Abstract
Physical Science is one of the fundamental part of the country’s education system, integrated in to the K-12 Curriculum. This quantitative study aimed to determine the utilization of token economy strategy in enhancing the grade 12 students’ cognitive skill in physical science at Capellan Institute of Technology. It sought to determine the extent of cognitive skill of the respondents before and after the implementation of token economy strategy. Additionally, the research examined whether there was a significant difference in the extent of the students cognitive skills before and after the implementation of the token economy strategy. Furthermore, the study investigates that respondents perception of token economy, focusing on familiarization, challenges, and support needed for it effective utilization. Ultimately, based on the findings, the study aimed to develop a framework that could enhance students’ cognitive skill through the strategic use of the token economy strategy. This study also utilized the use of quasi-experimental research design and a purposive sampling technique to determine whether exposing the 337 grade 12 students to a token economy strategy in physical science classes would result in significant improvements in their cognitive skills. The use of Token Economy Strategy resulted to the enhancement of the students who have previously struggled with physical science. This emphasized the importance of effective intervention strategies for improving students’ cognitive skill.
