Evaluating Philippine Students’ Class Participation with a Token Currency System
DOI:
https://doi.org/10.32871/rmrj1705.02.02Keywords:
token economy, class participationAbstract
Although past studies have validated the importance of active class participation in facilitating student learning, evaluating class participation remains a major issue. This study applies a token economy system to a Philippine university by awarding token currency to students who contributed meaningfully in class. After course completion, an online survey was administered to the 65 participating students, of which there were 26 completed responses. There was no evidence that the token economy increased student performance. However, survey results, coupled with student feedback, suggest that using a token economy is a viable alternative to traditional methods of evaluating student participation.References
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Management Case Course. Journal of Management Case Studies, 2(4), 334–344.
Anderson, C., & Katsiyannis, A. (1997). By What Token Economy? A Classroom Learning Tool for Inclusive Settings. Teaching Exceptional Children, Mar/Apr 1997(29).
Armstrong, M., & Boud, D. (1983). Assessing participation in discussion: An exploration of the issues. Studies in Higher Education, 8(1), 33–44. https://doi.org/10.1080/03075078312331379101
Aspiranti, K. B. (2011). Effects of Random and Delayed Participation Credit on Participation Levels in Large College Courses (PhD diss.). University of Tennessee. Retrieved from http://trace.tennessee.edu/utk_graddiss/1053/
Baltazar, S. M. M., Bunagan, J. E. G., & de la Cruz, G. B. (2014, March 23). Effectiveness of Token Economy in Improving the Social Behavior of Children with Developmental Disabilities in the Brothers of Charity Ortho-Pedagogical Institute. Far Eastern University - Institute of Education, Manila. Retrieved from https://www.scribd.com/document/213971035/EFFECTIVENESS-OF-TOKEN-ECONOMY-IN-IMPROVING-THE-SOCIAL-BEHAVIOR-OF-CHILDREN-WITH-DEVELOPMENTAL-DISABILITIES-IN-THE-BROTHERS-OF-CHARITY-ORTHO-PEDAGOGIC
Bean, J. C., & Peterson, D. (1998). Grading classroom participation. New Directions for Teaching & Learning, 1998(74), 33.
Beekes, W. (2006). The “Millionaire†method for encouraging participation. Active Learning in Higher Education, 7(1), 25–36.https://doi.org/
10.1177/1469787406061143
Bippus, A. M., & Young, S. L. (2000). What behaviors reflect involvement in a course?: Students’ perceptions and differences between high and low communication apprehensives. Communication Research Reports, 17(3), 310–319.https://doi.org/
10.1080/08824090009388778
Boniecki, K. A., & Moore, S. (2003). Breaking the Silence: Using a Token Economy to Reinforce Classroom Participation. Teaching of Psychology, 30(3), 224–227.https://doi.org/10.1207/S15328023TOP3003_05
Burchfield, C. M., & Sappington, J. (1999). Participation in Classroom Discussion. Teaching of Psychology, 26(4), 290.
Cain, S., & Klein, E. (2015). Engaging the Quiet Kids. Independent School, 75(1), 64–71.
Carini, R. M., Kuh, G. D., & Klein, S. P. (2006). Student Engagement and Student Learning: Testing the Linkages*. Research in Higher Education, 47(1), 1–32.https://doi.org/10.1007/s11162-005-8150-9
Chaves, M. G. F. (2016). Improving Management Students’ Skills in Framing “Thought-Provoking Questionsâ€: An Action Research. International Journal of Business and Information, 11(1), 27.
Chu, S., & Kim, J. H. (1999). Comparison of the perceptions of classroom participation among Asian and non-Asian design students. Multicultural Education, 7(2), 21–24.
Chylinski, M. (2010). Cash for Comment: Participation Money as a Mechanism for Measurement, Reward, and Formative Feedback in Active Class Participation. Journal of Marketing Education, 32(1), 25–38. https://doi.org/10.1177/0273475309335586
Crone, J. A. (1997). Using Panel Debates to Increase Student Involvement in the Introductory Sociology Class. Teaching Sociology, 25(3), 214. https://doi.org/10.2307/1319397
Czekanski, K. E., & Wolf, Z. R. (2013). Encouraging and Evaluating Class Participation. Journal of University Teaching and Learning Practice, 10(1), 7.
Dancer, D., & Kamvounias, P. (2005). Student involvement in assessment: a project designed to assess class participation fairly and reliably. Assessment & Evaluation in Higher Education, 30(4), 445–454. https://doi.org/10.1080/02602930500099235
Dayter, D. (2011). Twitter as a means of class participation: Making student reading visible. Journal of Applied Linguistics & Professional Practice, 8(1), 1–21. https://doi.org/10.1558/japl.v8i1.1
Filcheck, H. A., McNeil, C. B., Greco, L. A., & Bernard, R. S. (2004). Using a Whole-Class Token Economy and Coaching of Teacher Skills in a Preschool Classroom to Manage Disruptive Behavior. Psychology in the Schools, 41(3), 351–361. https://doi.org/10.1002/pits.10168
Foster, L. N., Krohn, K. R., McCleary, D. F., Aspiranti, K. B., Nalls, M. L., Quillivan, C. C., … Williams, R. L. (2009). Increasing Low-Responding Students’ Participation in Class Discussion. Journal of Behavioral Education, 18(2), 173–188. https://doi.org/10.1007/s10864-009-9083-8
Fritschner, L. M. (2000). Inside the Undergraduate College Classroom: Faculty and Students Differ on the Meaning of Student Participation. The Journal of Higher Education, 71(3), 342. https://doi.org/10.2307/2649294
Fulguerinas, L. S. (2012, March). The Effects of Token Economy Rewards System to Improve Behavior of Children with Autism. University of Southern Philippines, Davao. Retrieved from http://www.usep.edu.ph/ced/the-effects-of-token-economy-rewards-system-to-improve-behavior-of-children-with-autism/
Gaffney, A. (2009). Class participation and syllabus expectations: An examination of disciplinary expectations with implications for communication. Presented at the National Communication Association conference, Chicago, IL.
Gilson, C. (1994). Of dinosaurs and sacred cows: The grading of classroom participation. Journal of Management Education, 18(2), 227–236.
Girgin, K. Z., & Stevens, D. D. (2005). Bridging in-class participation with innovative instruction: use and implications in a Turkish university classroom. Innovations in Education and Teaching International, 42(1), 93–106.
Gopinath, C. (1999). Alternatives to Instructor Assessment of Class Participation. Journal of Education for Business, 75(1), 10.
Howard, J. R., James, G. H., & Taylor, D. R. (2002). The Consolidation of Responsibility in the Mixed-Age College Classroom. Teaching Sociology, 30(2), 214. https://doi.org/10.2307/3211384
Ivy, J. W., Meindl, J. N., Overley, E., & Robson, K. M. (2017). Token Economy: A Systematic Review of Procedural Descriptions. Behavior Modification, 30. https://doi.org/10.1177/0145445517699559
Jones, R. C. (2008). The “Why†of Class Participation: A Question Worth Asking. College Teaching, 56(1), 59–63.
Joseph Lancaster’s System. (2014, Summer). Wordsworth Circle, 45(3), 274–277.
Junn, E. (1994). “Pearls of Wisdomâ€: Enhancing Student Class Participation with an Innovative Exercise. Journal of Instructional Psychology, 21(4), 385–387.
Kistner, J., Hammer, D., Wolfe, D., Rothblum, E., & Drabman, R. S. (1982). Teacher Popularity and Contrast Effects in a Classroom Token Economy. Journal of Applied Behavior Analysis, 15(1), 85–96.
Knapczyk, D. R., & Livingston, G. (1973). Self-Recording and Student Teacher Supervision: Variables Within a Token Economy Structure. Journal of Applied Behavior Analysis, 6(3), 481–486.
Knapper, C. K., & Cropley, A. J. (2000). Lifelong Learning in Higher Education (3rd ed.). London: Kogan Page Limited.
Kohn, A. (1993). Punished By Rewards: The Trouble with Gold Stars, Incentive Plans, A’s, Praise and Other Bribes. New York: Houghton Mifflin Harcourt Publishing Company.
Krohn, K., Aspiranti, K., Foster, L., McCleary, D., Taylor, C., Nalls, M., … Williams, R. (2010). Effects of Self-Recording and Contingent Credit on Balancing Participation Across Students. Journal of Behavioral Education, 19(2), 134–155. https://doi.org/10.1007/s10864-010-9105-6
Kuh, G. D., & Umbach, P. D. (2004). College and character: Insights from the national survey of student engagement. New Directions for Institutional Research, 2004(122), 37–54.
Laird, T. F. N., Chen, D., & Kuh, G. D. (2008). Classroom practices at institutions with higher-than-expected persistence rates: What student engagement data tell us. New Directions for Teaching and Learning, 2008(115), 85–99. https://doi.org/10.1002/tl.327
Litz, R. A. (2003). Red light, green light and other ideas for class participation-intensive courses: Method and implications for business ethics education. Teaching Business Ethics, 7(4), 365–378.
Lord, A. T., & Melvin, K. B. (1994). The Prof/Peer Method: A Technique to Rate Class Participation. Issues in Accounting Education, 9(1), 109.
McKeachie, W. J. (1970). Research on college teaching: A review (No. 6) (p. 18). ERIC Clearinghouse on Higher Education: The George Washington University. Retrieved from http://eric.ed.gov/?id=ED043789
McLaughlin, T. F., & Malaby, J. (1972). Intrinsic Reinforcers in a Classroom Token Economy. Journal of Applied Behavior Analysis, 5(3), 263–270.
Mello, J. A. (2010). The good, the bad and the controversial: the practicalities and pitfalls of the grading of class participation. Academy of Educational Leadership Journal, 14(1), 77.
Murray, H. G., & Lang, M. (1997). Does classroom participation improve student learning? Teaching and Learning in Higher Education, (20), 7–9.
Myers, S. A., Horan, S. M., Kennedy-Lightsey, C. D., Madlock, P. E., Sidelinger, R. J., Byrnes, K., … Mansson, D. H. (2009). The Relationship Between College Students’ Self-Reports of Class Participation and Perceived Instructor Impressions. Communication Research Reports, 26(2), 123–133. https://doi.org/10.1080/08824090902861580
Myles, B. S., Moran, M. R., Ormsbee, C. K., & Downing, J. A. (1992). Guidelines for Establishing and Maintaining Token Economies. Intervention in School and Clinic, 27(3), 164–169. https://doi.org/10.1177/105345129202700307
Nelson, K. G. (2010). Exploration of Classroom Participation in the Presence of a Token Economy. Journal of Instructional Psychology, 37(1), 49–56.
Pascarella, E. T. (2006). How college affects students: Ten directions for future research. Journal of College Student Development, 47(5), 508–520.
Popik, B. (2012, December 19). Tell me and I forget; teach me and I may remember; involve me and I will learn [The Big Apple: A Website by Barry Popik]. Retrieved June 18, 2017, from http://www.barrypopik.com/index.php/new_york_city/entry/
tell_me_and_i_forget_teach_me_and_i_may_remember_involve_me_and_i_will_lear/
Reinsch, R., & Wambsganss, J. R. (1994). Class participation: How it affects results on examinations. Journal of Education for Business, 70(1), 33.
Skinner, B. F. (1948). “ Superstition†in the Pigeon. Journal of Experimental Psychology, 38(2), 168–172.
Soares, D. A., Harrison, J. R., Vannest, K. J., & McClelland, S. S. (2016). Effect Size for Token Economy Use in Contemporary Classroom Settings: A Meta-Analysis of Single-Case Research. School Psychology Review, 45(4), 379.
Steel, A., Laurens, J., & Huggins, A. (2013). Class Participation as a Learning and Assessment Strategy in Law: Facilitating Students’ Engagement, Skills Development and Deep Learning. University of New South Wales Law Journal, 36(1), 30–55.
Tani, M. (2005). Quiet, but only in class: Reviewing the in-class participation of Asian students. In Higher Education Research and Development Society of Australia Conference, Sydney, New South Wales. Retrieved September (Vol. 5, p. 2007). Retrieved from https://www.researchgate.net/profile/Massimiliano_Tani/publication/228670827_Quiet_but_only_in_class_Reviewing_the_in-class_participation_of_Asian_students/links/02e7e5278373d5932c000000.pdf
Vandrick, S. (2000). Language, Culture, Class, Gender, and Class Participation (p. 13). Presented at the Annual Meeting of Teachers of English to Speakers of Other Languages, Vancouver, British Columbia, Canada. Retrieved from https://eric.ed.gov/?id=ED473086
Wooldridge, B. R. (2008). Golden Duck Awards: An Interactive Game to Facilitate Class Participation. Marketing Education Review, 18(1), 15–17.
Wright, N. S., Gragg, M. N., & Cramer, K. M. (2009). Encouraging Undergraduate Class Participation: A Student Perspective. Collected Essays on Learning and Teaching, 2, 109–113.
Management Case Course. Journal of Management Case Studies, 2(4), 334–344.
Anderson, C., & Katsiyannis, A. (1997). By What Token Economy? A Classroom Learning Tool for Inclusive Settings. Teaching Exceptional Children, Mar/Apr 1997(29).
Armstrong, M., & Boud, D. (1983). Assessing participation in discussion: An exploration of the issues. Studies in Higher Education, 8(1), 33–44. https://doi.org/10.1080/03075078312331379101
Aspiranti, K. B. (2011). Effects of Random and Delayed Participation Credit on Participation Levels in Large College Courses (PhD diss.). University of Tennessee. Retrieved from http://trace.tennessee.edu/utk_graddiss/1053/
Baltazar, S. M. M., Bunagan, J. E. G., & de la Cruz, G. B. (2014, March 23). Effectiveness of Token Economy in Improving the Social Behavior of Children with Developmental Disabilities in the Brothers of Charity Ortho-Pedagogical Institute. Far Eastern University - Institute of Education, Manila. Retrieved from https://www.scribd.com/document/213971035/EFFECTIVENESS-OF-TOKEN-ECONOMY-IN-IMPROVING-THE-SOCIAL-BEHAVIOR-OF-CHILDREN-WITH-DEVELOPMENTAL-DISABILITIES-IN-THE-BROTHERS-OF-CHARITY-ORTHO-PEDAGOGIC
Bean, J. C., & Peterson, D. (1998). Grading classroom participation. New Directions for Teaching & Learning, 1998(74), 33.
Beekes, W. (2006). The “Millionaire†method for encouraging participation. Active Learning in Higher Education, 7(1), 25–36.https://doi.org/
10.1177/1469787406061143
Bippus, A. M., & Young, S. L. (2000). What behaviors reflect involvement in a course?: Students’ perceptions and differences between high and low communication apprehensives. Communication Research Reports, 17(3), 310–319.https://doi.org/
10.1080/08824090009388778
Boniecki, K. A., & Moore, S. (2003). Breaking the Silence: Using a Token Economy to Reinforce Classroom Participation. Teaching of Psychology, 30(3), 224–227.https://doi.org/10.1207/S15328023TOP3003_05
Burchfield, C. M., & Sappington, J. (1999). Participation in Classroom Discussion. Teaching of Psychology, 26(4), 290.
Cain, S., & Klein, E. (2015). Engaging the Quiet Kids. Independent School, 75(1), 64–71.
Carini, R. M., Kuh, G. D., & Klein, S. P. (2006). Student Engagement and Student Learning: Testing the Linkages*. Research in Higher Education, 47(1), 1–32.https://doi.org/10.1007/s11162-005-8150-9
Chaves, M. G. F. (2016). Improving Management Students’ Skills in Framing “Thought-Provoking Questionsâ€: An Action Research. International Journal of Business and Information, 11(1), 27.
Chu, S., & Kim, J. H. (1999). Comparison of the perceptions of classroom participation among Asian and non-Asian design students. Multicultural Education, 7(2), 21–24.
Chylinski, M. (2010). Cash for Comment: Participation Money as a Mechanism for Measurement, Reward, and Formative Feedback in Active Class Participation. Journal of Marketing Education, 32(1), 25–38. https://doi.org/10.1177/0273475309335586
Crone, J. A. (1997). Using Panel Debates to Increase Student Involvement in the Introductory Sociology Class. Teaching Sociology, 25(3), 214. https://doi.org/10.2307/1319397
Czekanski, K. E., & Wolf, Z. R. (2013). Encouraging and Evaluating Class Participation. Journal of University Teaching and Learning Practice, 10(1), 7.
Dancer, D., & Kamvounias, P. (2005). Student involvement in assessment: a project designed to assess class participation fairly and reliably. Assessment & Evaluation in Higher Education, 30(4), 445–454. https://doi.org/10.1080/02602930500099235
Dayter, D. (2011). Twitter as a means of class participation: Making student reading visible. Journal of Applied Linguistics & Professional Practice, 8(1), 1–21. https://doi.org/10.1558/japl.v8i1.1
Filcheck, H. A., McNeil, C. B., Greco, L. A., & Bernard, R. S. (2004). Using a Whole-Class Token Economy and Coaching of Teacher Skills in a Preschool Classroom to Manage Disruptive Behavior. Psychology in the Schools, 41(3), 351–361. https://doi.org/10.1002/pits.10168
Foster, L. N., Krohn, K. R., McCleary, D. F., Aspiranti, K. B., Nalls, M. L., Quillivan, C. C., … Williams, R. L. (2009). Increasing Low-Responding Students’ Participation in Class Discussion. Journal of Behavioral Education, 18(2), 173–188. https://doi.org/10.1007/s10864-009-9083-8
Fritschner, L. M. (2000). Inside the Undergraduate College Classroom: Faculty and Students Differ on the Meaning of Student Participation. The Journal of Higher Education, 71(3), 342. https://doi.org/10.2307/2649294
Fulguerinas, L. S. (2012, March). The Effects of Token Economy Rewards System to Improve Behavior of Children with Autism. University of Southern Philippines, Davao. Retrieved from http://www.usep.edu.ph/ced/the-effects-of-token-economy-rewards-system-to-improve-behavior-of-children-with-autism/
Gaffney, A. (2009). Class participation and syllabus expectations: An examination of disciplinary expectations with implications for communication. Presented at the National Communication Association conference, Chicago, IL.
Gilson, C. (1994). Of dinosaurs and sacred cows: The grading of classroom participation. Journal of Management Education, 18(2), 227–236.
Girgin, K. Z., & Stevens, D. D. (2005). Bridging in-class participation with innovative instruction: use and implications in a Turkish university classroom. Innovations in Education and Teaching International, 42(1), 93–106.
Gopinath, C. (1999). Alternatives to Instructor Assessment of Class Participation. Journal of Education for Business, 75(1), 10.
Howard, J. R., James, G. H., & Taylor, D. R. (2002). The Consolidation of Responsibility in the Mixed-Age College Classroom. Teaching Sociology, 30(2), 214. https://doi.org/10.2307/3211384
Ivy, J. W., Meindl, J. N., Overley, E., & Robson, K. M. (2017). Token Economy: A Systematic Review of Procedural Descriptions. Behavior Modification, 30. https://doi.org/10.1177/0145445517699559
Jones, R. C. (2008). The “Why†of Class Participation: A Question Worth Asking. College Teaching, 56(1), 59–63.
Joseph Lancaster’s System. (2014, Summer). Wordsworth Circle, 45(3), 274–277.
Junn, E. (1994). “Pearls of Wisdomâ€: Enhancing Student Class Participation with an Innovative Exercise. Journal of Instructional Psychology, 21(4), 385–387.
Kistner, J., Hammer, D., Wolfe, D., Rothblum, E., & Drabman, R. S. (1982). Teacher Popularity and Contrast Effects in a Classroom Token Economy. Journal of Applied Behavior Analysis, 15(1), 85–96.
Knapczyk, D. R., & Livingston, G. (1973). Self-Recording and Student Teacher Supervision: Variables Within a Token Economy Structure. Journal of Applied Behavior Analysis, 6(3), 481–486.
Knapper, C. K., & Cropley, A. J. (2000). Lifelong Learning in Higher Education (3rd ed.). London: Kogan Page Limited.
Kohn, A. (1993). Punished By Rewards: The Trouble with Gold Stars, Incentive Plans, A’s, Praise and Other Bribes. New York: Houghton Mifflin Harcourt Publishing Company.
Krohn, K., Aspiranti, K., Foster, L., McCleary, D., Taylor, C., Nalls, M., … Williams, R. (2010). Effects of Self-Recording and Contingent Credit on Balancing Participation Across Students. Journal of Behavioral Education, 19(2), 134–155. https://doi.org/10.1007/s10864-010-9105-6
Kuh, G. D., & Umbach, P. D. (2004). College and character: Insights from the national survey of student engagement. New Directions for Institutional Research, 2004(122), 37–54.
Laird, T. F. N., Chen, D., & Kuh, G. D. (2008). Classroom practices at institutions with higher-than-expected persistence rates: What student engagement data tell us. New Directions for Teaching and Learning, 2008(115), 85–99. https://doi.org/10.1002/tl.327
Litz, R. A. (2003). Red light, green light and other ideas for class participation-intensive courses: Method and implications for business ethics education. Teaching Business Ethics, 7(4), 365–378.
Lord, A. T., & Melvin, K. B. (1994). The Prof/Peer Method: A Technique to Rate Class Participation. Issues in Accounting Education, 9(1), 109.
McKeachie, W. J. (1970). Research on college teaching: A review (No. 6) (p. 18). ERIC Clearinghouse on Higher Education: The George Washington University. Retrieved from http://eric.ed.gov/?id=ED043789
McLaughlin, T. F., & Malaby, J. (1972). Intrinsic Reinforcers in a Classroom Token Economy. Journal of Applied Behavior Analysis, 5(3), 263–270.
Mello, J. A. (2010). The good, the bad and the controversial: the practicalities and pitfalls of the grading of class participation. Academy of Educational Leadership Journal, 14(1), 77.
Murray, H. G., & Lang, M. (1997). Does classroom participation improve student learning? Teaching and Learning in Higher Education, (20), 7–9.
Myers, S. A., Horan, S. M., Kennedy-Lightsey, C. D., Madlock, P. E., Sidelinger, R. J., Byrnes, K., … Mansson, D. H. (2009). The Relationship Between College Students’ Self-Reports of Class Participation and Perceived Instructor Impressions. Communication Research Reports, 26(2), 123–133. https://doi.org/10.1080/08824090902861580
Myles, B. S., Moran, M. R., Ormsbee, C. K., & Downing, J. A. (1992). Guidelines for Establishing and Maintaining Token Economies. Intervention in School and Clinic, 27(3), 164–169. https://doi.org/10.1177/105345129202700307
Nelson, K. G. (2010). Exploration of Classroom Participation in the Presence of a Token Economy. Journal of Instructional Psychology, 37(1), 49–56.
Pascarella, E. T. (2006). How college affects students: Ten directions for future research. Journal of College Student Development, 47(5), 508–520.
Popik, B. (2012, December 19). Tell me and I forget; teach me and I may remember; involve me and I will learn [The Big Apple: A Website by Barry Popik]. Retrieved June 18, 2017, from http://www.barrypopik.com/index.php/new_york_city/entry/
tell_me_and_i_forget_teach_me_and_i_may_remember_involve_me_and_i_will_lear/
Reinsch, R., & Wambsganss, J. R. (1994). Class participation: How it affects results on examinations. Journal of Education for Business, 70(1), 33.
Skinner, B. F. (1948). “ Superstition†in the Pigeon. Journal of Experimental Psychology, 38(2), 168–172.
Soares, D. A., Harrison, J. R., Vannest, K. J., & McClelland, S. S. (2016). Effect Size for Token Economy Use in Contemporary Classroom Settings: A Meta-Analysis of Single-Case Research. School Psychology Review, 45(4), 379.
Steel, A., Laurens, J., & Huggins, A. (2013). Class Participation as a Learning and Assessment Strategy in Law: Facilitating Students’ Engagement, Skills Development and Deep Learning. University of New South Wales Law Journal, 36(1), 30–55.
Tani, M. (2005). Quiet, but only in class: Reviewing the in-class participation of Asian students. In Higher Education Research and Development Society of Australia Conference, Sydney, New South Wales. Retrieved September (Vol. 5, p. 2007). Retrieved from https://www.researchgate.net/profile/Massimiliano_Tani/publication/228670827_Quiet_but_only_in_class_Reviewing_the_in-class_participation_of_Asian_students/links/02e7e5278373d5932c000000.pdf
Vandrick, S. (2000). Language, Culture, Class, Gender, and Class Participation (p. 13). Presented at the Annual Meeting of Teachers of English to Speakers of Other Languages, Vancouver, British Columbia, Canada. Retrieved from https://eric.ed.gov/?id=ED473086
Wooldridge, B. R. (2008). Golden Duck Awards: An Interactive Game to Facilitate Class Participation. Marketing Education Review, 18(1), 15–17.
Wright, N. S., Gragg, M. N., & Cramer, K. M. (2009). Encouraging Undergraduate Class Participation: A Student Perspective. Collected Essays on Learning and Teaching, 2, 109–113.
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2017-12-31
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Yu, S. Q. (2017). Evaluating Philippine Students’ Class Participation with a Token Currency System. Recoletos Multidisciplinary Research Journal, 5(2). https://doi.org/10.32871/rmrj1705.02.02
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