Abstract
Effects of reward pedagogy (competitive, cooperative, individualistic, cooperative-competitive, and cooperative-individualistic) on spelling scores and prosocial behavior in Singapore students were examined alongside its interplay with ability level. A total of 1005 Primary 3 and 4 students were randomly assigned to one of the five reward pedagogies, with students rewarded based on their spelling scores. An ABABA design (A = implementation; B = withdrawal) was used for each reward pedagogy. Results revealed an interaction between reward pedagogy and ability level on both spelling scores and prosocial behavior, such that different pedagogies were more effective for different ability levels. One promising way forward, however, draws from the finding that cooperative-competitive reward pedagogy was effective for both outcomes across all ability groups.
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