EFFECTS OF THE USE OF REWARD AND PUNISHMENT ON THE ACADEMIC PERFORMANCE OF PRIMARY SCHOOL PUPILS IN SOME SELECTED PRIMARY SCHOOL
Abstract
In conducting the study, the purpose of this study is to investigate the effect of the use of reward and punishment on the academic performances of pupils in Yewa North Local Government. Ten primary schools in Ogun state’s Yewa North Local Government Area were chosen at random. In the selected primary schools, a questionnaire was created and distributed. Simple percentages and tables were used to analyze the responses.
The researchers were able to collect four hundred complete sample opinions, i.e. two hundred each from teachers and pupils, out of two hundred questionnaires administered to pupils and teachers in ten primary schools, representing 95.2 percent of the total questionnaire administered.
Teachers in many primary schools frequently use rewards as a form of motivation. Punishment is also frequently used by teachers. In primary school, the use of reward outnumbers the use of punishment. There are clear distinctions between the use of reward and punishment by teachers.
Punishment is used to check students’ deviant behavior. The students were motivated to learn because they were rewarded. There are no significant differences in the opinions of teachers and students regarding the changes in the use of reward and punishment. Based on the findings, recommendations for further research into the effects of reward and punishment were made.
Introduction
1.1 The Study’s Background
The primary reason for using negative reinforcement as a reward and academic performance has a positive effect on pupils and students learning process. Reward and punishment are frequently intangible, symbolic in nature, taking the form of praise, approval, or disappointment, and are, of course, commonly used as motivational means in primary schools.
Recently, there has been a lot of concern in our educational system about the use of reward and punishment means in enforcing good behavior of pupils in primary school education. Parents and teachers have expressed their views on this issue in newspapers, journals, and other media, such as the current issue of many articles in some periodicals contents. The primary school age is the traditional period of life during which the child undergoes many developmental changes.
However, it is expected that a period of transition will be fraught with difficulties. This is a difficult time for teachers and all those involved in the education of children. The teacher is tasked with enforcing good behavior in primary school students through the use of reward and punishment.
According to the writers’ previous experience, punishment is widely used in our primary schools in Ogun State’s Yewa North Local Government Area. One must consider whether punishment has produced the desired result of correlation. A variety of human practices and products have been sanctioned because they ostensibly result in satisfactory outcomes. Teachers place a high value on characteristics such as obedience and willingness to accept authority’s judgment.
Reward has been linked to improvements in the pre-social behaviors of students who receive them. However, inappropriate behavior among students is on the rise these days. It is related to the frequency with which the teacher uses punishment and reward to enforce good behavior in the classroom.
This study is therefore being conducted to investigate how frequently punishment and reward are used in our primary schools, as well as how frequently these problems arise among students in Ogun State’s Yewa North Local Government Area.
One is forced to consider whether or not punishment has produced the desired result of correlation. A variety of human practices and procedures have been sanctioned because they are said to produce satisfactory results. Teachers place a high value on characteristics such as obedience and willingness to accept authority’s judgment.
Reward has been linked to improvements in the pre-social behaviors of students who receive them. However, inappropriate behavior among students is on the rise these days. It is related to the frequency with which the teacher uses punishment and reward to enforce good behavior in the classroom.
This study is therefore being conducted to investigate how frequently punishment and reward are used in our primary schools, as well as how frequently these problems arise among students in Ogun State’s Yewa North Local Government Area.
1.2 Formulation of the Problem
At birth, the child inherits certain biological characteristics. Because biological heredity is insufficient to enable him to develop harmoniously in a social cultural environment and to provide him with the necessary skills and information, concepts and attitudes, society has established a separate agency to the school, where he can develop all the qualities and abilities required for successful social adjustment.
As a result, the school should be properly organized in order to better organize these onerous tasks. The use of reward and punishment by teachers in the school could have alleviated the problems of indiscipline and other disruptive behavior in our primary schools (Ohunche 1977).
These circumstances prompt the following questions:
(1) How frequently do teachers use rewards and punishment in the classroom?
(2) Primary school students in Ogun State?
1.3 Research Issues
The following research questions will be used:
(1) How frequently do teachers use reward and punishment?
(2) Is there any disagreement between teachers and students about the use of reward and punishment?
(3) What do you think the effects of rewards and punishment are?
(4) Do you believe the reward and punishment system has resulted in any changes?
1.4 The Study’s Goals
The purpose of this study is to determine how frequently teachers use punishment and rewards to enforce good behavior among students in the Yewa North Local Government Area of Ogun State. In order to be convincing of this, the researcher will determine the relationship between the frequency with which these measures are used.
Having identified the negative behavior of students, look for differences between teachers and students. Opinions on the prevalence of problem behavior in schools, and whether or not these problem behaviors can be eliminated through reward and punishment.
1.5 Importance of the Research
The researcher believes that the findings in this study will help to determine the significance to the school, policymakers, parents, and law enforcement. It made an important suggestion in the process of teaching and learning. As a result, the study made some recommendations to educators and others involved in the education of young people about the use of punishment and reward.
It instills good behavior in primary school students. It enables the school to determine when to introduce or apply reward and punishment.
It provides policymakers with a sense of direction in establishing educational goals and objectives in schools for effective primary education. The parents, like the teacher, are aware of the areas that require additional attention in order to achieve great success in the forms of rewards and punishment used in this school, particularly in primary schools.
1.6 The Study’s Scope
The purpose of this research is to examine the effects of using reward and punishment on the academic performance of students in Yewa North Local Government. The geographical scope of this study is limited to the Yewa North Local Government Area of Ogun State. It is also restricted to the teachers and students in the five selected primary schools.
It is hoped that the responses of these selected subjects from the selected schools in Ogun State’s Yewa North Local Government Area will reveal the effect of the use of reward and punishment on the academic performance of primary school students.
1.7 Term Definitions
Punishment: The act of making someone suffer as a result of his or her misdeed, fault, or crime.
Rewards: Gains obtained as a result of doing something well or correctly.
Problem Behavior: Adolescent disruptive behavior such as truancy, stealing, lying, being late, and willful damage to school property.
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EFFECTS OF THE USE OF REWARD AND PUNISHMENT ON THE ACADEMIC PERFORMANCE OF PRIMARY SCHOOL PUPILS IN SOME SELECTED PRIMARY SCHOOL
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