GET THE COMPLETE PROJECT
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Punishment according to Ilogu (2004) is defined “as the presentation of any annoying (aversive) stimulus as
a result of the performance of a response”.
Reward is that which is given in return for performance or service. Reinforcement is compensation. It is the
fruit of men’s labour or work. Often, the term reward is used as a synonym for positive reinforcement.
Punishment is the act of inflicting penalty for an offence or fault. Punishment is chastisement or castigation
for an offence or fault. Punishment and reinforcement are two concepts used in educational context to
maintain a good discipline in the classroom, and the school at large. Psychologists have systematically
investigated the effect of number of reinforcement variables on the course of learning.
The greater the amount of reinforcement the more rapid the rate of learning. Punishment and reinforcement
can be of good advantage to the teacher, in the sense that they promote good discipline in the school. One
aim of maintaining discipline in school is to teach the child that there is moral orderliness in the world, and
that certain behaviour and performance call for praise (reinforcement) and some call for blame (punishment).
For the child, reinforcement and punishment are both essential for regulation of good performance. One
important aspect of the child development is that he becomes responsive to social praises and blame (reward
and punishment). This implies that in the process of growth of the child, social control is necessary as to
enable him or her acquire positive habits necessary for growth and development of character and ethical
standards.
As punishment is effective in producing submission, so reinforcement are used to produce desirable
behaviour which leads to good performance in learning in schools. Punishment makes the child realises his mistakes and so avoid it in future. It makes the child to respect the authority. Punishment for wrong doing is
part of a child’s training, this gives room to good performance in their academic activities. The student
should be encouraged to cultivate the habit of self discipline rather than authoritarian methods of controlling
their performance (Nwanna, 1975).
To be of any use to the child, both punishment and reinforcement must be understood and deserved by the
child being punished or rewarded or else according to Awoniyi (1985) the child will be confused, he may not
even value it and so make jest of it, thereby making it loose its usefulness which it is intended.
Although reinforcement should be more employed than punishment, yet they both serve the same purpose of
maintaining good discipline in the classroom. Punishment serves as a warning, so that a particular act that
leads to poor performance should not be repeated by the child. Reinforcement on the other hand is meant to
build up pleasant memories for acting desirably, which can lead to good performance which a child will
some how like to maintain if possible in his learning.
For the child, punishment and reward are both essential for regulation of good performance. For punishment
and reinforcement to work effectively, they must be used together. While punishment is a warning or
corrective measure reward is a sign of approval of a good performance in the school or classroom. They exist
in close relationship. The problem of classroom situation towards learning activities which can lead to good
performance is largely solved through punishment and reinforcement. Hence, the need to justify and
straighten out its use for effectiveness in maintaining good performance in schools.
1.2 Statement of the Problem
It has been discovered that indiscipline among youths of Nigerian schools have become a source of worry in
the school system. These have resulted to poor performance of the students in the schools. Students in
schools are involved in indisciplinary behaviour which rages from noise making, rioting, truancy, creating
confusion, examination malpractice, drug abuse, sexual harassment, rape, stealing, truancy, absenteeism etc.
Even the teachers are not playing their own roles. Some teachers are involved in trading instead of teaching
the students. While some come to the classroom only when they fill like coming rather than using minor
punishment and reinforcement in order to get the best performance from the students.
1.3 Objectives of the Study
The objective of this study is to examine the effect of punishment and reward on the performance of
secondary school students in Bariga Local Government Area of Lagos State. Also to determine whether there
is gender difference in the students performance in school.
1.4 Research Questions
The following questions were raised in this study:
1. Is there any relationship between punishment and students’ performance in school?
2. Is there any relationship between reward and students’ performance in schools?
3. To what extent will there be any gender difference in the students’ performance in schools?
1.5 Research Hypotheses
The following hypotheses were formulated in this study:
1. There is no significant relationship between punishment and student’ academic performance in school.
2. There is no significant relationship between reward and academic performance of students in schools.
3. There is no significant gender difference in the performance of students in schools.
1.6 Significance of the Study
Just as students tend to learn fast under a conducive environment. The use of punishment and reward will bring forth:
1. Useful result in the learning process of the students.
2. Punishment can effectively eliminate an undesirable responses.
3. In learning it is most effective to reward or punish the student immediately after the desired response occur.
4. The more reinforcement is delayed the less effective it becomes.
1.7 Scope of the Study
The study is limited to selected schools. The study examines the effect of punishment and reward on the
academic performance of students in selected secondary schools in Bariga Local Government Area of Lagos State.
1.8 Definition of Terms
1. Punishment: According to Ilogu (2004) punishment is defined as the presentation of any annoying
(aversive) stimulus as a result of the performance of a response.
2. Reinforcement: According to Hilgard and Atkinson (1972), reinforcement is defined as any event that
increases the probability of a response.
3. Positive Reinforcement: Ilogu (2004), positive reinforcement is defined as a presentation of a
reinforcing stimulus so as to increase or maintain the rate of response or frequency of behaviour.
GET THE COMPLETE PROJECT
