PUPILS PERCEPTION OF THE EFFECTS OF REINFORCEMENT AND RETENTION ON PERFORMANCE IN MATHEMATICS

This study examined pupils’ perception of the effects of reinforcement and retention on p u p i l s’ performance in Mathematics. The design was a descriptive survey, and a structured questionnaire was used to collect the quantitative data. The respondents consist of 120 randomly selected pupils from 10 primary schools. It employed a 23-item questionnaire tagged Pupils’ perception of the effects of re i n f o rc e m e n t and retention o n p e r f o r m a n c e in Mathematics which comprised o f t h re e sections A, B and C. Section A consists of two items on school name and gender, B contains 10 items on reinforcement while C consists of 10 items on retention in mathematics. Findings revealed that pupils perceived teachers’ use of reinforcement and retention as having a significant effect on academic performance in Mathematics. It implied that positive reinforcement and retention motivate pupils to retain information and apply what was taught in class to their daily activities for longer periods. It further revealed no difference in perception due to gender in the effect of reinforcement and retention on performance in mathematics. It was recommended that school administrators should encourage teachers to acquaint themselves with positive verbal reinforcement techniques (general, ability & effort praises) which lead to learners’ maintenance of repetition as a desired academic behaviour hence improving their performance in Mathematics; the Ministry of Education through curriculum developers should come up with the current teachers’ reinforcement policies inclined towards improving learners’ competence and performance in Mathematics.