TEACHERS’ MOTIVATION AND ACADEMIC PERFORMANCE OF STUDENTS IN ECONOMICS

TEACHERS’ MOTIVATION AND ACADEMIC PERFORMANCE OF STUDENTS IN ECONOMICS

TABLE OF CONTENTS

 CHAPTER ONE: INTRODUCTION  

1.1    Background to the Study

1.2    Statement of the Problem

1.3    Purpose of the Study

1.4    Significance of the Study

1.5    Research Hypotheses

1.6    Limitation of the Study

1.7    Delimitation of the Study

1.8    Definition of Terms

CHAPTER TWO:          REVIEW OF RELATED LITERATURE

CHAPTER THREE:       RESEARCH METHODS

3.1    Research Design

3.2    Area of the Study

3.3    Population of the Study

3.4    Sample and Sampling Technique

3.5    Instrumentation

3.6    Validation of the Instrument

3.7    Administration of the Instrument

3.8    Scoring of the Instrument

3.9    Method of Data Analysis

CHAPTER FOUR: DATA ANALYSIS AND DISCUSSION OF FINDINGS

4.1    Presentation of Results

4.2    Discussion of Findings

CHAPTER FIVE:   SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1    Summary

5.2    Conclusion

5.3    Recommendations

References

Appendix

CHAPTER ONE

INTRODUCTION

1.1  Background to the Study

Undeniably, for a student to be motivated, the teacher should recognize the concept of individual differences. This is because not all students have the same intelligence and faculties. The teacher should design his less on bearing in mind individual level of aspiration and individual differences.

The modern process employed in such electric condition of teaching is usually considered as motivation. Motivation is a concept or a theory which initiates, increases or induces the major or the enthusiasm of an individual levels of activity.

TEACHERS’ MOTIVATION AND ACADEMIC PERFORMANCE OF STUDENTS IN ECONOMICS

It is not relatively a yond concept in Nigerian Educational System. It takes after the British system of education of rewarding and reinforcement which emphasized on giving the learner praise whenever he/she provides solution to a problem.

According to Ekuero (2020) motivation is defined as the process involved in arousing, directing and sustaining behavior. It is used to indicate for example, why an organism in awake and active rather than asleep, why it works at one task rather than and why it persists at that task rather than moving on the other task.

Burt (2021) sees motivation as the capability of compelling individual to:

• Perceive and pay attention to object and situation.
• Become pleasurably and impleasurably excited about those objects when they are perceived.
• Act in a way like in the long run to perceive the individual.

McClelland (2015) ascertained that achievement is not just a function of competence or goal fortune, that it is willingness to pursue a goal which is likewise important. Hence, Appley (2023) indicated that without motivation an animal cannot learn rather it would be a heart lump, doing virtually nothing. Therefore, a person is likely to complete a task when motivated to do so and at that same time increase his level of achievement. The teachers’ motivation and academic performance of students in economics.

Spence (2015) indicated that motivational properties of a response would vary with the magnitude or vigour with which it occurs, and that presumably a large incentive would evoke a large or more vigorous fractional goal response than would a small incentive.

This means that incentive act as motivational devices during energies achievement behaviour, also without drive an organism does not learn but when present, the production of learning performances of new response becomes inevitable.

The teacher within the education setting in Nigeria may have his own personal concept of how to motivate the child; he may emphasize competition, level of aspiration, interest, and use of test, rewards and punishment. The fact is that each child there is a unique or preferred motivational style.

The term “motivational style” is used here to indicate that each child at any moment may have one or more of long list of motives on extrinsic motives. Since this is to be employed in the teaching and learning situation in Nigeria, to what extent has it been implemented? What are the effects or influence occasioned by its relationship? What are the significance relationship in motivational strategies and examination score in Economic in our school system?

The research work shall attempt to find answers to the above questions with regards to the teacher’s motivation and academic performances of student’s in Economics in Ikot Ekpene Local Government Area.

1.2  Statement of Problem

Poor academic achievement of Economics students in secondary school is the major problem in the study. It is obvious that professional trained teachers always give in their best in carrying out their duties and responsibilities.

However, it is pertinent that teachers’ activities must be compensated or rewarded as an encouragement as well as enabling them to work harder in order to achieve the main objective of teaching and learning. The teachers’ motivation and academic performance of students in economics.

The absent of motivation in the part of teachers has a negative effect in the standard of education in the country as the students are being deprived of  the needed knowledge because the teachers are to motivated to impact the needed knowledge. Hence, the problems associated with this negative attitude towards motivation result to this study.

A teacher who is happy will definitely be ready to impart knowledge to the students while a teacher who is not happy will do otherwise. Therefore, the study intends to find out how teachers’ motivation influences academic achievement of students in Economics in Ikot Ekpene Local Government Area.

1.3  Purpose of the Study

The purpose of the study was to investigate the teacher’s motivation and academic performance of students in Economics in Secondary Schools in Ikot Ekpene Local Government Area. In specific terms, the objectives of the study were:

1. To find out how regular payment of salaries to teachers influence students academic performance in Economics.
2. To ascertain how provision of incentive to teachers influence students academic achievement in Economics.

1.4  Significance of the Study

• Research will provide information that will raise teacher’s awareness about the importance of motivation in the classroom.
• School authority will be aware of the need to provide students with conducive learning environment that can raise their moral towards effective and efficient learning which can invoke them?
• The research will also serve as Pro for other research in the economic area.
• It would be of significant benefit to parents encourage them to learn.

1.5  Research Hypotheses

The following null hypotheses were formulated for the study:

1. There is no significant difference between regular payment of salaries to teachers and student’s academic performance in Economics.
2. There is no significant difference between provision of incentive to teachers and student’s academic performance in Economics.

1.6  Limitation of the Study

• The scarce and limited financial resources of the disposal of the researcher which does not allow for a detailed and department study.
• The period of time within which the work was to be completed also posed limitation.
• Library facilities and relevant materials also pose some limitations.

1.7  Definition of Terms

Motivation: It is the process involved in arousing, directing, and sustaining behaviour.

Academic Performance: The test scores of the students examination. It also refers to the testing outcome.

Incentive: The context of this study, incentive means rewards or something that encourage students to learn more.

Economics: It is the branch of knowledge concerned with the production, consumption, and the transfer of wealth.

Conclusion

In the field of education, the role of motivation cannot be over emphasized. That is to say that motivation plays a very significant in attaining the overall educational aims and objective through teaching and learning process.

Emphatically, to achieve effective performance in the teaching learning process, the teachers has to be motivated. This is because a motivated teacher is made to work tirelessly in the schools. They prepare their lesson notes at and when due, teacher’s students, gives assignments, conduct test, exams and marks, and record them appropriate. The teachers’ motivation and academic performance of students in economics.

Equally, teachers’ motivation brings about the use of teaching methods in the classroom. This is because; a motivated teacher presents his subjects matter in a variety of ways there by bringing novelty in his teaching. Example, the use of teaching aids, various illustrations using concrete objects which make the lesson more interesting effective and realistic which promote students academic achievement in the subject.

Based on the objectives of the study, the study can be summarized as follows:

1. Regular payment of teachers’ salaries is one of the factors that influence students’ academic achievement in Economics.
2. Adequate promotion of teachers also influences students’ academic achievement in Economics.

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Peter Hezekiah

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