THE EFFECT OF REWARD AND PUNISHMENT ON STUDENT'S ACADEMIC PERFORMANCE

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

One of the highest functions of the human brain is performance. This is due to the fact that only man can perform, obey, or understand orders. Indeed, performance is an important learning tool. That is why educators developed "rewards and punishments" as a component to uncover motivations that will encourage interest and effort on the part of the student (Ahmed 2012). Teachers acknowledge the impact of incentives and punishments as a motivator, which is a necessary prerequisite for learning.

Teachers typically used a variety of tactics, including the use of sanctions, to deal with undesirable conduct. Such an approach may appear to aid a youngster at first, but it is no longer helpful in the long run. Punishment is a bad strategy, and using it as a disciplinary method is harsh. Many have resorted to rewarding praise and acts of recognition of students, which are probably healthy indications to offer children with a sense of security and belonging, as well as the desire to study more (Ahmed 2012).

Uzor, (2002) investigated the effects of reward and response cost on the performance and motivation of 40 children with ADHD and 40 controls in their study. Under one of three situations (reward, response cost, or no contingency), participants completed an arithmetic problem. Pretest attributional measures, direct performance measurements, self-rated performance and motivation, and a post contingency "free-choice" behavioral motivation measure were among the dependent variables. Children with ADHD had a less adaptive attributional style than controls, and their attributions for predicted good and poor performance differed. Response cost enhanced accuracy on the arithmetic task and resulted in better motivation in the second part of the behavioral motivation measure for children with ADHD compared to reward; nevertheless, reward had a considerably more salutory effect on self-rated motivation. Neither the reward nor the response cost had any detrimental influence on perceived performance or willingness to complete the task.

Beeter (2009) conducted a study to see how continuous, partial, and non-contingent incentive schedules, as well as reward withdrawal, affected the performance of hyperactive and normal control children on a delayed reaction time test. Although non-contingent reward caused control participants to have faster reaction times, hyperactive subjects' performance declined under non-contingent reward and improved when it was removed. Moreover, during extinction, control reaction times remained superior to baseline, whereas hyperactive performance returned to baseline. These and other data were said to hint to hyperactive toddlers having an extraordinary sensitivity to rewards.

1.2 STATEMENT OF THE PROBLEM

Teachers might react in a variety of ways to students who do not meet academic standards. Some of these reactions are purely utilitarian, while others are purely punishing. Many authors like Uzor, (2002) looked into these reactions, as well as the circumstances that affect when these various techniques are likely to be applied. Both undergraduates playing instructors and genuine high school teachers used tributional information to influence their responses to academic failure in a similar way. Punitive and retributive tactics are elicited by controllable reasons of failure, whereas utilitarian responses are elicited by lack of controllability. Teachers' responses to failing students are moderated by the cause's stability (Umoh 2015). Inferences of responsibility, emotional reactions of anger and sympathy, and beliefs in the efficacy of the intervention are mediated in part by inferences of responsibility, emotional reactions of anger and sympathy, and beliefs in the efficacy of the intervention. In terms of student motivation and classroom performance, the ramifications of this paradigm are examined.

Gonzalez (1987) stated that when a child's behavior becomes so disruptive that it interferes with his academic performance, some effort to improve student behavior appears to be appropriate. He goes on to say that regulations, praise, and ignoring all played a part in resolving disruptive behavior in the classroom.

1.3 OBJECTIVES OF THE STUDY

The main objective of this study is to examine the effect of reward and punishment on student's academic performance. Other objectives of this study are:

i.          To determine if punishment has effect on the learning process of the students.

ii.        To determine if reward has effect on the learning process of the students.

iii.      To determine if reward has an impact on the academic performance of students

iv.      To determine if punishment has an impact on the academic performance of students

1.4 RESEARCH QUESTIONS

The following research questions which are in line with the objectives will be answered in this study:

i.          Does punishment have effect on the learning process of the students.

ii.        Does reward have effect on the learning process of the students.

iii.      Does reward have an impact on the academic performance of students

iv.      Does punishment have an impact on the academic performance of students

1.5 SIGNIFICANCE OF THE STUDY

This study is expected to be of much importance and beneficial to educators, students and parents. Through this study, they may come to appreciate the implication of reward and punishment in the secondary schools. It is hoped that this study will help the secondary schools’ administration in Nigeria to benefit and improve on the academic performance of students in various schools.

This study will also help to discover the effects of rewards and punishment on learning in secondary schools

In addition, this study would contribute empirically to the body of existing literature and it would serve as a reference source to students or other researchers who might want to carry out their research on the similar topic.

1.6 SCOPE OF THE STUDY

This study will focus on examining the effect of reward and punishment on student's academic performance. Specifically, it will be focused on determining if punishment has effect on the learning process of the students, determining if reward has effect on the learning process of the students, determining if reward has an impact on the academic performance of students and determining if punishment has an impact on the academic performance of students.

Students of some selected secondary schools in Ikot Abasi LGA of Akwa Ibom State will serve as enrolled participants for the survey.

1.7 LIMITATIONS OF THE STUDY

The researchers encountered minor obstacles when conducting the study, as with any human endeavor. The significant constraint was the scarcity of literature on the subject due to the nature of the discourse, so the researcher incurred more financial expenses and spent more time sourcing for relevant materials, literature, or information and in the data collection process, which is why the researcher resorted to a limited choice of sample size. Furthermore, the researcher did this investigation alongside other academic activities. Furthermore, the sample size was limited because only a few respondents were chosen to answer the research instrument, therefore the results cannot be generalized to other secondary schools outside the state. Despite the constraints encountered during the research, all elements were minimized in order to provide the best results and make the research effective.

1.8 DEFINITION OF TERMS

Effect: a change which is a result or consequence of an action or other cause.

Reward: a thing given in recognition of service, effort, or achievement.

Punishment: Punishment, commonly, is the imposition of an undesirable or unpleasant outcome upon a group or individual, meted out by an authority

Academic performance: academic performance is the extent to which a student, teacher or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor's degrees represent academic achi

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