Performance-based rewards and academic performance of students in secondary schools: a case study of Kasese district, Uganda.

Abstract

The goal of this study was to investigate the effects of performance-based incentives on the performance of learners in a secondary school located in Kasese District's Kitswamba sub county. The theoretical foundations of this study were based on the Equity Theory of Motivation by Adam Stacy and Victor Vroom.The study analyzed the effects of various performance-based incentives on the performance of learners in a secondary school located in Kasese District's Kitswamba sub-county. Its specific objectives were to identify the kinds of rewards that were used in the school and to determine their effects on the performance of the students.The research was conducted through a qualitative method that utilized data collected from primary sources, such as questionnaires, interviews, and documentary reviews. It also utilized statistics to analyze the collected information. The study identified various types of rewards that were commonly given to students in the secondary schools, such as bonuses, public recognition, duty allowances, and packages. The findings of the study revealed that performance-based incentives can motivate students and increase their efficiency. Due to the varying systems used in the schools, this study suggested that rewards should be based on the quality of work performed.