Exploring the role of students’ Motivation in shaping their academic achievement in Oshimili South Local government area of Delta State

Exploring the role of students’ Motivation in shaping their academic achievement in Oshimili South Local government area of Delta State

ABSTRACT

This study explored the role of students’ Motivation in shaping their academic achievement in Oshimili South Local government area of Delta State. The study was guided by four research questions. A descriptive survey research design was adopted for the study. The population of the study consists of all public secondary schools in Oshimili South LGA. According to the Delta State Ministry of Education, there are 25 public secondary schools in Oshimili South LGA.  To ensure a manageable and representative sample for the study, five public secondary schools were selected from the population of Oshimili South LGA. A stratified random sampling technique was utilized to select the schools, ensuring that various types of schools are represented. Each of the selected schools contributed a sample size of 30 students, resulting in a total sample size of 150 students for the study. For this study, a structured questionnaire titled “Student Motivation Assessment Questionnaire” was developed to collect data on factors influencing student motivation in secondary schools. To ensure the validity of the questionnaire, face validation was conducted with the guidance of my supervisor and two experts in measurement and evaluation. After incorporating the suggested changes, a final draft of the questionnaire will be prepared for administration to the selected sample. The reliability of the “Student Motivation Assessment Questionnaire” was assessed using Cronbach’s alpha coefficient, which evaluates the internal consistency of the questionnaire items. Data was collected through the administration of the questionnaire to the selected students in the five public secondary schools. The data collected will be analyzed using the Statistical Package for the Social Sciences (SPSS) software. Findings of the study revealed among others that motivation directly influences academic achievement by enhancing effort, persistence, and a positive attitude toward learning. It was recommended among others that schools should train teachers to adopt strategies that foster both intrinsic and extrinsic motivation, such as personalized feedback and engaging instructional methods.

 CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Motivation is a crucial factor in the educational process, influencing how students approach Learning, their engagement in academic activities and their overall academic achievement on the other hand refers to the measurable performance of students in their academic endeavors often assessed through grades, test scores and other standardized measures. In the context of secondary education, motivation plays a pivotal role as students navigate the challenges of adolescence, social pressures and the increasing complexity of the studies. Various factors have been identified as contributing to the poor performance of students in secondary schools. Research highlights that students’ interest in their subject areas plays a crucial role in their academic success. Specifically, the volume of work completed, students’ orientation toward texts, and skill acquisition are closely related to their interest levels. Additionally, students’ personality traits and self-concept are significant factors affecting performance (More, 2001). Another critical issue is the shortage of qualified teachers in core subjects, which has been documented as a major impediment to effective teaching (Ochche, 2001; Ale, 1990). The feeling of inadequacy among students, stemming from various sources, also negatively impacts their academic performance (Callahan, 1992). Furthermore, motivation and self-confidence are essential elements influencing students’ ability to succeed academically (Akin, 1989). Inadequate facilities, equipment, and instructional materials further exacerbate the challenge. Poor availability and quality of these resources hinder effective teaching and learning processes (Odogwu, 2003). Wetzel (1999) emphasized that students’ interest in their activities significantly increases the likelihood of setting goals related to those activities. This, in turn, leads to a greater investment of time and effort towards achieving those goals. Other studies have corroborated this by showing that individual characteristics, such as motivational orientation, self-esteem, and learning approaches, are crucial factors that influence academic achievement. These findings suggest that enhancing students’ engagement and addressing the various factors impacting their performance can lead to improved educational outcomes.

Aremu (2001) highlights an important dynamic in the classroom related to students’ interest and self-belief. Here’s an explanation of the illustration. When students show a lack of interest in a subject, it has a direct impact on their engagement and responsiveness in class. Specifically, their disinterest can lead to poor attention and less active participation during lessons. This disengagement manifests as reduced listening skills and a lack of enthusiasm in responding to teachers, which ultimately hampers their learning process. Furthermore, if a significant number of students believe that they are incapable of passing the subject, this collective sense of hopelessness can also negatively affect the teacher. When students lack confidence in their own abilities, it can create a challenging teaching environment. Teachers may struggle to motivate these students and may feel disheartened by the perceived lack of progress. This situation can lead to a cycle where the teacher’s effectiveness is diminished, further contributing to the students’ poor performance and reinforcing their negative beliefs about their academic abilities.

The issue of student motivation in education and its impact on academic performance and achievement is recognized as a crucial element of effective learning. Motivation plays a pivotal role in determining how engaged and successful students are in their educational endeavors. It significantly influences their ability to reach their full potential and achieve their academic goals. A learner’s response to educational challenges and opportunities largely depends on their level of motivation, which, in turn, affects their academic trajectory and outcomes. Motivation is a fundamental force that drives students to invest effort and persist in their learning activities. Hall (2001) emphasizes the importance of motivating students to stimulate and sustain their interest in learning. Without motivation, students may struggle to remain engaged and dedicated to their studies, which can negatively impact their academic performance. According to Harmon-Jones and Harmon-Jones (2010), motivation is the critical stage that initiates and guides the entire decision-making process related to goal achievement. It is seen as an internal state that triggers and sustains behavior directed towards achieving specific objectives (Mayer, 2011). This internal drive is essential for setting and pursuing goals, as it determines the extent to which individuals commit effort and resources to their pursuits. Motivation can be defined as the degree to which individuals are willing to commit effort to achieve goals that they consider meaningful and worthwhile (Johnson & Johnson, 2003). It serves as the driving force behind actions and decisions, guiding individuals towards their desired outcomes. Cheng and Cheng (2012) further describe motivation as the power that ignites and propels action, emphasizing its role in facilitating goal-directed behavior.

Based on the existing research on the role of motivation in students’ academic achievement, it is evident that academic success should be viewed as a dynamic and ongoing process. This process continues until there is clear evidence of improvement in students’ interest and performance in their respective subject areas, particularly within secondary schools. Academic achievement is not a static measure but rather an evolving outcome that reflects the continual development of student engagement and understanding. In addressing the issues within the learning environment, both intrinsic and extrinsic motivations play a crucial role. Intrinsic motivation comes from within the students themselves, driven by personal satisfaction and a genuine interest in the subject matter. Extrinsic motivation, on the other hand, is influenced by external rewards and recognition. For many young students, achieving high marks or receiving awards serves as a form of external validation that fuels their drive to excel. Older students, however, often need to engage in deeper reflection about the motivational factors that impact their academic and personal growth. They must consider how various forms of motivation influence their learning experiences and outcomes.

The learning environment presents numerous opportunities for students to take risks, apply their knowledge, and adopt new understandings. These opportunities allow students to experience the excitement of discovery and the satisfaction of overcoming challenges. Success in school and examinations, coupled with social influences, are significant factors that contribute to motivation. As noted by Sangster (2006), these elements collectively foster a sense of achievement and drive students to excel. The thrill of exploration, the joy of applying new knowledge, and the social recognition all serve as powerful motivators that enhance students’ commitment and performance. From the aforementioned research and discussion, it is clear that motivation plays a pivotal role in students’ academic achievement in secondary school subjects. Therefore, this research tends to explore the various motivational factors affecting secondary school students and aims to provide insights into how these factors can be harnessed to improve academic performance and engagement. By understanding and addressing these motivational dynamics, educators and policymakers can better support students in achieving their full potential.

1.2 Statement of the problem

Motivation plays a critical role in shaping students’ academic performance, yet many secondary school students in Delta State exhibit varying levels of engagement and achievement. Despite the recognition that motivation significantly influences academic outcomes, there remains a gap in understanding the specific motivational factors that affect students’ performance in this region. The complexity of the educational environment, including the challenges of adolescence, social pressures, and the adequacy of instructional resources, exacerbates the issue. Factors such as students’ interest in their subjects, self-belief, and the availability of qualified teachers are documented as significant influences on academic success. However, there is limited research on how these motivational dynamics specifically impact students’ engagement and academic achievement in secondary schools in Delta State. This research seeks to address this gap by investigating the role of students’ motivation in their academic performance, with the aim of providing actionable insights for educators and policymakers to enhance educational outcomes.

1:3  Aims and Objectives of the Study

The main aim /objective of this study is to establish whether students in secondary schools in Oshimili South Local Government Area of Delta State’ are significantly motivated to perform better in their various subject areas. The specific objectives is:

1. To examine the relationship between students’ motivation and their academic achievement in secondary schools in Delta State.
2. To identify the key motivational factors that influence students’ engagement and performance in their studies.
3. To evaluate the impact of both intrinsic and extrinsic motivation on students’ academic success.
4. To provide recommendations for educators and policymakers on strategies to enhance students’ motivation and improve academic outcomes.

1.4 Research Questions

1. How does students’ motivation affect their academic achievement in secondary schools in Delta State?
2. What are the primary motivational factors that influence students’ engagement and performance in their studies?
3. To what extent do intrinsic and extrinsic motivations contribute to students’ academic success in secondary education?
4. What strategies can be implemented to enhance students’ motivation and improve their academic performance in secondary schools?

1.5 Significance of the Study

This study holds significant implications for various stakeholders in the educational sector, including students, educators, and policymakers. By exploring the role of motivation in academic achievement, the findings will offer valuable insights into enhancing educational practices and outcomes.

Students: Understanding how motivation impacts their academic performance can empower students to adopt strategies that boost their engagement and achievement. Increased awareness of motivational factors can help students develop a more proactive approach to their learning, fostering greater self-efficacy and resilience in the face of academic challenges.

Educators: Teachers will benefit from the study by gaining insights into the motivational dynamics affecting their students. This knowledge will enable educators to design and implement more effective teaching strategies that cater to the diverse motivational needs of their students. By fostering a motivating learning environment, teachers can improve student engagement and academic outcomes.

Policymakers: The study will provide policymakers with evidence-based recommendations for enhancing educational policies and practices. Understanding the motivational factors that influence academic success will guide the development of targeted interventions and resource allocation to support student motivation and performance. This can lead to more effective educational reforms and programs aimed at improving overall academic achievement.

Educational Researchers: The research will contribute to the broader field of educational research by filling existing gaps related to student motivation and academic performance. Researchers will gain a deeper understanding of the motivational factors specific to secondary school students in Delta State, which can inform future studies and contribute to the development of new theoretical frameworks and practical applications in education.

• Delimitation of the study

This study focuses on examining the role of students’ motivation in influencing their academic achievement within secondary schools in Oshimili South Local Government Area of Delta State. The research will be conducted in selected secondary schools across the state, encompassing Students’ Motivation: Includes both intrinsic motivation (personal interest and satisfaction in learning) and extrinsic motivation (external rewards and recognition). The study will explore how different aspects of students’ motivation affect their academic performance and will include an analysis of factors such as interest in subjects, self-belief, and engagement in learning activities. The scope is limited to secondary school students within Delta State, focusing on their experiences and performance within the educational system. The study will cover various dimensions of student motivation, including intrinsic and extrinsic factors, and how these impact academic performance. Dependent Variable: Academic Achievement: Measured through students’ grades, test scores, and other standardized assessments. Independent Variable:

1.7 Area of the study

The study will be conducted in the Oshimili South Local Government Area (LGA) of Delta State, Nigeria. This region is particularly suitable for examining the role of students’ motivation in academic achievement due to its distinctive educational, socio-economic, and cultural characteristics. Oshimili South, located in the southern part of Delta State, is part of the Niger Delta region, known for its diverse population and complex socio-economic landscape. The area is home to a variety of secondary schools, both public and private, which provides a rich context for investigating how different motivational factors impact academic performance. This diversity in educational institutions allows for a comprehensive analysis of how motivation influences student outcomes across different types of schools.

The administrative structure of Oshimili South LGA includes a local government council responsible for overseeing educational development and implementing policies. This local governance provides a framework within which the study can explore how motivational strategies and interventions might be integrated into existing educational practices. Understanding the impact of motivation in this context can offer valuable insights into how local educational policies and resources affect student performance. Additionally, the demographic and socio-economic characteristics of Oshimili South present a compelling backdrop for the study. The area’s mix of ethnic groups and varying socio-economic conditions reflects broader challenges faced in the Niger Delta region. These factors influence students’ access to resources, quality of education, and overall motivation. By focusing on Oshimili South, the study can address these unique challenges and explore how they impact students’ academic achievements.

The cultural and social context of Oshimili South also makes it an appropriate setting for this research. The region’s rich cultural heritage and community values shape students’ attitudes towards education and motivation. Investigating these influences provides a deeper understanding of how cultural factors contribute to students’ engagement and performance in school. Oshimili South LGA offers a relevant and multifaceted environment for studying the role of motivation in academic achievement. Its diverse educational landscape, socio-economic conditions, and cultural context make it an ideal location for exploring how motivation affects students’ performance and for developing targeted strategies to enhance educational outcomes.

1.8 Definition of Terms

Exploring: In the context of this study, “exploring” refers to the process of investigating and analyzing the various aspects and dimensions of students’ motivation and its impact on academic achievement. It involves a thorough examination to uncover insights, identify patterns, and understand the relationships between motivational factors and academic outcomes.

The Role: “The role” denotes the function or influence that a particular variable or factor has within a given context. In this study, it refers to the specific impact that students’ motivation has on their academic achievement. It encompasses how motivation contributes to or affects students’ performance and engagement in their educational activities.

Students’ Motivation: “Students’ motivation” is defined as the internal and external factors that drive students to engage in learning activities and strive for academic success. This includes intrinsic motivation (internal drives such as personal interest and satisfaction derived from learning) and extrinsic motivation (external rewards or recognition, such as grades or praise). Students’ motivation influences their level of effort, persistence, and overall academic performance.

Academic Achievement: “Academic achievement” refers to the measurable performance of students in their educational pursuits. It is typically assessed through various indicators such as grades, test scores, and other standardized measures of academic performance. Academic achievement reflects how well students meet the learning objectives and standards set by their educational institutions.

In Oshimili South Local Government Area of Delta State: This phrase specifies the geographical and administrative context of the study. Oshimili South LGA is a local government area in Delta State, Nigeria, where the research will be conducted. It indicates that the study will focus on secondary school students within this specific region, considering its unique educational, socio-economic, and cultural characteristics.

Pages:  103

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.