Reward systems and motivation of students at Taganop Elementary School

International Journal of Research Studies in Management
Divine Word College of San Jose Special Issue
2026 Volume 14 Issue 4

Available Online: 23 June 2026

Author/s:

Dato-on III, Rodolfo D.*
Divine Word College of San Jose, Philippines (rodolfo.dato-oniii@deped.gov.ph)

Galay-Limos, Jenny A.
Divine Word College of San Jose, Philippines (jennygalay05@gmail.com)

Abstract:

Reward systems and the motivation of students were investigated in this study. This study employed a descriptive-correlational design to determine the relationship between reward systems and the motivation of IP students at Taganop Elementary School, a last-mile school. The researcher employed a purposive criterion sampling method for both pilot testing and the final survey at Taganop Elementary School. This method was established aiming for reliable and cooperative responses based on two primary criteria: (1) being a student within the kindergarten to grade 6 levels, and (2) being 8 years of age and above. Data were collected using a 4-point scale survey questionnaire to measure the degree of rewards and student motivation, their association, and the significant relationship between the two variables. Based on the findings, the study revealed that students’ engagement with the reward system was significantly affected by tangible rewards (stickers and handstamps) and intangible rewards (praise, smiles, and good relationships). Moreover, students’ motivation was significantly driven by internal factors (curiosity and achievement drive) and external factors (prizes and social recognition). A strong correlation exists between reward systems and motivation, as students attributed a higher value to internal motivation, which is significantly influenced by tangible rewards. Conclusively, as students’ internal motivation holds the highest value, it is actively encouraged by strategic tangible rewards and social reinforcers. It is recommended that Taganop Elementary School implement a blended reward system pairing tangible prizes with intangible praise to stimulate curiosity and achievement drive. Additionally, consider positive reinforcement training for the faculty that aligns with tribal values, while future researchers may investigate how a discovery-based approach complements these reward systems.

Keywords: tangible rewards, intangible rewards, students’ motivation, students’ engagement, IP students

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DOI: https://doi.org/10.5861/ijrsm.2026.26525

Cite this article:
Dato-on III, R. D., & Galay-Limos, J. A. (2026). Reward systems and motivation of students at Taganop Elementary School. International Journal of Research Studies in Management, 14(4), 57-63. https://doi.org/10.5861/ijrsm.2026.26525

* Corresponding Author