This research paper aimed at determining the impact of material reinforcement on primary school pupils' cognitive and affective behaviours in the classroom situations. Two research purposes, research questions and two hypotheses guided the study. Expose-factor research design was adopted. The sample for the study was 557 pupils. Questionnaire was used in data collection. Mean standard deviation and t-test were applied in answering the research questions while t-test was used in the analysis of the data. Results obtained indicated that material reinforcement influenced both cognitive and affective behaviours of primary school pupils significantly.

The study attempted to examine the contexts under which disruptive behaviors occur among pupils in pre-primary and primary schools in Nsukka Urban. The population of the study comprised all pre-primary and schools pupils. A sample of one hundred and sixty-four (164) pupils (both male and female) was drawn. Data was collected through observation. The mean was adopted for answering the research questions. The findings indicated that the context under which disruptive behaviors were displayed by pupils, include the following: when child lacks writing materials, when the environment is noisy, when the child is oppressed by his or her classmates, when the child is frustrated and when the child lacks adequate communication. The findings also indicated that with male pupils, disruptive behaviors occur frequently under all the five items, while with the female pupils disruptive behaviors occur frequently under four of the items and occur slightly on one the items. The psychological implications were also addressed in the study.