Teachers and Students' Perceptions of the Rewards System and Motivation In Relation To Academic Achievement

Abstract

The study aims to explore the perceptions of teachers and students of the reward system and motivation in relation to academic achievement within the district of Lower Chitral. By using a quantitative design, data were collected from 96 participants, comprising 80 students and 16 teachers from 8 schools were randomly selected to give an equal chance of occurrence. A well-organized closed-ended questionnaire with a five-point Likert scale was used, and the data were evaluated through the statistical package for the social sciences SPSS. The findings demonstrated that 93.8% of participants agreed that a reward system increases academic performance. However, 100% assumed that rewards are a more effective tool in forming behavior than punishment. In addition, 96.3% agreed that teachers' appreciation enhances confidence level; while extensive use of rewards minimizes inner motivation. Statistical consequences highlighted both significant and non-significant correlations between variables. Furthermore, it was summarized that reward systems, when applied properly, have a positive effect on students learning, motivation, and behavior. The study determined that a balanced use of rewards could enhance learning results without reducing learners' inner motivations. In addition, it suggests that future research should comprise both genders' respondents and include expert perspectives to offer a more detailed insight into the lasting effect of reward and motivation on students’ achievement.