School Based Research Report: Improving Class Engagement in School

This school-based research report, conducted at Middlesex University, investigates the effectiveness of school reward systems in improving class engagement and student behavior in Class 7P. The study explores the implementation of various reward methods, including verbal praise, written praise, and departmental awards, to address the lack of engagement and good behavior observed in the class. The research utilizes an action plan approach, gathering data from teachers and students through questionnaires and interviews to analyze the impact of different reward systems. The findings suggest that the appropriate utilization of reward systems can significantly enhance student motivation and participation in classroom activities. The report also includes an abstract, introduction, research planning details, ethical considerations, findings, analysis, conclusion, and ways forward, along with references and appendices, offering a comprehensive analysis of the topic and providing valuable insights for educators seeking to enhance classroom dynamics.

2017-
2018
School Based Research
Middlesex university
Khadra Ahmed Abdurahman

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Contents
Contents
1.0 Introduction.....................................................................................................................................................6
2.0 Research Planning...........................................................................................................................................7
2.1 Clarifications................................................................................................................................................7
Sub-Questions...............................................................................................................................................7
2.2 Planning and Justifications...........................................................................................................................7
3.0 Ethical Considerations...................................................................................................................................10
4.0 Findings and Analysis.....................................................................................................................................10
4.1 Introduction...............................................................................................................................................10
4.2 Qualitative Analysis...................................................................................................................................11
5.0 Conclusion.....................................................................................................................................................16
6.0 Ways Forward................................................................................................................................................17
7.0 References.....................................................................................................................................................18
8.0 Appendix....................................................................................................................................................... 19
8.1 Interview Form for Teachers.....................................................................................................................19
8.2 Questionnaire for Students.......................................................................................................................19

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Professional Studies Assignment School based research task Assessment Criteria and Feedback
Assessment
Criteria
Feedback and Review
Key questions Tutor comments
Understanding
of new
knowledge and
critical analysis
is demonstrated
in the proposal,
discussion of
research
concepts and
aspects of
classroom
management and
observation and
Is new knowledge correctly
understood and applied?
Is the research question
appropriately justified?
Is reading and other sources
referred to in building up an
argument or point of view?
● There is new knowledge presented
linked to secondary reading; the issue
is in the communication of it. There
are many sentences that do not make
sense, mostly from wrong word
choice or confusing grammar
● The research questions is justified but
not structured effectively
● There is an attempt at a perspective
but this is affected by an uneven
structure and repetitious passages

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reflection.
The research
design
demonstrates a
comprehensive
understanding of
techniques
applicable to
research in
education.
Is the research well designed?
Are the research strategies
adequately justified?
Are the data collection
methods varied?
Is the data displayed
effectively?
Are the findings communicated
clearly and critical analysis
applied appropriately?
● Again, the research has been
considered but the justification is
affected by a convoluted style which
affects the reading of the assignment
● The data collection methods are
varied and triangulation has been
sought
● The data is displayed effectively
● The findings are confused, overly
generic and don’t answer the
question. They talk a lot about
rewards being positive and important
but what specific rewards work?
There were some attempts to link to
secondary reading
The concluding
discussion
demonstrates
Are the research questions
addressed in the conclusions?
● The research questions are addressed
in the conclusion but it is generic and

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critical analysis
and sound
evaluation
offering ways
forward which
are
appropriately
grounded in
evidence.
Does the evaluation and critical
analysis draw on evidence and
is it put in an appropriate
school context?
Are ways forward suggested?
confused; I am not clear what you will
take forward rather than students
being praised work better
● Some ways forward are suggested

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Student Name: Khadra Abdurahman
Trainee Comments:
I believe I have attained a level of progress as from the why teach assignment and thought
about ways forward during the research of this project.
My Previous Targets Were
To evaluate my findings and consider ways forward in my teaching.
I have addressed these by
I have ensured to use my findings in this research to implement into future teaching styles
such as using reward systems to increase in classroom engagement.
Tutor Comment:
Strengths
You demonstrate some ability to read around the subject and this is good to see when you
link back to your reading in the latter part of the assignment.
Targets
There are two areas to address in the assignment: firstly, you need to be specific when you
analyse the data. You describe the findings but don’t analyse critically or specifically enough;
don’t make overly generic comments as this does not demonstrate your criticality. Secondly,
the assignment needs to be rewritten as some parts don’t make sense. This is due to wrong
word choice and grammatical issues.
Grade: 4 Date: 6/1/18

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Case study class or classes:
Class 7P
Research question and sub questions:
How school reward system encourages good behaviour and class engagement?
 How can the school reward system be improved?
 How can good behaviour and class engagement for the subject be
improved?
Why I have made the above choices
It is revealed that the rewards at education centres are always helpful for students in
terms of remembering the classroom rules and maintaining good behaviour. I have
observed multiple classes and from all those classes I observed, it is found that the
class 7p lacks in terms of class engagement and good behaviour. The lack of class
engagement and good behaviour is observed in both girls and boys. To overcome
this issue, the department has taken a number of initiatives such as the introduction
of school rewards system. However, the class engagement in Class 7p is not
effective and it is still lacking in terms of good behaviour. The contemporary
rewards system that is utilised by schools these days include verbal praise, written
praise, acknowledgement and assemblies as well as head teacher's praise. I think
that these rewards systems are lacking in the Class 7p as they have not been able to
improve the class engagement and good behaviour of the students. It is not because
the school rewards system is not implemented rather it is not utilised in an
appropriate manner.
In this research, I would like to improve the school reward system in Class 7p. This
is because it will not only help in improving the behaviour of the students but will

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also aid in enhancing the class engagement. I will focus on analysing the impacts of
school reward system including praise postcards to parents from individual teachers
or departments, telephone calls and letters to parents, notes in journals, positive
referrals, departmental awards and Jack Petchey award. It is not compulsory that all
of these reward systems should be utilised rather the impact of one of those that
could help in improving the class engagement and good behaviour in short span of
time can be implemented.
My aim is a class having improved class engagement along with good behaviour.
Bibliography and sources
TBC
ABSTRACT

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The current study deals with the understanding of class engagement and motivation attributes
among the students on the basis of effective reward based system. The reward based system
presents a characteristic approach in engaging the student in classroom activities as well as
personal development. In the light of understanding the importance of reward based system,
it is essential to recognise the various factors and improvement measures to promote
motivation and classroom engagement among the students. The study is based on
interpretivism approach where action based research is applied involving the views of
students and teachers. The study revealed that the reward based approaches can be guided
intrinsically or extrinsically for encouraging and motivating students. The verbal praises and
behaviour specific attributes of reward system are observed to present long-term effect on the
learning and development of students as compared to extrinsic attributes. . It is obtained that
a reward system is an effective approach to motivating and encouraging students to take part
in class activities and help in growing mental and physical capabilities (Bryman, 2015).
1.0 Introduction
In this research, I would like to improve the school reward system in Class 7p. This is
because it will not only help in improving the behaviour of the students but will also aid in
enhancing the class engagement. I will focus on analysing the impacts of school reward
system including praise postcards to parents from individual teachers or departments,
telephone calls and letters to parents, notes in journals, positive referrals, departmental
awards and Jack Petchey award. It is not compulsory that all of these reward systems should
be utilised rather the impact of one of these that could help in improving the class
engagement and good behaviour in short span of time can be implemented.
Classroom association is a term which is the degree of curiosity, attention, optimism,
interests, and passions which are displayed by the students (Oga-Baldwin, 2017). The
rewards at education centres like School X are helpful for students as they feel motivated and
involve in class activities. The way class involvement is associated with the students’
approach is fundamental because of the social environment. I have observed multiple classes
in my school and I have observed that the class 7p lack in term of class association. The lack
of class involvement has been observed in both girls and boys. To overcome this issue, the
department has taken some initiatives for example the introduction of school rewards system.
However, the class association in Class 7p is not effective, and it still lacks in terms of good
behaviour (Bruhn, 2017)

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If only one student is appreciated, then this may divert their engagement from the
lesson and opens up the route of bad behaviour for the other students. In the quest for
negative practices, the lower involvement of the students in the 7p class is associated with the
teachers. The contemporary rewards system which is utilised by School X includes verbal
praise, written praise, acknowledgement and assemblies as well as head teacher's praise. I
think that these rewards systems are lacking in the Class 7p as they have not been able to
improve the class association in terms of the good behaviour of the students. It is not because
the school rewards system is not implemented but that it’s not utilised in an appropriate
manner (Caldarella, 2016).
Ineffective class association of the students may also be due to the absence of the
effective appraisal by the teachers (Dumas, 2017). This is also linked with the teachers as
they can motivate and praise the students in an efficient manner. The teacher's praise may
also lead to the sceptical or negative behaviour patterns, while the students can be engaged in
the classroom by considering the positive approach by detailing the written praise. With the
involvement of teacher's praise and the school reward systems, the students of class 7p may
start to take interest in the lessons more effectively. By considering the teachers’ attitude and
adaptation of the school reward systems as suggested by (Oga-Baldwin, 2017), this research
can enhance and support the engagement of the students of class 7p in the school.
2.0 Research Planning
2.1 Clarifications
For my school-based research project, I intend to undertake and implement research
for the following research question:

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● How can school reward system encourage class engagement?
Sub-Questions
● How can school reward system be improved?
● How can class engagement be improved with the use of school X’s behaviour policy?
In this research, I would like to improve the school reward system in Class 7p. This is
because it would not only help in developing the behaviour of the students but would also aid
in enhancing the class engagement. I will be focussing on analysing the impacts of school
reward system including praise postcards to parents from individual teachers or departments,
telephone calls and letters to parents, notes in journals, positive referrals, departmental
awards and Jack Petchey award. Any one of the above mentioned ways can help in improving
the class engagement in short span of time and can be implemented.
2.2 Planning and Justifications
This enables the researcher to accumulate the information to see how to enhance the
class engagement of the students in the class 7p. The inquiry is the part that you plan to find
out about the subject. I would make use of the Action plan research because I believe that I
will get an accurate amount of data and information. This will guide me and will help me in
structuring the choice of information that would be gathered and investigated. As suggested
by (Dumas, 2017), I would endeavour to have different approaches toward the start of the
lesson, which would utilise all concepts. I would concentrate on the feedback of the teachers
along with the departments, letters and telephone calls. I would also consider the positive
referrals, and Jack Petchey award. My planning of the research and practice would work with
techniques to find ways that will help in maintaining an effective class engagement. I want to
attempt distinctive methods like the ones specified above. Similarly, I want to affect Class 7
p’s ability to think in a positive manner.
To undergo this research and to make the most of the Action planning methods, I
would concentrate on the use of interpretative information. With respect to (Bryman, 2016),
Action research encompasses the operations concerning the reality and grasps the complexity
of social conditions. Interpretivism information enables me to have the correct outcomes. The

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majority of the information would be interpretivism as it gives the data to achieve a
satisfactory conclusion. I will have the quantitative information so that a lot of facts can be
concluded. As a constituent of the school's regulations, I would start to discover
interpretivism learning from the information I would gather. I will make use of the open and
close-ended questionnaires; I will make use of the Interviews in this case. As per (Caldarella,
2016), open-ended questions for interviews and close-ended questionnaires for surveys can
help to get detailed data. These three research techniques will enable me to obtain the critical
information to achieve a decision about “How school reward system encourages class
engagement?” The questionnaire will allow an individual to gain insight on the student’s
thoughts about the reward systems. This will also make one understand whether these reward
systems are increasing the level of engagement or not.
The goal of my research technique is to create the proposal for good practices which
can tackle an issue or enhance the implementation of school reward system. With reference to
(Menzies, 2016), Action Planning integrates the arrangements, actions, observations and
reflections. This specific procedure includes the Interpretivism approach in which the
consequences of changes are found, yet they are actualised and assessed. This research will
also make use of the systematic observations concerning the school's reward systems along
with the class engagement of the students (class 7p) (Hansen, 2017). The action planning
approach given by (Bryman, 2016) will help me in this research to consider the arrangements,
activity, perception and reflection to acquire the required information and learning.
To complete and actualise the primary period of the research I would start to design
the data collection techniques by making use of the questionnaires, because they help the
researchers to gain the in-depth information and analysis in an effective manner. The primary
approach for data collection techniques that I might want to utilise is the perception in the
classroom with an emphasis on teacher's praise. As reported by (Silverman, 2016), the
prompt learning of the Interpretivism approach and Action planning perceptions enables the
study to be more legitimate and considerable for its outcomes. I would mention my research
objectives in demonstrating the teacher’s approaches, and whether the use of innovation and
school reward systems influences the engagement of the students. Concerning (Bryman,
2016), from the use of Interviews and Questionnaires, this would create a data and it would
be easy to discover the relationship between the school reward system and class engagement.
After the planning of the research, I would utilise the data collection techniques for
the interviews. I will also use a progression of open-ended and close-ended questionnaires to
get the adequate information concerning the class engagement of Class 7p. According to

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(Weyns, 2017), Open-ended Questionnaires have been linked with the free archives without
other terms, and they can assess their approaches as they are completely free. For close-ended
questionnaires, I will be considering the quantitative information. Along with this, these
answers and responses have to be added to get the proper results. This gives the chance to
express what affect the lower class engagement of the students of class 7p. The responses to
the survey will be analysed, and the results can be extracted by the content analysis (Weyns,
2017).
This research will make use of both the surveys and interviews to get the practical
results. For the data collection techniques and research planning in the school, it is imperative
that the information is well disposed and the outcomes and results are more feasible and
genuine. With available techniques, for example, the consequences can be as useful when it
comes to the survey and the interviews. My accurate perception and surveys would
concentrate on the students in the class 7P to obtain the particular consequences and answers
(Weyns, 2017). I would have a casual conversation with the teachers of class 7P about past
lessons and behavioural examples of the students. According to (Quinlan, 2015), this kind of
discussion and interviews would be better with different strategies for data collection
methods. The interviews and these types of conversations are built and originated from
perceptions. This implies the fact that meeting with the teacher is linked with the students of
class 7P.
According to (Menzies, 2016), the initial segment of Action Research is the
arrangement of the distinct strategies for data collection from surveys with open and close-
ended options and interviews. In the results approach along with case study, this research can
consider the outcomes and start to choose how to utilise the results to enhance the class
engagement of the students with school reward systems. The utilisation of these techniques
for data collection and the utilisation of quantitative and qualitative information would result
in the better outcomes. I am certain that my research planning and data collection techniques
would enable me to get an approach to the higher class engagement activities by the students
of class 7P. According to (Quinlan, 2015), triangulation means using more than one method
to collect data on the same topic. The use of variety of methods to collect data on the same
topic involves different types of samples along with the methods of data collection. By this
way, the validity of the research is assured.

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3.0 Ethical Considerations
Before I begin examining my school research planning, I need to ensure that every single
ethical issue has been considered. This involves the unbiased interviews, consent of the
surveys, and authentic research techniques. It is essential that the researcher should not be
biased in his school project. By uncovering the goals and objectives of the researcher and the
capacity to locate a constructive approach to enhance the class engagement with Class 7P, the
results can be of great help. During the data collection process, members have the alternative
to leave. Furthermore, I would incorporate the privacy and confidentiality of the members to
ensure their safety. (Menzies, 2016) revealed that the privacy and confidentiality of the
participants have an important role in the research. Therefore, the researcher will not use the
photographs of the participants and will keep the name of the school and the participants
confidential. The wellbeing of the students would be considered throughout the study as
recommended by (Bryman A. , 2011). I would take care of the fact that the research would be
objective. The collection of the data would be based on the same topic, and I would use a
different design, conduct and reporting of the research. The appropriate findings would be
based on the knowledgeable agreement in writing. I would ensure that the research would not
harm any teachers’ or students’ beliefs, values or considerations in any way. As stated by
(Menzies, 2016), I would elaborate the research objectives by determining the teacher’s
approaches and school reward system without any biases and inequality. All the agreements
would be honoured while the data collection procedure to provide ethical concerns. The data
collected by the students and teachers would help with the comprehensive information and
evaluation effectively. If any controversial is collected then it would be assessed and
followed with the great sensitivity (Menzies, 2016).
4.0 Findings and Analysis
4.1 Introduction
The current section deals with the descriptive analysis of data gathered by means of
interviews and questionnaire from the teachers and students respectively. The analysis section
involves the use of interpretivism approach while demonstrating the aspects of secondary
information reviewed by means of existing literature. In the first section, the qualitative
analysis is presented followed by quantitative analysis.

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4.2 Qualitative Analysis
4.2.1 Student’s Encouragement and Motivation in School
As per the analysis, it has been obtained that most of the teachers seemed to favour the idea
of student’s motivation and encouragement by means of reward based system. The student’s
motivation and encouragement is equally important as the presence of capabilities and skills
in them. The aspects of motivation are important in terms of behaviours and class activities
that provide an effective means of academic growth and development of children. The
motivational attributes are defined to be extrinsic and intrinsic which mainly involve tangible
rewards, praises, and personally challenging tasks in the classrooms respectively.
4.2.2 Factors Involved in the De-motivation of Students at School
For motivating the students to outperform in-class activities, most of the teachers
unanimously agreed to the effects of delayed feedback and referral system to be the main
factor affecting the motivation among the students. The role of instant feedback and
interaction has a long-term effect on the learning and development of students personally.
Similarly, the aspects of group learning is another factor if not adequately applied in the
classroom then it will lead to de-motivate the students and reduces the impact in terms of
creating a positive and collaborative environment.
4.2.3 Opinions Related to Class Engagement of the Students
The teachers signified the importance of class engagement for the students by means of
tangible and tangible attributes. Most of the teachers believed to understand the scope of the
tangible basis of the reward-based system in the form of awards, certificates, gifts etc,
however, to some of them the intangible rewards are found to have long-term effects on the
personal and academic development of the students. Among the various intangible reward
attributes, the impact of scholarship and encouragement notes and praises with respect to
class participation has presented subjective outcomes long-term standing for students.
4.2.4 Relationship between the School Reward System and Class Engagement
Students seem to learn more in the context of intrinsic motivation as specified by most of the
teachers. The guidance on the basis of intrinsic reward based system encourages the students
to participate in the class activities in the most effective manner. The rewards-based system
in the sense of both intrinsic and extrinsic attributes formulates the basis of displaying the

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number of behaviours that help in contributing to academic learning. Most importantly, the
student motivated based on rewards are found to be deeply involved in whatever they go
along with the feeling of joy and happiness. Not only this, it helps them seeking out for new
challenges with the behaviour of conquering them in their own way.
4.2.5 Outcomes Due to Lack of Teacher's Praise
Teacher’s praises are the important element with respect to student’s motivation and class
engagement. The behaviour and performance specific behaviours tend to play an important
role in developing the students personally and academically. Teacher’s praise is effective in
terms of motivating the students with respect to goal setting, acquisition and accuracy for
selecting challenges as well as promoting fluency in responding followed by the evaluation of
external standards.
4.2.6 Impact of Reward System on Class Engagement of Students
The use of positive reinforcement attributes encourages the students to involve in-class
activities more. Most of the teachers mentioned that impact of the reward based system on
student’s motivation specifically such as ice-cream coupons, free time etc tend to show a
short-term impact on the behaviours however, the simultaneous presence of intrinsic reward
system in the sense of personal praises and recognition from the teachers. It is also noted that
each student displayed motivational attributes based on different reward based system hence;
the implication of any single type of reward system in the class would be problematic.
4.3. Quantitative Analysis

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4.3.1. Student’s Satisfaction with School’s Initiative Regarding the Reward System
Strongly
disagree
Disagree Neutral Agree Strongly
agree
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
13%
7% 7%
23%
50%
As per the above-mentioned analysis, almost more than half of the students seemed to show
satisfaction with the respective initiative their school has applied in reference to reward based
system. The implication of reward-based system is mostly in the context of intrinsic attributes
which provides an effective means of having a long-term sense of contentment and
satisfaction. The individual requirement of a reward-based system has been obvious based on
analysing the behaviours of the students who do not agree in this respect. To them, student
prefers different rewards on the basis of different activities.
4.3.2. Role of Communication and Feedback in Student’s Engagement with Class
Activities
Strongly
disagree Disagree Neutral Agree Strongly
agree
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
10%
3%
10%
30%
47%
Undoubtedly, most of the students prefer to understand the role of communication and
feedback in reference to improved academic performance as well as constructive behaviours
in other class activities. For that teacher’s skills and abilities are important which should be
based on superior knowledge of content as well as evaluation medium for making respective

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judgments. The expertise of teachers in this respect provides a well-constructed framework
for the student to get involved in class activities more than usual.
4.2.3 Level of Class Engagement and Participation for Students
Strongly
disagree Disagree Neutral Agree Strongly
agree
0%
5%
10%
15%
20%
25%
30%
35%
40%
13%
7%
3%
37%
40%
Understanding the scope of levels involved in the class engagement, most of the students
seemed to demonstrate the specific and relevant scope of learning in this respect. To most of
the students, the aspects of class engagement are important with respect to day to day class
activities that keep them engaged; however, to some of them it has a broader scope of
learning and reference to behaviours and long-term development. As per the current study,
the students seem not to have a clear understanding of the level of class engagement abilities
and learning.
4.2.4 Impact of School Reward System on Student’s Engagement
Strongly
disagree Disagree Neutral Agree Strongly
agree
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
7% 3%
13%
47%
30%
As per the above-mentioned analysis, it is apparent that there is a significant relationship
between the school rewards based system and class engagement of students. It corresponds to

14
indicate the aspects of long-term learning which highlight the scope of the reward based
system especially in the sense of behaviour specific attributes among the students. As per a
current study, the reward system involves both extrinsic and intrinsic attributes hence; both of
them are widely effective in terms of promoting the idea of class engagement with students.
4.2.5 School Reward System and Student’s Motivation
Strongly
disagree Disagree Neutral Agree Strongly
agree
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
50%
3%
10% 7%
47%
33%
Similarly, the reward based system also show enormous popularity among the student in
terms of motivating them to do new and challenging things which provide a new prospect of
learning and personal development. The idea of school reward system has a long-term effect
on the student if properly addressed and communicated to the students based on which they
are able to set their prospect goals and expected achievements.
4.2.6 Implementation of School Reward System
Strongly
disagree Disagree Neutral Agree Strongly
agree
0%
5%
10%
15%
20%
25%
30%
35%
40%
10%
7% 7%
40%
37%
The implication of reward system in the school is particularly based on the obtained
outcomes which indicate a positive agreement in reference to applied strategies and
specifications. As per above analysis, the implementation of reward system in the school
require extensive support and understanding from the students as well as teachers.

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5.0 Conclusion
The study is based on analysing the scope and effectiveness of reward-based system on
student’s motivation and engagement in class activities. As per evaluation, it has been
obtained that there is a significant relationship between class engagement activities and
effective reward based system in the sense of extrinsic and intrinsic attributes. In general, the
intrinsic attributes tend to have long-term effect while the extrinsic attributes tend to show
short-term effects. In the light of reward-based system, students frequent the most in terms of
class activities which helps them in growing in terms of physical and psychological aspects.
The students were also seemed to understand the level and different scope of the reward
based system which has provided them with the effective domain of learning and
development respectively. In order to address the first research question, the research is
divided into two categories which are based on analysing the steps to be taken for improving
the reward system and the student’s engagement and satisfaction aspects on the other hand.
From the teacher’s perspective, it has been studied that students seem to be more inclined
with respect to extrinsic attributes of the reward system which mainly include the provision
of free periods, pizza parties and ice-cream or meal coupons etc; however, it does not
demonstrate long-term effects in general. In the same manner, the intrinsic attributes are
found to show long-term effects on the student which mainly involve scholarship plans,
verbal and written appraisals and the presentation of personally challenging tasks to make
them learn new things other than academic lessons. Similarly, the students tend to show
strong recognition and learning by means of a reward based system that facilitate them to
experience constructive feedback measures and improved performances in the most effective
manner.
As per the study, it has been studied that the reward-based system in the schools can be
further improved in the context of providing an open medium to the students for taking
challenging approaches and measures. The reward based system should not be generally
applied in the whole classroom as each student reacts differently to respective motivational
measures provided in the sense of reward system. In the same manner, the aspects of
behaviour specific reward system encourage the students to contribute not only in the sense
of academic achievements but in reference to personal development and growth. In a similar

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manner, it has also been noticed that offering rewards to students prior to action may lead to
generate a concept of doing something only to gain reward hence, student’s engagement and
motivation will be only with respect to reward and not learning from the tasks. The positive
effects in the sense of extrinsic rewards are temporary, however; the intrinsic motivation by
means of reward plays an important role in the long-term development of students in the
sense of behaviours and performance. The formulation of effective reward based system is
entirely meant to promote the aspects of goal setting and fluency and accuracy for actions
hence, the intrinsic and extrinsic attributes should characterise individually for each student.
6.0 Ways Forward
The child’s strength and competencies should be utilised most effectively based on which the
entire educational setting require changes that could show impressive growth in terms of
personal and academic development. The current study has highlighted different areas of
improvement in terms of reward based system for promoting student’s engagement and
motivation in the class. However, the further scope of learning and analysis could be
conducted in order to understand the scope of behaviours specific praise or intrinsic rewards
among the students.
The student’s ability is the strength is focused on proper guidelines and coaching that he or
she obtained from their teachers hence, the study can further be made in order to demonstrate
the learning in terms of student’s interests and strengths. There is number of concepts related
behaviour specific attributes that should have been addressed by means of meeting the
different needs of the students for which the teachers should be able to recognise those needs
respectively. The entire study involves only one school for considering the impact on
student’s level of motivation and engagement where the scope is limited hence, the data
collected from different schools in future studies is helpful in determining the effectiveness of
each and every intrinsic and extrinsic aspect of reward system.
The presence of perception is important among the students for achieving goals academically
and other than this for this specific teaching method should be evacuated to study the effects
of their motivation and engagement. Similarly, the aspects of culturally diverse strengths in
the school also affect the provision of the reward based system that must be evaluated in
advancing the teaching and training approaches respectively. A reward system is an effective

17
approach to motivating and encouraging students to take part in class activities and help in
growing mental and physical capabilities.
7.0 References
Bruhn, A., Barron, S., Fernando, J. and Balint-Langel, K., (2017). Extending the Direct
Behavior Rating: An Examination of Schoolwide Behavior Ratings and Academic
Engagement. Journal of Positive Behavior Interventions, p.1098300717713441.
Bryman, A. and Bell, E., (2015). Business research methods. Oxford University Press, USA.
Bryman, A., (2015). Social research methods. Oxford university press.
Caldarella, P., Wouldiams, L., Jolstead, K.A. and Woulds, H.P., (2017). Managing student
behavior in an elementary school music classroom: A study of class-wide function-
related intervention teams. Update: Applications of Research in Music Education,
35(3), pp.23-30.
Dumas, T.M., Davis, J.P. and Ellis, W.E., (2017). Is It Good to Be Bad? A Longitudinal
Analysis of Adolescent Popularity Motivations as a Predictor of Engagement in
Relational Aggression and Risk Behaviors. Youth & Society, p.0044118X17700319.
Hansen, B.D., Caldarella, P., Wouldiams, L. and Woulds, H.P., (2017). Managing Student
Behavior in Dual Immersion Classrooms: A Study of Class-Wide Function-Related
Intervention Teams. Behavior Modification, p.0145445517698418.
Menzies, H.M., Lane, K.L., Oakes, W.P. and Ennis, R.P., (2017). Increasing Students’
Opportunities to Respond: A Strategy for Supporting Engagement. Intervention in
School and Clinic, 52(4), pp.204-209.
Oga-Baldwin, W.Q. and Nakata, Y., (2017). Engagement, gender, and motivation: A
predictive model for Japanese young language learners. System, 65, pp.151-163.
Saunders, M.N., (2011). Research methods for business students, 5/e. Pearson Education
India.
Silverman, D. ed., (2016). Qualitative research. Sage.
Weyns, T., Verschueren, K., Leflot, G., Onghena, P., Wouters, S. and Colpin, H., (2017). The
role of teacher behavior in children's relational aggression development: A five-wave

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longitudinal study. Journal of School Psychology, 64, pp.17-27.
8.0 Appendix
8.1 Interview Form for Teachers
Open-Ended Questionnaires for Interviews (Participants: Teachers)
Question 1: Do you think that the students are motivated and encouraged in schools?
Question 2: What are the factors that can demotivate the students at their schools?
Question 3: What is your opinion about the class engagement of the students?
Question 4: What is the relationship between the school reward system and class
engagement?
Question 5: What can happen due to the lack of the teacher's praise?
Question 6: How can the class engagement of the students be increased by the school
reward system?
8.2 Questionnaire for Students
Close –Ended Questionnaires for Survey (Participants: Students)
Question 1: Are you satisfied with your school’s initiative regarding the initiatives they have
taken to increase class engagement?
 Strongly Disagree
 Disagree
 Neutral
 Agree
 Strongly Agree
Question 2: Do think that communications with teachers and their feedback will engage you
in the class?
 Strongly Disagree

19
 Disagree
 Neutral
 Agree
 Strongly Agree
Question 3: Are you happy with the level of your class engagement and participation?
 Strongly Disagree
 Disagree
 Neutral
 Agree
 Strongly Agree
Question 4: Do you think that your school considers the school reward system?
 Strongly Disagree
 Disagree
 Neutral
 Agree
 Strongly Agree
Question 5: Do you think that the school reward system can be helpful for the motivation of
students?
 Strongly Disagree
 Disagree
 Neutral
 Agree
 Strongly Agree
Question 6: Do you think that school reward system should be implemented in your school?
 Strongly Disagree
 Disagree
 Neutral
 Agree