CHAPTER ONE

1.1   BACKGROUND TO THE STUDY

Motivation comes from Latin root “move” which means to move, so motivation can mean the process of raising the interest of an individual to take a move towards a certain goal. (Kreithner, 2005) sees motivation as the psychological process that gives behaviour purpose and direction. According to Bufard; Bedenluder (2005) described motivation as a predisposition to behave in a purposeful manner to achieve specific unmet need. Bedian (2003) sees motivation as the inner force that drives individual to accomplish personal and organizational goal and also the will to achieve.

Motivation has been shown to positively influence study strategy, academic performance, adjustment and well-being in students in domains of education (Vansteenkiste et al. 2005).

Students can have increased motivation when they feel some sense of anatomy in the learning process and that motivation declined when students have novice in the class structure (Kurinci, 2003), Timothy Judge (2005) sees motivation as the result of process internal or external to the individual that arouse enthusiasm and persistence to pursue a certain cause of action. Motivation is a reason or incentive to achieve some goals or also the interest  or enthusiasm to make the effort to achieve something. The biological emotional cognitive or social force are the major factors which affects the behaviour and intensity of motivation. Stephen Robbin (2003) sees motivation as the process that accounts for individual intensity direction and persistence of effort towards attaining a goal.

Research has shown that everyday teaching practices can do more to counter student apathy that special effort to attack motivation directly. (Barbara Grsso Darcs, 2008) (Harbeg, 2008) defines motivation as all those phenomena which are involved in the stimulations of actions towards particular objective where preciously, there was little or no movement toward these goals. Motivation is the process of stimulating an individual to achieving a decision or goal (Monday Holmes and Flippo, 2008). According to Poter’s (2003) view motivation is concerned with how human being are energized, sustained, directed, stopped and the type of subjective reaction present in the individual who has all the process of taking the motivation direct behaviour towards people’s strive. Morgan King and Robinson (2004) define motivation as a state which individual or annual gingers or derive behaviour toward some specific goal. According to Huffmanet (2011) sees motivation as a goal directed by behaviour steers.

Motivation leads to increased efforts and energy it increase the amount of effort and energy that learners expand in activities directly related their needs and goal (Csukszentmihayi and Nakamura, 2009; Meahr, 2004, Pintrish et al, 2003).

According to Vgwu (2007) still on motivation implies that behaviour has an origin which terminates when the goal of an individual is achieved. Bandara (2007) stated that the use of model to motivate student is recommended because student may model after the personalities society approve. Motivation enhances cognitive processing. Motivation actually affects what and how information is processed because motivated students are more likely to pay attention and try to understand the material instead of simply going through the motion of learning in superficial manner.

Motivation leads to improved performance (Sabah Karimi, 2006). Serah Maesincero (2006) sees motivation as the energy or the force that stimulate a person to act towards the fulfillment of one desired goal. Before one can achieve a deeper understanding of motivation, one must be able to gain knowledge of its basic process and the element unvalued in it. Ekong (2010) emphatically state that to “archive” effective performance in the teaching learning process, the teacher as well as the student must be motivated. Students feel motivated when share cultural aspect use language in real contexts. Stay interest in the subject the teacher really cares about them they fell supported and valued (Barbara Gross Davies, 2013) motivation is a critical component of learning. Motivation is important in getting students to engage in academic activities. It is also important to determining how much student will learn from the activities they perform or the information to which they will be exposed to. Students who are motivated to learn something use higher cognitive process in learning about it. According to Orphlums (2012) view that motivated teacher always look for better ways to do their teaching job, they are more quality oriented and are more productive. Therefore, it means that motivated teachers are determine to give their best to archive the maximum out (Qualitative Education) motivation can be in the form of require payment of salary, fringe benefit such as allowance, bonus on the job training promote to teacher. Ormord (2013) see motivation of teacher in teaching and learning process as direct behaviour toward particular goals lead to increase effort and energy enhance cognitive processing, increase initiation of persistence in activities determine what consequence are reinforcement and it can lead to improve performance.

Since the future of the country lies with the student, so those students need to be well motivated and educated. So that they can be equipped with the knowledge and skills to pilot the affairs of the country.

1.2   STATEMENT OF THE PROBLEM

          There have been a lot of research works on effect of motivational teaching strategies. However, little have been recorded in technical schools responsibilities the absent of motivation has a negative effect in the standard of education in the country as the students are being deprived of needed knowledge because the teachers are to be motivated to impact the needed knowledge. Hence, the problems associated with the negative attitude result of this.

          Teachers don’t give the best due to payment of salary by the authority, students’ inadequate knowledge as a result of not being taught adequately since the teachers are not motivated. Therefore, the resultant effect of this problems affect the society at large since education sector cannot provide the desire results as designed in National Policy of Education (2014).    

1.3   SIGNIFICANCE OF THE STUDY

          It is hoped that the final result of this research work will help in finding possible way on how motivation can influence productivity performance in teaching and learning process and also improve learning on the part of students.

1.4   RESEARCH QUESTIONS

1.            To what extent has motivation affect student achievement in selected public primary school in Odeda Local Government Area of Ogun State?

2.            In what way can motivational strategies for teacher has effect on academic performance of student?

3.            How can teaching performance affect student achievement in in selected public primary school in Odeda Local Government Area of Ogun State?

4.            In way has motivation increase student achievement in in selected public primary school in Odeda Local Government Area of Ogun State?

1.5   SCOPE OF THE STUDY

          The study covers some government science and technical college in Ogun State. Moreover, the scope of this study is limited due to financial constraints and time frame for the project.

1.6   DEFINITION OF TERMS

Motivation: Is the desire or want that energize and direct goal oriented behaviour.

Teaching: The archiving is the ability of transferring a body of knowledge to the student.

Strategies: Is the method or plan chosen to bring about a desire future such as achievement of a goals or solution to as problem.

Academics: Is something or someone that is considered to be scholarly.

Science: This is the knowledge about the structure and behaviour of the natural and physical world.

Achievement: Is the process of achieving something especially by means of skills or perseverance.