Incentives: A (De) Motivational Tool For Class Participation

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Science and Technology Education Center
Senior High School Department
S.Y. 2017-2018
CLASSROOM INCENTIVES:
A (DE)MOTIVATIONAL MEANS FOR STUDENT RESPONSE
Group 1
Alcoseba, Grahamnush
Cacho, Crystal Mary
Daño, Trisha Nicole
Manabat, Mary Ann
Tero, Ivy
Vios, Marga Lian

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TABLE OF CONTENTS
CHAPTER 1
Rationale ……………………………………………………………………………… 3
Theoretical Background …………………………………………………………… 5
Review of Related Literature …………………………………………………….... 9
Statement of the Problem ………………………………………………………… 13
Significance of the Study …………………………………………………………. 14
Research Methodology ……………………………………………………………. 15
Definition of Terms ………………………………………………………………… 17
References ………………………………………………………………………...... 18
Appendices …………………………………………………………………………. 22
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CHAPTER 1
PROBLEM AND ITS SCOPE
Rationale
In the diversity of ways on how students learn, teachers have developed a
teaching tool in motivating students to actively participate during class discussion.
Giving of incentive in form of class points or rewards is one of the currently used
strategy that influences students’ perception to a certain topic.
According to Sansgiry (2004), researchers have shown that introducing
incentives can enhance performance. This is true with respect to any setting
whether it is a health care institution, industry, office, or school. Incentives can
serve several functions such as initiating action, changing or suggesting goals and
intentions, and ensuring commitment. In the public sector, incentives can
effectively enhance performance when provided in combination with goals and
feedback. However, this might mislead students’ way of acquiring knowledge.
They might think that it is a must to participate in class for the sake of incentives.
This has gradually became the downside of giving incentives which is one of the
researchers’ concern in conducting this research.
The purpose of this study is to present the impacts of incentives to
students’ class participation in a student and teacher’s perspective. In addition,
researchers aim to find relevance between grade level and their adaptation to
incentives.
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Science and Technology Education Center is one of the schools that uses
the giving of incentives as a strategy in teaching their students to participate in the
class activities effectively. A students’ motivation can change from time to time.
Their participation is a dependent variable upon the teachers’ strategy. In this
context, the researchers aim to find out the impact of incentives to students
participation in class discussion especially in Grade 12.

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Theoretical Background
Incentive Theory of Motivation. This study is anchored on the Incentive
Theory of Motivation proposed by Hockenbury and Hockenbury. According to
Hockenbury & Hockenbury (2003), the behavior of a person is motivated by the
incentives offered, to encourage them in doing activities. People do what they
usually do because they are either willing to do the action and it is in accordance
to their desires or they do these things to receive external rewards. Hockenbury &
Hockenbury (2003) proposed that, “behavior is motivated by the "pull" of external
goals, such as rewards, money, or recognition.” (para. 2). “Pull” is the force that
drives a person to move in order to accomplish a goal. Therefore, people thrive
hard to accomplish their goal when a certain incentive is given as a reward to the
hard work exerted.
People’s behavior is a reflex generated as an outcome that has been
influenced by an individual’s motivational state or history. There is a reason people
behave in a certain way. A study developed by Ivan Pavlov, John Watson and B.F.
Skinner was the Behaviorism Theory which explains the behavior on how people
respond to their stimulus if given a positive or negative reinforcement or
punishment.
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Classical Conditioning proposed by Pavlov (2003), states that a person’s
behavior is a reflex that is caused by the internal or external stimulus in the body
connected to a person’s nervous system, specifically the cerebral cortex. Thus
stimulus is essentially connected to a definite response, as cause goes with an
effect. Pavlov had observed that when he was bringing food to his dogs, the dogs
were salivating but when he came by without bringing any food, he noticed that the
dogs were drooling. He then tried an experiment about Classical Conditioning
where he tried to ring a bell every time he give food to his dog. He did this routine
constantly and by the moment he rings the bell even if without bringing any food,
the dogs would still salivate.
Watson’s (1913) methodological behaviorism declares that a mind is at its
blank slate at birth. Blank slate or tabula rasa meant by Watson is when a mind of
a person is still on its original state and factors such as people and experiences
have not yet influenced the mind’s original state. He focused more on the person’s
external behavior than the internal behavior in which how people react on given
situations. Watson conducted an experiment by using little Albert, a baby, as his
subject. Every time he shows little Albert the rat, he would make loud noises. The
next time he shows little Albert the rat, the baby would scream and cry. Once the
baby associate an ordinary rat with the loud noise, it became the conditioned
stimulus. A conditioned stimulus is an ordinary or neutral stimulus paired with an
unconditioned stimulus that produces the new desired response. Loud noises
naturally makes a baby cry which is the unconditioned stimulus while the rat is the
neutral stimulus.
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Similar to Watson’s Methodological Behaviorism is Skinner’s (1971) Radical
Behaviorism where he explained that an individual’s behavior is influenced by
environmental factors and the role of genes and biological components in behavior
is being recognized. Skinner also had experiment about Operant Conditioning
where he used a rat as the subject of his experiment. He placed the rat inside a
box and connected the feeding tube to a lever. As the rat pulls the lever, the food
comes out from the tube. When the rats realized that every time they pull the lever,
they get food, the rats has been spending a great amount of time pressing the
lever. In that experiment, he trained the rats by using the Positive Reinforcement
in giving the rats an incentive. Positive Reinforcement is increasing the likelihood
of a behavior when a positive consequence occurs. If Skinner wants to apply the
Negative Reinforcement to his experiment, he would have likely put an electric
shock to the box where the rat is staying so that the rat would pull the lever.
Negative Reinforcement is increasing the likelihood of a behavior when a negative
consequence occurs.
Expectancy Theory. The main theory is supported by the theory proposed
by Vroom which is the Expectancy Theory. The theory proposed by Vroom (1964)
stands that the behavior of a person is motivated to choose a specific behavior
rather than the other behaviors because people are “due to what they expect the
result of that selected behavior will be.” (para. 1) People’s performance on a
specific task depends on the expectations they think but, it relies on the assurance
of the reward given. They are at most motivated if the reward given is in
accordance to their desire but are least motivated when they do not like the reward
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given. This theory is about a mental process that requires the ability to choose in
which an individual exercises the different elements of motivation. The choices
they make are based from the estimated results on how well the results are from
the behavior done. It emphasizes that a progress of a person depends on the
rewards given after a performance in which they are ensured that the rewards
given are those rewards that would satisfy and are deserved by the recipient.
This study is anchored on the Incentive Theory of Motivation proposed by
Hockenbury and Hockenbury that is supported by the studies and experiments
conducted by Pavlov, Skinner and Watson which are the Classical Conditioning,
Methodological Behaviorism and Radical Behaviorism. Expectancy Theory
supports the anchored theory that is proposed by Vroom. The theories presented
above supports the different impacts of giving incentives to various participants in
different studies.
Review of Related Literature

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“Incentive theories proposed that behavior is motivated by the ‘pull’ of
external goals, such as rewards, money, or recognition.’’ (Hockenbury &
Hockenbury, 2003, para. 2).
“Motivation is an act or process of giving someone a reason for doing
something.” (Merriam-Webster, n.d.).
“It stimulates desire and energy on people to be continually interested and
committed to try to attain goals” (Business Dictionary, n.d.)
Incentives are given as a payment or concession to stimulate greater output
and is a form of positive reinforcement. Giving incentives can be in a form of
monetary or non-monetary that serves as an external reward that helps activate
behaviors.
A research by Yavuz (2004) about non-monetary incentives concludes that
“it is possible to argue that nonmonetary incentives may promote the employees’
willingness to exert more effort in their jobs, to go beyond expectations and to
contribute to the organizational objectives fully when applied effectively in the
public sector of Turkey.” (para. 1 - 2)
This concept emerged during 1940s which eventually was adapted by
teachers in facilitating students’ interest in something they originally did not have
interest in and motivate students to acquire new skills and knowledge.
Related studies about relation between incentives and motivation by Harms
(2012) states that giving incentives and rewards motivates students to take exams
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more seriously and when the students fail to receive an award it creates a stronger
desire to perform better.
Harms (2012) suggests that offering rewards just before students are about
to take tests influences the students’ test performance.
Teachers’ Perspective of Incentives. To prevent students from boredom,
teachers are constantly finding ways to avoid students from being stagnant in their
classes. It has been a struggle to motivate and make students participate in their
classes. As Mckay (2015) stated, motivation is an essential part of a student’s
learning which determines the amount of students’ participation and perseverance
in a certain challenge.
“Teachers know how motivation matters. Motivation is central to a student’s
learning aspect. It determines how students are engaged in their work, how hard
students work and how well they persevere in the face of challenges.” (Mckay,
2015, para. 3).
With the workloads given to students, they tend to lose motivation.
Motivation brings a great impact on how students do their tasks that is why
students need the right motivation for them to face their challenges accordingly.
When Koretz and colleagues (1996) conducted a survey and an interview
to a certain number of teachers and principals, they found that most teachers
attempted to improve the way they give incentives to increase a student’s
performance in school. The provision of the teachers to their students includes
practicing their students to answer tests, especially tests that are similar to final
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exams. However, it is questioned that how students performed well after
incentives were given. Ladd (1999) used data from the Texas Assessment of
Academic Skills (TAAS) and found out that the program given had positive results
on examination pass rates but had a negative impact to drop-out rates. This
gathered data by Palmer (2002) provides evidence that teachers respond in giving
incentives depends on how teachers condition instructional strategies and
curricula to what they know or sensed what the students will ask during
examinations. The result is beneficial to teachers and the school’s name because
on how students’ passing rate increase but the effects might be less clear for the
students.
Incentives for the teachers aim to improve quality of teaching, as far as all
know, a teacher’s strategy of motivation is effective on how students adapt to it.
Students’ Performance. Students have different levels and types of
intelligence whereas there are also different ways of conducting incentives.
Vroom’s (1964) expectancy model discusses that there is a connection
between incentives and students’ performance. According to Vroom’s (1964)
model, a workers way of motivation to success is the function of the worker's
expectancy of success, value of success, and the need to succeed. Locke, et al
(1996) also proposed that the desired goals of a person to be motivated are how
incentives affect a person’s performance. Depending on the incentives offered,
students have “varying enthusiasm and interest for school” (Pharm, 2006, para. 8).
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A lot of educational institutions have to regulate what type of motivational strategy
should be conducted in order to improve a learner’s ability in class.
Local Perspective. According to Garcia (2017), motivation is one of the
biggest challenges that educators must face. Both parents and teachers are
tempted to excessively reward a child. However, there is a difference in the
personality of a child between home and school. An adaptable educator’s method
of motivation should also vary to a child’s intrinsic and extrinsic motivation. One of
the best ways to develop a more instructional and motivational discussion, a
teacher must conduct practical and outdoor activities which also promote the idea
that learning itself is a lifelong reward.
A study conducted by Mehta (2014) states that rewards are often necessary
in terms of helping students excel in their academic goals. Effective motivation and
interesting rewards allows students to think more and use their creativity as they
develop their potentials and passions or interest.
Papa (2009) explained that collaboration of teachers and students is
needed to have a successful discussion as well as to improve both skills and
knowledge of the teachers and student. Incentives are beneficial to both sides.
Although some disadvantages are also regarded, giving of incentives must not be
abused or else it might lead students’ irresponsibility and teachers’ indefiniteness
to execute well the goal of educating.

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Statement of the Problem
This study aims to know the impact of incentives as a motivational tool given
to the Grade 12 Senior High School students of Science and Technology
Education Center by all their subject teachers in School Year 2017-2018.
Specifically, it seeks to answer the following queries:
1. What are the common practices of teachers in giving incentives?
2. What are the perceived benefits on giving incentives in teachers’ and
students’ point of view?

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3. What are the issues and problems encountered by the teachers and
students from giving incentives?
Significance of the Study
There are lots of ways in motivating a student to strive hard in performing
well in school. One strategy that the researchers want to know is the impacts of
giving incentives by the teachers towards students’ performance. Thus, this study
is significant to:
Students. This study is beneficial to the students for them to be familiar
with the concept of incentives. Students will know how to deal with the impacts that
incentive gives.
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Teachers. They must know the impact of incentives to students for them to
be able to utilize and revise incentive scheme as a motivational tool. They will be
able to facilitate effectively in building the students’ interest in acquiring new skills
and knowledge.
Future Researchers. Those who will engage in the same study can use
this for further reference through the data gathered from this study.
Research Methodology
Research Design. This study will use the descriptive research design. The
researchers will be using a phenomenological strategy as a qualitative analysis
of narrative data. The general procedure of investigating the students and

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teachers stands about having class incentives of the STEC Senior High School.
The instrument for data collection will be a semi-structured researcher made
questionnaires through in-depth interviews and participant observation.
Research Locale. This study will be conducted in Lapu-Lapu City Science and
Technology Education Center situated in Basak Lapu-Lapu City. “Excellence is our
habit, perfection is our goal” is said to be the school’s mission and vision. STEC is
known to be a school where students are selected and trained to be shaped
holistically. The area of the school is found beside the Mactan International Airport.
The school is a one-story building but it is enough to accommodate and ensure
the comfort of the students. The population of the school is approximately 2,000
students including the faculty members and non-teaching personnel.
Research Participants. Participants for the study will include teachers and
students in Lapu – Lapu City Science and Technology Education Center
specifically the Grade 12 Senior High School students. The researchers will use
the cluster sampling technique. Students who are experiencing the giving of
incentives by the teachers will be picked according to the researcher’s judgment.
Research Instruments. The study will use in-depth interview and participant
observation data gathering method which seeks to answer these following
problems (1) the impacts of giving incentives to students; (2) the influence of
incentives to a student’s way of learning; (3) the stand of both teachers and
students about having incentives; and (4) the issues encountered in giving
incentives to students.
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Consent forms such as Informed Consent Form for the participants and
Parents Consent for the researchers will be presented before the interview is
conducted
Research Procedure. This research will be conducted in the first semester of
2017-2018. Researcher–made questions will be supervised to the participants in
a face-to-face interview. Responses and data will be documented through field
notes and audio/visual recordings. The research strategy, implementation, and
variables of interest will be defined.

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Definition of Terms
Incentive. Anything that motivates or encourages one to do something
Monetary Incentives. A money-based reward given when an employee meets or
exceeds expectations. Monetary incentives can include cash bonuses, stock
options, profit-sharing and any other type of reward that increases an employee's
compensation
Non- Monetary Incentives. Rewards that can be less tangible, intangible, formal,
and informal and those that have a longer lasting effect on the employee. Non-
monetary incentives can range from a significant gesture to an item that you will
treasure forever
Pull. Is the force that drives a person to move in order to accomplish a goal
Scheme. A large-scale systematic plan or arrangement for attaining some
particular object or putting a particular idea into effect
Tabula Rasa. A mind of a person is still on its original state and factors such as
people and experiences have not yet influenced the mind’s original state
Utilize. Make practical and effective use of

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CHAPTER 2
DATA PRESENTATION AND ANALYSIS
As shown in table I, the participants consisted of 10 senior high school
students in grade 12 and 6 senior high school teachers of science and
technology education center were asked about their perception on classroom
incentives.
TABLE I. PARTICIPANTS’ PROFILING
STUDENTS
Participant No. Code Name
1 Red
2 Orange
3 Yellow
4 Green
5 Blue
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6 Violet
7 Gold
8 White
9 Peach
10 Dandelion
TEACHERS
`Participant No. Code Name
11 Magenta
12 Lavender
13 Black
14 Silver
15 Nude
16 Grey
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Table II. Presentation of Main Themes
Common practices of teachers in giving incentives.
Themes Key Informants
Point System Lavender
Black
Silver
Grey
Nude
Appraisal Nude
Tangible Incentive Black
Point System. The point system is a way of motivating students to do their best in
doing a certain task given by the teachers. This system is considered by one of the
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English teacher as the “…most convenient…” (P13) incentive that a teacher could
give. Teachers are using both positive and negative point system approach. It does
not settle only with giving additional points to the students who do good in achieving
a task and affirm its goodness but also doing the other way around which is giving
deduction to students who does not manifest a good behavior.
According to Grey which is a Philosophy teacher,
“There are plus and minus, advantages and disadvantages. So
again I’d like to reiterate that my incentive is given as the need
arises. Its not permanent… I. I Look at the person, it’s either to
affirm its goodness i give the incentives or the other way around i
give deduction if the manifestation of the behavior is not good.
That is also an incentive. Not in terms of plus, but in terms of
developing oneself, that is another approach to incentive.” (P16)
In relation with this, a theory proposed by B.F. Skinner is the positive and negative
reinforcement. The teachers can motivate the students through positive
reinforcement by giving points to students who manifest a good behavior. At the
same time, when a student does not manifest a good behavior, a teacher can apply
the negative reinforcement by deducting scores to the students for them to strive
hard and do better next time.
Appraisal. One of the ways to motivate a student to maintain a job well done
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performance is through appraisal. Recognizing a student’s pleasing acts can boost
self-confidence that drives the student to perform better. The behavior of the
student changes as the teacher encourages them in doing activities.
According to Nude, which is a Biology teacher,
“...I motivate them to do their, to show their best because the best
motivation is something that comes from within. There is no
greater motivation than someone who actually self motivates in
self over self. The reward of a job well done is doing it very well so
that’s -the self motivation…”
One of the theory proposed by Hockenbury & Hockenbury (2003) is the Incentive
Theory of Motivation in which a person is motivated through external rewards,
specifically appraisal. The feeling of being appreciated by the teachers especially
with those who are high standards is the best motivation for the students. This
pushes them to strive and work harder next time they will be given a task. Simple
pleasing words that they can hear makes them feel that they are doing good and
they are now the one motivating themselves in order to accomplish tasks perfectly
as they can.
Tangible Incentives. Teachers and students are starting to build closer
relationships to each other. One type of reward that teachers give to their students
is through giving tangible incentives such as food and trophies. When a student
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performs well in a certain task, teacher treat their students as a reward depending
on the agreement between two parties.
According to Black, which is an English teacher,
“...to motivate them they wear uniform all the time, dress up during
Wednesday.. I give points for the team of the month and the end of
the month I give them goodies or food or something like that That’s
the only time that I give that kind of incentives…”
Teachers give these rewards as an exchange of their students’ effort in following
the rules and regulations imposed in the classroom. These rewards serve as a
motivational factor for the students to comply on what the teachers would want
them to do. Through this, it mold s a good connection between the teachers and
the students.
Benefits of Incentives in Teachers’ Point of View
Motivates Grey
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Black
Develops Morale Nude
Increases Grades Black
Benefits of Incentives in Students’ Point of View
Motivates Orange
Green
Blue
Violet
White
Peach
Dandelion
Develops Morale Gold
Lessens Work Red
Orange
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Yellow
Green
Blue
White
Peach
Increases Grades Red
Yellow
Green
Violet
Gold
White
Peach
Dandelion
Motivates. Part of learning is to be motivated. People learn more when they are
motivated, interested and have the will to learn. Motivation is one of the perceived
benefits of incentive-giving. Most of the students stated that giving of incentives
motivates them to participate and work more. Supporting statements from students
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about incentives which motivates them are as follows:
“Ahmm for me, the benefit would be the student will actually try harder
and exert effort uhh exert effort and hardwork in their task because of
the incentives…” (P9)
“Significant gyud siya kay ang paghatag og incentive for the reason mas
maka drive siya or mas maka inspire ang students bitaw buhaton nila ang
ilang best sa certain nga butang…” (P6)
(“It is really significant because giving of incentives for the reason that can
drive students or to inspire the students to do their best to a certain
thing…”)
“…pampagana sha sa usa ka student na kanang mas mo do-mas mo do
more pa, mas mo…. mas mo exert pa shag effort..” (P9)
(“…motivaton to a particular student to do more-to do more, to be
more…to exert more effort…”)
Students usually get motivated once they are given a reward after doing a
particular task.They exert more effort in doing things because they know they
will be paid off. It can lead to incentive dependency but it still motivates students in
many ways. It is not worthy of an argument to go against how students learn in a
way of incentives as long as they are learning and motivated.
Develops Morale. Learning comes with discipline. Any academic institution

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includes developing values in the curriculum. Truly, incentives can motivate a
student to perform a specific task no matter how hard or hassle it is. Incentives
does not only motivate a student but also develops morale. As what was said by
Gold, a Grade 12 students,
“Ang benefit kay… mura siyang makaboost sa imong morale?
Makaboost ba like mo give jud ka sa imong best sa subject, and also
since like ingani naman sa imong morale boost na so the other subject
kay ma affect sad nya ma boost sad imong morale na mo participate
sa kuan..”
(The benefit is… maybe iit can boost your morale? It can boost like you
will give your best to that particular subject, and also since like you are
used to it so your moral was already boosted, so it can also affect your
other subject, your morale will be boost to participate to..”)
Just like a theory proposed by Pavlov (2003), the classical conditioning where in a
person’s behavior is a reflex that is caused by the internal or external stimulus in
the body. Incentive is the stimulus in the body that strives a passion to do a certain
task. Students work and accomplish a task because of incentives, by the time that
stimulus is removed, it will still drive students to perform the task given.
Increases Grades. Grades are very important to students’ lives. Teachers give
points to students as incentives which can pull up their grades. Points are usually
added to their performance or quizzes.Exemptions can also increase their grade

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because they will automatically get perfect which is a great advantage to them.
According to Peach, a grade 12 student,
“Giving incentives in class performance is very helpful especially
when gagmay og grade ang students so maka help shag pull up
sa grades sa students…” (P9)
(Giving incentives in class performance is very helpful especially
when a student has low grades so it really help to pull up the
grades of students…”)
Lessens Work. There is always a way to make a task easier to accomplish. In a
students’ point of view, indulging oneself in the academic field like studying for the
exams and making projects gives so much stress than to participate and prepare
for the different school activities. Students rather perform tasks given by their
teachers in return of being exempted for the exams. Supporting statements are as
follows,
“…Makuhaan among stress.. mudawat nalang mi og task para
wala nalay exams..” (P1)
(“…Our stress will be lessen…that is why whatever task given to
us we do it so that there will be no exams…”) (P1)
“….like naay usa ka teacher nga kuan gipatabang mi sa design
sa among intrams niya exempt dayon mi sa research ay dili sa
Bio.” (P2)
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(… like there was this one teacher who asked help for the designs
for our Intrams and then we got exempted in our research no I
mean in Bio.”)
The following statements clearly shows that students prefer to join extra curricular
activities because they think that it will greatly help to increase their grades rather
than having exams which they consider quite challenging to take.
Issues encountered by teachers from giving incentives.
Theme Key informants
Led Incentive Dependency Black
Silver
Grey
Triggered Negative Behavior Lavender
Black
Nude
Grey
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Intuited Perception Nude
Led Incentive Dependency. Student became motivated of the giving of incentives.
However, if this method become excessive and frequent it will lead to incentive
dependency. One of the Language teacher said that giving of incentives
“..shouldn’t be as frequent as possible,..” (P13) because student tend to respond
only because there is incentive. From the data gathered in the interview, a
particular student and teacher similarly mentioned that incentive giving will make
the student be blind and somehow leads them to become an idle student.
According to Silver, a Social Sciences teacher,
“...as I’ve noticed, they are no longer paying attention with the
lesson but more on what will be the rewards that they will
acquire later on if they will win the contest or whatever
form of uhh activity I have in my class, and I don’t find it
healthy because it seems like we have lost the essence of
learning because what they are trying to after is the incentive.
Mao ragyud na akong nakita nila. Nag apas ra sa, ayy ang
chocolates na ihatag karong kung makadaog ta, patay dili
nako ganahan ana nga style kay wala na sila nagkat on sa
cont--wala na sila nagkat on sa content sa kung unsa among
gi discuss, more on nagpaabot nalang sila sa reward na
akong ihatag…”
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(“...as I’ve noticed, they are no longer paying attention with the
lesson but more on what will be the rewards that they will
acquire later on if they will win the contest or whatever form
of uhh activity I have in my class, and I don’t find it healthy
because it seems like we have lost the essence of learning
because what they are trying to after is the incentive. That’s the
only thing that I see. They are trying to go after with ayy the
chocolates that will be given if we win, shoot I don’t like it
anymore because they are not learning the cont--they are not
learning the content of what we have discussed, they are more
on waiting for the reward that I am going to give…”)
And according to Peach, a Grade 12 student,
“... But sometimes mangud ang students ma-blind sa incentives
like ana sila sige daoga ni ninyo igka human ana kay dili namo
ka take og periodical exam. Perfect namo tanan. Dili namo
ka take og quarterly exam and stuffs like that…”
(“ But sometimes, the students get blind to incentives like they will
say, you win this then after that we don’t have to take
periodical exams anymore. You all got a perfect
score. You will not take quarterly exam and stuffs like that.")
In this situation, student became conditional in how they perform in their class
and thus affect their grades in performance. There is a great loss to the one
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giving the incentives when the person who receives it is much more dependent to
the reward than what is being produce from a given task. It is not prevalent that
being dependent to rewards happen especially if rewards are frequently given. It
will create a mindset to some that there is always something to get even if it’s not
their will to do it.
Triggered Negative Behavior. Relative to most of the student respond only if
there is incentives, negative behavior is also a response of incentive-giving.
Negative behavior responses from students is a result when a teacher doesn’t
agree to a student’s request or when reward system is stopped which is also
explained by one of the teacher and he said, “…next time you will not get points,
they will not perform anymore…” (P15) It is observed by a teacher that a certain
student averted a behavior into an assertive one.
According to Black, which is also a Research teacher,
“...Too aggressive to get points, they’re so desperate to get points,
naah– Ma’am, maka points ni ma’am, and then they would go
to you and ask sometimes, they would report, they would be
lively, and that really happen. As a teacher, it makes me
realized that one of the drawback of incentives so kana.. aside
from they become dependent on incentives, they would
create a not so healthy competition…”
(...Too aggressive to get points, they’re so desperate to get points,
naah - Ma’m will we be having points for this, and they would
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go to you ans ask sometimes, they would report, they
would be lively, and that really happen. As a teacher, it
makes me realized that one of the drawback of incentives
so that’s it.. Aside from they become dependent on
incentives, they would create a not so healthy competition…”)
Knowing further how this negative change of behavior occur, several observation
from classrooms, workplaces, and according to Kohn (1993), other settings
suggests that “failure of any given incentive program” (para 1) possibly triggered
negative responses. Implementation of incentives varied to students, some may
agree and some may oppose. Competition among colleagues is also a factor that
trigger negative behavior. Student who want to achieve or earn more will probably
tend to grab any opportunity like incentives and if its method of giving doesn’t suit
to a student then assertive going to aggressive behavior emerge.
Intuited Perception. Things are usually misinterpreted if not being discussed
properly or the other party is too narrow in seeing things. Teachers give incentives
to those who deserve to be given and students think that this manner is a form of
favoritism. Students feel that they are being deprived for not having the same
degree of points given by their teacher to the other.
According to Nude, which is also a Research teacher,
“…When you say loopholes in giving incentives, sometimes they will
mistook it as a favoritism like ayyyy siya ra lagey gihatagan og incentives,

35
kami wala lage. Ayyy kami ra nga section ang gitagaan, ang STEM ray
gitagaan, ngano ang GAS wala man tagae? It’s just like that. But this is
more of a psychological rather than rather than probably political issues,
noh? They just feel that they are deprived but actually it’s it’s…. mao na
akong punto ganina. There are sections that deserves points and there
are sections that doesn’t deserve points. If they could keep up with the
sections that are very good and then they also deserve points. But if they
they not mohatag diay diay ka…”
(“…When you say loopholes in giving incentives, sometimes they will
mistook it as a favoritism like ayyy they are given incentives, we are not.
Ayyy we were only the section that were given, STEM only was given,
why GAS was not given? It’s just like that. But this is more of a
psychological rather than rather than probably political issues, right? They
just feel that they are deprived but actually it’s it’s… that was point earlier.
There are sections that deserves points and there are sections that
doesn’t deserve points. If they could keep up with the sections that are
very good and then they also deserve points. But if they they not will will
you give…”
Giving of incentives is not just about giving it to anyone. Teacher evaluate
students well before deciding to whom it will give. Efforts exerted by the students
matter the most. If they exerted effort more than what a teacher expected them to
do, that will be the time for the teacher to give them incentive which serves as
their labor of doing good.

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Issues encountered by students from giving incentives.
Theme Key informants
Led Incentive Dependency Yellow
Peach
Orange
Triggered Negative Behavior Yellow
Orange
Blue
Dandelion
Created Bias Red
Orange
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Yellow
Blue
Violet
Peach
Created Trust Issues Dandelion
Created Bias. Frequent giving of incentive not only result in negative behavior and
dependency but it also create biases among the class. Biases emerged whenever
a teacher is in favor of a certain student. This certain student often receives more
points or even be the center of attention of the teachers. Much to this, most of the
students who notices this became cold or jealous to that favored student. Not only
does it happen to a favored student but also when another class was given
exemptions or even given a task that is unrelated to the subject in addition that a
certain student or class cannot take the exam anymore. It is sort of unfair to others
since everyone is undoubtedly doing their best to excel and pass the exam.
According to Yellow, a SHS student,
“...for example to do usually a lot or they are asks to print a tarpaulin for
the intrams or something that gives the disadvantage of the other people
who did something nga kanang …example kanang gi skip ang test and
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they were just asked to do something else. For doing that their incentive
would that they will get good score ahhh. They would be given a passing
score on the test that they missed that would be the disadvantage on
those people who took the test because they study while others who
didn’t take the test just had to do something, just fairly easier than the
test and they had a passing score for that test and I think it’s the
disadvantages.”
(“...for example to do usually a lot or they are asks to print a tarpaulin for
the intrams or something that gives the disadvantage of the other people
who did something that …example they skip the test and they were just
asked to do something else. For doing that their incentive would that they
will get good score ahhh. They would be given a passing score on the
test that they missed that would be the disadvantage on those people
who took the test because they study while others who didn’t take the
test just had to do something, just fairly easier than the test and they had
a passing score for that test and I think it’s the disadvantages.”)
Teachers are expected to give incentives properly to those who exerted an effort.
Students notice that teachers are giving incentives to those students who did
something but not relevant to the subject and for them, it is quite unfair. Giving of
incentives must be fairly given between students for they are doing the same task
together and not just giving of incentives to whom teachers wanted to.
Created Trust Issues. One issue encountered by the students in teachers’ giving
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of incentives is when a teachers did nit manifest the said agreement. Dandelion, a
Grade 12 student said that,
“Ay loopholes kanang kanang oh, kanang botbot nga ano kay usa-
usahay ay I don’t know ay not here. Okay ra dili ar? Dili ari nga
school? Kay sa, sa, sa last, past school nako kay kana bitawng
ingnan mi nga kung buhaton ni ninyu kay tagaan ta mog ay
eexcempt tamo sa exam, mao na konohay. Niya pagbuhat namo
ato, pag-abot sa exam kay murag wala, mura nalag nalimtan kay
ingon sila ay dili namo para na fair para na para fair sa tanan so mo
take jud gihapon mi. So, murag bale na mura mig nitoo sa ilang
giingon ba pero wala ra bitaw. Mao na ang among efforts kay murag
somehow kay wala. Wala nila na paid back. Murag ing-ana.”
(“Ay loopholes is yeah, fake the because some-sometimes ay I don’t
know ay not here. Is it okay that it is not here? Not in this school?
Because in, in, in the last, in my past school is that we are told if you
can do this, I will give you ay I’ll give you exemptions in the exam,
maybe that’s it. Then after we did it, when examination came, it was
being forgotten because they said ay you will not given anymore in
order to be fair in order to be fair to all so we still have to take the
exams. So, we believed to what they said but nothing happens. Our
efforts were somehow wasted. They didn’t paid back. Something like
that.”)
40
In relation with this, a theory was proposed by Vroom (1964) which is the
Expectancy Theory stated that a person is at most motivated due to the assurance
of the reward given. Motivation of a person also depends on what will they get after
doing a specific task. They are motivated more if the reward given is in accordance
to their desire. Since the students were promised to be given an exemption after
they will accomplish the task given, they exerted much effort but the agreement
was not realized. This might lead to students’ loss of desire to do something.
Limitations of teachers in giving incentives.
Theme Key Informants
Performance-based Nude
Observation-based Grey
Black
Classroom-based Silver
Frequency-based Silver
Score-based Lavender
Performance-based. Students’ performance in class are usually the basis how
teachers rate them. Additionally, performance also serve as one of the basis on
when they will give an incentive to their students. Additional points are given to
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those students who deserve it because they had done something very well.
Nude, which is also an Elective teacher said,
“Limitations. Performance. And then I choose people uhm.. I choose
people where I would, to whom I will give the incentives too. Because dili
pwede tanan tagaan nimo’g incentives. Imo ra gyud na shang I-pair sha
nya igka human, pilion rasad nimo ang klase nga angay gyud tagaan og
incentives because there are some class sections actually that are highly
cooperative with each with each other, nya ganahan man sad kayka
mohatag nilag incentives because they are doing very well. However in
the opposite side, naa gyuy mga classroom nga tapulaaaaan kay’ sa ka
tanan nga di jud ka ganahan mohatag og incentive...”
(“Limitations. Performance. And then I choose people uhm.. I choose
people where I would, to whom I will give incentives too. Because not all
can be given incentives. You have to pair it then, you choose a class that
really deserves to be given incentives because there are some class
sections actually that are highly cooperative with each other, then you
love to give incentives because they are doing very well. However in the
opposite side, there are classroom that are too lazy that you really hate to
give incentives.…”)
Teachers see that their students are performing very well in a certain task, that is
the time that the teachers would give incentives. Teachers evaluate their students’
learning and performance tasks with the use of rubrics to rate their students’
outputs. Even if there is a set of guidelines in rating their performance, some

42
teachers give additional points especially to those who did a great job.
Observation-based. One way of teachers’ limitation in giving of incentives is
through observation. They pay more attention to those students who will participate
in class without saying that there will be an incentive afterwards. Students’
behavior is mostly different and if giving of incentives is announced or not. If a
particular student participated, one of the teacher “…write it on a notebook or a
piece of paper..” (P13) to be guided to whom she will give points.
According to Grey, which is a Philosophy teacher,
“...I observe when it is needed. So they don't abuse, i hate rules. I will only
give the rules if I've seen the student is not responding, but if i give them
rules, step 1 step 2 one by one, that’s imposing. That’s in our lesson, I
don’t want to impose myself. I want them to realize. I want them to use
their creativity. I want them to utilize their critical thinking that they should
not depend on the incentive. Because the incentive is just an illussional,
for them to move and give their best. If they realize that there is something
good in giving their best then that is already an incentive.”
Most students usually abuse teachers’ giving of incentives especially when they
know that they will be given additional points or exemptions. Students may portray
negative behavior and teachers doesn’t want that to happen. Before teacher give
incentives, they will observe first and give incentives to those who deserve it.
Classroom-based. Incentives should be given to students who work for any
activities that is under the school concern and not for the teachers’ personal benefit
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if so, the essence of giving incentives as motivational tool for students is already
abused. As expressed by Silver, a UCSP teacher,
“….my limitation must be inside the four corners of the classroom. Mao
lang jud n, dhai lang jud ko kutub. Dili ko anang I will treat you out and
we’ll go to beach because kana bla blah blah ana dili lang claasroom
lang.”
(…my limitation must be inside the four corners of the classroom. That’s
it, I will put my limits here. I don’t like the idea that I will treat you out
and we’ll go to the beach those things blah blah blah it should be within
the classroom only.)
Teachers should put regulation upon giving incentives and the purpose of which is
to give credit for the students who have done their part within the four corners of
the classroom or within the school’s institution and nothing more than that.
Students might think that there are various ways to make their grades increase
rather than complying with the competencies that the school has given and that is
doing certain things which are not related to the school.
Frequency-based. Frequent giving of incentives lead to different issues. Teachers
set limitation when to give incentives in order to prevent students’ dependency to
incentives. As what was said by Black, a Language teacher,
“...There should be proper ways and times and when you’re going to give
incentives..so probably not all times, so it shouldn’t be as frequent as
possible, it should be, just be uhmm on…occasionally. Occasionally

44
lang… so they would have excitement.”
(“...There should be proper ways and times and when you’re going to give
incentives..so probably not all times, so it shouldn’t be as frequent as
possible, it should be, just be uhmm on…occasionally. Just occasionally…
so they would have excitement.)
Teachers should set regulations when to give incentives and should not be as
frequent as possible. Students might not focus in class if incentives are frequently
given. They are just trying to after the incentives all the time.
Score-based. Most student are very conscious on how high or low their scores
are especially for those who are in the honor roll list. If teachers are giving
incentives, they are the one who are most involved for their eagerness to gain
points.
According to Lavender, which is one of the Mathematics teacher,
“Limitations maybe… uhmm no I limit the perfect score nalang
para others to kuan..for others to cope up makaapas gyud
sila…”
(“Limitations maybe… uhmm no I will just limit the perfect score
for others to..for others to cope up, for them to cope up.”)
Teachers usually limit the perfect score in order for the students not to be left
behind. Mostly teachers set the highest score to be the new perfect score
especially if the scores are very far from the real perfect score. This can also help
45
students’ not to have a failing grade.
Stands of teachers towards giving incentives
Grades actual performance Magenta
Manipulates through incentives Lavender
Silver
Stands of students towards giving incentives
Hinders true learning Yellow
Orange
Encourages students Violet
Grades actual performance. Grading the performance of the student identify the
potential of a student. Students are given points for being active in class and is
often given extra credits. However in some cases, students complain that teachers
would go overboard in giving points and teachers also notice that students ought
to do good because of incentives.

46
According to Magenta, an Accounting teacher,
“Oh okay, I don’t believe in that. I just ahh grade them according to their
performances,written work performances and exams.”
Some of the teachers are not fan of giving incentives because the actual
performance or work of the students matter the most. They grade students based
on what was really the entry of students in that particular subject. They do not want
the students to be aware of their real performance rather than be compensated
enough because of incentives.
Hinders true learning. Teachers guide their students in order for them to learn
and develop into a better person. There are strategies and techniques that
teachers use to motivate their students in meeting the student’s full potential.
However, improper use of incentive can lead to negative effects. One of which is
hindering the student’s true learning. Because of exemptions that teachers give to
their students as an incentive, it does not push the student to work hard and do
good. The students will then get a higher grade without really testing the full
potential and application of the students’ learning.
According to Yellow,
“Well for me I never really thought that as a good indication of
kanang good measure of someone’s intelligence. It only
measures small portion of that person’s intelligence in that
subject. So I believe that however doing these things (Points
the output) are good measure these are just mainly about
47
event making. However for us it will be much more…it is not
exactly beneficial but it is better for us to do these because
there are last tasks to do and everyone else can cooperate
unlike..unlike kanang test. Everyone is on their own and task to
so individually some fails some don’t and these (pointing at
the output again)activities like these….everyone can fail and also
get a good score...”
(Well for me I never really thought that as a good indication of
good measure of someone’s intelligence. It only measures small
portion of that person’s intelligence in that subject. So I believe
that however doing these things are good measure these are just
mainly about event making. However for us it will be much
more…it is not exactly beneficial but it is better for us to do these
because there are last tasks to do and everyone else can
cooperate unlike..unlike test. Everyone is on their own and task
to so individually some fails some don’t and these activities
like these….everyone can fail and also get a good score.)
Giving group activities to students for them to be exempted in an exam cannot
determine on how far the student has learned in a specific subject. Unlike taking
an exam where their learning are tested individually.
Manipulates through incentives. Motivation is a great thing in the aspects of
learning but on the other hand students get motivated only because there is
incentives. They let themselves become manipulated by the incentives being

48
given.
According to Silver,
“...we’re not teaching students to become robots and to respond only
based on incentive. These are human that are capable of doing things na
they have to learn sad na in reality dili tanan atung gitrabaho ma
reciprocate-an na siya ug reward. Ma reciprocate-an na sha ug equivalent
amount. There’s no such thing as that. Kita tanan capable ta na mo
respond ta tungud kay mao ni atung nakita na mao ug dapat buhatun, not
about unsa akong makuha inig later on, unsay reward ani…”
“...we’re not teaching students to become robots and to respond only
based on incentives. These are human that are capable of doing things
that they also have to learn that in reality not all things that we’ve worked
in can be reciprocated by rewards.Being reciprocated with an equivalent
amount. There’s no such thing as that. We are all capable to respond
because this is what we are obliged to do, not about what will I get later on,
what will be the reward…”
Students are expected to initiate for this is one of their major responsibilities.
Incentives is not only the way to drive the student’s interest and motivation in order
to become an excellent student.
Encourages Students. Incentives is another form of motivating students through
giving out rewards if they do these.These method uses powerful and inspiring
words to influence the student's drive to carry out the task and do their best.
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intrinsic incentives works best with encouragement from experts in that field.These
method uses powerful and inspiring words to influence the student's drive to carry
out the task and do their best.
According to Violet,
“Para nako nindot man strategy sa incentives in a way nga maka
drive siya sa students nga mas maka focus ang students kung
naay incentives.”
(For me, incentives is a nice strategy in a way that it drives
students to focus more because of incentives.)
Some teachers believe that an incentive should also both internal and
external.Incentives should be limited to external rewards; the best way to improve
their motivation is motivation from within to avoid the issues of incentive
dependency, unhealthy competitions and the development of negative behaviors,
teachers should encourage students even without promising something as reward.
According to the Incentive Theory of Motivation proposed by Hockenbury &
Hockenbury (2003) states that when people are offered to do a particular activity,
either willing to do the action and it is in accordance to their desires or they do
these things to receive external rewards, they are encouraged to complete that
task. Similarly to what is observed in this research, students either have these
reasons in doing their task. Either way, incentives is still an encouragement for
them to put more effort and develop more their potential in class.
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CHAPTER 3
SIGNIFICANT FINDINGS, CONCLUSION AND RECOMMENDATIONS

51
SIGNIFICANT FINDINGS
Based from the data gathered and from the themes arose, the common types
of classroom reward given by the teachers are the (1) point system, (2)
appraisal, (3) exemption and (4) tangible rewards. The respondents (teachers)
shared that their purpose of giving incentives are motivating students to
participate, bringing excitement, molding their initiative and appreciating a
students’ effort. The perceived benefits by the respondents are (1) motivates,
(2) develops values, (3) lessens work, and (4) increases grade. However, the
practice of giving incentives has drawbacks such as it has to (1) led incentive-
dependency, (2) created bias, (3) triggered negative behavior, (4) intuited
perception and (5) created trust issues.
CONCLUSION
The researchers concluded that teachers give different types of incentives
according to their purpose and goals to attain. The benefits that one can
acquire from incentives motivates students to participate and do their best in
performing their tasks, thus, labels incentives as a tool to motivate them.
However giving of incentives should not be used as often as it might develop
negative behaviors of students.
RECOMMENDATIONS
The research team recommends the following to the future researchers to:
52
1. Conduct the in-depth interview in a peaceful place so it would be easier for the
researchers to transcribe the audio recordings.
2. Study the factors that affect the behavior of the participants.
3. Consider overt observation.
The research team would like to suggest the following to the teachers to:
1. Know the appropriate incentive that should be given to the students for them
to positively participate
2. Consider the suggestion of students in setting limitations with incentive-giving.
The research team would like to humbly suggest to the Department of Education
to :
1. conduct a seminar to the teachers about effective giving of incentives to the
students.
References
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Student Performance on Milemarker Examinations. Retrieved from
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can-boost-student-performance#pressInquiries.
Hockenbury, D.H. & Hockenbury, S.E. (2003). Psychestudy. Incentive
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57
APPENDICES
SCIENCE AND TECHNOLOGY CENTER
SENIOR HIGH SCHOOL DEPARTMENT
Basak, Lapu-Lapu City
TRANSMITTAL LETTER
September 15, 2017
Dr. Bryant C. Acar
SHS Focal Person, Science and Technology Education Center
DEAR SIR:
58
Greetings!
The undersigned students are currently finishing their Qualitative Research work
at Science Technology Education Center (STEC), Basak, Lapu-Lapu City. In
compliance for the requirements of the course, the undersigned students are now
working on the research entitled,
“CLASSROOM INCENTIVES: A (DE)MOTIVATIONAL MEANS FOR STUDENT
RESPONSE”
In this connection, the undersigned students are asking your permission and
approval to conduct their study among the Senior High School teachers and Grade
12 students.
Rest assured that the findings will be utilized for the improvement of your school
in general and will benefit the pupils, teachers and parents and entrepreneurs in
particular.
Thank you.
Respectfully yours,
Alcoseba, Grahamnush Cacho, Crystal Mary Daño, Trisha Nicole

59
Manabat, Mary Ann Tero, Ivy Vios, Marga Lian
Recommended by:
NYMPHA A. TAPAO
Research Teacher
SCIENCE AND TECHNOLOGY CENTER (STEC)
SENIOR HIGH SCHOOL DEPARTMENT
PROJECT TITLE: Classroom Incentives: A ( De ) Motivational Means for
Students’ Response
INTRODUCTION
You are invited to join a research study to look at our study about the impact of
incentives to students and teachers. Please take whatever time you need to
discuss the study with your family and friends, or anyone else you wish to. The
decision to join, or not to join, is up to you.
In this research study, we are investigating/testing/comparing/evaluating the
effects and responses of senior high school students to incentives and the
perception of the teachers about this. The findings and conclusion may be used as
grounds in improving a teacher’s methods of using incentives as a tool for
participation in class discussions and activities.

60
WHAT IS INVOLVED IN THE STUDY?
If you decide to participate you will be asked to answer few questions about your
perception incentives given by teachers. To the student participants, you will be
asked to answer a designated questionnaire. We will also conduct an observation
of your class for further information. To the teachers as participants, we will
conduct an in-depth interview focusing on your perception about incentives at
school. During the interviews, there will phone camera for audio/video recording.
The investigators may stop the study or take you out of the study at any time they
judge it is in your best interest. They may also remove you from the study for
various other reasons. They can do this without your consent. One of the reason
might be reaching data saturation, you might be removed from the list of
participants.
You can stop participating at any time. If you stop you will not lose any benefits.
RISKS
This study involves the risk of exposing your negative comments to incentive-
based participation of the students. This may need your honest thoughts about
the topic which might point faculty staffs.
There may also be other risks that we cannot predict.
BENEFITS TO TAKING PART IN THE STUDY?

61
It is reasonable to expect the following benefits such as being able to express your
thoughts and being able to take part in an educational improvement from your
responses specifically your feedbacks. The results of this research may be used
as grounds for improvement in the instructional system of Philippine education.
Lastly, as grade 11 ABM students conducting for our qualitative research, your
participation is a great help in accomplishing our tasks as researchers. However,
we can’t guarantee that you will personally experience benefits from participating
in this study. Others may benefit in the future from the information we find in this
study.
CONFIDENTIALITY
We will take the following steps listed below to keep information about you
confidential, and to protect it from unauthorized disclosure, tampering, or damage.
Only us, the researchers, are allowed to view the audio and video recording whose
aim is only to record your responses, gestures and reactions. All the researchers
are oriented to prevent the circulation of the said audio and video recording. Only
the authorized persons and guest judges will have the authority to access these
information. If not used in data presentation, these files are stored in a folder in
under the name of virus to avoid other pc users from opening it. The personal
computer requires a password if not signed in as administrator.
INCENTIVES
In this study, there will be no incentives, rewards or any kind token for the
participants.
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YOUR RIGHTS AS A RESEARCH PARTICIPANT?
Participation in this study is voluntary. You have the right not to participate at all
or to leave the study at any time. Deciding not to participate or choosing to leave
the study will not result in any penalty or loss of benefits to which you are
entitled, and it will not harm your relationship with the researchers. In case of
withdrawal from any follow-up question which you as participant would like to
refuse to respond, you may signal the interviewer as soon as you read the
questionnaire.
CONTACTS FOR QUESTIONS OR PROBLEMS?
Call Trisha Nicole Dano at 09153485343 or email Ivy Tero at
ivytero42@gmail.com if you have questions about the study, any problems,
unexpected physical or psychological discomforts, any injuries, or think that
something unusual or unexpected is happening.
For further questions or concerns about your rights as a research participant.
Please approach the following researchers at grade 11- ABM Maxwell:
Alcoseba, Grahamnush
Cacho, Crystal Mary
Dano, Trisha Nicole
Manabat, Mary Ann
Tero, Ivy
63
Vios, Marga Lian
Consent of Subject (or Legally Authorized Representative)
Signature of Subject or Representative Date
_________________________________________________
64
PROPOSED BUDGET
Estimate
Cost
Activities Resources/Materials
Validation of the instruments that Snacks 6 Resarcher X Php Php 300
are Researcher-made (to be 50.00 each
Validated by Subject teacher) Photocopy of Tools Php 150
Orientation and observation of the Snacks 9 JHS teachers X Php Php 1,350
participants (by year level 30.00 each X 5 days)
students, and JHS Teachers) –
nature of research, scope of
participation, ethics and time line
Profiling of the participants (40 Office Supplies (Folders, Php 500
JHS students and 9 JHS puncher, fastener, sign pens,
teachers, separately) ball pens, pencil, stapler/wire,
bond papers)
Printer’s Ink (Php 200 per Php 200
bottle X 1 Color)
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In depth interview for JHS Snacks 9 teachers, 6 Php 1,500
teachers researchers, X 20 each X max
of 5 days
Transportation Allowance From validation to FGD Php 240
(tricycle and jeep fare)
Tallying of results and treatment Snacks (Php 20.00 each day) Php 3,000
of data. and 1 lunch (Php 80.00 each
Writing of the Initial Findings day) x 5 days x 6 researcher
Php 7,240
TOTAL
Prepared by:
Alcoseba, Grahamnush Cacho, Crystal Mary Daño, Trisha Nicole
Name and Signature Name and Signature Name and
Signature
Manabat, Mary Ann ___Tero, Ivy__ Vios, Marga Lian
Name and Signature Name and Signature Name
and Signature
Approved by:
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MS. NYMPHA A. TAPAO
Research Instructor
PROPOSED SCHEDULES AND WORK PLAN
Job Tasks Days Date
(2017)
1 The researcher prepared the research 1 June 29-June
design and tools to be utilized in the study 30
2 Presentation of prepared research topics 0 June 30
with problems and sub-problems.
3 Approval and recommendation from the 0 June 30
research teacher will be sought
4 The proposed title and design will be 0 August 3
submitted to the research teacher. Once
approved, the researcher will begin the
process.
5 Making and submission of Rationale, 4 August 7-
Significance of the Study and Statement of August 11
the problem.
6 Making, submission and revision of Review 13 August 14-30
of Related Literature
67
7 Validation of the instruments that are 0 August 14
Researcher-made (to be Validated by the
research teacher)
8 Formulating, submission and revision of 3 August 7-
interview questions August 10
9 Making, submission and revision of 4 August 14 -
Research Methodology 18
10 Finalization for Chapter 1 and Appendices 3 September 2-
11 Research Proposal 0 September 8
12 Orientation and observation of the 4 September
participants (by year level students, and 11-15
JHS Teachers).
13 In-depth interview for the JHS teachers 4 September
18-22
14 Profiling of the participants ( 40 JHS 0 September 23
students and 9 JHS teachers, separately)
15 Tallying of results and treatment of data. 2 September
26-
September 28
16 Presentation, Analysis and Interpretation of 5 September
Data. 29-October 3
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17 Writing of the summary of findings, 5 October 4-
conclusions and recommendations October 9
18 Final Defense for approval 0 October 12
19 Editing, Proof Reading & Binding 2 October 13-15
Total Days 50 days
RESEARCH QUESTIONNAIRE
STUDENTS:
1.) Does your teacher give you incentives?
2.) What type of incentive does your teacher usually offer?
3.) Does your teacher inform the class when giving an incentive?
4.) In a student’s point of view, how significant is giving incentives in your class
performance.
5.) What type of incentive do you prefer? Why?
6.) How does incentives affect your participation in class?
7.) For you, what are the benefits of giving incentives in classrooms?
8.) Was there time where you have encountered/ heard loopholes of your
teachers’ incentives? What happened?

69
TEACHERS:
1.) Do you give incentives to your students?
2.) What types of incentive do you usually give?
3.) What are your reason for giving incentives to your students?
4.) Is there any difference in your students' behavior with or without incentives?
5.) For you, is giving incentives a good strategy in motivating your students? If
yes, why? If no, why not?
6.) What are your limitations in giving incentives to your students?
7.) Was there a time where you experience having or hearing loopholes of your
methods in giving incentives?

70
CODING
What are the common practices of giving incentives?
Theme Code Main Theme Features Disposition
Additional Points 1 Point System Additional points to Serious
participation
Give Points 1 Point System Most convenient Smiling
Goodies or food 3 Tangible To motivate students Serious
Incentive
Participation Points 1 Point System Only form of incentives Calm
that i can give to my
students
Give a plus 1 Point System Reward without them Serious
knowing it
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Intrinsic 2 Appraisal Self-motivation; motivate Confident
students
Extrinsic 1 Point System Points or exemption in Confident
an exam
Based on 1 Point System Give points to promote a Serious
competition competition among the
group
Giving strips of 1 Point System every time they Calm
paper with participate or they won
equivalent number from a specific ahh
of points, giving contest or competition
chocolates within the class
giving them extra 1 Point System saw their efforts that Calm
credits they tried
give the incentives 1 Point System to affirm its goodness Serious
give deduction 1 Point System manifestation of the Serious
behavior is not good
give them minus 1 1 Point System If the classroom is not Serious
clean
it’s plus 1 1 Point System If the classroom is clean Serious

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What are the benefits of the students and teachers in giving incentives?
TEACHERS:
Motivation 1 Motivates Give their best Serious
as a 1 Motivates to be more Serious
motivating participative in
factor class
more 1 Motivates giving external Serious
intrinsically motivation,
motivated external
incentive
Students will 2 Develops I give them Serious
go back to Values points
enthusiasm
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Increases 4 Increases Giving of Smiling
their grades Grade points
STUDENTS:
Adds to our 4 Increases Points are Confused
grades Grade added to our
grade
Help in our grades 4 Increases Exemption in Serious
Grade exams
Lessen Stress 3 Lessens Work Exemption in Smiling
the finals
Exemption to Bio 3 Lessens Work Help out during Confused
intrams
Eager to do the 1 Motivates Exempted or to Serious
task get points

74
not be given a 3 Lessens Work Perform in our Serious
periodical test PE classes
give point 4 Increases perform in our Serious
incentives Grades PE classes
exempted for 3 Lessens Work Given tasks to Serious
periodicals. do an event
give us points 4 Increases asked to do Serious
Grades something
Exempted in the 3 Lessens Work Joins Serious
quarterly test committee in a
school activity
Help in students’ 4 Increases Because of Calm
grades grades incentive points
Less hassle 3 Lessens Work Because of Calm
incentive points
Our lesson is 3 Lessens Work Because of Calm
quick Incentive points
Motivated to 1 Motivates Shortcut to get Serious
participate motivated
Let them pass the 3 Lessens Work Over-all first Serious

75
test during the last
intrams
Can improve or 1 Motivates Enables us to Serious
motivate do our best
Plus points to our 4 Increases Over-all Serious
Physics and Grade champion
Chemistry during
intamurals
Plus or perfect to 4 Increases If we’ll win in a Serious
our quizzes Grade certain contest
Drives and 1 Motivates Clearer goals Confident
inspires students and builds up
to do their best will to
accomplish a
task
Allows the student 1 Motivates If there is Serious
to focus incentives
Helps in the 4 Increases Points were Hesitant
performance Grade added to the
performance
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Give extra points 4 Increases If we’ll Hesitant
grade participate or
answer to the
question
Boosts Morale 2 Develops gives best Hesitant
Morale
Exempted to 3 Lessens Work If we’ll win in Confident
biology quiz the intrams
Motivational to 1 Motivates Exerts more Calm
students effort
Adds on to my 4 Increases Because of Serious
grades Grades exemption and
points
Help pulls up 4 Increases Giving of Confident
grade Grades incentives
Energizes the 1 Motivates Because if Confident
students to do incentives
something
I participate more 1 Motivates Because of Serious
incentives
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Not taking 3 Lessens Work if ever we’ll get Serious
periodical exams 45 over 50 or
48 over 50
Give us plus 4 Increases If we will Serious
points grade participate in
an event
Excited to do 1 Motivates If we will get Calm
something plus points
Pulling up your 4 Increases Added with Serious
grade grade plus points
Somehow fills in 4 Increases Because of Confident
our grades grade incentives
try harder and 1 Motivates Because of Confident
exert effort and incentives
hard work to do
their task
What are the issues and problems encountered by the teachers and students?
TEACHERS:

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Students are 2 Triggered If there is no Serious
reluctant Negative incentive
Behavior
incentive 1 Led Incentive they will not Serious
driven Dependency work without
points
create a not 2 Triggered aggressive to Serious
so healthy Negative get points,
competition Behavior they’re so
desperate to
get points
lost the 1 Led Incentive they are trying Calm
essence of Dependency to after is the
learning incentive.
Students 4 Intuited Students feel Serious
mistook it as a Perceptions that they are
favoritism deprived
Students will 2 Triggered If the reward Calm
not work Negative system is
Behavior stopped
just be 1 Led Incentive they are so Calm

79
dependent on Dependency alert with the
the incentives. incentives
person is 2 Triggered give false Serious
distrustful Negative reports
Behavior
Somehow not 2 Triggered students Serious
healthy Negative participate
Behavior because they
can get
something
Will not 2 Triggered If there is no Serious
participate Negative incentive
anymore Behavior
STUDENTS:
Hinders 1 Led Incentive Because of Serious
learning Dependency exemptions
Less 2 Triggered Less learning
perseverance Negative
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Behavior
Skips the test 1 Led Incentive Doing tasks Serious
Dependency that are not
school related
Unfair 3 Created Bias Others get Serious
good score
without putting
much effort
Intrams 2 Triggered Immediately Serious
became an Negative pass the exam
unhealthy Behavior if we will win
competition
Unfair to others 3 Created Bias Failed to Calm
adhere with the
agreement
There is bias 3 Created bias Teacher is in Serious
our side
Not giving effort 2 Triggered There is Serious
Negative exemptions
Behavior
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Unfair 3 Created Bias The other class
was given
exemptions
Cannot learn 1 Led Incentive There is
anymore Dependency exemptions
Bias 3 Created Bias Unfair grading Hesitant
Sort of unfair 3 Created bias Asked to do Confident
tasks that are
unrelated to the
subject and
cannot take
exams
anymore
Blind to 1 Led Incentive Because of Confident
incentives Dependency exemptions
Less time in the 2 Triggered Pulled out from Confident
class Negative the class to do
Behavior something
Fake 5 Created Trust Agreement was Calm
Agreement Issues not realized

82
What are the teachers’ limitation in giving incentives?
limit the 5 Score-based for others to Serious
perfect score cope up
I don’t want to 2 Observation- I write it on a Smiling
announce based notebook or a
piece of paper
shouldn’t be 4 Frequency-based so they would Calm
as frequent have
as possible excitement
must be inside 3 Classroom-based I don’t like Calm
the four treating the
corners of the students out
classroom
Performance 1 Performance- highly Serious
based cooperative
with each with
each other
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I choose 1 Performance- Deserves to Serious
people based be given
incentives
I know to 2 Observation- who have Serious
whom and based exerted effort
when i will and to those
give who deserve
incentives incentives
i observe 2 Observation- So they don’t Serious
based abuse
What are the teachers’ and students’ stand in giving incentives?
TEACHERS
I don’t believe 1 Grades actual You do good Calm
in that. performance because you
are ought to
do good but
not because
of incentives.
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I discouraged 3 Manipulates Because we Serious
incentives through are already
incentive mature for
incentives
it should be, 3 Manipulates they will Calm
but not at all through abuse
times, incentives
STUDENTS
I prefer points 2 Hinders true You won’t Smiling
as an learning learn
incentives
rather than
exemptions
I never really 2 Hinders true It only Serious
thought that learning measures
as a good small portion
indication of that
person’s
intelligence
85
The strategy 4 Encourages Because it Serious
of giving students drives
incentives is students to
good focus
TRANSCRIPTION FOR STUDENTS
LEGEND:
Common Practices
Perceived Benefits
86
Issues or Drawbacks
Limitations
Stand
Features to each theme
Code Name: Red Date: September 15,2017
Gender: Female Time Started: 3:44
Location: Grade 12 STEM-Neuron Time Ended: 4:52
Interview So good afternoon ate, any information gathered will be treated with
er: confidentiality,so since kabalo naman ka nga among research is about
incentives. So does your teacher give you incentives?
Red: Yes.
Interview In what type of incentives?
er:
Red: Uhmm…(doing hand gestures) mostly ang magsige og hatag namo og
incentives kay si Sir Acar, niya karon naghatag siya og incentives namo
para makabawi mi kay katong mag make mi og magazine about sa bio
something ing-ana maoto mo hatag siya og points namo or either

87
muhatag siya og exemptions….. sa periodicals.(serious)
Interview Does your teacher inform the class when giving an incentive? Like
er: beforehand? Example ate like kung naay buhatoun nga project kay para
molihok mo tanan kay sultian mo nga naay incentives ihatag.
Red: Yes, mo inform man sila before…(Looks up) kay kami uhmm..maybe like
mostly tapulan musogot nalang mi nga muhatag sila og ing-ana unya
manglihok mn sad mi..unya mao sad na akong nabantayan nga maypa
muhatag nalang sila og special projects kay exempted nalang wla nay
finals nga exam ba like kapoy na.
Interview So for you Ate.How significant is giving of incentives in your class
er: performance?
Red: Hmmm…Significant..kanang kuan..uhmm it can really help in our grades
gyud like important siya for sa mga student nga let say kanang….tapulan
mutoon na ba. Kay incentives sa ako kay kung if mo submit mi ani kay
mao to ma exempted mi sa exam so important pud siya namo kay grabe
naman gyud mi ka busy niya so para murag somewhat murag mao nalang
among solution or kuan lang ba dili na mi ma stress ani nga subject. Kay
kaning Bio grabe man gyud ni siya ka stress. So mas mo prefer mi og
incentives.(serious)
Interview Was there a time when you have encountered or heard loopholes of
er: teachers in giving incentives?

88
Red: Diba kanang loopholes kay murag kanang down ..murag naa bay lain ang
paghatag sa incentives?
Interview O.
er:
Red: Confidential man ni no.(serious) so ako nalang ni isulti. Naa koy
nabantayan nga naay bias between duha man ka stem. Sa grade 11 pa
mi among adviser Sir Acar and Mendelev kay Sir Adem. Mas gipaboran
mi ni Sir Acar kay kami iyang advisory like mo affect man na ang
performance sa student sa teacher so mao to pagkahuman ang katong
mga nahagbong pag last sem like gi pa removal ni sir niya ang pikas
section wala. Naay mga hagbong unya among section wala. Lipay kaayo
mi kay removal ba ing-ana ang uban niya ming-ana dayon ko nangutana
nila sa pikas section nga naka removal namo? Inggon dayon sila wla man
mao to wala. Naka feel gyud ko nga laina ni sir oi ana siya namo mo buhat
mo ani ana unya ang pikas wala.
Interview So anything you can add ate? Or do you have suggestions? Or your
er: stand..advantages and disadvantages.
Red: Uhmm. Murag kuan ko neutral lng tingali. Kay ang incentives maka help
man gyud siya…pero dili lang gyud na malikayan nga naay bias
something ba. Pero this time kay walay nay bias like Grade 12 nami. So I
consider incentives as a advantage thing like what I said before.

89
Makuhaan among stress.. mudawat nalang mi og task para wala nalay
exams. (smiles)
Interview Thank you ate for you time.
er:
Red: Your Welcome! Thank you! (smiles)
Code Name: Orange Date: September 15,2017

90
Location: Grade 11 ABM-Maxwell Time Ended: 4:06
Interview So good afternoon ate. We are from 11 Maxwell kanang gathering
er: informations for our research about incentives. So any informations
gathered will be treated with confidentiality. So the question is…Does your
teacher give you incentives?
Orange: Unsay incentives? HAHAHAAH…(laughs)
Interview Incentives kana bitawng incentives or reward for your participation like
er: points or muhatag sila og exemptions.
Orange: O muhatag sila sometimes..like naay usa ka teacher nga kuan
gipatabang mi sa design sa among intrams niya exempt dayon mi sa
research ay dili sa Bio. (doing hand gestures and a bit confused)
Interview So exemptions, so that would answer nga the type of incentives nga
er: gihatag sa teachers ninyo og points pud. Does your teacher inform the
class when giving an incentives?
Orange: Uhmm. O mo inform sila.
Interview In a students point of view. What is the significance in giving of incentives?
er:
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Orange: Para nako kay kuan maganahan ang students nga mubuhat para ma
exempt ana or matagaan or makakuha siya og points. (serious)
Interview So for you ate what type of incentives nag do you prefer? Like the type of
er: incentives nga gusto nimo madawat sa teachers?
Orange: Ahh okay ra ko og points..pero mas better gyud ang exemptions.
Interview How does incentives affect your participation in class?
er:
Orange: Kanang kuan usahay kay depende ra gyud kung ganahan ko ana nga
exemptions kay ako gyud nang buhatan gyud og effort para ma exempt
lang gyud. (smiles)
Interview So what are the benefits of giving incentives in the classroom?
er:
Orange: Kuan naa siyay bad naa pud siyay good. Niya ang bad kay dili ka muhatag
gyud og effort gyud kanang mo take ka og exams dili naka manghinanglan
og ing-ana. Dili na kaayo ka maka learn kay tungod naay
exemptions…unya ang good kay makuan gyud imong trabaho like naa
ba gyud other subject baya nga kuanan og effort niya makakuha naman
ka og exemptions. (serious)
Interview Was there a time ate when you have ninyo ba nga unfair or bati ang
er: paghatag or pag distribute sa incentives sa inyo?

92
Orange: (Nods) Like diba duha man mi ka section sa STEM …. Ang pikas kay
gitagaan sila og exemption while ang kami wala. (hesitant)
Interview So ana so dili nalang ka mo further explain tungod sa nahitabo. So for you
er: ate what is your stand about giving of incentives? Dapat ba siya or dili?
Orange: Para nako kay kung exemptions man lang gani ayaw nalang points nalang
ana. Csmiles)
Interview Mao ra na siya ate thanks you very much for your time.
er:
Orange: Thank you…Good Luck.. (smiles)
Code Name: Yellow Date: September 15,2017
Gender: Male Time Started: 3:28

93
Interview Good afternoon kuya..we are from grade 11 Maxwell research team. Any
er: information gathered will be treated with high confidentiality. What language
do you prefer?
Yellow: Char (grinned) uhmm English.
Interview Our research is about giving incentives to students. Does your teachcer give
er: you incentives?
Yellow: Uhmm some of them. Usually those teachers who are present uh who are
always present in the class.Instead of kanang giving activities they just let
us do something. Like instead of doing full discussion or activities in class
they just let us do something elsse to do like when we do that then we will
be given corresponding points. (calm)
Interview Do they inform you if they give incentives?
er:
Yellow: Yeah usually..usually but usually they do give information because
everyone here is super competitive at that point. And everyone will really
comply with the activity.
Interview Usually what type of incentives does your teacher give?
er:
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Yellow: Usually they give point incentives example for our PE class or everyone's
PE classes Sir Wency is there right. If we were told to perform in our PE
classes …….or representatives for the intrams pageant. I we will do that we
will be given points . or there are some other teachers who made us do
(pointing out an output) like this one. For them their incentives would be
(clears throat) not be given a periodical test if they do this activities. So
they are the kinds of incentives that they will receive. (serious)
Interview What kind of incentives do you usually prefer?
er:
Yellow: For me we were…we were just tasks to do an event then we would be
exempted for periodicals. First of all test…usually these tests that these
teachers give are very tedious to do like you have to memorize a lot of
numbers...memorize a lot of terms so we really much prefer..like if we would
be given activities like this.. all of us prefer to do these kind of activities
(pointing at the output) because we just need to organize everything and
then we will be exempted for everything like for example last time..last time
we had our exhibit last grading so in exchange for that event…we weren’t
given any periodical test for our subject in English..so that is why we prefer
these kind of activities although they are quite tired to do. (serious)
Interview Is it beneficial to your performance in class?
er:
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Yellow: Well for me I never really thought that as a good indication of kanang good
measure of someone’s intelligence. It only measures small portion of that
person’s intelligence in that subject. So I believe that however doing these
things (Points the output) are good measure these are just mainly about
event making. However for us it will be much more…it is not exactly
beneficial but it is better for us to do these because there are last tasks to
do and everyone else can cooperate unlike..unlike kanang test. Everyone is
on their own and task to so individually some fails some don’t and these
(pointing at the output again) activities like these….everyone can fail and
also get a good score. (serious)
Interview So for you what is your stand about giving incentives?
er:
Yellow: Personally, I am not exactly a fan of giving incentives because there would
be times for example… mostly incentives are given when you pay and
you don’t have exactly have enough money in my pocket always while they
are trying to do that you need to borrow more money from your classmates.
That is not exactly good I don’t exactly like pero mao na nga it also put people
at the disadvantage because like for example there are also other people
who are not exactly ahh….who don’t have for example to do usually a lot or
they are asks to print a tarpaulin for the intrams or something that gives
the disadvantage of the other people who did something nga kanang
…example kanang gi skip ang test and they were just asked to do something
96
else. For doing that their incentive would that they will get good score ahhh.
They would be given a passing score on the test that they missed that would
be the disadvantage on those people who took the test because they study
while others who didn’t take the test just had to do something, just fairly
easier than the test and they had a passing score for that test and I think it’s
the disadvantages. (serious)
Interview So is there anything that you would like to add? Or suggest?
er:
Yellow: I think for the suggestions… I think anyway as much as I’d love to lessen
the incentives or points or everything else. I think it cannot be help because
teachers and students themselves are busy and I don’t.. I can almost say
that this school is almost not having classes because teachers and students
are busy for events. So even though, as much as possible I would love to
lessen the incentives because it’s like an disadvantage to the people
who gives exactly not the same level of effort…not just me. (serious)
Interview Thank you. Thank you for your time.
er:
Yellow: You’re welcome. (smiles)

97
Code Name: Green Date: September 15,2017
Interview Good afternoon ate..so any information gathered will be treated with
er: confidentiality. So ate we would like to ask what language do you prefer?
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Green: Pwede duha ra gamiton.
Interview Our research is all about giving of incentives. We are going to test whether
er: incentives will be a motivational or demotivational factor. So first – Does
your teacher give you incentives?
Green: Yes.
Interview So what type of incenitves does your teacher give?
er:
Green: Well in some cases where in mga Friday classeses. Sometimes they
cannot give us anymore classes because of activities reason. So for
example they will ask us to do something kanang like naay event so they
will give us points and that would be countless activities…others uhmm
kanang last year we have to join a committee as an activity for school
and we would be exempted for the quarterly test. (serious)
Interview Do they inform you if they give you incentives?
er:
Green: Unsa imong pasabot sa imong pangutana?
Interview Because there are some teachers like they have strategies and that is why
er: students are motivated. So we are going to test if they are going to tell you
what kind of incentives do they give and uuhhh…. For you are the benefits
or are there any benefits of giving incentives?

99
Green: Uhmm…for me especially for some subjects that have…like our kana
bitawng less ra ang time sa amoa. For me maka forward gyud siya..uhmm
unya raha…naay ubang subjects uhmm murag gubot to nga
student…pero hinoon lisod..lisod gyud sa stec kaylangan mo hardwork
gyud ka pero thankfully motabang pud ang teachers namo. Ang kaning
incentives mao ni ang way nga nakatabang namo para ma pull among
grades..unsa pa gani to imong question? (doing hand gestures)
Interview Uhh for you is there any benefit if makatabang ba.
er:
Green: One makatabang sa student sa grade. Two kay dili na kaayo mi mahasol
og dili na kaayo murag bitaw mas ma quick among lesson tungod sa
incentives points..murag mao ra na amoa. (calm)
Interview What is your stand about this? About giving incentives?
er:
Green: Uhmmm. I agree with incentives because sometimes what is in our system
is something that I believe is not gamit sa students example memorizing
dili man sad nato ma apply in real life for example sa akoa sa mga related
subjects nga dili man sad nako magamit sa akong padulngan nga career
and like for me what matters most is being able to apply these things not
memorizing them so yeah.. mao to akong giingon nga most of the
incentives para ma gain og points and ma exempted mi sa test para dili

100
kaayo mi maglisod… ang other teachers kung dili sila mohatag og
incentives ang ilang buhaton muhatag sila og activities hasol kaayo unya
dili siya related wala kaao gamit sa life sa students. (serious)
Interview So how do incentives affect your performance in class? Example if a
er: teacher gives you incentives or plus points kanang for you ma motivate ba
ka like I will do this more like mas mo work hard ko kay naa koy incentives
or maybe
mag think ka nga ayy kuan ra man na like what is your stand.
Green: Since I want to be part of the ano..since I want to maintain a grade. It is a
way for me to be more involved in the class that’s what youl will mostly
see with my classmates and uhhm…what do you call this! Hmm..para
nanko maka motivate gyud siya uhmm.. tanang tawo tingali nga murag gi
kapoy na so ang incentives mura siya og short cut to get motivated.
(serious)
Interview Is there anything you would like to add? Or suggest?
er:
Green: Ahh suggest! Unsa mana?
Interview Kanang suggest ate about this nga muhatag ba ka more of incentives or
er: maybe tang-tangon na.
Green: Siguro for me ang incentives dili lang gyud focus sa ano…sa mga going
101
out nga students like moadto sila ani nga place para makuha ni nila. Sa
akoang nabantayan mostly students ra gyud mismo muadto niya maunsa
man lang na ang bata. Na pud uban nga like pareha ako dili ko kabalo mo
navigate sometimes dili ko ka ano mahadlok ko. Early in the morning so
murag hmm.. gikapoy ko. Suggest gyud ko nga if naa gali ing-ana go as a
group ta muadto. Mao ra to. (serious)
Interview So thank you. Thank you for your time!
er:
Green: Sige.(smiles)
Code Name: Blue Date: September 20,2017
Interview Good afternoon! So any information gathered in this interview will be
er: treated with confidentiality. So first what medium of language do you
prefer?
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Blue: Bisag unsa lang.
Interview First kuya. Does your teacher give you incentives?
er:
Blue: Like unsa nga type sa incentives?
Interview Like points or gratitude or exemption.
er:
Blue: Usahay. Pareha ni Sir Acar kausahay.
Interview What type of incentives does he give.
er:
Blue: Example…maka score ka ug dako…example intrams kanang example
last year kanang nadaug mi first mi over all. Then siya man among
adviser ato iya ming gipapasar sa amoang test. (serious)
Interview Did he inform you that tagaan mo niya og incentives ato or wala mo gi
er: inform?
Blue: Ming ingon siya daan para pursigihan namo ang among intrams ato.
Interview In the students’ point of view how significant is giving incentives in your
er: class performance?
Blue: Feel nako..ahhh makakuan siya…maka inspire siya..ahh dili guro inspire
murag makapag improve man siguro.. o maka-motivate. Feel nako maka

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motivate siya pareha ato example kay katong intrams…(serious) instead
lingaw-lingaw lang unta mi atong intrams. Murag nahulog siya nga
among test kay nadaug man mi so pasar mi daan mao to.
Interview So what type of incentives do you prefer?
er:
Blue: Depende kung unsa ang kuan..pero if (laughing) feel gyud nako points
siguro.
Interview Para nimo beneficial ni siya or at some point dili?
er:
Blue: Uhhmm.. siguro unfair sa uban. For example kato ang sabot man gud
ato kung first ka sa imohang naapilan nga contest pero naabot siya
sa point nga..first man mi overall unya kami tanan ang gihatagan og
incentives.(calm, no eye contact)
Interview Was there a time where you encountered or heard drawback of your
er: teachers incentives? What happened?
Blue: Unsa kanang balik?
Interview Kanang murag mga bad feedbacks…
er:
Blue: Ahh kanag padungo-dungog?

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Interview O
er:
Blue: Ahhh Feel nako naa koy nadunggan… ay dili kaayo ingon nga nadungog
gyud pero feel ra siguro nako sa akong hunahuna nga nakadungog ko.
Murag wala raman siguro…Hahhahaha
Interview Sa hunahuna nakadungog ka?
er:
Akong utok ra siguro ang nag ingon nako bati man gyud but since
kinahanglangnon man.
Interview So what is your stand about incentives?
er:
Blue: Ahhh….Feel nako kung deserving ang tawo og incentives kay makuha
niya pero example pareha ato abot sa ma first ka sa imong giapilan sa
activity. Murag nahulog man gyud siya nga dapat gyud ka mag work hard
para ato. Example kanang ma perfect ka sa inyong moving
exam….perfect pud ka sa imong quarter. Kailangan gyud tun-an nimo og
maayo ang imong exam para kung ma perfect ka deserving ka nga ma
perfect so mao na siya nga mo work hard gyud ka sa imong incentives..
(serious)dili ingon nga hala ganahan ko nimo 5 point na ing-ana ana wala
nay buhaton lain. Unfair pud sa uban pero kung deserving sa tawo okay
ra.
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Interview Is there anything you would like to add?
er:
Blue: Wala na…wala..(laughing)….
Interview Thank you Kuya!
er:
Blue: Thank you. (smiles)
Code Name: Violet Date: September 20,2017

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Interviewer: Good afternoon kuya! How are you today?
Violet: Okay ra. (smiles)
Interviewer: Does your teacher give incentives?
Violet: Incentives? Uhmm… yes siguro sa among adviser og sa among ubang
teachers muhatag gyud sila og incentives like kung naay mga events;
Interviewer: Like unsa man nga mga events?
Violet: Example nga akong nahinumduman….kay katong sa intrams nga if
ma first mi ang bluesharks kay naay plus sa among physics og chem.
O physic og chem sa among tanan. (serious and having hand gestures)
Interviewer: So what type of incentives does your teacher usually use murag sa
ilang tanan or as a general?
Violet: Mostly mugamit sila og incentives if kanang…if ganahan bitaw sila nga
mo participate mi tanan …nga mo participate mi sa certain part sa
event. Example sa intrams kay gitagaan mi og incentives ato kay
nadaog mi…. hatagaan mi ug kanang reward og another sad kay
katong buwan ng wika og scimath…kung madaog pud mi naa pud miy
plus or perferct mi sa among quizzes. (serious)
Interviewer: Does your teacher usually inform the class ahead of time when they
give incentives?
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Violet: Ahh…sometimes mo inform sila…sometimes mo inform. Sometimes
dili pud kay since duha man mi ka STEM..Stem atom og neuron…naay
times nga sila ang una matagaan sa incentives dira ra pud mi makabalo
nila at the end mangayo pud mi og incentives kay gitagaan man sila.
Murag it’s a matter kung kinsa ang una ingnan.
Interviewer: Hmm..but sa kanang sa aside sa kang sir Quilantang og sir Acar so ang
other teachers ba mukaan mo inform sila?
Violet: O. example kay si Sir Quilantang og si Sir Acar. Muhatag gyud na sila.
Interviewer In a student’s point of view, how significant is giving of incentives to
: your class performance?
Violet: Significant gyud siya kay ang paghatag og incentive for the reason mas
maka drive siya or mas maka inspire ang students bitaw buhaton nila
ang ilang best sa certain nga butang. Mas naa kay clear nga goal og
daghan ka og will bitaw para mahuman para makapag compete ka.
(confident)
Interviewer: Kanang aside from kanang maka inspire siya or mo drive siya sa
student nga mubuhat sa iyang best. What are the other benefits of
giving incentives?
Violet: Other benefits sa pag give og incentives kay…kay mas murag ma
center siya og focus bitaw sa amo karon kay daghan na bitaw mi og
focus sa laing subjects. Pero naay incentives ang usa ka subject like
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atong ibutang nga minor ma focus na namo for its specific time..
(serious) mao ra na among focusan kay mao man naay incentive. So
mura siyag ma center of attraction. Another benefits siguro sad
kay…mas..mas..maningkamot mi ani nga butang kay naay incentives.
Example katong buwan ng wika kay ku ng walay incentives dili man
gyud mi moapil..pweder ra man mi mo stay sa among classroom.
Interviewer: So kanang was there a time where you have encountered or heard
loopholes of your teachers incentives like unsa nahitabo?
Violet: Uhhmm..loopholes..siguro naay mga time nga murag dili ingon
loopholes kanang murag kanang like bias ba sa incentives. For
example kanang…katong Sir Wency patay makita ko (laughs) for
example katong atong ibutang Sir W. naay say kanang murag naay
student nga nahagbong…dili kay ingon hagbong wala naka tungtong
og 90. Nangyo siya og murag kanang incentive nga if naa siyay
achievements inig intrams mudako iyang grado so…mao to at the
end siya ang highest namo which is… (hesitant)
Interviewer: Murag ang iyang criteria…
Violet: Dili nalang ko muingon basta mas dako iyang grado. (smiles)
Interviewer: Kanang kuan kanang general…naa bakay ma add about
incentives ,your perspective about incentives or is it a good strategy by
the teachers?
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Violet Para nako nindot man strategy sa incentives in a way nga maka drive
siya sa students nga mas maka focus ang students kung naay
incentives pero naa pud siyay loophole or kanang downfall if dili ma
control or dili ma unsay tawag ana ma sustain ahh dili sustain kanang
murag dili tarong bitaw og use ang kanang kuan incentive like dili na
mao or sobra na kay bati.. bati pud siya sa part sa students as well as
the teachers. (serious)
Interviewer: Thank you Kuya, that would be all. Thank you for your time.
Violet: Sige.(Smiles)
Code Name: Gold Date: September 15,2017
Location: 12 STEM Neuron Classroom Time Ended: 3:38
Interviewee: Good afternoon ate
Gold: Good afternoon
Interviewee: how are you?
Gold: Gikilig ko
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Interviewee: Asa imong gusto or comfortable nimo na place ate?
Gold: By the wind (smiling) by the wind hhah
Interviewee: okay first what is your preferred language?
Gold: French nalang
Interviewee: Ayyy
Gold: Anything.. okay ra Filipino, okay ra bisaya (hand gesture)… okay rapud
Interviewee: so second question, does your teacher give you incentives?
Gold: For me uhmm.. it depends on my performance on the class. Naa may
time na ganahan ko ani na class like active kayo ko so moingon ko ug
yes because for example in our Filipino sa activity namo, mura syag
fruits of labor na nagtatiman sa ako grades kay dako jud siya ka
ang…ang imong participation kay hatagan jud ug points….so yeahhh
Interviewee: what type of incentives does your teacher usually give?
Gold: uhmm extra points
Interviewee: Points then unsay pamaagi?
Gold: uhmm e add lagi…(touches at her nape) sa amo kay e add siya sa
uhmm e add siya sa among performance which ni help pud siya kay
ang performance 60% siya sa overall na grade so adtu na niya ….
Example (hand gesture) five points sa performance which maka help

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jud siya (quite hesitant)
Interviewee: so individual____
Gold: Yeah it depends how you..unsay kuan nimo sa room
Interviewee: okay does your teacher inform the class when giving incentives?
Gold: ahh yes they informed. If dili e inform like lain sad kaayu nay incentives
nya para nimo ra ha, para rajud nimo..so mura syag para fair sa tanan
mo inform ang teacher like uhhm mao ni mabuhat like I give extra points
if mo participate mo or mo raise ug hand, mo answer og question,
so it just depend on the student if ever di sya mo participate di siya
mo..mo..moa answer sa question…(looks down)
Interviewee: uhm sa imong student’s point of view of giving incentives, unsay
importance?
Gold: so its really important like uhmm(twist fingers) ang incentives kay
makatabang jud sya maka raise sa imong points bsag gamay lang
point 5 and all then kung ganahan ka like honor-honor student, ing-ana,
like makahelp jud siya..if you’re active and all..and also sa mga
trabahunon sad kailangan sad sila ma productive pero I guess like maka
help jud sya sa grades(calm)
Interviewee: For you like what time of incentives..na maka affect jud nimo(point out
to the interviewee) in your participation in class?

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Gold: Uhm participation(touches her nape and smiles) hahhaah like kanang
answer og question, raising..oo raising of the hands, kanang tawgon
ang name(hand gestures)
Interviewee: unsa na subject ang maghatagan nimo ug incentives?
Gold: ahh haa Filipino(waves at the camera)
Interviewee: Kanang, Mosqueda?
Gold: no… (shakes her head)di s imam mosqueda, Sir Quilantang(smiles)
Interviewee: sir quilantang, so for you unsay nakahelp sa imo ang incentives? Unsay
mga benefits
Gold: ang benefit kay… mura siyang makaboost sa imong morale?
(hesitant)Makaboost ba like mo give jud ka sa imong best sa subject,
and also since like ingani naman sa imong morale boost na so the other
subject kay ma affect sad nya ma boost sad imong morale na mo
participate sa kuan..(hand gesture)
Interviewee: so was there a time when there are loopholes of teachers giving
incentives?
Gold: ahh not really but ahh different case pud tu sa among pud…pero wa ko
ka try ug kanang
Interviewee: like imong ____(di maklaro)

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Gold: Wala..(shakes her head)
Interviewee: haha thank you

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Location: 12 STEM Neuron Classroom Time Ended: 4:06
Interviewer: Good afternoon kuya.
White: Hi hahhhaahhha
Interviewer: Ahmm I am from ABM Maxwell and we are conducting uhmm research
about classroom incentives. So any… any data ah ahmm gathered in this
in depth interview will be treated confidentially.
White: (nodding)
Interviewer: Kuya what language do you prefer?
White: Bisaya lang hehheheh
Interviewer: But is it okay if English akong questions?
White: Hmmm (nods with a smile)
Interviewer: So my first question will be does your teacher gives you incentives?
White: Uhmm oh manghatag hahaha (looks at the questionnaire held by the
interviewer)
Interviewer: Uhmm what type of incentive does your teacher usually offer?
White: Uhmm sa among kuan sa uhmm kasagaran kay sir Acar mangud nga
subject like usually kay sa kuan uhmm pareha anang kuan example mo
participate mo sa kanang nay mga event example like intrams guro or
something na kanang exempted mi mmmm example parehas attong sa
last namo nga… katong pag intramurals namo nga if madaog mi kay like
exempted name sa quiz sa biology na class pag last sem.(confident)

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Interviewer: Does your teacher inform the class when giving of incentives?
White: Yes mm like especially kanang kasagaran ana kay like kanang hapit na
qui-hapit na tig exam gud mao nay tinghatag og incentives sa students
Interviewer: Next kay in a student’s point of view how significant is giving of incentives
in your class performance?
White: Ahmm so, it’s significant in such na kuan (long pause) uhmm para nako
ang incentives guro kay isa sa way nga kanang murag pagana gud sa usa
ka student nga kanang like mo perform pa sha og kuan kanang like
example na mo base ko sa experience kanang for example like makabawi
ko ba for example gamay-gamay kykog score sa kani nga class so
kailangan ko mobawi ani pero kasagaran na i-kuan sa mga teachers
instead of like retaking or something mo take og exam balik ore remedial,
moagi nalang og kanang mga for example kanang mo participate aning
mga butanga mga pagkuan pod og maghimo pod ka og mga event event
kay for example mga curriculum or mga symposium. (calm)
Interviewer: Ahh so what type of incentives do you prefer and why?
White: Uhmm para nako kuan na type ahhh (long pause and thinking while
looking up) unsa man na (long pause and thinking again) unsay type of
incentives oyyy?! HAAHAHHHAH (facing to some of his classmates)
Interviewer: Like exemption, plus points---
White: Uhmm feel nako kanang..kay mga plus plus plus points kay example kay
kana mangung plus points kay nagpakita mangud og kanang effort ang
students and dili baya tanan na kanang like dili baya tanan students ang
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mahatagan og chance na kanang kanang kung unsa na mahatagan like
for example plus points for-kay ni participate ani or ni give og effort ani
nga mga task so kana nga type.
Interviewer: So, how does incentives affect your participation in class?
White: Uh ang incentives kay as (pause) ang incentive kay dako jud og effect or
affect nako kay for example kay kato pampagana sha sa us aka student
na kanang mas mo do-mas mo do more pa, mas mo…. mas mo exert pa
shag effort nga nya kaning mga botang na kato (calm)
Interviewer: Next question is for you, what are the benefits of giving incentives in the
classroom?
White: Benefits….benefits… so kuan siguro uhmm para nako kay kuan
hahahhaha mado-madongagan akong kuan, na add on akong grades and
other is kuan aside sa ma add on sha sa grades uhmm (long pause
thinking) add sa graaades (long pause) kana ra (confused)
Interviewer: Last is, was there time you heard loopholes sa incetive na gihatag sa imng
teacher?
White: Issues….encountered nako? (pause) wala ra…wala raman mi naka
encounter og ing ana kay tanan mangud kay like na inform mangud mu
nga students like example ig mag announce ang teacher nga plus points
or something arak ay iinform dayun…kay wala pod diri ang uban like
example sa kanang online ipost sa group na nay kuan na kani guys kay
kuan ni para addition ni sa atong kanang periodical exam para , mao to..
wala shay-wala pod ko kauway or naka experience og loopholes sa

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previous nako nga school.
Interviewer: Sgee mao rato kuya thankyouuuuu
White: Hihihi thankyouuu saaad.

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Code Name: Peach Date: September 15,2017
Classroom
Interviewer: Good afternoon ate
Peach: Good afternoon
Interviewer: So any data gathered in this in depth interview will be treated
confidentially so uhmm what language do you prefer?
Peach: Anything lang.
Interviewer: So kanang--- (someone passed)
Passer-by: Sorry sorry
Peach: Bastos ayy nibalik pajug agi (curse)
Interviewer: Sige so moderetso nakos akong question. So does your teacher give
you incentives?
Peach: Yes hatagan mig incentives ever since pag junior high school namo
Interviewer: So next kay what type of incentive does your teacher usually offer?
Peach: Exemption sa periodical exams. Exemptions sa quizzes, plus points sa
grades or plus points sa outputs namo.
Interviewer: So next is does your teacher informed the class when giving of
incentives?
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Peach: Yeah…iyang eh-ila eh… They spread it around the classroom na if ever
we do something, we’ll get plus points or yeah incentives. (serious)
Interviewer: Next is, in the student’s point of view, how significant is giving of incentive
in your class performance?
Peach: Giving incentives in class performance is very helpful especially when
gagmay og grade ang students so maka help shag pull up sa grades sa
students. And aside sa pag pull up sa grades sa students kay mas uhmm
energize ang students to do something because of the incentives and
then once na ma energize ang students to do something like for example
mag activity mi and then instead of having the activity, we will propose
another thing for a culmination. So if we propose something for a
culmination, it has to be related to the subject mansad among incentives.
So, since it’s related to sha to the subject, ila i-credit. And then among i-
corporate among lessons or the lessons we are taking in that moment
so inig ka corporate ato nga lessons, so naa gihapon mi amoang
learnings based sa lessons para naa sad mi makuha nga matangtangan
mi og murag tunok sa side na murag mag take pami ani-so nice sad sha.
(confident)
Interviewer: So next is, what type of incentives do you prefer and why?
Peach: What type of incentive? Any incentives possible cause ahh
aside..every—ah well, incentives really help you especially when needed
nimo ang…..mo pull up sa imong grade--pull up sa imong grade so any
uhmm incentives will do pero I think also that incentive shouldn’t be

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about anything. It should be related into particular subject not just any
random incentives like sige sige gawas mo pakantahon tamo, sige
perfect namo sa akong PE or perfect naka sa Science, perfect naka
sa Math and then you don’t need to take exams. I think that’s….That
kind of incentives is sort of unfair. Maybe pwede siya in ana pero not
really totally perfect more like kung unsay highest score akong i-give
ninyo, bisan wala mo ni take sa exam. Maybe uhmmmm to balance out
and being fair in giving incentives kay is one of the biggest issu----but I
don’t really prefer or having any preferences of what type of incentives
that I’d love but incentives, ganahan ko og incentives or any form of
incentives because it helps pull up my grade. (confident)
Interviewer: Next is, how does incentives affects your class participation?
Peach: Mas mo participate ko if nay incentiveslike for example ang teacher mo
ana nga kanang if ahmm mo uhh participation in class example moana
sila if uhmm naa man mi incentives sauna sa junior high school and is
that when we have this mock nga periodical, mohatag sila og summative
test, if ever we score 43 up-ah okay- no diay wrong. Periodical test,
cause we have division nga periodical test, the DepEd and we also have
our teacher-made periodical test. So far the Division, if ever makakuha
mig 45 over 50 or 48 over 50, pwede na dili mo take sa periodical exam.
So, ing ana nga type of incentive. (serious)
Interviewer: So, for you what are the benefits of giving incentives in classroom?
Peach: Ahmm for me, the benefit would be the student will actually try harder
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and exert effort uhh exert effort and hardwork in their task because of
the incentives. But sometimes mangud ang students ma-blind sa
incentives like ana sila sige daoga ni ninyo igka human ana kay dili namo
ka take og periodical exam. Perfect namo tanan. Dili namo ka take og
quarterly exam and stuffs like that then due to that, doesn’t mean ang
student dili ganahan mo study pero murag ma energize gani to do what
they are supposed to do in the classroom because of the fact na nay
incentives. (confident, hand gestures)
Interviewer: Last ate kay, was there time you have encountered or heard loopholes
of your teacher’s incentive? What happened?
Peach: Loopholes….So far I haven’t heard my loopholes or wala ko ka notice og
any loopholes but naka notice og any loopholes but naka notice ko nga
nay sometimes unfair kayo nga incentives kay were taking the same
thing but then they have and we don’t because of the fact nga naa lay
things nga need og skills but not really nga loopholes but sometimes
naay pagka unfair.
Interviewer: Sigee mao rato ate thank youuu
Peach: Thank you sad.

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Code Name: Dandelion Date: September 15,2017
Location: 12 STEM-Neuron Classroom Time Ended: 3:36
Interviewer: Good afternoon ate!
Dandelion: Good afternoon
Interviewer: So, kanang, how are you today?
Dandelion: I’m fine, thank you how about you?
Interviewer (laughing)
& Dandelion:
Interviewer: Sige so, my first question would be uhm… does your teacher give you
incentives?
Dandelion: Unsa nga incentives?
Interviewer: Like kanang classroom incentives. Plus points ba ron or kanang
exemption
Dandelion: Ahhh… mmm… yahhh… mohatag silag in-incentives for example
motabang mi, tagaan mi konohay og plus points, or kung mo participate
mi og events kay tagaan mig pluspoints. (serious)
Interviewer: So, what type of incentive does your teacher usually offer?
Dandelion: Kanang grades. Anha jud na sila sa grade…(long pause because
airplane passed). So mostly anha jud na sila sa grades mo igo kay kay
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kanang mga plus points ila man gud ng ibutang sa kanang example
gamay kag kuan diri so murag mao nay pampabira konohay ba. So para
(Airplane passed by)… partial grade… (Airplane passed by) so mao na,
usually kung muhatag silag incentives, scores jud na ilaha, mga plus
points nga makatabang sa grade.
Interviewer: So, does your teacher inform the class in giving an incentive?
Dandelion: Yes, they do inform kay once they want us to do something ila man gud
ingnon dayun nga naa mo’y plus points para ani. So murag as
students, mo enganyo mi mobuhat pud. (calm)
Interviewer: So, in a student”s point of view, how significant is giving incentives in your
class performance?
Dandelion: Kanang, kuan kaay siya tabang. It’s really helpful especially if imohang
grades kay kanang gamay bitaw because when teachers give incentives.
It’s scores, it’s plus points man jud so it’s one way of kanang pulling up
your grade. Usa usa siya sa mga facctors nga makapataas sa imohang
grade or kung dili man kaaay nindot imong class performance, at least
matapalan siya sa plus points nga ipanghatag sa mga teachers.
(serious)
Interviewer: Sige, So, uhmm.. what… what type of incentive do you prefer? Why?
Dandelion: Kung pangutan-on ko sa? Kana jud, ang plus points jud kay usahay man
gud kanang for example gamay kog score ani, at least kung naa koy
plus points kay mubira pud siya kanang bale tungod anang mga plus
points kay mura pud shag makatabang nako nga mo-inat akong grade sa
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class
Interviewer: So next te kay, How does incentives affect your participation in class?
Dandelion: Kuan, nindot ang kuan nila noh? Kung mohatag silag incentives kay
nindot siya pero usahay kana bitawng kanang makwaan kag time kanang
in class kay for example kanang birahon rakag kalit to do something
pero naay pero naa siyay kuan kana bitawng kapalit, so plus points murag
ikaw pud as a student dili bitaw ka kabalibad kay plus points nagud na
niya usa na, usa na baya na sa reason nganong taas kag grade nganong
mataplan imong gamay nga score, pero usahay pud kanang nindot siya
kay makapatapal siya pero usahay pud kanang mabira birahon lang kas
klase og kalit di nalang ka kaapas sa discussion kay tungod kay
pabuhaton ka ani pero tungod sa incentives murag somehow mataplan
bitaw niya. (confident)
Interviewer: Ah sige. For you, what are the benefits of giving incentives in classroom?
Dandelion: Kana makapainat sa class performance, kanang motaas imong standing
sa class, niya kanang ang grades nimo kay mainat pud.
Interviewer: Lastly kay was there a time where you have encountered or heard
loopholes of your teachers incentives?
Dandelion: Ay loopholes kanang kanang oh, kanang botbot nga ano kay usa-usahay
ay I don’t know ay not here. Okay ra dili ar? Dili ari nga school? Kay sa,
sa, sa last, past school nako kay kana bitawng ingnan mi nga kung
buhaton ni ninyu kay tagaan ta mog ay eexcempt tamo sa exam, mao na
konohay. Niya pagbuhat namo ato, pag-abot sa exam kay murag wala,
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mura nalag nalimtan kay ingon sila ay dili namo para na fair para na para
fair sa tanan so mo take jud gihapon mi. So, murag bale na mura mig
nitoo sa ilang giingon ba pero wala ra bitaw. Mao na ang among efforts
kay murag somehow kay wala. Wala nila na paid back. Murag ing-ana.
(no eye contact, calm)
Interviewer: So, mao ra to te. Thank you!
TRANSCRIPTION FOR TEACHERS:
Code Name: Magenta Date: September 15,2017

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Location: STEC Senior High Faculty Time Ended: 4:52
Interview Good morning ma’am. Any information gathered will be treated with
er: confidentiality. So first ma’am our topic is all about incentives.
Magenta: Incentives for students? (chuckles) what do you mean incentives?
Interview Like Points…

er:
Magenta: Ah okay..so how do you define incentives in your research?
Interview Incentives like giving points, or maybe simply giving gratitude with them
er: doing good it’s already part of incentives.
Magenta: Oh okay, I don’t believe in that. I just ahh grade them according to their
performances,written work performances and exams. (laughs)
Interview Do you think that giving of incentives is effective for other teachers who
er: give incentives?
Magenta: Uhmm.. I’m not sure though but for me NO.
Interview So what do you think about ,is it effective for students?

er:
Magenta: Maybe for some. (nods) for some students. they will be given incentives.
Some students would rather do their task or do something good because
of incentives. I myself won’t be doing that. You do good because you
are ought to do good but not because of incentives.
Interview So anything you would like to add ma’am?

er:
Magenta: Hmmm..No (grins).
Interview Thank you ma’am. Thank you for your time.

er:
Magenta: Sige.
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Code Name: Lavender Date: September 15,2017

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Interview How are you Sir, good afternoon!

er:
Lavender: Yes okay ra, good afternoon dae!
Interview Comforatable ra ka sir?

er:
Lavender Ah yes.
Interview So our interview is all about incentives sir,so first question IS: Do you give
er: incentives your students?
Lavender Yes. Actually I prepare gyud index cards didto mo reflect ang incentives.
(calm)
Interview Okay sir. So type of incentives do you give to your students?

er:
Lavender Specifically kanang oral participation, like additional points para mapuno
nako sa performance. Another is kanang mga performance tasks
actually naa man gyud nay points gyud. So additional points actually.
(serious and hand gestures)
Interview Is there any difference to how your students perform with or without
er: incentives?
Lavender Uhmm..yes kay actually the use of incentives is to motivate man, so

sometimes students are uhhmm. The more points ah the more incentives
the more participation so meaning they will be motivated to go with the
performance when they have incentives unlike kung walay incentives
medyo mawalay gana bitaw actually motivation is one of the principles of
teaching. (serious)
Interview So is there any negative feedbacks about you giving incentives?

er:
Lavender Negative feedback!...maybe for those who are not into participation like for
example those learners nga kana ra galing maminaw ra because they
don’t like interaction, siguro ang negative feedback ana kay naay unfair
pero actually we will try our best to cater the all types of learners man.
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Siguro katong mga hilumon tagaan lang siguro og activity nga dili
kinahanglan mo isturya bitaw naa may ing-ana.
Interview So sir is your incentive style of giving is a strategy?

er:
Lavender Yes actually it’s a strategy because in the first part of the lesson you are
going to get the attention of the class man and of course full participation
so sometimes incentives will be the best solution.
Interview Naa man gyud nay negative feedback sir about ana, then naay uban nga
er: mu-abuse gyud.
Lavender Abuse like what? (confused)
Interview Like incentives sir ma abuse siya like magsalig nalang sila kay naay
er: incentives.
Lavender Hmm.sometimes yeah.
Interview Sir naa kay limitations about sa paghatag nimo og incentives? Like naa
er: kay regulations.
Lavender Limitations maybe… uhmm no I limit the perfect score nalang para others
to kuan..for others to cope up makaapas gyud sila kay usahay pud
maabuse siya in the sense nga student ma independent sa incentives. So
how about kung walay incentives diba? So basin dili na sila mo
participate. Murag gali mahulog nalang nga ganahan sila mo participate
kay naa silay makuha which is somehow dili siya healthy. (serious)
Interview So sir is there any kanang experience nimo sir nga miingon ang
er: estudyante nga bati ang imong paghatag nimo og incentives or lain-lain
ba sila og kuan sir mechanism para mo cope up sa imong incentives?
Lavender Uh so far wala raman . Actually ang feedback nga makuha nako kay the
student will approach to me the mo ana ‘’Sir dili man gyud ko expressive.’’
Unya that is why naa gyud learners nga dili expressive so mao to, so far
wala ramay feedback … (short pause) negative feedbak about incentives
it is somehow like a reward man pud so I think positive ra siya.
Interview Do you use the same style or method of giving incentives to all classes or
er: different sir?
Lavender Like what do you mean different classes?

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Interview Example sir, like sa laing section sa STEM, ABM. Do you give different
er: types of incentives or the same.
Lavender No. as long as you are participating you are given the same incenitve.
Interview So kung if the same ra sir. Most of the students pareha ra ba sila og
er: respond sa imong incentives?
Lavender Actually..ahh…it is advantage for students who are active in academics

but there are some students they are not active in academics. Usually if
I’m going to compare like for example sa Gas, actually sa Gas dili gyud
sila into incentves man like no matter how big nga points na gali imong
ihatagdili gyud sila, mauwaw gyud sila. (serious)
Interview So how will you cope up with ana sir?

er:
Lavender Siguro kuan nalang instead of oral participation lang ko muhatag, kuan
akong dak-on ang incentives sa performance task like group work where
they can collaborate as long as there is collaboration and participation not
necessarily oral participation even like collaboration lang ana.
Interview Is there anything you can say about incentives sir?

er:
Lavender Hmmm… (short pause) incentives maybe..okay since we are already in

senior high school naman so most probably I discouraged
incentives..why? because we are already mature na gyud we are now
in the second level of kanang morality stage..we are not into reward
system but we are now into self motivation or shall we say effective
learning if you will really learn without incentive so that’s a good thing. So
para nako i discouraged nako ang incentives kay dili naman ta bata gud.
(serious)
Interview Like magsalig sir sa?

er:
Lavender Dili na bata ba.. Kailangan pa gyud tagaan og candy para lang gyud
mukuan diba. (laughs)
Interview Thank you sir.

er:
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Lavender Yes. (smiles)
Code Name: Black Date: September 15, 2017
Location: STEC SHS Faculty Time Ended: 4:02
Interviewee: A pleasant day ma’am. How are you?
Black: Im fine (touches things)
Interviewee: uhh what is your preferred language?
Black: English(shakes head slightly) I think that would be beneficial to you if you
choose English
Interviewee: do you give incentives to your students?
Black: (looks up) Giving incentives..points(give out a hand)
Interviewee: kanang what type of incentives do you usually give?

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Black: okay that’s good.. So I give most of the time..i give points..i think that’s the
most convenient among the teachers (smiles) you don’t have to buy
something . But I do occasionally in my advisory class. For example
I ..uhmm I happen to have this…something like uhh team of the month,
for example. So that’s my most recent activity on my advisory class
so(moves away dangling hair) so to motivate them they wear uniform all
the time, dress up during Wednesday.. I give points for the team of the
month and the end of the month I give them goodies or food or something
like that That’s the only time that I give that kind of incentives. Most of the
time I give uh points, points system. (serious)
Interviewee: Thank you mam uhm I kanang before the moment that you give incentives
mam do you usually inform them?
Black: HMMM yeah I give,(nods) most of the time I do that..uhhh..When was the
last time I did not inform them that I’ll give incentives(thinking)…ahhh
okay! Yes! I remember uhmm I gave them an outputs, I asked them to
produce an output, that was a tagline but, not all not everyone was able
to submit the output..so instead of probably giving deduction of points off
from their score…. What I gave was I gave a surprise..like Okay plus ten
for someone who can submit today(hand gestures) …instead of like it’s
the other way around (touches nose)instead of deducting points I give a
positive re …reinforcement instead.. well that’s not the only time that I
gave surprise but most of the time I announce it. Tell them like..okay! If
you can do this you can earn plus ten points. Uhmm yah I also
remembered one(closes eyes in a moment) During the uhh how do you
call it, during discussion? (asking the interviewer) I like them to participate,
but I don’t want to announce that I will be giving points for this particular
discussion or answer. If you want to answer okay I give points. What I do
is I ..i write it on a notebook or a piece of paper, but I don’t tell them
that- hey, im giving points for this. And students normally notice
that(smiles and touches her shoulder) hmmmm .. so yeah that’s probably
the time that they raise their hands(imitates students raising hands)… Im
not announcing it to the class.
Interviewee: aww okay mam..so kanang in a teacher’s point of view mam, how
significant is giving incentives in the class performance mam?
Black: Hmmm, class performance that would pump them to be more

participative in class discussions. I see it as a motivating factor for them.
But I hope it will not just be ahh external motivating factor, I hope its gonna
contribute to the intrinsic motivation of the student. Even if without the
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points, no, they would still participate. That’s my worry to the students to
become incentive driven that they will not work without points.
Sometimes they do not, I do not really encourage, I do not give points for
outputs that they really need to apply but for outputs that are worth
rewarding, let’s say they submitted it early or they put extra effort on it, I
might consider giving an extra points or actual points, credits on top of
their score. Okay so yeah, it’s just one of the drawback of incentives that
they become so dependent on it. (serious)
Interviwee: For you mam, as a teacher, unsay uhmm unsay Makita na benefit sa
imohang incentive?
Black: hmm benefit? Aahh yeahh, like I said earlier it become a part of the system
to participate and then eventually, eventually they will become more
intrinsically motivated(hand gestures)uhh through the strategy of giving
external motivation, external incentive. But again as I’ve said earlier, it
may have uhh well, If they’re used incfentives scheme they would
become dependent. drawbacks, it might actually caused them to be
dependent on points so they don’t work without the points, right? But ahh
other than that I think that’s the only benefit that I can think of. Well,
probably to increase their grades(smiles) as well, but its so superficial,
just a surface level of learning. I think the true motivation should be coming
from the self, the internal or the will of the person to participate or to take
part not from what we give as teachers, no? do you agree? Hahhaha
Interviewee: okay ahha then aside from kanang giving ..para ma motivate ang students
kanang mo teach kag..
Black: sorry?
Interviewee: ahh aside from motivating the student to participate in the discussion,
what are the other reason why teachers, why you teachers give incentive?
Black: Well that is to add fun and excitement because ahh when students would
hear, this is based on observation, (hand gestures) when they hear that
the teacher is giving points? It would excite them, so it would create an
atmosphere of fun, excitement and healthy competition because they
would sometimes compete. Sometimes I give incentives based on
competitions. Let’s say I’m going to give points for this group if uhh I
mean I’m going to give points for the first group to submit so plus points
for those who can submit first. I mean that would promote a competition
among the group. But don’t write there that it’s a healthy competition ha?
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So yeah... that’s probably one of the best, aside from promoting

competition. (Serious and hand gestures).
Interviewee: so kanang was there a time mam na there was an issue kanang mga
drawback sa kuan mam, nakacraete ba’g issue, between teacher and
student mam?
Black: hmm there was a time when a student take it seriously, that was the time
the student really want to get points and insisted, and that probably had
shifted the behavior from a friendly competition to a more, how do you call
that, step up uhh assertive. They become assertive, when assertion go
overboard, it would become assertion. They would become too
aggressive to get points, they’re so desperate to get points, naah –
Ma’am, maka points ni ma’am, and then they would go to you and ask
sometimes, they would report, they would be lively, and that really
happen. As a teacher, it makes me realized that one of the drawback of
incentives so kana.. aside from they become dependent on incentives,
they would create a not so healthy competition. (serious)
Interviewee: so aside atu na student imong giingon mam, pwede mangutana unsa
specifically iyang nabuhat katung.
Black: oo kana !, they would try to put others down so lets say..
Interviewee: ahh murag crab mentality..
Black: yeah yeah that’s probably the term. They put other teams down.’’ Ma’am
wala man sila nagtarung.. like kami una dili sila..’’I mean you already have
decided. So I think that’s a kind of disrespect for me because I already
decided. I was the facilitator and I given my verdict so once you question
me that mean..ahhh I would say a little, ah slighted the action. I
understand the enthusiasm of the student, just like it was badly
misinterpreted by him and rather than turn it into positive it turn into
negative.
Interviewee: : in general mam, do you have anything you want to add about the topic
mam?
Black: as for the incentives, I do think that it’s a good thing its just probably that
teachers should learn to..how do you call that, have limitations,…hmm
what’s the term… regulation. There should be proper ways and times
and when you’re going to give incentives..so probably not all times, so
it shouldn’t be as frequent as possible, it should be, just be uhmm
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on…occasionally. Occasionally lang… so they would have excitement.

(calm)
Interviewer: So, dili nalang mao ilang focus sa klase
Black: Yeah because… (agreeing) exactly noh? (ended the conversation)
Interviewer: I: thank you mam
Code Name: Silver Date: September 20,2017
Interviewer: Good morning sir.

Silver: I-blurr man na no? (pointing to the camera and smiles)
Interviewer: Oh eh blur sir hahaha
Silver: Aw sige
Interviewer: Sige sir ahmm we are from ABM Maxwell. We are conducting a research
about giving of classroom incentives and I-any data gathered in this in
depth interview will be treated with confidentiality. So first sir uhmm, unsa
imong ganahan nga kanang language sir?
Silver: Bisag unsa
Interviewer: Sige sir
Silver: Sagol rata pwede ra?
Interviewer: Oh pwede ra pero okay ra na puro english akong questions sir?
Silver: Oh pwede ra
Interviewer: Ah sige sir. So my first question is do you give incentives to your
students?
Silver: What do you mean incentives? What form of incentives?
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Interviewer: Like kuan sir, depende. Uhmm extrinsic or intrinsic.

Silver: Okay. Most of the time, I am giving participation points. That is--I think ,
mao ranay makita na form of incentive nga akong ihatag sa akong
students. (calm)
Interviewer: So uhmm what are your reasons for giving incentives to your students?
Silver: Of course, it is due to them. Naningkamot sad sila and at the same time,
they were able to participate during the discussion. Other than that, I am
no longer giving any form of incentives. Uhmm, Classrom lang gyud.
Classroom lang (hand gestures)
Interviewer: Is there any difference in your student’s behavior with or without
incentives?
Silver: Ahh I used to have that one before. Ahh during my first few years in
teaching, I am--I am fond of giving ahh strips of paper with equivalent
number of points, giving chocolates every time they participate or they
won from a specific ahh contest or competition within the class. I am
giving them that. But apparently, as I’ve noticed, they are no longer paying
attention with the lesson but more on what will be the rewards that they
will acquire later on if they will win the contest or whatever form of uhh
activity I have in my class, and I don’t find it healthy because it seems like
we have lost the essence of learning because what they are trying to
after is the incentive. Mao ragyud na akong nakita nila. Nag apas ra sa,
ayy ang chocolates na ihatag karong kung makadaog ta, patay dili nako
ganahan ana nga style kay wala na sila nagkat on sa cont--wala na sila
nagkat on sa content sa kung unsa among gi discuss, more on nagpaabot
nalang sila sa reward na akong ihatag. (calm and faces the airport).
Interviewer: Sige so, kung naa kay mga nasugatan na mga in ana nga instances sir,
pero para nimo, imoha ba gihapon ma consider ang incentives as uhmm
good strategy in motivating your students?
Silver: Ahh pwede,oo pero not all the time. I mean naa shay--there is a proper
timing for everything ba.Dili siya…it will lose its essence mangud if
repetitive na siya buhaton, kung perementehon na lang siya. Once in a
while siguro I’m giving incentives to my students that in a way of
motivating them. For example, (pause) in one of my class I asked them
to bring… soil. So, as a form of incentive , in return to what they have
done, I am giving them (pause) extra points for, for ahh indigenous
costume for the celebration of Buwan ng Wika without using or wearing
leotards or leggings. I am giving them extra credits or extra points for that
of which I saw their efforts that they tried. (calm)
Interviewer: But sir…..are there any limitation or na kay limitations sir kung maghatag
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kag incentive sa usa ka student?

Silver: Limitation lang….my limitation must be inside the four corners of the
classroom. Mao lang jud n, dhai lang jud ko kutub. Dili ko anang I will
treat you out and we’ll go to beach because kana bla blah blah ana dili
lang claasroom lang (calm)
Interviewer: Sige uhmm last Sir, aside sa imong gipang-storya ganiha na mga issues
if maghatag ug incentives Sir, is uhm naa ba gihapoy laing kanang…was
there a time you experience having or hearing uhm drawbacks of your
methods in giving incentives?
Silver: Ahhh…so far, wala man ko na experience ana ‘cause as much as
possible, I’m trying to be fair to everyone, fair but not equal, mao mana
ako isulti sa ilaha gud. So far wala pa koy nadungog ana and wala man
gud ko ni subra pa sa pwede pa nako ihatag sa ilaha gud, as a form of
incentives
Interviewer: Is there anything that you wanted to add sir about giving of incentives?
Silver: Siguro about giving incentive, a teacher must also consider…ah the
severity of the past, ug unsa jud ka gibug-atun ang task na gihatag para
mohatag kag incentive sa studyante. And… dili sad sha angay
permenantehon tungod kay we’re not teaching students to become
robots and to respond only based on incentive. These are human that
are capable of doing things na they have to learn sad na in reality dili
tanan atung gitrabaho ma reciprocate-an na siya ug reward. Ma
reciprocate-an na sha ug equ ivalent amount. There’s no such thing as
that. Kita tanan capable ta na mo respond ta tungud kay mao ni atung
nakita na mao ug dapat buhatun, not about unsa akong makuha inig later
on, unsay reward ani. Like for example, asking someone to clean the
classroom, I don’t need to instill to them that there will be a corresponding
points for them just to clean the classroom. Kay it is our responsibility, it
is our social responsibility to maintain our classroom clean all the time
because kita may nagpuyo ngadtu, ing-ana nalang… (calm)
Interviewer: Thank you sir..
Silver: Okay, mana?
Interviewer: Yes sir
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Code Name: Nude Date: September 15, 2017
Interviewer: Good afternoon Sir. We are from Grade 11 ABM Maxwell and we are
conducting a research about giving of classroom of incentives.
Nude: Mmm…
Interviewer: So, any data gathered in this in-depth interview will be treated
confidentially. So, first sir uhmm… Do you give incentives to your
students?
Nude: Yes
Interviewer: What type of incentive do you usually give?
Nude: Both intrinsic and extrinsic. When we say intrinsic, I motivate them to do
their, to show their best because the best motivation is something that
comes from within. There is no greater motivation than someone who
actually self motivates in self over self. The reward of a job well done is
doing it very well so that’s -the self motivation. While extrinsic, I also use
it sometimes simply because I also would want them to know that there
are things that you could get out of doing something good. So like for
example, points in an exam, or exemption in an exam. That’s it.
(Confident)
Interviewer: Then uhmm.. what are your reasons for giving incentives to your
students?
Nude: Mao to sha. Intrinsic. My reason is that, I would want them to know that
there are really good things that awaits for those who do good things.
Mura ba’g doing things for goodness sake and nothing else. While
extrinsic is that I would want them to do something and would want them
to think that at the end of doing something good, they could get
something out of it. Like just a small reward, a score, a..a..a.. points in a
score or an exemption in an exam. Like for example if they’ve done really
really good in in in project, I usually exempt them in..in exams.
139
Interviewee: Sir uhmm.. Is there any difference in your student’s behavior with or
without incentives?
Nude: It depends. Situation based. There are sections actually that are quite
responsive to the motivation I gave. They respond a lot when they know
that they get points out of doing it. Oh like for example, I want them to
compel on cleaning the classroom, or performing a project or do good in
their in their performance in a certain event because I was an adviser
last year and as an adviser, its really hard to keep the classroom clean
so every time they clean the classroom actually, I give points to them
noh? ingon-ana. I remember we have C.O.C. murag C.O.C, cleanest and
organized classroom so uhmm but.. but.. individually, I give them scores
like if if the area that surrounds them is clean, I give them minus 1. If it’s
if it’s not clean. If it’s clean, it’s plus 1 and then this plus 1 actually you
know these are these are generating week after week after week and at
the end of the semester, they could exchange this for a points. It’s just
like that. (serious)
Interviewer: Then for you, is giving incentives a good strategy in motivating your
student students? If yes, why, if no, why not?
Nude: Anything that is too much is a poison so you don’t want to tell them that
the only way you can pass the class is through incentives. So you have
to do a lot of you have to good uhmm… I would want them to also to
think that uhmm giving incentives is just an extra bonus noh? But at the
end of the day, what matters most is that you are doing very well for
goodness sake. You are doing it for your own self, with or without
motivation, with or without incentives, with or without points. So kana
lang. There is limit to everything and I usually control my points. If I see
that they are so down, I give them points so that they will go back to
their kuan bitaw, enthusiasm, but if I see that they are doing very very
well, and then I’ll I’ll pull out some incentives because they no longer
need it. (serious).
Interviewer: Hmm sige so what what are your limitations in giving incentives to your
students?
Nude: Limitations. Performance. And then I choose people uhm.. I choose

people where I would, to whom I will give the incentives too. Because dili
pwede tanan tagaan nimo’g incentives. Imo ra gyud na shang I-pair sha
nya igka human, pilion rasad nimo ang klase nga angay gyud tagaan
og incentives because there are some class sections actually that are
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highly cooperative with each with each other, nya ganahan man sad
kayka mohatag nilag incentives because they are doing very well.
However in the opposite side, naa gyuy mga classroom nga tapulaaaaan
kay’ sa ka tanan nga di jud ka ganahan mohatag og incentive. You want
them to learn the hard way because the opposite of incentive is
punishment. So, ana gyud sha. So kung di nimo tagaag incentive, tagaan
nimog punishment. Niya pag tagaan sad nimog punishment, mag sige
sa’g ka down down down down, they will never go up man, so uli…kwaon
nasad nimo ang punishment, tagaan nasad nimog incentives. Ingon ana
ra gud. It’s just like a mother ba in the household. When you did
something wrong, you will be punished. But if you did something good,
you will be rewarded. It’s just like that. (serious)
Interviewer: Last sir, uhmm was there a time where you experience havingor hearing
loopholes pf your methods in giving incentives?
Nude: Uhmm… this is my thirteen years of teaching. I..I’ve already had

undergone a lot of mistakes in my first, second year third year fourth year
of teaching. But good thing that I’ve I’ve learned from those mistakes.
When you say loopholes in giving incentives, sometimes they will
mistook it as a favoritism like ayyyy siya ra lagey gihatagan og
incentives, kami wala lage. Ayyy kami ra nga section ang gitagaan, ang
STEM ray gitagaan, ngano ang GAS wala man tagae? It’s just like that.
But this is more of a psychological rather than rather than probably
political issues, noh? They just feel that they are deprived but actually
it’s it’s…. mao na akong punto ganina. There are sections that deserves
points and there are sections that doesn’t deserve points. If they could
keep up with the sections that are very good and then they also deserve
points. But if they they not mohatag diay diay ka og… mohatag diay ka
og tip sa waiter nga bastos? Di jud ka mohatag og tip sa waiter nga
bastos pero waiter gani nga asikasuhon kag maayo, maskin di pa
mangayo og tip, tagaan jud na sha nimog tip kay gusto ka nga ingon ana
gihapon iyang serbisyo inig balik nimo. It’s just like that (serious)
Interviewer: So mao rato sir, thank you sir.
Nude: Ayyyy!!! mana???
Interviewers: Is there you would like to add sir?
Nude: Asa man e-add? Kuan kana lang kaning kana shang point bitaw kanang
not controlling giving points to the students because the tendency is that
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if you keep on giving incentives to the students, there mind set actually
will set deeper. They will think ba nga okay I wil do this because I’ll get
points. The next time you will not get points, they will not perform
anymore. Mao na sya’y conditioning ba.. That’s Ivan Pavlov’s
conditioning… pag.. pag.. dili na gani, maundang na gani ang kuan,
maundang na gani ang reward system nimo, dili nana sila molihok.
Mao lang na siyay loopholes kay nasuwayan man ko na sauna na
nagsunod ang activities ba like karon. Kani, nya adviser man gud ka, nya
mauwaw sad ka. “Sige panglimyo mo! 5 points.” “Oh sige, buwan ng wika
nasad. Hala sige panayaw. Kailangan makadaog jud ato classroom ha.
5 points nasad” kas na kay kag 5 points noh? Ang sunod sa kuan, nag
intrams na sad. So mapugos nasad ka’g hatag ug puntos nila. Ma kas
kaayo sa ka tanan ug puntos para nako. Pero mao lang na siya, hangtod
naka learn ko nga dili sad siya maayo nga sige-on nimo’g hatag ug
puntos ang mga bata kay mao ranay huna huna nila nga “okay we’ll get
points” “mupasar rata tungod ani. Mupasar rata tungod ani. mupasar rata
tungod ani” and I don’t want them to think of that because STEC is STEC
and we have quality here and we have standards here. The standard
here is not incentive. The standard here is performance. (calm)
Interviewers: Thank you Sir!
Nude: Thank you sad!
Code Name: Grey Date: September 20, 2017
Location:ABM 11- Maxwell Classroom Time Ended: 9:15

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Interviewer: Do you give incentives?
Grey Yes, all the time.
Interviewer: What type of incentives do you usually give?
Grey (serious)I give( hand gestures of giving) chances to work if they have
done something i gave a plus do you notice that?(gray smiles)
(interviewer nods) So i give a reward, for example in every effort you
have exerted they receive a reward without them knowing it, i do not
announce that you have this plus i wait for them to operate that ahm
ahm when you give at the last, there is no selfish motive on just getting
the reward. (serious)
Interviewer: Karon maam?
Grey As a incentive for them also because sometimes is, philosophy is quiet
difficult to understand, it is new to the grade 11, so i need to give them
kaya i dont give remediation because In every act that we do, there is
an exertion and i know to whom and when i will give incentives
especially to those who have exerted effort and to those who
deserve incentives. (serious)
Interviewer: So I see maam na thats how u give incentives maam so, ahm. I heard
nga earlier you said that you usually inform them that u give reward.
Was there a time nga niinform ka before hand nga muhatag ka?
Grey Yea.Yes, there are times that the task is quite great. It is a a really
needed. And they really have to perform well.
Interviewer: Aside from...
Grey So that they will also u know, there are times that they will..there’s also
a motivation to probably give their best (serious)
Interviewer: Aside from motivating students, and getting everyone to participate in

class and develop a moral nila maam na ,o , mutabang jud maam na
without looking forward for the incentive, what are your other benefits?
Grey That’s all. (smiles)
Interviewer: Ahm, maam kanang....
Grey I give more because the person deserve it.

143
Interviewer: Have you notice any difference on the class participation/ performance
of the students na natagaan na nimu og incentives
Grey In your class?
Interviewer: Or in any class maam?
Grey If they are used to it, sometimes... I do not give it all the time esp to
classes who do not value it. sometimes i give it with a gap so that they
will not get used to it. they will just say ah anyway i will pass bec of the
incentive. It has to be with an effort, because of this there is more on
realization. There is more on the the the ability to give and pass on time
and a deduction to those who do not, my incentive is more on formative
behavior since they will realize later that if they do it right away and
spend it correctly then there is an incentive, in that manner they are
also, they will realize that its nice to give your best because there is a
reward because they are no alert, later they will discover.
Interviewer: So ur more like molding on the behavior?
Grey Formative behavior. If they’re quick to realize that then they will benefit,
Interviewer: Is giving incentives a good strategy in motivating students
Grey It should be, but not at all times, especially when they will abuse. They
will just be dependent on the incentives. I have seen one group who is
always, they are so alert with the incentives, this is the grade 12
HUMSS. (calm)
Interviewer: Maam, what are your limitation on giving incentives?
Grey I don’t play with the rules, i observe when it is needed. So they dont
abuse, i hate rules. I will only give the rules if i’ve seen the student is
not responding, but if i give them rules, step 1 step 2 one by one, that’s
imposing. That’s in our lesson, i don’t want to impose myself. I want
them to realize. I want them to use their creativity. I want them to utilize
their critical thinking that they should not depend on the incentive.
Because the incentive is just an illussional, for them to move and give
their best. If they realize that there is something good in giving their best
then that is already an incentive. (serious)
Interviewer: Is there a time that you encounter any issue or drawback of incentives?
144
Grey There’s one who is so kulit in STEM-Mendel so i gave them a formation

card like what u are doing. And then i trust each person to check
according to how they work and there was a a complain, this person is
distrustful he was telling me that somebody is checking( more than what
is told), so i go to the person so i approached and asked, but then he
said no. So i approached and ask the one who complain , so do not just
give false reports from hear says because of this and that. It is
understandable some person compare because those who have the
tendency to ask questions about that incentives are the people who
does not work and they just rely on the incentives. They are the ones
who wil just do the easy..easy thing, receive the easy thing. Thats why i
say, you cannot pass with incentives. Did you notice that one in the
classroom? I motivate you according to kuan. Later..ok later, those who
have recited plus. i was about to do that but i forgot those who recited
because i’ve seen your scores are very low. Perhaps i will ask their
scores. (serious)
Interviewer: In a teacher’s point of view,maam, kanang, is giving incentives kanang

kuan, is giving incentive a thing for instructional or inspirational?
Grey There are plus and minus, advantages and disadvantages. So again id
like to reiterate that my incentive is given as the need arises. Its not
permanent.,... I. I. Look at the person, it’s either to affirm its goodness
i give the incentives or the other way around i give deduction if the
manifestation of the behavior is not good. That is also an incentive.
Not in terms of plus, but in terms of developing oneself, that is another
approach to incentive. (serious)
Interviewer: So maam, that would be all. Thank you for the time maam.
145
DOCUMENTATION:
Going inside to participants’ classroom

146
In-depth interview with a

student
In-depth interview with a teacher
Transcribing and Coding

147
During our participant Observation
Analysis of Data and Finalization of papers

Incentives: A (De) Motivational Tool For Class Participation

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Science and Technology Education Center

Senior High School Department

A (DE)MOTIVATIONAL MEANS FOR STUDENT RESPONSE

Cacho, Crystal Mary

Daño, Trisha Nicole

Manabat, Mary Ann

Vios, Marga Lian

Theoretical Background …………………………………………………………… 5

Review of Related Literature …………………………………………………….... 9

Statement of the Problem ………………………………………………………… 13

Significance of the Study …………………………………………………………. 14

Research Methodology ……………………………………………………………. 15

Definition of Terms ………………………………………………………………… 17

PROBLEM AND ITS SCOPE

In the diversity of ways on how students learn, teachers have developed a

teaching tool in motivating students to actively participate during class discussion.

strategy that influences students’ perception to a certain topic.

According to Sansgiry (2004), researchers have shown that introducing

whether it is a health care institution, industry, office, or school. Incentives can

intentions, and ensuring commitment. In the public sector, incentives can

effectively enhance performance when provided in combination with goals and

feedback. However, this might mislead students’ way of acquiring knowledge.

researchers’ concern in conducting this research.

The purpose of this study is to present the impacts of incentives to

students’ class participation in a student and teacher’s perspective. In addition,

the giving of incentives as a strategy in teaching their students to participate in the

Their participation is a dependent variable upon the teachers’ strategy. In this

participation in class discussion especially in Grade 12.

Incentive Theory of Motivation. This study is anchored on the Incentive

Theory of Motivation proposed by Hockenbury and Hockenbury. According to

Hockenbury & Hockenbury (2003), the behavior of a person is motivated by the

incentives offered, to encourage them in doing activities. People do what they

Hockenbury (2003) proposed that, “behavior is motivated by the "pull" of external

drives a person to move in order to accomplish a goal. Therefore, people thrive

hard work exerted.

People’s behavior is a reflex generated as an outcome that has been

influenced by an individual’s motivational state or history. There is a reason people

respond to their stimulus if given a positive or negative reinforcement or

Classical Conditioning proposed by Pavlov (2003), states that a person’s

connected to a person’s nervous system, specifically the cerebral cortex. Thus

stimulus is essentially connected to a definite response, as cause goes with an

dogs were drooling. He then tried an experiment about Classical Conditioning

the dogs would still salivate.

Watson’s (1913) methodological behaviorism declares that a mind is at its

situations. Watson conducted an experiment by using little Albert, a baby, as his

stimulus. A conditioned stimulus is an ordinary or neutral stimulus paired with an

Similar to Watson’s Methodological Behaviorism is Skinner’s (1971) Radical

Behaviorism where he explained that an individual’s behavior is influenced by

is being recognized. Skinner also had experiment about Operant Conditioning

in giving the rats an incentive. Positive Reinforcement is increasing the likelihood

of a behavior when a positive consequence occurs. If Skinner wants to apply the

Negative Reinforcement to his experiment, he would have likely put an electric

Negative Reinforcement is increasing the likelihood of a behavior when a negative

Expectancy Theory. The main theory is supported by the theory proposed

stands that the behavior of a person is motivated to choose a specific behavior

result of that selected behavior will be.” (para. 1) People’s performance on a

which an individual exercises the different elements of motivation. The choices

the behavior done. It emphasizes that a progress of a person depends on the

This study is anchored on the Incentive Theory of Motivation proposed by

Hockenbury and Hockenbury that is supported by the studies and experiments

Methodological Behaviorism and Radical Behaviorism. Expectancy Theory