Influence Of Motivation And Academic Achievement On Secondary School Students
(In Enugu South Local Government Area)
The connection between motivation and academic achievement among secondary school students is intricate and profound, with motivation serving as a driving force behind scholastic success. When students are intrinsically motivated, deriving satisfaction from the learning process itself, they often exhibit higher levels of engagement, perseverance, and enthusiasm in their academic pursuits. Conversely, extrinsic motivation, stemming from external factors such as rewards or praise, can also influence academic performance but may not sustain long-term commitment to learning. Factors such as self-efficacy, goal-setting, and a supportive learning environment play integral roles in shaping students’ motivation levels and subsequent academic outcomes. Additionally, academic achievement is not solely determined by motivation; external factors such as socioeconomic status, parental involvement, and access to resources can also significantly impact students’ performance. Therefore, fostering intrinsic motivation while addressing external barriers is crucial in nurturing a conducive academic environment that promotes secondary school students’ success.
Owing to the declining productivity of the teaching workforce in our educational system occasioned by teacher motivation and academic achievement crisis rocking our country evidenced in low teacher output, high teacher turnover, regular strike actions, poor pupil performance, refusal of teachers to accept postings to rural areas, irregular attendance and teacher absenteeism, there is need to undertake a study on the motivation and academic achievement measures necessary for improving and boosting the productivity of teachers in our educational system. This is what this study is all about. In doing this, teachers’ opinions were sought through the use of questionnaire administered and oral interviews. The Likert- five points scale of weighting was used in the design of the questionnaire. The aim was to identify the motivation and academic achievement measures in their order of importance. The findings show that many people at the helm of affairs in our educational system do not even understand the issue of motivation and academic achievement, not to talk of employing it as an effective tool to achieve increased productivity. The findings also show that motivation and academic achievement measures identified have varying index of importance and can be combined with other good management practices to effectively achieve the motivation and academic achievement of the teaching workforce. The study recommends more research in motivation and academic achievement issues in our educational system for effective planning geared towards improved productivity. The study is of the view that both the governments and schools proprietors and managements should discharge the roles expected of them in the motivation and academic achievement of the teaching workforce so as to have a vibrant and motivated workforce.
Cover page
Title page
Approval page
Dedication
Acknowledgement
Table of content
Abstract
CHAPTER ONE:
INTRODUCTION
1.1 Background to the study
1.2 Statement of the problem
1.3 Research questions
1.4 Aim and Objectives of the study
1.5 Significance of the study
1.6 Scope of the study
1.7 Hypothesis
CHAPTER TWO:
LITERATURE REVIEW
2.1 Concept and systems of education
2.2 Systems of educating people
2.3 Productivity
2.4 Motivation and academic achievement of the teaching force
2.4.1 Factors affecting teachers motivation and academic achievement and job Satisfaction
2.5 Types of motivation and academic achievement
2.6 Essentials of motivation and academic achievement
CHAPTER THREE:
RESEARCH METHODOLOGY
3.1 Introduction
3.2 Research design
3.3 Area of study
3.4 Population of study
3.5 Sampling and sampling techniques
3.6 Instrument for data collection
3.7 Validation of data collection
3.8 Method of data collection
3.9 Method of data analysis
CHAPTER FOUR:
PRESENTATION, ANALYSIS AND
INTERPRETATION OF DATA
4.1 Introduction
4.2 Data presentation
4.2.1 Characteristics of respondents
4.3 Data analysis
4.4 Discussion of results
CHAPTER FIVE:
SUMMARY, CONCLUSION AND
RECOMMENDATION
5.1 Summary of findings
5.1.1 Motivation and academic achievement measure and productivity of teachers
5.1.2 Ranking of motivation and academic achievement measures
5.2 Conclusion
5.3 Recommendation
References
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Motivation and academic achievement is not completely a new term. What is interesting about it is that it is commonly assumed to be a good thing that goes in influencing individual’s behavior and performance at work.
Teacher motivation and academic achievement naturally has to do with teacher’s attitude to work. It has to do with teachers desire to participate in the pedagogical process within the school environment. It has to do with teacher’s interest in student discipline and control particularly in the classroom. Therefore it could underlie their involvement or non-involvement in academic and non-academic activities, which operate in school. The teacher is one that translates educational philosophy and objective into knowledge and skill and transfers them to students in the classroom. Classroom climate is important in teacher motivation and academic achievement. If a teacher experiences the classroom as a safe, healthy, happy with supportive reassures and facilities for teaching for optimal learning, he/she tends to participate more than expected in the process of management, administration and the over all improvement of the school. The teacher commands and emits the image of one who improves knowledge and the physical condition of the classroom through orderliness, discipline and control. He makes diagnosis of student’s feelings and attitudes inferred by their behavior and response in the classroom environment. Hence, Lash and Kirkpatrick (1990) concluded that in the absence of school programmes, the major responsibility of working with children in the school rests with the teacher. Likewise Maeher and Midgley (1991), affirms that what takes place in the classroom, even through the classroom itself is not an island, is critical.
Therefore, depending on the degree of congruence with classroom practices and school environment, teachers teaching activities may dilute or enhance students learning and performance.
Teachers motivation and academic achievement is therefore anything done to make teachers happy, satisfied, dedicated, and committed in such a way that they bring out their best in their places of work so that both students, parents, and the society will greatly benefit from their services.
Teachers have both intrinsic and extrinsic needs. A teacher who is intrinsically motivated may be observed to undertake a task for it own sake, for the satisfaction it provides or for the feeling of accomplishment and self actualization. On the other hand, an extrinsically motivated teacher may perform the activities /duty in order to obtain some rewards such as salary. Extrinsic motivation and academic achievement plays an important part in people’s life. It is pre-eminent in influencing a persons behavior. Therefore, the aim of organization should be to build on and enhance the intrinsic motivation and academic achievement for teachers to teach effectively and at the same time, to supply some extrinsic motivation and academic achievement along the way for school improvement (O’neil,1995). Educators are aware that reformers of education may establish new schools, effect changes in structure and curriculum, recommend and prescrib teaching methods and aids, in the end, the teacher will be solely responsible for applying them.
Unfortunately, despite the obvious leading role teachers play in school towards attending educational objectives, several authors including Ndu (1998), Ala-Adeyemi and Afolabi (1990) and the International Labour Organization (ILO,1990) report lamented that the motivation and academic achievement of teachers had reached an intolerable low point. Rosa Mafia Torres, the senior education adviser in UNICEF declared that the condition of teachers had for too long become the most critical “Achilles heels” of educational development in our era.
Berelson and Steiner (1964), Tracy (2000) defined motivation and academic achievement as all those inner striving conditions, described as wishes, desire, urges to stimulate the interest of a person in an activity. It is therefore an inner state that stimulate and triggers behavior. Ukeje (1991), said “motivation and academic achievement could make a mule dance” The relative incidence of specific behaviors, such as teaching and learning, discipline and control in schools could be undermined if teachers were not motivated.
Sadly, the lack of effective teacher motivation and academic achievement is a prime factor in experienced teachers looking for work in other fields.
Management can be defined as the coordination of all the resources of an organization through the process of planning, organizing, directing, and controlling in order to attain organizational goals.
1.2 STATEMENT OF THE PROBLEM
One of the most troublesome aspects of our educational sector is the issue of low productivity and lack of motivation and academic achievement. This manifests itself in the lack of zeal and enthusiasm on the part of both the teaching and the non- teaching staffs in our school system. The resultant effect of lack of motivation and academic achievement can be seen on how some staffs carry on their own business during official working hours to the detriment of their students, some come to work whenever they like and others due to the same lack of motivation and academic achievement leave the teaching job to seek greener pastures elsewhere. In all these, the students who are the end products are the worst hit as they do not get enough in terms of learning.
1.3 RESEARCH QUESTIONS
1. Can the teaching workforce be motivated through the evolving of effective measures aimed at increasing the productivity of teachers?
2. Are there any meeting points between the productivity or performance level of teachers and the level of motivation and academic achievement available in our schools?
3. Can a well planned and organized work environment and its resources be linked to as a key to motivating the teaching workforce and the promotion of job satisfaction that can provide incentive for teachers to increase their productivity?
1.4 AIM AND OBJECTIVE OF THE STUDY
AIM:
1. To evolve effective measures at increasing the productivity of the teaching workforce through motivation and academic achievement.
OBJECTIVE
i. To understand the psychology of workmen including the teachers in a given work environment.
ii. To understand the various methods of motivation and academic achievement.
iii. To establish the relationship between motivation and academic achievement and productivity.
iv. To understand the primary categories of motivation and academic achievemental programmes that are designed and tailored for increased productivity.
v. To fully comprehend the essentials of motivation and academic achievements and productivity.
vi. To be acquainted with the need to identify, correct and remove demotivators in a well – motivated work/ teaching/academic school environment.
vii. To understand the importance of motivation and academic achievement in a well planned and organized academic environment.
viii. To provide an explanation on how behaviour is stimulated, sustained, directed and how it can be terminated.
1.5 SIGNIFICANCE OF THE STUDY
This study will be immense benefit to the government at all levels, school proprietors and planners in the educational sector who employ, administer and make use of the services of teachers in getting to know how best to boast the productivity of teachers in their service.
1.6 SCOPE OF THE STUDY
This study focuses on the evaluation of staff motivation and academic achievement measures in the management of schools in Owerri municipal council using three selected secondary schools and three selected primary schools.
This study was limited to only three secondary and three primary schools due to time, energy and cost involved.
1.7 HYPOTHESIS
HYPOTHESIS 1: There is no significant relationship between declining productivity and the level of motivation and academic achievement available to teachers.
HYPOTHESIS II: There is no significant effect of increased motivation and academic achievement on productivity.
HYPOTHESIS III: There is no significant increase in the vigor of an individual’s activity when motivation and academic achievement is available.
SHARE PROJECT MATERIALS ON:
Influence Of Motivation And Academic Achievement On Secondary School Students:
Motivation and academic achievement are two critical factors that significantly influence the educational outcomes of secondary school students. These factors are interrelated and can have a profound impact on a student’s success. Here’s an overview of how motivation and academic achievement are interconnected and their influence on secondary school students:
- Motivation and Academic Achievement:
- Intrinsic vs. Extrinsic Motivation: Motivation can be categorized into intrinsic (internal) and extrinsic (external) motivation. Intrinsic motivation refers to the desire to learn for the sake of learning, driven by personal interest and curiosity. Extrinsic motivation, on the other hand, involves external rewards or factors like grades, praise, or competition.
- Self-Determination Theory: This theory suggests that students who are intrinsically motivated tend to have higher academic achievement because they are more likely to engage in learning activities willingly and with enthusiasm. In contrast, excessive reliance on extrinsic motivation can lead to shallow learning and lower academic achievement in the long run.
- Impact of Motivation on Academic Achievement:
- Enhanced Learning Engagement: Motivated students are more likely to engage actively in the learning process. They ask questions, participate in class discussions, and seek out additional resources for learning.
- Improved Persistence: Motivation can help students persevere through challenges and setbacks. They are more likely to overcome obstacles, such as difficult assignments or exams, by putting in the effort required to succeed.
- Effective Goal Setting: Motivated students are better at setting and working towards academic goals. They understand the importance of their studies and set clear objectives for themselves.
- Impact of Academic Achievement on Motivation:
- Positive Feedback Loop: Academic success can reinforce motivation. When students see the results of their hard work through good grades and positive feedback from teachers and peers, it often boosts their confidence and motivation to continue learning.
- Self-Efficacy: Success in academics can lead to an increased sense of self-efficacy, which is the belief in one’s ability to succeed in future tasks. When students believe they can achieve academic success, they are more likely to stay motivated.
- Interest and Passion: High academic achievement can help students discover their interests and passions, which can, in turn, drive intrinsic motivation. When students excel in a particular subject, they may develop a love for it and pursue it further.
- Educational Implications:
- Differentiated Instruction: Teachers should recognize the diverse motivations of students and use a variety of teaching strategies to cater to both intrinsic and extrinsic motivators.
- Positive Learning Environment: Fostering a positive and supportive classroom environment can enhance motivation. Encouraging participation, providing constructive feedback, and recognizing students’ achievements are essential.
- Goal Setting and Self-Assessment: Teachers can help students set realistic academic goals and encourage them to assess their progress regularly.
In conclusion, motivation and academic achievement are closely intertwined in the educational journey of secondary school students. Intrinsic motivation, when nurtured and supported, can lead to deeper and more sustained academic success. Teachers, parents, and educational institutions play crucial roles in fostering motivation and providing an environment conducive to academic achievement.