The purpose of this study was to ascertain the influence of an extrinsic motivational tool, "class-bucks," on the possibility of improving first year student-teachers' participation in active learning at Tshwane University of Technology in South Africa. Research participants (n=289) were divided into four classes and engaged in this study during the second and third semester of the course. During the second semester, the students in Class 1 and Class 2 were awarded with "class-bucks" for active participation in lectures, while Classes 3 and 4 were not awarded. Then, during the third semester, the students in Classes 3 and 4 were awarded, while those in Classes 1 and 2 were not. Semester test results and the number of instances of active participation during lectures were recorded and compared to formulate findings and recommendations. The results presented in this article will assist lecturers in valuing an extrinsic motivational tool, "class-bucks," which can be used to encourage active student participation during lectures, thus contributing to the expansion of quality education and improving the student's ability to retain learning content for longer.