influence of extrinsic rewards on students’ performance in kiswahili internal examinations in selected secondary schools in sotik district, bomet county, kenya.

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.