MOTIVATION OF STUDENTS AND ITS EFFECT ON ACADEMIC

PERFORMANCE IN MATHEMATICS IN UPPER PRIMARY

CLASSES IN NAWANYINGI SUB-COUNTY
SCHOOLS IGANGA DISTRICT
UGANDA

BY

AUMA MARY GORRETI

1161 - 07174 - 04924

A RESEARCH REPORT SUBMITTED TO THE COLLEGE OF EDUCATION

OPEN AND DISTANCE LEARNING IN PARTIAL FULFILMENT OF
THE REQUIREMENTS FOR THE AWARD OF
BACHELOR OF EDUCATION DEGREE OF
KAMPALA INTERNATIONAL
UNIVERSITY

NOVEMBER, 2017
 DECLARATION

I Auma Mary Gorreti declare that "motivation of students and its effect on academic
performance in mathematics in upper primary classes in Nawanyingi sub-county
schools Iganga District' is entirely my own original work, except were acknowledged,
and that it has not been submitted before to any other university or institute of higher
learning for the award of a degree.

Signed ..... ~...............................

AUMA MARY GORRETT

Date .... /..1.b.L.l?.-:.Q}.P. ..................... .

 APPROVAL

This research report has been submitted for examination with my approval as the
candidate's university supervisor.

MUBEEZI

SUPERVISOR

~?.fPt./9:R)l?........
Date: ...... .

ii
 APPROVAL

This research report has been submitted for examination with my approval as the
candidate's university supervisor.

SUPERVISOR

~ .~.9..~.~..?.P.\?. . ..
Date: ........

ii
 DEDICATION

This research report is dedicated to my utmost beloved husband Ochieng David

Oniara, my dear children ; Oniara Marvin Isaac, Aboth Immaculate, Late Linda Sarah,
Sule Emma Aim Smith and Ageno Linah Heather and my lovely mother; Ajambo
Fedrence.

iii
 ACKNOWLEDGEMENT

It's my heartfelt gratitude to acknowledge the following people for their contribution
towards my educational achievement which has helped me to write this project. My
mother; Ajambo Frdrence, who tirelessly persevered to bring me up and fulfill my
educational needs, despite the challenges in the family.

Special thanks go to my late uncle Wabwire Edward who played a big role in the
financial and moral support to see me successfully accomplish the current educational
ladder.

Special thanks go to my research supervisor Mubeezi Samuel, for the professional and
academic guidance that he continually rendered to me while on this study.
I am so grateful to you, thank you so much.

SIGNATURE----~ ------------------

AUMA MARY GORETTEE

_0tL 7- 0
DATE-------·l7_ l_ g ----------------

iv
 ABSTRACT

The purpose of the study was to investigate whether students are motivated by
their teachers in doing mathematics in Nawanyingi sub county in Iganga district. The
specific objective of the study were to find out what motivational techniques are
used by teachers to motivate their students during the learning process, to assess
the effect of the attitudes of students towards motivation by their teachers and
determining possible motivational strategies to improve on performance in
mathematics. It was established that students who are motivated by their teachers are
likely to achieve in their academics and therefore higher performance in the subject.

The teachers who motivate their students in the learning process of mathematics use
some techniques like feedback to the students, use of incentive in the classroom,
rewards, application of instructional strategies and some factors like school
/classroom environment which attract student's attention, interest of students in the
learning tasks determined much on performance of the subject (mathematics).

It is found out that student's attitudes towards motivation by their teachers depend on
how the teachers handle his or her students and how they apply these techniques
effectively. For example students who have positive attitudes towards their teachers
have confidence in their teachers.

Teachers who have the knowledge of the subject, behave well to their students and use
most of the above techniques like praise, feedback, always motivate his/her students.
Therefore, as a good teacher, you must know how to motivate students differently.
Motivation is good in the learning process especially to students because it directs
behaviors of students towards the particular goals, increases the efforts and energy
expanded towards these goals as well as improved performance for the students. As
a teacher therefore, you must strive hard to alter the negative attitudes of the students
to the positive one, so as to learn mathematics more effective.

V
 TABLE OF CONTENT

Declation .......................................................................................................................i

Approval. ........................................................................................................................ii

Dedication .....................................................................................................................iii

Acknowledgement. ........................................................................................................iv

Abstract. .........................................................................................................................v

Table Of Content. ...........................................................................................................vi

List Of Tables ..................................................................................................................vii

Chapter One

1.1 Introduction ............................................................................................................1

1.2Background information ......................................................................................... 1
1.2.1 Theoretical Background ...................................................................................2
1.2.2 Conceptual Background .....................................................................................3
1.2.3 Contextual Background .....................................................................................3
1.3Statement of problems: ........................................................................................3
1.4Purpose of the study: ...........................................................................................4
l.5Specific objectives: ..................................................................................................4
1.6Research Questions: ................................................................................................4
1.7Significance of the study: ......................................................................................4
l.8Limitations of the study: .......................................................................................5

Chapter Two

Review of Related Literature ..........................................................................................6

2.0 Introduction .............................................................................................................6
2.2 Motivation techniques used in learning process ......................................................?
2.3 Effect of motivation in the learning process of mathematics ................................ 12
2.4Possible motivational strategies ............................................................................. 15

vi
Chapter Three

Research Methodology .................................................................................................17

3.0 Introductions .........................................................................................................17
3.2 Research design ...................................................................................................17
3.3 Population and sample size ............................................................................... 17
3.4 Research population ............................................................................................18
3.5 Data collection instructions ............................................................................... 19
3.5.1 Questionnaires ...................................................................................................19
3.5.2 Interview schedules ......................................................................................... 19
3.5.3 Documentary method; ..................................................................................... 19
3.6 Reliability and validity of data; ....................................................................... 19
3.6.1 Editing; ..............................................................................................................20
3.6.2 Coding; ..............................................................................................................20
3.7 Data analysis; ......................................................................................................20

Chapter Four

Data Presentation, Analysis And Discussion ..........................................................21

4.1 Introduction ...........................................................................................................21

4.2 Respondents ..........................................................................................................21

4.3 Research question one revisited ...........................................................................22

4.4 Research question revisited .......................................................................... 23

4.5 Research question three revisited; of motivation of teachers ............................ 27

Chapter Five

Summary, Conclusion And Recommendation ........................................................ 30

5.1 Introduction ..........................................................................................................30

5.2 Summary...............................................................................................................30

5.3 Conclusion ............................................................................................................31

5.4 Recommendations ..............................................................................................31

5.5 Area for further research .................................................................................31

vii
References ................................................................................................................32

Appendix I ...................................................................................................................33

Questionnaries For Headteachers And Teachers ..................................................... 33

Appendix II ...................................................................................................................34

Quetionnaries For Students .......................................................................................34

Appendix III ................................................................................................................35

Interview Guide For Headteachers And Teachers .......................................................35

viii
 LIST OF TABLES

Table 4.2 shows the number of respondents.

Table 4.3 Head teachers and teachers' response on motivation of students.

Table 4.3 Rating of techniques of motivation.

Table 4.5 Students' response on motivation of teachers.

Table 4.6 Response of teacher on attitudes of motivation of students.

Table 4.7 Response of students on attitudes of motivation towards teachers.

Table 4.8 Methods of controlling negative attitudes of students.

Table 4.9 Motivation as a tool for academic success.

Table 5 Response of students on motivation as a tool for academic success.

ix
 CHAPTER ONE

.1 Introduction

"he education of a child in whatever discipline is linked to an exciting and challenging

)urney. It is a journey that the teacher and the learner make together; the teacher
ives encouragement and lovingly provides guidance helping the learner to progress
long the path that has so much to be learnt.

·oday, however, the schools are breaking apart; teacher-parent associations have been
2solved. The relationship between the teacher and the parent is poor; often abusive or
overned by selfish friction and strife because of poor performance specifically in
1athematics. Parents point an accusing figure onto teachers. It is against this
ackground that the researcher's attention has been drawn to investigate on the effect
f students' motivation in the learning of mathematics that has affected the general
erformance.

1otivation according to the psychologist is an internal process that activates

uides and maintains behavior over time Baron (1998) and Alexander (2000),
int rich (2000), Schunk (2000). In plain language , motivation is what gets
ou going, keeps you going and determines where you are trying to go.

·eachers are concerned in developing particular kinds of motivation in their students

1e motivation to learn. Jeromy Brophy (1988) describes student's motivation as "a
tudent's tendency to find academic activities meaningful and worthwhile and try
) drive the intended academic benefits from them.

lotivation to learner or students can be constructed as both general trait and

situation of specific state." Many elements make up motivation to learn. This include
lanning on the goal, Meta cognitive awareness of what you intend to learn and how
ou intend to learn it, the active search for new information, clear perception of
,edback, pride and satisfaction of achievement.

.. 2 Background information

lotivations can vary in both intensity and direction Ryan and Deci (2000). For
1stance, two students might be motivated to play video games, but one of
1em might be strongly motivated to do so than the other.

iage and Barliner (1984) linked motivation to the engine (intensity) and steering
,heel (Direction) of a car. Actually, though the intensity and direction or motivation is
1
ifficult to separate. The intensity of motivation to engage in ones activity might
epend in large parts of the intensity and direction of motivation to engage in
lternative activities. Motivation is not only important in getting students to engage in
cademic activities. It's also important in determining how much student will learn
·om the activities performed or the information to which they are exposed.

tudents who are motivated to learn sometimes use higher cognitive processes in
,arning about it and absorb and retain more from it. Harp and Mayer, (1997),
et Tom and Alexander (2000). An important task for the teachers is planning how they
1ill support student's motivation. Some psychologists have explained motivation in
erms of personal traits or personal Characteristics. Others see motivation more as a
tate, a temporary situation. Motivation relies on internal, personal factors such as
1eeds, curiosity and enjoyment. Others rely on external, environmental factors-reward,
ocial pressure, punishment among others. Motivation that seems from factor-reward
uch as interest or Curiosity is intrinsic motivation.

ntrinsic motivation is the natural tendencies to seek out conquer challenges as

ve pursue personal interest and exercise capabilities Deci and Ryan (1985), Reeve,
1996). When we are intrinsically motivated, we do not need incentives or
)Unishment because the activities itself is rewarding.

L.2.1 Theoretical Background;

ioal setting theory; Goal is what an individual strives to achieve Lock and Latham,
1990). When student strive to read a chapter, they are involved in a goal directed
Jehavior. In pursuing goal, students are generally aware of some current conditions
I haven't even opened my book), some ideal conditions (I have read and understood
his page) and the discrepancy between the current and ideal situations. Goal
notivates people to act in order to reduce the discrepancy between "where they
ire" and "where they want to be." According to Locke and Latham (1990), there
ire four main reasons why goals hand setting improves performance. First goal directs
Jur attention to the task at hand. Second goal mobilize our effort. Third goal increases
Jersistence. Finally, goals promote the development of new strategies when old
;trategies fall short.

1.2.1 Maslow's hierarchy theory.

11.braham Maslow has had a great impact of psychology on general and on the
Jsychology of motivation in particular. Maslow (1970), suggested that humans has
3 hierarchy of needs ranging from lower level needs for survival and safety to
1igher level needs for intellectual achievement and finally self actualization. Self
3ctualization is Maslow's term for fulfillment, the realization of self potential.
2
1aslow (1968), called the four lower needs-survivals, safety, belongings and self
isteem, deficiency needs. When these needs are satisfied, the motivation for fulfilling
hem is decrease. He labeled three higher level needs-intellective being needs. When
hey are made, a person motivation does not cease, instead it increases to seek further
ulfillment, for instance the more successful you are in your effort to know and
mderstand, the harder you are likely to strive for even greater knowledge and
mderstanding.

L.2.2 Conceptual Background

-he teacher who always portrays their relevant techniques of motivation encourages
;tudents to learn mathematics effectively. Teachers who always consider techniques
ike rewards, recognition of their students, promotion of students, and behave well to
1is students, performance. Teachers who fail to achieve some of these techniques lead
o a student's failure to grasp mathematical concepts. In other words, students may not
>e interested in learning. In relation to these techniques, students also themselves have
o be interested in studying mathematics; resources have to be available, suitable
earning environment for students, active participation of students lead to better
>erformance in mathematics. Teachers and students should work hand in hand in order
o achieve the academic performance.

L.2.3 Contextual Background

'1otivation is very important in the teaching learning process without the motivating
echniques, learning cannot be effective. Evidence reveals that school which
;uccessfully go through these techniques always perform well as compare to those
;chools which fail to practice fully in the above techniques. For instance urban
;chools perform well as compared to rural schools because urban schools have enough
ivailable teaching/ learning resources, good environment among others.

1.3 Statement of problems.

rhe study was forward to indentify the cause of poor performance in mathematics
n primary schools in Nawanyingi Sub-county, Iganga District. Such problems may
nclude limited teaching learning resources, lack of fully qualified or trained staff,
Jnfavorable school conditions like poor structures, insecurity among others, all
iffect academic performance in mathematics. Headteachers and teachers should work
1ard to overcome some of these challenges in order to achieve the best performances.

3
 1.4 Purpose of the study:

·he purpose of the study was to investigate various techniques that motivate students
, the learning of mathematics, attitudes of students towards mathematics as well as
onsequences of motivation

.. 5 Specific objectives:

1. To find out what motivational techniques are used in the teaching learning
process of mathematics in primary schools?

2. To assess the effect of students' attitudes towards motivation in the

teaching/learning of mathematics

3. To determine possible motivational strategies to improve on performance of

1athematics in primary schools?

1.6 Research questions:

What motivational strategies are used by teachers to encourage mathematics
students?
What are the effects of motivation on performance of students in mathematics?
,. What are the possible motivational strategies to improve on performance of students
in mathematics?

.. 2 Significance of the study:

·he study helps the school administrators and teachers to establish the best techniques
hat can motivate students in the teaching / learning process of mathematics in schools.

'olicy markers on education and government also benefited from this study. This is
1ecause; it enables them to formulate important policies that may assist teachers
o ease the teaching of mathematics in schools. The students benefited from this
tudy, because they can be able to identify their weakness in mathematics so as
lirect action can be done. The study also helped administrators to establish both the
1egative and positive attitudes of students towards their teachers in the learning
1rocesses.

4
 1.6 Limitations of the study.

rhis was not enough to compare with all the respondents successfully and therefore
:his call for more time. Some of the respondents were absent especially teachers who
,vere unable to report on the beginning of the first week of the term.
;ome respondents seem to be wasting their time of responding to the question
1sked and they gave brief and "narrow" information. Interruption by heavy rainfall
~specially during the time of interview. Respondents were not loud enough for the
·esearcher to hear. It also interrupts the researcher's movement especially from
1ome to school where research is being carried out.

5
 CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.0 Introduction
n this chapter, review of the related literature on the topic is given under
hree sub-headings; the motivational techniques used in teaching/learning
Irocess, the attitudes of students towards motivation in the learning process
ind the effect of motivation in relation to academic performance.

!.1 conceptual framework

Motivation (IV) Academic performance (DV)

Rewards, reinforcement, Readiness of students, learning

recognition, teacher/student resources, learning
relationship, behavior of environment, active
teachers participation

\S developed by Auma G: the investigator

-he teacher who always portrays their relevant techniques of motivation encourages
;tudents to learn mathematics effectively. Teachers who always consider techniques
ike rewards, recognition of their students, promotion of students, and behave well to
1is students, performance. Teachers who fail to achieve some of these techniques lead
o a student's failure to grasp mathematical concepts. In other words, students may not
Je interested in learning. In relation to these techniques, students also themselves have
:o be interested in studying mathematics; resources have to be available, suitable
earning environment for students, active participation of students lead to better
Jerformance in mathematics. Teachers and students should work hand in hand in order
:o achieve the academic performance.

Vladeline Hunter (1982), concluded that there are several techniques associated
Nith motivation that teachers can modify and control. These techniques are not
jiscrete, nor are one more another and together can increase student's motivation.

6
!.2 Motivational strategies used in learning process

ntellectual curiosity is often a motivator for students. People are naturally curious and
1ave a desired for action and adventure. Most students come to class the first day
ull of wonders about what lies ahead. They interest to nourish ideas and
>eliefs to test and informal gaps to fill. These natural desires should be
1arness when the teacher plans learning activities.

:iassroom environment. The school and the classroom environment should set
he tone for learning indeed, the environment can often make the difference
,etween a motivated learner and a bored, reluctant learner. An attractive room
s conductive to learning and it's motivational. Also bulletin boards and display
:an add much attractiveness.

Vlodeling. Is a technique of using behaviors of admired persons demonstrate the

ralue and behaviors the teacher want students to acquire? Teachers are
Jrobably the most notable model in the most classrooms. As such, the
!nthusiasm and sense of wonder that you show for your subject will often
nject your students and make them anxious to find out what is so interesting.
rhe relationship between teacher's enthusiasm and students academic
ichievement is simply supported by research Silver Nail (1979).

,ilver Nail (1979) also said, teacher's movement and eye contact as students
:alk can also act as a motivator. Movement towards the students for example
rvill often communicate your interest in their message while movement away
'rom the speaker often communicates a lack of interest or even a lack of
:onfidence in a speaker's ability.

:nstructional strategies. Group activities and students centered teaching strategies such
is cooperative learning can be motivational since they build upon the need for
·ecognition and belonging. In contrast, teachers centered teaching strategy which rely
1eavily on competition are often criticized for discouraging students from helping
)ne another, for setting up a classroom pecking order and for discouraging low
ibility students who have little chance for success.

rhe use of individualized instructional strategies can also be highly motivational.

:xploring concepts and their environment on their own initiatives can help a
,tudent to acquire an increased sense of competence (that is, it can satisfy their
ntrinsic need to cope with the environment) and to raise their level of aspiration.

7
·eacher's expectations. Students tend to perform at a level which is
onsistent with teacher's expectations. Furthermore, they tend to perform better
nd fell more competent when teachers establish high expectations and hold
hem to these expectations Good and Brophy (1987). These findings often
eferred to as self-fulfilling prophecy.

ielf-fulfilling prophecy. Teachers influences students' motivation by

ommunicating high (but not unreasonable) expectations. Essentially, teachers
,ho have expectation are telling students that they have confidence in the
tudent's abilities. This in turn helps to create a personalized and positive
eachers learner.
,ccording to Allington (1980), students on classroom interaction suggested that
eachers tend to favor students they perceive as high achievers than to poor
tudents. For example, they are usually given more time to answer questions
ind they receive more positive feedback when they respond correctly.

:ooper and Good (1983), suggests several other differences in the ways teachers
espond to high and low achieving students. These findings reveals that, too often
eachers give extra support to students whom they view as being especially capable
ind that as a result, the interaction between such students and their teachers
end to more positive and supportive feedback. The three techniques are commonly
1sed to provide feedback to students; praise, knowledge of result and grades.
iowever, to be effective motivators, these feedback techniques must be carefully and
;ystematically applied. Simply handing out positive feedback to all students will in
ime destroy its effectiveness as a motivator, used appropriately, your feedback
;hould be contingent on the desired action, should specify clearly the action
Jeing reinforced, and should be believable O Leary (1977). In other words, feedback
;hould be sincere recognition of well done student work on behavior.

:xperienced teachers have long knowledge and recognized power of praise as a

notivator Brophy (1981), In a comprehensive analysis of the use of praise,
ittests to the importance teachers praise as a motivational techniques. Indeed,
3rophy suggested that praise is more powerful than any other techniques because
t generally calls for teacher's attention and energy beyond the use of the standard
me word or short phrase response ("Good", "Okay", or "Fine answer" ).

(nowledge of results can also serve as powerful motivator. The communications of

;uccessful results naturally lead to renewed vigor, while an indication of needed
:orrective measures communicates specify means for achieving success. To use
cnowledge of results effectively, and to make sure students benefits from its
8
notivational effects~ you must return papers and tests to them immediately with
nore feedback than a simple grade.

-eachers have always considered grades and tests as motivating students to

earn. Unfortunately, the belief is not always supported. In truth, tests typically
notivate students only to cram for tests. Tests and grades are the primarily
notivational to better and older students, while offering only limited incentives
o young and low ability students.

'1otivation and incentives; Students motivation would not be without a look at

he use of incentives in the classroom. Motivation is closely related to
·einforcement principle which states that behavior are controlled by their
:onsequences. Students who rewarded by good grades for example may be
notivated to study while those who receive low grades may be unmotivated to
;tudy.

l.ccording to Pint rich and Schunk (2002), older theories of motivation tended to
;ee students as high or low in their motivation to achieve. Students high in
ichievement motivation were expected to do well and those in low achievement
notivation would not perform so well. These theories tended to see achievement
notivation as unchanging personality trait.

:lassroom goals and reward structures; Competitive goals and reward structure
ead to comparisons and win-lose relationships among students and make a
;tudent ability, rather than efforts, the primary factor for success.

_evel of concern; One aspects of motivation is the levels of concern of

;tudents have towards achieving some learning goals, and it's always associated
Nith stress. If a student finds a task too easy or the present level of
Jerformance satisfactory, they will feel little need to achieve and will put our
ittle effort. On the other hand, if a task is too difficult or if it causes too
nuch stress, then the stress itself becomes dominant and little energy will be
~xpended on learning.

-lunter (1982) reported that "a moderate level of concern stimulates and offered
:he following examples of ways teachers can raise or lower student's level of
:oncern towards learning mathematical tasks.

• Stand next to a student who is not participating to raise concern or

move away from an anxious student to lower concern.

9
 • Announce that "this will probably be on the test or reassure the class
that "everyone has trouble with this at fifth, but as we, it will
become increasingly clear"
• Give a test that grade or give a test followed by answer, so student
can check their learning .
• Announce that "this part is difficult and a high level of concentration
and effort is required" or that "this is difficult but we will work on it
for several days before you are expected to know it".

:losely connected to the strategy of adjusting students level of concern is that

,f helping students set realistic and achievable goals. Students who set high
roals which are unachievable can be encouraged to raise their sights.

'eeling tone; Basing in Santrock study, students put forth more or less effort
,ccording to the pleasantness or unpleasantness of learning environment and
he particular learning situation.

lunter (1976) provided the following examples of things teachers can say to
istablish a positive, neutral or a negative feeling tone.

• Positive; "you choose a number (problem) from any topic in mathematics"

• Negative; "that number (problem) must be finished before you are
excused for lunch"
• Neutral; "if you aren't finished, don't worry, there will be plenty of
time later"

~ccording to Hunter (1982), an important point for teachers to consider, if

hey choose unpleasant feeling tone to motivate students to complete a difficult
earning task, is to return as soon as possible to a positive one

iunters also provided some good examples as; "I really put a lot of pressure
in you and you have responded magnificently" or "I know you were angry
ibout the demands being made, but you be proud of the improvement in your
ierformance."

:iuccess; This influences a student's achievement motivation, feelings of success,

s associated with the degree of difficulty of the task and amount being
~xpended. Task that are easy required too little effort and produce on feelings

10
uccess and consequently are motivational. At the same time, tasks that are
oo difficult for students regardless of the efforts they expend, will also be
mmotivational. Effective teachers learn how to adjust the level of difficulty of learning
asks for particular students. Sometimes, this means providing special challenges
or the brightest in the class and providing more support and assistance for
hose who find a particular task too difficult.

:ffective teachers also help students see the connection between the amount
if efforts they put into a learning task and their successes and
iccomplishments. This is done by discussing with students why particular
!fforts led to the success and conversely why in their instances the led to
'ailure.

:nterest; According to Hunter (1983), the interest level of students have in a

)articular learning task is certainly associated with motivation to achieve. The
:eacher can do a number of things to relate learning materials and activities to
;tudent's interest.

-lunter provided the following examples using games, puzzles and other
,ctivities which are inviting and carry their own intrinsic motivation which is
,nother means that teachers use to make lesson interesting for students.
3imilarly variety activities (field trips, simulations, music, guest speaker) and
nstruction methods (leisure, seat work, discussion, small groups) keep students
interested in school and their school work.

l\ttending to influence and affiliation motives; Most motivational research has

Focused on achievement motivation. Although, less is known about the influence
and affiliation motives, they too play a role in determining the type of effort
students will expend in learning tasks and how long they will persist. In
general, students influence needs are satisfied when they feel they have some
power or say over their classroom environment and their learning tasks Lewin
Lippet and White (1939).

Promote mastery on challenging tasks; A challenge encourage people to stretch

themselves to their limits-perhaps to experiment with new strategies or think in
new ways. Students who master challenging tasks experience considerable
pleasure, satisfaction and pride in their accomplishments Csikszentmihaly and
Nakumula (1994), Deci, Ryan (1992); Turner (1995).

11
 Ince students are intrinsically motivated, they frequently pursue further
hallenges of their own accord. They also exhibit considerable persistence in the
ice of difficulty and they continue interested in an activity even when they
1ake frequent errors Covington (1992); Deci (1992); harter (1992). the
hallenges and intrinsic mutually enhance one another, leading to "a vicious"
ycle of the most desirable sort.

,ccording to Clifford (1990) as a teacher, we are more likely to encourage students to

3ckle challenging tasks through the feedback we give and criteria we use for
:valuation, we create an environment in which our students feel free to take risks and
nistakes. We can also provide rewards for succeeding at challenging tasks than
or achieving an essay success for example, we might give students a choice
Ietween doing an easy tasks or a more difficult one, but give them more
1oints for accomplishing the difficult one Clifford (1990); Lanetal (1940).

\ccording to Stipek (1996), teachers must tailor the level of challenges to

;tudent's current self efficacy levels. Students who have little or no confidence
n their ability to perform a particular activity may initially respond more
'avorable when we give them tasks that result in a high degree of success.

2.3 Effect of motivation in the learning process of mathematics.

Jbviously, students in the class need or have a wide variety of needs to

ichieve their goals. A need is often defined as "any type of deficiency in
1uman organism or the absence of anything the person requires or things he
·equires for his overall being" Kolinsky (1978).

Maslow (1970) suggests that human being function on seven hierarchical need
levels. The first four lower level needs called deficiency needs are for survival,
safety, belonging and self esteem. While the three higher level needs called
growth needs are for intellectual achievement, aesthetic, appreciation and self
actualization. Unlike the deficiency needs growth are never truly satisfied. In other
words, meeting the growth needs only motivates to seek further fulfillment.

Maslow suggested needs hierarchy can provide valuable insight into why students
behave as they do. In effect, students desire to fulfill lower needs may sometimes
interfere with your desire to have them achieve higher level goals. The desire for

12
 xample to maintain self esteem and belonging to a peer group may interfere with your
iesire to maintain order in the class room.

ndeed, students may sometimes openly defy a teacher simply in order to get the
ecognition from peers. Furthermore, needs are not static and the intensity with which
·arious needs are felt often varies from individual to individual over time or different
.ircumstances.

"he need for security has important ramifications for teachers. Indeed, the extent to
vhich students believe they will be successful or are likely to fall are important
notivational influences. The hope for success can be equated with achievement
notivation, while the fear of failure is often referred to as anxiety.

,enerally, students with a high need to achieve ten to receive high grades and
ire far likely than high fear failure (highly anxious) students to respond to
epeated failure by persisting and working hard on assigned tasks. However,
:are must be taken that natural tendency to persist not be allowed to become
!xcessive. Likewise, highly anxious students who tend to repeated failures by
1uitting must be encouraged to persist.

\nxious students are those who expect to fail, who view the classroom as a
hreatening and who lack confidence in their abilities. The high level of anxiety
:an impede performance and school achievement. In fact, Atkinson and Birch
1978) has suggested that people with high fear to failure attracted to either
1ery easy tasks or very difficult ones, because they can be certain of success
m the simple tasks whereas failing on the difficult tasks was expected and
:herefore is not too upsetting.

:are must be taken with students who lack confidence so that learned helpless is
1ot taught, i.e. the perception that no matter what the student does, he or
,he is doomed.

3asing on Patrick Jeramoji views on new v1s1on Saturday tenth February 2007
)n page 2 for final examination result a-level said that "I expected to excel but
1ot be among the best. I attributed my luck to God, my teachers who taught
ne well as well my fellow students" said Calvin Mwesigwa, one of the top five
,tudents from Gombe senior secondary school Mpigi.

fhe deputy director of studies; Henry Semakula noted that the good
Jerformance of the school was due to continuous assessment, tests and daily

13
exercises and discussion. "The headteacher Hajji Mugaga is very committed to
academic."

Pupils feeling from living school to hating it; these predetermines attitudes are
the result of prior experiences with schools and with teachers which in most
cases had nothing to do with you. Some will love school and learning because
they find it interesting or easy, while others will hate school and learning
because they find it boring or difficult.

One of your responsibility as a teacher will be to deal with negative attitudes

and to try to make them positive. Since you cannot force students to like
school or you or learning, this will not be easy task. In short, you cannot
force a student to change their attitudes against their will. Your best bet is to
entice them by using innovative motivational strategies.

Often your first task as a teacher will be reverse students negative mind sets
regarding school and learning. You must show them that school is a worthwhile
and is important to development of life skills. In other words, accepts should be
applied to real world. For example road sign shapes can be studied in a
geometry.

Since pupils are concerned about subject relevance, you should prepare to
respond to those age-old questions, "why do we got to learn this stuff
(mathematics)" and what good is this stuff going to do to me? If you cannot
respond convincingly, perhaps you should re-evaluate what you are teaching and
why you are teaching it .

In general, the more you involve pupils in their own learning and stimulate their
interest, the more likely they will be see the importance of school and in the
process, to develop more positive attitudes towards school, learning of
mathematics and you as their teacher will consider involvement and interest
techniques.

14
 2.5 Possible motivational strategies to improve on petformance in
mathematics.

Motivation has several effects on pupils learning and behavior and these
include:

It directs behavior towards particular goals. Social cognitive theories propose that
individuals set goals for themselves and direct their behaviors towards those
motivations determines the specific goals towards which people strive Maehr and
Meyer, (1997), Pint rich et al, (1993). Thus it affects the choices that students
make whether to enroll in trigonometry or studio art, whether to watch the
super bowl game or write an assigned research paper, whether to try out for the
load in the school play or simply sit in the audience and watch the
performance.

It increases effort and energy expended towards those goals. Motivation increases
the amount of energy that student expand in particular activity Gsikszentss
Mihalyi and Nakamura (1989), Maehr, (1984); Pint rich et al, (1993). It
determines the extent to which students pursue a task enthusiastically on the
other.

It enhances cognitive processing; Motivation affects what and how information is

processed Eccles and Wig Field (1985); Pint rich et al, (1993), Voss and
Schauble, (1992). For one thing motivated pupilss are more likely to pay
attention and as we have seen attention is critical for getting information into
both working memory and long term memory. They also try to understand
material to learn it meaning fully rather than simply "go through the motion"
of learning in a superficial, rote fashion. Furthermore, motivated students are
more likely to seek help on a task when they need it, perhaps by asking for
clarification or additional practice opportunities.

It determines what consequences. The more pupils to achieve academic success,

the more proud they will be an A and the more upset they will be by an F
or perhaps even a B. The more students want to be accepted and respected
by their peers, the more meaningful membership in the group" will be, and the
more painful the ridicule of classmates will seem. To a student interested in
athletics making the school football team is no big deal, but to a student
whose life revolves totally around football, making or not making team may be
a consequence of monumental importance.

15
It leads to improved performance in mathematics. Because of these other effects,
goals directed behavior, energy and effort, initiation and persistence, cognitive
processing and reinforcement, motivation often lead to improved performance.
As you might guess, then, our students who are motivated to learn and excel
in classroom activities will also tend to be our highest achievements Gottfried,
(1990); Schiefele, Krapp and Winteler, (1992); Walberg and Uguroglu;(1980).

Students are most likely to show the beneficial effects of motivation when they
are intrinsically motivated to engage in classroom activities. Intrinsically
motivated students tackle assigned tasks willingly and are eager to learn
classroom material. They are also more likely to learn to process information in
effective ways for example by engaging in meaningful learning, elaboration, and
visual imagery. In contrast, extrinsically motivated students may have to be
enticed or prodded, are often interested in performing only easy tasks and
meeting minimal classroom requirement & may process information in a role
superficial manner Schiefele, (1991); Spaulding, (1992), Tobias, (1994), Voss and
Schauble, (1992).

For many years teachers have known that what they do has an influence on
the behaviors of their students from the beginning of formal schooling in
western societies, many educators have held the belief that teachers behaviors
should be "democratic" in character, thus reflecting the larger societal value
about the way how people should interact with one another.

Lewin, Lippitt and White (1939), provides evidence that what teacher do
influence what their students do. Influence in classroom, however, does not
always flow just from the teacher. Students influence each other and can even
influence the behavior of the teachers Research reveals that the student peer
group, through both formal and informal interactions affects attitudes and
achievement.

16
 CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introductions

The study methodology is presented in this chapter which include. The study
design, area of study, population used in the study, the sample size and
sampling techniques, the research instruments the procedures used to collect
data, validity and reliability of data as well as analysis procedures.

3.2 Research design

The study was based on a survey design which was quantitative, descriptive
and analytical in nature. This design was intended to provide a vase amount
of the information about the details of problems which are encountered
when the motivational techniques are partially or totally not used. Six
schools was used to allow for an intensive examination of the research
problem in a limited area whose result could be generalized to other
population of interest.

The primary data for this study was collected through the use of interviews
methods. Secondary data was collected through the use of documentary
review and questionnaire methods. The study was comprised of the head
teachers, teachers and students.

The data collected was analyzed through the use of both quantitative and
quantitative methods. The data was presented in form of tables.

3.3 Population and sample size. (Sample and sampling procedure)

During study, a sample population was selected through the use of random
sampling. This is because, it enables researcher to choose different kinds of
respondents without bias. The target population for the study was comprised
of the headteacher, teachers and the pupils. In all totals of 108 was targeted.
And the above group was got as follows:

The headteachers and teachers were chosen through the use of a purpose sampling
techniques. This was because the headteachers and teachers were more

17
knowledgeable and more reliable data on the problem of that can arise when
pupils are not fully motivated.

A simple purposive sampling was used in selecting of population classes

were identified that primary five, primary six and primary seven as the only upper
classes.

The study population of 108 included headteachers, teachers and pupils all,
drawn from the sample schools.

Table 1 shows category Number of respondents

Procedures Category of Frequency Percentages(%)

resoondents
Purposive Head teachers (1 from each 3 6.25
sampling school)
Teachers (15 from each school) 45 31.25
Simple Pupils(20from each school 60 62.5
random different classes i.e.P.5 ,P.6 and
samolina P.7)
Total 108 108 100%
Source Field Data 2011

3.4 Research population

The study of population will include Headteachers, Teachers and pupils all drawn
from the sample schools conducted within Nawanyingi sub-county, Iganga District
in Eastern Uganda. The study will be conducted by interviewing based on the
three groups of people that is teachers, headteachers and pupils.

Table 2 shows categories of respondents and their schools.

Category Head Teachers pupils Total

teachers
Nawanyingi P/S 01 15 20 36

Bunyiro muslim 01 15 20 36
P/S
Maaoao P/S 01 15 20 36
TOTAL 03 45 60 108
Source Field Data 2011

18
3.5 Data collection instruments;

The researcher used a variety of research methods in order to increase the

reliability and validity of the data collected. The instrument includes the
questionnaire, interview and documentary review.

3.5.1 Questionnaire;

A questionnaire was served to the Headteachers, pupils and Teachers

respondents to seek their views on the techniques, attitudes and consequences
of motivation of students in the learning process in relation to academic
performance of mathematics in Nawanyingi Sub-county, Iganga District. The
questionnaire had both closed and open ended question items to make
analysis of the data easier and allow the respondents to provide detailed
information respectively. The questionnaire was preferred because it saves
the researcher's time that will not have to be with the respondents while
answering. The questionnaires enabled the respondents to answer freely
without fear or favor which increased their objectivity.

3.5.2 Inteiview schedules;

This method involved face to face encounter between the researcher and
the respondents whereby direct questions were asked for the purpose of
obtaining first hand information. The interview process aimed at the top
management like the Head teachers and Teachers

3.5.3 Documentary Documentaries;

This method involved the use of libraries like the Kampala international
university, the main library of Makerere University where different books,
newspapers were read to help the researcher to back up with the report.

3.6 Reliability and validity of data;

Before the data was collected, the researcher assessed the validity and
reliability of the questionnaires. The type of validity to look is content

19
validity of the questionnaire. This mainly concerned with whether or not the
questionnaires to be used in this study contains a fair sample of items,
adequate sample of items to measure the required characteristics in the
study. The researchers therefore tried out the questionnaires to a sample of
population.

3.6.1 Editing;

This is where the researchers ensure that all the data is completed without
any omission; inconsistency and inaccuracy. The responses were checked for
ambiguity and vagueness to make sure that they are meaningful for coding
purposes. The questionnaire were checked thoroughly from the beginning to
the end by relating the responses to similar questions reflecting errors that
were discovered as not being deliberate and this was done manually.

3.6.2 Coding;

After editing, all the information from questions was entered into different
categories corresponding to each of the question asked. This was done by
the help of the master sheet that are in form of a general tabulation with
several columns on the questionnaires corresponding to each variable for all
respondents. This was done because it helped the researcher to clarify the
information into a meaningful form.

3.7 Data analysis;

The data were first coded and entered into the computer after the general
field research. The analysis was done in both quantitative and quantitative form.
This analysis aimed at showing how the head teachers and teachers
perceive motivation and the likely repercussions, if they fail to motivate
students during the learning process. The data were then summarized into
frequencies and presented into tables in form of percentages.

Data were classified into section in relation to the objectives of the study.
The analysis comprise of the techniques of motivation of students, attitudes
of students in relation to performance of mathematics. Tabulation of data was
performed to derive simple statistical indicators like frequencies and
percentages presented in tables.

20
 CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND DISCUSSION

4.1 Introduction

This chapter is a presentation, analysis and discussion of the findings. The

results are presented in tables in form of frequency and percentages. It focuses
on the motivation of students and its effect on academic performance of
mathematics in few selected government primary schools in Nawanyingi sub-
county, Iganga District. The findings of the study are presented according to
the objectives used by the researcher, that is; to identify the motivational
techniques that are used in the teaching learning process of the subject
(mathematics), identify the attitudes of students towards motivation and to
identify the effect of motivation in relation to academic performance in
mathematics.

4.2 Respondents

Table 4.2 shows the number of respondents

Respondents Freauencv Percentaae

Head teachers 3 2.7
Teachers 45 41.7
Students 60 55.6
Total 108 100
Source: Field Data 2011

One hundred and eight (108) questionnaires were distributed to the head
teachers, teachers and pupils and one hundred two were filled and returned.
Therefore this represents 94.4% out of the total Questionnaire that were
distributed.

21
4.3 Research question one revisited: what techniques that motivates
students in the teaching/learning process of mathematics in Nawanyingi
sub county schools in Iganga district?

From the question asked to head teachers and teachers on whether they
motivate their pupils and the responses were as follow;

Table 4.3 head teacher and teacher's response on motivation of

students.

Response Frequency Percentaae

Aqree 42 87.5
Disaqree 6 12.5
Total 48 100
Source: Field Data 2011

The table shows that 87.5% strongly agree that they motivate their students in
teaching /learning process of mathematics and 12.5% disagree.

For those who agree gave reasons that their students respond on their
questions in class and pass well at least on average either on tests, exercises
and exams.

For those who disagree argued that student fails mathematics simply because
their teachers do not motivate them fully. Some tend to dodge their lessons
because they get bored with the teachers teaching . They even end up dosing
and sleeping during the lesson process.

Further question were asked to head teachers and teachers on how to motivate
their students?

They respond that through praise and recognition of students motivates them.
As the professional teachers, they use praise as a motivating techniques of
students like good, excellent, well tried, to gain and capture students' interest
in the learning process.

Awarding grades or marks is another technique of motivating students according

to them. Students who are awarded higher marks and grades in tests,
exercises and exams feel happy and get interested in the subjects(mathematics).

22
Those who are awarded low marks sometimes develop hatred with their
teachers simply because pupils think that their teachers denied them their marks
and therefore end up hating the subject.

Students' motivation is due to teachers perfect knowledge of the

subject(mathematics) matter or content. They revealed that with good knowledge
of the content through clear explanation and description of the content enable
the pupils to gain confidence in the teacher. Those with incomplete knowledge
of the subject makes pupils lose confidence in them. This is because; pupils
seem to perceive teachers as those who cram the content rather than
understanding it.

In addition to the above techniques, they also suggested other factors that
accompanied by these to motivate pupils within the school environment like the
well furnished classroom with good roofing, well cemented classrooms all attracts
students attention in learning.

Good teaching and learning resources acts as a motivating instruments. For example
the display of charts on the classroom wells as good blackboards.

From the above techniques, the three were chosen at random that is praise and
recognition of pupils, rewarded of marks and knowledge of the teacher. These were
the techniques that occurred most on the questionnaire answered by the head teachers
and teachers.

The questions were asked to choose one best technique out of the three above that
motivates pupils. The responses were as follow;

Table 4.4 shows the rating of techniques of motivation

Techniques Frequency Percentage

Praise and recoqnition 16 33.3
Knowledqe of t he teacher 20 41.7
Awardinq of marks 12 25
Total 48 100
Source: Field Data 2011

In the table above, out of 48 respondents (head teachers and teachers),33.3% rated
praise and recognition, 25% rated rewards for marks and the majority of them rated
knowledge of the teacher which is 41.7% as the best technique of motivating students
in the learning process. This means that most of the teachers prefer to pot ray or show
the knowledge of their subjects in order to motivate their students.

23
Students were also asked whether they are motivated by their teachers.

The responses were as follow;

Table 4.5 Responses of students on motivation of teachers.

Resoonse Frequency Percentaae

Aqree 50 83.3
Disaaree 10 16.7
Total 60 100
Source: Field Data 2011

From the table above, 83.3% of the students agree that they are motivated by their
teachers, only 16.7% of the students disagree that they are not motivated by their
teachers.

For those whose agree gave reasons that, they always perform well in most of the
subjects, their teachers are presentable, well expressed in the lesson process,
knowledgeable on the subject (mathematics) as well as well explanatory. These
students seem to be among the brightest in the class.

Those who disagree responded that some teachers are harsh in the class, some
teachers come to class when they drunk, some are shy and therefore do not motivate
them. One pupil from P.6 argued that he has just joined towards the end of second
term and he has met few of his teachers and there they have never motivated him.

4.4 Research question two revisited; what are the attitudes of students
towards motivation by teachers in the teaching process of mathematics?

In order to find out the attitudes of students towards motivation, a question were put
forward as follow;

The head teachers and teachers were asked on whether their students are motivated
during the teaching of mathematics? The responses were as follow;

Table 4.6 shows the response of teachers on attitudes of motivation of

students

Resoonse Freauencv Percentage

Aaree 44 91.6
Disaqree 4 8.4
Total 48 100
Source: field data 2011

24
From table above, 91.6% agree that their students are motivated during the teaching;
only 8.4% say that students have negative attitudes toward the learning / teaching of
mathematics. This implies that the majority of the students have or show positive
attitudes towards their teachers.

For those who agree, gave reasons that most of their students respect them, do
exercises, attend their lessons, participate in class and pass well on average.

For those who disagree said that, some of the students dodge lessons, exercises and
tests simply because they have hatred with their teachers.

The students were also asked whether they have positive attitudes towards their
teachers and the response were as follow;

Table 4.7; Response of students on attitudes on motivation of teachers.

Resoonse Freauencv Percentaae

Aoree 44 73.3
Disaaree 16 26.7
Total 60 100
Source: Field Data 2011

As it can be seem from the table above, 73.3% of students agree that they have
positive attitudes toward their teachers, 26.7 have negative attitudes towards their
teachers. This implies that the majority of the students have positive attitudes towards
their teachers.

The minority (26.7%) with negative attitudes towards learning mathematics are likely
to develop the feelings of hatred, either directly to the teacher or hating their subject
(mathematics). For the students who have negative attitudes towards their teachers,
the majority is from primary 7, followed by primary 6 and few are from primary 5.

This means that students from the above class are likely to criticize their teachers and
the lower classes respect their teachers.

Students with negative attitudes gave reasons that they hate their teachers or the
subject (mathematic) simply because they get bored in their lessons. So they end up
dodging their classes and refuse answering question being asked by their teachers
during the lesson process.

25
The students with positive attitudes explained that they mostly pay attention to their
teachers in lesson, attend classes and do all the work given to them simply because
teachers are committed to their success.

Another question was posed to the teachers and headteachers on how they
can control the negative attitudes of students towards mathematics?

Two main ways were given, that is through coaching, encouraging students to read
hard and counseling and guidance, and to a smaller extent Punishment to those who
dodge classes. The punishments involve beating, fetching water, jumping, squatting,
and also students are sometimes sent home to bring their parents or the guardian.

Further question are posed to headteachers and teachers to choose the best method of
controlling the negative attitudes of students at random and the response were as
follow;

Table 4.8 shows the best methods of controlling negative attitudes of students towards
mathematics.

Method Freauencv Percentaae

Coachinq 30 62.5
Guidance and counselino 15 31.2
encouraaement 3 6.3
Total 48 100
Source: Field Data 2011

From the table above, the majority of teachers that is 62.5% ranked coaching as the
best method of controlling the negative attitudes of students, followed by counseling
and guidance ranked at 31.2% and lastly with encouraging ranked by only 6.3%. Thus
mean that the majority of head teachers and teachers prefer coaching as the best
method of controlling the negative attitudes of students.

For those who ranked punishment said students will fear to be punished for doing
wrong simply because he or she will be ashamed by other students. Calling of parents/
guardian for such students act as an example to other students according teachers.
Therefore a student will fear to be send at home simply because they fear for further
punishments when they are returned by their parents or guardians.

26
4.5 Research question three revisited; what are the effects of motivation of
students in relation to academic performance in mathematics?

The consequences of motivation can be looked at the improvement of academics.

According to head teachers and teachers, the purpose of motivation is to reinforce or
encourage students to get interest in the subject (mathematics) so that they can read
hard and pass well. According to them, motivation of student leads to improvement in
academic performance.

According to them students who are motivated in learning behave well to their teachers
and therefore teachers should make sure that they motivate their students and also
students with negative attitudes should be reversed slowly with time.

Table 4.9 show motivation as a tool for academic success.

Respondent Freauencv Percentaae

Aqree 45 93.8
Disaqree 3 6.2
Total 48 100
Source: Field Data 2011

According to the table above, the majority of head teachers and teachers that is 93.8%
agree that motivation is a tool for academic success and the minority which is only
6.2% disagree that motivation alone cannot lead to academic success. This implies that
the majority of the head teachers and teachers prefer motivation as a tool for academic
success in mathematics.

For those who disagree gave reasons that their students have much more interest in
the subject, have good relationship with them, read hard and pass well both the
internal exams like mocks and P.L.E.

For those who disagree reasoned that motivation alone cannot lead to academic
success. There are other factors that are combined with motivation to bring about the
success of the students, for instance interest of the students in learning, school
environment, and parent concern on the students study, teachers experience and
qualification as well as the standard of the school determines much in the success of
the student.

Students were also asked whether motivation of their teachers lead them to success in
the performance of mathematics. This was summarized as follow;

27
Table 5 shows response of students on motivation as a tool to academic
success in mathematics.

Response Freauency Percentage

Aqree 46 76.7
Disaoree 14 23.3
Total 60 100
Source: Field Data 2011

From the table above, the majority of the students that is 76.7% agree that motivation
is leads them to academic success, whereas, the small percentage which is only 23.3%
disagree that motivation does not lead them to academic success in mathematics.

For those who agree that motivations lead to academic success argued that they have
confidence in those teachers who motivate them and have a strong hope in them
regarding to their academics. For those who disagree said that, some of the teachers
come to make funs in class instead of teaching and makes students to laugh but not
making them to grasp their content. They come to pass time as they make funs,
wasting student's time which she or he can do important work.

28
 DISCUSSION

In the discussion process, the teachers revealed that they always motivate their
students. As a result, the students perform well in the subjects (mathematics). Students
also revealed that they are motivated by their teachers.

According to teachers, praise and recognition, knowledge of the teacher and reward of
marks are the best techniques of motivating students. The most convenient one are the
knowledge of teachers because most students depend on teachers as a source of
content.

According to Brophy (1981), praise is more powerful than any other techniques because
it generally calls for teachers' attention and energy beyond the standard one word or
short phrase response.

On the side of attitudes of students, the teachers revealed that the students have
positive attitudes towards them. The students have good relationship with their
teachers. Students also revealed that they are well cooperated with their teachers.

According to Atkinson and Birch (1978), people with high fear of failure attracted to
either very easy tasks or very difficult one because they can be certain of success on
the simple tasks whereas failing on the difficult tasks was expected and therefore is not
too upsetting.

In the focus discussion with teachers, they revealed that punishment is the best
technique of controlling the negative attitudes of students. This is because most of the
students fear punishment and as a result, can read hard and as well as behave well.

The teachers also revealed that motivation is a tool for academic success. This is
because it injects in the students learning and therefore results into high performances
of the students. Students also revealed that, they are highly motivated by their teachers
and have a hope in their success.

According to Gsikszent and Nakumura (1989), motivation increases the amount of

energy that students expend in a particular activity. It determines the extent to which
students pursue a task enthusiastically.

According to Schauble (1992), motivated students are more likely to pay attention and
therefore capture information into both working memory and long term memory.

29
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 Introduction
,
The purpose of the study was to investigate the motivational techniques that are
used in the teaching/learning process of mathematics in Nawanyingi sub county
Iganga District. The specific objective were to investigate the motivational
techniques that are used in the teaching learning process of mathematics, attitudes
of students towards motivation and the consequences of motivation in relation to
academic performance.

5.2 Summary

The first research objective sought to identify the motivational techniques. The
study revealed that the knowledge of the subject matter determines much on
student's motivation because they have confidence in teachers with perfect
knowledge.

Other techniques revealed were recognition of students and reward of marks, all
motivates students. Teachers who fail to use the above techniques may end up
boring students in the class as revealed by teachers.

The second research objectives were to identify the attitudes of students towards
mathematics. The study revealed that the majority of the students have positive
attitudes towards mathematics and few have negative attitudes. These are packed
by the reasons that the students pass at least on average in tests, exercises as well
as final exams. They also participate positively in class.

The third objectives were to identify the consequences of motivation of students in

relation to academic performance of mathematics. The study reveals that motivation
is a tool for academic success because it makes students to have the interest in the
subject, read hard and finally pass well.

30
 5.3 Conclusion

The purpose of the study were to investigate the techniques that motivates students in
the teaching learning process of mathematics , attitudes of students towards motivation
of teachers and consequences of motivation in relation to academic performance.
Research reveals that teachers knowledge of the subject matter or content, praise and
recognition of students, and awarding marks are among the techniques of motivating
students. It also reveals that many of the students have positive attitudes towards
motivation of the teachers.

5.4 Recommendation

i) The teacher should apply the best techniques of motivating the students in the
teaching learning process of mathematics, so as to motivate their students. They should
apply them appropriately where necessary and will depend on the nature of the
students being handled. For instance teachers should consider whether the majority of
the students are slow learners or the first learners.

ii) They should also be carefully on how to control the behavior of the students with
negative attitudes. They should look at the cases before considering the method to be
used in handling students.

iii) Headteachers should also employ the qualified staffs who can handle students
effectively with the best knowledge of motivating them.

iv) The teachers should try their best level to motivate their students so as to enable
them to achieve their academics.

v) Headteachers should also make the school environment suitable for the students. For
example well furnished and cemented classrooms as well as the general cleanness of
the school environment can stipulate the student's interest in learning.

5.5 Area for further research

More research should be done on factors that motivate students on the teaching
learning process of mathematics.

Further studies could also be to investigate the factors that motivate teachers of
mathematics and students in schools.

31
 REFERENCES
1. Kenneth, D. Moore (1992); classroom teaching skills; 2 edition; Mc Graw Hill
Inc.

2. Jeane Ellis Ormrod (2000); Educational psychology; Developing learners; 3

edition; Prentice Hall Inc.

3. Anita E. Wool folk (1995); Educational psychology; 6 edition; United States of

America.

4. Paul Eggen & Don Kanchaka (1997); Educational psychology; window on

classroom; 3 edition; Pretice Hall Inc.

5. Richard I. A rends (1991); learning to teach; 2 edition; Mc Graw- Hall Inc.

6. New vision publication (2007); Saturday 10 February; Uganda ltd.

7. Monitor publication (2005); Wednesday 23 February; Uganda ltd.

8. Good, T & Brophy, J. (1986); a realistic approach; 3 edition; Longman

publishing; New York.

9. 65Y4Y' lHilgard, E. & Bower, G (1995); Theories of learning; Prentice Hill inc.

32
 APPENDIX I

QUESTIONNAIRE FOR HEAD TEACHERS AND TEACHERS

I'm a student of Kampala International University carrying out an academic research on

the topic "Motivation of students and its effect on performance of mathematics in
Nawanyingi sub county Iganga district." You have been selected to participate in the
study and therefore kindly requested to provide appropriate information by either
ticking the best option provided will only be used for academic purpose and will be
treated with utmost confidentially.

1. Respondents

Head teachers D Teachers D

2. Do you motivate your students?
Yes D No □
3. Identify the techniques used to motivate students during the teaching learning
process of mathematics.
··········································· .. ,, .....................................................................................
4. Do you students have positive attitudes towards you (teachers)?
Yes □ No □
5. Give reason s for answer in 4 above.
····································································································································
6. Give the ways through which negative attitudes of students can be co .
... ...... ........ ... .... ...... ... ...... ... ... ......... ...... ...... ..... ....... ... ....... .. ... ... ......... ...... ... ······ ........... .
7. Is motivation an important tool for student's success?
Yes D No D
8. Give reasons for your answer in 7 above.
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The end

Thank you very much for participating in the study.

33
 APPENDIX II

QUESTIONNAIRE FOR STUDENTS

I'm a student of Kampala International University carrying out an academic research on

the topic "Motivation of students and its effect on performance of mathematics in
Nawanyingi sub county Iganga district." You have been selected to participate in the
study and therefore kindly requested to provide appropriate information by either
ticking the best option provided will only be used for academic purpose and will be
treated with utmost confidentially.

QUESTIONNAIRE FOR STUDENTS

1. Class

P.5 D P.6 CJ P.7CJ

2. Do your teachers motivate you?

YesD No □
4. Give reasons for your answer in 2 above.
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5. Do you have negative attitudes towards your teachers during teaching/learning of
mathematics?
YesD No D
6. Give reasons for your answer in 4 above.
······················································································································
7. Does motivation by your teachers lead you to academic success in mathematics?

YesD No □
8. Give reasons for your answer in 6 above.

The end

Thank you very much for participating in the study.

34