ILOCOS SUR POLYTECHNIC STATE COLLEGE

EXTRINSIC MOTIVATION IN ENHANCING CAREGIVING AND PERFORMANCE

OF GRADE 8 STUDENTS

SHERYL B. BALLANO

AN ACTION RESEARCH PROPOSAL PRESENTED TO THE FACULTY

OF THE ILOCOS SUR POLYTECHNIC STATE COLLEGE
PROVINCIAL INSTITUTE OF AGRICULTURE

IN PARTIAL FULFILLMENT
OF THE REQUIREMENTS
FOR THE DEGREE

FS 107

OCTOBER 2017

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 ILOCOS SUR POLYTECHNIC STATE COLLEGE

Chapter I
THE PROBLEM

Overview

In teaching, there are problems which are encountered by the teacher, one of which is

inactive participation of some students. Inactive participation is not a good practice of students

since this will not meet student’s goal in school as well as it will prevent expressing one’s own

ideas and at the same time it will become a reason of having poor performance in school. The

effectiveness of teacher motivation is therefore needed to remedy this kind of situation to

promote a good learning environment and better school performance of students.

Extrinsic motivation occurs when a person participates in a desired activity because of

“external values and demands” (Wang and Guthrie 65). This can be when a student’s purpose for

reading or learning is to receive some type of reward or desired object (Fawson and Moore 326).

The use of tangible rewards like prizes of tokens, stickers, certificates, and food are often utilized

to increase learning. Extrinsic motivators may also be intangible like verbal praise or grades

(Hilden and Jones 6).

Rewards are often necessary when it comes to helping students achieve their academic

goals; however, they must be used correctly and in moderation in order to be effective. Extrinsic

rewards can be beneficial if teachers and parents understand that it is for a short-term goal, and

that the student will most likely only be temporarily interested in the material. Although in some

cases, extrinsic motivation can lead to intrinsic motivation, where students look forward to

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earning intrinsic rewards. It is true that it may take time to achieve those intrinsic rewards, but

the results will show long-term effects and can often build a student’s character.

Several studies have been conducted in the past looking at the idea of extrinsic rewards

and how they affect student behaviors. These studies have been conducted on various different

age groups using various different rewards. One study (Guinee, 2012) looked at the work of a

college professor. He decided to reward empty “bonus points” to his college students whenever

they made interesting or well thought-out contributions to class discussions. These bonus points

had zero influence on the students’ class grade. However, Guinee found that students were more

apt to participate during class discussion simply because they were receiving “bonus points” for

their contributions. Student motivation to participate increased, which in turn increased the value

and quality of class discussion.

A study conducted by Wheatley, West, Charlton, Sanders, Smith, and Taylor (2009)

examined the use of a “Praise Note System” where students where praised for behaving

appropriately. This study proved that extrinsic rewards should not just be implemented. Instead,

behaviors should be taught, practiced, and then rewarded. The research showed growth in all

areas of behavior concern due to the note system. The authors also expressed the importance of

using multiple types of reinforces including social, public postings, group rewards, and tangibles.

“A recent experiment by Pierce et al. (2003) examined how rewards effect intrinsic

motivation when they were tied to meeting increasingly demanding performance (progressive)

standards and unchanging (constant) standards. “ (Cameron, Pierce, Banko, & Gear, 2005, p. 

642) The study found that those involved in meeting progressive standards showed higher

intrinsic motivation than those asked to meet constant standards or who received no reward.

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However when they were offered a reward to perform up to the researcher’s standards, intrinsic

motivation decreased. They did note, however that there was no negative effect on autonomy.

They found that “under certain conditions, rewards can increase perceptions of autonomy that, in

turn, lead to higher intrinsic motivation.”  (Cameron et al., 2005, p. 643)

Miller and Glucksman have also found evidence that rewards enhance performance when

the task at hand is sufficiently simple. Furthermore, if the sought after effect is only immediate

and the subject is not going to participate in the activity at a later point in time, the negative

effects of a reward become less relevant and thus, may be disregarded (Kohn, 2003). Deci has

also pointed out that salary, which is not dependent on the employee engaging in a specific task,

and unexpected bonuses, will not decrease intrinsic motivation (Gagné & Deci, 2005; Deci et al.,

2003).

When rewards are used there are a number of advices to follow to reduce the probability

of the negative effect occurring .Kohn suggests the following; make the reward less salient, give

unanticipated rewards, and do not make the reward dependent on some kind of competition

(Kohn, 2003). Pink says that if the task is mostly routine and it is difficult or even impossible to

make it more challenging or connect it to a greater purpose, rewards can be used to motivate

(Pink, 2010).

Problem Identification

The researcher observed during the conduct of her off-campus teaching, proper

motivation were not provided to the students particularly the extrinsic type of motivation.

Absence of giving rewards and praises were seldom initiated which are very important to arouse

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their interest and improve their performance in the class. In this regard, the researcher thought of

possible strategies to challenge the students in developing proper interest and behavior towards

learning process by employing extrinsic motivation to improve students’ performance.

Conceptual Framework

The researcher will be guided by the paradigm shown below.

Independent Variables Dependent Variable

Methods of Teaching
a. Extrinsic Motivation Performance Level of Grade 8
b. Traditional Teaching Method students in T.L.E. Caregiving
(Lecture-Discussion)

Figure 1. Conceptual Paradigm

The conceptual paradigm shows the relationship between the independent and dependent

variables. The two teaching methods are the Extrinsic Motivation (giving rewards with

corresponding points) and Traditional Teaching Method (Lecture-Discussion) served as

independent variables. These could be the possible affect to the dependent variable which is the

level of performance of the Grade 8 students in T.L.E. Caregiving.

Statement of the Problem

The study will aim to determine the effectiveness of infusing extrinsic motivation in the

performance of Grade 8 students of Santa Maria National High School.

Specifically, it sought to answer the following questions:

1. What is the performance of the students in class without extrinsic motivation?

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2. What is the performance of the students in class with extrinsic motivation?

3. Is there a significant difference in the performance of students with without extrinsic

motivation?

Analysis of the problem

Through observation and interaction with the students, the researcher come up with the

possible causes why students were not interested to participate and why do they have low

performance in caregiving were due to the following reasons:

1. Lack of interest

2. Lack of motivation

3. Playfulness

Importance of the Study

One of the aspects of classroom management is the proper conduct of motivating the

students in the classroom. This research can serve as an instrument in knowing the effectiveness

of extrinsic motivation in enhancing the learning interest of Grade 8 caregiving students in Santa

Maria National High School. It also serves as a basis of teachers and future teachers in unlocking

difficulties in paying attention with the lesson and encourage them to give full focus on the

discussion.

Scope and Delimitation

This action research will be delimited to look into the level of performance of the Grade 8

students of Santa Maria National High School during the School Year 2017-2018 in Technology

and Livelihood Education 8 Caregiving. Fifty (50) students will serve as the respondents of the

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study. They will be divided into two groups based on their grades during the second quarter. The

grades of the respondents during the Second Quarter will be the basis of the researcher to

determine the comprehension level of the students and classify them accordingly. Those students

who had the same grades from two sections will be paired in this study to guarantee that

respondents are of comparable abilities. There will be twenty-five (25) students who belong to

the controlled group and the remaining twenty-five (25) will be considered as the experimental

group.

Definition of Terms

To assure clarity and vividness, the following terms will be used in the study are

operationally and conceptually defined:

Motivation refers to the process of arousing the desire of students to learn inside the

classroom.

Extrinsic Motivation it is the method wherein the researcher will use in the experimental

group of the action research. This method focused on giving a corresponding color with point to

the students.

Effectiveness refers to the ratings of the students in pretest, posttest and the gain scores.

Rewards giving a corresponding color with points to the learners.

Guide questions a mental exercise administered to the students during the

lecture/discussion.

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Chapter II
EXPERIMENTATION AND ACTION

This chapter present the methods and procedures of the study used. This includes the

research design, sources of data, research instrument, and data gathering procedure and statistical

treatment of data.

Research Design

The researcher will make use of descriptive and experimental research design. The

descriptive part will deal with the level of performance of the students based from the teacher-

made guide questions to the students followed by the use of extrinsic motivation, wherein the

students will be given a certain question categorized and earn the corresponding color with

points; if the students answer the question correctly and exactly he/she will received pink color

(3 points), nearly get the correct and exact answer he/she will received a yellow green color (2

points), and at least he/she answered he/she will received a blue color (1point).

The experimental part will deal with the use of two different methods in teaching the

same topics to the Grade 8 students. The Luna Section will be teach using the lecture-discussion

method and the Silang Section will be teach using extrinsic motivation (giving rewards with

corresponding points).

Sources of Data

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The data needed for this action research will be gathered from Grade 8 students of Santa

Maria National High School during the Academic Year 2017-2018. The researcher will utilize 50

students, 25 students from the Luna Section where the researcher will be administered the

lecture/discussion with guide questions to be answered by the students without administering the

extrinsic motivation and 25 students from the Silang Section where the researcher will be

administered the lecture/discussion with guide questions to be answered by the students and for

that extrinsic motivation will be implemented. These students will have the same level of

intelligence in order to attain the objectives of the research. The average of the respondents

during the Second Quarter will be the basis of the researcher to determine the comprehension

level of the students and classify them accordingly.

Research Instrument

The researcher will prepare a guide questions to be used as instrument in gathering of

data. The effectiveness of infusing extrinsic motivation in enhancing the performance of the

students will be evaluated and interpreted as follows:

Number of Points Earn Descriptive Equivalent

21-25 Outstanding

16-20 Very Satisfactory

11-15 Satisfactory

6-10 Unsatisfactory

0-5 Poor

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ATTEMPTS

REWARD X́
1 2 3
1 Point (blue)
2 Points (yellow green)
3 Points (pink)
TOTAL

Data Gathering Procedure

Prior to the conduct of the study, the researcher will ask permission from the Principal of

the Santa Maria National High School through a request letter for approval. The researcher will

conduct lecture and administer guide questions to be answered by the students without extrinsic

motivation in Luna section (Controlled Group). And the same lesson will be administered the

lecture/discussion with guide questions to be answered by the students and the extrinsic

motivation will be implemented in Silang section (Experimental Group). The researcher will

tally and validate the performance of the students to determine the effectiveness of infusing

extrinsic motivation in enhancing the performance of the Grade 8 students after the

implementation of the strategy.

Statistical Treatment of Data

Data to be gathered will be analyzed, presented and interpreted using frequency count,

percentage, mean and T-test. The percentage will be computed using the formula:

F
P= x 100
N

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Where P = Percentage
F = Number of students
N = Total number of students

The mean scores of the students with and without the infusion of extrinsic

motivation will be determine with the formula:

M¿
∑X
N
Where:
M = mean
X = score of students
N = total number of students

To determine the significant relationship between the score of the students with or

without the infusion of extrinsic motivation, the t-test for significance will be used with

the formula:

∑D
t=√ N ( ∑ D 2 )−¿ ¿ ¿
¿

Where t= computed t-value

D́ = mean difference

∑D²= Sum of difference squared

N/n= number of observations

The computed t-value will be interpreted using 0.05 level of significance. While Frequency

counts of students participation will be presented in frequency distribution table (FDT).

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Bibliography

A. Unpublished materials

Dayos, Quiteria (2005) Factors Affecting Non-Recitation of Second Year Sampaguita

Students of Burgos National High School. Unpublished research action, ISPSC Sta.
Maria Campus.
Bayugo, Edelyn May (2007) Effectiveness of Selected Extrinsic Motivational Techniques in the
Performance of Third Year Male Students in the Laboratory High School of the Ilocos
Sur Polytechnic State College of Agriculture Academic Year 2006-2007.Unpublished
research action, ISPSC Sta. Maria Campus.
B. Webliographies

Steele, Allison (2007) Motivation at a Glance.

https://sites.google.com/site/motivationataglanceischool/extrinsic-rewards
Fawson, Parker C., and Sharon A. Moore. “Reading Incentive Programs: Beliefs and Practices.
“Reading Psychology 20.4 (1999): 325-340. Academic Search Elite. Web. 21 Oct.2012.
Wigfield, Allen, and John T. Guthrie. “Relations of Children’s Motivation for Reading to the
Amount and Breadth of Their Reading.” Journal of Educational Psychology 89.3
(1997):420-432. Psycarticles. Web.25 Oct. 2012..
Kohn, Alfie (2003). Punished by Rewards: the trouble with gold stars, incentive plans, A's,
praise, and other bribes. United States of America: Houghton Mifflin Company.
Gagné, Marylène & Deci, Edward L. (2005). Self-determination theory and work motivation.
Journal of Organizational Behavior, 26(4), pp. 331-362.

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APPROVAL SHEET

This action research entitled, “EXTRINSIC MOTIVATION IN ENHANCING

PERFORMANCE OF GRADE 8 STUDENTS IN CAREGIVING,” prepared and submitted
by SHERYL BAUTISTA BALLANO in partial fulfillment of the requirements for the degree
Bachelor of Science in Agricultural Education is hereby approved and accepted.

TOMAS C. DAGDAGAN, Ph.D JOCELYN PUZON, MAT-Eng

Adviser English Critic

ROBERT ABLOG, MS
Statistician

Approved and accepted in partial fulfillment of the degree Bachelor of Science in

Agricultural Education;

TOMAS C. DAGDAGAN, Ph.D. ARMANDO D. DIGA, MSA

FS Coordinator, BSAgEd Program Head, Research and Development
Member, Thesis Review Committee Member, Thesis Review Committee

BERNADETTE C. CALIBUSO, MS/MATE DR. FRANCISCO DIVINA, Ph.D.

Program Head, Agriculture Dean, Provincial Institute of
Agriculture
Member, Thesis Review Committee Chairman, Thesis Review Committee

Recorded by:

ERLINDA A. VALIDO, MPA

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Contribution
No.: _____________________________
Date:_________________________________

Bachelor of Science in Agricultural Education