I= EFFECTIVENESS OF REWARD AND PUNISHMENT AS MODIFIERS OF STUDENTS’ CLASSROOM BEHAVIOR
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Title of Thesis
EFFECTIVENESS OF REWARD AND PUNISHMENT AS MODIFIERS OF STUDENTS’ CLASSROOM BEHAVIOR

Author(s)
HukamDad
Institute/University/Department Details
Education of Research University of Arid Agriculture, Rawalpidi
Session
2004
Subject
Education
Number of Pages
181
Keywords (Extracted from title, table of contents and abstract of thesis)
classroom behavior, behavioural approach, students, schools, reward and punishment

Abstract
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.

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2984.01 KB
S. No. Chapter Title of the Chapters Page Size (KB)
1 0 Contents 1
158.45 KB
2 1 Introduction 1
33.48 KB
3 2 Review of literature 5
470.97 KB
  2.1 Learning 5
  2.2 Approaches to learning 6
  2.3 Behavioural approach to learning 6
  2.4 Classical conditioning 6
  2.5 Operant conditioning 7
  2.6 Schedules of reinforcements 34
  2.7 Behaviour modification 40
  2.8 Review of previous studies 51
4 3 Research methodology 61
42.83 KB
  3.1 Population 61
  3.2 Delimitation of the study 61
  3.3 Sample 62
  3.4 Research instruments 64
  3.5 Collection of data 64
  3.6 Analysis of data 64
5 4 Results and discussion 66
798.19 KB
6 5 Summary 156
18.24 KB
7 6 Conclusions 158
546.56 KB
8 7 Recommendations 159
985.38 KB
9 8 Literature cited 161
101.61 KB
10 9 Appendices 174
70.71 KB