STUDENT – TEACHERS’ RELATIONSHIP, INTRINSIC MOTIVATION AND ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS
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STUDENT – TEACHERS’ RELATIONSHIP, INTRINSIC MOTIVATION AND ACADEMIC PERFORMANCE OF SECONDARY SCHOOL STUDENTS
Chapter one
INTRODUCTION
1.1 Background of the Study
Students have several essential and influential social ties at school, including those with teachers and peers. These interactions have an impact on performance in numerous school domains, including the behavioural, social, and academic arenas.
Academic performance, or a child’s capacity to learn and remember material presented in the classroom, is an important determinant of their school success.
We know that early contributors to academic outcomes are important because they have 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, as well as potential career opportunities. Given the importance of academic achievement, we must find early social ties that can set children on a path towards long-term success.
In this day of high-stakes testing and accountability for both students and teachers, it is critical to evaluate the facts to determine whether these interactions have a role in improving student accomplishment.
Advocates for the No Child Left Behind (NCLB) Act argue that focusing on test scores will increase student progress. However, learning is a process that includes both cognitive and social psychological elements, and both should be taken into account if academic accomplishment is to be maximised (Hallinan, 2008).
A thorough assessment of the variables that influence learning should include research into the factors that influence students’ attitudes towards school and the relationships they build with their teachers.
Two arguments can be used to identify these factors. First, if students enjoy school, they benefit socially by developing friendships, respecting classmates and adults, and learning social skills.
Second, pupils who enjoy school perform better academically (Hallinan, 2008). Whether a teacher-student relationship is close or strained, it appears to contribute to and predict a child’s transition to school (Pianta & Stuhlman, 2004).
Similarly, humans are driven by a system known as motivation. Motivation refers to our thoughts and actions. Adams (2002) claims that in an achievement setting, someone would be concerned with motivation if he were to ask, for example, why some students persist in completing tasks despite difficulty while others give up at the slightest provocation, or why some students set such unrealistically high goals for themselves that failure is unavoidable.
According to Maclean (2006), teachers frequently assume that some students lack motivation. There is no such thing as an unmotivated pupil. Every young person has a motivational attitude, although some have more learning-focused profiles than others.
Teachers must acknowledge that all pupils have some level of motivation, and the difficulty is to “tune in” to what motivates them, particularly intrinsic motivation.
Motivation has lately been identified as a critical component of emotional intelligence, encompassing the management of sentiments of enthusiasm, confidence, and persistence (Coleman, 1996).
According to Rabideau (2009), motivation is the driving factor behind an individual’s behaviour. Individuals’ needs and desires have a significant impact on the direction of their behaviour.
Motivation is derived from your emotions and achievement-related goals. He went on to distinguish between numerous types of motivation, including extrinsic, intrinsic, physiological, and accomplishment motivation.
1.2 Statement of the Problem
According to Oladele (2009), some of the problems that students face in their academics are caused by salient teacher factors such as teacher inapproachability, poor student-teacher relationships, teacher hatred, negative name calling or labelling of students
the teacher’s subject package, and a lack of belief in the student’s ability to excel. He went on to say that this is why some kids struggle to get closer to their teachers in the classroom.
Similarly, teenagers in the school setting must be motivated if they are to attain excellent academic success. Teachers who have a practice of inspiring their students profit from it because pupils who are motivated through rewards such as praise and other patterns of motivation outperform those who are not motivated genuinely.
As a result, the purpose of this study is to look into the relationship between the teacher-student relationship, intrinsic motivation, and academic achievement in secondary schools. This is because these two variables are critical to the academic success of children and adults in all educational contexts.
1.3 PURPOSE OF STUDY
The study’s goal would be to investigate the relationship between teacher-student relationships, intrinsic motivation, and academic achievement among secondary school students in Lagos Metropolis.
Other specific study objectives will include:
1. Determine whether intrinsic motivation has a major impact on academic success.
2. Whether the teacher-student relationship has a substantial impact on academic achievement.
3. Determine whether there is a substantial difference in the performance of intrinsically motivated students versus those who are not.
4. Determine whether there is a substantial gender difference in the performance of pupils who are motivated intrinsically.
1.4 RESEARCH QUESTIONS.
1. Does the teacher-student relationship have a substantial impact on academic performance?
2. Is there a strong link between intrinsic motivation and academic performance?
3. Is there a correlation between a teacher’s personality and academic performance?
4. How much will the teacher’s personality influence students’ academic performance?
1.5 Research Hypothesis
1. There will be no substantial correlation between the teacher-student connection and academic success.
2. There will be no substantial correlation between pupils’ intrinsic drive and academic achievement.
3. There will be no significant correlation between a teacher’s personality and academic success.
4. There will be no substantial difference in the performance of intrinsically driven pupils vs those who are not.
1.6 Significance of the Study
This study will be extremely beneficial to parents, teachers, and counsellors.
It is vital for several reasons. First, it will help students understand why it is critical for them to not only like their topics but also like their teachers, because without a pleasant and welcoming environment, their academic aspirations may not be realised.
Teachers will be made aware of the impact that their relationships with students play in boosting or inhibiting student academic success; additionally, they will learn how to leverage cordial relationships with students to motivate them, hence improving learning outcomes.
Parents would also learn how to foster good relationships between their children and their children by encouraging both sides to be friendly with one another, as one cannot function without the other because one’s success is dependent on the other.
Guidance and counsellors would also find this study valuable and positive because the recommendations will help them counsel people, particularly those who are low academic achievers due to inadequate or no motivation from their parents or teachers.
This study could be valuable to other scholars working on similar problems.
1.7 Scope of the Study
This study focuses on issues such as teacher-student relationships, intrinsic motivation, and academic success. It would be limited to senior secondary schools in Lagos Metropolis.
1.8 Definition of Terms
1. Teacher-student relationships: this refers to the pattern of interactions between teachers and students in the classroom and learning environment, as well as how such interactions influence learning.
In this study, teacher-student interaction will be defined as directing questions/activities to students, allowing them to participate in the teaching and learning process, entertaining their questions/opinions, answering their questions, and providing appropriate punishment.
2. Intrinsic motivation: This is the motivation to participate in an activity for its own sake, interest, and enjoyment. When we experience happiness during rather than after an activity.
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