Reward Systems in Elementary Classrooms

Level of Education of Students Involved

Undergraduate

Faculty Sponsor

Selina Bartels

College

Other

Discipline(s)

Elementary Education

Presentation Type

Poster Presentation

Symposium Date

Spring 4-30-2026

Abstract

This action research study examines whether positive reinforcement through classroom reward systems consistently promotes positive student behavior. The study is grounded in observations from a second-grade classroom that utilizes a ticket-based reward system to encourage behaviors such as task completion, responsibility, and positive peer modeling. While the system appears effective for many students, preliminary observations suggest that it may have unintended negative emotional and behavioral effects on a subset of learners, including frustration, withdrawal, and reduced motivation when rewards are not earned.

Guided by behaviorist learning theory, which posits that reinforced behaviors are more likely to be repeated, this study also considers contrasting perspectives on intrinsic motivation. Existing literature suggests that while reward systems can improve behavior in the short term, overreliance on extrinsic rewards may diminish students’ internal motivation and create dependency on external validation.

To investigate this, the study will implement a structured token economy paired with explicit behavioral expectations. Over time, tangible rewards will be gradually faded and replaced with verbal praise and self-reflection strategies. Data will be collected using behavior frequency checklists, on-task behavior percentages, and student self-assessments. This approach allows for comparison between baseline behavior, behavior during reward implementation, and behavior after rewards are reduced.

The purpose of this research is to determine whether positive reinforcement leads to sustained behavioral improvements or if its effectiveness diminishes once rewards are removed. Findings aim to inform more equitable and developmentally appropriate classroom management practices that support both behavioral growth and student well-being.

Biographical Information about Author(s)

My name is Natalie Divine. I am in my senior year studying Elementary Education and Minoring in Early Childhood Development. This semester, I am full time student teaching at Timothy Ball Elementary in Crown Point, IN. Early March, I was able to take the maternity leave position for my mentor teacher, so I am full time teaching right now till June! I personally have a reward system in my classroom and noticed it wasn't always increasing motivation. I experienced behavioral problems in the classroom due to the reward system. This is why I chose this topic for my research. 

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