Influence of Extrinsic and Intrinsic Motivation on Pupils Academic Performance in Mathematics

Onyekwere Nonye Adamma,Eugene Chukwuemeka Unamba,Okoro Pauline Ekwutosim

doi:10.35706/sjme.v2i2.1322

Onyekwere Nonye Adamma, Eugene Chukwuemeka Unamba + Show 1 more

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https://doi.org/10.35706/sjme.v2i2.1322

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Abstract

The study investigated the influence of extrinsic and intrinsic motivation on pupils’ academic performance in mathematics. Based on the purpose of the study two hypotheses guided the study. The descriptive research design was adopted for the study. The population of the study consisted of all 3056 primary six pupils in Owerri Education zone of Imo State. A Sample size of 200 primary six pupils was selected for the study. Simple random sampling technique was used in selecting four schools out of the nine schools. The instruments used for data collection was Academic Motivation Scale and Mathematics Achievement Test. The validity was determined by two experts in measurement and evaluation and one expert in mathematics education. The instruments have reliability coefficient of 0.89 and 0.92 determined using tests-retest method. Data generated were analyzed with the aid SPSS version. Inferential statistics of t-test and Pearson product moment correlation were used to test the hypotheses at 0.05 level of significance. The study concludes that motivation improves academic performance of the pupils and there is a gender difference in motivation type and academic performance.

Highlights

There has been an increasing concern in the education sector on how to ensure that students learn optimally at school and achieve academic excellence in their academic pursuit
Ho2; What is the relationship between extrinsic and intrinsic motivation on academic performance of pupils in mathematics Ho3; There is no significant difference between male and female pupils scores on extrinsic and intrinsic motivation
HO2; There is no significant difference between male and female pupils scores on extrinsic and intrinsic motivation

Summary

Introduction

There has been an increasing concern in the education sector on how to ensure that students learn optimally at school and achieve academic excellence in their academic pursuit. Various factors have been identified for poor academic achievement among students and these include poor study habit, laziness, ineffective classroom instructions, and inadequate provision of instructional material and lack of motivation (Akpan, 2000). Getting students to learn and sustaining their interest in what they are learning should be the sole objective of teachers in the classroom. Motivation is a significantly important factor for academic learning and achievement (Elliot & Dweck, 2005). Moula (2010) observes that motivation is one of the factors that contribute to academic success; that parents and educators should strive to understand the importance of promoting and encouraging academic motivation early in life. According to Self-determination theory (Ryan & Deci, 2000) there are two types of motivation i.e. extrinsic motivation and intrinsic motivation

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