EFFECTS OF MOTIVATIONAL TEACHING STRATEGIES ON ACADEMIC ACHIEVEMENT OF STUDENT IN SELECTED PUBLIC PRIMARY SCHOOL

Abstract

This study was on effects of motivational teaching strategies on academic achievement of student in selected public primary school. Three objectives were raised which included; Examine the perceptions of teachers on motivation in learning, asses the strategies that teachers use to create and maintain motivation in classroom setting and determine the factors that affect motivation in classroom setting. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected primary schools in Surulere, Lagos state. Hypothesis was tested using Chi-Square statistical tool (SPSS).

Chapter one

Introduction

1.1Background of the study

Motivation comes from Latin root “move” which means to move, so motivation can mean the process of raising the interest of an individual to take a move towards a certain goal. (Kreithner, 2005) sees motivation as the psychological process that gives behaviour purpose and direction. According to Bufard; Bedenluder (2005) described motivation as a predisposition to behave in a purposeful manner to achieve specific unmet need. Bedian (2003) sees motivation as the inner force that drives individual to accomplish personal and organizational goal and also the will to achieve.

Motivation has been shown to positively influence study strategy, academic performance, adjustment and well-being in students in domains of education (Vansteenkiste et al. 2005).

Students can have increased motivation when they feel some sense of anatomy in the learning process and that motivation declined when students have novice in the class structure (Kurinci, 2003), Timothy Judge (2005) sees motivation as the result of process internal or external to the individual that arouse enthusiasm and persistence to pursue a certain cause of action. Motivation is a reason or incentive to achieve some goals or also the interest  or enthusiasm to make the effort to achieve something. The biological emotional cognitive or social force are the major factors which affects the behaviour and intensity of motivation. Stephen Robbin (2003) sees motivation as the process that accounts for individual intensity direction and persistence of effort towards attaining a goal.

Motivation involves a number of psychological factors that start and maintain activities towards the achievements of personal goals and refers to reasons that underlie behaviour that is characterized by willingness and volition. Motivation in education can have several effects on how students learn and their behavior towards subjects matter, Ormord (2003).

Motivation of teachers and students in the teaching and learning process can direct behavior towards particular goals, leads to increase effort and energy, enhances cognitive processing, increases imitation of and persistence in activities, determines what consequences are reinforcing and it can also lead to improved performance.

Orphlims (2002) is of the view that motivated teachers always look for better ways to do their teaching job and, as a result, they are more productive. Therefore, it means that motivated teachers are determined to give their best to achieve the maximum output (qualitative education).

1.2 STATEMENT OF THE PROBLEM

Although research on motivation is extensive, (Nandola, 2011; Skok, 2013) few researchers have cared to dwell on the perception of teachers on the strategies that they use to motivate students. Moreover the literature on motivation explains more about what motivation is and how it can affect teaching and learning (see example 7 Junio, 2009; Robert, 2004) but not many researchers have looked into the strategies that teachers use to motivate students. This study aims to fill the gap in the literature by looking into the perception of teachers on motivation, factors that affect motivation in the classroom and strategies they use to motivate students.

1.3 PURPOSE OF STUDY

The purpose of this research is to find out the effect of motivation on teachers’ performance in the school system. The study specifically tends to:

1. Examine the perceptions of teachers on motivation in learning
2. Asses the strategies that teachers use to create and maintain motivation in classroom setting
3. Determine the factors that affect motivation in classroom setting

1.4 SIGNIFICANCE OF THE STUDY

It is hope that the final result of this research work will help in finding possible ways in which motivation can influence productivity/ performance in teaching and learning process and also improve learning on the part of students. It is important for the researcher to put into consideration, the significance of teachers’ motivation and academic performance of students.

However, this research will be significant in the following ways:

1. When teachers are being motivated, the society/ government will benefit immensely in the sense that the teachers put in their best, the students will contribute properly to the economic growth and development of the nation and the welfare of its citizens.
2. Parents will also benefit when teachers are being motivated in the sense that the students will be responsible to their parents and also the money spent on them will not be in vein because they will help in carrying out family responsibilities.
3. Students will benefit equally when teachers are motivated because the research will enable them to enhance and improve their performance.
4. The teachers also benefit a lot when positive motivation is given to them in terms of promotion, fringe benefit, salaries are paid at and when due, they will give in their best in the teaching process. And also their standard of living will improve.

1.5 SCOPE OF STUDY

The study covers some selected primary schools in Surulere Local Government Area; and is limited to finding the effect of motivational teaching strategies on academic achievement of student in selected primary school 

1.7 RESEARCH HYPOTHESES

H1: there is no perceptions of teachers on motivation in learning.

H2:  there are no strategies that teachers use to create and maintain motivation in classroom setting.

1.8 LIMITATIONS OF THE STUDY

The following problems limited the extent to which the researcher to have gone in carrying out the research.

1. Inadequate financial resources affected the study; hence the sample size was small.

Limited time available to the researcher also influence the research. This was because; the research was carried out during the school academic program.

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