ALABI, Jimoh AdeniyiSAIDU, Abubakar2025-02-052025-02-052019-03-202354-3981https://uilspace.unilorin.edu.ng/handle/123456789/14720In order to avoid creation of anxiety that causes loss of concentration, fear, distortion and poor learning attitude from the students, teachers need to use commensurable punishment that can bring about a desirable behaviour as well as the reward that will encourage students to acquire skills and knowledge for their own development, not for mere marks. Thus, this study aimed at examining the influence of reward and punishment on academic performance of History students in Senior Secondary School in Ilorin metropolis of Kwara State. Simple random sampling technique was adopted to select 27 History teachers and 90 History students from the nine (9) selected Senior Secondary Schools in Ilorin metropolis as a sample for this study. The instrument administered to collect data and information are questionnaire and profoma, using Pearson product moment correlation statistics at 0.05 level of significance to test the three hypotheses generated in the study. The findings revealed that there was a significant relationship between teachers' frequent use of reward, punishment and academic performance of History students’ in Ilorin metropolis. Based on the findings, it is recommended that teachers should cultivate the habit of using reinforcement techniques that would encourage learners to put in extra efforts toward learning. Also, they need to understand that punishing students cannot determine an excellent academic performance. Therefore, there is need for the teachers to minimize the use of punishment so that students can perform better in schools.enRewardPunishmentHistory StudentsAcademic PerformanceArticle