Authors : Clara O. Ifelunni, Gloria C. Ugwu, Anthonia O. Aneke, Julie U. Ibiam, Anthonia N. Ngwoke, Victor S. Ezema, Charles A. Oraelosi and Moses Ede
Abstract: The study sought to investigate motivation as a determinant of academic achievement of primary school pupils in Mathematics in South-East, Nigeria. Three research questions guided the study in line with the specific purposes of the study. The study was also guided by three null hypothesis. The correlational survey research design was adopted for the study. A population of 357.115 primary 5 pupils in all the 5.378 public primary schools in South-East, Nigeria was used for the study. The sample for the study comprised 400 primary 5 pupils using Yaro Yamane’s formula. A multistage sampling technique was used to draw the participants. Two instruments were used for data collection: namely, scale of intrinsic and extrinsic motivation in the classroom by Harter and Mathematics achievement test developed by International Association for the Evaluation of Educational Achievement (IEA). The instruments were validated by three experts from University of Nigeria, Nsukka. Data collected was analyzed using Cronbach alpha formula. An internal consistency reliability coefficient of 0.85 was obtained for the scale of intrinsic and extrinsic motivation in the classroom, 0.87 for Mathematics achievement test and an overall coefficient of 0.84 was obtained. Scores from participants were analyzed using Pearson’s product moment correlation coefficient and regression analysis. Specifically, Pearson’s product moment correlation coefficient and coefficient of determination were used to answer research questions. In addition, regression ANOVA was used to test hypothesis at 0.05 level of significance. The findings of the study revealed, among others that there is a significant correlation between intrinsic motivation and primary school pupil’s academic achievement in Mathematics in South-East, Nigeria it was recommended, among others that the Federal and State Ministries of Education should organize and sponsor periodic workshops, conferences and seminars for teachers and head-teachers on the different motivation types and how they affect learning in order to actualize high achievement in Mathematics for primary school pupils.
Clara O. Ifelunni, Gloria C. Ugwu, Anthonia O. Aneke, Julie U. Ibiam, Anthonia N. Ngwoke, Victor S. Ezema, Charles A. Oraelosi and Moses Ede, 2019. Motivation as a Differential Predictor of Mathematics Achievement of Pupils in South-East, Nigeria. Journal of Engineering and Applied Sciences, 14: 5345-5350.