TEACHERS’ PERCEPTION ON THE USE OF TOKEN ECONOMY SYSTEMS TO INFLUENCE STUDENTS’ ACADEMIC PERFORMANCE AND BEHAVIOR

Abstract

This study relates to the field of psychology because it addresses three theories rooted in the psychology of learning. These theories assert that the process of learning cannot be measured or quantified; instead it is observed when there is a change in behavior (Terry, 2009). Certain factors can influence the learning process, such as the use of reinforcements. Reinforcements are often utilized in learning to produce operant behavior. Hoque’s (2013) study demonstrated how the use of reinforcements in a school setting resulted in changes in the students’ behavior and academic performance. The study’s participants consisted of 100 students that were divided equally into a control group and an experimental group. In the study, both groups were taught by the same teacher for a month. The groups also completed the same two chapters from an assigned textbook. The experimental group was taught with a rewards system in place, whereas the control group was taught without one. Unit tests and quizzes to assess the students’ learning were administered weekly. The results of the study revealed that the experimental group had higher test scores and retained more information. The control group retained less information and were unable to apply the information as well as the experimental group. The results also showed that the rewards system motivated the experimental group to become actively engaged in the learning process by being willing to ask questions or to volunteer their answers. The control group exhibited less interest and participation in class (Hoque, 2013). The researcher concluded that the study supported the importance of operant condition in the acquisition of new information.