The Impact of Teacher Motivation on the Academic Performance of Secondary School Students in Mathematics
CHAPTER ONE
OBJECTIVES OF THE STUDY
The main objectives of this study is to discover the impacts motivation of teachers has on the performance of students. The specific objectives are laid down below:
- To determine the influence of recognition of teachers on the student academic performance of students in secondary schools.
- To explore the influence of staff development of teachers on the student academic performance of students in secondary schools.
- To examine the influence of advancement and growth of teachers on the student academic performance of students in secondary schools.
- To determine the influence of teachers ‘incentives on the student academic performance of students in secondary schools.
CHAPTER TWO
LITERATURE REVIEW
Introduction
The issues of academic motivation (AM) of students in education and the impact on academic achievement (AA) are considered as an important aspect of effective learning outcome (LO). However, a learner’s reaction to education determines the extent to which he or she will go in education. The impact of academic motivation on education of mathematics of a child cannot be undermined. That is why Hall (1989) believes that there is a need to motivate students so as to arouse and sustain their interest in learning mathematics. “Academic Motivation raises question on why people behave in the way they do it”. An individual could therefore, from psychologists’ point of view, be seen as politically, socially and academically motivated depending on the motivate behind his or her activities. Based on the foregoing, research on mathematics academic achievement should be considered a continuous process until there is evidence of improvement in interest and performances of the learners in the subject particularly the secondary school students. Essentially therefore, the present study is an effort in this direction. Hence the study investigates the impact of motivation on student’s academic achievement. The experimental researchers carried out by some researchers have tremendously improved the knowledge about the motivate to achieve (Gesinde, 2000). Academic motivation could be seen as self-determination to succeed in whatever activities one engages in, be it academic work, professional work, sporting events, among others. Gesinde (2000) posits that the urge to achieve varies from one individual to the other, while for some individuals need for achievement is very high whereas for others it may be very low. However, there are high achievers and low achievers. What is responsible for the variation could be the fact that achievement motivation is believed to be learnt during socialization processes and learning experiences. As a matter of fact this varies from one individual to the other.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain the impact of teacher motivation on the academic performance of secondary school students in mathematics. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of the impact of teacher motivation on the academic performance of secondary school students in mathematics.
Summary
This study was on the impact of teacher motivation on the academic performance of secondary school students in mathematics. Three objectives were raised which included; To determine the influence of recognition of teachers on the student academic performance of students in secondary schools, to explore the influence of staff development of teachers on the student academic performance of students in secondary schools, to examine the influence of advancement and growth of teachers on the student academic performance of students in secondary schools and to determine the influence of teachers ‘incentives on the student academic performance of students in secondary schools. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Oyo and Ogun. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
Based on the findings of this study, it can be concluded that there is a significant relationship between teachers’ motivation, professional development, teachers’ remuneration and academic performance of History students’ in Oyo and Ogun states. This is because teachers whose financial needs are not satisfied will be psychologically demoralised in his/ her working attitude and this will in turn affect the performance of such teacher in the class. But when teachers’ salaries are paid regularly and other incentives that are pertinent to improve teachers’ proficiency, it boosts the teachers’ morale and motivates them to deliver effectively in the classroom. Similarly, it reduces truancy among the mathematics teachers, simply because punctuality is very important in teaching profession especially in secondary schools
Recommendation
Based on the findings, the following recommendations are made:
- Government should provide good motivational factors for the teachers. Such factors include prompt payment of salaries and allowances, workshops, seminars, in-service training programmes, welfare packages like housing, car loan and other incentives that could improve teachers’ proficiency.
- Professional development programmes should be organised for the teachers. This can be in form of the training and retraining, seminars, workshops, conferences, update on changes in instructional strategies, adequate supervision, professional upgrading among others.
- Government should also ensure that teachers are well-paid and salaries and allowances are adequately and timely paid to encourage them to put in their best in carrying out their duties so as to improve the academic performance of mathematics students.
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