CHAPTER ONE

INTRODUCTION

Background of the Study

Ogunowo (1982) strived that secondary education was and is still considered by grated

percentage of Nigeria people as the necessary pre-condition for social mobility. As the number

of school education increase daily some students find education as an important goal which must

be accomplished. The nursery primary school education and secondary school with a very feeder

level to higher institution of leaning thus a student with a very solid secondary school is expected

to be able to cope with the demand of higher education. Education in Nigeria is considered as an

instrument par excellence, which impacts the national development. This federal state and local

government see education as an area for social mobility and as a social service to the people in

the 1991 federal republic of Nigeria constitution education of Nigeria child is a right. The 6-3-3-

4 system of education was introduced to see that the educational system in Nigeria is high

standard. The system was generally adopted till the introduction of new national policy on

education in 1977.

The system was not to be adopted in schools until September 1981. In this system of

education, children are expected to spend the first six years the secondary school which is

between the ages of 6-11 year in the junior secondary school, three years in senior secondary

school and four year in the universities of leaning.

Adeyinka (1994) gave his opinion that the 6-3-3-4 system of education (is a leaf borrowed)

from America in the western world and Japan in Asia. The focus of the 6-3-3-4 system of

education in Nigeria is self-employment. Its intention is that all products of new school system
would be fully armed with appropriate skills to enable them setup business or project of their

own so as not to depend on the white collar higher status employees in government or private

sectors.

Statement of the Problem

Cases of student lack of interest in r system in Nigeria schools secondary schools education

continue to increase day to day. this is because of the negative attitudes of student among other

towards education and this has a greater Impact on the education system of Nigeria also the

motivation of the teachers can influence the degree of the student performance visa-a-vis the

motivation of teachers in school is a problem which must be noted, researched in to and an

attempt must be made to improve it so as to improve the education system of the country.

Purpose of the Study

The main purpose of this research is to examine the impacts of motivation in academic

performance among student in Ifelodun Local Government Area, it also find out whether, the

motivation of teachers in academic has any influence on student performance it will determine

the important of teacher motivation in academic on student performance and suggest was by

which motivation in academics.

Research Question

This research work attempts to look in to the following questions.

1. Is there any incentive for motivating have on students?

2. What positive impact does teacher motivation have on students?

3. Is there any relationship between student performance and the motivation of

teacher?

Null and Alternative Hypothesis

For the purpose of this study the following null hypothesis were set and

tested.

H1: Teacher job satisfaction and student interest has no significant relationship with students’

performance in academic,

H2: There is no significant different in the performance of teacher who are motivated and those

not motivated

H3: Teachers motivation has no significant impact on student performance.

Significance of the Study

A study on the influence of motivation in teaching and students’ academic performance is

desirable at this period when educationalist, community leaders, politicians, professional

community leader's politician's professional teachers etc. complaining about the educational

standard in the country there fore, the finding would be useful to all stakeholders in education.

Specifically, the findings would provide information that would guide the teacher in their

discharge of their professional duties. The finding would guide academic further emphasize the

role of motivation in promoting students’ performance, and hence teachers would be guided to

development whole sooner toward it use.

 The finding would also provide adequate information that could assist to enhance teaching

and learning of academic. Finally the finding would serve as terms of reference for future

students.

Also finding would provide useful information to relevant agencies (teaching service

commission) on the need to package incentives for teachers in order to productivity.

Learning: learning is concerned with bringing about relatively permanent change as a result of

experience. This can be done brought direct experience by doing or indirectly through

observation.

Student Performance: Performance of student is the value attached to the skill at the end of

sectional examination or is the attainment of student at the end of public examination like

W.A.E.C or NECO this can be used for future career.

Scope and Limitation of the Study

The research work focuses on the impact of motivation on the students’ performance in

academic in secondary school in Ifelodun Local Government Area Osun State. The research

work covers three selected schools that area. The schools that were randomly selected are as

follows:

1. Community Secondary School Obaagun

2. Coker Secondary School Ikirun

3. School of Science Ikirun

Operational Definition of Terms

MOTIVATION: Motivation is a process that involves job enrichment in which individual job is

made more satisfying restructuring it is a stimulus to action.

TEACHING: Teaching is an art and science. it is an art because it involves guiding directing

and stimulating learning also it is a science because it involves the processing of a body of

specialized knowledge.
 CHAPTER TWO

REVIEW OF THE RELATED LITERATURE

Concept of Motivation

Encyclopedia office social sciences (1985) delineate motivation as a work a day device for

all in our social world. We speak of aims, purpose, desires, want needs and compulsions in

others and use the same language in testifying about ourselves. The language is descriptive,

unqualıfied contradictory and misleading it manifestly will not do for science and yet in a

pragmatic fusion, we get it work most of the time in our daily lives for better or for worse it has

been the department point for development of scientific statement about human motivation.

From the outset systematic writing about human motivation has had to accommodate we

fact our subjective sense of intention is an unreliable index of our behavior. May be successfully

identified by the observer when the behaviouring person himself cannot refer or infer the

intention status, this is an important factors in some instance the prestige attacked to some

positions is attractive even through the related increase in remuneration may not be fully

commensurate development, which includes the acquisition of new skills within the employment

oral performance advancements by promotion satisfying a social life which would otherwise be

absent[encyclopedia of social science (1985).

Oloko (1987) observed that most Nigerian workers do not seen to recruit their work effort

has been instrumental to their acquisition of reward neither do they belief that hard work is the

only means through which they will earn promotion. In fact robber [1985] shows that majority of

factory worker [49%] belief that workers were promoted mostly on been basic favorites and not

an effort or performance,
 Robber (1985) also viewed that a large part of manager task is getting things done through

people's motivation. His aspect of the management element of direction is concerned with

stipulating people to o be the best of their ability. In fact all aspect of motivation of employees

cannot be provide by manager as other influences occurs outside the working environments such

a community and family prepare.

Efforts to cope with the feature of human motivation have led to a wide range of strategies

of theorizing which in turn, here stimulated rather destructive style of research, tactics one result

of his state of: affairs is that there is not yet any general theory of human motivation or does is

seen likely that there will be one for quite some time (encyclodia of social science 1985) Ronald

(1987) explained that personal management requires an understanding of man's need and this

entail acknowledgement of industrial psychology, but short of such a scientific enquiry it is

possible to establish the differences in reasons why people work they include basic performance

needs which indicates the lowest level of remuneration required to satisfy the basic performance

need for living.

Financial differentials in which a worker requires recognition of his worth in comparison

with others and this will take the form of grading of remuneration, direction possibility with

additions of non-financial benefits security which stems from the fear of unemployment other

thing being equal, an occupation carrying less than average risk of unemployment will be that

much more attractive.

Maslow (1986) claimed that human motives develop a sequence according to five level of need,

this theory assume need of satisfaction, it decrease in strength and the higher need dominate

behavior this leads to the statement that “A satisfied need is not a motivator" however there is a
doubt whether this really applied in practice to the higher needs as it is likely that self-esteem

requires continual stimulation and reversal.

Hertzberg (1989) present his two factor theory of motivation on the different between

higher and lower needs was elaborated here the outcome related to satisfaction rather than

productivity. He stated that factors which crate satisfaction are those stemming from the intrinsic

criteria of a job. These satisfy higher needs factors which creates dissatisfaction, stem the

extrinsic job context, these satisfy lower needs. An important point in this theory is that as

dissatisfaction stem from lower not being satisfied when these are satisfied this study removes

dissatisfaction and does not increase motivation.

Motivation performance a management effort to find the determinates of motivation and

performance in industries have been primarily in terms of incentives of inducement they seen to

be in no doubt that those are needed but the difficulties, really commence when it comes to

deciding what term they should take.

One strategy for motivating people within organization has it’s in the scientific methods of

Taylor-A view prevent at the time was that people are basically self-centered their action at the

work are invariable designed simply to maximize performance material gain. Taylor' s approach

is based on the assumption that a person will be motivated to o work if rewards and penalties are

tied directly to his performance. He observed labourer working in Bethlehem steel company and

concluded that man given Sufficient incentives should be able to hand nearly four time his

normal production. The next study for assessment of performance established the importance of

social relation, as work the impetus to his ideas some from result of a series of experience (by

chuck 1989) hawthorn works of general electric company in Chicago by Mayo.

 These factors developed as significant aspect of work motivation. Mayo argued that as a

result of these studies men obtain their sense of identify by their association with other, that

meaning as work is sought through social relations and that people would consider pressure than

those from management (Chuck 1969).

Maslow's theory on motivation and performance centers around the various goals towards

which men's behavior is directed he listed them as physiological needs he emphasizes that people

often want to do anything work doing for their own sakes. He also claims that here is an order of

priority in the matter of importance to people. Mallow's approach to understanding behavior is

attractive especially his emphasis that a number of variable influence behavior. However it

cannot be sold that his theory is without its short comings. The most serious setback of Maslow's

theory is that it is not amenable to testing (Chuck 1989). Apart from all these series of

experiments by scholar's bases, son of the factor influencing workers performance includes the

characteristic of the individual persons very in their potentialities, their training skill and their

readiness to improve.

One must therefore take into account the nature and qualities of the workers and the

expectation with which they come when they were employed. Employee’s attitudes and

behaviors are also influenced by their remuneration and incentive such as prestige, special

allowances and retirement benefits; furthermore the physical circumstance under which persons

work such as a space, high temperature and noise effect performance (social cost].
The Hierarchy of Needs Theory

According to Abraham Maslow human needs are arranged in hierarchy. At one general type

of need is satisfied, another higher order needs will emerge and become operative in life.

Maslow a professor of psychology as well as a humanist if the proponent or the self-

actualization theory his approaches to understanding motivation is quite different from that of the

behaviorist and psycho-analyst he examined the basic

Human needs identıfied man ascending order of importance include the following:

a. Physiological Needs: Such as include hunger thirst shelter etc. wham an individual is

deprived is of such basic needs he is certainly motivated to do something to get the food

this need gratification is an important means of motivation children further work.

b. Security of Safety Needs: These needs are concerned with maintain order and security,

some people by their nature are unable to get beyond safety needs they are concerned

about their safety e.g. such people heard money, purchase buildings invest in some

venture and by so doing they make their future safe.

c. Affection or Acceptance Needs: This deal with the need of making intimate relationship

with other members of the society or acceptance by members of an organization. These

needs are dependent on the fulfillment and satisfaction of previous categories of needs.

d. Esteem Needs: This need can be classified in to two (2) categories namely self-esteem

which includes self-regard and self-evaluation while the other category relating to respect

from others, status, reputation, social success etc.

 e. Need for Self-Actualization: Maslow regards this as the highest stage in the hierarchy of

human needs it simply means or the desire to fulfill one's individual nature in all aspects

that is being whatever one can be in hierarchy.

Raylor 1984, however Maslow’s contents of hierarchy of needs and settle (1982) collected

data on 1973 managers in two different organizations over a period of six months to one year.

They found little evidence to support Maslow's theory that human needs conform to a hierarchy.

They did however, noted that there were two levels of needs e.g. biological and other needs and

that the other needs would emerge only when biological needs were reasonable satisfied. they

found further that at the higher level the strength of needs varied with individuals, in some

individual social needs are predominated and in others self-actualization needs were strongest. In

another study of Maslow's needs hierarchy involving a group of manager over a period of five

years.

Hallano Navagain (1986) did not find strong evidence of a hierarchy. They found that as

manager advance in an organization, their physiological and safety need tend to decrease in

importance and were need for affection esteem and self-actualization tends to increase.

They insisted however that the upward movement of needs prominence result from upward

career change and not from the satisfaction of lower other need porter 1984) however found that

needs do not follow a hierarchy especially after lower level needs are satisfied. He discovered

that manager at all levels had similar security and social needs and that the three higher need on

Maslow's hierarchy varied greatly with manager rank with lower level manager being less

satisfied than higher level managers. Yet all ranks except that of the top management group,

satisfaction of these needs was definitely more or less deficient.

 McClelland (1917) needs theory of motivation, David McClelland has contributed to the

understanding of motivation by identifying three basic motivating needs the classified them as

needs for power affiliation and for performance care of special relevance to management to since

all must be recognized to make an organized enterprises work well, because any organized

enterprises and every department of it represent group of individual working together to achieve

goals the needs for performance is of per amount importance on the needs for power, McClelland

and other researchers found that people such a high need for power have a great concern for

exercising influence and control, such individual generally are felling position of leadership they

are frequently good in conversation, it’s through after argumentative, they are forceful out

spoken hard heated and demanding and they enjoy teaching and public speaking people with

high need for affiliation derived pleasure from being loved and tend to avoid the pain of being

rejected by social group.

As individual they are likely to be concerned with maintaining pleasant social relationship,

to enjoy friendly interaction with other people with a high need for performance have an intense

desire for success on an equal intone for fear of failure they want to be challenged, set

moderately difficult goals for them solves and takes a realistic approach risk, they are not likely

to be coins to seers but rather prefer to analyses and McClelland showed that entrepreneur have a

high needs for power drive, but ware quite in need for affiliation managers generally showed

high performance and power and low on affiliation, but not as high or low as entrepreneur. The

question is often raised as to whether all managers should be rated quite high tends to advance

motivation. It has been found true that people who do rate high tends to advance faster than those

who do not but because managing requires other characteristics beside performance derive, it is

probable that very company should have many managers, who while possessing family strong
performance motivation also have a high need for affiliation. This need for affiliation is

important when working with people and for co-coordinating the effect of individual working in

groups.

Importance of Motivation

Several explanations have been put forward by various authors in an attempt to explain

other to understand the nature of the concern and the scope of motivation. According to Odediran

(2001) the concept of motivation attachment of teachers psychologists and significant others. this

rational for considering motivation in learning is based on the following points.

i. Motivation is per-requisite for effective learning teachers ought to know the techniques

for motivation of children in order to facilitate effective learning in the classroom the

knowledge of the subject matter becomes imperative setting.

ii. The term motivation deserves attention because it is the source of human behavior. This

implies that behavior does not occur in a vacuum, rather some being influence or triggers

of human behavior.

iii. The study of the concept of motivation will further help the teacher to encourage learners

to devise means of satisfying their various needs.

iv. Motivation is related to emotion our felling determine how we feel the study of

motivation therefore provides us the basic knowledge of the relationship between

motivation humans feelings.

 v. Several explanations have been offered by various authors of motivation is therefore

incomplete without making reference to the theories of motivation. Accordingly, such a

study will provide the basic for understanding, the nature of motivation.

Various Motivation Strategies for Learners

Kolo and Kayode (2002) said a teacher may use the following methods to motivate student in

the classroom.

1) PRAISE: This is commonly used in the classroom when a student answers correctly. The

teacher praise him by saying that is good, good attempt well done etc. it has been found

that when appropriately used praise can serves as an incentive to teaching as well

reinforcement for learning.

2) REWARD: This is related to praise but his much definite and specific, similarly, just an

increase the desirable responds of the learning in the learning process generally reward is

designed to serve an incentive and reinforcement like the uses of praise, medals, gifts

badges, awards etc.

3) PUNISHMENT: This is any presentation of unpleasant stimulus after the bringing out of

behavior to cause a reduced frequency out of emission of the behavior punishment is

awarded in order to correct an crying student or discourage other pupils from committing

a similar error, this kind of punishment is known as corrective punishment it has to vary

according of native and sex of the offender. Other forms of punishment should rather be

employed such as withdrawal of right or benefits like pocket money, freedom, position,

of responsibility of status etc.

COMPETITION: This is another incentive that is commonly used in the classroom to motivate

children to learn. This is involved whenever learning tasks are given to pupils jealousy among

pupils, completion competition is group competition should be used more often than individual

competition.

REINFORCEMENT: This is another powerful incentive to learning reinforcement is usually

employed by the teacher to maintain creditably, he could be reinforced using appropriate

conditioned social reinforce much praise, prizes, remarks etc.

FEEDBACK OR KNOWLEDGE OF PROGRESS: This has been found to be a strong

incentive to learning the motion of continues assessment is based on the need for knowledge of

progress by learns, the learners who know about the knowledge of progress. Therefore leads to

improvement in performance. It has even been found that where a learner is prevented from

knowing his results, learning becomes uninteresting and unprofitable to him. In conclusion, the

principle of continuous assessment should be strictly applied and learners should constantly have

a feedback or knowledge of their progress. The teacher can as Well do the following so that

pupils develop intrinsic or natural motivation of learning.

a. Learner should be assisted to see the usefulness or relevance of learning the subject

matter. This can be done by relating these to actual life situations. For examples, if you

let the pupils know the usefulness of a doctor; he will become motivated i in learning

subjects related to his area.

b. Rewards should be appropriately used as reinforce of appropriate learning behaviors.

This means that all learning take i.e. appropriate learning response should be reinforced.
 c. New teaching should be based on the old and as well, the new lesson should grow out of

the previous lessons. This is to help pupil's better understanding.

d. Teachers use of relevant and appropriate teaching aid with help pupils understand subject

better. Therefore, making pupils develop intrinsic motivation for the subject.

e. Learning tasks or learning materials should be properly organized and arranged in proper

sequences and order of difficulty, that is from simple to complex, know to unknown.

Motivation Strategies for Teachers

According to me Gregory (2986) in administering promotion to workers important factors

which as experience training: skills and intellectual capacity must be considered. He further

stressed that the dream of mechanical matching of job characteristic and personal qualification

has more than very limited possibilities for the foreseeable future, managerial judgment of a

subjective kind are going to play a large part in administering promotions.

Striving for promotion may be caused not only by the need for status, but also the needs for

achievement and recognition for competence. This is because promotion is a feedback that the

worker has performed well. March and Simon (1984) in a book edited by vroom, hypothesized

that organization in which promotion is based on the basic of relationship and internal politics.

Workers will strive to perform effectively in their job. If they assume that by doing so well they

will increase their chances of receiving a promotion. One can than concludes that receiving a

desired promotion at the right time would increase the extent of workers urged to perform his

work effectively.
Incentives as a Motivating Strategy

The incentives which are frequently offered to workers include pay, other types or reward

and fringes benefits on the other hand are rewards to a specific job hold different incentive value

for workers knowledge of this is imperative if the management intends to motivate its work force

from the time of William James, psychological theorists have assumed the individual compare

the level of reward which they receive with that which they expected to receive for a workers to

be effective and perform his duties well, he has to be motivated or given a period positive

reinforcement. Rewards which are administered in relation to individual effort would bring about

price rate incentives promotion for outstanding performance or any special recognition bestowed

in acknowledgement of differential contribution to organizational function Katz [1986]. He

further stressed that system reward would include fringe benefits, recreational facilities, cost of

living raise across the board, up grading job security and pleasant working conditions. System

reward differs from individual rewards in that they are not allocated on the basic of differential

effort and performance but on the basic of membership in the system.

Work Environment as a Motivation Strategy for Teachers.

Teacher's productivity and job satisfaction in the workers job environment has been the

subject of numerous studies. Subsequent with marked success, specific variable respondent of

occupational level has been shown to affect the judged importance of job factors increasing job

satisfaction. Hertzberg (1966) assumes that teachers' productivity depends on the extent to which

the individual personality and work environment are comparable.

Good Supervisor as a Motivating Strategy for Teachers.

Davis (1980) identified two types of supervision. He went further to elaborate that general

supervision occurs when supervisors establish broad work. Assignment and learn employees

with some measure of discretion in their productivity. On the other hand, close supervision from

an excessive checking up and adherence to the results rather than to perform task towards goals.

That is members expand energies injuring to get along with the system rather than production.

Davis in his study on compared closed supervision with general one and discoursed that

close supervision reduce employed effectives. Davis (1980) asserted that since the social system

in the western expected that general supervision will be more favorably received by teachers.

Appraisal of the Literature Review

Motivation is described as the strategies employed to insert action. It is also regarded as

imposture within an individual (Fabiyi 2001) and Hertzers (1989) identify two factor of theory of

motivation and explaining that factors who create satisfaction are those stemming from the

intrinsic crating job.

The hierarchy of needs theory is a popularly associated with Abraham Mashow. He

identifies the basic human need for self-actualization, Porter (1984) however found that need do

not follow the hierarchy, David Mc Cleland also continued to the understanding of motivation by

identifying three basic needs for power affiliation and achievement. Conclusively Mc Cleland

showed that entrepreneur have the high need for power. The role of motivation can be over

emphasis as reported by Odediran (2001), he emphasis that motivational is pre requited for

affective learning.
 Writing on motivation strategies Kola and kayoed (2002) identify practices reward

competition reinforcement, punishment and feedback as the method that could be used to in sate

desirable attitude to the student. in summary motivation in unique factor that plays a significant

role in teachers productivity and subsequence student performance.

 CHAPTER THREE

RESEARCH METHODOLOGY

This research is purely a descriptive survey. It involved obtaining information from people

as regard their feeling and opinion on the causes, trends, impacts and indene of academic as it

impact performance in selected secondary schools in Ifelodun Local Government of Osun State.

Research Design

Research design is a term used to describe a number of decisions, which needed to be taken

regarding the collection of data. The research methodology used for this study is descriptive

survey.

Population, Sample and Sampling Technique

Research population according to Daramola (1990) is described as the yardstick that

stipulates the bounding or category of people to be involved in a study.

Also daramola (2000) described population as the target and one's which the information

shall be collected therefore the researcher made use of academic performance in secondary

school in Ifelodun Local Government Area of Osun State. Some students were also given

questionnaire to fill, the target population of those used was twenty four teachers and students.

The samples used by the researcher were drawn from selected schools in Ifelodun Local

Government Area of Osun State. In order to collect some vital information and produce an

excellent research work five schools were selected each had forty questionnaires chosen by

simple random sampling. The schools that were selected are listed below:
 Good will

 Coker Secondary School Ikirun

 St Michael Secondary School Obaagun

 Community Secondary School Obaagun

 Akinorun Grammar School Ikirun

 His Grace Academy Ikirun

 Quality Group of School Obaagun

 Reality Group of school Obaagun

Instrumentation, Validation and Reliability

Questionnaire was drawn by the researcher to obtain relevant fact from the respondents,

which the supervisor screened. Questionnaire was the major instrument used in the courses of

this research work.

The instrument was divided in to two section “A" and B" Section A of the questionnaire

dealt with the respondent demographic data i.e. sex, age teaching qualification and experience

which section B is sub divided into part according to the stated, problems, there are four

alternative responses to each statement and the responded were expected to tick the most

appropriate i.e.

SA = Strongly Agree

A= Agree
D= Disagree

SD=strongly disagree

Ogunlade (1991) defines validity as “the degree to which a test measurer what is supposes

to measurers" the research questionnaire is valid. After putting up the research question the

supervisor letter it for face contact validity. The research questionnaire was modified along with

the suggestion given.

Adewumi (1991) defines reliability as at process of which a test measure consistently under

varying condition and at different time reliability deal with how accurately a test measure what

either it does measurer and precision of consistency or inconsistency of the resulting scores, The

research questionnaire and responses out trust worthiness from be pretest procedure. That is the

questionnaire was administered and that admitter from was respected after four weeks interval.

The responses were solved and person moment correlation co efficient method was use to

correlate we scores. The reliability level was 0.76 and this is considered high enough.

Procedure for Data Collection

Data collection refers to obtaining relevant information regarding major ideas of the

hypothesis of the study for the purpose of demonstrating whether or not they are true. The

research made use of questionnaire to collect the necessary data and information about the study

therefore permission was obtain from the principal of the selected government secondary school

to administer questionnaire on the students the sampled student were gathered is a classroom in

each school is administer the questionnaire. A total number of 24 copies of the questionnaire

were administered.
 CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND DISCUSSION

This chapter deal with the outcome of the research conducted the table represented research

and proceed to give statistical analysis of the (Vamped related variable was tasted using chi-

square X) test.

Demographic Data of Respondents

Table 1:

Gender teaching qualification and teaching experience and student response. A chi-square

statistical analysis showing that teaching job stratification and student interest has significant

relationship with student performance in academic

SEX SA A D SD TOTAL X² X²

CAL TAB

MALE (Fo) 90 11011

TEACHER (Fe) 779.2 119.2 96.5 105.4

FEMALE (Fo) 80 14 16 20 130

TEACHERS (Fe) 920.8 140.8 113.8 124.6

TOTAL 170 26 21 23 24
C=column, R= Rows

(Fo) = observed frequency

(Fe) = expected frequency

To = calculated the expected frequency (Fe) formula

E=Total (XR TOTAL)

(GRAND TOTAL)
X²=e (0-E)²

X²=E(Fo-Fe)²

Fe =110x170 = 779.2(90-779.2)² = (689.2)²

24 779.2 779.2

110x26 = 119.2(12-119.2)² = (107.2)

24 96.25 119.2

110x21 = 96.25 = (5-96.25)² - (91.5)²

24 96.25 967.25

1.10x23 = 105.4 (3-105.5)² - (102.5)²

24 105.4 105.4

130x170 = 920.8 (80-920.8)² = (840.8)

24 920.8 920
130x26 =140.8 (14-140.8)² = (126.8)

24 140.8 140.8

130x21 = 113.7. (16-113.8) = (97.75)²

24 113.8 113.8

130x23 = 124.6 (20-124.6)² = (104.6)²

24 124.6 124.6

145.9264 + 0.0064 + 568516 + 2124369 + 0.0064 145.9264 + 21.344 + 56.8516

779.2 119.2 96.25 105.4 920.8 140.8 113.8 124.6

091 + 0.05 + 5906.6 + 0.20 + 0.07 + 1.04 + 0.19 + 0.46

Calculated value =?

DF = N-1, N=4

DF = 4 - 1

DF = 3

Check x2 table DF =3

Level of significance= 0.05 or 5%

Table value= 7.815

Table 2: B chi-square statistical analysis showing that teacher motivation has significant

impact on student's performance in academic

TEACHING EXPERIENCE SA S D SD TOTAL X2 CAL X2 TAB

(Fo) 30 40 32 8 110

0-15YEARS (Fe) 41.25 27. 33 8.25

15 YEARS ADN ABOVE (Fo) 60 20 40 10

(Fe) 48.75 32. 39 9.75

90 60 72 18 24

X2=e (0- £)²

X2=e (fo - fe)²

Fe

110 x 90 = 412.5 = (30-412.5)² = 382.5

24 412.5

=110 x 60 =275 (40-275) = (689.2)²

24 275 275
110x90 = 330 (32-330)² =(298)²

24 330 330

110x18 = 82.5 (8-82.5)² =(74.5)²

24 82.5 82.5

110x90 = 487.5 (60-487.51)² = (427.5)²

24 487.5 487.5

130x60 = 32.5 (20-32.5)² =(305)²

24 325.5 32.5

130x72x390 (40-390)² = (350)²

24 390 390

130x18 = 97.5 (10-97.5)² =(87.5)²

24 97.5 0 97.5

126.5625+156.25+ 1-0.00625+ 126.5625+156.25+1+0.0625

412.5 275 330 82.5 412.5 275

0.306+ 0.568+ 0.0030+ 0.007+ 0.306+ 0.568+ 0.003

Table 3: Analysis Data Distribution of Responses By Sex

SEX NUMBER %

Male 60 50

Female 60 50

Total 120 100

Table 3 shows that 50% of the respondents were male and 50% of them were female

Table 4: Distribution of Respondents by Level of Student Taught

LEVEL OF STUDENT TAUGHT NUMBER %

Nursery/primary 60 50

Secondary Graduates 60 50

Total 120 100

Table 4 shows that 63.3% of the respondents were Nursery/ Primary and 57% of them were

secondary graduates.
Table 5: Distributions of Respondents by Teaching Experience

TEACHING EXPERIENCE NUMBER %

0-15 YEARS 76 63.3

15 years above 44 36.7

Total 120 100

Table 5 show that 63.3% of the respondents had teaching experience ranging from 0-15 years

and 36.7% of been had for over 15 years.

Ho1: Teachers job satisfaction and students interest has Significant relationship with student's

performance in academics.

Table 6: Chi Square Statistical Analysis Showing the Relationship between Teacher Job

and Students Function.

SEX SA A D SD TOTAL X² X²TAB DF

MALE 96 12 5 3 110

TEACHER (779.2) (119.2) (96.25) (105.4)

FEMALE 80 14 16 20 130 14.5 7.815 3

TEACHER 920.8 140.8 113.8 124.6 9.75

TOTAL 170 26 21 23 24

Table 6 showing that the X2 calculated is 14.5 and has is greater than XZ table value of

7.815 therefore, hypothesis one which states that teachers job satisfaction and students interests

has no significant relationship with students performance in academic is rejected.

This therefore reveals that teachers job satisfaction couple with students interest is a good

foundation for Students brilliant performance in academics.

Ho2: There is no significant difference in the performance of teachers who are motivated and

those not motivate

Table 7: Chi Square Statistical Analysis Showing the Differences and in the Performance of

Teachers Who Are Motivated those Not Motivated.

SA A D SD TOTAL X2 CAL X2 TAB DF

NCE 85 15 6 4 100

(73.33) (15.58) (11) (10.54)

DEGRE 75 19 18 18 130 14.1 7.815 3

E
86.67 18.58 13 12.43

TOTAL 160 3424 23 24

Table 7 showing that the x2 calculated is 14.1 and this is greater than x2 table value of 7.815

Therefore, hypothesis two which states that there is no significant different in the performance of

teachers who are motivated and those not motivated is rejected. This invariably shows that there

is significant differences in the performance of teachers who are motivate and those not

motivated.

Ho3: Teachers motivation has no significant on student's performance.

Table 8: Chi Square Statistical Analysis Showing the Impact If The Teachers Motivation

On Student Academic Performance

SA A D SD TOTAL X2 CAL X2 TAB DF

0-15 YEARS 30 40 32 8 110

(412.5) (275) (330) 82.5

15 YEARS 60 29 40 10 130 16.2 7.815 3

AND
487.5 32.5 390.0 97.5
ABOVE

TOTAL 90 60 72 18 24

Table 8 shows that the x2 calculated values of 26.2 and this is greater than x2 table value of 7.8

15 therefore hypothesis three which state that the teachers motivated has no significant impact on

students academics performance, is rejected. This now implies that teacher’s motivation has

great influences on students’ academic performance.

Discussion of Result

Hypothesis one states that teachers job satisfaction and students interest has no significant

relationship existed between academic performances. Hypothesis two states that teacher’s

motivation has no significant impact performance, however the result shows that teaches

motivation has significant impact on students’ performance studies of Umoh (1991) Idowu

(1991) reported a significant correlation between teachers motivation and student academic

progress and Idowu (1991) posted that teacher motivation produce desirable impact on students.

Also Adegoke (1989) reported a significant relation between teacher motivation and student

academic exploit in this schools.

 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter present the summary of the project report, draw conclusion and give I

recommendation based on the obtain result.

Summary of Findings

The study examined the impacts of teacher motivation on student academic performance

especially in government secondary school. Also the motivation of teacher influences the degree

of student achievement. Therefore this study attempted to identify the impact o motivation on the

student academic performance.

In this, literature was reviewed and descriptive survey was adopted for this study. Twenty

four respondents were randomly selected for the study while questionnaire was the main

researcher instrument which was validated by the project supervisor and test export. Test rest

method was used to determine the reliability level of the instrument chi- square (x) statically

analysis was used to test the entire hypothesis at 0.5% level of significance

Conclusion

Based on the obtained result, the following conclusion were drawn, motivation in whatever

from produce positive impact on teachers productivity which result in corresponding report on

students’ academic performances. Therefore a motivated teacher is result obtained, dynamic

diligent innovative and purposeful in his/her instrumental strategies. Motivational gears the

teachers to higher commitment and loyally to duties and he/she is always ready to assist the

student in performing their academic aspiration

Recommendations

In the high of the obtained result, the following recommendations are important. Teachers

should be promoted promptly in line with service guideline in order to motivate them toward

greater productivity. The common practice of delay at promotion has on teacher performance.

Teachers should be promoted promptly in the line with services guideline in order to

motivate them toward greater productivity. The common practice of delay at promotion should

stop henceforth because of the significant impact promotion as on teacher performance.

Teachers should be adequately motivated to enable them perform their professional duties

accordingly. This motivation will go a long way to improve their performances. The usual delay

of teachers’ salaries should stop if the deserved academic excellence is to be achieved.

In the same vein, teacher staff room should be well equipped in order to as motivation to the

teachers, the staffroom of most private secondary school are not in conformity with the teachers'

status.

Conclusively, the students should develop propitious behaviors towards the school and

teachers in order to motivate the teacher to do their job efficiently.

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