Abstract

The purpose of this study was to determine the influence of directivefcedback (DF) socio-competitive (SCI) and reward incentives (RI) on pupilscognitive achievement in primary science. Two primary schools and 270 priman six pupils in Ekwulobia urban of Aguata L.G.A. in Anambra State were used. each school these motivational techniques together with the conventiongteaching method (CT M) were randomly assigned to four intact classes priinary six. The regular primary six teachers in these schools were adequateltrained on how to administer the techniques. Eight lesson were taught and treatment lasted for four weeks. The pupils were pre-tested and post-tested with"science Achievement Test" (SAT). The data elicited were analyzed witmean (x), standard deviation (SD), ANCOVA and Tukey/Kramer post hoc testThe results obtained showed that the DF and RI significantly enhanced (P

<. pupil's achievement in primary science more than both SCI and CTM. Agaınthe SCI was found significantly (P<.05) superior to the CTM with regard pupils' achievement in primary scienceе. In defining science, Oguniyi, Okebukola and Fatunwase (1982) stated that it ishuman enterprise primarily concerned with finding out about things in environment. It is a systematised body of knowledge about nature comprisiolaws, theories, concepts, facts, attitudes and skills. The application of science has resulted in numerous inventions andiscoveries. Thus the computers, weapons, ships, planes, electronics, printinpress, drugs, wears, hospital equipment, electrical appliances, communicate:gadgets, automobiles, etc, are all products of scientific applications. Sequelthis, every country strives to impart scientific literacy in her citizens. Oneof science strategies as adopted by Nigeria in achieving this objective was the introduction a subject in both primary and secondary schools.>