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

5286 Words Feb 20th, 2011 22 Pages
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
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Of all the personal and psychological variables that have attracted researchers in this area of educational achievement, motivation seems to be gaining more popularity and leading other variables (Tella, 2003). All the above stated reasons, for persistent failure in mathematics, which have been proffered, bear relevant in one way or the other to the poor performance of pupils in mathematics. This has lead to a cycle of events that could be illustrated thus: When explaining the illustration above (Aremu, 1998) explained that; when pupils express lack of interest in the subject, it affects the way they react or listen to the teacher. And when many of the pupils believe that they cannot pass, the teacher is also affected. This is because aside of this negative response from the pupils, he/she as well is already being confronted by a lot of other factors (e.g., low income, low status in society, large teacher-pupils ratio) and so on. These may cause him or her to resorts to the easiest way of disseminating knowledge that is ‘chalk and talk’ without the use of instructional materials. He may not also bother to vary his teaching styles to suit individuals; therefore the cycle goes on (Aremu 1998). One unfortunate outcome of this is that,
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