Challenges of Reward and Punishment on Academic Performance of Student in Primary School
Chapter One
Purpose Of The Study
The purpose of this study is to investigate the challenges of reward and punishment on academic performance of student in Primary school in Oredo local government area of Edo state. This study was guided by the following objectives:
- Establish the influence of rewards on children’s respect for the school rules.
- Establish the influence of punishment on correcting deviant behavior among preschoolers.
- Determine the influence of rewards on class attendance.
- Determine the influence of punishment on respect for school property.
CHAPTER TWO
REVIEW OF LITERATURE
INTRODUCTION
Our focus in this chapter is to critically examine relevant literature that would assist in explaining the research problem and furthermore recognize the efforts of scholars who had previously contributed immensely to similar research. The chapter intends to deepen the understanding of the study and close the perceived gaps.
Precisely, the chapter will be considered in three sub-headings:
- Conceptual Framework
- Theoretical Framework
- Empirical framework
CONCEPTUAL FRAMEWORK
Literature on Discipline
The word discipline means a system of guiding the individual to make reasonable decisions. It is actions taken by adults to help a child change his/her behaviour (Mbiti, 1974; Read et al, 1993). Jones (1979) says that “discipline, most simply stated is the business of enforcing simple classroom rules that facilitate learning and minimize disruption”. Variations on this definition are offered by Duke (1989), Gettinger (1987) and many others. Strother (1985) notes that some educators view disciplinary activities as irritating intrusions into school life which should not be necessary. Whatever their exact definition, most researchers and writers seem to agree that nowhere is it more true that prevention is better than cure in disciplining young people in educational settings.
Tuluhi and Bello (1980) assert that indiscipline is the breaking of rules and regulations of institutions. Individuals willingly or unwillingly violate laid down rules of an institution, which hampers the smooth running of the institution. To this end, indiscipline can simply be seen as a way of life not in conformity with rules and non -subjection to control. By extension, the term connotes the violations of school rules and regulations capable of obstructing the smooth and orderly functioning of the school system (Adeyemo, 1985). School rules and regulations in most cases do affect students more than any other thing because they are made by the school authorities in order to guide and protect the students while in school.
Learners in preschool have often depicted activities and behavior that is not in conformity to the laid down school rules and regulations or even responding appropriately to the teacher’s instructions (Ramani, 2002). Administrators have attributed indiscipline among school students to certain biological changes signaling maturity in the course of their growth and development and to other environmental and social factors that influence behavior (Mukharjee; 1985). Year on year the problem continues to get worse and teachers, as well as the majority of pupils, grow more and more frustrated with the continuing disruption of classes. While the most publicized cases of indiscipline are those at the severe end of the scale, such as those involving serious substance abuse or acts of violence, these represent only a small percentage of incidents in schools. It is the more common incidences of recurring low or mid level indiscipline which cause a much greater problem for teachers (East Africa Standard Team, 2001, April 23rd).
High behavioural expectations are characteristic of every school. In contrast to poorly disciplined schools, staff in well-disciplined schools share and communicate high expectations for appropriate student behavior (Piazza, et al., 1997). Rules, sanctions and procedures are developed with input from students, are clearly specified and made known to everyone in the school. Researchers such as Short (1988) have found that student participation in developing and reviewing school discipline programs creates a sense of ownership and belongingness. Widespread dissemination of clearly stated rules and procedures ensures that all students and staff understand what is and is not acceptable (Short, 1988).
Smedley and Willower (1981) assert that a warm social climate, characterized by a concern for students as individuals is typical of well-disciplined schools. Teachers and administrators take an interest in the personal goals, achievements, and problems of students and support them in their academic and extracurricular activities. Many poorly disciplined schools have principals who are visible only for “official” duties such as assemblies or when enforcing school discipline. In contrast, principals of well-disciplined schools tend to be very visible in hallways and classrooms, talking informally with teachers and students, speaking to them by name, and expressing interest in their activities. Such Principals in well-disciplined schools take responsibility for dealing with serious infractions, but they hold teachers responsible for handling routine classroom discipline problems. They assist teachers to improve their classroom management and discipline skills by arranging for staff development activities as needed.
Doyle (1989) and Miller (1986) propose in-school suspension programs which include guidance, support, planning for change and opportunities to build new skills. These have been demonstrated to be effective in improving individual student behavior and thus increasing school order. However, structures in which students are given rewards (e.g., verbal, tangible, or privileges) and sanctions (e.g., loss of privileges, such as television time, snacks, or later bedtime) at home, based on their behavior at school, have been shown to improve student behavior (Atkeson & Forehand 1979).
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitute of individuals or elements that are homogeneous in description.
This study was carried out to examine the challenges of reward and punishment on academic performance of student in Primary school using some selected primary schools. Selected primary schools in Oredo local government area of Edo state form the population of the study.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of hundred and twenty (120) questionnaires were administered to respondents of which 100 were returned. The analysis of this study is based on the number returned.
CHAPTER FIVE
CONCLUSIONS AND RECOMMENDATION
Introduction
This chapter summarizes the findings on the challenges of reward and punishment on academic performance of student in Primary school using Primary school in Oredo LGA as case study. The chapter consists of summary of the study, conclusions, and recommendations.
Summary of the Study
In this study, our focus was on the challenges of reward and punishment on academic performance of student in Primary school using Primary school in Oredo LGA as case study The study is was specifically focused on establishing the influence of rewards on children’s respect for the school rules, establishing the influence of punishment on correcting deviant behavior among primary school pupils, determining the influence of rewards on class attendance and determining the influence of punishment on respect for school property.
The study adopted the survey research design and randomly enrolled participants in the study. A total of 100 responses were validated from the enrolled participants where all respondent are staff Primary school in Oredo LGA.
Conclusion
Education is a process of developing the individuals’ capabilities and potentialities so that they can become useful to themselves and the society at large. Hence it cannot be functional adequate without the use of qualified teachers who are dedicated, devoted and passionate in the teaching profession. The professional teacher here must be those who have mastery of psychology, classroom management, and measurement, and evaluation. This will guarantee the effective use of reward and punishment in classroom setting and the achievement of desirable change in students’ behaviour as well as educational goals.
Recommendations
The following recommendations are made based on the findings of the study:
- The federal and state government through the ministry of Education should set up boards of supervision or monitory board who goes around the secondary schools and find out the extent of the use of reward and punishment to avoid having square pegs in round holes.
- Teachers should administer reward and punishment appropriately and note that the extent and adequacy of utilization of the both affect their classroom objective.
- The teachers should remove sentiment in rewarding the students, hence they should mostly make use of praise, and commendations.
- Parent can adopt the use of rewards and punishment as way of encouraging their wards to achieve greater academic performance.
- Students should understand reward and punishment as a form of motivation and as a means of hatred and jealousy against fellow students.
REFERENCES
- Beresford, J. (2010). Student Perspectives on School Improvement. Paper Presented at the British Educational Research Association Conference, Cardiff University.
- Boekaerts, M. (2012). Motivation to Learn. Brussels, Belgium: International Academy of Education.
- Burnett, P.C. (2012). Teacher Praise and Feedback and Students’ Perceptions of the Classroom Environment. Journal Educational Psychology, 22 (1), 5-16.
- Burnett, P.C. (2012). Teacher Praise and Feedback and Students’ Perceptions of the Classroom Environment. Journal Educational Psychology, 22 (1), 5-16.
- Cameron, J. (2011). Negative Effect of Rewards on Intrinsic Motivation- A limited Phenomenon: Comment on Deci, koestner, and Ryan -2001.review of Education Research, 71 (1), 29-42.
- Clelland, D. & Alkinson, S. (2011). The Achievement Motive (22nd ed.). Hoboken: John Wiley and Sonsine.
- Deci, E. Koestner & Ryan, R. (2011). Extrinsic Reward and Intrinsic Motivation in Education: Reconsidered one again. Review of Educational Research. 71 (1) 1-27
- Dennis, A. (2011). A Cross-Cultural Study of the Reinforcement of Children Behaviour Development. Journal of Psychology 28 (2). Canada
