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THE EFFECT
OF PUNISHMENT AND REWARD ON THE PERFORMANCE OF SECONDARY SCHOOLS STUDENTS
ABSTRACT
This study
attempted to examine the effect of punishment and reward on the performance of
secondary school students and to determine the gender difference in the
students’ performance in schools.
The
participants for this study comprised 120 respondents made up of 60 male and 60
female students. The instruments used were questionnaires and multiple choice
test, based on Mathematics and English Language which were administered to the
selected respondents.
The Pearson
Product Moment Correlational Coefficient and the t-test were used to analyse
three null hypotheses at 0.05 level of significance. The results showed that
there is a significant relationship between reward and academic performance of
students, that a significant relationship exists between punishment and
academic performance of students in secondary schools.
Also, it was
revealed that there is significant gender difference in the academic
performance of students in secondary schools.
CHAPTER ONE
1.1 Introduction to the Background
Punishment
according to Ilogu (2004) is defined “as the presentation of any annoying
(aversive) stimulus as a result of the performance of a response”.
Reward is
that which is given in return for performance or service. Reinforcement is
compensation. It is the fruit of men’s labour or work. Often, the term reward
is used as a synonym for positive reinforcement.
Punishment
is the act of inflicting penalty for an offence or fault. Punishment is
chastisement or castigation for an offence or fault. Punishment and
reinforcement are two concepts used in educational context to maintain a good
discipline in the classroom, and the school at large. Psychologists have
systematically investigated the effect of number of reinforcement variables on
the course of learning.
The greater
the amount of reinforcement the more rapid the rate of learning. Punishment and
reinforcement can be of good advantage to the teacher, in the sense that they
promote good discipline in the school. One aim of maintaining discipline in
school is to teach the child that there is moral orderliness in the world, and
that certain behaviour and performance call for praise (reinforcement) and some
call for blame (punishment).
For the
child, reinforcement and punishment are both essential for regulation of good
performance. One important aspect of the child development is that he becomes
responsive to social praises and blame (reward and punishment). This implies
that in the process of growth of the child, social control is necessary as to
enable him or her acquire positive habits necessary for growth and development
of character and ethical standards.
As
punishment is effective in producing submission, so reinforcement are used to
produce desirable behaviour which leads to good performance in learning in
schools. Punishment makes the child realises his mistakes and so avoid it in
future. It makes the child to respect the authority. Punishment for wrong doing
is part of a child’s training, this gives room to good performance in their
academic activities. The student should be encouraged to cultivate the habit of
self discipline rather than authoritarian methods of controlling their
performance (Nwanna, 1975).
To be of any
use to the child, both punishment and reinforcement must be understood and
deserved by the child being punished or rewarded or else according to Awoniyi
(1985) the child will be confused, he may not even value it and so make jest of
it, thereby making it loose its usefulness which it is intended.
Although
reinforcement should be more employed than punishment, yet they both serve the
same purpose of maintaining good discipline in the classroom. Punishment serves
as a warning, so that a particular act that leads to poor performance should
not be repeated by the child. Reinforcement on the other hand is meant to build
up pleasant memories for acting desirably, which can lead to good performance
which a child will some how like to maintain if possible in his learning.
For the
child, punishment and reward are both essential for regulation of good
performance. For punishment and reinforcement to work effectively, they must be
used together. While punishment is a warning or corrective measure reward is a
sign of approval of a good performance in the school or classroom. They exist
in close relationship. The problem of classroom situation towards learning
activities which can lead to good performance is largely solved through
punishment and reinforcement. Hence, the need to justify and straighten out its
use for effectiveness in maintaining good performance in schools.
1.2Statement
of the Problem
It has been
discovered that indiscipline among youths of Nigerian schools have become a
source of worry in the school system. These have resulted to poor performance
of the students in the schools. Students in schools are involved in
indisciplinary behaviour which rages from noise making, rioting, truancy,
creating confusion, examination malpractice, drug abuse, sexual harassment,
rape, stealing, truancy, absenteeism etc.
Even the
teachers are not playing their own roles. Some teachers are involved in trading
instead of teaching the students. While some come to the classroom only when
they fill like coming rather than using minor punishment and reinforcement in
order to get the best performance from the students.
1.3Purpose
of the Study
The purpose
of this study is to examine the effect of punishment and reward on the
performance of secondary school students in Bariga Local Government Area of
Lagos State. Also to determine whether there is gender difference in the
students performance in school.
1.4Research
Questions
The
following questions were raised in this study:
1. Is there any relationship between
punishment and students’ performance in school?
2. Is there any relationship between
reward and students’ performance in schools?
3. To what extent will there be any
gender difference in the students’ performance in schools?
1.5Research
Hypotheses
The
following hypotheses were formulated in this study:
2. There is no significant relationship
between punishment and student’ academic performance in school.
3. There is no significant relationship
between reward and academic performance of students in schools.
4. There is no significant gender
difference in the performance of students in schools.
1.6Scope of
the Study
The study is
limited to selected schools. The study examines the effect of punishment and
reward on the academic performance of students in selected secondary schools in
Bariga Local Government Area of Lagos State.
1.7Significance
of the Study
Just as
students tend to learn fast under a conducive environment. The use of
punishment and reward will bring forth:
1. Useful result in the learning
process of the students.
2. Punishment can effectively eliminate
an undesirable responses.
3. In learning it is most effective to
reward or punish the student immediately after the desired response occur.
4. The more reinforcement is delayed
the less effective it becomes.
1.8Definition
of Terms
1. Punishment: According to Ilogu
(2004) punishment is defined as the presentation of any annoying (aversive)
stimulus as a result of the performance of a response.
2. Reinforcement: According to Hilgard
and Atkinson (1972), reinforcement is defined as any event that increases the
probability of a response.
3. Positive Reinforcement: Ilogu
(2004), positive reinforcement is defined as a presentation of a reinforcing
stimulus so as to increase or maintain
the rate of response or frequency of behaviour.
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