Effects of Motivational Teaching Strategies on Academic Achievement of Student in Selected Public Primary School
CHAPTER ONE
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:
- Examine the perceptions of teachers on motivation in learning
- Asses the strategies that teachers use to create and maintain motivation in classroom setting
- Determine the factors that affect motivation in classroom setting
CHAPTER TWO
LITERATURE REVIEW
Theoretical Framework
This section focuses on examining the theories that frame this study, these include Maslow hierarchy of needs and attribution theory. Maslow theory of hierarchy of needs: In 1943 Abraham Maslow developed a hierarchy of needs theory by explaining the way human can be motivated along the hierarchy of needs. According to Maslow human needs are often in hierarchy and needs at the bottom of hierarchy must be fulfilled first before those of upper level. These needs includes physiological needs, safety and security needs, love and belonging needs, esteem needs and self actualization needs and these are normally portrayed in pyramid. The figure below shows the Maslow’s hierarchy of needs with physiological needs at the bottom of the hierarchy and self actualization need at the top. Between are safety needs, love and belonging needs as well as esteem needs.
Physiological needs are physical requirements for human survival. If these requirements are not met the human body cannot function properly and will ultimately fail. Example of physiological needs are air, water and food. Safety and security needs include personal security, financial security, health and well-being. Example of love and belonging needs are friendship intimacy and family. Deficiencies within this level can impact individuals ability to form and maintain relationships. Esteem needs on the other hands include the need to have self-esteem and self-respect. Maslow noted two versions of esteem needs, a lower version and a higher version. The lower version of esteem is the need for respect from others. This may include the need for status, recognition, fame, prestige and attention, the higher version manifests itself as the need for self respect. For example the person may have a need for strength, competence, mastery, self-confidence, independence and freedom. This “higher” version takes precedence over the “lower” version because it 14 relies on an inner competence established through experience. Deprivation of these needs may lead to inferiority complex, weakness and helplessness. Self-actualization is the highest level of needs according to Maslow. At this level, Maslow explains that human desire to accomplish everything that they can to become the most one can be. For the sake of this study love/belonging needs, esteem needs and self-actualization needs will assist in this study concerning the strategies that teachers use to motivate students in secondary schools although physiological and safety needs are not exception for this study. The associations between fulfillment of each needs and its effect on student’s motives to study will be examined in this study to find if there is a relationship between those variables especially in creating, maintaining and protecting motivation to students. Attribution theory, a psychological theory of attribution, was proposed by Heider (1958). Weiner (1972) developed this theoretical framework that has become a major research paradigm of social psychology. Attribution theory deals with peoples’ perceptions of the reasons for their successes and failures. According to this theory there are three main elements, based on whether individuals attribute successes and failures.
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 effects of motivational teaching strategies on academic achievement of student in selected public primary school. 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 motivational teaching strategies on academic achievement of student in selected public primary school
Summary
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).
Conclusion
According to the findings of this study, it became evident that motivation is important for student performance and that for student to be motivated to study she/he must be healthier enough, secured and loved by teachers, fellow students and surrounding community. Students also should be respected and be informed that she/he can become the most one can be Since the results have shown that students learn more theoretically than practically, they should be provided with enough teaching-learning materials so that they will learn more by doing and this will ensure long lasting memories to what have been studied. Teachers also should study continuously so as to develop competence in their respective subjects so that they can manage to provide positive feedback to students to various areas of study
Recommendation
(a) Since the findings of this study shows that motivation is important for students performance, teachers should make sure that they motivate students because motivation makes students active in learning, eliminate fear of participation in learning process, motivation makes students active in learning and maximize professional teacher-student relationships.
(b) Parents should make sure that they raise their children in a good manner which can facilitate studying behaviour by ensuring that they provide good care and that all the necessary needs for children development are ensured. (c) Teachers should be studying continuously in their respective teaching subjects so as to have adequate mastery of subject matters that they teach.
References
- Ali BA. (2000). Factors Affecting Student Motivation: Perception of Pre-Clinical Students in the College Of Medicine, King Faisal University, Dammam, Saudi Arabia
- Archer Jennifer (1988). Achievement goals in the classroom: Students’ learning strategies and motivation Journal of Educational Psychology, Vol 80(3), Sep 1988,. America.
- Broussard, S. C., & Garrison, M. E. B. (2004). The relationship between classroom motivation and academic achievement in elementary school-aged children. Family and Consumer Sciences Research Journal, 33 (2), 106–120. America.
- Crookes, G and Schmidt, R. 1991. Motivation: ‘Reopening the Research Agenda’. Language Michigan University America.
- David Klahr (2007). Teaching Science, What is the best way to motivate students in science? The Journal of the Australian Science Teachers Association. Autumn2007, Vol. 53 Issue 1, p38-42. 5 Australia.
- Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125(6), 627–668. US National library of Medicine America.
- Guay, F., Chanal, J., Ratelle, C. F., Marsh, H. W., Larose, S., & Boivin, M. (2010). Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children. British Journal of Educational Psychology, 80(4), 711–735 58
- Hong, Eunsook (2011). Cognitive and Motivational Characteristics of Elementary Teachers in General Education Classrooms and in Gifted Programs University of Nevada, Las Vegas, NV, USA. Ismail
