Abstract
This qualitative case study examined the experiences of senior high school teachers implementing merit points. It focused on the criteria for awarding points, students’ responses, and strategies to ensure consistency, fairness, and transparency across activities. Extracurricular activities are widely recognized as part of students’ holistic development in schools. However, there are limited studies on the implementation, standardization, fairness, and evidence-based awarding practices of extracurricular activities at the senior high school level. Seven senior high school teachers with direct experience guiding students in extracurricular activities participated in this study. Data were gathered through open-ended interviews with teachers about their experiences, perspectives, and practices regarding merit point awarding. Findings revealed that students commonly participated in sports and athletics, performing arts, student government, and school clubs or organizations. Teachers awarded merit points based on active participation, competition level, demonstrated achievement, and sustained commitment. They observed enhanced motivation, perceived recognition, and strengthened academic confidence after students received merit points. To ensure fairness, teachers used clear criteria, verified participation, and provided equitable treatment. Based on these findings, the study proposes a standard operating procedure to promote consistent, transparent, and effective merit point practices in schools.