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Presented to:
Researchers:
Abstract
Introduction
can be very hard. Some teachers have their hands full with class management
and they don’t even get to teaching. In order to stimulate learning and to motivate
good behavior, lots of teachers use rewards for students.Reward systems are an
effective way in which you can celebrate student achievement and positive
student behavior. The use of rewards within the classroom is a form of extrinsic
important to recognize that these rewards systems should be consistent and fair,
The researchers observed that the students were not participative and
always have a poor performance during Music class. Poor school performance is
not only results in the child having a low self-esteem, but also causes significant
stress to the parents. This study proposed by the researchers aims to increase
researchers, have resulted to make a rewards system to the students. Thus, this
in learning Music by offering rewards. In addition, this study describes about how
the students will improve their performance in learning Music. It is expected that
the findings inthis study will be useful for Mapeh teachers, especially in
Musicclass. They will let the teachers know thatrewards can be used to motivate
students and improve their performance in learning Music because we often find
participation in learning Music and the performance rate will still increase and
sustain even after therewards are removed, the teachers are expected to use
rewards to motivate the students in learning Music. The researcher also expects
that the result of this studywill be useful as a reference in the teaching and
learning area.
during the school year 2018-2019. The focal point of this research is to determine
if giving rewards to the students will increase their performance in Music. The
(Bergmark&Westman, 2016).
student learning. When students speak up in class, they learn to express their
ideas in a way that others can understand. When they ask questions, they learn
student achievement has been a controversial topic in the past (Akin-Little et al.,
2004). "The debate has moved beyond the question of whether rewards are
reward depend on the types of rewards used, the reward contingency, how
rewards are allocated, and the context in which rewards are administered"
This section of the research deals with the methodology, locale of the
analysis
Design
method is used for the classroom action research to emphasize the value-laden
nature of the inquiry. This research was conducted in three cycles consisting of
the following steps; they are planning, implementation, and observation (Kemmis
et al., 2008).
during the fourth quarter of the school year 2018-2019. Francisco Bustamante
Participants
Francisco Bustamante National High School. There were fifty-eight (58) identified
In conducting the research, the researcher did the research inthe form of
cycles, which consists of three cycles. The following are the proceduresof each
cycle.
1.1 Planning
In this stage, the researcher prepared the lesson plans and the
1.2 Implementation
In this stage of each cycle, the rewards were applied in the class.
Beforeapplying the rewards, the whole terms of the rewards were explained to
the classincluding how to get the reward and what criteria to gain it. The reward
was givento the students who participated during Music classes activities. At the
end of themeeting, the researcher held a quiz to know whether or not the
1.3Observation
The observation was done exactly at the same time the implementation
Data Analysis
The data were obtained from the students’ performance and their test
results. Those data are analyzed to see the students’ performance and to know
whether ornot they reach the criteria of success. The percentage of students’
performance aswell shows the motivation and participation of them in learning
Also, the students’ test results show their motivation and performance in
learning Music. If the students’ test result is equal to or greater than 75.00
(≥75.00), it means that the students have high motivation and performed well in
Music class.
Results and Discussion
This section contains the results and discussion of this research. The
analysis made from the observations was the basis of the interpretation made on
the study.
Findings:
This part involves the process of the teaching and learning in Music class
Percentage of Number of
Cycles Rewards Students’ students whose
Performance test results >75
Meeting Food
Cycle 1 1 (chocolates & 84% 49
candies)
Meeting Food
2 (chocolates & 78% 45
candies)
Meeting Score 91% 53
Cycle 2 3 (+5 to the quiz)
Meeting Score 93% 54
4 (+5 to the quiz)
Meeting Score & Certificate
5 for the Best Three 98% 57
Cycle 3 Students
Meeting Score & Certificate
6 for the Best Three 100% 58
Students
From the table above, it can be seen that the students’ performance in the
inmeeting 1. Also, it is just the same as with the students’ performance in doing
the Music quizzes. The number of students whose test result could reach the
not involve candy and other foods that can undermine children’s diets and health
and reinforce unhealthful eating habits. A wide variety of alternative rewards can
performance. Most students thought that edible rewards were not veryimportant
and worthwhile for them. They liked something which could not easily beafforded
rewards from food into non-food rewards which were scores.In Cycle 2, the sort
of rewards was changed into non-food rewards. Thischange made the students’
whose test results were above the passing grade (75%) alsogradually increased
in each meeting. It was because the students were veryinterested in gaining the
rewards which were scores. Most of them assumed that thisreward was not just
an ordinary reward. This reward was also used to improve theirfinal score in their
final report cards. Therefore, most of them competed with eachother to gain the
doing the Music tests/quizzes and make all students’ test results could reach
the passing grade of the Music subjects, the researcher made some
performance in Cycle3. Here, all students performed in the Music class activity
which means the percentage of students performance was 100%. The number of
students whose testresults could reach the passing grade of the Music test also
increased. At the end ofCycle 3, all students test results could reach the passing
Discussion
Based on the findings of the research, it proves that the use of reward can
motivate the students to participate in their Music classes and increase their
They tended to be passive in the class especially when the Music teacher asked
them questions related to the materials being learned. They tended to do their
own duties during the teaching and learning process of Music, such as drawing,
talking to a friend, etc. The researcher found that the teacher’s way of teaching
was still done conventionally. The students’ activities in the class were only
memorizing text and dialogue and doing exercises on students’ workbook. This
teaching technique might make the students feel bored and they lost their
When the reward (food) was firstly applied in meeting 1, it showed that the
number of students who performed in the Music class increased. However, in the
second meeting, the number of students who performed in the class was less
than that in the first meeting. The decreasing was because most students did not
these feedbacks:
Student 1“Mas gusto naminnang scores kaysasa chocolate bars and candies
kasinakakatulongsaaminggrado"
you sir”
yunghindinamin afford”
as points or scores. This made the researcher change the form of reward.
Finally, the researcher changed the reward from food into non-food reward,
which was a score for the active student. Then, after the change was
performed well during the Music class. Students’ participation also influenced
their performance in learning Music. In this case, the student who participates in
the Music class usually pays more attention to the teacher’s explanation during
the teaching and learning process. As a result, they will be able to understand
and acquire the materials and achieve better in the test. It is proved by students’
acknowledgment that they liked to be rewarded by scores. They said that the
opinions, reviewing the lesson, etc. Therefore, they have to listen to their
Based on the facts mentioned above, we can say that the use of rewards
can give many advantages to the teaching and learning process. Widiyatmika,
(2008) states that the advantages of using rewards are: first they create
pleasurable associations to repeat the desired act, second they generate interest
and enthusiasms, and lastly they develop high moral. If we see the definition of
pursue a course of action, we can see that the students will be strongly motivated
to get involved in their Music classes as long as they are interested in reaching
the goal which is gaining the scores after giving participation in the class. In
short, giving score as students’ reward can motivate the students to perform in
2. Based on the result of this study, the use of food as rewards has a short term
good work, such as certificates and final report cards. It can make the
the fifth and sixth meeting afterthe researcher told the students about the
gift of final reward for the best threeactive students at the end of the study.
4. Basically, the reward system created an active class which was shown by a
long as the students tryto be active and participate in their class, they will
ignore their feeling of shameand fear. So, it can make the students more
5. Scores can be used not only as students’ reward but also an indicator of
can help thestudent to have a better mark or grade in his/ her final report
book.
Recommendation
more participative in Music class when they will be given a reward. Students will
show interest and raise their performance in every tasks, learning, and
responsibilities.
3. For future researchers, they may use this existing study as their basis to
the duties intended for teachers and also for learners. Teaching is not an easy
profession but rather it is very complex. Choosing the right and appropriate
Based on the study that the researchers conducted, using a reward system boost
that gives the students a captivating way of learning. The action implemented
discovered that students have different ways of learning that’s why as a teacher
performance.
References
Akin-Little, K. A., & Little, S.G. (2004, September). Re-examining the over justific
ation effect. Journal of Behavioral Education, 13(3), 179-192.
Cameron, J., Pierce, W.D., Banko, K.M., & Gear, A. (2005, November).
Achievement based rewards and intrinsic motivation: A test of cognitive
mediators. Journal ofEducation Psychology,97(4), 641-655.
Crooke, A. (2017) The trouble with teaching music in our schools. Retrieved from
https://pursuit.unimelb.edu.au/articles/the-trouble-with-teaching-music-in-
our-schools.