Dad, Hukam (2004) EFFECTIVENESS OF REWARD AND PUNISHMENT AS MODIFIERS OF STUDENTS CLASSROOM BEHAVIOR. PhD thesis, PMAS-Arid Agriculture University, Rawalpindi.
This study aimed at examining effectiveness of reward and punishment as modifiers of students classroom behaviour. The results of this study brought out a clear picture of the reward and punishment practices being followed in schools, which may sever as a useful input for improving these practices that influence development of students desired behaviour. The results of the study may lead to redesigning of teacher education curricula both for pre-service and in-service training of teachers. The objectives of the study were to identify effective and ineffective reward and punishment practices of school teachers, to compare teacher and students view on the frequency of reward and punishment practices, to compare male and female teachers on the use of effective and ineffective reward and punishment practices, to compare the effective reward and punishment practice used by urban school teacher and rural school teachers. It was hypothesized that punishment, corporal punishment in particular, is used more often in schools than reward. It was also hypothesized that punishment as in school did not modify the behaviour, nor did the rewards used modify the behaviour positively i.e; effective reward and punishment techniques were not being deployed in schools. The population of the study comprised the teachers serving in government secondary schools of Punjab. The population of the study also comprised the students studying in government secondary schools of Punjab. A sample of one thousand teachers(two hundred teachers from district Rawalipindi, one hundred and fifty teachers from district Attock, two hundred teachers fro district Lahore, one hundred and fifty teachers from district Gujranwala, on hundred and fifty teachers from district Multan, one hundred and fifty teachers from district Khanewal) were randomly selected in such a way that the proportion of rural and urban, boys and girls secondary school teachers was fifty fifty. A sample of one thousand student (two hundred students from distinct Rawalpind, one hundred and fifty students from district AttocK, two hundred students from district Lahore, one hundred and fifty students from district Gujranwala, one hundred and fifty students from district Multan, one hundred fifty students from district Khanewal) were randomly selected in such a way that proportion of rural and urban, boys girls secondary school students was fifty fifty. In order to collect data form sample teachers, a comprehensive questionnaire was developed and personally administered. The data obtained was tabulated, analyzed and interpreted by using appropriate descriptive and inferential test of significance, such as one-way chi-square and two-way chi-square. The level of significance was 0.05.
|Item Type:||Thesis (PhD)|
|Uncontrolled Keywords:||classroom behavior, behavioural approach, students, schools, reward and punishment|
|Subjects:||Social Sciences(g) > Education(g6)|
|Deposited By:||Mr. Muhammad Asif|
|Deposited On:||04 Aug 2006|
|Last Modified:||21 Mar 2015 19:42|
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