THE EFFECT OF PUNISHMENT AND REWARD ON THE PERFORMANCE OF SECONDARY SCHOOLS STUDENTS
Figures and abstract
To avoid creating anxiety in students, which leads to loss of concentration, fear, distortion, and a poor learning attitude, teachers must use commensurable punishment as well as a reward that encourages students to acquire skills and knowledge for their own development rather than for mere marks.
Thus, the purpose of this study was to investigate the impact of reward and punishment on academic performance of History students in Senior Secondary School in the Kwara State metropolis of Ilorin.
A simple random sampling technique was used to select 27 History teachers and 90 History students as a sample for this study from the nine (9) Senior Secondary Schools in the Ilorin metropolis. The questionnaire and profoma were used to collect data and information, with Pearson product moment correlation statistics at the 0.05 level of significance used to test the three hypotheses generated in the study.
The findings revealed a significant relationship between teachers’ frequent use of reward and punishment, and academic performance of History students in the Ilorin metropolis. Based on the findings, it is suggested that teachers cultivate the habit of using reinforcement techniques to encourage students to put forth extra effort in their studies.
They must also understand that punishing students will not result in excellent academic performance. As a result, teachers must reduce the use of punishment in order for students to perform better in school.
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