PERCEPTIONS OF STAKEHOLDERS ON REWARD TECHNIQUE AS CLASSROOM MANAGEMENT TECHNIQUE IN UPPER BASIC SCHOOLS IN NORTH-CENTRAL ZONE, NIGERIA
KESTON Bukky (Ph.D); Adegbite Peter Ibrahim (Ph.D) & Omuya Ohunene Florence
This study was carried out to assess the Perceptions of Stakeholders on Reward as Classroom Management Technique in Upper Basic Schools in North-Central Zone, Nigeria. The study was carried out with one objective which is to examine the perception of stakeholders on reward as classroom management technique in upper basic schools in North-Central Zone. Descriptive research design was used in this study. The total population of the study was 66,432 with 61,825 teachers, 3,187 principals and 1,420 supervisors while the sample size of 1034, which comprised of 346 principals, 382 teachers and 306 supervisors were used as the sample for the study. The instrument was validated by the experts in Educational Foundation department, Ahmadu Bello University, Zaria. The instrument was pilot tested using test re-test and coefficient reliability index of 0.79. The demographic data of the respondents was analyzed using frequency count and percentages while mean and standard deviation was used to answer the research question. One null hypothesis was tested using Analysis of Variance (ANOVA) at 0.05 level of significance. Findings from the study show that Physical rewards such as (giving of biros, exercise books, textbooks); Symbolic rewards like (placing of an intelligent student’s picture on the notice board) and psychological rewards (various forms of clapping–locomotive, Arabia among others) were used to motivate students towards enhanced academic achievement. Teachers should pay more attention to a students’ learning characteristics by asking him/her to stand in front of the class and give oral answers and such a student should be rewarded accordingly.