Science Classroom Engagement: Utilizing Coupon Incentives as an Action

Research Strategy to Promote Active Participation

A Classroom Action Research Presented to the Faculty

of the BSED Science Program
SCHOOL OF TEACHERS EDUCATION
Holy Cross of Davao College, Sta. Ana Avenue, Davao City

In Partial Fulfillment of the Requirements for

Teaching Internship

Adaptar, Vincent Rey

Adolfo, Angel
Antigua, Andrea Julia
Camoro, Mario
Casasawan, Abubakar
Lumando, Honey Grace
Villeza, Nice

BSED Science 4
November 2023
 CHAPTER 1

Problem and Its Scope

Introduction

The fundamental essence of education revolves around the teaching and

learning process, which involves the dynamic interactions between students and

teachers, ultimately contributing to academic achievement. The active engagement of

students within the classroom plays a crucial role in assessing the overall effectiveness

of this process. It also allows teachers to gauge students' enthusiasm and interest in the

subject matter being taught. According to Cook-Sather (2014) there is an impact within

classroom relationships when students eagerly participate thus, it also affects the goal

of the curriculum. Therefore, this results in evaluating teacher and student roles.

In the conduct of the pre-service teacher’s practicum, it has been observed that

students tend to get distracted and lack interest in dealing with science. In teaching

context, students tend to find Science discussion boring, which leads to low scores in

quizzes that result in low grades as reflection of poor performance in discussions. In

Sta. Ana National High School where it has been observed among grade 10 students

their low performance in the discussion leads to poor participation due to lack of interest

in the lessons.

Using coupon incentive as a reward for participation, it hopes that it will solve the

prevalent problems that regards with student’s participation in science discussion, thus
promoting a conducive learning environment. Demircioglu, Demircioglu G, Ayas (2006)

suggested that it is important to have educational resources that promote meaningful

learning, establish connections between academic concepts and real-life situations, and

foster students' motivation and accountability for their own learning.

The overall success of the learning and teaching process hinges on the dynamic

interaction between teachers and students. As students play a central role in this

process, it is essential for them to demonstrate a keen interest in actively participating in

lessons. Meanwhile, teachers, in their role as facilitators, should employ various

strategies to improve and cultivate students' performance within the classroom,

particularly in learning science.

Scope and Limitation

This study will be conduct at Sta. Ana National High School, wherein the

participants of the study are selected students of Grade 10 - Gomez and Grade 10 -

Dagohoy.

This study aims to improve students’ participation in class by giving of coupons

as an incentive for students’ active participation.

Additionally, the study will solely derive its data and conclusions from the scope.

Other elements that are outside the study's purview are not and won't be taken into

consideration as study resources.

 Action Research Questions

The purpose of this study is to improve and encourage students’ participation in

classroom discussion in the subject science. Specifically, this study sought to answer

the following question:

1. What is the level of active participation of Grade 10 students in science

subject discussion inside the classroom before the intervention?

2. What is the level of active participation of Grade 10 students in science

subject discussion inside the classroom after the intervention?

3. Is the coupon incentive effective in improving students’ participation in

science subject discussion inside the classroom? Is there significant

difference between the level of active participation before and after the

intervention?

Null Hypothesis

Ho: There is no significant difference between the level of Active Participation of

Grade 10 students before and after the intervention.

Rationale of the Study

The researchers will conduct this study since there was a general lack of student

motivation evident in Grade 10 students section Gomez and Dagohoy. This study will

help to gather information regarding the motivation of Grade 10 students through giving
coupons as a reward for their active participation. Moreover, it is important to consider

this action research since through this, administrators, teachers and students may

promote strategies, programs and methods.

Department of Education Officials. Results from this study will help the officials to

strengthen the programs and improve the new paradigm in education by adopting new

methods.

Administrators. Results from this study will influence the administrators to hold

seminars for teachers to encourage incorporation of coupon incentives as the

component of the student’s active participation during classroom discussion.

Teachers. The result of this study will offer teachers a new strategy and method

in teaching students.

Students. The results in this study will provide support that enables them to

improve their motivation, learning strategies, and academic performance.

Future Researchers. The findings and results in this study may aid in the concern

of the level of active participation of students through coupon incentives and lead off for

studies of similar background.

Review of Related Literature

This section will present the study on science classroom engagement, focusing

on the utilization of coupon incentives to promote active participation. Specifically, the

research aims to improve the overall learning experience of Grade 10 students by

encouraging them to actively participate in classroom activities. Moreover, the findings

may inform the development of evidence-based practices that can be applied across

various educational settings, ultimately benefitting both students and educators and

enhance science classroom engagement.

The use of coupon incentives involves providing students with tangible rewards

as a means of recognizing and reinforcing their engagement. According to Collins, et.al

(2016), incentives are the various methods used to motivate and/or reward children and

youth to participate inside the classroom. Furthermore, Eitel and Onge (2017) explained

that incentives may be in the form of activities (such as special field trips, food, or

recreation) or in the form of rewards (such as gift certificates). As stated by Loliyana et

al (2022) rewarding students is crucial and influential in encouraging their enthusiasm

and motivation to learn. Moreover, having this kind of method can motivate students to

become more productive to participate in everyday classroom activities, responsibilities,

and learning and classroom engagement of students will thus enhance (Varthana,

2023). Engagement in the science classroom is a critical factor for effective learning.

Recognizing the challenges associated with student motivation and participation,

educators have explored innovative strategies to promote active involvement.

According to Rosyid (2018), reward is one way for teachers to appreciate

students for an act that deserves to be praised. The reward is used as a form of positive

reinforcement given by educators as a sign of affection, and appreciation for the abilities

and achievements of students. Giving rewards can be in the form of smiles,

compliments, applause, back applause, or even something that can please students. As
a future educator, it is really important to know that we should value our student's hard-

earned achievements and efforts. In addition, it would be good if the environment had a

positive atmosphere that would help them to be active in the class.

Effectiveness of Coupon Incentives

Several studies have investigated the effectiveness of coupon incentives in

promoting active participation in science classrooms. Findings suggest a positive

correlation between the use of incentives and increased student engagement.

Moreover, researchers have explored the optimal frequency and types of incentives that

yield the most significant impact, contributing valuable insights for educators seeking to

implement similar strategies. Aside from that, creating a positive classroom environment

benefit both pupils and teachers alike (Tokens For Limited, 2018). Incentivizing pupils

through the use of reward systems supports the development of good behavior for

learning, enabling teachers to create the conditions for a stimulating learning

environment (Taylor et.al, 2018).

Theoretical/Conceptual Framework

The integration of coupon incentives in science classroom engagement is rooted

in behaviorist theories, notably influenced by B.F. Skinner's operant conditioning

principles (1930). Operant conditioning theory asserts that the students are more active

if their behavior is positively reinforced, leading to the likelihood of repeated

engagement in desired activities. In the context of the Science classroom, active

participation is a desirable behavior that educators seek to cultivate. Moreover, linking

positive reinforcement to active participation is not only aligns with behaviorist theories

but also provides a practical and adaptable strategy for motivating students in the

pursuit of a more dynamic learning experience.

Additionally, when students are rewarded at school with a performance bonus for

exceptional work, they will be inclined to continue performing at a higher level in hopes

of receiving another bonus in the future. Because this behavior was followed by a

positive outcome, the behavior will likely be repeated (Wahome, 2022). Hence, in a

classroom set up if the teacher will give the students something like a reward, they

would be motivated to learn more or to engage more. Having a positive reinforcement

would really help the student to put their heart and soul in the classroom activities.

Renard (2017) added that rewarding students encourages and endorses school effort

that would lead to improved outcomes for students.

In a study conducted by Craigs (2015), behaviorism is an active strategy and an

effective method to enhance active participation in science education. Its process

delved into the behavioral changes observed in students when tangible rewards were

introduced, providing insights into the contemporary relevance of behaviorist principles

in educational settings. Expanding on this line of research, Yildrim (2018) also explored

the nuanced effects of different types of incentives on student engagement. His findings

not only reaffirmed the positive impact of coupon incentives but also highlighted the

importance of tailoring reward systems to individual student preferences and learning

styles.
 Active Participation of Active Participation of
Grade 10 students Grade 10 students after
before the intervention. the intervention.

Figure 1. Conceptual Framework of the Study

 CHAPTER 2

Methods

In this section, presented are the methods that will be applied in this action

research. This includes the locale of the study, participants, ethical consideration,

qualification of the researcher, data collection, and data analysis.

Locale of the study

The study will be conducted in Sta. Ana National High School (SANHS) located

at 3JC8+RQR, Guerrero, Poblacion District, Davao City - Davao Del Sur - 8000 -

Philippines. It was the school assigned to conduct our internships.

Participants

The participants of this study will be the Grade 10 section Gomez and Grade 10

section Dagohoy. It was observed that these sections easily get distracted and have

poor participation in science discussions.

Ethical Considerations

The researchers of the study recognized the significance of the ethical standards

in the research study's execution. Similarly, Resnik (2020) stated that ethical standards

in research improve the quality of the study by providing empirical information and the

process's integrity. In keeping with this notion, the researchers adhered to the ethical
guidelines outlined in the data collection protocol section to ensure that the respondents'

well-being is not jeopardized.

Qualification of the Researchers

The researchers are qualified to conduct the study for they are fourth-year

students enrolled in Field Study 1 – Observations of Teaching-Learning in Actual School

Environment and Field Study 2 – Participation and Teaching Assistantship course

during the School Year 2023-2024 and attended webinar about action research.

Data Collection

The data that will be collected will be based on the observation of the teacher

observer. Data will be collected on student participation and engagement in class before

and after the intervention. This will include measures such as attendance and participation

in class discussions. The general behavior of the class during the pre-intervention and

post-intervention were gathered using an observation checklist.

During the intervention the coupons will be distributed to students who

demonstrate active participation and engagement in class, for example the student

volunteered to answer the given problem he/she will be able to gain a coupon, they

could also gain coupon if they ask questions that is relevant to the topic. The students

are not limited in gaining coupons because the more they participate the more coupons

they can gain. The coupons will be redeemable for small rewards, such as chocolates,

candies, pen, pencil, and other school materials that they could use.
Data Analysis

The participants of this study will be analyze through an adapted observation

checklist. It was utilized before and after the conduct of intervention. The participants

will be identified based on the teacher observation and evaluation during past

discussions.

Observation Checklist

Grade: Section:

Teacher: Date:

STATEMENT N S A

1. Most students pays attention in class.

2. Most students works well with other students.
3. Most students completes assigned seatwork.
4. Most students approaches assignments with sincere effort.
5. Most students are encouraged to participate and get involved with the
discussion
6. Most students ask questions to get more information.
7. Most students raises his/her hand to answer a question or volunteer
information
8. Most students don’t talk too much with their classmate.
9. Most students focuses on completing an activity.
10. Most students avoids using cellphone or sleeping during discussion.
N- Never, S- Sometimes, A- Always
Table 1. Investigating the effects of a game-based approach in teaching word recognition and spelling to students with reading disabilities and
attention deficits. Observation Checklist.

Using the observation checklist above, researchers will be able to analyze

information regarding the effect of not using and using coupons during discussion or the

conduct of an activity.
Figure 2: Coupon

Figure 3: Tokens
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