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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the literature and related studies that brought on the concerns

of this study focusing on two primary areas: the challenges associated with student

engagement in Analytical Chemistry and the effectiveness of reward-based interventions

in enhancing this engagement. All these literature and studies would serve as the basis for

the development of this study.

Student Engagement

According to Trowler (2015), student engagement refers to the level of attention,

curiosity, interest, and passion that students exhibit during the learning process. It plays a

crucial role in fostering academic success and improving overall educational outcomes.

Engaged students are more likely to retain information, develop critical thinking skills, and

participate actively in learning experiences. Engaged students are more motivated and

persistent in overcoming challenges. Therefore, fostering engagement is essential for

creating effective learning environments.

Student engagement has been defined in various ways by scholars, reflecting its

multifaceted nature. Kuh (2016) describes it as “the time and effort students devote to

activities that are empirically linked to desired outcomes of college and what institutions

do to induce students to participate in these activities”. Similarly, Barkley and Major (2024)

emphasize the mental state of engagement, describing it as “the intersection of feeling and

thinking,” where students actively make meaning of their learning experiences.

Based on the study of Center for Community College Student Engagement

(CCCSE, 2022), higher levels of engagement lead to improved learning outcomes,

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increased retention rates, and better overall academic performance. Their research found

that students who actively engage with faculty, peers, and coursework demonstrate higher

persistence in their studies compared to those who remain passive learners. This research

emphasized the strong connection between student engagement and positive academic

outcomes. Higher engagement correlates with improved learning, higher retention, and

better overall performance, particularly for students actively interacting with faculty, peers,

and coursework; these students show greater persistence than their less engaged

counterparts.

Motivation plays a vital role in student engagement. The study of Ryan and Deci

(2017) on self-determination theory revealed that students who feel a sense of autonomy,

competence, and relatedness are more likely to participate actively in learning activities.

This means that it’s not enough for students to simply be told to learn; they need to feel a

genuine sense of ownership over their learning journey. The theory highlights three key

psychological needs: autonomy, competence, and relatedness. When students feel a sense

of autonomy where they have control over their choices and learning path, then they’re

more likely to be invested in the process. Feeling competent that they’re capable of

mastering the material and achieving their goals is equally important; it builds confidence

and encourages further effort. Finally, relatedness—feeling connected to their teachers and

peers, it creates a supportive environment where students feel comfortable taking risks,

asking questions, and collaborating.

According to Kahu and Nelson (2018), fostering student engagement requires

active learning strategies, real-world applications, and supportive learning environments.

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Their study suggested that engagement improves when educators provide meaningful

activities, interactive discussions, and opportunities for collaboration.

Fredricks et al. (2020) discussed the importance of cognitive engagement,

emphasizing that students who actively reflect on their learning process, ask questions, and

seek deeper understanding are more likely to excel in science subjects.

According to the study of Sinatra et al. (2015), the different benefits of student

engagement occurs when students are engaged in their own learning, including increased

motivation and achievement. However, there is little agreement on a concrete definition

and effective measurement of engagement.

The study of Martin & Bolliger (2018) about online learning engagement strategies

revealed that discussion forums, interactive simulations, and real-time feedback improved

student participation in virtual science courses. The research found out that these

interactive elements fostered collaboration, provided engaging learning experiences, and

offered immediate support. This research emphasized the inadequacy of simply

transferring traditional methods to online learning.

Incorporating technology and digital tools has been shown to enhance student

engagement, particularly in online learning environments. In the research of Redmond et

al. (2018), they found that students who participated in interactive multimedia activities

demonstrated higher levels of engagement compared to those who relied solely on

traditional lecture-based formats. This suggests that integrating digital tools can create a

more dynamic and stimulating learning experience, catering to diverse learning styles and

preferences.
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Dixson (2015) investigated the validity of the Online Student Engagement (OSE)

scale by correlating self-reported engagement with observed online behaviors. The study

found a significant positive correlation between OSE scores and application learning

behaviors (e.g., forum participation, quiz completion), suggesting the scale effectively

measures active engagement. This implies the importance of assessing not only passive

consumption of online materials but also active participation in learning activities.

Shernoff et al. (2017) examined engagement in high school science classrooms and

found that students were more engaged when lessons incorporated inquiry-based activities,

real-world applications, and collaborative group work. The findings implies that inquiry-

based activities empower students to take ownership of their learning through questioning,

investigation, and data analysis. By connecting classroom content to real-world

applications, students find learning more relevant and meaningful, boosting their

motivation. Collaborative group work enhances peer interaction, communication skills,

and fosters a sense of community.

Christenson et al. (2018) emphasized that student engagement is a

multidimensional construct involving behavioral, emotional, and cognitive aspects. They

found that students engaged in hands-on science experiments demonstrated higher levels

of intrinsic motivation and persistence in learning. Their finding that hands-on science

experiments fostered higher intrinsic motivation and persistence emphasize the importance

of active, engaging learning experiences in promoting deeper student involvement. This

implies that effective engagement strategies must address both students’ internal drive and

the learning environment, moving beyond simplistic behavioral measures to meet snd

surpass cognitive and emotional factors.

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According to Appleton et al. (2016), school support systems have a special purpose

on fostering student engagement. Their study found that strong teacher-student

relationships and structured feedback mechanisms significantly increased engagement in

science subjects. Their findings demonstrate a strong correlation between positive teacher-

student relationships and structured feedback mechanisms, as well as increased student

engagement. Strong teacher-student relationships build trust and rapport, creating a safe

space for students to ask questions, seek help, and take risks. Structured feedback

mechanisms provide students with clear expectations, regular guidance, and opportunities

for improvement, fostering a sense of accomplishment and motivation.

Glynn et al. (2017) explored science motivation and engagement, revealing that

students with strong self-efficacy and interest in science topics showed greater participation

in class discussions and laboratory activities. Their study revealed that students who felt

confident in their ability to succeed in science (high self-efficacy) and who were genuinely

interested in science topics were more likely to actively participate in class discussions and

laboratory activities.

Based on the study of Fredricks et al. (2019), student engagement is influenced by

cognitive, emotional, and behavioral factors. They emphasized that engagement is not just

about participating in activities but also about developing deep connections with learning

materials. Engagement involves actively processing information, feeling motivated and

connected to the learning environment, and demonstrating involvement through actions

like class participation. This study implies the importance of developing deep connections

with learning materials, fostering genuine curiosity and a desire for understanding.

Reward System in Student Engagement

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According to Alkhaldi et al. (2016) in their study “The Effectiveness of Reward

Systems in Education: A Meta-Analysis,” a reward system refers to a structured approach

where incentives—such as verbal praise, tangible rewards, or privileges—are used to

reinforce desired behaviors and academic performance. They emphasized that an effective

reward system should be strategically designed to promote motivation, engagement, and

long-term learning retention.

Lemos and Veríssimo (2017) in “The Relationship Between Reward Systems and

Academic Achievement” defined a reward system as an educational approach that links

reinforcement with student performance. They argued that properly designed rewards not

only increase engagement but also help students develop self-regulation skills in learning.

Based on the study conducted by Gomez et al. (2018), entitled “Positive Reward

System Encourages Student Engagement in Anatomy Courses”, reward system is crucial

in reinforcing subject engagement of the students. They studied the implementation of a

token economy in Human Anatomy and Physiology courses, where students earned

rewards for completing assignments. The study found that 90% of students participated in

the reward system, with 85% agreeing that it reinforced engagement behaviors. This

suggests that reward-based learning strategies can significantly enhance motivation, reduce

anxiety, and create a more interactive learning environment. It also supports the idea that

extrinsic rewards (like tokens, bonus points, or assignment privileges) can lead to increased

intrinsic motivation over time, as students experience success and develop better study

habits.

A study conducted by Deci et al. (2017) explored the effects of extrinsic rewards

on intrinsic motivation in students. Their research revealed that while tangible rewards can
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boost short-term engagement, their long-term effectiveness depends on how they are

structured. Specifically, rewards tied to performance and mastery rather than mere

participation tend to sustain engagement and encourage deeper learning. This implies that

rewards should be designed to encourage effort and achievement rather than merely

participation.

In a classroom intervention study by Cameron and Pierce (2020), students who

were rewarded with points redeemable for privileges (such as extra lab time or bonus quiz

attempts) showed significantly higher levels of participation and persistence in science

activities. Their findings suggest that non-monetary rewards tailored to student interests

can improve both engagement and academic performance. The findings imply that

educators should explore creative, non-monetary reward systems to incentivize student

involvement and foster a positive learning environment.

Taylor et al. (2019) investigated how gamification and reward-based learning

impacted student engagement in chemistry courses. Their study found that students who

earned digital badges and points for task completion demonstrated higher motivation and

deeper learning engagement compared to those who did not receive rewards. This means

that gamified reward systems can be a powerful tool for improving science education

outcomes.

Rewards in the form of extra credit and public recognition were examined in online

science courses. They found that students who received small but frequent rewards for their

engagement in discussion forums exhibited higher retention rates and greater enthusiasm

in completing assignments (Nguyen et al. 2018). This implies that even small, consistent

incentives can effectively motivate students in online learning environments. The findings
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highlight the importance of incorporating reward systems that acknowledge and encourage

active participation, particularly in virtual settings where social interaction and motivation

can be more challenging.

A study conducted by Johnson & Lester (2022) focused on digital reward systems

in hybrid learning environments. Their research revealed that students who received instant

feedback and progress-based rewards were more likely to engage in coursework and

complete assignments on time compared to those without a reward system.

The impact of different reward types on student persistence in science courses.

They found that verbal praise and recognition had a more lasting positive effect on

engagement compared to material rewards. This supports the argument that fostering

intrinsic motivation through positive reinforcement can be more effective than purely

extrinsic incentives. (Lepper et al. 2019).

Bai et al. (2021), studied how tangible vs. intangible rewards influence student

motivation in STEM courses. Their findings suggested that verbal praise and certificates

were as effective as material rewards (e.g., gift cards) in boosting engagement. They

concluded that low-cost, frequent, and meaningful rewards could sustain student

motivation throughout a semester.

Li & Tsai (2017), examined the effect of personalized reward systems on student

participation in science experiments. They found that when students were allowed to

choose their own rewards, engagement levels increased by 40% compared to standardized

rewards. This highlights the importance of student choice in designing effective reward

strategies. This highlights the importance of connecting reward strategies to individual

student preferences to improve student engagement.

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A longitudinal study was conducted on the use of achievement-based rewards in

secondary school biology classes. Their findings showed that students who consistently

received rewards for achieving learning milestones had higher levels of perseverance,

lower dropout rates, and improved performance in lab-based activities (Méndez &

Martínez 2023).

A study by Garcia & Cruz (2021) on competitive and cooperative reward structures

in chemistry classes revealed that students who engaged in team-based reward systems

demonstrated higher collaborative skills and deeper conceptual understanding than those

in competitive individual reward settings. This means that fostering collaboration through

cooperative reward structures is more effective in promoting both teamwork and academic

achievement than individual competition. The findings emphasize the importance of

designing learning environments that prioritize collaboration and shared success, rather

than focusing solely on individual achievement.

Sezer and Yilmaz (2020), explored the impact of leaderboards and reward-based

quizzes on student participation in physics classes. They found that students who had

access to a reward system that acknowledged top performers showed a 32% increase in

participation rates and a significant improvement in conceptual understanding compared

to the control group.

Kwon & Park (2020) explored the role of randomized rewards (e.g., mystery

rewards for class participation) in engaging students in analytical chemistry lessons. Their

findings suggested that element of surprise in reward systems led to higher excitement and

spontaneous participation in classroom discussions.

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A study by Hassan et al. (2022) analyzed how incremental reward systems (e.g.,

rewards given at multiple checkpoints rather than at the end of a course) affected student

persistence. Their findings showed that students who received small, consistent rewards

were 27% more likely to complete complex tasks compared to those who received only

final outcome-based rewards. It gave an idea that breaking down challenging tasks into

smaller, manageable steps and providing regular rewards for progress can significantly

enhance motivation and persistence.

Synthesis

The reviewed literature emphasized the role of student engagement in fostering

academic success, particularly in science education. Engagement, is defined as the level of

attention, curiosity, interest, and active participation exhibited by students during learning

(Trowler, 2015; Kuh, 2016), has been linked to improved retention rates, deeper conceptual

understanding, and greater persistence in coursework (CCCSE, 2022). However,

maintaining engagement especially in complex subjects like Analytical Chemistry remains

a challenge.

Multiple studies highlight that student engagement is influenced by factors such as

extrinsic motivation, interactive learning experiences, and a supportive academic

environment (Ryan & Deci, 2017; Kahu & Nelson, 2018). Research indicates that students

are more likely to engage when they feel a sense of autonomy over their learning,

experience competence in mastering subject matter, and develop meaningful relationships

with peers and educators (Fredricks et al., 2020; Appleton et al., 2016).

One of the widely studied interventions to enhance engagement is the use of reward

systems. A reward system is a structured reinforcement approach that provides

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incentives—either tangible (e.g., badges, certificates, privileges) or intangible (e.g., verbal

praise, recognition)—to encourage and sustain student participation in learning activities

(Alkhaldi et al., 2016; Han & Yin, 2016). The literature suggests that when implemented

effectively, reward systems can significantly enhance motivation, persistence, and

academic performance (Lemos & Veríssimo, 2017; Gomez et al., 2018).

Studies indicate that performance-based rewards where students are recognized for

mastery and effort rather than mere participation tend to have a more positive and lasting

impact on engagement (Deci et al., 2017; Lepper et al., 2019). Similarly, gamified reward

systems, which include digital badges, point-based achievements, and leaderboards, have

been found to increase motivation in science courses (Taylor et al., 2019; Sezer & Yilmaz,

2020). Furthermore, social rewards such as teacher praise, certificates, and public

acknowledgment have been shown to be as effective as material rewards in sustaining

motivation (Bai et al., 2021; Garcia & Cruz, 2021).

The literature also highlights that the structure and timing of rewards significantly

influence their effectiveness. Incremental reward systems, where students receive small,

consistent reinforcements throughout their learning process, have been associated with

greater persistence in completing academic tasks (Hassan et al., 2022). Similarly,

randomized reward systems, where students receive unexpected incentives for

participation, have been found to increase spontaneous engagement (Kwon & Park, 2020).

While reward systems have been proven to enhance engagement, researchers are

cautious against over-reliance on extrinsic rewards. Several studies emphasize that rewards

should be designed to gradually promote intrinsic motivation, where students engage in

learning not just for incentives but for personal growth and interest in the subject (Ryan &
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Deci, 2017; Cameron & Pierce, 2020). When properly structured, reward-based

interventions serve as a powerful tool in improving student engagement, particularly in

subjects that require sustained effort and analytical thinking, such as Analytical Chemistry.

The integration of well-designed reward systems in science education can create a

more interactive and engaging learning environment. By aligning rewards with meaningful

academic goals, fostering collaboration, and promoting a balance between extrinsic and

intrinsic motivation, educators can enhance student participation, motivation, and

academic success.