Motivational factors as predictors of academic achievements of senior secondary school chemistry students in Nigeria
The research will focus on senior chemistry students in Nigeria upon recognition of motivation factors towards their academic achievements. There is a need to look into previous studies that accounts for factors of motivation as adopted by secondary schools, preliminary literature analysis is a must factor in this research in order to gain desirable insights from chemistry students in Nigeria. Ideally, research towards academic achievement motivation has increasingly focused on certain students’ goals as research has focused on such types of achievement goals the task goal and ability goal. The proposing of thorough understanding of motivation and academic achievement among chemistry students in Nigeria, review research on achievement goal theory, goals, motives, influences on students’ school related attitudes and behaviors to develop antecedents and consequences o motivation factors. In addition, there is ample need to discuss ways in which learning environment may influence chemistry students’ social motivation in chemistry class.
Thus, encouraging school based motivation can help students to achieve academic success, the need to help students develop academic intrinsic motivation, it is impoptant to define the factors that affect academic achievement by means of motivation, into variables affecting motivation and achievement, senior students of Nigeria. The purpose of research will be to propose and test motivational process model of academic achievement. The model posits that parental, teachers, and school administration support for students' autonomy positively influences students' perceived school competence and autonomy as school competence and autonomy affect positively self determined school motivation which in turn influences academic achievement.
Indeed, describing value of responsibility for parents and teachers and on how it is promoted within the classroom thus, promoting positive interactions with teachers and peers from motivational perspective providing students with rewards to keep. Then, directed toward integration of intellectual ability, learning style, personality and achievement motivation as predictors of academic success of secondary students as associated positively with academic success. Personality factors such as extraversion, agreeableness, conscientiousness, neuroticism and openness to experience, consistent, positive association for conscientiousness with academic success will be determined through survey methodology in form of statements that implies to five point scaling system of strongly agree up to strongly disagree this will be focusing on definite motivation factors that accounts for academic achievement of senior chemistry students in Nigeria. Methodology will be analyzed and interpreted through percentages, ratios and frequencies to be based by subject responses to survey statements. A total of 100 senior chemistry students will serve as the participants of the survey and will interact according to the following statements, serving as example survey statements to be used as a core research method. The chemistry students will come from at least two secondary schools based in Nigeria and is having chemistry classes in present time frame.
1
Strongly Disagree
2
Disagree
3
Neutral
4
Agree
5
Strongly Agree
No
Statements
1
Family support motivates me the most to perform well in school and gain achievement
1
2
3
4
5
2
Good grades is a top motivation factor for my academic achievement
1
2
3
4
5
3
Self efficacy and competence is a factor when I do research and reports in chemistry
1
2
3
4
5
4
Constructive learning environment is essential to my academic built up
1
2
3
4
5
The theory based framework for conceptualizing student motivation is an adaptation of general model of motivation, model proposes that there are motivational components that may be linked to the three different components of self regulated learning, expectancy component, which includes students' beliefs about their ability to perform task, value component, which includes students' goals and beliefs about the importance and interest of the task, an affective component, which includes students' emotional reactions to the task. The expectancy component of student motivation has been conceptualized into variety of ways in motivational literature noting in perceived competence, self efficacy, attribution style, control beliefs, basic construct involve students' beliefs that they are able to perform the task and that they are responsible for their own performance. The component of student motivation involves students' goals for task and beliefs about the importance and interest of the task, motivational component concerns students' reasons for doing task.
Research suggests that students with motivational orientation involving goals of mastery, learning, believe the task is interesting and important, will engage in cognitive activity, strategy use, effective effort management. Most students spend great deal of classroom time on assignments, quizzes, lab tests, essays, reports rather than on standardized achievement tests (1985), assignments may not be sound assessments of student academic performance, but they are closely related to the realities of instruction and learning in most classrooms (1985) to influence student academic performance in the classroom. The study that integrates both quantitative and qualitative estimation design, aimed at emulating or improving best available practice process and performance to aid improvement in quality of secondary education in Nigeria. Precisely, survey research aim to have specific motivation factors of target population, appropriate way to analyze qualitative or quantitative data as analysis implies and requires principal choice (1996).
The qualitative approach is inquiry process aimed for understanding and interpreting phenomenon in study from the point of building picture, formed with words and reporting the detailed views of respondents (1998; 1996), evidence abound that the use of combination of both quantitative and qualitative research methods results in stronger validity to outcomes ( 2001). Academic motivation research can greatly benefit by combining more than one measurement methods. Quantitative methods will arm motivation researchers with the kind of precision they need whereas qualitative ones will provide them with data that can lead to a deeper understanding of the situation at hand. Behavioral indexes obtained in the very context of performing cognitive tasks can provide valuable information on covert cognitive processes being applied in the setting can help researchers determine the degree of authenticity in responses from survey methodology.
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