Abstract:
The research was an investigation into the influence of extrinsic rewards on students’
performance in Kiswahili internal examinations in the selected secondary schools in
Sotik District. The study sought to achieve the following objectives: to establish the
effects of extrinsic rewards on students' performance in Kiswahili, to find out the
types of extrinsic rewards that can be used to motivate good performance in
Kiswahili, to determine the perception of students on the use of extrinsic rewards and
to find out the perception of teachers on the use of extrinsic rewards. Operant
conditioning theory by Skinner (1957) was used in the study. This theory states that a
behavior become more or less probable, depending on its consequence. The study
adopted descriptive survey design since it allows the researcher to use sample from
the population and make the generalization to the entire population with respect to
the problem under study. Primary data was obtained using questionnaires and
interviews while secondary data was found from internet, journals and books. There
are two variables: one dependent, students’ performance and one independent
variable, extrinsic rewards. The sampling design utilized includes multi-stage
sampling, stratified sampling, simple random sampling and purposive sampling
techniques. Data analysis was done with the aid of Statistical Package for Social
Sciences (SPSS V16). Descriptive and inferential statistics which included the use of
means, frequencies, percentages and Pearson’s product moment correlation
respectively were utilized. The findings revealed that there were significant positive
correlations between extrinsic rewards and students academic achievement because
students given extrinsic rewards had their performance much better as compared to
those not given. The study observed that teachers should attempt to give students
more autonomy by allowing them to make choices and use collaborative learning
approaches. The study recommends that there is need for contribution by all
stakeholders in schools towards rewarding of students who perform well in Kiswahili
throughout the year, schools to create a rewarding committee that will help in
deciding and designing a variety of rewards and appropriate reward system as far as
students’ performance is concern, school teachers to balance between intrinsic and
extrinsic rewards and immediate administration of the reward after a success for the
student to associate the reward with the response which elicited it. The study will go a
long way in creating awareness and sensitivity towards motivation in Kiswahili in
secondary schools with an aim of improving its performance.
