The dilemma many schools face around the world revolves around the challenging decision of whether to reward results or efforts. This issue is at the core of educational philosophy, and while it seems like a simple choice, the consequences of each approach are profound.
On one hand, rewarding results fosters a competitive environment, encouraging students to strive for excellence. On the other hand, rewarding effort emphasizes personal growth and resilience but can inadvertently promote mediocrity. In exploring this dilemma, we need to consider the underlying implications of each approach for both individual students and the educational system as a whole.
When schools reward results, they encourage students to aim for high standards. Academic achievement, in the form of grades or test scores, is often seen as a clear, measurable reflection of success. Rewarding results creates a competitive environment where students strive to outperform their peers. This competition can drive individuals to push themselves harder, fostering a culture of excellence where the highest achievers are recognized and celebrated.
One of the main arguments for rewarding results is that it prepares students for the real world, where success is often determined by outcomes. In the job market, for example, employees are judged by their performance—whether it’s meeting targets, completing projects, or generating revenue. Thus, by rewarding results, schools may be fostering the skills needed to succeed in a competitive, results-driven society.
Moreover, rewarding results can instill a sense of pride and accomplishment in students. High achievers, those who earn top grades or win academic competitions, often feel a sense of validation for their hard work and intellect. This acknowledgment can serve as an intrinsic motivator, reinforcing the idea that their efforts are worthwhile.
Conversely, rewarding effort rather than results shifts the focus from outcomes to the process of learning. This approach aims to promote a growth mindset, where students understand that effort, perseverance, and learning from mistakes are key to long-term success. It encourages students to embrace challenges, take risks, and be persistent, which are all valuable traits in personal and academic development.
In a world where students face varying levels of innate ability, background, and opportunity, focusing on effort helps ensure that all students have the chance to succeed. It acknowledges that learning is not solely about the final product, but about the journey. This can lead to a more inclusive and supportive learning environment where students are not discouraged by early failures or low initial performance but are instead motivated to improve and try again.
Another benefit of rewarding effort is that it can help combat the negative effects of high-stakes testing and results-based pressure. In schools where the emphasis is solely on results, students may experience heightened stress and anxiety. They may become so focused on achieving perfect grades that they lose sight of the value of learning itself. By shifting the focus to effort, schools can help mitigate this pressure, fostering a healthier, more balanced approach to academic success.
However, there is a legitimate concern that rewarding effort alone could lead to mediocrity. If effort is consistently recognized, even when the results are poor, students may feel less compelled to improve their performance. They may begin to equate hard work with success, even if their outcomes do not reflect that hard work. This can create a situation where students are satisfied with merely putting in effort, rather than striving for excellence and achieving tangible results.
This approach could lower academic standards and blur the line between true accomplishment and mere participation. In the absence of a clear reward for results, there may be a decline in the motivation to excel. If every student, regardless of achievement, is rewarded for their effort, the incentive to push beyond mediocrity diminishes.
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The dilemma between rewarding results and effort does not have to be an either/or decision. A more effective approach might be to strike a balance between both. Schools can recognize and celebrate effort, particularly when it leads to improvement or a breakthrough, while still setting clear benchmarks for achievement. For instance, a student who struggles in a particular subject but demonstrates significant improvement over time should be acknowledged for their effort. However, students who consistently meet or exceed expectations should also be rewarded, emphasizing the importance of both persistence and achievement.
Furthermore, schools can foster a growth mindset by focusing on the process while still acknowledging the importance of results. Teachers can emphasize the value of effort, resilience, and learning from failure, but they can also highlight the significance of reaching specific academic goals and outcomes. In this way, students learn that success is not just about hard work, but about achieving concrete results through that hard work.
The debate over whether to reward results or effort is not a simple one, as each approach comes with its own set of advantages and challenges. Rewarding results creates a competitive, high-achieving environment, but it may also lead to stress, anxiety, and an overemphasis on outcomes. Rewarding effort fosters personal growth and resilience, but it risks promoting mediocrity if not balanced with a focus on achievement. The most effective solution lies in finding a middle ground—one that encourages both effort and results, fostering an environment where students are motivated to strive for excellence while also understanding the value of persistence and improvement. By doing so, schools can cultivate a generation of learners who are both driven and resilient, capable of succeeding in an increasingly complex world.
By Kamomonti wa Kiambati
The writer teaches English and Literature in Gatundu North sub-county.
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