The Impact of Motivation on Student's Academic Achievement and Learning Outcomes in Mathematics Among Secondary School Students in Nigeria

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Eurasia Journal of Mathematics, Science & Technology Education, 2007, 3(2), 149-156

The Impact of Motivation on Student’s Academic Achievement and Learning Outcomes in Mathematics among Secondary School Students in Nigeria Adedeji Tella
Osun State College of Education, Osun State, NIGERIA
Received 10 January 2007; accepted 19 April 2007

In our match towards scientific and technological advancement, we need nothing short of good performance in mathematics at all levels of schooling. In an effort to achieve this, this study investigated the impact of motivation on students’ school academic achievement in mathematics in secondary schools using motivation for academic preference scale (α = 0.82) as a measuring instrument and achievement test in mathematics (ATM) Two hypotheses were tested for significant at 0.05 margin of error using t-test and analysis of variance (ANOVA) Results showed that gender difference were significant when impact of motivation on academic achievement was compared in male and female students. Also other result indicates significant difference when extent of motivation was taken as variable of interest on academic achievement in mathematics based on the degree of their motivation. Implications, suggestions and recommendations on students, parents, government, counsellors, educational stakeholders, etc were discussed. Keywords: Motivation, Academic Achievement, Learning Outcome, Mathematics, Secondary School Students, Nigeria

INTRODUCTION AND BACKGROUND In the contemporary Nigeria, greater emphasis is being placed on Industrial and Technological development. As a result students are being encouraged to take up science related subjects. One subject that cut across all the sciences is mathematics. Today, mathematical methods pervade literally every field of human endeavour and play a fundamental role in economic development of a country. In our match towards scientific and technological advancement, we

Correspondence to: Adedeji Tella, Instructor Osun State College of Education, School of Science, Department of Mathematics, P.O.Box 207, Ila-Orangun, Osun State, Nigeria. E-mail: Copyright © 2007 by Moment ISSN: 1305-8223

need nothing short of good performance in mathematics at all levels of schooling. Unfortunately performance of students in mathematics at the end of secondary education has not improved in the past decade (Umoinyang, 1999). Various factors have been adduced for poor performance of students in mathematics. The interest of students in mathematics have been related to the volume of work completed, students task orientation and skill acquisition, students personality and selfconcept (More, 1973), feeling of inadequacy (Callahan, 1971), motivation and self-confidence (Aiken, 1976), anxiety (Aiken, 1970), shortage of qualified mathematics teachers, (Ohuche 1978, Ale, 1989), poor facilities, equipment and instructional materials for effective teaching (Oshibodu, 1984, Akpan 1987, Odogwu, 1994), use of traditional chalk and talk methods, (Oshibodu, 1988, Edwards and Knight, 1994), large pupils to

A. Tella

Pupils fails  mathematics 

Negative attitude  developed towards  subjects

Lack of interest in  the subject 

Teacher discouraged, resorts to  traditional methods of teaching 

Figure 1. Illustration of factors affecting teaching and learning of Mathematics: Source- Aremu (1998) teacher ratio (Alele-Williams 1988) mathematics fright/phobia (Georgewill, 1990) and so on. Wentzel (1998) stated that interest in activities tends to increase the likelihood that individuals formulate goals relating to that activity and invest time and effort to achieve them. Moreover, individual characteristics such as intelligence, cognitive styles, and personality play an important role in learning and instruction as does the context of learning. Other research findings have shown that individual students’ characteristics variables such as motivational orientations,...
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