ABSTRACT
Even though the simplistic approach of behaviourist theory was being questioned by the beginning of the twentieth century, the principles of behaviourism steadily gained a foothold in the thinking of both educationalists and parents. It continued to embed, even as other teaching methods were evaluated and evolved to meet the changing needs of the twentieth century. Several decades of research into learning motivation have still failed to fully impact on the implementation of behaviourist practices, which are evidenced at every level of the education service.
