“Have a Chip, Have a Reward” to Improve Students Mathematics Participation

Abstract

INTRODUCTION

Motivating students in mathematics prove to be very challenging. Mathematics is a subject in which many students want to do well, but there are many hindrances that prevent them from doing so. While students' success in all subject areas is an issue of concern, mathematics has been a difficult subject for many students to effectively learn as cited by Merritt, (2011). In Carmen National Agricultural High School, one of the problems encountered is less participation in performance tasks during mathematics class discussion and activities.

METHODS

This study determined the performance rating of students in mathematics based on the performance task component in Carmen National Agricultural High School classroom situation of Grade 8 section Aries.

RESULTS

The assessment and evaluation during the first quarter revealed that out of43 students, only 42% passed in the performance task component and the rest got below passing rate. After having the "Have a Chip, Have a Reward" intervention it was revealed that there is an increase of rating from the first quarter to the second quarter, which most of them got above half percent passing rate. It is very clear that the students are motivated and more interested to improve their mathematics performance.

DISCUSSIONS

Based on the findings, there is an increase of academic performance level of identified Grade 8 Aries students in mathematics based on the performance task component through the application of "Have a Chip, Have a Reward" intervention. Thus, reward affects the learning process that leads to positive outcomes.