The Impact of Motivation on Student's Academic Achievement and Learning Outcomes in Mathematics among Secondary School Students in Nigeria.

By A. Tella. 2007

424 citations recorded by the source corpus.

In our match towards scientific and technological advancement, we need nothing short of good performance in mathematics at all levels of schooling. In an effort to achieve this, this study investigated the impact of motivation on students’ school academic achievement in mathematics in secondary schools using motivation for academic preference scale (α = 0.82) as a measuring instrument and achievement test in mathematics (ATM) Two hypotheses were tested for significant at 0.05 margin of error using t-test and analysis of variance (ANOVA) Results showed that gender difference were significant when impact of motivation on academic achievement was compared in male and female students. Also other result indicates significant difference when extent of motivation was taken as variable of interest on academic achievement in mathematics based on the degree of their motivation. Implications, suggestions and recommendations on students, parents, government, counsellors, educational stakeholders, etc were discussed.

Subfields: Applied Mathematics, Experimental and Cognitive Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/4c9e0189893d0272ec5347572c68ecddaa2e2b65

How researchers see this paper

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In Applied Mathematics

1. A. Corebima
2. Arsad Bahri
3. T. Sikhwari

In Experimental and Cognitive Psychology

1. A. Corebima
2. Arsad Bahri
3. T. Sikhwari

In Statistics and Probability

1. Masitah Shahrill
2. A. Corebima
3. Arsad Bahri
4. Lawrence Mundia
5. T. Sikhwari

Citations in the corpus

• A Study of Relationship between Achievement Motivation, Self Concept and Achievement in English and Mathematics at Secondary Level (2011, background): “Findings of many studies (Abouserie, 1995; Tella, 2007; Broussard, 2002; Wilkins, 2006) suggest that achievement motivation and self concept are directly and indirectly related to academic achievement.”
• A Study of the Relationship between Motivation, Self-concept and Academic Achievement of Students at a University in Limpopo Province, South Africa (2014, background): “According to Tella (2007), the issue of motivating learners is seen as an important aspect of effective learning.”
• Barriers to Mathematics Achievement in Brunei Secondary School Students: Insights into the Roles of Mathematics Anxiety, Self-Esteem, Proactive Coping, and Test Stress. (2013, background): “Another relatively recent previous study (Tella, 2007) found that gender discrepancy in mathematics achievement was significant when the influence of motivation (e.”
• How Does Realistic Mathematics Education (RME) Improve Students’ Mathematics Cognitive Achievement? (2017, background): “They include the execution of traditional mathematics learning, students’ failure, and students’ lack of interest in mathematics (Tella, 2007).”
• THE CONTRIBUTION OF LEARNING MOTIVATION AND METACOGNITIVE SKILL ON COGNITIVE LEARNING OUTCOME OF STUDENTS WITHIN DIFFERENT LEARNING STRATEGIES (2015, background): “Tella (2007) and Lim (2009) also showed that learning motivation was closely correlated to students’ learning achievement.”
• The impacts of teacher's efficacy and motivation on student's academic achievement in science education among secondary and high school students (2018, background): “Thus, the finding of this study is also consistent with the background theories and other studies that addressed the influence of learning motivation of science classes on students’ academic achievement in science (Tella, 2007; Bullock & Muschamp, 2006; Tuan et. al., 2005; Reynolds & Walberg, 1992; ”