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THE EFFECT
OF PUNISHMENT AND REWARD ON ACADEMIC PERFORMANCE OF STUDENTS IN SCHOOLS
ABSTRACT
This study
examined the effect of punishment and reward on academic performance of senior
secondary school students in Idemili North local government area of Onitsha
Anambra State. Five research questions
were formulated to guide the study. Through the process of simple random
sampling, a total of two hundred (200) students from five (5) senior secondary
schools were selected to participate in the study. The major instrument used
for collecting data was a questionnaire tagged EPRAP. The data collected were
analyzed. Chi square was used to test the hypotheses. Findings showed that
punishment has significant effect on the academic performance of students. It
was also discovered that intrinsic reward has no effect on the academic
performance of students. Research also showed that extrinsic reward has a
significant effect on the academic performance of students. From results
findings, it was recommended that students should focus more on self motivators
rather than on gifts and awards. Also, teachers, and parents should use all
forms of punishment and reward systems appropriately as over use frequent
reliance on any of them may reduce the effectiveness.
CHAPTER ONE
INTRODUCTION
1.1
Background of the Study
Students are
priceless assets and most essential elements in education. It is absolutely
necessary to direct students to exhibit acceptable attitude and behavior within
and outside the school. In an attempt to achieve an organized and peaceful
school environment and maintain law and order, school management specifies
rules and regulations to guide the activities of members of the educational
organization. Student’s discipline is a
prerequisite to almost everything a school has to offer students (Selfert and
Vornberg, 2002). Seifert and Vornberg further linked discipline with both the
culture and climate of the school thus. In schools where discipline is a
serious problem, for example, where students bully others, parents tend to
transfer their children to ‘better’ schools, and because the well behaved
usually perform well (Rigby, 2000), their transfer can affect the overall
performance of that school. Troublesome students can sometimes make teachers
react emotionally to the extent of using punishment. But punishment, instead of
curbing behavior, can aggravate it (Dreikurs, Grunwald and Pepper 1998). Currently, schools have different types of
reward and penalty policy in place, but almost all of them have one common goal
which is to motivate students to learn. Educators nowadays are aware that
giving penalties are counterproductive.
Punishment
is the use of physical or psychological force or action that causes pain in an
attempt to prevent undesirable behavior from recurring. Scolding, threats,
deprivations, and spankings are all forms of punishment. Back in the nineteenth
century, Froebel wrote that the use of punishment was a good way for adults to
make a child “bad”. If the goal for child is the development of morality, of
making good choices on his /her own, then punishment should not be involved
.conditions should be created that not only allow but strongly induce children
to be or become moral and disciplined individuals who can make good choices on
their own (Bettelheim,1985;Ramsburg,1997).Punishment tends to generate anger,
defiance, and a desire for revenge. Moreover, it also gives encouragement to
the use of authority rather than reason thus this would tend to break the
relationship between adult and child (Kohn, 1994).Punishment teaches a child
that those who have the power can force others to do what they want them to
do(Bettelheim,1985;Samalin and Whitney,1995)
Children can
be categorized as intrinsically or extrinsically motivated. Every teacher in
the classroom uses strategies to acknowledge and encourage appropriate social
and academic behavior by their students. These strategies take many forms, some
overt and some dramatic (presentation of tokens or recognition at an assembly).
Since Thorndike (1874-1949) described the Law of effect, educators and
psychologists have noted that when a behavior is successful it is more likely
to occur again in similar circumstances. Many teachers believe that motivation
can be “jump started” by providing tangible rewards such as stickers, candy or
prizes. They assert that reinforcing appropriate behaviors can have positive
results since children tend to continue or repeat an action that is rewarded.
Others argue that rewards devalue learning and counteract the development of
self –discipline and intrinsic motivation. These opponents assert that tangible
rewards produce short-term changes and only serve as motivators if students
wants them. They contend the use of rewards fosters competition and the “what’s
in it for me?” attitude; the more they are used, the more incentives students expect. The simple
message is that the consequences of a behavior affect future performance of
that behavior. If, following the contingent delivery of a consequence, a
behavior becomes more likely in the future, then that consequence was
reinforcing or rewarding. An effective rewards and penalty system promotes
positive behavior and regular attendance. It is the essential foundation for a
creative learning and teaching environment.The ultimate goal of rewarding
children is to help them internalize positive behaviours so that they will not
need a reward. Eventually, self-motivation will be sufficient to induce them to
perform the desired behaviour, and outside reinforcement will no longer be
necessary.
This
research therefore, points out that in order to impart knowledge and facilitate
students learning, teachers make use of different strategies (punishment and
reward). The forms of punishment under study in this research are corporal
punishment, suspension, and expulsion and the types of reward under study in
this research are intrinsic and extrinsic rewards.
1.2 STATEMENT OF THE PROBLEM
In Nigeria
and the world all over, academic performance remains a vital means through
which students learning is measured and evaluated. The increasing poor
performance in public examination has over the years been a great concern to
stakeholders in education. Government, educational administrators and managers,
captain of industries and professionals from all walks of life have continued
to show their concern for the dwindling academic performance of senior
secondary school students in public examinations such as WAEC (West Africa
Examination Council), NECO(National Examination Council), JAMB (Joint
Admissions and Matriculation Board), and NABTEB (National Business and
Technical Examinations Board.
However, the
dwindling performance of students in public examination can be attributed to
several factors such as poor study habits, lack of concentration in class,
indiscipline, ineffective use of punishment and reward, family issue, peer
influence, absenteeism, failure to reward appropriate and punish inappropriate
behavior and the likes.
The falling
standard of education is a pressing problem of the society and it has become a
cankerworm which must be tackled. Efforts made to identify the cause of these
problems and to suggest possible solution has led educational researchers and
scholars to investigate some teacher, school environment and students variable
as correlates of students’ academic performance. Although these have led to
improvement in students’ academic performance, it appears that such improvement
is adjudged to be insignificant. This however is an indication that more
investigation needs to be conducted for students’ academic performance to be
improved upon significantly. This study therefore filled this gap by
investigating the effect of punishment and reward on senior secondary school
students’ Academic Performance in Idemili North Local Government Area of
Onitsha Anambra State.
1.3 PURPOSE
OF THE STUDY
The purposes
of this study are to:
1. Determine the effect of Corporal
Punishment on the Academic Performance of Senior Secondary School students in
Idemili North Local government Area of Onitsha Anambra State.
2. Determine the effect of Suspension on
the Academic Performance of Senior Secondary School Students in Idemili North Local
government Area of Onitsha Anambra
State.
3. Determine the effect of Expulsion on
the Academic Performance of Senior Secondary School Students in Idemili North
Local government Area of Onitsha Anambra
State.
4. Determine the effect of Intrinsic
Reward on the Academic Performance of Senior Secondary School Students in
Idemili North Local government Area of Onitsha Anambra State.
5. Determine the effect of Extrinsic
Reward on the Academic Performance of Senior Secondary School Students in
Idemili North Local government Area of Onitsha Anambra State.
1.4
SIGNIFICANCE OF THE STUDY
The study
will be of much importance to teachers in Idemili North Local Government area
of Onitsha Anambra State on how to effectively make use of punishment and
rewards in their relationship with the students.
The study
will also help students to understand the appropriate behaviors to exhibit in
and outside the school. For the parents, the study will help them to know which
behavior exhibited by the child requires reward and which requires punishment.
Through this
study, the stakeholders in education sector may come to appreciate the
implications of punishment and reward in the Senior Secondary Schools. It is
hoped that this study will help the Senior Secondary Schools administrators in
Idemili North Local Government Area of Onitsha Anambra State to b improve on the academic
performance of students in various schools.
This study
will also help to discover the effects of punishment and reward on learning in
some selected Secondary Schools in Idemili North Local Government area of
Onitsha Anambra State.
1.6REASEARCH
QUESTIONS
1. What effect does corporal punishment have
on the academic performance of Senior Secondary School students in Idemili
North Local government Area of Onitsha Anambra
State?
2. What is the effect of suspension on the
academic performance of Senior Secondary School Students in Idemili North Local
Government Area of Onitsha Anambra
State?
3. What is the effect of expulsion on the
academic performance of Senior Secondary School students?
4. What is the effect of extrinsic reward on
the academic performance of Senior Secondary School students?
5. What is the effect of intrinsic Reward
on the academic performance of Senior Secondary School students?
1.7RESEARCH
HYPOTHESES
1. There is no significant effect of
corporal punishment on the academic performance of Senior Secondary School
students.
2. There is no significant effect of
suspension on the academic performance of Senior Secondary School students.
3. There is no significant effect of
expulsion on the academic performance of Senior Secondary School students.
4. There is no significant effect of
intrinsic reward on the academic performance of Senior Secondary School students
5. There is no significant effect of
extrinsic reward on the academic performance of Senior Secondary School
students
1.7 SCOPE OF
THE STUDY
The research
will be carried out in selected Secondary Schools in Idemili North Local
Government Area of Onitsha Anambra
State.
1.8
OPERATIONAL DEFINITION OF TERMS
The
following terms were used in the work,
· PUNISHMENT: An act of correcting a wrong
‘act’ or character exhibited.
· REWARD: An act of appreciating a job
well done.
· MOTIVATION: An act of rewarding or
providing with an incentive.
· REINFORCEMENT: An act of giving more
force or effectiveness to; strengthen.
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