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This research suggests practical solutions o improve the motivation of struggling specifically, the research presents strategies such as using peers as role models, teaching specific learning strategies, presenting the students with options and more. These tactics can strengthen struggling students' beliefs in their academic abilities and increase their willingness to engage in academic tasks.

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5.6 SUGGESTION FOR FURTHER STUDY

That further research should be carried out on the following topic.

1. The influence of motivation in empowering students of economics and other disciplines, such as commerce, business education etc.

2. Challenges of motivation and the need for its survival in the midst of growing economy

3. How can teachers develop student's motivation and success?

4. The effect of learning and motivation strategies training on secondary school students' achievement.

5. What teachers say and do to support students' motivation during learning activity.

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Reference

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W.H. Freeman and Company.

Bandura, A. (1994). Self-efficacy. In V.S. Ramachaudran (Ed.), Encylcopaedia of human behavior, Vol 4 (pp. 71-81). New York:

Academic Press Inc.

Barnhart, C.L., & R.K. (Eds.). (1986). The world book dictionary.

Chicago. World Book Inc.

Cannon, M., Umble, K., Steckler, A., & Shay, S. (2001). "We're living what we're learning" Student perspectives in distance learning degree and certificate programs in public health. Journal of public Health Management and Practice.

Deci, E.L. & Ryan, R.M. (1985). Intrinsic motivation and self-determination in human behavior. NY: Plenum Press.

FELDMAN, KENNETH A. and PAULSEN, MICHAEL B. 1998.

Teaching and Learning in the College Classroom, 2nd edition.

Needham Heights, MA: Simon and Schuster.

Gagne, R.M., & Driscoll, M.P. (1988). Essentials of learning for instruction, (2nd Ed). New Jersey. Prentice Hall.

Gagne, R.M., Wagner, W.W.; Golas K.C.; & Keller, J.M. (2005).

Principles of instructional design (5th Ed), Belmont:

Wadsworth/Thomason Learning.

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Grolnick, W.S., Ryan, R.M., & Deci, E.L. (1991). The inner resources for school achievement: Motivational mediators of children's perceptions of their parents.

Hamachek, D. (1968). Motivation in teaching and learning. National Education Association Publications Division.

Harrison, N. (1999). How to design self-directed and distance learning programs. New York: McGraw-Hill.

Heinich, R.; Molenda, M.; Russell, J.D.; & Smaldino, S.E. (1999).

Instructional media and technologies for learning. New Jersey.

Prentice Hall.

Johnson D.W., & Johnson, J.R. (1985). Motivational processes in cooperative, competitive, and individualistic learning situations.

Inc. Ames, & Ames (Ed.), Research on Motivation in Education:

The Classroom Milieu (pp. 249 - 277). Orlando: Academic Press, In C.

Keller, J. & Burkman, E. (1993). Motivation principles. In M. Fleming

& W.H. Levie (Ed.), instructional message design: Principles for the behavioral and cognitive sciences. 2Ed. (pp. 3 - 53). New Jersey: Educational Technology Publications.

Keller, J. (1983). Motivation design of instruction. In C. Reigeluth (Ed.), Instructional design theories and models: An overview of their current status (pp. 383 - 434). New Jersey: Lawrence Erlbaum Associates

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Keller, J. (1987). Development and use of the ARCS model of instructional design. Journal of Instructional Development, 10(3), 2-10.

Maehr, M. (1984). Meaning and motivation: toward a Theory of personal investment R. Ames & C. Ames (Ed.), Research on motivation in education: Academic Press Inc.

Maslow, A. (1968). Toward a psychology of being (2nd Edition). New York: D. Van Nostrand Company.

Qureshi, E. (2001). Identifying characteristics of students who opt for distance education. Unpublished.

Russell, I. (1971). Motivation. Dubuque, lowa: Wm. C. Brown Company Publishers. 103

Ryan, R.M., & Deci, E.L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and wellbeing.

Wlodkowski, R. (1999). Enhancing adult motivation to learn (Revised, 2nd ed.(. San Francisco: Jossey-Bass Publishers.

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Appendix I

RESEARCH QUESTIONNAIRES

DEPARTMENT OF CURRICULUM STUDIES AND EDUCATIONAL TECHNOLOGY, FACULTY OF EDUCATION, USMANU

DANFODIYO UNIVERSITY, SOKOTO.

28/07/2015.

Dear Sir/Ma,

A Survey of the Role of Motivation on the Academic Performance of Students in Economics

We, the researchers, are undergraduate students of the above institution, undergoing a research investigation on the above underlined topic in partial fulfillment of the requirement for the award of B.Sc. Ed.

The questionnaire attached is designed to collect data for the study. It will be highly appreciated if you complete the questionnaire and return faithfully.

Please be assured that your response will be treated confidentially and used for the purpose of this study.

Thanks.

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Appendix II Section A

Instruction: Please tick (√) in the column provided to show the option you choose in the response given against each option with likert scales: SA = Strongly agree, A = Agree, D = Disagree, SD = strongly disagree.

Teachers Personal Data

1. Gender: (a) Male (b) Female

2. Age: (a) 20 – 30 (b) 31 – 40 (c) 41 – 50 (d) 51 and above

3. Marital status: (a) Married (b) Single (c) Separated (d) Divorced (e) Widow

4. Qualification: (a) HND (b) B.Ed. (c) M.Ed.

5. Years of Experience (a) 1 – 5 (b) 6 – 10 (c) 11 – 15 (d)16 – 20 (e) 21 and above.

(Teachers’ Questionnaire)

S/NO QUESTIONS SA A D SD

1. Motivation facilitate teaching in the classroom 2. Motivation enhances teachers curiosity

3. A motivated teacher is more serious in the class

4. Teachers that are motivated have the tendency of teaching better

5. Motivation arouse teacher’s interest and promote academic performance

83 6. Motivated teacher teach students better in the class

7. Motivated teacher contribute better in the school environment 8. A motivated teacher is more serious in his teaching

9. If teachers were motivated, they carry out their extra-curriculum activities efficiently

10. Performance of unmotivated teacher is always bad

11. The government motivate teachers by paying their salaries on time 12. Staff promotion is effective instrument for motivation

13. A positive reward is given to a teacher who put extra effort

14. The government adopt different motivational strategies such as teachers promotion to boast their moral

15. Government allow us to go for seminar and conferences

16. Government motivates and support us financially if we are going for seminars

17. We are lacking needed facilities and instruments for teaching and learning 18. I dislike teaching because of societal perception

19. School provides me with available relevant materials for my teaching 20. Teachers who pass through teaching line have the full concept of teaching 21. My performance in the school is attributed to my zeal for teaching

22. I always try to do my best as a teacher because students may wish to emulate me.

23. Many teachers perform better because the state government is encouraging them

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Appendix III Section A

Instruction: Please tick (√) in the column provided to show the option you choose in the response given against each option with likert scales: SA = Strongly agree, A = Agree, D = Disagree, SD = strongly disagree.

Students Personal Data

1. Gender: (a) Male (b) Female

2. Age: (a) 15 – 20 (b) 21 – 25 (c) 26 – 30 (d) 31 and above 3. Marital status (a) Married (b) Single (c) Separated

4. Class: (a) SS III (b) SS II (c) SS I

Section B

STUDENTS QUESTIONNAIRE

S/N QUESTIONS SA A D SD

1. Motivation facilitate teaching and learning in economics

2. Motivation enhances academic performance of student in economics 3. Motivation arose students’ curiosity in learning Economics.

4. Students that are motivated are likely to perform more better in economics

5. Organizing teaching in conducive environment arouses students’

interest in Economics.

6. Performance of unmotivated students of Economics is always bad.

7. Parental motivation of students in economics makes them feel superior to others

8. Teachers motivate their students in economics with the aids of