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Chapter 2 Revised Theoretical Framework and Conceptual Framework (Updated)

This document discusses several theoretical frameworks that support a study on the impact of monetary rewards on academic achievers. It outlines Expectancy Theory, which proposes that individuals will be motivated to perform if they expect a reward. The Incentive Theory suggests people are motivated by rewards and avoid punishment. Equity Theory calls effort and reward inputs and outputs. Maslow's Hierarchy of Needs Theory states that basic needs must be met before higher needs, and monetary rewards can help students meet both needs and improve academics. The conceptual framework outlines the study's inputs, process, and expected outputs regarding the effects of monetary motivation on student performance.

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Michael James Buya
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28 views

Chapter 2 Revised Theoretical Framework and Conceptual Framework (Updated)

This document discusses several theoretical frameworks that support a study on the impact of monetary rewards on academic achievers. It outlines Expectancy Theory, which proposes that individuals will be motivated to perform if they expect a reward. The Incentive Theory suggests people are motivated by rewards and avoid punishment. Equity Theory calls effort and reward inputs and outputs. Maslow's Hierarchy of Needs Theory states that basic needs must be met before higher needs, and monetary rewards can help students meet both needs and improve academics. The conceptual framework outlines the study's inputs, process, and expected outputs regarding the effects of monetary motivation on student performance.

Uploaded by

Michael James Buya
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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THEORETICAL FRAMEWORK

This study entitled “The Impact of Monetary Rewards as a Motivational Material

on the Academic Achievers of Grade 11 in College of Arts and Sciences of Asia and the

Pacific Rodriguez Campus” is supported by Expectancy Theory which explains that

individuals select an option with the greatest motivational value (Sookdeo, 2012). The

instrumentality component of this theory mentions receiving a reward if the performance

expectation is met. Additionally, Expectancy Theory says that individuals act when they

expect positive results from their actions. Without the hope of a reward, it is less likely

that individuals will exert the highest level of effort. As such, individual choose their

actions based upon the expected outcome of those actions.

The Incentive Theory of Motivation also suggests that people are motivated by a

drive for incentives and reinforcement (Indeed Editorial Team, 2020). In addition, it

proposes that people behave in a way they believe will result in a reward and avoid

actions that may entail punishment.

John Stacy calls the personal effort and reward inputs and outputs in his Equity

Theory (Sookdeo, 2012). In this study the input is the students’ academic performance

of students while the output is the monetary reward. This theory suggests that if

students have high perception on reward, the teacher should try to motivate them to

attain greater outcomes.

Malow’s Hierarchy of Needs Theory also supports this study. This hierarchy

suggests that people are motivated to fulfill basic needs before moving to other needs.

In this hierarchy, financial needs for food and water come before achievement
(Sookdeo, 2012). Nevertheless, academic achievers having monetary rewards help

students attain both needs.

CONCEPTUAL FRAMEWORK

The paradigm of the study shows the input, process and output of this study. The

input shows the demographic profile of the students which includes their gender, age

and academic performance. The process shows the data gathering tool which will be

administered to the respondents. After which, the data gathered will undergo statistical

treatment to come up with the output. The expected output of this study are the

difference between the positive and negative effects of monetary motivation on the

students, the difference between the performance of academic achievers and their

motivation and the methods that can be used to help students of CASAP attain high

academic performance.

Figure 1
Paradigm of the Study

OUTPUT
-Difference
between the
positive and
negative effects of
monetary
INPUT PROCESS motivation on the
Demographic students
profile of the -Data Analysis -The factors that
students -Discussion motivates the
-Gender -Experimental students to study
-Age -Observation -Methods that can
-Academic Status be used to help
-Academic students of
Achievements CASAP attain high
-Reward academic
Indeed, Editorial Team. (2020). Incentive theory of

motivation.https://www.indeed.com/career-advise/career-development/incentive-

theory-of-motivation

Sookdeo, C. (2012). Motivational theories in education.

https://www.slideshare.net/ChristinaSookdeo/motivational-theories-12696671

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