ABSTRACT
Economics is considered as an important subject but despite the laudable objectives and importance of teaching economics in the school, students’ performance in recent time has been on the decline. This study therefore investigated the teachers’ motivational strategies for the enhancement of senior secondary school students’ interest in Economics in Abia State. Seven research questions and seven null hypotheses guided the study. The study adopted a descriptive survey design. The sample of the study consisted of 122 Economics teachers (38 male and 84 female teachers). The study adopted multi stage sampling techniques to determine the sample size. The instrument for data collection was a structured questionnaire titled “Teachers’ Motivational Strategies for the Enhancement of Senior Secondary School Students’ Interest in Economics” (MSESSSIE). The instrument was face validated by three validates.. The Cronbach alpha reliability analysis was used to determine the internal consistency of the items that made up the instrument which yielded a reliability coefficient (r) of 0.82 which indicated that the instrument was reliable. The research questions were answered using mean and standard deviation while t-test statistic was used to test the null hypotheses at 0.05 level of significance. Results of the study showed that teachers’ motivational strategies such as proper teachers behavior, teacher recognition of students efforts, promotion of learners’ self-confidence, creation of pleasant classroom climate, increased learners goal-orientedness and the promotion of group cohesiveness to a high extent influence students’ interest in Economics. Based on the findings, it was recommended that seminars, workshop should be organised for Economics teachers on the use of these motivational strategies in order to enhance students interest in Economics so as to achieve high academic achievement in both internal and external examinations.
TABLE OF CONTENTS
Title
Page i
Declaration ii
Certification iii
Dedication
iv
Acknowledgements v
Table
of Contents vi
List of
Tables viii
Abstract x
CHAPTER 1: INTRODUCTION
1.1 Background to the Study 1
1.2 Statement of the
Problem 12
1.3 Purpose of the Study 13
1.4 Research Questions 14
1.5 Hypotheses 14
1.6 Significance of the
Study 15
1.7 Scope of the Study 17
CHAPTER 2: REVIEW OF RELATED
LITERATURE
2.1 Conceptual
Framework 18
2.1.1 Economics 18
2.1.2 Motivation 19
2.1.3 Teachers
motivational strategies in Teaching Economics 27
2.1.3.1 Teacher Behaviour 29
2.1.3.2 Recognition of Students’ Effort 31
2.1.3.3 Promotion of Learners’ Self-Confidence 33
2.1.3.4 Creation of a Pleasant Classroom Climate 34
2.1.3.5 Increased
Learners’ Goal-Orientedness 36
2.1.3.6 Making
the Learning Tasks Stimulating 37
2.1.3.7 Promotion
of Group Cohesiveness 39
2.1.4 Interest 40
2.1.5 Teachers motivational strategies and Students’
Interest in Learning 44
2.2 Theoretical Framework 45
2.2.1 Burrhus Frederic
Skinner’s Reinforcement Theory (1938) 45
2.3 Empirical Studies 47
2.4 Summary of Related
Literature Reviewed 50
CHAPTER 3: METHODOLOGY
3.1
Design of the Study 52
3.2 Area
of the Study 52
3.3 Population of the Study
53
3.4 Sample and Sampling Techniques 53
3.5 Instrument for Data Collection 54
3.6 Validation
of the Instrument 55
3.7 Reliability of the Instrument 55
3.8 Methods of Data Collection 55
3.9 Methods of Data Analysis 56
CHAPTER
4: RESULTS AND DISCUSSION
4.1 Results 57
4.2 Summary of the Findings 70
4.3 Discussion of the Findings 71
CHAPTER
5: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary
of the Study 79
5.2 Conclusion 80
5.3 Recommendations 80
5.4 Educational Implications of the Study 82
5.5 Limitations of the Study 83
5.6 Suggestions for Further Studies 83
REFERENCES 85
APPENDICES 93
LIST OF TABLES
4.1: The mean and standard deviation rating of
the responses of
the
male and female teachers on the extent proper teachers
behaviour
influences students interest in Economics. 57
4.2: The mean and standard deviation rating of
the male and female
teachers
on the extent teacher recognition of students efforts
influence
students interest in Economics. 58
4.3: The mean and standard deviation rating of
the male and female
teachers
on the extent promotion of learners self-confidence
influences
students interest in Economics. 59
4.4: The mean and standard deviation rating of
the male and female
teachers
on the extent promotion of learners self-confidence
influences
students interest in Economics. 60
4.5: The mean and standard deviation rating of
the male and female
teachers
on the extent increased learners goal-orientedness influences
students
interest in Economics. 61
4.6: The mean and standard deviation rating of
the male and female
teachers
on the extent learning task stimulating influences students
interest in Economics 62
4.7: The mean and standard deviation rating of the
male and female teachers
on
the extent promotion of group cohesiveness influences students
interest in Economics. 63
4.8:
The t-test analysis of the difference
between the mean responses of the
male and female
teachers on the extent proper teachers behavior
influences
students interest in Economics. 64
4.9:
The t-test analysis of the difference
between the mean response
of the
male and female teachers on the extent teacher recognition
of
students efforts influence students interest in Economics 65
4.10:
The t-test analysis of the difference
between the mean response
male
and female teachers on the extent promotion of learners
self-confidence
influences students interest in Economics 66
4.11:
The t-test analysis of the difference
between the mean responses
of
the male and female teachers on the extent promotion of
learners
self-confidence influences students interest in Economics 67
4.12: The t-test analysis of the difference
between the mean responses of
the
male and female teachers on the extent promotion of
learners
self-confidence influences students interest in Economics. 68
4.13:
The t-test analysis of the difference
between the mean responses of the
male and female
teachers on the extent learning task stimulating
influences
students interest in Economics. 69
4.14:
The t-test analysis of the difference
between the mean responses of the
male and female
teachers on the extent on the extent promotion of
group cohesiveness
influences students interest in
Economics 70
CHAPTER 1
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Economics is defined as a social science
that studies human behaviour as a relationship between ends and scarce means
which have alternative uses (Robbins in Ede, Oleabhiele and Modebelu, 2016).
From the above definition, it could be concluded that Economics involves ways
man tries to maximize satisfaction from the available scarce resources. Economics
can also be defined as how society decides what, how and for whom to produce (Anyaele,
2003). More so, Economics is a subject that has gained interest among students.
It is offered by all classes at the senior secondary school level; Science,
Arts and Humanities students. Economics is an exciting and intellectual based
subject that inspires young people to expand the frontiers of their knowledge
about how best to use limited resources with minimal wastes. The subject
therefore provides a rational guide to individuals firms and governments in the
allocation of scarce resources (Anyawocha, 2010).
Furthermore,
Economics according to Anyawocha (2010) has two branches: Microeconomics and Macroeconomics.
Microeconomics is
the branch of Economics that deals with the personal decisions of consumers and
entrepreneurs. Its primary concern is to help consumers and investors make
their lives better by increasing their earnings and satisfying their needs
despite limited resources. Also included in its study are the consumers'
decisions on what products to buy and how the cost of commodities is
determined.
On the other hand, Macroeconomics deals with the larger aspects of a nation's economy, such
as the sectors of agriculture, industry, and service. It aims to (a) speed up
the economy's growth rate and increase total production; (b) increase the rate
of employment; (c) keep the prices of commodities stable so that they remain affordable;
and (d) have sufficient reserves for foreign exchange for importing goods and
paying off loans. Economists help in solving problems like unfair wages, rapid
population growth, and people migration to city centers, high crime incidence,
and loss of human resources due to overseas migration.
The aim of teaching Economics is to
present it as subject that has relevance to everyday life as it is concerned
with the relationship between various parts of the economy as noted by Aderinto
and Abdullahi (2009). These relationships are quantitative in nature. For
example, the relationship between consumption and income, supply and price, and
demand and price. The objectives of Economics as a subject in the senior
secondary school curriculum have been stated among others; to enable students
respond to a turbulent world economic reality, sensitize students to sound
economic principles and concepts and situate those principles within the frame
work of Nigeria’s own economic challenges (Obemeata, 2010). According to Obemeata,
the principal objective of teaching Economics is to provide economic
understanding necessary for responsible citizenship. Being a responsible
citizen involves the ability to take rational decision on important economic
issues with a good basis for doing so. The teaching of Economics helps the
learner to decide on the optimal allocation of limited resources and also help
improve the standard of living and make society a better place.
The West African Examination Council
(WAEC) syllabus stated the objectives of teaching Economics at the secondary
school level as follows: understanding basic Economic principles and concepts as
well as the tools for sound economic analysis; contribute intelligently to
discourse on economic reforms and development as they affect or would affect
the generality of Nigerians; understand the structure and functioning of
economic institution; appreciate the role of public policies on national
economy; develop the skills and also appreciate the basis for rational economic
decisions; become sensitized to participate actively in national economic advancement
through entrepreneurship; capital market; understand the role and status of
Nigerian and other African countries in international economic relationships
and appreciate the problems encountered by developing countries in their effort
towards economic advancement (Ede et al.,
2016). However, the Federal Republic of
Nigeria (2014) recommends three years for senior secondary school during which Economics
is taught as a subject to students.
In spite of the laudable
objectives for the teaching of Economics in Schools and the important of Economics
to the individual and national development, there appeared to be public outcry
on the poor rate of students’ academic achievement in the subject in senior
secondary school certificate examinations. Reviewed literatures for the past decades
were characterized by poor performance in Economics (Adeyegbe, 2002; Anyaele,
2003 & Obemeata, 2010). The West Africa Examination Council’s Chief Examiner’s
Annual Report (2016) revealed that there was no significant improvement in the
students’ achievement in Economics in West Africa School Certificate
Examination. This has posed a serious question whether students’ achievement in
the subject has relationship with the school environment, teachers’ motivation
as well as the teaching methods used by the teachers among others. West African
Examination Council (WAEC) Chief examiners reports on students’ performance in Economics
are clear evidence not only poor performance but also low enrolment. The poor
performance has been attributed to a lot of factors such as students’ negative
attitude, teachers quality and school environment, most especially lack of
interest on the subject area which the present study seek to address.
Interest could be defined as the focusing of the sense organs
on or giving attention to some person, activity, situation or object. It is an
outcome of experience rather than gift. It could either result or cause motivation. It
could also be regarded as a pre-determinant of one’s perceptions that is, what
aspect of the world one is mostly likely to see always (McClnermey, Dowson,
Young and Nelson, 2005). More so, interest could also be viewed as a condition
in which an individual associates the essence of certain things or situation
with his needs or wants. Hence, Schiefele (2008)
maintained that one’s interest is enkindled or killed through participation,
experience, familiarity, study and work. It is what one perceives in these engagements
that shape interest. It could either
result or cause motivation. McClnermey, et al., (2005) asserted that genuine
interest is the accomplishment of the identification, through action of the
self with some object or idea. They further stated that this is necessary
because of the necessity of that object or idea, for maintenance of a
self-initiated activity. Interest according to them is a name for the fact that
a course of action, an occupation or pursuit absorbs the power of an individual
in a thorough going way. Going by this definition, interest thus seems
particularly useful as the relationship between identification, absorption and
the maintenance of a self-initiated activity which offers a straight forward
way to analyze classroom activities.
According to Shiefele (2008), interest is a content-specific
motivation of characteristics composed of intrinsic feeling-related and value-related
initiatives with an organized force. He further posited that the underlying concept of motivation in some driving
forces within individuals by which they attempt to achieve some goal in other
to fulfill some need. Down the memory lane, secondary school Economics is laden
with a lot of problems which adversely affect the outputs in that level. The
curriculum itself is also geared towards achieving the national goal of
enhancing the welfare of the citizenry.. The necessity for its effective
implementation which demands learner interest for participation cannot be over
emphasized. It is only in this that education can achieve the necessary
effectiveness towards national development for which the curriculum is built
and fashioned. The effectiveness of any teaching method depends to a large
extent on how motivated the learner is. The motivation of the learner enhances
learner’s participation. This is very much in line with the aims and objectives
of Economics which expects the learner to be responsive to the demands of
personal and national development.
Motivation according to Rosenberg (2010) is a complex concept in
terms of its structure, classification and hierarchical organization of
motives. Rosenberg believes that it is difficult to define motivation precisely
because of its dynamic nature. Motivation is viewed as dynamic because what
motivates one person might not motivate the other, and also what motivates one
person today may not motivate him/her at all or to the same degree the next
day. Literature shows that there is much contestation on what really
constitutes motivation (Palmer, 2004; Harter, 2010). The teachers’ motivational
strategies in teaching Economics are usually grounded in sound theoretical
considerations (Guilloteaux and Dornyei, 2008).
To motivate is to instigate or incite. A student's desire for
knowledge, need for achievement, ego-involvement, interest in a particular
subject matter are all explained by motivational attitudinal behaviors (Akimboye,
2006). As he stated further, such behaviors critically influence a student's
attentiveness, degree of commitment and concentration on learning. Motivation is
an important factor in learning generally and school learning in particular. It
may be intrinsic, as in the case of personal satisfaction and self-fulfillment;
or extrinsic, as in the case of reward of an enchanting position or award of
material benefit or recognition in society.
In addition, motivation, according to Akimboye (2006) affects
learning in three ways: It triggers off behavior sequences in the learner when
it is present; and since learning is said to be reaching, the learner so
activated attains learning readiness. It is said to lower the threshold of
reinforcement, so that reinforcement can more easily be contingent on learning.
It could serve as prompts or stimulus discrimination for learning. Apart from
these effects of motivation on learning, manifestations of motivation can take
many forms, some of which include the following: Increased attentiveness in
class and in learning situations. Improved degree of commitment by positive
response to assignments; and increased degree of concentration in learning
which could result in better display of understanding of content and attainment
of skills. Since motivation could be intrinsic, an encounter with the goodness
of a cause like a subject matter and a display of an enabling environment could
aid the generation and sustenance of motivation. For the extrinsic factor,
relevance of the subject matter to one's concept of life and aspiration plays a
major role in being motivated and remaining in that state while learning is
taking place. However, there is need for the Economics teachers to utilize teachers’
motivational strategies that will facilitate that interest of the learner in Economics.
Teachers’ motivational strategies is an instructional
interventions applied by the teacher to elicit and stimulate students’
motivation (Guilloteaux & Dornye, 2008). They further contend that teachers’
motivational strategies are techniques that promote the individual’s
goal-related behavior. Meanwhile, motivational teaching strategies are those
techniques employed by teachers in their teaching/learning processes practices
to facilitate students’ interest in learning.
According to Lee (2008), teachers’ motivational
strategies includes improving student motivation, increasing teacher
commitment, maintaining positive student relationships, and participating in
continuous professional development”. Lee also believes that the most direct
strategy for teachers should be to improve student motivation. Similarly, Keller
(2007) proposed the following strategies which teachers can use to motivate
learners, namely attention-getting; relevance-producing; confidence-building;
and satisfaction-generating strategies.
However, the present study adopted the teachers’
motivational strategies proposed by Dornyei and Chengs (2007) which are proper teacher behavior, recognise students’
effort, promote learners’ self-confidence, creating a pleasant classroom
climate, increase learners’ goal-orientedness, make the learning tasks
stimulating and promote group cohesiveness. Proper teacher behavior in learners' abilities entails having a
belief that all learners will succeed in a given task. This suggests that teachers’
behaviour can motivate learners
to strive for success. Proper teacher behavior
in learners could be showing students that you care about them, establish
good rapport with students show your enthusiasm for teaching.
Recognition of students’ effort in
a class to do well and surpass their previous achievements is an important teachers’
motivational strategy (Green, 2002). A statement like, "Can somebody tell
me another way to solve the above problem?" may serve as a way to make
learners become more creative in their solving of problems. Recognition of
students’ effort and achievement, monitor students’ progress and celebrate
their victory, make sure grades reflect students’ effort and hard work and
promote students effort in classroom participation. Green (2002) believed that Promoting learners’ self-confidence is
very important for confirming expectations met or simply for confirming
admiration for the accomplishment of a task by the whole class or by an
individual. Promoting learners’
self-confidence are very important for motivating students to improve
their performance.
Promoting learners’
self-confidence should be spread across the whole
lesson for them to have an all- round appealing effect on the students. This
implies that lessons should include; introductory, process, and concluding
comments. Promoting learners’
self-confidence could provide students with positive feedback, teach
students learning techniques, encourage students to try harder, design tasks
that are within the students’ ability and make clear to students that
communicating is vital for self-reliance.
Creating a
pleasant classroom climate in the
school while teaching is an appropriate strategies that can be identified to
promote learners' valuing of tasks. These strategies according to Green (2002),
create a supportive classroom climate that promotes students’ interest and
encourage humour. This strategy also avoid social comparison, use short and interesting opening activity to
start each class, offering of rewards, connecting tasks, mentioning the
rationale, and offering choice.
Increasing learners’ goal-orientedness
is a part of offering of rewards which is a
very important strategy of motivating learners and forms one of the tool kits
of the valency-expectancy theory. The theory emphasised that increasing learners’ goal-orientedness can
be offered for growth, excellence, or for completion of tasks. Increasing learners’ goal-orientedness will help
students develop realistic beliefs about Economics learning, find out students’
needs and build them into curriculum, encourage students to set learning goals
and display the class goal in a wall chart and review it regularly.
Learning tasks can be achieved through maintaining and protecting motivation by making learning
stimulating, presenting tasks in a motivating way, setting specific learners’
goal, protecting the learners’ self-esteem and increasing their self-confidence,
allowing learners to maintain a positive social image, promoting cooperation
among the learners, creating learner autonomy and promoting self-motivating
learner strategies break the routine by varying the presentation format,
introduce various teaching methods that will improve students interest, present
various auditory and visual teaching aids, make tasks attractive by including
novel and fantasy element, encourage students to participate in group project
and make tasks challenging.
More so, promoting group cohesiveness is
a strategy for creating basic
motivational conditions, laying the foundations of motivation through
establishing a good teacher-student rapport, creating a pleasant and supportive
classroom atmosphere, and generating a cohesive learner group with appropriate
group norms, explain the importance of the class rules, encourage students to
share personal experiences and thoughts, allow students to get to know each
other, ask students to work towards the same goal and let students suggest
class rules. Again, education adequately takes into consideration the
affective, cognitive and psychomotor domain of learner’s development. Since
these three domains are indispensible in building responsible citizenry, they
are to be adequately attended to if the learner is to be of any use to his
national development. To arrive at this responsive education, many factors such
as learners’ attitude and interest will play a great role (Esu, 2001; Mezieobi,
Fubara and Mezieobi, 2008; Yenilmez and Çemrek, 2008). Positive attitude
demands learners’ interest. The learner must be motivated.
In
addition, being that the relationship between interest and motivation in the
learning process cannot be over emphasized; teachers of Economics must develop
the strategies to motivate their learners if interest is to be sustained for a
positive result from methods. Without being motivated, learners will not be
positively responsive enough to sustain the required interest for a responsive
comprehensive education that will build a total man that can contribute to
national development no matter the teaching methods applied.
Secondary
education is planned for human resource development. It is a preparatory ground
for human development, where career abilities are groomed and potential and
talents discovered and energized (FGN, 2013). However, it is of the researcher
interest to investigate the teachers motivational strategies that will
stimulate the interest of students and academic achievement. This study therefore,
seeks to investigate the extent to which teachers motivational strategies will
help enhance students’ interest in Economics at senior secondary school level
in order to improve students’ advancement in the subjects especially in Abia
State.
1.2 STATEMENT OF THE PROBLEM
In Nigeria,
as well as in most
developing countries, Economics
is considered as
an important
subject
and is taught in
the
senior
secondary
school
level. Economics
occupies every important
position in
the
life of man and society. It
is a subject concerned with
the
efficient
utilization
or management
of limited resources
for
the
purpose of
attaining the maximum satisfaction
of human wants.
Economics is a social science which studies human behavior
as a relationship
between
ends
and
scarce means which
have alternative uses. The importance
and applications of Economics
as a major pre-requisite for the attainment of
national
development
have been
recognized worldwide. There
is the need to arouse the interest of the students in order
to achieve the goals or
objectives
of Economics
at Secondary school.
In spite of the laudable objectives for
the teaching of Economics in Schools and the importance of Economics to the
individual and national development, there appears to be public outcry on the
poor rate of students’ academic achievement in the subject in senior secondary
school certificate examinations. Reviewed literatures for the past decades
were characterized by poor performance in Economics (Adeyegbe, 2002; Anyaele,
2003 and Obemeata, 2010). The West Africa Examination Council’s Chief
Examiner’s Annual Report (2016) revealed that there was no significant
improvement in the students’ achievement in Economics in West Africa School
Certificate Examination. This has posed a serious question whether students’ achievement
in the subject has relationship with the school environment, teachers’
motivation as well as the teaching methods used by the teachers among others.
West African Examination Council (WAEC) Chief examiners reports on students’
performance in Economics are clear evidence not only poor performance but also
low enrolment. The poor performance has been attributed to a lot of factors
such as students’ negative attitude, teachers quality and school environment,
most especially lack of interest on the subject area which the present study
sought to address.
Thus,
there is the need that teachers motivational strategies be incorporated in teaching and learning of
Economics not just
for
those
intending
to pursue a career in Economics, but
also
more generally
as a part of educational
foundation
which every
student should
have
before
leaving school.
In spite of these laudable objectives and importance of teaching of the
subjects in the school, students’ performance in termly examination for SSII
student in recent times has been on the decline which prompted the researcher
to embark on the study in order to find out the teachers motivational strategies
for enhancing the interest of senior secondary schools students in Economics in
Abia State. Therefore, the question this study posed was what are the Teachers
motivational strategies for enhancement of senior secondary schools students’
interest in Economics in Abia State?
1.3 PURPOSE OF THE STUDY
The purpose of the study was to determine
the teachers’ motivational strategies for the enhancement of senior secondary
schools students’ interest in Economics in Abia State. Specifically the study
sought to;
1.
determine the
extent to which proper teacher behavior
influences students’ interest in Economics.
2.
find out the
extent to which teacher recognition of
students’ efforts influences students’ interest in Economics.
3.
determine the
extent to which promotion of learners’
self-confidence influences students’ interest in Economics.
4.
ascertain the
extent to which the creation of pleasant
classroom climate influences students’ interest in Economics.
5.
determine the
extent to which increased learners’
goal-orientedness influences students’ interest in Economics.
6.
find out the
extent to which making the learning
tasks stimulating influences students’ interest in Economics.
7.
ascertain the
extent to which promotion of group
cohesiveness influences students’ interest in Economics.
1.4 RESEARCH QUESTIONS
The following research questions guided
the study.
1.
To what
extent does proper teacher behaviors influence
students’ interest in Economics?
2.
To what
extent does teachers’ recognition of
students’ effort influence students’ interest in Economics?
3.
To what
extent does the promotion of learners’
self-confidence influence students’ interest in Economics?
4.
To what
extent does the creation of pleasant
classroom climate influence students’ interest in Economics?
5.
To what extent
does the increased learner’
goal-orientedness influence students’ interest in Economics?
6.
To what extent
does making the learning tasks
stimulating to influence students’ interest in Economics?
7.
To what
extent does the promotion of group
cohesiveness influence students’ interest in Economics?
1.5 HYPOTHESES
The following hypotheses were formulated and tested.
Ho1: There is no
significant difference between the mean ratings of male and female Economics teachers
on the extent to which proper teacher
behavior influence students’ interest in Economics.
Ho2: There is no
significant difference between the mean ratings of male and female Economics teachers
on the extent to which recognition of
students’ effort influence students’ interest in Economics.
Ho3: There is no
significant difference between the mean ratings of male and female Economics teachers
on the extent to which the promotion of
learners’ self-confidence influences students’ interest in Economics.
Ho4: There is no
significant difference between the mean ratings of males and female on the influences
of creation of pleasant classroom
climate on students’ interest in Economics.
Ho5: There is no
significant difference between the mean ratings of male and female Economics teachers
on the extent to which increased
learners’ goal-orientedness influences students’ interest in Economics.
Ho6: There is no
significant difference between the mean ratings of males and female Economics on
the extent to which making the learning
tasks stimulating influences students’ interest in Economics.
Ho7: There is no
significant difference between the mean ratings of male and female Economics teachers
on the extent to which promotions group
cohesiveness influences students’ interest in Economics
1.6 SIGNIFICANCE OF THE STUDY
Findings of
the study are important to the following stakeholders: educational
administrators, curriculum designers, teachers, students and future researchers
The findings
of this study would sensitize educational administrators on the necessity to
emphasize on teachers to employ appropriate motivational strategies, teaching methods,
principles and practices to sustain students’ interest in Economics and other
related subjects. Also, findings of the study would ensure that educational
administrators provide the right
exposure to Economics teachers on the teachers motivational strategies to
adopt for enhancing the interest in Economics and this would go a long way to
enhance students’ achievement in the subject.
In addition,
the result of the study would provide curriculum designers enough evidence to
include in economics curriculum various motivational strategies that will help
to arouse students interest which Economics teachers can select from along with
appropriate instructional methods to ensure that students of Economics are not
passive learners in the course of classroom instruction.
The findings
of this study goes a long way to improve Economics teacher instructional
delivery due to the fact the employment of these motivational strategies will
always ensure that students attention will be captured and their concentration enhanced. The
findings of the study would equally help the teacher to create a good and
conducive classroom atmosphere for effective teaching. From the findings, teachers would be able to
stimulate the students during class instruction and this will create room for
cross fertilization of ideas among the students and also enhance student-teacher
relationship.
More so, the findings of this
study would help both teachers and students to acknowledge the importance of
motivational strategies in creating an effective teaching and learning
environment. This research finding would further help teachers appreciate hard work
and discourage students’ non-participation in class activities.
Students would benefit from
the finding of the study as it would enhance their interest in the subject and
improve their academic achievement. Also, the findings of this study would serve
as reference materials for future researchers especially in the area of
literature review and citing of empirical studies. Furthermore, the findings of
this study help students’ researcher to acknowledge the importance of teachers’
motivational strategies and the factors that promotes effective learning
environment.
1.7 SCOPE OF THE STUDY
This study was delimited to teachers’
motivational strategies for enhancement of senior secondary schools students’ interest
in Economics in Abia state. The variable of interest selected within the scope
of the study for purpose of the investigation into the teachers’ motivational strategies adopted by teachers
for enhancement of students’ interest in Economics include; proper teacher behavior, recognition students’ effort, promoting
learners’ self-confidence, creating a pleasant classroom climate, increasing learners’
goal-orientedness, making the learning tasks stimulating and promoting group
cohesiveness. Finally, the study was restricted to senior secondary
schools II students and qualified Economics teachers in public secondary
schools in Abia State.
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