The hidden cost of reward-based learning in schools

The psychology of motivation

Research into how external rewards affect learning reveals concerning patterns. A 2001 meta-analysis of 128 experiments by Deci, Koestner and Ryan found that tangible extrinsic rewards significantly undermine intrinsic motivation, with the effect particularly strong among school-aged children. This phenomenon, known as the overjustification effect, describes how providing external rewards for an already intrinsically rewarding activity can reduce a person's internal drive to perform that activity—a process psychologists call motivational crowding out.

Performance-contingent rewards, where recognition depends on achieving specific outcomes or quality levels, prove especially detrimental to intrinsic motivation compared to other forms of external acknowledgement. When students begin associating learning primarily with prizes, grades or rankings, their relationship with knowledge itself can fundamentally shift.

What the gift size reveals

Consider the teenager walking onto a stage while peers watch to see the size of the gift they receive. Without a word being spoken, that gift becomes a public declaration of status: high achiever, average performer or struggling student. Yet scores rarely tell the complete story of effort invested.

What about the student who spent hours reading but answered several questions incorrectly? The one who processes information more slowly than classmates? Someone who may have an undiagnosed learning difficulty? Research shows that up to 40 per cent of people with learning difficulties are not diagnosed in childhood, and according to the Learning Disabilities Association of America, 60 per cent of adults with literacy problems have undetected or untreated learning disabilities.

Meanwhile, some students who score well may have used artificial intelligence tools or received external help. Who, then, actually worked harder? The metrics we rely upon often fail to capture the full picture.

A different approach

After several conversations, the community event organisers changed their reward structure. Instead of distributing different gifts based on scores, they invited all participants to spend a day together at a bowling centre. The response proved illuminating—teenagers who had barely participated before suddenly showed interest.

Was the appeal the free outing? The social aspect? The elimination of public performance comparison? The exact reasons remain unclear, but the shift suggests these teenagers may never have been truly disengaged. Perhaps the original participation structure made some feel there was little point in joining.

This small community experience mirrors dynamics that can emerge within formal education systems. When intrinsic motivation declines due to external rewards, research shows the depth of learning and understanding also declines, with students focusing on memorisation or superficial comprehension to secure rewards rather than grasping knowledge's intrinsic value and interconnectedness.

Rethinking success metrics

Schools require assessment mechanisms. Students need feedback, and genuine achievement deserves recognition. The challenge arises when grades, prizes and rankings become the primary reason to learn. Students can quickly shift from asking, 'What can I learn from this?' to 'How many marks will I get?'

In the UAE, education authorities are investing heavily in grading accuracy. According to the Ministry of Education's assessment policy for the 2026-2027 academic year, student grades will undergo four levels of review, moderation and quality control to make marking more accurate, fair and consistent across schools. For secondary students, half of the final grade evaluation comes from central assessment and half from school-based evaluation, with a 60 per cent pass mark required for promotion.

Yet even the most rigorously standardised grading systems face inherent limitations. Not every capable student excels in examinations. Some demonstrate creativity, solve practical problems brilliantly, communicate effectively, lead others or notice details everyone else misses. Alternative assessment methods such as portfolios, projects, presentations and performance-based tasks focus on evaluating students' deeper understanding and application of skills rather than memorisation and recall, sampling a wider range of performances over time.

When success is measured primarily through reading, remembering and producing correct answers at specified times, some students may begin to believe they are simply 'not good enough.' Perhaps they are not failing the system. Perhaps the system has become too narrow to recognise them.

The broader question

This is not an argument against grades, competition or rewards. Recognition can genuinely motivate students and provide legitimate satisfaction. Research by Deci found that verbal reinforcement and positive feedback as forms of external motivation had different effects on intrinsic motivation compared to monetary or tangible rewards, with the type and presentation of rewards significantly affecting their impact.

The critical question is what happens when the reward eclipses the learning itself. We frequently express concern about teenagers losing interest in education. Occasionally, we might turn that question around.

Instead of asking why some students no longer want to participate, perhaps we should ask: What have we created that made them stop wanting to?

Bernadette Guirguis is Assistant Professor, Zayed University