Rewards System: A Key Towards Improved Performance and Success in Teaching

Abstract

INTRODUCTION

Poor student achievement is often attributed to a lack of motivation, and rewards are given in an attempt to increase that vital student motivation. Students at-risk are very often unmotivated because school is one failure after another to them. The statement, "If they would only try harder, then they would do better on tests, take more risks, or earn better grades" is often heard regarding these students.

METHODS

The researcher conducted the research from June 2016 to March 2017 with the Grade 3-Dahlia students as respondents. The reward motivation of teaching-learning process was used. The descriptive method was used to provide a description of a situation between variables about a certain group or population, accuracy, and reliability that portray accurately the characteristics of a particular individual, situation or group.

RESULTS

This chapter presents, analyzes, and interprets the data gathered in this investigation. The data pertains to the response of Grade 3 pupils of Calauan Central Elementary School on the rewards system as a key towards improved performance and success in teaching.

DISCUSSIONS

Figure 1, 2, 3, 4, 5, and table 1 manifest the computed average of the results of the learners in consideration of attendance, recitation, class participation, quizzes, and exam. Based on the theory, existing condition at home directly affects a pupil's ability to become more active in school and bridge the gap in academic performance of the learners using rewards and motivation. Home visits and homeroom conferences were conducted once a month to observe clienteles and interview immediate members of the family for proper coordination. The teacher also assigned bright pupils to aid pupils in their reading hours or if there is a group activity.

Each session was fully motivated by the teacher calling the attention of others to whatever little progress each pupil showed. Praises and some sort of awards were utilized. Academic performance, behavior, extra-curricular activity, and any progress of the child inventory were conducted monthly.