Abstract :
Hypotheses (inferred from Gray, 1970) were tested that under reward conditions, Extrovert (E)+ subjects will achieve better than E− subjects and Neurotic (N)+ subjects will achieve better than N− subjects, while under punishment conditions, E− subjects will achieve better than E+ subjects and N− subjects will achieve better than N+ subjects. Three secondary school classrooms were identified in which the teacher in mathematics was predominantly rewarding, offered a balance of reward and punishment or was predominantly punishing. The pupils in these classes were 82 boys in their 14th year. The Eysenck Personality Questionnaire: Junior Version was administered. Individual scores for E and N were ascertained. All boys were administered the Profile of Mathematical Skills: Level 2 (France, 1979). After 10, 20, 30, 40 and 50 school days, parallel arithmetic tests were administered. Inspection of the resulting graphs of mathematics progress indicated that the hypotheses were not confirmed, which made further statistical analysis inappropriate. However, issues arose in conducting the research that suggested improvements over an earlier study (McCord & Wakefield, 1981). Difficulties encountered in the present research are described and suggestions are made for improvements to future research in this area.
