INFLUENCE OF TEACHERS’ MOTIVATION ON STUDENTS’ ACADEMIC PERFORMANCE PDF
CHAPTER ONE: INTRODUCTION
1.1 Background of the Study
Teachers are the hub of the educational system in Nigeria and the World at large. Teachers are in the forefront of the battle for national development. It is true to mention that the key to the attainment of these goals has been entrusted to the teachers. If teachers are able to incorporate psychological principles of motivation into their teaching of home economics, learners may find learning home economics more stimulating. Teacher’s motivational strategies are those methods used by the educator or a teacher to facilitate learning among a particular group of learners in a specific situation. In a simpler term, Uwameiye (2016) added that it is what the teacher does to help students learn.
The application of motivational strategies by primary school teachers, make learning more certain to involve learners, less abstract, less tedious and less threatening. This could enhance academic achievement amongst primary school pupil in home economics moreover, Hargreaves (1994) cited in Rudhumbu (2014) argued that, one major reason why teachers fail to effectively communicate what they are teaching is their inability to plan for motivational strategies in their teaching.
Influence of teachers’ motivation on students’ academic performance pdf
Various factors have been educed for poor performance of pupils in home economics. The interest of pupils in home economics have been related to the volume of work completed, pupils task orientation and skill acquisition, pupils personality and self-concept, feeling of inadequacy, motivation and self-confidence (Uwanieiye and Osho, 2011), anxiety, shortage of qualified home economics teachers, poor facilities, equipment and instructional materials for effective teaching (Adeyemo, Oladipupo and Omisore, 2013), use of traditional chalk and talk methods, large class size to teacher’s ratio (Plaxcedia, 2015) among others. In-addition individual characteristics such as intelligence, cognitive styles, and personality play an important role in learning and instruction as does the context of learning. Other research findings have shown that individual students’ characteristics variables such as motivational orientations, self-esteem and learning approaches are important factors that could influence academic achievements among primary school pupils in the subject area.
A lot of new and modified old methodologies have been proposed to improve performance in home economics. Instructional materials have also been designed and developed to aid in home economics teaching and learning. Tella (2007) opined that, all these are to help break the cycle of poor performance by motivating pupils to learn home economics. Teacher’s motivational strategies and academic achievement of primary school pupils in home economics are considered as an important aspect of effective learning. However, a learner’s reaction to education determines the extent to which he or she will go in education. That is why Hall (1989) cited in Tella (2007) believes that there is a need to motivate pupils so as to arouse and sustain their interest in learning home economics. It is therefore, critical that, teachers have the professional competencies necessary for imparting knowledge to the learner. As such, proper methodologies need to introduce so that, teaching and learning can be fruitful.
The subject home economics involves the use of a number of teaching methodologies depending on the topics being covered, level of understanding of the learner, available resources, teacher competences, as well as availability of time. These methodologies are designed to enhance the learner’s knowledge and skills acquisition. Pupils should be allow to work together in small group to complete a problem, project or any other instructional goal, while teachers act as a guide or facilitator. Johnson (1999) cited in Uwameiye (2016) postulated that learners positively depend on each other, engage in face to face interaction, assessed individually and held accountable for equally haring and contributing to the mastery of learning goals, develop appropriate collaborative and interpersonal skills to teach and encourage each other to learn and reflect and assess the effectiveness of growing, for future learning. This method is different from the traditional group method where the pupils have low independence. In co-operative learning, students take responsibility only for themselves. The discovery that students can get information from sources other than the teacher is able to expand the resources of the learner.
Therefore, the problem in the teaching of Home Economics lies where the teacher is the only source of information since they use only traditional methods of instruction such as lecture and note taking, instead of using methods where active learning take place. Therefore, the present research work is to look at teacher’s different motivational strategies such as frequent social conversation with pupils regard for pupil’s perspective which can enhance academic achievement.
Peter Hezekiah Lawson (Sir Pee). The CEO of Sir Pee Integrated Services and www.libraryguru.com and www.projectvilla.com.ng. A reputable researcher, ICT Instructor and a publisher of many research works in Education.