Rewards giving can increase students' motivation in learning mathematics, help control students' discipline, and encourage cooperation among students in group activities. A study was conducted with 40 Year 5 students where they received rewards for good performance and behavior in two mathematics lessons. Questionnaires, interviews, and video analysis found that students were more participatory, joyful, and motivated when rewards were given compared to lessons without rewards. Over 90% of students felt happier, proud, and honored to receive rewards. Rewards also improved students' discipline and level of cooperation in group activities.

1. REWARDS GIVING AND ITS EFFECT
ON STUDENTS’ MOTIVATION
IN LEARNING MATHEMATICS
Anas Bin Suray
INSTITUT PENDIDIKAN GURU KAMPUS TUANKU BAINUN,
MENGKUANG, 14000 BUKIT MERTAJAM,
PULAU PINANG

2. INTRODUCTION
EFFECTIVE
CLASSROOM
MOTIVATION
MOTIVATIONAL
TOOL
•An internal power which
arouses, directs and
controls the human
interest and behavior.
• Positive learning
environment
Rewards Giving
Woolfolk, 1990

3. CONCERNS
Do not enjoy mathematics
• Have strong dislike and anxiety
• A subject to be faced in examination
Cause problems in classroom
• Inattention
• Indiscipline
• Uncooperative
Effects on mathematics subject
• Teacher: T&L process
• Students: Achievement in mathematics

4. Research Objectives/Questions
1)
2)
3)
• Motivation in learning
mathematics process
• Control students’
discipline
• Cooperate with each
other in group activities

5. REWARDS GIVING
Is there anybody who doesn't feel happy when given a gift or
being rewarded?
Reinforce good
performance and
good behavior
More motivated
to follow the T&L
process
Feel like being
loved and
appreciated
Enhance intrinsically
and extrinsically
motivation
THE ACTION

6. RESEARCH PROCEDURES
1) PLAN
2) ACT
3)
MONITOR
4)
EVALUATE
5)
REFLECT
Preliminary survey
Problems: No motivation
Strategy: Rewards Giving
2 lessons:
without reward
2 lessons:
with rewards
Videotaping
Questionnaire
Interview
Graph, table
Table, SPSS
Transcribe into table form
Identified the
limitations
Recommendations

7. TARGET GROUP
Year 5
40
students
20 boys and
20 girls

8. DATA COLLECTION METHODS
Videotaping
• Standing
camera
• Lessons
without
reward
• Lessons
with
rewards
Questionnaire
• 6 self-
constructed
questions
• 40 students
Interview
• 8 self-
constructed
questions
• 12 students

9. FINDING 1 : MOTIVATION
Videotaping
InterviewQuestionnaire
A) Participation
• Pay attention
• Active
B) Joyful
• Happiness
• Appreciated
• 97.5% of the students
like mathematics
• 92.5% of the students
feel motivated
• Happy & proud
• Honour for their group
• Glad to have the reward
• Good achievement

10. FINDING 2 : Discipline
Videotaping
InterviewQuestionnaire
• 92.5% of the
students followed
the instructions
given
• Role of group
leader
• Smooth activities
• Good discipline
• Well-behaved

11. FINDING 3 : Cooperation
Videotaping
InterviewQuestionnaire
• Game time
• Track record
• Level of cooperation
• Triggered cooperation
• Task accomplished
• 95% of the students
cooperated with their
group members
• Spirit of cooperation
• Interesting and fun
• Easier to understand
the content

12. CONCLUSION
REWARDS
GIVING
Increase students’
motivation in learning
mathematics
As a tool to
control
students’
discipline
Students
cooperate with
each other in
group activities

13. FURTHER
ACTIONS
PRAISING
RED
TICKETS
REWARD
CHART
• Words: good, very clever, excellent
• Make them feel like being
appreciated by others
• Group
• Cooperation
• Benchmark (points)
• Stickers
• Rewards – end of semester
• Individually
• Participation
• Red Tickets
• Write name on the ticket (jar)
• Rewards – every week

14. THANK YOU

15. 0
5
10
15
20
25
30
35
40
45
5 10 15 20 25 30 35 40 45 50 55 60
NO.OFSTUDENTS
MINUTES
DISCIPLINE
Lessons
without
rewards
Lessons with
rewards

16. 0
5
10
15
20
25
30
35
40
5 10 15 20 25 30 35 40 45 50 55 60
NO.OFSTUDENTS
MINUTES
COOPERATION
Lessons
without
rewards
Lessons
with
rewards