Current Research Bulletin

Recognizing student achievement through academic awards can significantly impact student success by boosting self-esteem, fostering a sense of accomplishment, and enhancing peer recognition. This positive reinforcement can be a powerful motivator for further improvement. Questions remain about whether older learners, with their potentially greater life experience and maturity, are more likely to receive higher academic awards than their younger counterparts or if younger learners, with recent preparatory education and fewer external responsibilities, are more frequently recognized. This study examines the correlation between student age and the frequency and level of academic awards received, specifically investigating whether older or younger learners are more likely to achieve higher recognition in their academic pursuits. This is a quantitative correlational study. It includes the total population of the academic awardees in a private sectarian elementary school in the Philippines for the SY 2024-2025. It includes all awardees from grades 1 to 6. Pearson Correlation Coefficient (PCC) is used to analyze the data.  The study reveals a significant positive correlation between age and receiving an academic award. It indicates that the older the student, the higher the academic award received. Additionally, most awardees enter formal education at the age of five or six. Age influences the receipt of awards, suggesting differentiated recognition to motivate younger learners with fewer responsibilities. In faith-based settings, integrate these insights with values like fairness to ensure equitable motivation. PCC analysis confirms the trend but warrants further study on external factors, such as preparation and parental involvement. 

academic awards, older learners, younger learners, age, correlation

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