Effectiveness of Token Economy Strategy on Classroom Participation Among Grade 1
DOI:
https://doi.org/10.55687/ste.v5i2.442Keywords:
Keywords: token economy, classroom participation, positive reinforcement, learner behavior,Abstract
This study investigated on how a token economy strategy can be used to improve classroom behavior among Grade 1 learners in a rural school in the Philippines. It was based on the principles of behaviorism that focused on the use of reinforcement to enhance the involvement of learners. Quantitative experimental design was used which involved 20 Grade 1 learners of Palungkada Elementary School. Structured observation checklist was used to gather data before and after a four-week intervention. Changes in participation and behavior were analyzed using descriptive statistics and dependent t-test. Findings indicated that the mean participation in the classroom had a positive change of 4.48 to 5.75, with observed behavior changing to 4.85 to 6.10. The analysis of the effect size revealed that the effects (3.9 and 4.39) were very large, which signified an improvement. The results affirm that the strategies of token economy are effective in encouraging active involvement and positive behavior. Teachers are advised to incorporate the use of structured systems of reinforcement to enhance the process of facilitating engagement and better classroom interactions.
Keywords: token economy, classroom participation, positive reinforcement, learner behavior,
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