IMPACT OF MOTIVATION ON ACADEMIC PERFORMANCE OF STUDENTS IN BUSINESS EDUCATION
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IMPACT OF MOTIVATION ON ACADEMIC PERFORMANCE OF STUDENTS IN BUSINESS EDUCATION
Chapter One
6INTRODUCTION
1.1 Background of the study
Academic performance in business education in our secondary schools has become a source of concern for parents, the government, and all members of our society. It is obvious from the level of failure in the junior secondary certificate examination and other Business Studies examination outcomes in Nigeria.
According to the National Policy on Education (2004), business education, also known as business studies, at the secondary school level is divided into the following components or subject areas: shorthand, office practice, bookkeeping, and typewriting at the junior secondary school level, and shorthand, typewriting, economics, commerce, and accounts at the senior secondary school level.
According to the National Policy on Education (2004), one of the aims of education is to prepare individuals to fit into society and train their minds to understand the world around them. Based on this, pupils must be motivated to learn and contribute to the school’s learning process.
By being motivated in a variety of ways, such as using appropriate teaching equipment, such as a typewriter to give a typewriting lesson, employing good teaching methods, and maintaining good classroom management. (Alaba Olaleken 2002). With all of this, pupils will put in more effort as their attention is piqued.
The current educational system includes business studies in the junior secondary level. As a result, a huge number of students register for these topics in both junior secondary school examinations.
Business studies subjects should be taught by teachers who are well trained and informed about the subject. Parents and children must be well informed about the relevance of each subject taught in secondary schools. This will inspire or push students to study harder, especially those who are interested in such a job.
After identifying some of the variables that could encourage students in secondary schools, the next question that arises is who is primarily accountable for pushing students to pursue each subject offered in their respective schools. It is, of course, the teacher.
On multiple times, governments, parents, and the general public blamed low student performance in business courses on the teacher’s casual attitude towards work (Ali, 2003).
According to the concise Oxford Dictionary (2000), a teacher is “one who gives lessons, especially at school.” Therefore, the teacher is expected to achieve the National objective of education by directing students’ learning while also motivating them to pursue subjects that will be useful to them in the future.
As a result, the teacher’s classroom management must be effective in order to meet the specified objectives.
Motivation can be considered as one of the most important tools for behavioural modification or social control in the instructional technique of educating and clarifying the question.
As a result, business studies teachers must display a strong sense of devotion and commitment to teaching the subject in order to match the Federal government’s high expectations for it as a core subject.
1.2 Statement of the problem
Students’ performance in the Junior Secondary Certificate Examination (JSCE) in business studies is dismal. Several factors have been identified as contributing to pupils’ low performance in the subject area.
Students’ interest in business education, task orientation and skill acquisition, personality and self-concept (more 1973), feelings of inadequacy (Callahan, 1971)
a lack of qualified teachers (Ohuche, 1970), and inadequate facilities, equipment, and instructional materials for effective teaching (Oshibodu, 1984 and Akpan, 1987).
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