the learners' Attitudes towards using Rewards to enhance their motivation during classroom interaction. Acas study of second year middle school pupils in bouhanneche Lakhdar Middle school.

Abstract

This study probes the learners’ perspective on the implementation of rewards as an extrinsic motive that prompts them to interact and participate more in the classroom. In order to investigate the present correlation between rewards and motivation, it is hypothesized that if learners were given rewards following a good performance, they would become more motivated to interact in the classroom. To test the validity of our hypothesis, a questionnaire was delivered to a group of 61 second year pupils at Bouhaneche Lakhdar middle school, Tassift, Jijel in order to find out their attitudes towards the use of rewards in enhancing motivation during classroom interaction. Consequently, the results obtained have shown that the pupils feel more enthusiastic believing that the reinforcers used by the teacher encourage them to exert serious efforts, and that rewards reduce difficulties in learning, making it easier and result in good performance when participating in classroom interactions. In other words, the analytical work confirmed the study hypothesis that the pupils have positive attitudes towards rewards.