Effects of reward system as a motivational force on secondary students' behavior and performance in mathematics
Type
Thesis
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Category
Pages
144
Abstract
"A reward makes a man's world difference -If you wish to leave the world better than you have found it, you must be convinced that you have been put here for a purpose delegated by GOD in however small to play a part in renewing the face of the
earth. - Fr. James Keller"
It's a major role of an effective teacher to teach and strive to motivate young students to learn and appreciate the field of mathematics and likewise apply the basic concepts on their everyday life. Maslow (2000) believes that motivation is not a bag of tricks which the teacher uses to produce learning, rather, it is a process which belongs to the learner. It is similar to vision in that it involves external stimulation, appropriate mechanism of response, and an internal force which energizes the response. The basic substratum of motivation maybe found in the need of the child. The first characteristic of motives is that they have an energizing function. They stir up behavior. Besides releasing energy, motives have a character of directionality. Energy produced by needs seeks a discharge in relevant incentives, or goal objects which satisfy needs. In brief, motivation may be described as a process.
Ornstein (2002) stated that teacher's social responsibility might be enhance or diminish by factors such as student behavior, collegial and administrative support, parental demands and national education policies. The level of teachers social responsibility is seen as a key factor in the success of current educational reform agenda. Herzberg (2001) discussed social responsibility as a term frequently used in describing teacher's commitment to teaching and to the welfare of the students. It is a word they use to distinguish those who are caring, dedicated and who take the job seriously from those who put their interest first.
earth. - Fr. James Keller"
It's a major role of an effective teacher to teach and strive to motivate young students to learn and appreciate the field of mathematics and likewise apply the basic concepts on their everyday life. Maslow (2000) believes that motivation is not a bag of tricks which the teacher uses to produce learning, rather, it is a process which belongs to the learner. It is similar to vision in that it involves external stimulation, appropriate mechanism of response, and an internal force which energizes the response. The basic substratum of motivation maybe found in the need of the child. The first characteristic of motives is that they have an energizing function. They stir up behavior. Besides releasing energy, motives have a character of directionality. Energy produced by needs seeks a discharge in relevant incentives, or goal objects which satisfy needs. In brief, motivation may be described as a process.
Ornstein (2002) stated that teacher's social responsibility might be enhance or diminish by factors such as student behavior, collegial and administrative support, parental demands and national education policies. The level of teachers social responsibility is seen as a key factor in the success of current educational reform agenda. Herzberg (2001) discussed social responsibility as a term frequently used in describing teacher's commitment to teaching and to the welfare of the students. It is a word they use to distinguish those who are caring, dedicated and who take the job seriously from those who put their interest first.
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