ABSTRACT: This study was carried out to examine Motivation and Academic Performance of Students in Economics. The population for the study was the senior Secondary Two students in the area. A sample size of five hundred (500) students were randomly selected from 10 schools. Five hundred copies of questionnaire were administered by the researcher. The data obtained were analyzed using the simple percentage as the statistical tool. The result revealed in support of the work of other researchers that praise and reward were necessary at generating interest in learners to show that they are motivated. Recommendation such as teachers should use learner centred teaching methods to encourage students’ participation and interaction in class was made among others.
Motivation and Academic Performance of Students in Economics
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The school is an organization whose common goal is the transformation of learners through the impartation of knowledge in the various subject areas for self development as well as the development of their environment at large.
So whenever a group of people gets united to pursue and accomplish a common goal or purpose as a team, an organization is formed. The educational system under the school setting is therefore an organization with common goal that is to be accomplished.
The teaching/learning system requires effort of individuals before any success could be on record. The teacher/learner, as well as parents are directly involved in the said effort that would bring about the accomplished goals. According to Isangedighi (2007), children grow into adults through the school. The school here is expected to sufficiently remodel and transform the learners. This remodeling process is centered on teachers. The teacher is the pivot in which the teaching and learning process revolves.
According to Efifor in Akanbi (2006), it is a fact that no matter how good or efficient an organization is, nothing happens until people who make up the organization are motivated. Although most learners in our schools are gifted and talented in different subject areas students motivation is still necessary to get the best from them.
The word motivation is typically defined as the forces that account for the arousal, selection, direction and control of behaviour. According to the Higher Education Commission of Pakistar (2008), Motivation is the heart of teaching and learning process. It is derived from a Latin word “Movens” which means “to move”. It literally means the process of arousing movement in an organism. A number of terms are used by psychologist to stress or lay emphasis on various aspects of motivation has close ended definitions but they modify previous definitions to match their concepts. In a current related study, Okoro (2011), quotes the following definitions.
To some psychologist motivation is defined as the arousal of tendency to act to produce one or more effects motivation is also defined as all those phenomena which are involved in the stimulation of action towards particular objectives where previously there was little or no movement towards these goals. The whole sole aim of motivating people (Learners) is to direct their attention or interesting toward set goals.
It is pertinent to ask “why should students be motivated?” The answer is close with the points below. Most students in our schools have not actualized themselves yet, this means they do not know on their own why they are told to do certain things now to prepare them for the future. Motivation is therefore used as a tool that will direct their interest toward that which has been planned for them.
The subject economics is central in the choice of one’s discipline. The subject is compulsory to all. Thus there is need for students to be motivated to acquire knowledge and skill necessary for life in the future. The various methods, techniques and system which teachers use in teaching economics to make students understand the subject, are acts of motivating them (Ntoiden, 2005), the use of these techniques are aimed at making students to know and appreciated the fact that Economics is applicable to all fields of human endeavour, include their attitude of allocating their scarce resources of time and money (Ntoiden, 2007a). The above fact, when given closer consideration, has moved the researcher into examining students’ motivation and their academic performance in Economics.
Motivation and Academic Performance of Students in Economics
1.2 Statement of the Problem
It is increasingly becoming more difficult to be an effective teacher today than ever before. This is because the demands of learner’s are more complex and varied than before. Earlier, a teacher was expected to be vast in book knowledge and impart same to his students.
Today he (the teacher) is thus, expected to integrate all knowledge that will enhance the teaching and learning processes, and to be an effective teacher, the teacher should manage not only his students but also motivate them.
However, it has been observed over the years by educationists, scholars, teachers, parents, and other stakeholders that the performance of students in Economics has been abysmal. A lot of researchers have contributed this scenario on a number of factors such as lack of motivation, family size, home background, poor infrastructure and teacher factor among others.
Both intrinsic and extrinsic motivations have been found to be lacking in and among students. Many teachers lack the means to motivate students and students themselves are not helping themselves. As a result, they have been experiencing poor results in both internal and external examinations in Economics (Ntoiden, 2007b).
This researcher therefore decided to engage in this research with a view to contributing the motivation of students in order to improve on their performance in both internal and external examinations in Economics.
