Impact Of Motivation On Academic Performance Of Students In Business Education

Project and Seminar Material for Business Administration and Management BAM

Abstract

This study is conducted on the impact of motivation on the academic performance of students in Business Education. Focus on the Shomolu local government area of Lagos state as a case study.

The major objectives of this study were to determine the role of motivation on the academic of performance of students in Business Education.

Also the knowledge skills acquired by the students of Business Education in secondary schools. To achieve this objective, survey method was used, five research questions were raised, and the total of 347 questionnaires made up of 282 students and 65 teachers were administered. In analyzing the data, simple percentages were used and responses analyzed with the aid of table. Based on the findings, it was resolve that student neglect the course of “Motivation”, however, there is need for proper orientation, workshops, seminars and awareness to the students in Business Education to avoid them not to neglect the course (Motivation). It also reviews that students acquired the knowledge of intrinsic and extrinsic motivation in Business Education. It was therefore, recommended that proper awareness on intrinsic and extrinsic motivation should be created.

The study was concluded that the role of motivation on the academic performance of students in Business Education plays a vital role in sustaining Business Education learning in the classroom.

Chapter One

Introduction

1.1 Background of the Study

The issue of academic performance in business education in our secondary schools has become the concern of parents, government and every citizen in our society. It is evident by the level of failure in the junior secondary certificates examination and other examination results taken in Business Studies in Nigeria.

According to the National policy on Education (2004), Business education known as business studies at the secondary school level is splited into the following components or subject areas: shorthand, office practice, book-keeping and typewriting at the Junior Secondary School level while at the Senior Secondary School level we have Shorthand, Typewriting, Economics, Commerce and Accounts.

In the National policy on education of (2004), it was stated that the preparation of the individual to fit into his society and train his mind to understand the world around him is one of the goals of education. Based on this, the students must be motivated to learn and become part of the learning process in the school. By being motivated in various ways such as the use of appropriate teaching aids for example typewriter to teach typewriting lesson, the use of good teaching methods, good classroom management. (Alaba Olaleken 2002), with all these, the students will put in more efforts as their interest is stimulated.

The present system of education makes provision for business studies at the Junior Secondary level. Consequently, a large number of the students enrol for these subjects in both the junior secondary school examinations.

Business studies subjects should be taught by well qualified and knowledgeable teachers in the area of the subject matter. Parents and students need to be well informed about relevance of each subject being taught in the secondary schools. This will encourage or motivate students to study harder especially those who have interest in such career.

Having identified some of the factors that could motivate students at the secondary schools level, the next question that comes to the mind is who is largely responsible for the task of motivating students to take up each subject being taught in their various schools? It is of course the teacher.

Here the governments together with the parents and the general public on several occasions have attributed the poor students performance in business studies to teacher’s nonchalant attitude to work (Ali, 2003).

The concise Oxford Dictionary (2000), defined a teacher as “one who gives lessons especially at school” therefore the teacher is expected to achieve the National objective of education by directing the learning of students and at the same time motivating them to take up subjects that will be of use to them in future.

Therefore, the classroom management by the teacher should be done effectively to achieve the stated objectives.

It could be seen that motivation is one of the essential tools for behavioral modification or social control in the instructional procedure of informing and explaining the question. Therefore, business studies teachers need to demonstrate high sense of dedication and commitment to the teaching of the subject to reflect the high performance place on it as a core subject by the Federal government.

1.2 Statement of the Problem

The performance of students in Junior Secondary Certificate Examination (JSCE) in business studies is appalling. Various factors have been adduced for poor performance of students in the subject area. The interest of students in business education, students task orientation and skill acquisition, students personality and self concept (more 1973), feeling of inadequacy (Callahan, 1971), shortage of qualified teachers (Ohuche, 1970), poor facilities, equipment and instructional materials for effective teaching (Oshibodu, 1984 and Akpan, 1987).

1.3 Purpose of the Study

The study sought to explain learning outcomes in Junior Secondary Business Studies in terms of motivating students towards academic gains in the subject.

1.4 Research Questions

This study is guided by the following questions:

Does motivation have any impact on students academic performance is Business Education.
Does a task value have any significant role on students motivation?
Do teachers have any relevant role in improving the performance capabilities of the students through motivation?
Do students require any incentive before they can perform well in their academic work?
Does the family motivation determine the rate of students’ performance in their school work?

1.5 Research Hypothesis

Ho1: There is no significant difference in the impact of motivations of academic performance of male and female students in business studies.

Ho2: There is no significant difference in the academic performance of highly motivated and lowly motivated students in business studies achievement test.

1.6 Significance of the Study

This study will be to the Government, Educationist, Teachers, Employers of labor and the Parents – teacher association as it exposes to them some of the problems which affects high performance in business studies.

The findings of this study will help to provide ways in which students can be motivated toward effective performances in business studies. The suggestions and recommendations to be made in this study will assist the different groups and agent concerned with curriculum and instructional development in making appropriate decisions regarding improvement in the teaching of business studies which would finally increase their performances.

Generally, this study will seek to provide the future Educationist The solution on how to increase students performances in business studies as well as in other related subject.

1.7 Scope or Delimitation of the Study

This study is limited to five (5) secondary schools in Shomolu local government area of Lagos state. These are:

Eva Adelaja Junior Secondary Grammar School.
Baptist Junior High School.
Igbobi Junior Girls High School.
Gbagada Comprehensive Junior High School.
Morocco Comprehensive Junior High School.

1.8 Assumptions of the Study

In the light of this study, the following assumptions have been made:

It is assumed that students can be motivated in school to improve their performances.
Effective classroom management in schools by teachers can go a long way to motivate students to improve them academically.
Teachers with high morale due to job satisfaction can achieve the goals of motivation better than teachers with low morale.
Finally, this study assumes that the school environment and the students socio-economic background has a part to play in motivating the students.

1.9 Clarification of Major Variables and Terms

Most of the terms and concepts used in this study have loaded meanings and applications. It is therefore necessary to define them as they would be used in this study.

Motivation:

Power of moving

Performance:

Execution of an action or to accomplish or to effect.

Chapter Five

Summary, Conclusion and Recommendation

5.1 Introduction

This chapter presents the summary of major findings, conclusion, recommendation, possible solutions and suggestion for further studies on the role of motivation on the academic performance of students in Business Education.

5.2 Summary

The research is carried out and it was discovered in table 4.4 that (BSc/BSc(ed)) holders have the highest frequency of educational qualification which served the key role of motivating students in Business Education. Based on table 4.5, it was also discovered that the respondents representing 36.2% with 1-5 years working experience are the majority, although it may be unconnected to the role of motivation on the academic performance of Business Education.

Based on table 4.7 it indicated that motivation plays a key role in teaching and learning of Business Education I n secondary school. As shown in table 4.8, it was concluded that motivation is very importantin teaching and learning because motivation to some level enhances academic performance of students.

Finally, based on the research in table 4.11, it was concluded that teachers should adopt appropriate methodologies for teaching Business Education.

5.3 Conclusion

Based on the result of the findings. It was concluded that the role motivation can the academic performance of student in Business Education is a critical component of learning.

Motivation is important in getting student engage in academic activities. It is also important in determining how much students will learn from the activities they perform or the information to which they will be exposing to. Motivation to do something and come about in many ways. It can be a personality characteristic or a stable long lasting interest in something.

Students have a fundamental need to feel connected or related to other people. In an academic environment, research shows that students, who feel they belong, have a higher degree of intrinsic motivation and academic confidence. Based on the research, student’s sense of belonging is fostered by an instructor that demonstrates warmth and openness, friendly and helpful, and is organized and prepared for class.

Conclusively, when students are struggling with poor academic performance, how self – efficiency or low motivation, one strategy thatmay help is to teach them how to learn. That is, to outline specific strategies for completing an assignment, note taking or reviewing for an exam.

Finally, the role of motivation on the academic performance of students in Business Education is very vital as it’s brings about improvement in the teaching and learning of Business Education subject.

5.4 Recommendation

Based on the research finding, the following are recommended.

Teachers should view themselves as “ACTIVE SOCIALISATION AGENTS” capable of stimulating students’ motivation to learn.
The government should make classroom climate convenient for learning
The teacher should understand that various talk dimensions can also foster motivation to learning
Teacher should be relevance, as those “contextualizing” learning i.e. Helping students to see as skills can be apply in the real world.
Teacher should define tasks in terms of specific, and short terms goals which can assist students to associate effort with success.
Government and non-governmental organization should join hand together to fund education and also motivate teachers and further supervise the activities of teachers in the school.
Proper orientation, workshop and seminal should be given to the students by their teacher.
Parents should do their best by providing needed books and materials to their children
Business Education knowledge should be properly given to students, individual and organizations to enable them become competent and rational thinkers.
Finally, Business Education teachers should emphasize on the role of motivation in teaching and learning and government should provide funds for instructional material.

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