EXAMINATION OF THE EFFECTIVENESS OF REWARDS AND PUNISHMENT IN PROMOTING DISCIPLINE AMONG SECONDARY SCHOOL STUDENTS

CHAPTER ONE INTRODUCTION 1.1    BACKGROUND TO THE STUDY The development towards variable accountability to persons other than the parents is significant. The child’s individuality is molded by pressure and changes in his society. The child’s development is also influenced by those around him or his parents, other adults, his peers, and other siblings. Many pressures of the society in which the child lives are also reflected upon him as they affect behavior of those who are rearing and teaching him. Guiding the development of a child is a cooperative process. The parent and teacher need to see the whole child as he reacts in his life at school and at home in order to provide a complete program for him. The problem of indiscipline is more apparent among learners across the education spectrum (Kerlinger, 1986).  By sending the child to school the parent was assumed to accept the authority of the school to administer punishment within the limits set by law (i.e. the common law). Current research shows that cases of learner indiscipline are on the increase in Nigeria and in some cases, learners are alleged to have murdered others in school premises (Harber et al, 2001). The learner indiscipline cases reported in schools raised concerns about the safety of schools and classroom environments. Nigeria educators suggested that alternative measures to corporal punishment were not very effective in curbing learner indiscipline in schools (Zulu et al, 2004). There are arguments for the use of corporal punishment but with the thrust on protection of students’ rights and the documented negative effects of corporal punishment (Zaibert, 2006), there is increasing need for teachers to beware of effective alternative measures and embrace them.  Tuluhi and Bello (2000) assert that indiscipline is the breaking of rules and regulations of institutions. Individuals willingly or unwillingly violate laid down rules of an institution, which hampers the smooth running of the institution. To this end, indiscipline can simply be seen as a way of life not in conformity with rules and non -subjection to control. By extension, the term connotes the violations of school rules and regulations capable of obstructing the smooth and orderly functioning of the school system (Adeyemo, 2005). School rules and regulations in most cases do affect students more than any other thing because they are made by the school authorities in order to guide and protect the students while in school. Learners in preschool have often depicted activities and behavior that is not in conformity to the laid down school rules and regulations or even responding appropriately to the teacher’s instructions. Administrators have attributed indiscipline among school students to certain biological changes signaling maturity in the course of their growth and development and to other environmental and social factors that influence behavior (Mukharjee; 2005).  High behavioral expectations are characteristic of every school. In contrast to poorly disciplined schools, staff in well-disciplined schools share and communicate high expectations for appropriate student behavior (Piazza, et al., 2007). Rules, sanctions and procedures are developed with input from students, are clearly specified and made known to everyone in the school.  Researchers such as Short (2008) have found that student participation in developing and reviewing school discipline programs creates a sense of ownership and belonging. Widespread dissemination of clearly stated rules and procedures ensures that all students and staff understand what is and is not acceptable (Short, 2008). Smedley and Willower (2001) assert that a warm social climate, characterized by a concern for students as individuals is typical of well-disciplined schools. Teachers and administrators take an interest in the personal goals, achievements, and problems of students and support them in their academic and extracurricular activities. Many poorly disciplined schools have principals who are visible only for “official” duties such as assemblies or when enforcing school discipline. In contrast, principals of well-disciplined schools tend to be very visible in hallways and classrooms, talking informally with teachers and students, speaking to them by name, and expressing interest in their activities. Such Principals in well-disciplined schools take responsibility for dealing with serious infractions, but they hold teachers responsible for handling routine classroom discipline problems. They assist teachers to improve their classroom management and discipline skills by arranging for staff development activities as needed. Doyle (2009) and Miller (2006) propose in-school suspension programs which include guidance, support, planning for change and opportunities to build new skills. These have been demonstrated to be effective in improving individual student behavior and thus increasing school order. However, structures in which students are given rewards (e.g., verbal, tangible, or privileges) and sanctions (e.g., loss of privileges, such as television time, snacks, or later bedtime) at home, based on their behavior at school, have been shown to improve student behavior (Atkeson & Forehand 2009).

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