STUDENT – TEACHERS’ RELATIONSHIP, INTRINSIC MOTIVATION AND ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS
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STUDENT –
TEACHERS’ RELATIONSHIP, INTRINSIC MOTIVATION AND ACADEMIC PERFORMANCE OF
SECONDARY SCHOOL STUDENTS
ABSTRACT
The study
examined student – teachers’ relationship, intrinsic motivation and academic
performance of secondary school students in Lagos metropolis. Four research
questions and four hypotheses were formulated to guide the study. The sample
size consisted of 200 Senior Secondary School Students randomly selected. The
statistical methods adopted were descriptive and inferential statistics. The
major findings were; there is a significant relationship between student-
teacher relationship and academic performance. There is a significant
relationship between intrinsic motivation and academic performance; there is a
significant relationship between teachers’ personality and academic
performance; there is a significant difference between students’ who are
motivated intrinsically and those that are not. The following recommendations
were made among others; teachers should ensure they create enabling environment
to help student develop healthy self-esteem, positive social adjustment that
will enhance academic attainment; student on their part should see their
teachers as lovely and approachable surrogate parent who are concern with their
overall development. Parents should teach their children to respect and live in
harmony with their teachers.
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Students are
involved in many important and influential social relationships within the school context including
relationships with teachers and peers. These relationships impact performance
within several school domains including behavioral, social, and academic
arenas. One salient indicator of a child’s success in school is their ability
to learn and retain information taught within the classroom, known as academic
success. We know that early contributors to academic outcomes are important
because early academic achievement has implications for later development
(e.g., Berndt, Hawkins, & Jiao, 1999; Graziano, Reavis, Keane, &
Calkins 2007; Hamre & Pianta, 2001; Pianta & Stuhlman, 2004) including
later academic achievement and success and potential career opportunities.
Given the importance of academic achievement, we need to identify early social
relationships that can put children on a positive trajectory for long-term
success.
In this age
of high stakes testing and accountability for both students and teachers, it is
important to examine the evidence to determine if these relationships are
indeed a factor in raising student achievement. Advocates for the No Child Left
Behind (NCLB) Act assert that the way to improve student achievement is to
focus on test scores. However, learning is a process that involves cognitive
and social psychological dimensions, and both processes should be considered if
academic achievement is to be maximized (Hallinan, 2008).
An extensive
examination of the variables that impact learning should include studying the
factors that impact students’ attitudes regarding school and the relationships
they form with their teachers. Two arguments can be made for the identification
of these factors. First, if students like school they reap important social
advantages such as building friendships, gaining respect for peers and adults,
and learning social skills. Second, if students like school their academic
performance is enhanced (Hallinan, 2008). Regardless of if a teacher-student
relationship is close or fraught with conflict, that relationship seems to both
contribute to, and be an indicator of, a child’s adjustment to school (Pianta
& Stuhlman, 2004).
Similarly
humans are driven by a mechanism called motivation. What we think and why we
behave as we do is generally described as motivation. Adams (2002) claims that
in an achievement setting someone would be concerned with motivation if he were
to ask , for example , why some students persists to tasks completion despite
difficulty while others give up at the slightest provocation or why some
students set such unrealistically high
goals for themselves that failure is bound
to occur.
According to
Maclean (2006) teachers often believe some students have no motivation. There is no such thing as an unmotivated
student. Every young person has a motivation mindset, but some have more
learning focus profiles than others . teachers need to accept that all students
have some form of motivation and the challenge is to try to “tune in” to what motivates
students especially intrinsic motivation.
Motivation
has been seen recently as a key aspect of emotional intelligence covering the
marshalling of feelings of enthusiasm, confidence and persistence (Coleman,
1996). Rabideau (2009), said motivation can be defined as the driving force
behind all the actions of an individual. The influence of an individual’s needs
and desires both have a strong impact on the direction of their behavior.
Motivation is based on your emotion and achievement related goals. He went
further by distinguish between the different forms of motivation which include
extrinsic, intrinsic, and physiological and achievement motivation.
1.2 STATEMENT OF THE PROBLEM
According to
Oladele (2009), some of the problems encountered by students in their academics
are due to some salient teachers factors which include teacher
inapproachability, poor student- teacher relationship, hatred from teachers .,
negative name calling or labeling of students , teacher’s package of his
subject and lack of belief in student’s ability to excel. He further stated
that this is why some students often find it difficult to move closer to their
teachers in the teacher and learning environment.
Similarly
adolescents in the school setting need to be motivated if they would achieve
high academic performance. Teachers , who are in the habit of motivating their
students get the benefits of it because those students motivated in terms of
rewards such as praises and using other pattern of motivation outperform others
who are not motivated intrinsically.
This study
will therefore attempt to examine the relationship between teacher- student
relationship, intrinsic motivation and academic performance of students in
secondary schools. This is because these two variables are central element in
the academic performance of children even adults in any educational settings.
1.3 PURPOSE OF THE STUDY
The purpose
of the study will be to examine the relationship between teacher-students
relationship, intrinsic motivation and academic performance of secondary school
students in Lagos Metropolis.
Other
specific objectives of the study will include:
1. Whether intrinsic motivation has a
significant relationship on academic performance.
2. Whether teacher- student’s relationship has
a significant relationship on academic performance.
3. To find out if there is significant
difference in the performance of students who are motivated intrinsically and
those who are not.
4. To find out if there is significant gender
difference exist in the performance of students who are motivated intrinsically.
1.4 RESEARCH QUESTIONS
1. Is there a significant relationship between
teacher- student relationship and academic performance?
2. Is there a significant relationship between
intrinsic motivation and academic performance?
3. Is there a significant relationship between
teacher’s personality and academic performance?
4. To what extent will teacher’s personality
significantly influence student’s academic performance?
1.5 RESEARCH HYPOTHESIS
1. There will be no significant relationship
between teacher-student relationship and academic performance.
2. There will be no significant relationship
between students’ intrinsic motivation and academic performance.
3. There will be no significant relationship
between teacher’s personality and academic performance.
4. There will be no significant difference in
the performance of students who are intrinsically motivated and those who are
not.
1.6 SIGNIFICANCE OF THE STUDY
This study
will be of immense benefits to parents, teachers, counselors.
It is
significant for several reasons, firstly it will provide students will see why
it is important for them not to only like their subjects but also like their
teachers because without a cordial and friendly situation their academic dreams
may not be fully realized.
Teachers
would be made to see the role of their relationship with students play in
promoting or inhibiting student’s academic performance, also they will learn to
use cordial relationship with students to motivate them which will enhance their
learning outcomes.
Parents
would also learn how to create healthy
relationship between their children and their children by encouraging both
parties to be friendly with each other since one cannot do without each other
because the achievement of one depend on the other.
Guidance and
counselors would also see this study as beneficial and good because the
recommendation will assist them to counsel people especially the student who
are low academic achiever due to poor or no motivation from their parents or
teachers.
Other
researchers carrying out relevant topics would find this study useful.
1.7 SCOPE OF THE STUDY
This study
focuses on issues relating to teacher-student relationship, intrinsic
motivation and academic performance. It will be restricted to senior secondary
school in Lagos Metropolis.
1.8 DEFINITION OF TERMS
1. Teacher-students’ relationships: this
implies the pattern of relation between the teacher and students in the
teaching and learning environment and how such relation methods influence
learning. In this study teacher’s interaction with students will be considered
in term of directing questions /activities to students, allowing them to
participate in the teaching and learning process entertaining their questions /
opinions, answering their questions and providing their appropriate punishment.
2. Intrinsic motivation: this refers to
motivation to engage in an activity for its own sake, interest and enjoyment.
When we get feeling satisfaction during rather than after an activity.
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