THE ROLE OF REWARD AND PUNISHMENT ON STUDENT ACADEMIC PERFORMANCE IN OVIA NORTH EAST LOCAL GOVERNMENT AREA OF EDO STATE
INTRODUCTION
Background to the study
A good classroom condition is one of the most important aspects in classroom instruction (Beresford, 2000). Thus, it is pertinent to look closely at the determinant of a good classroom condition. Furthermore, learning is achieved if the students are well motivated. However, the source of motivation is quiet complex (Boekaerts, 2002). Therefore, the ability to choose, act or persevere in an ability depends on the relative expected value of the possible goals in such situation(s), and the expectancy or the probability that a given course of action would achieve the goal.
 Moreover, any rational individual will either be motivated for or against a particular stimulus as a result of the outcome(s).This clearly suggest that reward and punishment constitutes vital sources of motivation. When a student is well rewarded for his achievement in class, it will lead to performance-mastery; on the other hand, when a student is punished for a particular behaviour, it will leads to performance – avoidance (Gregory, 2012). Currently, different schools have different types of reward and punishment policy in place, but almost all of them have one common goal which is to motivate student to learn (Gregory, 2012).
Educators nowadays are aware that giving penalties are counterproductive and also generate anger, defiance and a desire for revenge. Thus, an effective reward and punishment system promotes positive behavior and regular attendance. This is the essential foundation for a creative learning and teaching environment. According to Ilegbusi (2013), the classroom is at once a cradle as well as the grave yard of genius. This simply means that the classroom can either make or mar an individual. It is important to note therefore that the society expects certain outcome(s) from the educational system in general and the classroom activities in particular.
As a matter of fact, it is also important to note that the students’ performance is not only measured by intellectual capacity, knowledge, and abilities in various subjects but also by his motivation to learn. If the students is motivated strongly enough, his desire to learn may prove strong enough to keep him from dropping out of school. Thus, if student’s attainment of a particular goal(s) is considered as an important purpose of education, then the factors that provide the best learning situations should be understood as an integral part of any educational theory (Ilegbusi, 2013).
Furthermore, the type of teaching methods that a teacher adopts will determine to a large extent the academic performance of the learners. Mills (1991) stated that the teaching approach adopted by a teacher constitutes one factor that may affect student achievement; therefore, the use of appropriate teaching method is very important in the teaching – learning process. As a matter of fact, learning takes place where both the learners and the teacher feel relaxed to teach and to learn, on the other hand there is need for the exercise of legitimate authority by the teacher so as to ensure that chaos and other anti-social behavior are avoided in the classroom. The above assertion is important because it creates a conducive atmosphere for proper learning to take place (Okafor, 1991).
Statement of the problem
In Nigeria secondary schools, the most common problem reported by teachers is those that relate to behavior management in the classroom.Sometimes, an attempt to maintain order in the classroom leads to a more serious problem such as lackadaisical attitude towards learning, loss of interest in the subject and in general a poor academic performance of the students. Considering the above phenomenon, one wonder the extent to which these teachers are aware of the appropriate use of reward and punishment in the classroom.
Furthermore, the head of West African Examination Council, Charles Eguridu lamented the drastic fall in the performance of students in 2014 examination. According to him, 76.42% of the total students had credit in three subjects while those who made at least 6 credits constituted only 28.11%. It is quite clear from the foregoing that there is a problem in the day to day teaching and learning process. Thus, there is a need to determine the strategies perceive to be effective in handling disruptive behavior in secondary schools.
On the other hand, the general public who are stakeholders in education expects much from the educational system. Hence, this research work will look into better ways of using reward and punishment to aid the performance of students in their academic.
Research Questions
For the purpose of the study, the following research questions were formulated
•    What are the methods used by teachers to evaluate effective learning in secondary schools?
•    In what ways can effective learning take place in secondary schools?
•    To what extent can reward and punishment bring about effective learning in secondary schools?
•    Are there challenges involved in the dealing of students in secondary schools?
Purpose of the study
The general purpose of this study is to investigate the role of reward and punishment in student’s academic performance in some selected secondary schools in Ovia North East Local Government Area of Edo state. Furthermore, the specific purpose of this study is to find out:
•    The method used by teachers to evaluate effective learning in secondary schools.
•    The ways that effective learning can take place in secondary schools.
•    The extent that reward and punishment brings about effective learning in secondary schools.
•    The challenges involved in dealing with students in secondary school.
Significance of the study
    The result of the study is expected to be of much importance to pupils, teachers and other stakeholders in education. Through this study, they may come to appreciate the role of reward and punishment in secondary schools. As a corollary, this study will also be significant to secondary school administrators like principals, vice-principals and others.
Scope/delimitation of the study
    This study is aim at examining the role that reward and punishment play in determining the academic performance of students in secondary schools. However, there are other numerous factors that can be responsible for academic performance of students in secondary school. These include; the teachers’ competence, the teacher level of education, the nature of educational structures like buildings and so on.
    Furthermore, the researcher did not consider these other factors for the following reasons: - Before a school is certified or approved by relevant government agency or agencies, it must satisfy some necessary conditions which include the availability of adequate infrastructure like buildings, laboratories, and library and so on.
    Secondly, before a teacher(s) are employed, he or she must have passed through the necessary procedures such as interviews, test and other instruments used to ascertain the competence of the teacher(s). This is to say that the school management is well abreast with the competence and the teachers’ level of education.
Operational Definitions of Terms
    The following terms will be encountered in the course of this study and will be defined operationally as used in this study.
•    Reward: - This is an act of appreciating a job well done.
•    Discipline: -This is the training of people to obey specific rules and orders and punishing them if they do not comply with it.
•    Punishment: - This is an act of correcting a wrong character exhibited.
Motivation: - This is a drive or a force which compels a person to act in a particular way. This force can either be internal or external.