Relative Contributions of Motivating Factors on Pupils’ Academic Performance in Mathematics in Bamenda II Sub-Division

Abstract

The main objective of this study was to determine the relative contributions of motivating factors on pupils’ academic performance in mathematics in Bamenda II Sub Division. Two specific objectives, two research questions and two hypotheses guided the study. The study adopted the descriptive survey research design and corelational research design. The population of the study was made up of 150 primary three pupils from two functional public primary schools in Bamenda II Sub Division. Making use of the Krejcie and Morgan table and employing the stratified proportionate sampling technique, 108 pupils were selected to constitute the sample of the study. Data was collected using a questionnaire. The questionnaire was validated by experts and its reliability assured using the Cronbach Alpha. The data was analyzed using Pearson product moment correlation (r), the co-efficient of determination (r2) to answer the research questions and the two tailed p-value for correlation to test the hypotheses at 0.05 level of significance. The findings of the study revealed that pupils’ interests, incentives and rewards in mathematics classrooms all contribute significantly to their academic performance in mathematics. It was therefore recommended among other things that pupils’ interest should be carefully instilled, nurtured, reactivated and sustained in a bid to keep them focused on the subject even in their later years of study. Furthermore, well thought of incentives and rewards in mathematics classrooms should be used as they play a significant role in improving the performances of pupils in mathematics