CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

The word “motivation” comes from a latin word “movers” which means to

move; Thus, motivation can literary mean the process of arousing movement in

individual Harrison (2015). It is a very important factor which determines how

successful we are at what we do. It serves as a driving force that gives us the will

to accomplish task and eventually succeed in reaching an ultimate goal. Motivation

level can vary each day depending on how we feel, or how we view certain

experience.

Motivation also drives us to stick to the low fact selections and recipes

required to keep our progress moving.

Motivation is an influential factor in teaching and learning process. The

success of learning depends on high or low motivation of students. It can drive

learners in reaching learning goal. Therefore, motivation is the key of success in

enhancing teaching process. High or low students motivation can be influenced by

some factors.

 it is influenced by social life where student lives.

 it is influenced by the teacher.

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  it is influenced by the methods used.

 it is influenced by the learning environment

In improving student motivation, we need to pay attention to some factors

like;

 We must set the interesting materials.

 We must set goals that are meaningful, realistic achievable for students.

 We must set interesting environment.

 If we can apply all strategies in teaching-learning process, the students will

reach learning goal easily.

1.2 STATEMENT OF THE RESEARCH PROBLEM

The rate at which dropout and mass failure in the final year examination of

Senior Secondary School in Ondo West Local Government is at alarming rate

students are no longer studious unlike before after their final year Senior

Secondary School Certificate Examination result is poor in view of this, they

delight in taking up motorcycle (Okada) and tricycle (maruwa’s) jobs. This is

inimical behaviours necessitate for this research work.

It is pity to know that both parents and teachers find it difficult to motivate

their wards/students. It is a phenomenon in todays’ educational.

This has affected student performance in both internal and external

examination in secondary school in Ondo West Local Government Area of Ondo

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State. It is on this problematic situation that the researchers determine to carry out

a research on the role of motivation on the academic performance of student in

physics in some selected secondary schools:

 Holy Trinity Grammar School, Italuowo, Ondo

 Ondo Anglican Grammar School, Ondo

 Independent Grammar School, Ondo

 Holy Flock of Christ Grammar Schoo,l Ondo

 Ansar ‘U’ Deen Community Comprehensive High School, Ondo

1.3 AIMS AND OBJECTIVES OF THE STUDY

The aims of this study is to find out the role of motivation in teaching and

learning in physics in some selected secondary schools in Ondo West Local

Government Area of Ondo State.

The objectives are to:

i. Determine the role of motivation on the academic performance of student in

physics

ii. Determine the extent at which a teachers motivate their student in physics

iii. Assess the role of parental motivation on students of physics

1.4 RESEARCH QUESTIONS

As a guide to the study, the following research questions were raised:

1. What is the role of motivation in teaching and learning of physics

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 2. To what extent motivation enhance academic performance of student in

physics?

3. What are the motivation strategies adopted by the teacher of physics?

4. To what extent teacher motivation their students in physics?

5. What is the influence of parental motivation on students (in) physics?

1.5 SIGNIFICANCE OF THE STUDY

This study is to determine the role of motivation on the academic

performance of student in physics. This research works also will look at possible

solutions and recommendation that will enhance performances of student in both

internal and external examination in physics.

1.6 LIMITATION OF THE STUDY

Due to time and financial constraints, therefore, this study is limited to small

specific area in Ondo West Local Government Area of Ondo State and selected

secondary schools in the local government are selected:

 Holy Trinity Grammar School Italuowo, Ondo

 Ondo Anglican Grammar School, Ondo

 Independent Grammar School, Ondo

 Holy Flock of Christ, Ondo

 Ansar Deen Comprehensive High School, Ondo

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 CHAPTER TWO

REVIEW OF THE RELATED LITERATURE

This chapter presents review of related literature on the topic: “Role of motivation

on the academic performance of students in physics in some selected secondary

schools in Ondo West Local Government Area of Ondo State” As discussed under

the specified sub-heading below:

2.0 The concept of motivation

2.1 The role of motivation on the academic performance of students in physics.

2.2 Strategies of motivating students

2.3 Types of motivation

2.4 Importance of motivation on student performance in physics

2.5 The role of parental motivation on academic performance of students in

physics

2.6 Empirical Studies

2.7 Summary of literature preview

2.0 THE CONCEPT OF MOTIVATION

According to Harrison (2015), motivation is difficult to define. The word

“motivation” come from a latin word “movers” which means to move. Bernard

(2017) defines motivation as those phenomena which are involved in the

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stimulation where there were little or no movement towards goals. Jibrin (2016)

defines motivation as inner state or need or desire that activate an individual to do

something that will satisfy that need or desire. Brown (2018) define motivation

based on behaviouralistics and cognitive definition. Based on behaviouralistics,

Brown define motivation as anticipation of reinforcement which is powerful

concept for the

classroom. Based on cognitive definition, Brown classified motivation definition

into three categories.

First, based on drive theory, motivation stems from basic innate drive. So

motivation has been in existence since we are born. Seconds, based on hierarchy,

motivation is something that comes from individual needs. Third, based on self-

control theory, motivation is something that appears if there is opportunity to make

someone to make own choice about what to pursue and what not to pursue (self-

control) (Brown, 2018: 73-75)

So, motivation is one of the influential factors in learning the drivers’

learners to struggle to reach their goals in learning process and can become a

stimulus in learning process. For examples, a learner who is motivated to study

physics because he want to get a gift from his teacher will try to study hard to get

the gift, that is, as a stimulus in the learning process. Therefore, motivation is one

of the most influential factors in teaching and learning process.

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 Bernard (2017) defined motivation as those phenomena which are involved

in the stimulation where there were little or no movement towards the goals.

Akinson (2019) defines motivation as the arousal of tendency to act to produce one

or more effects. Ryan and Deci (2015) stated that to be motivated means to be

moved to do something. In other related definitions, Gagneaned Medsker (2016)

define motivation as “cognitive persistence, the drive, tendency or desire to

undertake or complete a task, expand effort, and do a qualify job”. (y.168).

Definition of motivation were gleaned from a variety of psychology

textbooks and reflect the general consensus that motivation is an internal state or

condition. Sometimes described as a need, desire or want that serves to activate or

energize behaviour and give it direction (kleinginna and kieinginna, 2018).

Summarily, motivation in relation to this present study means arousing the

interest of the learner.

2.1 THE ROLE OF MOTIVATION ON THE ACADEMIC

PERFORMANCE

OF STUDENTS IN PHYSICS

According to Theall (2016), teachers have a lot to do with their students’

motivational level. A student may arrive in class with a certain degree of

motivation, but the teachers’ behaviour and teaching style, the structure of the

course, the nature of the assignments and informal interactions with students all
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have a large effect on student’s motivation. We may heard the utterance, “My

student are so unmotivated”,

and the good news is that there is a lot that we can do to change that, which

include:

i. Giving frequent early positive feedback that support students’ beliefs that

they can do well.

ii. Ensuring opportunities for student success by assigning tasks that are

neither too easy nor too difficult

iii. Helping students find personal meaning and value in the materials.

iv. Creating an atmosphere that is open and positive

v. Helping students feel that they are valued members of a learning

community

According to McMahon and Kelly (2015). Some recurring themes about student’s

motivation drawn from the educational literature are as follows:

i. Provides choices: Students can have increase motivation when they feel

some sense of autonomy in the learning process, and that motivation

declines when students have no voice in the class structure.

ii. Balance the challenge: Students perform best when the level of difficulty

is slightly above their current ability level. If the task is too easy it promotes

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 boredom and may communicate a message at low expectation or a sense

that the teacher believes the students is not capable of better work

iii. Seek role models: its students can identify with role model they may be

more likely to see the relevance in the subject matter.

iv. Adopt a supportive style: A supportive teaching style tends allows for

students autonomy can foster increased student interest, enjoyment,

engagement and performances. Supportive teacher behaviour include

listening, giving hints and encouragement being responsible to student

questions

v. Strategies with struggling students: when student are struggling with poor

academic performance, low self-efficacy or low motivation, one strategies

that may help is to teach them how to learn. That is, to outline specific

strategies for completing an assignment, note-taking or reviewing for an

exam.

2.2 STRATEGIES OF MOTIVATING STUDENTS

According to Meador (2015) strong and lasting memory connected with the

emotional state and experience of the learners depend on the strategies used in

teaching and learning. Keller (2015) suggested and developed three strategies

aimed at ensuring motivation in teaching and learning. The three categories

devised by Keller are as follows:

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 i. Interest: refers to whether the learner’s curiosity is aroused and

whether this aroused is sustained appropriately over time.

ii. Relevance: refers to the learner’s perception of personal need,

satisfaction in relation to the instruction, or whether a highly desired

goal is perceived to be related to the instructional activities.

iii. Expectancy refers to the perceived likelihood of success and the extent

to which success is under learner control.

These three categories were eventually translated into the ARC model of

instructional motivation design in which interest was change to “Attention” and

Expectancy to “Confidence” with Relevance retaining its title.

2.2.1 TEACHERS ATTENTION ON THE LEARNERS

Gagne and Driscoll (2017) detailed three actions that can be used to

enhance learner’s attention. These are:

i. Vary the appearance or sound of institutional material

ii. Use of concrete examples for every abstraction that is presented and

iii. Surprise the learner with novelty and incongruity.

The intent of these actions is to avoid designing instruction that becomes

mundane or predictable for the learner. Many authors caution however of

becoming too creative to the point the, learner become confused write too much

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flash, particularly with action intended to stimulate the perceptual curiosity of the

learner.

Gagne and Medsher (2016) suggest that the first consideration for

establishing epistemic curiosity is the development of clear outcomes, objectives

and success criteria. Clarity, they point out, reduces fear-born of ambiguity.

They suggested breaking complex objectives into more manageable

sub-objectives which are then associated with chunked parcels of learning.

Strategies recommended by Keller (2015) to gain learner attention and raise

curiosity include asking question or making a statement that creates an unusual

perspective in the mind of the learner.

The extent of the question or statement is to put the learner in a problem

– solving mode that raise cognitive activity. He also suggests using anecdotes to

create an emotional element in what would otherwise be purely intellectual

material.

Blumenfield, Kempler and Krajcik (2017) added that discussion forums and

chat rooms ideally lend themselves to synectic interactions under the watchful eye

of the instructor. Keller (2015) suggest that synetics can be used to help make the

“strange familiar and the familiar strange”

The final strategy for maintaining learner attention suggested by Keller

(2015) to use of inquiry as a means of fostering epistemic curiosity. Inquiry

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learning is intended to help learner furthers develop cognitive skills by having

them seek out answer to questions themselves rather than hearing the answers

provided. With this strategy, learner are provided with some investigative

technique and then allowed to search for answer to specific question with the

instructor guidance. The instructor role is to maintain learner curiosity and to

resolve learner frustration in the event the learner becomes confused or

overwhelmed while searching for answer to question presented.

2.2.2 RELEVANCE OF THE LESSON

Keller (2015), suggest that learner need to perceive that important personal needs

are being met by the learning situation if motivation is to be sustained over the long

term. Important personal needs translate into the relevant of the current learning

experience to past experience and to what learner consider worthwhile in the future.

Strategies suggested by Gagne and Driscoll (2015) for assuring instructional

relevance includes the following:

 Ensuring that content relates to the learners past experience and stored

knowledge

 Explaining the present worth of the skills

 Taking steps to convince the learner of the value of what is learned for

future activities that are valued.

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 Personal needs related to relevance can be enhanced by showing learners

that their success is a direct consequence of their effort when a moderate degree of

risk is involved in the learning process and adequate feedback is provided attesting

to the learner’s efforts Keller (2015) stressed that care needs to be taken with the

introduction of competition. However, to ensure much stronger student do not

disefranchise weaker student during the learning experience.

Providing student with a measure of control over their learning can also help

increate a relevance of what is being learned. Providing choice and allowing

students to take responsibility for their learning gives them a sense of pride for

accomplishment and achievement. Learner control, however, conjures up different

meaning depending on the perspective of the individual designer.

2.2.3 BUILDING OF CONFIDENCE ON STUDENTS

To build learners confidence, Gagne and Medsker (2016) advocates

attributions moulding intended to reinforce the notion that successful learning

depends, in the large part, on effort and learning strategies as opposed to the

external forces. They suggest allowing learners to assume a certain measure of

control over their learning as a means of enhancing self-attribution and , by

extension, promoting an internal locus of control and self-efficiency.

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 Gagne and Driscoll (2015) suggest the following strategies to promote learners

confidence:

 Communicate clear and definite learning objectives;

 Sequence successive lessons or learning task so that each can be readily

mastered;

 Permit learners to take an increasing degree of control over the sequence of

learning and over the attainment of successful outcomes.

Gagne and Driscoll (2015) also suggest creating a challenging setting in

which learners “perform something that they are not quite capable of performing

on their own but can perform with assistance or practice.” Keller (2015) cautions,

however, that the learning situation should begin with activities that relax students

and build confidence early in the learning process. He also suggests instructors

make an effort of the outset of a learning situation to establish personal contact

with the learners as a means of putting the learner at ease. Personal motivation

increases with personal expectancy for success, a character trait that is affected in

large part by success or failure with previous learning experience, locus of control

and personal causation.

Feedback is an important element for building learner confidence, but not

just any feedback. Feedback must emphasize the relationship between learner

effort and the result achieved. If it is evident the learner put great effort into a
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particular assessment vehicle, but achieved poor results, the feedback resulting

from this assessment must balance the need for critique with acknowledgement of

the effort used up by the learner.

Keller (2015) points out that the feedback should endeavor to increase

learner’s expectancy for success by providing suggestions on how the same

amount of effort can improve results by using certain technique unknown to the

learner.

2.2.4 CREATING SATISFACTION ON THE LEARNERS

Gagne and Driscoll (2016) suggest that attainment of learner satisfaction is

perhaps the easiest of the attention relevance and confidence (ARC) components to

achieve. Satisfaction is attained using feedback to bring about re-enforcement. By

using a through feedback process with learning iterations, satisfaction with a single

learning experience develops into a self-management skill (actually a cognitive

strategy) that give support to learner’s confidence, maintains attention and the

relation of learning activities to long-term goals” (Gagne and Driscoll, 2016).

Gagne and Driscoll (2017) again note the importance of establishing clear

learning objectives at the outset of learning and the negatives impact on learner

motivation that can occur if those objectives are inconsistent with what is provided

in the accompanying instruction.

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 They also suggest providing instruction as close as possible to the direct

application of that instruction so the knowledge or training gained can be

employed immediately.

2.2.5 MEDIA SELECTION FOR TEACHING

Media selection is very important consideration in determining how a

learning intervention will be presented to those who will eventually use the

instruction. Today, media relies heavily on technology to transmit and present

instruction. However, technology does not always add learning value to the

instruction and can, in some cases, have a detrimental learning effect if learners

have difficulty in understanding the technology or problems arise when the

technology is used. Heinrichs et al (2016), Gillet et al,(2017)

Hayenga and Corpus (2015), define medium (plural: media) as “a channel of

communication, derived from the latin word meaning “between”, the term refers to

anything that carries information between a source and a receiver” (p. 8).

Examples include video, television, diagrams, printed materials, computers and

instructors. These are considered instructional media when they carry messages

with an instructional purpose.

2.2.6 PROVIDING FEEDBACK TO STUDENT

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 The importance of timely and constructive feedback to the promotion and

maintenance of learner motivation has already been mentioned. However, the

important of this motivational tool cannot be over emphasized and deserve further

examination.

Keller (2015) makes a distinction between motivational feedback, which

should be delivered immediately following a related performance and formative

feedback, which should be delivered before the next performance so the feedback

will be useful. Motivational feedbacks relate to those elements affecting learner

control and self-efficacy. It deals extensively with encouraging the learner as well

as providing constructive criticism.

Keller and Burkman (2018) state that during the learning process, it is very

demotivating for learners to never know how well they are performing. People

with a high need for achievement, who are already intrinsically have a strong

desire for feedback regarding how well they are progressing.

2.3 TYPES OF MOTIVATION

According to Smythe (2018), the various types of motivation are as follows:

i. Achievement Motivation: it is the drive to pursue and attend goals. An

individual with achievement motivation wishes to achieve objective and

advance up on the ladder of success.

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 ii. Affiliation Motivation: It is the drive to relate to people on a social

basis. Person with affiliation motivation Perform work better when they

are complemented for their favourable attitude and compression

iii. Competence Motivation: It is the drive to be good at something,

allowing the individual to perform high-quality work. Competence

motivated people seek mastery, take prides in developing and using their

problem-solving skills coma and strive to be creative when confronted

with obstacles.

iv. Power motivation: It is the drive to influence people and change

situation. Power motivated people wish to create an impact on their

organization and are willing to take risk.

v. Attitude Motivation: Attitude motivation is how people think and feel.

It is their self-confidence, their belief in themselves, their attitude to life.

It is how they feel about the future and how they react to the past.

vi. Fear Motivation: Fear motivation coercions a person to act against will.

It is instantaneous and get the job done quickly. It is helpful in the short

runs

2.4 THE IMPORTANCE OF MOTIVATION ON STUDENT

PERFORMANCE IN PHYSICS

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 In this section of the literature review, importance of motivation on

performance of student was reviewed. According to Dev (2017), there is an

assumption that motivation and learning are directly connected to each other and

which is supported by teacher, researcher and psychologist for a long period of

time. They have pointed out that motivation can be regarded as the key issue in

teaching and learning process is commerce student’s motivation must be preserved

elaborated or even heightened. In order to achieve this lofty mission, teacher and

instructor in have to make use of various strategies for motivation. Most

motivation theories assume that motivation is involved in the performance of all

learner responses that is, a learned behaviour will not occur unless it is energize.

Coon, D and Mitterer. J.O (2016) postulated that there is a hierarchy of

needs that people must satisfy in search of life’s fulfillment. Once needs of safety,

belonging, love, respect and self-esteem are met, people look to satisfy their needs

to self-actualization. At this point, they seek to actualize their potential, capacities

and talent by developing a fuller knowledge of “and acceptance of the person own

intrinsic nature, as an increasing trend towards unity, integration or synergy within

the person he noted that as people” He noted that as people realize self-

actualization and find gratification in the accomplishments, their motivation

heightens and grows.

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 Gagne and Driscoll (2016) stated that as act of learning continuous

overtimes, several factors influence motivation to continue learning, not the least

of which is the learning experience and the quality of the learning products

experienced. Keller and Burkman (2017) stated that learner motivation colours all

that follows in the learning event and therefore requires the attentions of the

instructional designer if learning is to be successful. They go on to note that

motivation must be a consideration throughout the entire teaching and learning

process and not simply an embellishment selectively included of certain stages of

the process. Gagne and Driscoll (2016) note that individual exhibiting the need of

achievement have been variously described as possessing a universal positive

motivation for competence and effective.

Wiodkowski (2015) point out that if two people of identical ability decided

to take the same course under identical conditions, the motivated person will

invariably do better on the course than the unmotivated person. Attending to

elements of social cognitive learning theory during instructional design can only

result in more motivated Learner.

Cannon (2016) postulated, however, that students motivation upon entering

the programme shapes their expectations for the content of the programme and the

support they expect to receive once engaged in the course of study. The suggestion

being that an unmotivated learner experiencing a learning environment that does

20
not cater to enhancing learner motivation will only serve to substantiate the learner

expectations.

Blues (2017) and Fredricks et al (2015) observed that when a learner are

motivated, communication between instructor and the student flows smoothly,

anxiety associated with learning decrease and learning creativity and engagement

is more in evidence. Learner who complete an exciting and rewarding learning

experience leave “feeling motivated to seek future learning opportunities and to

use what they have learned.

Perhaps, the most all-encompassing view of motivation in the content of

learning is provided by (Russell, Ainley & Frydenbery; Ryan & Deci (2015).

Although he uses the typical classroom environment to contextualize his summary

of learner motivational elements, the same can be applied to distance education.

Russell determined the following:

The motivation that produce behaviour is the result of a complex array of

interrelated motives.

A teacher cannot know the sources and level of each motive but can observe

the behaviour resulting from the totality.

Natural tendencies of the student to imitate, explore, manipulate and master

his environment are the strongest motives available for school learning.

21
 Successful experience intensities the anticipation and expectancy of future

success and this experience constitutes a major thrust into and through new

learning.

Settings goals and standards for excellence for themselves increases student

motivation for achievement.

Student have characteristics arousal level, which they seek to maintain.

Schmakel P. (2017) observed that performance is a product of a variety of

factors, including a combination of the motivational pattern and is, at best, a crude

measure of motivation. Keller point out in quoting Kuhi (2015) that whatever

extrinsic motivation energized the learner to act needs to be nurtured during the

learning intervention in order to sustain the learner’s intended actions. He stressed

that when learning is perceived to be relevant and meets the learners needs. It is

likely that learner motivation will increase.

2.5 THE ROLE OF PARENTAL MOTIVATION ON STUDENTS

PERFORMANCE IN PHYSICS

Students have been required to supplement their learning in school by

doing homework ever since the mid-nineteen centuries (Gill and Schlossman,

2016)

1. PARENTS’ INVOLVEMENT IN THEIR CHILDREN EDUCATION

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 Generally, parental involvement in their children’s education is considered

to be desirable. However, finding the relations of parent involvement with student

outcomes are not ubiquitous (common) whereas many studies found parental

involvement to be positively related to adaptive student outcomes (Hill and Craft,

2017; Hoover-Dempsey and Sandler, 2015, 2016).

2. PARENT INVOLVEMENT IN HOMEWORK

According to Bandura (2015) and Deci and Ryan (2016) parent perceived

competence in helping their children has been found to be related to their level and

type of involvement with their children. Parents with low perceived competence

tend to engage in negative self-thoughts about their interaction, with their child and

manifest less attention and low problem-solving skills when engage with the

child’s task.

Cooper, Lindsay, Nye and Greathouse (2016) found that positive parental

attitude toward homework (i.e parent believe that homework contributes the

child's learning) were associated with more frequent homework persistence by the

students and with higher grade in elementary school. Parent attitude towards

homework were also directly related to the student positive attitude and

consistency and engagement homework.

2.6 EMPIRICAL STUDY

23
 In a related study, Etuck (2016) carried out a research work on motivation

and job satisfaction among worker in Cross River State. The objective of the study

was to determine the influence of motivation on the performance of Nigeria

workers. To achieve the aim of the objective four (4) research question were

raised.

Survey design method was adopted for the study and the population of the

study stood at 3,200. Simple percentage was adopted for data analysis. The result

of the respondent revealed that:

 Motivating workers through payment of salaries and other benefits will

enhance staff performance.

 Promoting staff welfare and provision of needed facilities and equipment has

a significant role on staff motivation.

Although the research and the work was used for the present study, more

especially in the area of organized and literature review, but it was observed that

the sample for the study was not mentioned in the study.

Lass (2015) conducted a research work titled “ the role of motivation on teaching

and learning of physics subjects in zaira local government at kaduna”. The

objectives of the study includes to:

 Examines the attitude of students towards physics subject in zaira local

government of kaduna state.

24
  Identify the role of motivation in teaching and learning of physics subject in

zaira local government of Kaduna state.

To achieve the objective of the study, four research questions were raised in-line

with the objective of the study. Survey design method was adopted for the study.

Population of the study stood at 360 respondents comprise of teachers and

students of physics courses. 40% (140) were randomly selected to represent the

entire population. Four Likert structured questionnaires was used for the study.

The researcher distributed the questionnaires personally and results collected

were subjected to statistical analysis using simple percentage. The results

revealed among other that:

 Students have positive attitudes on physics subject in government secondary

school in zaira

 There is need for motivation in teaching and learning of physics subject.

 If students are well motivated, it will help to students interest and promote

their performance.

The researcher recommend among others that government and voluntary

agencies to help to provide physics textbooks, teaching equipment and facilities

that will help in motivating both the teachers and the students. Teachers should use

different method of teaching and learning. This will help in motivating students

25
performance. the researcher did a nice work, however, the sample for the study is

inadequate thus, the result cannot be generalized.

2.7 SUMMARY OF LITERATURE REVIEW

Motivation is an ambigious word referring to anything that energize the

learners to carry out a task successfully. In the study, it was observed that

motivation are of different types (achievement, affiliation, competence, power,

attitude and fear motivation) that stimulate, challenge, inspire or energize the

learners.

In the literature review, the researchers discussed the concept of motivation,

strategies of motivating students, the roles of motivation, types of motivation,

importance of motivation on students performance and some previous studies in

the area.

Motivation is very significant in teaching and learning. It is the action which

determines the behavior of the learner, promotes his curiosity, create and maintain

the learners’ interests, facilities the learners and enhance their performance.

26
 CHAPTER THREE

RESEARCH METHODOLOGY

This chapter explain the method of enquiry in the study. The description of

the sample and the sampling technique as well as the construction and validating

of the research instruments are taken care of by this chapter. It also contains a

discussion on how the data necessary for testing of the assumption are collected

and treated.

3.1 RESEARCH DESIGN

27
 This research is a descriptive research therefore survey design was chosen to

investigate the role of motivation on the academic performance of student in

physics. Since all the secondary schools in Ondo cannot be covered due to time

and financial constraints. Five secondary schools were selected in Ondo West

Local Government Area of Ondo State was chosen as a case study.

3.2 AREA OF THE STUDY

The subject for the study was the teacher and student of senior secondary

school (S.S.S 1 & 2) in Ondo West Local Government Area.

3.3 POPULATION OF THE STUDY

The population of this study comprise of one hundred (100) respondent from

the five selected secondary school in Ondo West Local Government Area of Ondo

State in Nigeria.

3.4 SAMPLE AND SAMPLING TECHNIQUES

Since the population of the study is large, the researchers decided to use

twenty (20) of the students were used because of their manageable size. Thus, the

sample for the study stood at 100, made up of 100 students. In selecting the

sample for the students in Ondo city to randomly select the whole secondary

schools in Ondo state.

The selected schools are:

 Holy Trinity Grammar School, Italuowo, Ondo

28
  Ondo Anglican Grammar School, Ondo

 Independent Grammar School, Ondo

 Holy Flock of Christ Grammar School, Ondo

 Ansar ‘U’ Deen Community Comprehensive High School, Ondo

3.5 RESEARCH INSTRUMENT

The instrument used for data collection for this research work is the

questionnaires. These are twenty-five (25) structured questions in all which focus

on the role of motivation on the academic performance of students in physics. All

questions however resolve around the researcher questions and objectives of the

study that are stated in chapter one of the study. Questions have two parts, part

one is bio-data while part two is research questionnaires items that elicit answers

to the research question initially raised. The instrument is designed to measure the

opinion of staff and students in relation to research question in chapter one.

Table 1.1 Rating of Questionnaires options

S/N OPTIONS RATING

1. Strongly Agreed (SA) 4

2. Agreed (A) 3

3. Disagreed (D) 2

4. Strongly Disagreed 1

29
 All strongly agreed and agreed will be regarding as “Agreed” (A) while all

the disagreed and strongly disagreed will be regarded as “Disagreed” (D). it was

also itemize that, item 1-5 were to answer research question one, item 6-10 were

to answer question two, item 11-15 were to answer question three, item 16-20

were to answer question four and item 21-25 were to answer question five. The

rating scale were 4, 3, 2, 1 respectively as stated above.

3.6 VALIDITY AND RELIABILITY OF THE INSTRUMENT

To establish the validity of the instrument, questionnaires items were

developed by the researcher based on the purposed of the study and research

question and draft copies was submitted to the researcher supervisor for

corrections and inputs, correction and inputs were put into consideration before

the final copies were administered to the respondents.

In order to find out the consistency with which the instrument measures

what if expected to, a pilot study was conducted in which the researcher

distributed a few copies of the questionnaires which responded to, after which

necessary corrections were made before the final administration of the

questionnaire.

30
 Reliability refers to consistency of scores obtained from some person when

administered with the same tool on different occasions on with different set of

equipment items under reliable examining conditions.

3.7 PROCEDURE FOR DATA COLLECTION

The researcher will visit the five selected schools and administer the

questionnaires to one hundred (100) respondents randomly. The respondents

returned the questionnaires to the researcher immediately to avoid any loss of the

instrument.

3.8 DATA ANALYSIS

The analysis of the data collected was carried out using mean and standard

deviation to answer the research questions while Analysis of Variance (ANOVA)

was used to teste the hypotheses at 0.05 level of significance.

CHAPTER FOUR

DATA ANALYSIS, RESULT AND DISCUSSION

4.1 Introduction

This chapter presents the results and discussions of the study. This chapter is

organised based on the objectives. It first examines the gender rates and the
31
characteristics of the respondents and then establishes the role of motivation on the

academic performance of student in physics in secondary schools. The chapter

present the individually in tables for the research questions and collectively in

table for the four hypotheses.

4.2 Gender Distribution of the Respondent

RESPONDENTS GENDER

FEMALE
46%

MALE
54%

Fig. 1: Gender Distribution of the Respondent

From the chart above, 46% of the respondent were female while 54% of the

respondent were male. This shows a fair representation of all gender in the

sampling.

4.3 Age Distribution of the Respondents

32
 AGE GROUPS OF THE RESPONDENTS

26
Above

21_25

16_20

10_15

0 10 20 30 40 50 60 70 80 90

Fig. 2: Age Distribution of the Respondents

The table above shows the age distribution of the respondent. Front chart

above, 15% were between age 10-15, 80% were between age 16-20 while 5% of

the respondents were between age 21-25. The demographic attribute of age has

importance through linkage with personal experiences. Age may influence

attitudes and perceptions which can substantially be different across cohorts of age

dissimilarity.

4.4 Composition of the Respondents Classes

33
 COMPOSITION OF THE RESPONDENTS
CLASSES
SS1
20%
SS3
40%

SS2
40%

The chart above sought to establish the composition of the classes of the

respondents with the aim of determining their levels of teaching competency

efficacy. Respondents in SS1 were at 20%, while those with SS2 and SS3 were at

40% and 40% respectively. The table above represents the findings. From the

findings majority of the respondent with high number of 80% were in SS2 and SS3

and therefore the researcher concluded that the quality of education could not be

affected.

4.5 Analysis of Results

HYPOTHESIS TESTING: Using the ANOVA test instrument and obtaining

significant values at value > 0.05, the comparisons between means of independent

34
group are obtained to validate whether there is significant different between the

mean of the associated populations. Result obtained are discussed as follows;

Research Question 1: What is the role of motivation in teaching and learning of

physics

Hypothesis One, H0 1: There is no significant effect in the role of motivation in

teaching and learning of physics.

ANOVA

Sum of df Mean F Sig.

Squares Square

Between Groups 33.729 3 11.243 82.321 .000

1 Within Groups 13.111 96 .137

Total 46.840 99

Between Groups 31.070 3 10.357 126.816 .000

2 Within Groups 7.840 96 .082

Total 38.910 99

3 Between Groups 86.187 3 28.729 247.954 .000

35
 Within Groups 11.123 96 .116

Total 97.310 99

Between Groups 35.596 3 11.865 121.119 .000

4 Within Groups 9.404 96 .098

Total 45.000 99

Between Groups 37.980 3 12.660 86.016 .000

5 Within Groups 14.130 96 .147

Total 52.110 99

Table 1: Analysis of Research Question One

From the analysis table one above, it is observed that the alpha calculated values

are .000 which is lesser than the alpha level of significance of 0.05 the hypothesis

states that there is no significant effect in the role of motivation in teaching and

learning of physics. This implies that there is vital role of motivation in teaching

and learning of physics. Since the means square of the between groups is higher

than that of the mean square of the within groups. This implies motivation plays

and important role in teaching and learning of physics in secondary schools. This

was corroborated by Kajubi (2015) and Byarugaba (2016) who confirmed that time

36
is a scarce resource and therefore requires proper motivation so as to enable

educational institutions or organizations achieve their objectives.

Research Question 2: To what extent motivation enhance academic performance

of student in physics?

Hypothesis Two, H0 2: There is no significant difference of motivation on

academic performance of the student in physics.

ANOVA

Sum of df Mean F Sig.

Squares Square

Between Groups 69.304 3 23.101 114.043 .000

7 Within Groups 19.446 96 .203

Total 88.750 99

Between Groups 72.218 3 24.073 124.702 .000

8 Within Groups 18.532 96 .193

Total 90.750 99

9 Between Groups 36.695 3 12.232 160.751 .000

37
 Within Groups 7.305 96 .076

Total 44.000 99

Between Groups 85.085 3 28.362 380.548 .000

10 Within Groups 7.155 96 .075

Total 92.240 99

Between Groups 55.624 3 18.541 103.932 .000

11 Within Groups 17.126 96 .178

Total 72.750 99

Table 2: Analysis of Research Question Two

From the analysis table two above, it is observed that the alpha calculated

values are .000 which is lesser than the alpha level of significance of 0.05. the

hypothesis states that there is no significant difference of motivation on academic

performance of the student in physics. This implies that motivation is of great

importance in the performances of physics students. However, the means square of

the between groups is higher than that of the mean square of the within groups.

This implies motivation is important role in academic performance of physics

student in secondary schools. Parkes and Thrift (2017), also supported this

argument and observed that motivation is a mental device that gives order to
38
events by identifying them as successive. This affects student achievement, as well

as discussion time and thus affecting students’ academic performance. Kkulubya

(2016) agrees that better performance is directly linked to quality and quantity of

staff job satisfaction.

Research Question 3: What are the motivation strategies adopted by the teacher

of physics

Hypothesis Three, H0 3: There is no significant effect of strategies adopted by

physics teachers.

ANOVA

Sum of df Mean F Sig.

Squares Square

Between 76.504 3 25.501 256.73 .000

Groups 3

13 Within 9.536 96 .099

Groups

Total 86.040 99

39
 Between 63.222 3 21.074 98.745 .000

Groups

14 Within 20.488 96 .213

Groups

Total 83.710 99

Between 41.388 3 13.796 77.352 .000

Groups

15 Within 17.122 96 .178

Groups

Total 58.510 99

Between 34.667 3 11.556 67.918 .000

Groups

16 Within 16.333 96 .170

Groups

Total 51.000 99

40
 Between 29.821 3 9.940 57.700 .000

Groups

17 Within 16.539 96 .172

Groups

Total 46.360 99

Table 3: Analysis of Research Question Three

From the analysis table three above, it is observed that the alpha calculated values

are .000 which is lesser than the alpha level of significance of 0.05. the hypothesis

states that there is no significant effect of strategies adopted by physics teachers.

This implies that strategies used in teaching physics cannot be overemphasize.

However, the means square of the between groups is higher than that of the mean

square of the within groups. This implies strategies used in teaching physics plays

important role in teaching of physics in secondary schools. This was in consonance

with Docking (2018) and Clifford (2017) who argued that a motivating student is

the one expected to arrive before lessons start and wait for the teacher. Some of the

head teachers argued that some student becomes inevitable to enter a bit late such

as Monday when students have the compulsory assembly.

41
Research Question 4: What is the influence of parental motivation on students in

physics

Hypothesis Four, H0 4: There is no significance influence of parental motivation

on students in physics.

ANOVA

Sum of df Mean F Sig.

Squares Square

Between Groups 81.906 3 27.302 118.629 .000

19 Within Groups 22.094 96 .230

Total 104.000 99

Between Groups 62.856 3 20.952 203.099 .000

20 Within Groups 9.904 96 .103

Total 72.760 99

Between Groups 59.935 3 19.978 722.448 .000

21 Within Groups 2.655 96 .028

Total 62.590 99

42
 Between Groups 42.238 3 14.079 98.215 .000

22 Within Groups 13.762 96 .143

Total 56.000 99

Between Groups 67.964 3 22.655 780.718 .000

23 Within Groups 2.786 96 .029

Total 70.750 99

Between Groups 52.303 3 17.434 213.015 .000

24 Within Groups 7.857 96 .082

Total 60.160 99

Table 4: Analysis of Research Question Four

From the analysis table four above, it is observed that the alpha calculated values

are .000 which is lesser than the alpha level of significance of 0.05. the hypothesis

states that there is no significant influence of parental motivation on students in

physics. This implies that parental motivation helps student in physics. However,

the means square of the between groups is higher than that of the mean square of

the within groups. This implies parents need to motivate their child to aid

43
improvement and academic performance in physics. This was supported by Kajubi

(2015) who agreed that motivation is needed to be observed not only by the

students, but also by teachers, non-teaching staff as well as the head teachers. He

further argued that head teachers needed to be the role model of motivation if they

were to instill it in the young generation. This was corroborated by Kelle (2016)

who contended that non-monetary recognition could be very motivating, helped to

build feelings of confidence and satisfaction.

44
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 SUMMARY

This research work explain clearly how the research on role of motivation

on the academic performance of students in physics in Ondo West Local

Government Area. And it reveals the tools and ways which were used in collecting

data these techniques reflect the justification of data analysis. It also provides for

the outcomes of the research which stated that, role of motivation on the academic

performance of students in physics in Ondo West Local Government Area of Ondo

State, and the researcher found that students failed due to the reason that, teachers

are working low motivation, poor supply of teaching and learning materials, higher

teacher student ratio as well as poor teaching methodology and are not committed

to work.

5.2 CONCLUSION

Based on the result of the findings. It was concluded that the roles of

motivating on the academic performance of student in physics is a critical

component in learning.

45
 Motivation is important in getting student engage in academic activities. It is

also important in determining how much studies, will learn from the activities they

perform or the information to which they will be exposing to. Motivation to do

something and come about many ways. It can be a personality characteristics or a

stable long lasting interested in somethings.

Students have a fundamental need to feel connected or related to other

people. In an academic environment, research shows that students, who feel they

belong, have a higher degree of intrinsic motivation and academic confidence.

Based on the research, student’s sense of belongings is fostered by an instructor

that demonstrates warmth and openness, friendly and helpful, and is organized and

prepared for class. Conclusively, when students are struggling with poor academic

performance, how self-efficiency or low motivation, one strategy that may help is

to teach them how to learn. That is, to outline specific strategies for completing an

assignment, note taking or reviewing for an exam.

Finally, the role of motivation on the academic performances of student in

physics is very vital as it’s bring about improvement in the teaching and learning

of physics subject.

5.3 RECOMMENDATION

Based on the research finding, the following are recommended:

46
1. Teacher should view themselves as “ACTIVE SOCIALISATION

AGENTS” capable of stimulating student’s motivation to learn.

2. The government should make classroom climate convenient for learning.

3. The should understand that various talk dimensions can also foster

motivations to learning.

4. Teachers should be relevance as those “contextualizing” learning i.e.

helping students to see as skills can be apply in the real world.

5. Teachers should define tasks in firms of specific and short terms goals

which can assist students to associate effort with success.

6. Government and Non-Governmental organization should join hand together

to find education and also motivate teachers and further supervise the activities of

teachers in the school.

7. Proper orientation, workshop and seminal should be given to the students by

the teachers.

8. Parents should do this by providing needed books and materials to their

children

9. Physics knowledge should be properly given to students, individual and

organization to enable them become completed and rational thinkers.

47
10. Finally, physics teachers should emphasize on the role of motivation in

teaching as learning and government should provide funds for instructional

materials.

5.4 POSSIBLE SOLUTION

This research suggest practical solutions to improve the motivation of

struggling specifically, the research present strategies such as using peers as role

model, teaching specific learning strategies, presenting the students with options

and more. These tactics can strengthen struggling student’s beliefs in their

academic abilities and increase their willingness to engage in academic tasks.

5.5 SUGGESTION FOR FURTHER STUDY

That further research should be carried out on the following topics:

1. The influence of motivation in empowering students of physics and other

disciplines, such as biology, mathematics e.t.c.

2. How can teachers develop student’s motivation and success?

3. The effect of learning and motivation strategies for training on Secondary

School students achievement.

4. What teachers say and do to support student’s motivation during learning

activity.
48
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52
DEFINITION OF SOME TERMS AS USED IN THE STUDY

i. Motivation: This is the process of stimulating people to actions to

accomplish goals
ii. Performance: This is the action or process of performing a task or functions.
iii. Teacher: A teacher is a person who teaches or instructs, especially as a
profession or instructor
iv. Student: A student is a learner or someone who attends an education
institution.
v. School: A school is a place or a condition or an atmosphere where pupils
interact with one another in other to achieve a predetermined goal.
vi. Planner: A planner is a person who makes plans.
vii. Community: A community is a group of people living in the same place or
having a particular characteristic in common
viii.Curriculum: A curriculum is the course of actions that is planned for and
done in and outside of the schools for the purpose of effective learning
outcomes.

53
 APPENDIX
OBAFEMI AWOLOWO UNIVERSITY, ILE-IFE
ADEYEMI COLLEGE OF EDUCATION, ONDO
DEPARTMENT OF PHYSICS
Assessment of the role of motivation on the academic performance of selected
secondary school students in physics in Ondo West Local Government Area.
Dear Respondent,
Kindly give the information in respect of the questionnaires and you are
assured that the information supplied will be treated with confidentially and it will
be used for research purpose only. Thanks.
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.
RESPONDENTS PERSONAL DATA
1. Name of school: _______________________________________________
2. Gender: (a) Male (b) Female
3. Age: (a) 15-20 (b) 21-25 (c) 26-30 (d) 31 and above
4. Class: (a) SS111 (b) SS11 (c) SS1
SECTION B
RESPONDENTS QUESTIONNAIRE
S/N QUESTIONS SA A D SD
1. Motivation facilitates teaching and learning in physics
2. Motivation enhances academics performance of student in
physics
3. Motivation arose students’ curiosity in learning physics
4. Students that are motivated are likely to perform better in
physics
5. Organizing teaching in conducive environment arouses
students’ interest in physics
6. Performance of unmotivated students of physics is always
54
 bad
7. Parental motivation of students in physics makes them feel
superior to others
8. Teachers motivate their students in physics with the aids of
ICT appliances
9. Students who are motivated find physics related subject
interesting
10. Students who have zeal in physics, make physics their life
career.
11. Most physics teachers use words of encouragement when
teaching physics in the class
12. The learning task used by teacher in physics should be
authentic
13. Teachers of physics only motivate their students if they got
the answers correctly
14. Teachers must be patient and supportive to average learners
in physics.
15. The classroom must be relatively well organized for teaching
and learning to take place by physics department
16. Teachers of physics are expected to organize educational
excursion for their students
17. Teachers must be well disciplined for students of physics to
be motivated.
18. Students performance in physics is attributed to the extra
moral classes organized to them by their parent.
19. Most parents are not interested in the academics’
performance of their children
20. Many students perform better in physics because of their
parent encouragement.
21. Teachers should adopt appropriate methodologies in teaching
physics
22. In every physics lesson, teacher should give room for
questions and answers.
23. If teacher were motivated, they carry out their extra-
curriculum activities efficiently
24. Teachers who pass through teaching line have the full
concept of teaching
25. Physics students feel motivated when given assignment
exercises by their teacher.

55