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.
TABLE OF CONTENTS
Pages
Title
page i
Certification ii
Dedication
iii
Acknowledgement iv
Abstract
v
CHAPTER
ONE: INTRODUCTION
1.1 Background to the Study
1-3
1.2 Statement of the Problem 3-4
1.3
Purpose of The study
4
1.4 Research Question
4-5
1.5
Research Hypothesis
5
1.6
Significant of the study 5-6
1.7 Scope of the Study 6
1.8 Operational definition
6
CHAPTER TWO; REVIEW OF RELATED
LITERATURE
2.1
Concept of Motivation 7-8
2.2
Intrinsic and extrinsic motivation 9-13
2.3 Motivation
and academic motivation
13-17
2.3 Concept
of teacher- students’ relationship 17
2.4 Teacher
–students’ relationship and classroom climate
19
2.5 Teacher-students’ relationship and peer
relationship in the classroom 20 2.5 Teacher- students ‘relationship and academic
performance of students 2
CHAPTER
THREE: RESEARCH DESIGN AND METHODOLO
3.1 Research Design 23
3.2 Population of the Study 23
3.3 Sample and Sampling Techniques 23
3.4 Research Instrument
24
3.5 Validity
24
3.6 Reliability of Instrument 25
3.7 Procedure for data collection
25
3.8 Method of data Analysis 25
CHAPTER
FOUR: DATA ANALYSIS AND PRESENTATION
4.1 Analysis of Respondent Bio-data 8 4.2 Hypothesis Testing 2
4.3.1
Summary of findings
32
CHAPTER FIVE: DISCUSSION, CONCLUSION
AND RECOMMENDATIONS
5.1 Discussion of Findings
33-39
5.2 Summary of the study
39-40
5.3 Recommendations 40-42
5.4 Suggestions for further study
42-43
References
Appendix
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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