sincerest thanks to; Professor Edna Nagtalon, Our research adviser, for her patience and kindness in

correcting the rough drafts of our action research and for the assistance and encouragement she gave in making the research a success; Research coordinator and editor, for her invaluable suggestions in the improvement of the research; Dr.Eduardo T. Borja for his constant advice and inspiration to finish this work;

Background of the problem Teaching is not always enough to change behavior over the long haul. Students need to be recognized and rewarded when they are meeting the expectations that have been established. In moderation, classroom rewards are most helpful when encouraging good group behavior. This is especially true when they provide immediate feedback on appropriate behavior. Many teachers see extrinsic material rewards as an appropriate and effective way to manage behavior in the elementary classroom. Other teachers don't want to "bribe" the kids to

do work that they should be intrinsically motivated to do on their own. Positive reinforcement is one of the best ways to encourage students to grow and succeed; by offering them ribbons and certificates as a reward for their achievements, you can help them to continue to do their best in school and keep them from falling into the pattern of just getting by. The idea of classroom rewards is an important concept to consider in the beginning of the school year. If you start off the year showering students with rewards, they are going to expect it and will most likely only work for the rewards. Teachers might want to try going as long as they can without rewards because the prizes start losing their effectiveness after awhile because the kids expect them or get used to receiving the rewards. It also works to change the rewards as the year progresses, just to add a little excitement and a boost to their effectiveness. The use of rewards should always have the goal of producing a long term change in behavior. This involves continual evaluation of the effectiveness of the type of reward, the frequency at which it is given, its effect on the behavior, and gradual elimination of the reward. Behavior is a result of something and sometimes that something is called learned behaviors. These can be learned at home or from previous teachers. There are also students who have not been successful in the classroom and sometimes rewards can motivate them to the point at which they can begin to be successful. Once they are successful eliminated. in the classroom, these rewards can gradually be

Analysis of the problem

CURRICULUM VITAE Background Information Name Address Age Date of Birth Place of Birth : : : : : Alma C. Miguel Brgy.4, Laoag City 20 years old August 19, 1990 Laoag City

Civil Status Nationality Family Background Fathers Name : Occupation Mothers Name : Occupation Educational Background Elementary School Date Graduated Secondary School Date Graduated Tertiary University : : : : :

: :

Single Filipino

Alfredo V. Miguel jr : Tricycle Driver Rosemarie C. Miguel : Manicurist

A.P Santos Elementary

2003 Ilocos Norte National High

2007 Mariano Marcos State

Agripino P. Santos Elementary School Boys: 1. Albano, Rianne Jake Nicole 2. Ancheta, Angelo 3. Balendoa, Ryan Joshoa 4. Balowa, Amanoden 5. Camacho, John Paul Girls: 1. Barcioles, Juliane 2. Binnua, Baby Lyn 3. Daguio, Leadel 4. Dirampatuan, Saida 5. Elegado, Dianne

6. Cariz, Alhapis 7. Cuvillas, Rhussel 8. Francisco, Arjay 9. Grafe, Angelo Pepito 10. 11. Guillermo, Paul Gerick Moh.Amin, Sadic

6. Imam, Siettenor 7. Jimenez, Khyra Christian 8. Madrid, Ma.Cleofe 9. Magdua, Anna 10.Miguel, Lovely Mae 11.Minalang, Zaira 12.Palting, Diamond

12. Pambaya, Jomar Vena 13. 14. 15. 16. 17. Peralta, Alexander Pascual,Albert Junrey Rey, Alexander Santiago, John Edmar Tampugao, Olowan

Mariano Marcos State University College of Teacher Education Laoag City

Ms. Teresita M. Pascual School Principal Agripino P. Santos Elementary School Laoag City

Madam: I am a graduating student of Mariano Marcos State University College of Teacher Education. I am presently conducting an action research entitled IMPROVING THEBEHAVIOR OF THE ELEMENTARY STUDENTS TROUGH EXTRINSIC MOTIVATION In this connection, may I ask permission, to conduct my action research to the grade III pupils in your school. I look forward for your favorable approval to this request. Very truly yours, ALMA C. MIGUEL Noted: EDNA NAGTALON Research Adviser

Table 1- PUPILS BEHAVIOR DURING THE FIRST WEEK Score Interval 101-125 76-100 Descriptive Rating Outstanding Very Satisfactory Frequency 0 11 Percentage 0% 37.93%

51-75 26-50 1-25

Satisfactory Fair Poor

7 8 3

24.13% 27.58% 10.34%

Table 2- PUPILS BEHAVIOR DURING THE SECOND WEEK Score Interval 101-125 76-100 51-75 26-50 1-25 Descriptive Rating Outstanding Very Satisfactory Satisfactory Fair Poor Frequency 3 11 9 4 2 Percentage 10.34% 37.93% 31.03% 13.79% 6.89%

Classroom Behavior: Why It's Hard To Be Good The research demonstrates that being good is not a simple matter.

Once some children acquire poor overall reputations among teachers and other school staff, classmates and parents, it becomes difficult for them to be regarded as good. When young children start school they also have to develop interpretive skills to decode and negotiate mixed messages about how to behave. This study of four- and five-year-olds in reception classes was undertaken by Professor Maggie MacLure and Professor Liz Jones of Manchester Metropolitan University. They found that two broad types of behavior in school cause particular concern: physical actions such as kicking and punching and persistent failure to comply with adults' requests. Repeatedly calling out or not sitting properly in class, failing to listen or being noisy in queues are all examples of conduct likely to arouse the concern of teachers and other staff. Yet such behavior does not always result in children gaining poor reputations. This is most likely to happen when a child's immediate conduct is regarded as a sign of a wider problem. Children's reputations may be linked, for example, to teachers' views of their home background. Some parents risk being judged as neglectful, indulgent, anxious, uncooperative or interfering, and therefore as failing to adequately prepare their son or daughter for school. This in turn feeds into teachers' perceptions of that child's behavior as a 'problem'. Medical explanations such as undiagnosed autism or deafness are sometimes applied to explain behavior, as are characterizations of particular children as lazy or manipulative. The research shows that once such reputations are formed they will be used to read children's day-to-day behavior and, when the reputations spread to classmates and other parents, it becomes very difficult for such children to be recognized as good. "Once children's reputations have started to circulate in the staffroom, dining hall and among parents, their behavior easily becomes interpreted as a sign of particular character traits," says Professor MacLure. "One of the main functions of the reception year is to form a crowd of individual children into a class and tolerance of diversity is generally low. Classroom discipline is a very public activity and children who do not conform to the rules will be publicly marked as different."

Young children must learn to perform emotions that are valued in the reception class such as happiness, sadness, fairness, sharing, kindness and being nice and accept that other emotions are regarded as less appropriate. They need to be able to negotiate mixed messages. Reporting the misbehavior of classmates is an example of the type of mixed message which circulates in classrooms while it sometimes earned teachers' approval it might also be interpreted as telling-tales, an unpopular practice with both children and adults. "The research shows that classroom culture is an important factor in generating problematic reputations for some children, says Professor Jones.Disciplinary practices that produce social order and forge a collective identity may marginalize a minority. Some cherished principles of early years education may also have unintended consequences. The principle of strong home-school links, for instance, may contribute to certain families being identified as sources of their children's problematic behavior."
Reference Special education Bullying Hyperactivity Adult attention-deficit disorder

Statement of the problem The study aims to describe the behavior of elementary students, More specifically, The study will answer the following questions. Questions: 1. What are the behaviors manifested by the elementary students? 2. In which context do they use their good behavior? 3. Why is classroom rewards helpful when encouraging good group behavior? Significance of the study This study could provide educational program planners a basis in formulating a curriculum relevant to the needs of the students.

This study would benefit most of the students for they can get some hints of how to improve their behavior. Thus, when problem difficulties in behaviors are identified, then the proper techniques, styles and approaches could be extended to them so that they can improve their behavior. Moreover, the result of their study may guide and help teachers identify techniques which they can utilize to help them improve and enhance their student performance.
Insights Motivating children to excel in school is often a battle that many teachers and educators struggle with on a daily basis. Children are just like adults in the workplace; they need to feel appreciated and like they make a difference in order to be motivated to succeed. Therefore, it's important to have a positive environment for children to learn best. Using positive reinforcement and the right motivational tools is only one way to make a difference in the students' desire to learn, improve their behavior and become a model in the classroom, but it might be the best way to catch their attention. After all, rewarding children manifested pro-social behavior is usually much more productive than simply offering punishments for rules that are broken. Children can be inspired with rewards and by being acknowledged for their motivation. To make the most of your students and offer them a chance to improve their behavior, consider rewarding them with personalized awards for their good deeds, so that they see the importance of their role in the classroom. Everyone uses the excuse that students are supposed to do well and that they shouldn't be rewarded for doing what they're supposed to. Unfortunately, this isn't the case. Everyone likes to feel appreciated and recognized for their efforts, and students are no different. If you can take the time to appreciate them and their pro-social behavior, you'll create a much more positive, productive learning environment that will foster growth and success better than an environment without these things. By giving rewards and ribbons to your students, you'll likely leave a lasting impression

for many years to come. They'll feel more recognized and be motivated and inspired to continue to grow and succeed in their education. All schools have awards ceremonies of some kind, but they often only recognize the students that excel with good grades. By recognizing those students who might not get the best grades, but do demonstrate a good behavior, you'll help them to feel more rewarded in their efforts and more related to their peers who do get straight A's. It doesn't matter how you give these ribbons and rewards for leadership or other accomplishments; as long as you set a precedent that everyone in your classroom can reach, you'll be fine. You can't offer rewards to a select group of students, because you'll end up ostracizing the ones who aren't eligible, which will create division among the group, along with jealousy. Positive reinforcement is one of the best ways to encourage students to grow and to improve their behavior; by offering them ribbons as a reward for their achievements, you can help them to continue to do their best in school and keep them from falling into the pattern of just getting by.