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Full Project – EFFECTIVENESS OF REWARD AND PUNISHMENT ON THE ACADEMIC ACHIEVEMENT OF STUDENTS IN SENIOR SECONDARY SCHOOLS

Full Project – EFFECTIVENESS OF REWARD AND PUNISHMENT ON THE ACADEMIC ACHIEVEMENT OF STUDENTS IN SENIOR SECONDARY SCHOOLS

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Full Project – EFFECTIVENESS OF REWARD AND PUNISHMENT ON THE ACADEMIC ACHIEVEMENT OF STUDENTS IN SENIOR SECONDARY SCHOOLS

Click here to Get this Complete Project Chapter 1-5

ABSTRACT

This study aims to investigate the effectiveness of reward and punishment on the academic Achievement of students in senior secondary schools in Shomolu Local Government Area of Lagos State. The sample size was three hundred (300) students from selected secondary schools in Oredo local government area of Edo State, Nigeria. Data collected will be analyzed using frequency table, percentage and mean score analysis while the nonparametric statistical test (Chi-square) was used to test the formulated hypothesis using SPSS (statistical package for social sciences). Findings from the study revealed that majority of the respondents were of the opinion that punishment and rewards system will help reduce the imbalance in the process of teaching and learning. There is no significant effect of corporal punishment on the Academic Achievement of Senior Secondary School students. Extrinsic reward is the best and most stable way to increase motivation without resorting to punishment which is associate with a great number of adverse outcomes.

 

 

TABLE OF CONTENTS

Title Page   –        –        –        –        –        –        –        –        –

Approval Page     –        –        –        –        –        –        –        –

Declaration –        –        –        –        –        –        –        –

Dedication  –        –        –        –        –        –        –        –        –

Acknowledgement         –        –        –        –        –        –        –

Abstract     –        –        –        –        –        –        –        –        –

Table of Contents –        –        –        –        –        –        –

 

CHAPTER ONE – INTRODUCTION

1.1     Background of the Study        –        –        –        –        –

1.2     Statement of the Problem      –        –        –        –

1.3     Objectives of the Study –        –        –        –        –        –

1.4     Research Questions      –        –        –        –        –        –

1.5     Research Hypothesis     –        –        –        –        –        –

1.6     Significance of the Study        –        –        –        –        –

1.7     Scope of the Study        –        –        –        –        –        –

1.8     Limitations of the Study        –        –        –        –        –

1.9     Definition of Terms       –        –        –        –        –        –

 

 

CHAPTER TWO – REVIEW OF RELATED LITERATURE

2.1     Introduction        –        –        –        –        –        –        –

2.2     Theoretical Framework –        –        –        –        –

2.3     Conceptual Framework –        –        –        –        –

 

CHAPTER THREE – RESEARCH METHODOLOGY

3.1     Introduction        –        –        –        –        –        –        –

3.2     Research Design  –        –        –        –        –        –

3.3     Population of Study      –        –        –        –        –        –

3.4     Sample size and Sampling Techniques     –        –        –

3.5     Method of Data Collection      –        –        –        –        –

3.6     Research Instrument

3.7     Validity of the Instrument     –        –        –        –        –

3.8     Reliability of the Instrument  –        –        –        –

3.9     Sampling Method –        –        –        –        –        –

 

CHAPTER FOUR – DATA PRESENTATION AND ANALYSIS

4.1     Introduction        –        –        –        –        –        –        –

4.2     Data Presentation and Analysis      –        –        –        –

4.3     Testing Hypothesis       –        –        –        –        –        –

 

CHAPTER FIVE – SUMMARY, CONCLUSION AND RECOMMENDATION

5.1     Summary   –        –        –        –        –        –        –        –

5.2     Conclusion  –        –        –        –        –        –        –        –

5.3     Recommendations         –        –        –        –        –        –

References –         –        –        –        –        –        –        –

Appendix    –        –        –        –        –        –        –        –

 

 

 

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 Achievement 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 categorizedas 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 Achievement 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 Achievement remains a vital means through which students learning is measured and evaluated. The increasing poor Achievement 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 Achievement 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 Achievement 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 Achievement. Although these have led to improvement in students’ academic Achievement, 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 Achievement 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 Achievement in Shomolu Local Government Area of Lagos State.

1.3 PURPOSE OF THE STUDY

The purposes of this study are to:

  1. Determine the effect of Corporal Punishment on the Academic Achievement of Senior Secondary School students in Shomolu Local government Area of Lagos State.
  2. Determine the effect of Suspension on the Academic Achievement of Senior Secondary School Students in Shomolu Local government Area of Lagos State.
  3. Determine the effect of Expulsion on the Academic Achievement of Senior Secondary School Students in Shomolu Local government Area of Lagos State.
  4. Determine the effect of Intrinsic Reward on the Academic Achievement of Senior Secondary School Students in Shomolu Local government Area of Lagos State.
  5. Determine the effect of Extrinsic Reward on the Academic Achievement of Senior Secondary School Students in Shomolu Local government Area of Lagos State.

1.4 SIGNIFICANCE OF THE STUDY

The study will be of much importance to teachers in Shomolu Local Government area of Lagos 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 Shomolu Local Government Area of Lagos State to b improve on the academic Achievement 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 Shomolu Local Government area of Lagos State.

1.6REASEARCH QUESTIONS

  1. What effect does corporal punishment have on the academic Achievement of Senior Secondary School students in Shomolu Local government Area of Lagos State?
  2. What is the effect of suspension on the academic Achievement of Senior Secondary School Students in Shomolu Local Government Area of Lagos State?
  3. What is the effect of expulsion on the academic Achievement of Senior Secondary School students?
  4. What is the effect of extrinsic reward on the academic Achievement of Senior Secondary School students?
  5. What is the effect of intrinsic Reward on the academic Achievement of Senior Secondary School students?

 

1.7RESEARCH HYPOTHESES

  1. There is no significant effect of corporal punishment on the academic Achievement of Senior Secondary School students.
  2. There is no significant effect of suspension on the academic Achievement of Senior Secondary School students.
  3. There is no significant effect of expulsion on the academic Achievement of Senior Secondary School students.
  4. There is no significant effect of intrinsic reward on the academic Achievement of Senior Secondary School students
  5. There is no significant effect of extrinsic reward on the academic Achievement of Senior Secondary School students

1.7 SCOPE OF THE STUDY

The study examines effectiveness of reward and punishment on the academic Achievement of students in senior secondary schools. The research will be carried out in selected Secondary Schools in Shomolu Local Government Area of Lagos 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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Full Project – EFFECTIVENESS OF REWARD AND PUNISHMENT ON THE ACADEMIC ACHIEVEMENT OF STUDENTS IN SENIOR SECONDARY SCHOOLS

Click here to Get The Complete Research Project Chapter 1-5

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