Effects of Reinforcement on Procrastination and Academic Achievement in Social Studies among Public Primary School Pupils in Zamfara State, Nigeria

This study examined the effects of positive reinforcement on procrastination and academic achievement among primary school pupils in Zamfara State. A quasi-experimental pre-test–post-test control-group design was adopted. The population comprised 3,250 primary school pupils, from which a sample of 150 pupils was selected using a multistage sampling procedure, with 75 pupils assigned to the experimental group and 75 to the control group. Data were collected using the Procrastination Questionnaire (PQ) and Social Studies Achievement Test (SSAT). Data were analysed using descriptive statistics, paired-samples t-test, gain-score comparison and Analysis of Covariance (ANCOVA). The findings showed that the experimental group recorded a substantial reduction in procrastination, with the mean score decreasing from 32.96 at pre-test 8to 20.57 at post-test. The ANCOVA revealed a significant effect of positive reinforcement on procrastination, F(1,147) = 136.89, p < .001. Positive reinforcement also significantly improved academic performance, with the experimental group recording a mean gain of 13.73 points compared with 0.75 points for the control group. ANCOVA confirmed a significant group effect on academic performance, F(1,104) = 12.32, p < .001. The study recommended that positive reinforcement is an effective behavioural strategy for reducing procrastination and improving academic performance among primary school pupils. Teachers and school counsellors should incorporate appropriate reinforcement strategies into classroom and academic-support practices.