A Longitudinal Study on Activation to Behaviors of Reward

Wang, Lintao

doi:10.2991/assehr.k.211020.248

Cited by 3 publications

(4 citation statements)

References 9 publications

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“…When learners perform adequately, they become motivated by the marks achieved in the classroom, and this acts as an incentive for their progressive learning. Schools have a responsibility to ensure that they devise an improvement plan that informs them regarding the intervention programme (Wang 2021).…”

Section: Incentivesmentioning

confidence: 99%

Whose reading translates into mastery in English First Additional Language at Intermediate Phase?

Mokgadi,

Hove

2024

Reading & Writing

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Background: A large number of studies have established that reading for comprehension in South African schools is comparably poor relative to other Southern African states. Some of these studies confirm that learners’ competency in reading in English is lacking when contextualised in a learning environment. Various systemic evaluations were conducted intended to establish the gap in the literacy and numeracy of learners as the average achieved in Grade 3 for reading with comprehension was only 39%. Furthermore, a recent study found that only 19% of South Africa’s Grade 4 learners can read for meaning.Objective: To investigate whose reading translates to mastery in English First Additional Language (EFAL) in the intermediate phase.Method: An interpretive paradigm, using a qualitative approach was used. Four teachers from two schools were purposively selected for this study. The research involved the participation of 234 learners in Grade 4 and 152 learners in Grade 5 totaling 386 participants.Results: Teachers in the intermediate phase possess pedagogical content knowledge (PCK) which is strengthened by the subject matter knowledge in the teaching of reading in EFAL. While teachers demonstrate PCK, there is a necessity for enhancing the aspect of imparting knowledge of reading for meaning to learners.Conclusion: Teachers were knowledgeable in demonstrating diverse skills in the teaching of reading for meaning.Contribution: This study generates specific strategies for teachers to exhibit their PCK in developing and improving reading for meaning.

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Section: Incentivesmentioning

confidence: 99%

Whose reading translates into mastery in English First Additional Language at Intermediate Phase?

Mokgadi,

Hove

2024

Reading & Writing

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“…Nevertheless, when the teacher offers suggestions of improving grades and gives rewards after students are doing better, students' performance enhances. A longitudinal study by the University of Illinois's researchers has indicated that reward is a desirable thing for students, it can serve as an outside reinforcement to increase students' motivation to complete assignments and maintain good grades [9]. Also, students could grasp a "healthy learning habit" by giving rewards properly [9].…”

Section: The Positive Influencementioning

confidence: 99%

“…A longitudinal study by the University of Illinois's researchers has indicated that reward is a desirable thing for students, it can serve as an outside reinforcement to increase students' motivation to complete assignments and maintain good grades [9]. Also, students could grasp a "healthy learning habit" by giving rewards properly [9]. Adrian Galvan from the University of California, Los Angeles explores the corresponding brain functions, and his finding suggests that students' reward seeking behavior is highly correlated with hyperresponsive dopamine system, meaning that the more desired rewards are given, the better performance students can achieve [10].…”

Section: The Positive Influencementioning

confidence: 99%

The Influence of School’s Reward Systems on Students’ Development

Chen¹

2023

EHSS

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This paper pays attention to how reward systems at school influence students’ development. Specifically, this paper discusses how different reward systems work on students with different life stage, and finally analyzes why those influence occur with the employment of reward systems, such as operant conditioning and reward addiction. In a nutshell, the paper reveals that school’s reward systems have both positive and negative effects on students’ development. They can attract students’ interests, foster good learning habits, establish a positive learning atmosphere, and increase students’ motivation. However, students may also develop reward addiction, increasing sensitivity to punishment, and decreasing intrinsic motivation. If teachers aim to maximize the advantages of reward systems, avoiding deficiencies and keep merits is an efficient way. This paper provides insights for several deficits in the usage of reward system, pointing out the importance of addressing those issues. Moreover, by showing positive influence of reward system, this paper emphasizes the advantages of reward systems and the accessibility of making it a better tool in the education setting. However, current research does not show whether the influence on reward system can be affected by individuals’ personalities. Thus, future direction of research can be oriented toward how people’s personalities exert effects on the impact of reward systems.

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“…It can act as an external reinforcement to boost students' motivation to finish tasks and retain good marks. Additionally, students could develop a "healthy learning habit" by receiving rewards in the right way [4] .…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Reward System on Assessment Outcomes in Mathematics

Inandan

2023

JCER

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As assessment outcomes provide students with a sense of accomplishment that is boosted by the reward system, learning becomes more effective. This research aims to determine the effects of reward system prior to assessment in Mathematics. Quasi-experimental research design was used to examine whether there was a significant difference between the use of reward system and students’ level of performance in Mathematics. Through purposive sampling, the respondents of the study involve 80 Grade 9 students belonging to two sections from Gaudencio B. Lontok Memorial Integrated School. Based on similar demographics and pre-test results, control and study group were involved as participants of the study. Data were treated and analyzed accordingly using statistical treatments such as mean and t-test for independent variables. There was a significant finding revealing the advantage of using the reward system compare to the non-reward system in increasing students’ level of performance in Mathematics. It is concluded that the use of reward system is effective in improving the assessment outcomes in Mathematics. It is recommended to use reward system for persistent assessment outcomes prior to assessment, to be a reflection of the intended outcomes in Mathematics. Data were treated and analyzed accordingly using statistical treatments herewith, mean and t-test for independent variables. It was concluded that there was a significant finding revealed that the advantage of using the reward system compare to the non-reward system in increasing students’ level of performance in Mathematics. The researcher concluded that the used of reward system is effective in improved the assessment outcomes in Mathematics. It is recommended to use reward system for persistent assessment outcomes prior to assessment to be a reflection of the intended outcomes in Mathematics.

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A Longitudinal Study on Activation to Behaviors of Reward

Cited by 3 publications

References 9 publications

Whose reading translates into mastery in English First Additional Language at Intermediate Phase?

Whose reading translates into mastery in English First Additional Language at Intermediate Phase?

The Influence of School’s Reward Systems on Students’ Development

Effectiveness of Reward System on Assessment Outcomes in Mathematics

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