The Role of Reward and Punishment on Students Academic Performance in Some Selected Secondary Schools
CHAPTER ONE
PURPOSE OF THE STUDY
The purpose of this study is to investigate the effects and roles of rewards and punishment in some selected secondary schools in Oredo local government area of Edo state.
`Here the researcher will focus her attention on whether or not reward and punishment should be applied in the teaching and learning process in secondary schools.
The following schools were used for the purpose of this study.
- Ogbe secondary school
- Idia college secondary school
- Emotan college secondary school
- Oba Ewuare secondary school.
CHAPTER TWO
REVIEWED OF RELATED LITERATURE
Reward
Reward is an educational strategy which can be used to give motivation to the students in learning process. In a literal sense, reward means to make someone excited, willing, and wishful (Dehkhoda, 1994). Horner and Spaulding (2009) stated, “rewards are defined as any contingently delivered consequence like event, activity and object associated with an increase in the future likelihood of a behavior in similar situations” (p.755). According to Skinner, reward or positive reinforcement is anything that reinforces the wanted response to be repeated after the behavior or an action is made (as cited in Chen, 2011). As addition, Horner and Spaulding (2009) emphasized “if the consequence was a sticker, and the behavior increased, then the sticker was a reward; if the consequence was a reprimand (which included adult attention), and the behavior increased, then the reprimand was a reward” (p.755). Reward in its implementation can be in many forms. Rewards can be in form of verbal praise, good grade, or feeling of satisfaction (Chen, 2011). According to Moberly et al. (2005), rewards take various forms of stickers, candy, treats, pencils, prizes, additional privileges, certificates, praise and money. Partin (2009) categorized rewards in many forms. The first one is reward in form of gift or belonging such as candy, sticker, pencil, books and chocolate. The second one is reward in form of activity such as taking a break, playing games, becoming teacher assistant and borrowing things. The third form of reward is social reinforcement such as ranking, award, applause, praise, smile and admission from friends and teachers. The Last form is reward in form of intrinsic reinforcement such as jollity, goal achievement, selfsatisfaction, meaningful humor and self-expression. What matters is if after the object or event is delivered contingent upon the performance of a behavior, and the behavior becomes more likely to occur under similar conditions in the future, so the object or event to be classified as a reward, or reinforcer (Horner & Spaulding, 2009). Therefore, if the given things, objects or events increase the frequency of the response of behavior, those mean reward
Punishment
Punishment is a consequence following a bad behavior that students do in the class. Punishment in the classroom needs to be implemented with care, should be educated and should never be used to single students. Sidman as cited in Holth (2005) defined punishment as anything that can reduce the frequency of undesired action or behavior. According to Skinner, punishment is to give painful or undesirable consequences in order to suppress response of behavior reappeared in the future (as cited in Chen, 2011). Holth (2005) defined punishment as a procedure in which certain responses (impropriate action or behavior) have consequences, those responses decrease in frequency, and the decrease in frequency occurs because of the response–consequence relation, and not for some other reason.
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 constitutes of individuals or elements that are homogeneous in description.
This study was carried to examine the role of reward and punishment on students academic performance in some selected secondary schools. Selected secondary schools in Oredo local government area form the population of the study.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
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 eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain the role of reward and punishment on students academic performance in some selected secondary schools. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the role of reward and punishment on students academic performance in some selected secondary schools
Summary
This study was on the role of reward and punishment on students academic performance in some selected secondary schools. Five objectives were raised which included: punishment has any effect on the learning process of the children in secondary schools, effective learning always take place in the absence of any form of punishment, parents and teachers support the use of punishment, reward and punishment promote orb encourage learning and punishment has negative effect on learning. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Oredo local government of Edo state. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
In conclusion, the study on the role of reward and punishment on students’ academic performance in selected secondary schools has provided valuable insights into the complex dynamics of motivation and behavior in the educational setting. The findings suggest that both reward and punishment can significantly impact students’ academic performance, but the effectiveness of these strategies may vary based on individual differences and contextual factors.
The research highlights the importance of a balanced and well-structured approach to reward and punishment in promoting positive academic outcomes. Positive reinforcement through rewards can motivate students to engage in desired behaviors and enhance their learning experience. On the other hand, judicious use of punishment may serve as a deterrent for undesirable behaviors, contributing to a conducive learning environment.
However, it is crucial to recognize the limitations and potential drawbacks of relying solely on reward and punishment mechanisms. The study underscores the need for a comprehensive understanding of students’ diverse needs, learning styles, and socio-economic backgrounds. Educators and policymakers should consider adopting a holistic approach that incorporates not only external motivators but also intrinsic factors that contribute to students’ overall well-being and academic success.
As further research in this area is warranted, educators are encouraged to explore innovative and personalized strategies that align with the unique characteristics of their student populations. Ultimately, fostering a positive and supportive learning environment, combined with effective teaching practices, can play a pivotal role in shaping students’ academic achievements and preparing them for future success.
Recommendation
Educators and school administrators should strive to implement a balanced approach to reward and punishment. This involves creating a system that recognizes and rewards positive behaviors while addressing negative behaviors through appropriate consequences. A balanced approach ensures that students are motivated to excel without fostering an environment of fear.
Recognize the diversity among students in terms of learning styles, preferences, and socio-economic backgrounds. Tailor reward and punishment strategies to accommodate these individual differences, ensuring that motivational interventions are relevant and effective for each student.
Encourage and nurture intrinsic motivation by fostering a love for learning and curiosity. While external rewards and punishments have their place, cultivating a genuine interest in the subject matter can lead to more sustained and meaningful academic engagement.
Provide ongoing professional development opportunities for teachers to enhance their understanding of motivational theories and effective classroom management strategies. Well-trained educators are better equipped to create positive learning environments and respond to the individual needs of their students.
Collaborate with parents and guardians to reinforce positive behaviors and support students in their academic endeavors. Open communication between educators and parents can contribute to a cohesive and consistent approach to motivating students both at home and in school.
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