The Effects Of Extrinsic Rewards On Intrinsic Motivation Of Gifted Students PDF Download

The purpose of this study was to determine if extrinsic rewards build and sustain intrinsic motivation to participate in classroom discussions. When all students participated they felt part of a greater learning community and this participation helped other students gain perspective and comprehend the information to a greater degree. Over a two week period, all students' participation efforts were recorded as a baseline using Class Dojo software. Five students who participated the least received interventions. These students received rewards in the form of a review of their participation points, verbal praise, and positive notes sent home to their parents. According to the data collected, the students did increase their participation. After three weeks of interventions, students were no longer shown Class Dojo data and notes home were discontinued, however, verbal praise was continued when participation took place in classroom discussion. Data was collected for an additional two weeks. According to the data collected, students' participation did not drop, but continued to be as high as when they were receiving the note home and seeing their Class Dojo character. The author said she indended to continue a reward system to teach classroom participation.