ASSESSMENT OF REWARDS AND PUNISHMENT ON ACADEMIC PERFORMANCE AMONG PRIMARY SCHOOL PUPILS (A CASE STUDY OF SOME SELECTED PRIMARY SCHOOLS IN MAIDUGURI METROPOLITAN COUNCIL)

This study assessed the impact of rewards and punishments on academic performance among primary school pupils in Maiduguri Metropolitan Council. The specific objectives of the study were to; determine age, gender and classes of selected respondent; determine the degree of punishment administered to primary pupils; determine level rewards given to primary pupils; examine the level of academic performance of primary schools; determine the relationship between the degree of punishment and academic performance and determine the relationship between the level of rewards and academic performance. Data were collected from 100 respondents (50 teachers and 50 pupils) across five selected schools using structured questionnaires. The analysis revealed the following key findings: rewards are used more frequently than punishments in most primary schools; the most common forms of reward include verbal praise, hand claps, and recognition, while the most common punishment is verbal reprimand; rewards are perceived by both teachers and pupils as highly effective in motivating academic performance and good behavior and punishments, though occasionally necessary, are generally seen as less effective and may have negative effects on pupils’ motivation and emotional stability. The study concluded that reward practices have a more positive influence on pupils’ academic performance than punishment. While mild disciplinary actions can help correct undesirable behaviors, excessive punishment tends to cause emotional distress and lower self-confidence in pupils. Major recommendations were; teachers should apply consistent and varied reward techniques (verbal praise, points, certificates, and recognition) to motivate pupils; Corporal punishment should be strictly discouraged in favor of mild corrective measures that do not harm pupils physically or emotionally and the government, Ministry of Education, and education boards should organize regular workshops and seminars to train teachers on effective use of behavioral management strategies and establish Counselling Units/Centres in schools to support both teachers and pupils in addressing behavioral and emotional issues.