GAAN@UNLI
A STRATEGIC INTERVENTION TO REDUCE EXCLUSION
(Action Research)
Joji R. Fernando
Principal
San Rafael Technological High School
Division of City Schools, Navotas
Keywords: (Motivation, reinforcement, positive behaviour, academic
performance)
INTRODUCTION
Children have a right to an education, a quality education.
Quality education in schools is delivered through a thoughtful
curriculum that is based on learning outcomes and mediated through
skillful, well-prepared teachers. Curriculum priorities are for all children
to learn to read, write and count and to develop behaviors and life skills
that promote the development of well-rounded human beings.
Although research on learning tends to focus on instructional
strategies related to subject matter, students' beliefs and attitudes have
a significant effect on their success or failure in school. Students
growing up amid challenges can develop an attitude that "failure is just
around the corner," no matter what. Research makes clear the
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connection between effort and achievement—believing you can often
makes it so.
For the last four years (2010-2014), the Mean Percentage Score
obtained by the San Rafael National High School have been steadily
increasing and registered the highest Mean Percentage Score in the
Division of City Schools, Navotas. The desire to sustain this continuing
increase is the motivation behind this research.
This is anchored on the Reinforcement Theory which was
derived from Thorndike’s (1911) so-called Law of Effect which states
that “a stimulus-response bond is strengthened when it is followed by a
positive or satisfactory outcome and weakened when it is followed by an
unsatisfactory outcome.”1
Motivation and reinforcement are probably the most important
factors that educators can target in order to improve learning.
Numerous cross-disciplinary theories have been postulated to explain
motivation. For example, some theories claim that people or students
are motivated by material rewards, desire to increase their power and
prestige in the world, interesting work, enriched environments,
recognition, or being respected as an individual. Each of these theories
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has some truth but no single theory seems to adequately explain all
human motivation. The fact is human beings in general and students in
particular are complex creatures with complex needs and desires.
Students are not purely physical, economic, political, or
psychological beings. H.W. Beecher said, “God made man to go by
motives, and he will not go without them any more than a boat without
steam, or a balloon without gas. Find out what motivates man, touch
that button to turn the key that makes men achieve.” (Helmlinger,
1997)
Student motivation is an essential element that is necessary for
quality education. How do we know when students are motivated? They
pay attention, they begin working on tasks immediately, they ask
questions and volunteer answers, and they appear to be happy and
eager (Palmer, 2007). Basically, very little if any learning can occur
unless students are motivated on a consistent basis. While each of these
theories has some truth, no single theory seems to adequately explain
all human motivation. The fact is that human beings in general and
students in particular are complex creatures with complex needs and
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desires. With regard to students, very little if any learning can occur
unless students are motivated on a consistent basis.
Motivation is optimized when students are exposed to a large
number of motivating experiences and variables on a regular basis. That
is, students ideally should have many sources of motivation in their
learning experience in class. The student’s role in education is crucial
and should go beyond the traditional view of student as customer or
recipient of knowledge. In addition to the roles of buyer and recipient,
“students are the raw materials for education and the primary products
of educational transformations; and most important...students are key
members of the labor force involved in creating education” (LengnickHall and Sanders, 1997, p. 1335).
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CONCEPTUAL FRAMEWORK
Reinforcement is an event that increases behavior. In the
classroom, reinforcement occurs as teachers manage the environmental
events that follow students' desired ways of behaving so to increase the
strength and future likelihood of that behavior.
Reinforcement comes in two types—positive and negative.
Positive reinforcement occurs when desired behavior is strengthened by
the presentation of a contingent stimulus. The attractive, behaviorincreasing, contingent stimulus used during positive reinforcement is
referred to as a positive reinforcer. A positive reinforcer is defined as
any environmental event that, when given in response to the behavior,
increases the strength and frequency of that behavior. Some commonly
used positive reinforcers in the classroom are praise, attention, tokens,
and stickers.
Negative reinforcement occurs when desired behavior is
strengthened by the removal of a contingent stimulus. The aversive,
behavior-increasing, contingent stimulus that is removed during
negative reinforcement is referred to as a negative reinforcer. A
negative rein-forcer is defined as any environmental event that, when
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taken away in response to the behavior, increases the strength and
frequency of that behavior. Some commonly used negative reinforcers
in the classroom are taking away an aversive assignment (e.g.,
homework), withdrawing an intrusive stare, or canceling a chore.
Reinforcement is defined by its effect on behavior. Only
environmental events that actually increase behavior are reinforcers. If
an event such as a smile, candy bar, or break from chores does not
increase the student's behavior, then the event is not actually a
reinforcer.
A reward is the offering of an environmental event in exchange
for the student's participation, service, or achievement (Craighead,
Kazdin, & Mahoney, 1981). When a teacher promises an award if the
student will complete an assignment or when a teacher promises a prize
to acknowledge a successful performance, she introduces a reward into
the learning environment.
The discrepancy between reinforcers and rewards is that a
reward functions as a reinforcer only when the student values it enough
to affect a change in his or her behavior. Sometimes teachers use
rewards that students do not value (e.g., public recognition), and
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unappealing rewards do not increase the frequency of the desired
behavior. If the student is embarrassed, rather than gratified by, the
public recognition then it will not reinforce (i.e., strengthen) the
behavior, and it might even act as a punisher to some students. The
important point is that teachers offer rewards in hopes of soliciting
behavior, while they deliver contingent reinforcers to increase desired
behavior which has already occurred.
Reinforcement is an educational concept rooted in behavioral
learning theory (Baldwin & Baldwin, 1986). Behavioral learning theory
does not focus on mental knowledge, such as learning information.
Neither does it focus on cognitive and sociocultural concepts, such as
creating meaning, understanding concepts, using memory, and the
experience of conceptual change. Instead, behavioral learning theory
focuses on behavior. Specifically, it focuses on voluntary, intentional,
and situationally appropriate behavior. So, the learning highlighted by
behavioral learning theory is learning how to adapt successfully to one's
environment (e.g., raise one's hand before speaking, wait one's turn in
the lunch line). Reinforcers play the important role they do in helping
students learn how to adapt to the classroom (and school) environment
by signaling which behaviors are desirable (those that are reinforced)
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and which are not (those that are not reinforced). Students learn which
behaviors are desirable and adaptive by learning which behaviors are
associated with reinforcers. The assumption that relates reinforcement
to learning is that the presence of a reinforcer signals that a particular
behavior is desirable, and this signaling process, therefore, helps
students learn how to adapt more successfully to the classroom
environment.
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METHODOLOGY
The research covers all Fourth Year Students of San Rafael
National High School for S.Y. 2014-2015 who will take the National
Achievement Test on March, 2015.
In the course of the research the following will be of use:
a.
The identified Least Mastered Skills of the students in the
five core subjects: English, Math, Science, Filipino and Araling
Panlipunan and in Critical Thinking in the 2014 National Achievement
Test will serve as guiding path in the achievement of goals;
b.
data;
The result of the 2014 National Achievement Test
baseline
c.
The materials produced, reproduced and compiled to be utilized
in the implementation of RIGOR (Rigorous Instruction);
d.
The data gathered from daily/weekly assessment will provide
the teachers as to what content/competency should be given more
attention to; and
e.
The data gathered from the daily attendance and participation
of the learners.
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Schedule and Process
The implementation of the research will start on January, 2015
and will end on last March , 2015. It will cover the six (6) weeks prior to
the administration of the National Achievement Test last March, 2015.
The inclusive dates of the implementation were as follows
 Week 1 : January 19 – 23, 2015
 Week 2 : January 26- 30, 2015
 Week 3:
February 2- 6 , 2015
 Week 4:
February 9-13, 2015
 Week 5:
February 16-20, 2015
 Week 6:
February 23 –27, 2015
On the last day of each week, the sector leaders will submit the
summary or the list of students who are able to complete the week as
well as register high scores in the daily assessments given by their
respective teachers. The respective sector advisers will then issue/
give reward chips to the students on the list who in turn will get their
rewards during their recess or lunch breaks.
Diagnostic Tests will be administered at the start of each week
for each set of toolkit being used in the rigorous instruction. After the
administration of the diagnostic test and the answer sheets will be
checked. The data on the frequency of wrong response will be collated
then graphed to identify the least mastered skills of the students.
After identifying the Least Mastered Skills, rigorous instruction
will be implemented. On the fourth day of the week, a Post Test will be
administered and the same process is repeated in the results of the Post
Test.
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Package
Gaan Plus Points
Gaan Pasok
Reward
Super Gaan UNLI
Rewards
Mechanics
Freebies/Rewards

Regular
Attendance

No late/
tardiness

No cutting
classes/truancy

Regular
Attendance

No late/
tardiness

Criteria Reward
Points

No cutting
classes/truancy

Free snacks
every Friday

High level of
performance in
class
Sectors with the Highest
number Of Gaan Plus
Points and Gaan Pasok
Reward Student
Recipients
Criteria Reward Points
Sector Leaders and
Sector Advisers :
Free Lunch on Mondays
and Fridays with
Energy Drinks
Table 1: Strategy Matrix/ Package: Gaan@UNLI Rewards
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Year Level Chairman
Disseminate
Information
to Teachers
Submits
collated and
validated
data to YLC
Group Teacher/
Adviser
Submits
recorded
data to
adviser
Disseminate
Information
to Students
Sector Leader
Monitors the
Attendance
and Record
the
Performance
Provide data
for the Sector
Leader to
record and
monitor
Learners
Figure 1: Process workflow of the Gaan@ UNLI Rewards
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IMPLEMENTATION PLAN OF PROJECT GAAN@UNLI
School Year 2014-2015
Jun Jul Aug Sept Oct Nov Dec Jan Feb Mar
TARGET/GOAL/ACTIVITY 2014 2014 2014 2014 2014 2014 2014 2015 2015 2015
1. Research/ Download
materials to be used in
instruction
2. Produce and/or
reproduce downloaded
materials for
compilation
3. Preparation of Final
List of Students
4. Meeting with 3rd year
& 4th students and
parents
5. Implementation of
VIGOR and RIGOR
(Vigorous & Rigorous
Instruction)
6. Implementation of
Gaan@ UNLI Rewards
7. Follow through and
evaluation of the
intervention program
8. Impact Assessment
Legend:
Implemented
Institutionalized
Per Schedule
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REFERENCES:
http;// www.utm.edu/research/iep/a/aristot/htm
http;// www.education.com/reference/article/reinforcement
Education Portal
education-portal.com/academy/lesson/thorndikesreinforcementtheory-using consequences-to–motivate-employees.html: #lesson
The Effort Achievement Connection
http://beyondpenguins.ehe.osu.edu/issue/polar-explorers/effortpraise-and-achievement-what-research-says-to-the-elementaryteacher
Classroom Instruction that Works: Research-Based-Strategies for
Increasing Student Achievement (2001), Manzano , Pickering & Pollock
http://www.brainyquote.com/quotes/authors/h/henry_ward_beecher_
4.html.
Stipek, Deborah J. Motivation and Reinforcement, University of
California, Los Angeles
Reinforcing Effort http:// netc.org/focus/strategies/rein.php
Psychology in the School, Vol. 43 (6) 2006 (c) 2006 Wiley Periodicals, Inc.
Psychclassics, York.U.CA/Thorndike/Animal/Index.htm
Internet research developed by Christopher D. Green.York University,
Toronto, Ontario
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