The Effects Of Teachers’ Motivational Strategies On The Academic Performance Of Students In Business Studies In Junior Secondary School

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The Effects Of Teachers’ Motivational Strategies On The Academic Performance Of Students In Business Studies In Junior Secondary School


Abstract


This study focused on the effects of teachers’ motivational strategies on the academic performance of students in business studies in junior secondary school of Oyo west local government area; Oyo, Oyo state. The study is was specifically set to examine the resources employed by teachers to motivate students in performance in business studies; determining the teaching methods used by teachers to motivate students towards the academic performance of students in business studies; investigating how the teachers’ qualities motivate students towards performance in business studies and determining the challenges teachers encounter in motivating students towards performance. The study adopted the survey research design and randomly enrolled participants in the study. A total of 150 responses were validated from the enrolled participants where all respondent are students of some selected secondary schools in Oyo west local government area; Oyo, Oyo state.


Table of Content


  • Title Page
  • Certification
  • Dedication
  • Acknowledgement
  • Table of Content
  • List of Tables
  • Abstract

Chapter One:

Introduction

  • 1.1 Background of the Study
  • 1.2 Statement of the Problem
  • 1.3 Objective of the Study
  • 1.4 Research Questions
  • 1.5 Research Hypothesis
  • 1.6 Significance of the Study
  • 1.7 Scope of the Study
  • 1.8 Limitation of the Study
  • 1.9 Definition of Terms
  • 1.10 Organisations of the Study

Chapter Two:

Review of Literature

  • 2.1 Conceptual Framework
  • 2.2 Theoretical Framework
  • 2.3 Empirical Review

Chapter Three:

Research Methodology

  • 3.1 Research Design
  • 3.2 Population of the Study
  • 3.3 Sample Size Determination
  • 3.4 Sample Size Selection Technique and Procedure
  • 3.5 Research Instrument and Administration
  • 3.6 Method of Data Collection
  • 3.7 Method of Data Analysis
  • 3.8 Validity of the Study
  • 3.9 Reliability of the Study
  • 3.10 Ethical Consideration

Chapter Four:

Data Presentation and Analysis

  • 4.1 Data Presentation
  • 4.2 Analysis of Data
  • 4.3 Answering Research Questions
  • 4.4 Test of Hypotheses

Chapter Five:

Summary, Conclusion and Recommendation

  • 5.1 Summary
  • 5.2 Conclusion
  • 5.3 Recommendation
  • References
  • APPENDIX
  • QUESTIONNAIRE

Chapter One


Introduction

1.1 Background to the Problem

The prominent place given to business education in the school curriculum means that every student has the opportunity to study business education to the secondary level of education. Much effort such as fee free education and buying of laboratory resources by Nigeria government has been expended to enhance the quality of business education education in schools. As the role of business education education has gained importance over the centuries, the motives for teaching it have involved a balance between conveying scientific knowledge to the layperson, as well as educating future scientists. The logic behind a focus on scientific knowledge, regardless of the driving theories behind the factors influencing the acquisition of it, was and is based on the idea that scientific knowledge is vital in creating a better society (Spring, 2005).

This argument is even supported by Patchen (2010) who insisted that As we proceed into the twenty-first century, with issues of global warming, energy, burgeoning populations and global conflict at the forefront, students are in dire need of acquiring adequate scientific knowledge and skills in order to cope with, make sense of, and be part of the rapidly increasing scientific and technological advancements. Without the proper teaching practices and motivational strategies in place, secondary business education students will likely continue in their downward spiral into scientific underachievement and disinterest.

As a major first step in reconnecting business education and the plethora of knowledge possessed in the world with the prior knowledge and experiences of students today, it is important that teachers focus on creating pedagogies that foster and motivate student construction of knowledge in ways that are meaningful and relevant to their lived lives. Furthermore currently the government of Nigeria has indicated the priority role in investing in industrial innovations in gas, mining, food, iron, cotton, fruits and petroleum and the likes, thus business education in Nigeria is of high demand for getting human resources and technological advancement in the products and utilization.

Teachers often enter the profession because of their heartfelt desire to witness and support the physical, emotional and intellectual growth of their students. Yet a teacher’s performance is measured largely by student achievements. Because motivation influences both developmental and performance outcomes, educators have a vested interest in their students’ motivation. However, understanding that motivation is not an easy task. Motivation is a complex and dynamic construct that is a function of the past, present and future and is dependent on both the whole group and the individual (Hardré & Sullivan, & Pintrich, 2002).

Teachers should view motivation as a key approach to the classroom and to their relationships with the students within that classroom (Schunk, & Pintrich & Meece, 2008). Students do bring all of their past experiences into a classroom with them and those experiences are often outside of the teacher’s direct control. However, students’ motivation is also dramatically influenced by a complex of interactions with their teachers, the context and culture of the school and community, and their personal experiences both in and out of the classroom (Hardré & Sullivan, 2001).

However Tilya (2012), studied about Educational assessment states that recently the cry from parents and other stakeholders has been about poor results of business education subjects from our primary and secondary school in Nigeria. He suggested that if teachers motivate students there will be improvement in business education academic performance which in turn will benefit community as whole. Then what motivational strategies’ can be done to enhance students’ performance in business education subjects?

In many public secondary schools in Nigeria you can find students outside the classroom while a teacher is teaching and even far away from the school environment during school hours. This situation can be attributed to lack of motivation in learning. In addition to that some students dislike some subjects especially business education subjects for the reason that they are difficult and sometimes even tend to avoid the teacher of the subject concerned. Bennel (2009) explains that SEDP identified the teacher in the classroom as the main agent for bringing about qualitative improvements of motivation in learning business education in secondary schools by emphasizing the role of a teacher in motivating students’ performance. Then what are those key motivational strategies applied to enhance students’ performance in business education subjects’ examinations?

In the process of improving business education in Nigeria the government has put emphasis in giving loans support for student teachers who pursue business education in higher learning together with encouraging students to pursue business education by buying laboratories resources and increase number of secondary schools for ensuring every student get equal chance in education according to government education development policy 2010-2025.

Little attention of researchers have cared to dwell on the teachers strategies that they use to motivate students in business education subjects performance although various researches have indicated different strategies teachers can be motivated for their best job performance for high academic performance example A study done by Gitonga, & Lyimo, (2012) proved that with conducive working condition in schools, recognizing the teachers for their achievement, high payment of salaries and consistently payments of annual increments teachers would be motivated to perform better hence good students’ performance in the examinations. It is further supported by Barasa (2015) who insisted that Teachers’ motivation is influenced by a myriad of factors, including the prospect of promotion and career advancement, compensation through salaries, bonuses, training programs or special assistance motivation. Hence much influence is on teachers’ motivation but what about the motivational strategies for improving students’ performance in business education subjects?


1.2 Statement of the Problem

Motivation is one of the key factors that determine success in learning and performance in business education subjects. Studies on motivation are extensive such that many research studies have done about teachers’ motivations on how teachers can be motivated to perform well their job functions (e.g. Gitonga, 2012; & Barasa, 2015; & Lyimo 2014). Few researchers have cared to dwell on the motivational strategies teachers they use to enhance students’ performance in business education subjects. Moreover the literature on motivation explains more about what motivation is and how it can affect teaching and learning but few researchers have looked into the motivational strategies that teachers can use to enhance students’ performance in business education subjects. Hence this study aims to fill the gap in the literature by looking into the motivational strategies employed by teachers of public secondary schools to enhance students’ performance in business studies in Oyo west local Government.


1.3 Objective of the Study

The main objective of the study is to examine the effects of teachers’ motivational strategies on the academic performance of students in business studies in junior secondary school of Oyo west local government area; oyo, oyo state. Specifically, the study aims to;

  1. Examine the resources employed by teachers to motivate students in performance in business studies
  2. Determine the teaching methods used by teachers to motivate students towards the academic performance of students in business studies
  3. Investigate how the teachers’ qualities motivate students towards performance in business studies?
  4. Determine the challenges teachers encounter in motivating students towards performance

1.4 Research Questions

  1. What are the resources employed by teachers to motivate students in performance in business studies?
  2. What are the teaching methods used by science teachers to motivate students towards the academic performance in business studies?
  3. How do the teachers’ qualities motivate students towards performance in business studies?

1.5 Research Hypothesis

hα. There is a significant relationship between level of motivational strategies used by teachers of business studies and levels of students’ motivation.


1.6 Significance of the Study

The findings of this study will be useful to Nigeria institute of education will benefit from the study as it will inform the curriculum designer in getting to know what to include in the curriculum for further students’ needs especially for those pursuing business education. The findings may be used by academicians and other researchers for further research on how to improve students’ motivation. The study will also help business education teachers to come up with new suitable motivational strategies that will enable students to perform better in business education subjects. The findings of the study will be useful to serving Head teachers and Education officers in identifying factors that motivate students to perform well in national examinations and hence make adjustments where necessary.


1.7 Scope of the Study

This study will consider only Head teachers, academic teachers, business education teachers and form four students of public secondary schools in Oyo west local government area; oyo, oyo state. The study will investigate whether students’ motivation strategies will enhance their morale to improve their academic performance.


1.8 Limitation of the Study

In the course of carrying out this study, the researcher experienced some constraints, which included time constraints, financial constraints, language barriers, and the attitude of the respondents. However, the researcher were able to manage these just to ensure the success of this study.


1.9 Definition of Terms

Motivation:

This the process through which individual are charged to increase their action or performance either by internal or external factors.

Academic Performance:

This is used in the study to refers to students’ attitude to competition for excellent in their attitude toward participating in classroom activities and home work. It also used to students’ interest in learning.


1.10 Organization of the Study

This research work is organized in five chapters, for easy understanding, as follows. Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study. Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature. Chapter three deals on the research design and methodology adopted in the study. Chapter four concentrate on the data collection and analysis and presentation of finding. Chapter five gives summary, conclusion, and recommendations made of the study.


Chapter Five


Summary, Conclusions and Recommendations:

5.1 Introduction

This chapter summarizes the findings on the examination of the effects of teachers’ motivational strategies on the academic performance of students in business studies in junior secondary school of Oyo west local government area; Oyo, Oyo state. The chapter consists of summary of the study, conclusions, and recommendations.


5.2 Summary of the Study

In this study, our focus was onthe effects of teachers’ motivational strategies on the academic performance of students in business studies in junior secondary school of Oyo west local government area; Oyo, Oyo state.The study is was specifically set to examine the resources employed by teachers to motivate students in performance in business studies; determining the teaching methods used by teachers to motivate students towards the academic performance of students in business studies; investigating how the teachers’ qualities motivate students towards performance in business studies and determining the challenges teachers encounter in motivating students towards performance.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 150 responses were validated from the enrolled participants where all respondent arestudents of some selected secondary schools in Oyo west local government area; Oyo, Oyo state.


5.3 Conclusions

Based on the findings of this study, the researcher made the following conclusion.

  1. Motivation has a positive effect on the educational achievement of students at secondary level.
  2. Motivation strategies from teachers will influence students academic achievement.
  3. Teachers involvement is a significant motivational factor to secondary school students.
  4. Parents educational background will influence students’ academic performance.

5.4 Recommendation

Based on the responses obtained, the researcher proffers the following recommendations:

  1. Strict measures must be put in place by the District Educational Officer, which can enforce parents to fully participate in the academic affairs of their children.
  2. Head teachers, Board of governors should clearly state and explain to parents about the necessity of teaching and learning materials to boost the students‟ academic performance.
  3. Government should organize seminar and workshop to parents on the need to support their ward regularly.
  4. Parents should endeavour to school fees to their ward regularly.
  5. Parents should endeavour provide learning materials to their ward regularly.

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