Article Sidebar

Download
PDF
Statistic
Read Counter : 233 Download : 119

Downloads

Download data is not yet available.

Main Article Content

Abstract

The study looked at the relationship between academic motivation and secondary school students’ academic performance in mathematics. A correlation survey was used in the study. The study was guided by two research questions and two hypotheses tested at 0.05 alpha level. A sample of 1,650 students was selected using a multistage sampling procedure from among 42,299 senior secondary two (SS2) students studying mathematics in Delta State, Nigeria, in the academic year 2021-2022. The Academic Motivation Questionnaire (AMQ), validated by three experts was used as the instrument for gathering data and had a reliability value of 0.68 using Cronbach Alpha. The students’ performance in the subject is reflected in their examination scores in mathematics for the SS1 class of 2021-2022. The gathered data were analyzed using Pearson product moment correlation. The results of the study showed a negative connection, and the majority of the students reported strong levels of motivation. Academic motivation and students’ performance in mathematics did not significantly correlate. Students' academic performance in mathematics also differed significantly between those with strong and low motivation. In light of the findings, it was suggested, among other things, that mathematics teachers and guidance counselors in schools should make a concerted effort to increase the motivation of their students through proper teaching and conditioning as well as modeling the behaviour of the students for better performance in mathematics.

Keywords

Motivation mathematics performance correlation, secondary school

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Crossref
Scopus
Google Scholar
Europe PMC

References

  1. Affum-Osei, E., Eric, A. A., Barnie, J. and Forkuoh, K. S.(2014). Achievement motivation, academic self-concept and academic achievement among high school students European Journal of Research and Reflection in Educational Sciences, 2 (2), 24-37
  2. Akpokiniovo, R.S. (2017). Effects of four instructional methods and cognitive style on students’ academic achievement in Physics in Delta Central Senatorial District. The Nigerian Academic Forum. 25(1), 70-85.
  3. Amarjeet, M. and Malik, A. K. (2016). The role of Mathematics in Entrepreneurship. International Transactions in Mathematical Sciences and Computers. 9(1-2), 92-96
  4. Amrai, K., Motlag, S.E., Zalani, H. A. and Parhon, H. (2011). The relationship between academic motivation and academic achievement students. Procedia-Social and Behavioral Sciences, 15, 399-402.
  5. Awan, R. U. N, Noureen, G. and Naz, A. (2011). A study of relationship between achievement motivation, self-concept and achievement in English and mathematics at secondary level. International Education studies,4(3),72-79.
  6. Balogun, A. G., Balogun, S. K. and Onyencho, C. V. (2017). Test Anxiety and Academic Performance among Undergraduates: The Moderating Role of Achievement Motivation. The Spanish Journal of Psychology 20, 1–8.
  7. Birgen, M. C. (2017). Motivating Factors That Enhance Students’ Academic Performance: A Case of St Michael’s Tulwopngetuny Secondary School In Uasin Gishu County, Kenya. IOSR Journal of Research & Method in Education (IOSR-JRME). 7(5), 44-49.
  8. Dramanu, B. Y. and Mohammed, A.I. (2017).. Academic motivation and performance of junior high school students in Ghana. European Journal of educational and development psychology, 5(1), 1-11.
  9. Gachigi, P. N, (2018). Academic self-concept, motivation and resilience as predictors of mathematics achievement among secondary school students in Nairobi County, Kenya. Unpublished Ph.D thesis, School of Education, Kenyatta university
  10. Kian, T., Yusoff, W., and Rajah, S. (2014). Motivation for generations’ cohorts: An organizational justice perspective. International Journal of Management Sciences, 11(2), 536–542.
  11. National Bureau of Statistics (2019). WAEC Results Statistics (2016-2018). Retrieved from https://education.gov.ng/2016-2018-waec-results-statistics-by-nbs. March 20, 2023.
  12. National Bureau of Statistics (2023). WAEC Results Statistics (2019-2021). Retrieved July 10, 2023 from https://nigerianstat.gov.ng/elibrary/read/1241213?fbclid=IwAR3Wi9f-o20ZMM0v5hgIE5AmLQPV6dc25vCRE88UFmYlwVawveWfNO-c-lE.
  13. Odumosu, M. O., and Olusesan, E. G. (2016). Acquisition towards the Realization of Vision 20:2020. International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), 7(2), 2768-2773.
  14. Roohi, F. (2012). Role of Mathematics in the Development of Society.National Meet on Celebration of National Year of Mathematics-2012; organized by NCERT, New Delhi.
  15. Sikhwari, T. D. (2014). A study of the relationship between motivation, Self-concept and Academic achievement of students at a university of Limpopo Province, South Africa. International Journal of Educational Science, 6(1), 19-25.
  16. Turan, Z. (2015). The evaluation of flipped classroom method and examination of its effects on academic achievement, cognitive load and motivation Unpublished Doctoral Dissertation. Atatürk University, Erzurum.
  17. Younes, D., Sheida, F., Ali, A. G, Yusof, A., Omid, M. and Reza, D. (2014). The Effectiveness of Self-regulation in Students’ Academic Achievement Motivation. Practice in Clinical Psychology. 2(4), 237-246