Statement–Argument — Should the practice of rewarding high exam scores be stopped to reduce frustration among moderate scorers? Arguments: I. No. Rewards motivate high performers; recognition is a key incentive. II. Yes. Excessive praise for toppers can demotivate average students and sometimes trigger extreme reactions.

Introduction / Context:
Education policy often faces trade-offs: incentives for excellence versus inclusive motivation. In statement–argument tasks, two opposing arguments can both be “strong” if each is relevant and well reasoned from its perspective.

Given Data / Assumptions:

• Policy: Stop rewarding high scores to reduce frustration among moderate scorers.
• Arg I (No): Recognition fosters motivation, goal-setting, and persistence for high achievers.
• Arg II (Yes): Overemphasis on top ranks can harm average/struggling students, causing anxiety or disengagement.

Concept / Approach:
Argument I is grounded in incentive theory—rewards shape effort and signal valued outcomes. Argument II highlights equity and psychosocial impacts. Both are materially relevant: the former to efficiency and excellence; the latter to student well-being and broad participation.

Step-by-Step Solution:
1) Evaluate I: Rewards are a standard extrinsic motivator; they can also reinforce intrinsic motivation when aligned with mastery. Strong.2) Evaluate II: Excessive public comparison and narrow ranking can create harmful stress and learned helplessness among non-toppers. The concern is legitimate. Strong.3) Because both sides present substantial considerations, both arguments are strong.

Verification / Alternative check:
Many institutions adopt mixed systems: retain recognition but broaden criteria (effort, improvement) and add supportive messaging—acknowledging both arguments’ validity.

Why Other Options Are Wrong:
Choosing only one misrepresents the multi-objective nature of education policy; “neither” undervalues both lines of reasoning.

Common Pitfalls:
Viewing motivation and equity as mutually exclusive; policy can incorporate both.

Final Answer:
If both I and II are strong.