The purpose of this study is to examine types of behaviour reinforced by the token economy. The relationship was investigated through pre-test and post-test. The significance on the academic achievement between students of different genders was also investigated in the study. The quasi-experimental research was carried out with a single – subject reversal design: ABAB design. 21 students consisting of 11 males and 10 females in Mathayomsuksa 6/2 at Somboonsard School, Songkhla, the Southern part of Thailand was selected in the data collection, which were the pre-test and post-test, observation and questionnaire. The closed - ended questionnaire was to explore students’ satisfaction in using token economy. The closed-ended questions were developed using a five point Likert scale and was translated into Thai as a language familiar to most Thais. The result indicated that the peak of frequency of desirable behaviours was on the treatment period (B1), and (B2), while, the baseline period (A1), and reversal (A2) was very low. The statistical analysis reveals that there was a statistically significant increase in the test scores from pre-test to post-test, On the contrary, there was no significant difference in scores for females and males on their achievement improvement. Finally, it was discovered that the token economy seems to be a promising intervention for managing desirable behaviours in the Mathayomsuksa 6/2; it is recommended that other teachers in other subjects should consistently use the token economy to motivate their students during their classroom lessons.

Motivation has been a major hot topic of research amongst academicians. The ways through which the government attempts to encourage or optimize the performance of students in International Islamic College (IIC) are related to their motivation. Employing “Academic Intrinsic Motivation” questionnaire, the present quantitative study endeavours to examine the impact of intrinsic and extrinsic motivation on academic performance. Researcher selected to use 212 students who fit the criteria chosen through quota sampling. The findings of the study indicate that mastery goals are the dominant dimension for Intrinsic Motivation while authority expectation seems to be the main extrinsic factor. Furthermore, gender difference was found on extrinsic motivation but not on intrinsic motivation. In addition, results suggest that there is a relationship between areas of specialization and both motivational types. Based on the findings of the study, we expect a number of suggestions are offered to increase the performance of IIC students. The implications of these findings can be helpful to the Ministry of Education and the academic world seeking to prioritize the role of motivation in students’ performance.