REPUBLIC OF THE PHILIPPINES

University of Southeastern Philippines

COLLEGE OF EDUCATION
Iñigo St. Obrero, Davao City 8000

Presented to:

DR. BENJIE Q. BADON

Practicum Supervisor/ CAR Adviser

Use of Reward System to Increase Grade 9 Student’s Performance in Music

Researchers:

ROBERTO E. ARTAJO JR.

KYLE I. BANCAL
DENNIS BENCH D. CABUSAS
TEODY JUDE C. DIONSAY
KLEINN B. MATAVERDE
BPE- SPE
 “Use of Reward System to Increase Grade 9 Student’s Performance in
Music”

ROBERTO E. ARTAJO JR.

KYLE I. BANCAL
DENNIS BENCH D. CABUSAS
TEODY JUDE C. DIONSAY
KLEINN B. MATAVERDE
BPE- SPE

Abstract

This research aimed to find whether rewards could increase

students’performance in learning Music. The researchers employed
a Qualitative Research Design to collect data. The subjects of the
study were 58 studentsof Grade 9 section Talisay of Francisco
Bustamante National High School. It was carried out inthree cycles
comprising six meetings. The results of the study showedthat in the
first meeting, after being treated with rewards in the formof food,
the students were motivated to get involved in the Music class.
However, in the second meeting, when the researcher offeredthe
same reward, the students’ performance in the class decreased,
because it turned out that they did not like edible rewards. When
therewards were substituted with scores, the students were
motivated to participate in the Music class. They seemed to
compete with otherstudents in gainingthe best score. As a result,
their performance alsoincreased.

Introduction

Students nowadays lackof performance in music class and somehow lost

their interest because they find it boring. In today’s generation, students’

participation and performance in Music depends on the teacher’s motivation.

According to Renard, (2017) motivating your students to learn and to participate

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

motivation for students, encouraging them to participate cooperatively in

academic and social learning experiences (Hoffman et al., 2009). However, it is

important to recognize that these rewards systems should be consistent and fair,

providing students with motivation and encouragement (Mansor et al., 2012).

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

the performance of Grade 9-Talisay in Music through rewards system. The

students behavior, inattentiveness and being uninterested, as observed by the

researchers, have resulted to make a rewards system to the students. Thus, this

research conducted by the researchers suggests that giving rewards to the

students increase performance in the Music class.

Purpose of the Study

This study attempts to improve the students’ motivation and performance

in learning Music by offering rewards. In addition, this study describes about how

reward increases students’ performance and motivation in learning Music.

Rationale and Significance of the Study

This action research conducted mainly to determine if giving rewards to

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

that most students have littlemotivation in learning Music. Moreover, if it is found

in this studythat the rewards can be used as a motivator for students’

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.

Statement of the Problem

This study was conducted to determine the effectiveness of usinga reward

system in increasing student’s performance in Music. Thus, the researchers

attempted to answer the question:

1. Can rewards increase the Performance of Grade 9 Talisay in Music?

Scope and Limitation

This study was conducted in Francisco Bustamante National High School

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

observation was conducted to the students of Grade 9- Talisay.

Review of Related Literature

Student participation is defined as students being active and engaged in

the classroom, students impacting on curriculum design as well as students’

feeling of belonging to a community (Bovill&Bulley, 2011). In addition students’

active participation and engagement in their education has an elective affinity

with neo-liberal trends, while being an important factor in quality measurements.

Such trends can be connected to marketisation, focusing on performance,

individualization, competition and successful student achievements for future

employabilityCarey, (2013). Therefore, the democratic values of student

participation in higher education may run the risk of being marginalized

(Bergmark&Westman, 2016).

According to Shore, (2016) class participation is an important aspect of

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

how to obtain information to enhance their own understanding of a topic.

The use of rewards and incentives to reinforce positive behavior and

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

inherently harmful or beneficial. Instead, researchers recognize that the effects of

reward depend on the types of rewards used, the reward contingency, how

rewards are allocated, and the context in which rewards are administered"

(Cameron et al., 2005).

 METHOD

This section of the research deals with the methodology, locale of the

study, participants, data collection and instrument, research procedure, and

analysis

Design

The research design used in this study is a Qualitative method. Qualitative

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).

Locale of the Study

The study was conducted at Francisco Bustamante National High School

during the fourth quarter of the school year 2018-2019. Francisco Bustamante

National High School is located at Tibungco, Davao City.

Participants

In this study, the participants were the Grade 9 Talisay students of

Francisco Bustamante National High School. There were fifty-eight (58) identified

students in the said section.

Date collection and Instrument

The researcher used three instruments to collect the data; they

wereobservation form, interview guide, and the list of students’result of their

performance in class and their result in doing exercises/quizzes.

Research Procedure

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

teachingmaterials in each cycle. Besides, the interview guide and observation

form were also prepared.

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

students hadacquired the materials being learned that day.

1.3Observation

The observation was done exactly at the same time the implementation

stagewas applied. The students’ performance in the whole activities was

recorded in theobservation form.

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

Music. It uses thefollowing formula:

No. of Participants X 100%

The percentage of students performance=
Total No. of Students

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

by implementing the rewards system to make the students well-motivated in

learningMusic, so that their performancewill increase. The implementation of

therewards and its findings are described in the following table:

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

Music class activities in meeting 2 decreased compared to their performance

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

passinggrade (75%) in meeting 2 was less than that in meeting 1. It happened

because of thefact that most students did not really like edible rewards, which

were a bar ofchocolate and candies.

According to Jacobson, (2014) rewarding children in the classroom need

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

be used to provide positive reinforcement for children’s behavior and academic

performance. Most students thought that edible rewards were not veryimportant

and worthwhile for them. They liked something which could not easily beafforded

by them, such as the credit points or scores. Therefore, in Cycle 2, theresearcher

made a change in the implementation of rewards in which they changedthe

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’

performance increased in each meeting during Cycle 2.The number of 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

most and the best rewards in the Music classes.

To improve the students’ performance in learning Music especially in

doing the Music tests/quizzes and make all students’ test results could reach

the passing grade of the Music subjects, the researcher made some

improvement inimplementing the rewards system. The researcher tended to give

the best threestudents certificates as recognition of the most active students in

all Music classactivities. Finally, such an improvement could increase students’

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

rate which is 75.00.

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

performance in the learning of Music.

Nowadaysmost of the students were not well-motivated to learn Music.

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

motivation in learning Music.

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

really like to be rewarded with food.

The researchers conducted an informal interview to the students and got

these feedbacks:

Student 1“Mas gusto naminnang scores kaysasa chocolate bars and candies

kasinakakatulongsaaminggrado"

Student 2 “Sir, mabuti pa ang scores kasinauubosrinnmanyong chocolate”

Student 3“Masarapang chocolate peromasmasarapanggrado”

Student 4“Sir, siguro mas mag e-effort akokunggradoangibinigaysaamin”

Student 5“I will be more motivated to participate if I receive points from

you sir”

Student 6 “Sir nakakabilinaman kami ngganyansa canteen, mas gusto namin

yunghindinamin afford”

Based on the informal interview, it showed that the students wanted to be

rewarded by something which could not be afforded easily by themselves, such

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

implemented, there was an enhancement in the number of students who

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

score can motivate them to participate in answering the questions, giving

opinions, reviewing the lesson, etc. Therefore, they have to listen to their

teacher’s explanation if they want to gain the score.

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

motivation itself, it is some kind of internal drive that encourages somebody to

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

their Music class activities.

Conclusion

Based on the research findings from the implementation of the rewards

system of Grade 9 Talisay, the result of the research shows that:

1. Rewards can promote students’ motivation, participation, and performance in

learning Music. It is proved by students’ participation through the activities,

such as answering teacher’s questions, asking questions to the teacher,

reviewing the lesson, giving opinions in the group discussion, and

presenting the result of the discussion in front of the class.

2. Based on the result of this study, the use of food as rewards has a short term

positiveeffect on students’ motivation in learning Music. It is proved by the

decrease in students’ performance and students’ quiz results in the

second meetingcompared with those in the first meeting. However, giving

the score to thestudents as rewards for their active participation has a

long term positive effect on students’ motivation and performance in

learning Music. It is proved by the increasing of students’ performance in

doing the test from thethird meeting up to the sixthmeeting.

3. It is necessary to provide other forms of rewards as recognition of students’

good work, such as certificates and final report cards. It can make the

students moremotivated to perform and learn Music seeing that their

goal is gaining thereward through participating in their Music classes and

passing the quiz or test. It is showed by the performance of all students in

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

large number of students who had raised their hands to participate in

answering thequestions, reviewing the lesson, giving opinions, etc. As

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

confident in giving participation.

5. Scores can be used not only as students’ reward but also an indicator of

students’ performance in the learning process. The accumulation of scores

can help thestudent to have a better mark or grade in his/ her final report

book.
Recommendation

The action implemented to the Grade 9-Talisay resulted in them to be

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.

After deliberate considerations, the researchers hereby recommend:

1. Schools should apply the use of a rewards system in classroom instruction as

anintegral learning strategy in teaching Music.

2. Teachers should appreciate the efforts of the students by giving rewards to

increasetheir participation and performance in their Music class. Rewards

must bepartnered withreinforcements. When students perform the

desiredbehavior, teachers may usereinforcements, other than rewards,

for thestudents to elicit a more desirablebehavior. For example, if a

student gets high scores in all of his/her quizzes,he/she will no longer

take the long quiz.

3. For future researchers, they may use this existing study as their basis to

developmore effective classroom instruction.

Reflection

As future educators, we must have a burning passion for teaching to fulfill

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

motivation is important to make the teaching-learning process effective and

efficient, a way also to increase the classroom participation of the students.

Based on the study that the researchers conducted, using a reward system boost

the student participation and performance, researchers reflect reward system

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

we need to be flexible and use a different approach or teaching strategy

particularly using a reward system to increase classroom participation and

performance.
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