ABSTRACT
This study determined the relationship between parents’ and teachers’ motivational strategies and students’ academic performance in public secondary schools in Cross River State, Nigeria. The study adopted a correlation survey research design. A sample of 397 respondents consisting of 23 teachers and 374 senior secondary school III students drawn from a population of 46,774 respondents which comprised 2,715 teachers and 44,059 students from 484 public secondary schools in the three educational zones of Cross River State was used for the study. The sample was drawn using multi-staged sampling. The instruments for data collection were 40-item researcher-developed questionnaire titled Parents’ and Teachers’ Motivational Strategies Questionnaire (PTMSQ) and 2019 NECO Students’ Achievement Scores in English language. The PTMSQ instruments was validated by three experts two from the Department of Educational Management and one from Measurement and Evaluation, in the Department of Science education all in College of Education, Michael Okpara University of Agriculture, Umudike, Abia State. Pearson product moment correlation was used to determine the stability of the PTMSQ instrument while Cronbach Alpha statistic was used to determine the internal consistency of the instrument. This yielded 0.85 and coefficients of 0.88 for stability and for internal consistencies of PTMSQ respectively. The NECO result did not need to be validated nor tested for reliability since it is from a standardize examination. Two brief research assistants helped in data administration and collection, 97% of the instruments were properly filled and retrieved. Pearson product moment correlation was used to answer the eight research questions raised for the study while linear regression analysis was used to test the eight null hypotheses that guided the study at 0.05 level of significance. The findings showed among others that parents’ prompt payment of students’ school fees, Parents’ provision of learning materials, Parents’ provision of ICT tools, teachers’ provision of friendly learning environment and the use of appropriate teaching methods and good classroom management skills among others have strong significant positive relationship with students’ academic performance in public secondary schools. Based on the findings, the study recommended among others that Government and Principals of schools should devise means or mechanisms that will encourage parents to pay their children’s school fees promptly in order to enhance students’ academic performance in their respective schools.
TABLE
OF CONTENTS
PAGE
Title
Page
i
Declaration ii
Dedication iii
Certification iv
Acknowledgements v
Table
of Contents vii
List
of Tables x
Abstract
xiii
CHAPTER 1: INTRODUCTION
1
1.1.Background
to the Study
1
1.2.
Statement of the Problem
9
1.3.
The Purpose of the Study
9
1.4.
Research Questions
10
1.5.
Hypotheses 11
1.6.
Significance of the Study
12
1.7.
Scope of the Study 13
CHAPTER 2: REVIEW OF RELATED LITERATURE 15
2.1.
Conceptual Framework
15
2.1.1
Motivation
15
2.1.1.1
Types of motivation 16
2.1.1.2
Objectives of motivation
19
2.1.1.3
Importance of Motivation to Students
19
2.1.1.4
Ways of motivating students
19
2.1.2
Parents’ motivation
20
2.1.2.1.
Parents
22
2.1.2.2
Types of Parents
22
2.1.2.3
Characteristics of parents as a motivational factor 23
2.1.2.4
Parents’ Motivation
25
2.1.2.5.
Ways parents’ motivational strategies improves students’ academic
Performance
27
2.1.2.6.
Other Ways Parents’ motivational strategies can improves students’
academic performance.
31
2.1.2.7.
Challenges of parents’ motivational strategies on Students’ academic
performance
33
2.2.2.8.
Ways of Overcoming these Challenges
37
2.1.2.9.
Parents’ motivational strategies as correlate of students’ academic
Performance
37
2.1.3
Teachers’ Motivation 38
2.1.3.1
Teacher
38
2.1.3.2
Duties and responsibilities of teachers’ motivational strategies
That can Improves Students’ Academic
Performance 41
2.1.3.3
Ways teachers’ motivation strategies can improves students’
academic performance
43
2.1.3.4
Challenges of teachers’ motivational strategies
46
2.1.3.5.
Ways of overcoming these challenges
48
2.1.3.6.
Teachers’ motivational strategies as correlates of students’
academic performance
50
2.1.4
Students’ academic performance 51
2.1.4.1
Types of students’ academic performance
53
2.1.5
Factors of students’ academic performance
59
2.1.6
Challenges of Students’ academic performance
61
2.1.7.
Public Secondary School
61
2.1.7.1
Senior Secondary School
62
2.1.7.2.
Objectives / Goals of senior secondary school education in Nigeria 62
2.2
THEORETICAL FRAMEWORK 63
2.2.1.
Abraham maslow’s Theory of motivation: hierarchy of needs. 63
2.2.2
Alderfers’ ERG Theory.
65
2.3 EMPIRICAL
STUDIES
67
2.4
SUMMARY OF RELATED LITERATURE REVIEWED 75
CHAPTER 3: METHODOLOGY 76
3.1
Design of the Study
76
3.2
Area of the Study
76
3.3
Population of the Study
78
3.4
Sample and Sampling Techniques
78
3.5
Instruments’ for Data Collection
79
3.6
Validation of the Instrument
80
3.7
Reliability of the Instruments
80
3.8
Method of Data Collection
80
3.9
Method of Data Analysis
80
CHAPTER
4: RESULTS AND DISCUSSION
82
4.1 Results 82
4.2 Summary of the Finding 92
4.3 Discussion of
the Findings 93
CHAPTER
5: SUMMARY,
CONCLUSION AND RECOMMENDATIONS
98
5.1 Summary of the Study 98
5.2 Conclusion 99
5.3 Educational Implications of the Study 100
5.4 Recommendations 102
5.6 Limitations of the Study 103
5.7 Suggestions for Further Study 103
REFERENCES
105
APPENDICES
I: Questionnaires
118
2: Reliability
123
3: Teachers and Students population in the three
Education Zone of Cross River State 124
4:Taro Yamani formular 78
LIST OF TABLES
4.1:
Correlation Matrix of Relationship between Parents’ Prompt Payments of Students’ School Fees and Students’ Academic Performance in Public
Secondary Schools
4.2 Regression Analysis of Relationship Parents’
Prompt Payment of Students’ School fees and Students’ Academic Performance
4.3
Correlation Matrix of Relationship between Parents’ provisions of
Learning Materials and Students’ Academic Performance in Public Secondary Schools
4.4
Regression Analysis of Relationship Parents’ Provision of Learning
Materials and Students’ Academic Performance
4.5
Correlation Matrix of Relationship between Parents’ Provision of ICT
Tools and Students’ Academic Performance in Public Secondary Schools
4.6
Regression Analysis of Relationship Parents’ Provision of ICT Tools and Students’
Academic Performance
4.7
Correlation Matrix of Relationship between Parents’ Effective
Communications And
Students’ Academic Performance in Public Secondary Schools
4.8
Regression Analysis of Relationship Parents’ Effective Communication and Students’ Academic Performance
4.9
Correlation Matrix of Relationship between Teachers’ Provisions of
Friendly Environment and Students’ Academic Performance in Public Secondary
Schools
4.10 Regression Analysis of Relationship Teachers’
Provision of Friendly
Environment and Students’ Academic Performance
4.11 Correlation Matrix of Relationship between
Teachers’ Good Classrooms Management skills and Students’ Academic Performance in Public
Secondary Schools
4. 12 Regression Analysis of Relationship Teachers’
Good Classroom Management Skills and Students’ Academic Performance
4.13 Correlation Matrix of Relationship between
Teachers’ Good Classrooms Leadership Style and Students’ Academic Performance in Public Secondary Schools
4.14
Regression Analysis of Relationship Teachers’ Good Classroom Leadership Style and
Students’ Academic Performance
4.15
Correlation Matrix of Relationship between Teachers’ use of Appropriate Teaching Method and Students’ Academic Performance in Public
Secondary Schools
4.16 Regression Analysis of Relationship Teachers’
Use of Appropriate Teaching Method and Students’ Academic Performance
CHAPTER 1
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Education
is the essential aspects that not only teaches the important skills, abilities
and knowledge among persons, but also leads to overall growth and progress of
the individuals, community and the nation at large. Educated persons will be
able to accomplish his or her desire objectives / goals and also render a
resourceful influence towards the well-being of the public. The inculcation of
academic knowledge, skills, abilities and competence among the individuals is
enhanced through learning and academic performance (Radhika 2018). This implies
that, education is very essential in the development of members of the society
because it provides worthy opportunities for the members to acquire vital and
sacrosanct life-long skills, abilities and knowledge which lead to overall growth
and development of not just the individual members but the communities and
nation.
Federal Republic of Nigeria FRN (2014)
on National Policy of Education defined education as a process of inculcating
the right attitudes, values, and skills to individual to enable them benefit
from the society and also contribute to the society. This by implication
indicates that an educated person has the potential abilities to accomplish his
or her desires and renders resourceful influence towards the well-being of the
nation. This could be the fundamental reason behind which Nigeria as a nation
takes in to cognizance education as a vital instrument par excellence for attaining
national development plans. In Nigeria, education is obtained at three major
levels namely; the basic education, senior secondary education and tertiary
education. This study focuses on senior secondary school education.
Senior secondary education is the
second phase of secondary education in Nigeria which is a three year education
programme. It is given to those who have successfully completed junior
secondary school education, which is the last lap of basic education level. Federal
Republic of Nigeria FRN (2014) defined secondary education as the education
received by children after receiving the basic education and before the tertiary
education. It has two broad goals of preparing the individuals for useful
living within the society and higher education. The new curriculum has a
stronger focus on vocational training than previous curricula, and is intended
to increase employability of high school graduates in light of high youth
unemployment in Nigeria. (National
Policy on Education Reforms, 2014). Students’ sit for the Senior School Certificate
Examination (SSCE) and are examined in a minimum of seven and a maximum of nine
subjects, including mathematics and English, which are mandatory. Successful
candidates are awarded the Senior Secondary Certificate (SSCE), which lists all
subjects successfully taken. Students can sit for a second SSCE annual exam if
interested or if they need to improve on poor results in the May/June exams
(Ndem, Uwem & Enang, 2013). Graduation rates are collected by states or
federal education officials as a baseline measurement of secondary education
students’ academic performance.
There is need to conduct annual test, based on observation and report,
the students’ academic performance is measure by their final grade earned in
the subjects in question. For the purpose of this study, students’ academic
performance is based on the senior secondary certificate examination (SSCE)
results of year 2019 in English language which is one of the general subjects
of the sample schools. Observations and reports have shown that students’
academic performance are been faced by various factors which some of them are;
home, school, gender and race related factors and others but this study focus
only on the home (parents’) and school (teachers’) related factors.
The goals of secondary education are
to prepare useful individuals within the society and higher education. Federal
Republic of Nigeria (FRN), 2014. These goals are achieved through qualitative
and quantitative teaching and learning of curriculum subjects such as English
language and others, it is expected that students’ academic performance in the
curriculum subjects thought is determined regularly. Academic performance in
school is either poor or good. Good knowledge of students’ academic requires
adequate knowledge of academic performance.
From observations and reports, there is urgent need to work and improve
students’ academic performance which seems lagging, this call for a better
understanding of students’ academic performance hence the importance of
students’ academic performance cannot be overemphasized. Students’ academic performance is a
measure of students’ final grade(s) earned in the subject in question (Lance
& Modebelu, 2015). Students’ Academic performance (SAP) refers to how well
a student is accomplishing his or her tasks and studies in which grades are
generally generated from scores in the subjects or courses examined or tested
for (Scortts, 2012). For the purpose of
this study, students’ academic
performance is based on senior secondary certificate examination (SSCE) results
of year 2019 in English language. Indicators of
students’ academic performance
was also considered. Observations and reports have shown that Students’
academic performance in the past one decades have been very poor in this
subject and sciences (Tata & Rabiu, 2014). There is then need to find out
factors that can positively influence students’ academic performance in
secondary schools in Nigeria.
Students’ academic
performance is a veritable tool used in measuring how well or poor students’
faired in a given test or examination. Students’
academic performance generally refers to the students’ scholastic standing in a
given subjects at a particular point in time or moment. Maduabum in Nwankwo
(2019) posited that the scholastic standing could be explained in terms of
grades obtained in the subjects or courses and behaviour exhibited by the
students. Lance and Modebelu,
(2015) opined that students’
academic performance is a measure of students’ final grade(s) earned in the
subject in question Scortts (2012) opined that Students’ academic performance refers
to how well a student is accomplishing his or her tasks and studies in which
grades are generally generated from
scores in the subjects or courses examined. Measures of Students’ academic
performance are grades, grade point’s average (GPA), high school graduation
rate (HSGR), annual standardize test (AST) college / school entrance
examination. Graduation rates are collected by States or federal education
officials as base line measurement of secondary education performance.
Students’ academic performance serves
as tool for determining whether students’ perform well or poorly in a given
test or examination based on a given standard. It help to determine whether a
student will proceed to another level or not. It also determines the extent to
which the objectives of teaching and learning through a standard examination
have been achieved. The importance and relevance of Students’ academic
performance in external examination such as senior school certificate
examination (SSCE) WAE 2019 and National examination council (NECO SSCE) 2019 cannot
be over emphasized. It also determines how schools and states perform in
Nigeria. It also assists in determining the efficiency and effectiveness of
schools and teachers to prepare students under their care for useful living and
higher education which has two broad goals of secondary education.
Based on performances of students in
above examination bodies in Nigeria for about a decade now, there seems to be
public outcry over poor performance of students’ in majority of the subjects
with particular emphasis on English language and mathematics. For the purpose
of this study, Students’ academic performance in English language for year 2019
was examined. The subject is chosen because it is one of the core or compulsory
subjects every student must offer. It also appears that it is one of the
pre-requisites for admission into higher education.
According to Tata and Rabiu (2014) the
falling standard in English language and mathematics in external examination is
not peculiar to Cross River State alone. There is the need to identify some
salient factors that promote students’ learning and high academic performance
in internal and external examinations. There are many factors that can enhance
students’ learning which in turn enhance their academic performances at any level.
The focus of this study is on students’ motivation, this calls for adequate
knowledge of the term motivation.
Motivation may be seen as perception, methods, actions, activities and
peoples’ body languages, leaders or administrators use to provide a climate
conducive to the satisfaction of various needs of the employees or learners to
become satisfied, energizes, dedicated or effective. Obi and Modebelu (2016)
defined motivation as the inner state that energizes, activates, moves and
directs its behaviour towards goals. Motivation can be intrinsic and extrinsic
in nature, both of them are imperative. Monday, Holmes and Flippo, (2012) viewed
motivation as a process of stimulating an individual to take action or
decisions in order to achieve a specific desired goal. The above implies that
motivation is an important instruments to energize, stimulate and produce
desirable behaviour from an individual. To motivate students’ behaviour towards
improved academic performance should not be one person’s effort. Motivation as
a tool for improving students’ academic
performance should be a function of parents (homes) and teachers’ (school).
There is need to adequately x-ray how parents’ can motivate students’ academic
performance.
Parents in the study refer to the
biological parents and guardians of the student. Ike (2011) observed that
loving relationships between parents’ and children which make parents’ to always
desire the best for their children. He noted that parents’ motivation on their
children go a long way to shape the quality and standard of education as well
as best practices in school which are imperatives. Majority of parents’ blame the
students’ academic performance on the school (teacher) because of inadequate
knowledge of their contributory roles. Parents’ roles to students’ have great
impact on the students’ academic performance. Parents’ motivation in the study
focuses on the ways parents’ can assist their children (students’) to perform
better academically. Christine (2019) suggested that parents’ ability to
provide basic educational equipment, learning resources, paying of schools fees
influences students’ academic performance. Eamon (2015) observed that parents
ability to arrange for supportive teachers to teach these students’ some
difficult subjects add positively to students’ academic performance. Other ways
parents’ can motivate students’ academic
performance are by giving academic support, sense of homour, being good model,
ensuring effective communication, provision of school uniform, ICT learning
tools, food and physical security, spiritual security, good moral upbringing and
friendly learning environment at home (Uzoma, 2014 & Dennis, 2018). The
study focus on the four above namely: payment of school fees, provision of
learning materials, provision of ICT learning tools and effective communication.
Payment of school fees entails that
parents’ should promptly pay all fees and levies expected of their children.
The fees includes tuition, equipment levies, library fees, club dues, dormitory
fee, examination fees and others, non-payment or late payment can distract
students’ from their studies and active participation in class work hence poor
academic performance. Provision of learning materials such as the instructional
resources, animate and inanimate objectives, human and non-human that students’
or teachers’ may use to enhance teaching and learning. Example is when
students’ are required to bring learning materials like six classes of food and
improvise duster and others.
Effective communication refers to
parents’ process of cordial relationship with their children, giving listening ears
regularly, avoiding usage of vulgar or demoralizing languages, use of
appropriate means of communication like phone, letter writing and many others
and becoming best of friends to their children.
The provision of ICT tools example calculator,
laptop, smart phones and others. ICT refers to information and communication
technologies or a diverse set of technological tools and resources used to
communicate and to create, disseminate, store and manage information ( Denis,
2019) this implies that there are the technological tools that aid the
students’ to improve academically when the parents’ are able to provide them
for the students. Motivation from parents’ at home can be effective in the
school though the teachers’ also motivate the same students’ toward improve students’
academic performance.
Teachers’ motivation to students
entails activities, actions, decisions, and services carry out by teachers to
energize, directs and stimulate students’ behaviours towards better academic performance.
In the words of Radihka (2019), a teacher gives his or her knowledge to you so
that you can get success in your life. Modebelu (2015), opined that teachers’
are trained to inculcate right knowledge, attitude, values and skills to
students’ to enable them excel in all their endeavours of which improve
academic performance is primarily. Teachers can motivate students to perform
better in many ways: they can teach them skills of time management, team
spirits, spirit of determination, fitness, positive life and good reading habits
(Marylene, 2014). She also identified provision of friendly learning
environment like, good seating condition and arrangement, ventilation, good
rapport and many others, good classroom leadership styles like maintain good
relationship, reward hard work, collaborate
with others, commitment, passion, welcome changes and many others, use of
appropriate teaching methods that is the one the students respond to become “the
appropriate one” and effective classroom management skills like, eye contact,
voice modulation, accommodate
all learners, preparedness and many others, allowing students’ to participate
in decision making, giving frequent assignments and many others. This study
will focus on four of the above: provision
friendly learning environment, good classroom leadership style, use of
appropriate teaching methods and effective classroom management skills.
Despites Government efforts to
improve students’ academic performance in public secondary schools through
series of interventions such as scholarship schemes, training of the teachers (by
organizing workshops, seminars) and provision of infrastructure, students’
academic performance in public secondary schools in Nigeria still declines at
alarming rate going by the low quality of teachers’ turning out every year
(Oladebinu, 2018). This problem calls for thorough investigation to find out the
root causes of this poor academic performance in public secondary schools in
Nigeria. Some of the empirical studies reviewed to see the extent research has
been done in this area; Agu (2010), carried out a study on the relationship
between motivational patterns and students’ academic achievement in schools in
Enugu education zones, Okunniyi (2012), carried out a research on how parental
background influences students’ introductory technology achievement as a
subject among junior secondary school students’ in Abeokuta South Local
Government Area of Ogun State, Nigeria, Uzoma
(2014) carried out a study to find out what motivational factors can influence
secondary school teachers’ into greater institutional goals, Ude, Nwokoro, Uba
and Onuigbo (2010), conducted a research to investigate the teachers’
perception on job satisfaction and many others. Majority of the empirical
studies reviewed covers teachers’ job satisfaction, motivation and parental background
and influence variables. None of the studies covered the variable of this
study: parents’ and teachers’ motivational strategies as correlate of students’
academic performance in public secondary schools in Cross River State, Nigeria.
This implies that there is a dearth of such research in the study area, hence
the need for this research work in the study area.
1.2.
STATEMENT OF THE PROBLEM
Students’ academic performance
measures students’ scholastic standing in an examination or class test in
subjects offered in a giving period. It is measured in letter grades,
percentages or scores. Students’ academic performance in internal and external
examinations are expected to be high, As, Bs or 60% and above. It is also
expected that adequate parents’ and teachers’ motivation enhance students’
academic performance.
Unfortunately, students’ academic performances in class,
terminal examination and external examinations such as WAEC and NECO seem to be
poor. The poor performances are more obvious in subjects like English language
and mathematics. The poor students’ academic performances could be due to lack
of or inadequate motivation from parents and teachers of the students. It could
also be that parents’ and teachers’ lack ways of motivating students’ to
perform well academically.
The problem put in question form
reads: What is the relationship between parents’ and teachers’ motivational strategies
and students’ academic performance in public secondary schools?
1.3.
THE PURPOSE OF THE STUDY
The purpose of this research work is
to determine the relationship between parents’ and teachers’ motivational
strategies and students’ academic performances in public secondary school in
Cross River State, Nigeria, The study sought to:
1. Find out the relationship between parents’
prompt payment of students’ school fees and students’ academic performance in
public secondary schools
2. Find out the relationship between parents’
provision of learning materials and students’ academic performance in public
secondary schools
3. Ascertain the relationship between
parents’ provision of ICT tools and students’ academic performance in public
secondary schools.
4. Find out the relationship between parents’
effective communication and students’ academic performance public secondary
schools
5. Ascertain the relationship between
teachers’ provision of friendly learning environment and students’ academic
performance in public secondary schools.
6. Find out the relationship between teachers’
good class room management skill and students’ academic performance in public
secondary schools.
7. Find out the relationship between
teachers’ good classroom leadership style and students’ academic performance in
public secondary schools.
8. Ascertain the relationship between
teachers’ use of appropriate teaching method and students’ academic performance
in public secondary schools.
1.4.
RESEARCH QUESTIONS
This research work sought to answer
the following eight research questions;
1. What is the relationship between parents’
prompt payment of students’ school fees and students’ academic performance in
public secondary schools?
2. What is the relationship between
parents’ provision of learning materials and students’ academic performance in
public secondary schools?
3. What is the relationship between parents’
provision of ICT tools and students’ academic performance in public secondary
schools?
4. What is the relationship between parents’
effective communication and students’ academic performance in public secondary
schools?
5. What is the relationship between teachers’
provision of friendly learning environment and students’ academic performance
in public secondary schools?
6. What is the relationship between teachers’
good class room management skill and students’ academic performance in public
secondary schools?
7. What is the relationship between teachers’
good classroom leadership style and students’ academic performance in public
secondary schools?
8. What is the relationship between teachers’
use of appropriate teaching method and students’ academic performance in public
secondary schools?
1.5.
HYPOTHESES
This research study was guided by the
following eight null hypotheses which were tested at 0.05 level of significance.
H01:
There is no significant relationship between parents’ prompt payment of
students’ School fees and students’ academic performance in public secondary
schools.
H02:
There is no significant relationship between parents’ provision of learning
materials and students’ academic performance in public secondary schools
H03:
There is no significant relationship between parents’ provision of ICT tools
and students’ academic performance in public secondary schools.
H04:
There is no significant relationship between parents’ effective communication
and students’ academic performance public secondary schools.
H05:
There is no significant relationship between teachers’ provision of friendly
learning environment and students’ academic performance in public secondary
schools.
H06:
There is no significant relationship between teachers’ effective classroom management
skill and students’ academic performance in public secondary schools.
H07:
There is no significant relationship between teachers’ good leadership style
and students’ academic performance in public secondary schools.
H08:
There is no significant relationship between teachers ’use of appropriate teaching
method and students’ academic performance in public secondary schools.
1.6.
SIGNIFICANCE OF THE STUDY
The findings of this research study
would be of immense importance to the following categories, the Cross River
State Ministry of Education, Cross River State Management Development Institute
and Teachers Training College, Parents’, Teachers, Students’, Researchers and the
general public.
This study would be helpful to Cross
River State Ministry of Education to know the relationship between parents prompt payment of school fees and students’
academic performance and know how to improve teachers’ motivational plans on
students’ when it is to be done and how by applying the recommendations given.
The findings of this study would aid
Cross River State Management Development Institute and Teacher Training College
to know what to include in its post teacher training needs and the relationship
between parents’ provision of learning materials, ICT tools and students’
academic performance. This is because after knowing how very important ICT
tools in teaching and learning, these institutes will mount pressure on the
government to make adequate provision of ICT tools to enable them teach the
students.
Furthermore, It would help the
parents and teachers to be aware of their impact on students’ academic
performances and this will make them to curtail their actions were necessary
and the relationship between parent’s effective communication, teachers
provision of friendly learning environment, effective classroom management
skill, teachers’ leadership style and the use of appropriate teaching methods
and students’ academic performance. also,
the will help these set of people know the gains in educational outcome
with respect to their parental involvement, therefore confirming the
significance of involving parents in educational processes and it will help in recommending
that parents who are not involved in education of their children should be
sensitized while those who are already
involved be encouraged to continue.
This study would also help the students’ to
know their level of relationship with their parents’ and teachers, whether it
is cordial or not to enable them make amends where necessary, help the students
to study hard and when to sit up when they are not performing well.
This research work could further be
beneficial to other researchers because this will help in guiding these set of
people for further research on new and improve ways on how to improve parents’
and teachers’ motivation on students’ academic
performances in public secondary schools by applying the guidelines listed in
this work and it will also serve as reference material.
Finally, if the suggestions and
recommendations of this work are fully implemented, it could be gainful to the
general public. That is, this research work could add to the previously existed
works and this may inspire more or similar studies for the general public
consumption.
1.7.
SCOPE OF THE STUDY
This research work was delimited to
parents’ and teachers’ motivational strategies as a correlates of students’
academic performance in public senior secondary schools in Cross River State,
Nigeria. Parents’ and teachers’ motivational strategies (independent variables)
covered the following sub-variables viz: motivation, parents, parents’
motivation, characteristics of parents’ as a motivational factors, ways
parents’ can motivates their children, parents motivation as a correlates of
students’ academic performance, teachers,
teachers’ motivation, teachers’ motivation as a correlates of students’ academic
performance, Duties and Responsibilities of Teachers’ Motivational Strategies that
can Improves Students’ Academic Performance, Ways Teachers’
Motivation Strategies can Improve Students’ Academic Performance
Challenges
of Teachers’ Motivational Strategies, Ways of Overcoming these Challenges Teachers’
Motivational Strategies as correlates of Students’ Academic Performance while
students’ academic performances in public secondary schools (dependent
variable) covered senior public secondary school and students’ academic
performance SSCE results in English language for year 2019.
This research work was also delimited
to all teachers and students’ in public senior secondary schools in the three Educational
zones in Cross River State Nigeria.
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