THE EFFECTIVENESS OF
REINFORCEMENT AND PUNISHMENT IN
LEARNING ENVIROMENT
Aleena Khalid, Sabeen Rahim & Sabab Khalid
Abstract
The present research is focused on the study of effectiveness of reinforcement and punishment in
learning environment. The total number of research participants was 135. The age range of the
people who participated in the study was 13 – 18 years. Results showed that participants when
got reinforcement and punished, performed better than when they were not given reinforcement
and punishment and that reinforcement proved to be more effective than punishment in
improving the student’s performance.
Keywords: Reinforcement, punishment, learning environment
Researchers employed operant conditioning strategies to improve children's behavior in the
school and at home. Skinner, a prominent researcher, extended the discipline in 1930,
emphasizing the importance of the repercussions of past action in molding future behavior.
Students are disciplined using reinforcement and punishment, including positive and negative
reinforcers. Primary reinforcers include food and water, whereas secondary reinforcers require
training. Reinforcement and punishment should be used in tandem, with reinforcement being
more effective for teaching desirable behavior. Social reinforcement, such as praise and
affection, is thought to be more rewarding. Recent studies have examined the usefulness of
reinforcers in increasing academic skills and motivation. Overall, rewards are effective in
bringing discipline to the classroom.
Objective of the Study
To investigate the effectiveness of punishment and reinforcement in learning
environment.
Hypotheses
Students would perform better after having been subjected to punishment or
reinforcement.
Reinforcement will be more effective than punishment in improving students’
performance.
Method
This study assessed academic performance of students in two Charsadda schools using a
repeated measure design. Four tests were conducted, designed by the teacher, and tested using
two reinforcement strategies and one punishment. The results showed that both strategies
improved performance.
Sample
A study of 148 female pupils from Charsadda schools sought to determine the tactics employed
by teachers to increase performance. The study included 135 students and 13 missing tests. The
age range was 13 to 18 years.
Procedure
The study examined the impact of punishing and reinforcing strategies on performance in
science classes. Two schools were selected for data collection, and students were divided into
four classes. Four tests were conducted, with rewards for good performance. The study
concluded that both strategies had varying effects on performance. Data collection took two
weeks for one school.
Results
The study found that students performed well after reinforcement and punishment, with a
significant difference in scores before and after each. Reinforcement strategies were found to be
more effective than punishment in improving performance in a learning environment.
Discussion & Conclusion
The study looked at the effectiveness of reinforcement and punishment in a learning setting.
Reinforced students outperformed unreinforced pupils, while punished students outperformed
unpunished students. Reinforcement, such as giving pupils candy and praise, was beneficial in
increasing test results and interest. However, the effectiveness of punishment is determined on
the sort of punishment administered. Teachers should exercise caution when selecting punishing
approaches, as they might cause problems and lead to pupils rejecting the subject and the
teacher. Long-term research are needed to determine the efficacy of these approaches.
Implications
The research's findings significantly influence educationalists' understanding of how to enhance
student performance and identify effective techniques for transforming undesirable student
behavior into desirable learning outcomes.
