The monetary incentive in education is a very controversial topic amongst educators today. There are several benefits to students from lower income households and in other situations, but one cannot neglect the possible detriment that could be caused by using this extrinsic motivator. W.D. Parkinson states:
“Artificial incentives, such as marks, rewards, penalties, prizes, honors, pro-motions, may be erected like follow-flags to beckon toward goals too distant to attract the child's interest; but when such guide-signs cease to be in line, or when made ends in themselves, they become misleading (Parkinson,1905).”
There is still more research that can be done in regards to how we can positively use this incentive while minimizing the negative effects because as stated before it is not always negative, but one must find a way to consider all factors that contribute to a successful education. Below is a video speech given by Dr. David T. Conley involving the creation of real and effective motivational tools in educational institutes.
“Artificial incentives, such as marks, rewards, penalties, prizes, honors, pro-motions, may be erected like follow-flags to beckon toward goals too distant to attract the child's interest; but when such guide-signs cease to be in line, or when made ends in themselves, they become misleading (Parkinson,1905).”
There is still more research that can be done in regards to how we can positively use this incentive while minimizing the negative effects because as stated before it is not always negative, but one must find a way to consider all factors that contribute to a successful education. Below is a video speech given by Dr. David T. Conley involving the creation of real and effective motivational tools in educational institutes.
With all of this being said, there is still more research that can be done in regards to how we can positively use this incentive while minimizing the negative effects because as stated before it is not always negative, but one must find a way to consider all factors that contribute to a successful education. For example, there could be a change in the effect of incentives when considering and testing motivation in relation to who heads the household; there may be a correlation between female-headed households and the effectiveness of incentives. There might even be a correlation between incentives in relation to class subjects. There are so many variables involved when it comes to measuring the motivation and success of children in today’s educational system therefore, all aspects and variables must be considered before drawing a just conclusion.