TABLE OF CONTENTS
Certification - - - - - - - - - i
Dedication - - - - - - - - - ii
Acknowledgements - - - - - - - - iii
Abstract - - - - - - - - - - iv
Table of Content - - - - - - - - v
CHAPTER
ONE: INTRODUCTION
1.1 Background to the Study - - - - - - 1
1.2 Problem of the Study - - - - - - 3
1.3 Objectives of the Study - - - - - 4
1.4 Significance of the Study - - - - - - 5
1.5 Research Questions - - - - - - - 6
1.6 Research Hypotheses - - - - - - 7
1.7 Limitation of the Study - - - - - - 8
1.8 Delimitation of the Study - - - - - - 8
1.9 Definition of Terms - - - - - - - 8
CHAPTER
TWO: REVIEW OF RELATED LITERATURE
2.1
Concept of motivation - - - - - -
10
2.2
Parent Provision of textbooks Materials and
Students’ Academic Performance - - - 12
2.3
Parent Regular Payment of School fees and
Student’s academic performance - - -
18
2.4
Parental Praise and academic performance of
Students - - - - - - - -
22
2.5
Summary of the Literature Review - - - 28
CHAPTER
THREE: RESEARCH METHODS
3.1 Area of the Study - - - - - - -
29
3.2 Research Design - - - - - - - 30
3.3 Population of the Study - - - - - - 30
3.4 Sample and Sampling Technique - - - - 31
3.5 Instrumentation - - - - - - - 31
3.6 Validation of Data Collection - - - - - 31
3.7 Reliability of the Instrument - - - - 32
3.8 Administration of the Instrument - - - - 32
3.8 Method of Data Analysis - - - - - - 32
CHAPTER
FOUR: DATA ANALYSIS AND DISCUSSION OF FINDINGS
4.1 Data Analysis - - - - - - - - 33
4.2 Discussion of Findings - - - - - - 37
CHAPTER
FIVE: SUMMARY, RECOMMENDATIONS AND CONCLUSION
5.1 Summary - - - - - - - - - 38
5.2 Recommendations - - - - - - - 39
5.3 Conclusion - - - - - - - - 40
5.4 Suggestions for further
study - - - - 40
5.5 References - - - - - - - - 42
Appendix - - - - - - - - - 46
CHAPTER ONE
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Motivation is the theoretical construct used to
explain behaviour. It represents the reasons for people actions, desires,
needs. Rusillo and Arias (2004) state that there is significant influence of
academic motivation on learning at school. Awanbor (2005) noted that because of
poor motivation due inadequate of studies materials, poor teaching
environment and lack of competent
subject teacher in the field of teaching of government may endangered or
curtailed the students not well sound academically. He further suggested that
students should be academically motivated as this will go a long to solving
most of the problems faced in education system and also increase students’
academic performance. He also hold that motivation of students will reduce, if
not completely eliminate, high school dropout rates, low enrolment rates,
truancy etc. Renchier (2011) pointed that every parents that is both educated
and non educated should need to be concerned about education of their children
educational. Furthermore, it well documented in literature that parental
motivation plays an important role in influencing students’ academic
performance. Motivation is the process through which individual are charged to
increased their action or performance by internal (intrinsic) or external (extrinsic) factors.
Intrinsic motivation is said to be derived internally in the task itself. Its
occurs while a person is performing an activity in which he take delight and
derives satisfaction in doing such activity (Nkang, 2006).
Several researchers have found that students’ respond
differently to the use of motivation strategies in different learning situations.
In general students found to value both intrinsic and extrinsic rewards.
Individual students varying levels of psychological need that do exert much
influence on their academic performance and determined the degree of their
activities in the classroom. The extent to which ability can be translated
elevated into performance is dependent on the level of motivation provided by
the parents. This satisfied their needs Tella (2007). For this reasons, parents
have the roles and responsibilities of motivating their children towards
effective learning in school and subsequently toward recording success in their
examination. It is not sending their children to the most expensive school that
matter but ensuring that all their needs are provided. Therefore this work is
to investigate parental motivation on academic performance in government among
secondary schools students in Oruk Anam Local Government Area of Akwa Ibom State.
1.2 Statement of problem
The performance of the students in various
examination has been a source of worry to most parent, principal of schools
educators planners and administrative and the general public. Poor performance
by students due poor provision of learning facilities has hampered learning.
Again, parents are able their children with the necessary textbook required to
meet up the current academic challenges due to poverty financial instability of
parents, some people believe that teacher motivation is only factors that
promote academic performance of students but today, study has shown that
parental motivation plays a major roles on academic performance of students. It
was on this background that was investigate to find out the influence of parental
motivation on academic performance of students in government in Oruk Anam Local
Government Area.
1.3 Objective of the study
The study was aimed to determine the influence of
parental motivation through praise and reward affecting academic performance
among secondary school students in Oruk Anam Local Government Area.
Specifically, the specific objectives
are:
i.
Provision of
learning materials like textbooks for students’ academic performance in
government.
ii.
To access
the extent to which parental motivation trough praise and reward affecting
academic performance of students in government
iii.
To examine
the influence of parents regular payment of school fees for student academic
performance in government.
1.4
Significance of the Study
The benefit that shall accrue from this
study are many specially, the findings will go along in contribution to the
existing body of knowledge on parental motivation academic performance among
secondary school students as follows;
i. It will be of a great value to the students as
they would be guided to inculcate intrinsic motivation variable for independent
study habits.
ii. Teachers and students will al so benefit from
the finding of the study as they will be guided to see the need of using
motivational variable to encourage student to study and perform very well.
iii School authorities will also fine this
research useful as they will be guided to see the greater need for the
instructional supervision of teachers.
iv.
The study will also encourage the
teachers to see need for assessment and their subject as such encourage better
performance.
1.5.
Research Questions
The
following research questions were raised to guide to study:
i.
To what extent does provision of
learning materials like : test book affect student academic performance in
learning of government in secondary school.
ii.
To what extent does parental praise
and rewards affect student academic performance in studying of government in
senior secondary school.
iii.
To what extent does parental regular
payment of school fees affect academic performance of students in studying of
government in secondary schools.
1.6
Research Hypotheses
The
following research hypotheses were formulated to guide the study:
i.
There is no significant difference between
parents provision of learning materials like textbooks and students’ academic
performance in government.
ii.
There is no significant difference between
parental praise and rewards and students’ academic performance in government.
iii.
There is no significant difference
between parents’ regular payment of school fees and students’ academic
performance government.
1.7
Limitation of the study
The
findings of the study were limited by the fact that non standized instruments
were used for data collection. Also, the limitation of the study was hindrance
because of the following; lack of enough finance, lack of study materials, lack
of materials in the web etc.
1.8
Delimitation of the Study
The study was delimited to parental
motivation and academic performance of students in secondary schools in Oruk
Anam Local Government Area.
1.9
Definition of Terms
Operational
definitions of the terms use in the study were given below:
i.
Motivation: this the process through
which individual are charged to increase their action or performance either by
internal or external factors.
ii.
Academic Performance: this is
used in the study to refers to students’ attitude to competition for excellent
in their attitude toward participating in classroom activities and home work.
It also used to students’ interest in learning.
iii.
Education: this is process of acquiring and utilizing knowledge and experience
for growth and development of an individual in the community.
iv.
Student: this refers to learners of government in secondary schools. It can also be referred to as the organism in
which the motive or drive are exerted upon.
v.
Government: this can be defined as a subject that is taught in senior secondary
schools from SSI to SSIII. It also involves the study of political
institutions, the state, ideas, values and doctrines about politics.
CHAPTER
TWO
REVIEW OF RELATED LITERATURE
This
chapter presents a review of literature that related to this study. It is
presented under the following sub-headings:
2.1 Concept of Motivation
Motivation comes from the Latin root
“Movers” which means to move. So motivation can mean the process of arousing
the interest of an individual to take a move toward a certain goal. Hardberg
(2006) defined motivation as all those phenomena which are in the stimulation
of action towards particular objectives where previously there was little or no
movement towards these goals.
Waitley (2008), defined
motivation as the inner drive which prompt people to act in a certain way.
Motivation involves a number of psychological factors that starts and maintains
activities towards the achievement of personal goals. Motivation in education
can have several effects on how students learn and their behavior toward
subjects matter Ormord, (2007). Parental motivation and students in teaching
and learning process can direct behavior towards particular goals, lead to
increased effort and energy, enhance cognitive processing, increase initiation
of and persistence in activities, determine what acts are reinforcing and it
can also lead to improved performance.
Sardistion (2008), opines that the process
which influence actions in a particular direction is called Motivation. It is
possible for students to learn anything without parental motivation, if one
holds that, no behavior is possible without a motive, it must necessarily
follow that no learning is without a motive. Etuk (2006) defined Motivation as
the factor which makes people to act more towards a certain goal. He further
stated that motivation is high force within
us which moves us towards behaving in a particular way. Ofumodele (2009)
asserts that, motivation is the change tendency to behave in a particular way.
It is a process of putting forward the learning situation so that the child has
urge to learn. Nicholson (2008) observed that, motivation is the exerted
stimulus and internal mechanism which arouses and directs behaviour. Also that
motivation nationally has to do with students’ desire to participate in the
learning.
2.2
Parents’
Provision of Textbook Materials and
Students’ Academic Performance
Learning materials facilitate and supplement the teaching and
learning activities Kalule (2006). He further argued that from his teaching
experience, performance is measured by examination scores which can be achieved
by accessing and utilizing scholastic materials. He further said that learning
materials bring about students’ involvement in learning and later affect
academic performance, involvement arouses enthusiasm and concentration.
Involvement will help the students by material sticking in the mind which
eventually can lead to good academic performance.
Research done by
Lockheed (2011) found out that the availability of text books and other
instructional materials have a consistently positive effect on students’
achievement. Learning materials increase the probability that students learn
more, retain what they learn, contribute towards the understanding of the
materials being taught and improve their performance. Kalule (2006) deepened
the discussion by saying that students have a much positive attitude towards
text books that the teachers but when teachers recommend that students bring
theirs, few respond because of money problems, however, it must be noted that
whatever the case may be, students always need the teachers to orientate them
in the best way of utilizing scholastic materials. Scholastic materials help
students in understanding more of what has been taught and this can be achieved
by effective supervision of students by their teachers. He further said that an
effective teacher is that one who can introduce the students to the proper use
of scholastic materials with a view of enhancing their academic performance.
Students need to use scholastic materials and if need be to own theirs
personally as they have been identified to affect academic performance.
As quoted in the article found in the Middle Eastern Finance
and Economics - Issue 11 (2011), that “various definitions of textbook
emphasize the role of textbook as a tool for learning. Textbook is the nucleus
of all the learning activities related to a particular curriculum. Certainly,
the teacher is not a sufficient source of knowledge for a number of reasons
such as the large class size and the time factor etc. Besides, a student has to
improve the knowledge received from the teacher by reading the textbook. The
textbook plays a vital role in imparting knowledge to the students in the third
world countries. Furthermore, there is no choice other than textbook in many
developing countries. Therefore, it is one and the only source of knowledge”.
Further
research that was made by Kafui (2005) stated that the
parental support variable causing pupils to perform poorly academically was
their inability to provide textbooks and basic school needs. What is important
to pupils‟ learning is availability of relevant textbooks and
supplementary readers. These materials are the tools for student’s learning.
Textbooks enable the pupils to follow the teacher’s sequence of presentation
and aids in understanding of lessons. The lack of textbooks meant pupils were
handicapped with respect to grasping the content taught and competing class
exercises and assignments and acquisition of vocabulary.
The lack of basic school needs could not provide a stable
mind and conducive environment for the students to study. They were not able to
concentrate on the classroom learning process and perform creditably. Lack of
exercise books and writing materials can result in the situation where the
pupils cannot do any assignments in the class but become on lookers or
bystanders. This in essence leads to low academic performance. Writing on the
role of facilities in teaching, Provision of scholastic materials may be
required to fund services offered to polish their children at school if this is
agreed upon (Nyamusana, 2005). This is because facilities enable the learner to
develop problem-solving skills and scientific attitudes. The net effect of this
is increased overall academic performance of the entire students. According to
Hallak (2010), facilities form one of the potent factors that contribute to
academic achievement in the school system. They include the school buildings,
classroom, accommodation, libraries, laboratories, furniture, recreational
equipment, apparatus and other instructional materials. He went further to say
that their availability, relevance and adequacy contribute to academic
achievement. Owoeye and Olatunde (2011) in their research , noted that studies
have revealed in some instances, that textbooks provide the only source of
information for students as well as the course of study for the subject. The
availability and use of teaching and learning materials affect the effectiveness of a
teacher’s lessons.
Therefore this is to say that the creative use of a variety
of media increases the probability that the student would learn more, retain
better what they learn and improve their performance on the skills that they
are expected to develop. Students are capable of understanding abstract ideas
if they are provided with sufficient materials and concrete experiences with
the phenomenon that they are to understand. The Mathematics and the English
Language textbooks are the basic textbooks which are used in the schools. They
provide a common resource for widening general and specialist vocabulary.
Exercises are often given and pupils use the textbooks to do their exercises
and assignments. This enables the pupils to understand the lessons better and
to check from their own performances if they have grasped what has been taught.
Personal copies of set texts can be taken home by students for common homework
tasks. This facilitates parental involvement in teaching and learning. The lack
of textbooks in the Shama sub-metro schools implied that the pupils were not be
able to do a lot of exercises which in turn made them receive little or no
attention and feedback to enhance their gained knowledge and improve their
academic performance. Textbooks enable the pupils to follow the teacher’s
sequence of presentation and aids in understanding of lessons. The lack of
textbooks meant students were handicapped with respect to grasping the content
taught and competing class exercises and assignments and acquisition of
vocabulary. The result was the low academic performance Kafui (2005). Most of
the time children from poor parents, cannot afford instructional materials, and
are always at the mercy of examiners during examination period (Journal of
Educational and Social Research). The researcher agreed with most scholars
about parents‟
provision of scholastic materials boosts academic performance hence looking out
for ways on how parents can be lured into providing the students with
scholastic materials.
2.3
Parents’ Regular
Payment of School Fees and
Students’ Academic
Performance
School fee is a
student’s facilitator in pursuing his or her studies and this is a major
requirement if the student is going to sit comfortably in class without
disturbances. Many students who would have done this nation proud in different
fields have been forced into uninspired careers due to unavailability of
financial resources. Such individuals are forced out of school and made to
engage in hawking, selling packaged drinking water and the likes so as to save
money for their school expenses. It is believed that low social economic status
negatively affects academic achievement because low social economic status
prevents access to vital resources and creates additional stress at home
(Eamon, 2005). Most of the time, they cannot afford instructional materials, and
are always at the mercy of examiners during examination period. The persistence
of this in the life of an
individual student may spell doom for his academic success.
However, Griffith
(2001) reports that socio-economically disadvantaged parents usually lack
skills, abilities and interest to help in the school and in their children’s
education. The researcher hoped to discuss, analyze and recommend how parents,
irrespective of their socio-economic status may contribute to the improvement
of their children’s academic performance in Pallisa schools. Desimone (2011)
found that the effectiveness of particular parent-involvement practices does
differ according to race/ethnicity and family income. These researchers
recommend that these differences be considered by educators and policy makers
if parent involvement is to be utilized as a resource to help schools respond
more effectively to the nation’s growing income and educational disparities.
Parents need to facilitate their children with school fees on time and this
will enable their children to learn with confidence. The student who is always
chased due to lack of fees will not concentrate and so this calls for the
parent’s cooperation to pay fees willingly and on time. Considine and Zappala
(2002) in their study on the influence of social and economic disadvantage in
the academic performance of school students in Australia found that families
where the parents are advantaged socially, educationally and economically
foster a higher level of achievement in their children. This indicates that
parents play a major role in influencing educational programes. There has been
need for local communities to support schools materially and financially
throughout Africa. In
Uganda the Government White Paper (2012) makes it clear that PTAs should continue functioning as
voluntary organizations that are mainly concerned with students’ and teachers’
welfare and the overall development of the school.
This may be done through paying school fees in time,
fundraising for schools, donating, and participating in the planning for the
allocation of these resources. According to Nyamusana (2005), with or without
USE, parents need to let their children go to school on time and provide them
with necessary equipment, otherwise students whose parents don’t conform to
that have always been sent home for lack of school fees hence missing classes
and exams. Not only that, Ssonko (2001), noted that even if the teachers and
students are very good, the absence of financial resources and subsequent
inadequacies of scholastic materials could impinge on academic performance.
Students entering the middle grades in high-poverty neighborhoods are more
likely than in the primary grades to experience chaotic, under resourced
classrooms and schools. Many of these students conclude that not much
productive is going on in these schools (Wilson & Corbett, 2001).). The
researcher agrees that financial support from parents inform of facilitation
fees and timely payment of school fees contribute significantly to schools
academic performance at it would enable provision of the necessary teaching and
learning facilities I time and motivation of teachers among others which are
essential ingredients effective teaching and learning process.
2.4 Parental praise and academic
Performance of
Students
Praise refers to positive
evaluations made by a person of another's products, performances, or
attributes, where the evaluator presumes the validity of the standards on which
the evaluation is based (Uke, 2005). The influence
of praise on pupils can depend on many factors, including the context, the
meanings the praise may convey, and the characteristics and interpretations of
the recipient. Uko (2009) Praise is distinct from acknowledgement or feedback,
which are more neutral forms of recognition, and encouragement, which is more
future oriented. In addition, while praise may share some predictive
relationships (both positive and negative) with tangible rewards, praise tends
to be less salient and expected, conveys more information about competence, and
is typically given more immediately after the desired behavior Ile (2007).
Praises: these
involve mainly commending the merits of a pupil either verbally or in writing.
Some examples of complementary statements are ‘good boy’ thank you, well done,
‘keep up’, ‘and clap for him’. Most
educators strongly believe that praise is more effective than prizes. It
encourage children to take an interest in their works (Nkang, 2006). The
reasons for the above belief are not farfetched:
(a)
To praise a child for hard work is not
as costly in monetary terms as to buy him a prize each time he excels in a
given assignment.
(b)
Praise can readily be employed in
everyday classroom situations especially, verbal praise.
(c)
On the spot praise tends to spur and
stimulate other pupils in the class towards better performances.
First,
it is clear from the mixed findings in the praise literature that the “positive
evaluations” mentioned in this definition do not necessarily serve a strict
reinforcing function, but rather have the potential either to enhance or to
undermine motivation, depending on several factors that we discuss in greater
detail below. Second, praise is not a simple one-way transmission from the
evaluator to the recipient but rather a complex social communication in which
the role of the recipient is just as critical as the role of the evaluator.
That is, the effects of praise vary depending not only on the content of the
praise but also on the context in which it is delivered, the array of potential
meanings it may convey, and the characteristics and interpretations of the
recipient Yolu (2008).
It
is important to distinguish praise from other related concepts. Praise is
different from simple acknowledgment and feedback (e.g., “That’s right”; “You
scored 90%.”), which are more neutral forms of recognition, and is also
distinct from encouragement (e.g., “You can do it!”), which is more
future-focused than praise and often is used in response to negative
performance outcomes. Although related, we also distinguish praise from more
indirect techniques for conveying possible approbation, such as those used in research
on attribution labeling, whereby a child is told, for example, that he or she
“seems like the kind of person who . . . enjoys school” or “. . . likes to help
others” or “. . . likes to do a careful job.”
In
such cases, the potential approval conveyed by these messages seems typically
more tentative (you seem like), more indirect (the kind of person who), and
more implicit (and you should assume that I approve of children who . . .) than
praise as we have defined it. In defining motivation, it is important to draw a
distinction between intrinsic motivation, which refers to engagement motivated
by pleasure or enjoyment, and extrinsic motivation, which refers to engagement
motivated by external pressures or constraints. Our primary interest in
understands how praise may foster or undermine intrinsic motivation, largely
because internally driven engagement is associated with a host of positive
outcomes such as creativity, persistence, and life-long learning Ake (2008).
Of
course, extrinsic motivation is also affected by praise, particularly when
there is a continued expectation of reward or praise in the future. Indeed, if
the extrinsic motivator is powerful enough, intrinsic motivation becomes almost
irrelevant, or at least very difficult to measure, in the immediate situation.
Thus, studies that measure motivation in later and more distant situations that
are free from obvious external contingencies are particularly valuable for
ensuring that intrinsic and not extrinsic motivation is being assessed.
A
secondary aspect of motivation that we also consider is perseverance in the
face of setbacks. In some cases, praise may encourage behaviors or patterns of
engagement that appear adaptive in situations of success but maladaptive when
subsequent challenges arise. We seek to identify and understand these cases, as
well as those in which praise fosters perseverance (2004). Thus, the key
outcome variables for the present review are subsequent intrinsic motivation
often best assessed by measures that are distant in both time and space from
the experimental manipulation and later perseverance in the face of failure.
With these definitions in mind, we now consider the motivational consequences
of praise.
Praise
has been known to be more effective than blame as a means of stimulating pupils
to do their best. That notwithstanding, experiments carried out in
technologically and advanced countries have shown that children who are always
praised to work and never blamed at all do not perform as well as children who
experience both praises and occasional blame. To this end therefore and given
the fact that children misbehave occasionally in school, discussion about
punishment is necessary.
2.5 Summary of
Literature Review
Through
literature review, we come to realize that through motivation the pupils or
students could be sound well academically because if parents praise their child
whenever the child is doing well in school it will motivate the child to do
more next time. According to Sardistion(2008), the process which influence
action in a particular direction is called “motivation”. So for that, motivation is the best way that
the parents, teachers etc should used in motivating the student in academic
aspect. And through this motivation it will make the student to be serious in
their studies.
CHAPTER THREE
RESEARCH METHODS
This
chapter describes the method that was employed in the study. It is discussed
under the following sub-headings:
Research
design, research area, populations of the study, sample and sampling techniques,
others are; instrumentation, validations of instrument, method of data
collection, and method of data analysis.
3.1 Area of the Study
This
study was conducted in Oruk Anam Local Government Area of Akwa Ibom State.
Geographically, Oruk Anam Local Government Area is located at the western part
of Akwa Ibom State and also belongs to Ikot Ekpene senatorial district of Akwa
Ibom State. Oruk Anam is bounded on the North by Ukanafun Abak, South by Ikot
Abasi, in the East by Mkpat Enin and West by Rivers State. Oruk Anam has a
landmass of 551.7275q.km and the population of 172,654 people according to the
last (2006), the estimate gives Oruk Anam Local Government Area population of
172,654 persons.
Oruk Anam is bounded in the North by Abak
and Ukanafun; south by Ikot Abasi; in the East by Mkpat Enin and West by
Ukanafun and Imo River running through the bounder line of Rivers and Abia
State. Oruk Anam was created from the formal Abak Division. The area host some
government interest like the general hospital located in Ikot Okoro, police
stations and schools like the second campus of the Akwa Ibom State University
at Obio Akpa.
Its inhabitant is mostly farmers,
craftsmen and civil servants. The area is a major gateway to Port Harcourt and
Aba as such there is lots of commercial activities along the major road points
like Ekparakwa. The area is naturally rich in agro-allied resources, e.g. palm
oil and kernel, timber, cassava, banana, plantain, fruits and vegetables.
Therefore, there are depots of
sandstones and gravels along the coastal and river plains of the area. Clay is
also deposited in Inen Ikot Essien and Inen Abasi Atai (Ndot clan).
The
study adopted a survey research design. This design was considered the most
appropriate for this study since it involves the gathering and analyzing of
data from people or items considered to be representative of the entire group
(Nworgu, 1991).
3.2 Research Area
3.3 Populations of the Study
The
populations of the study consisted of all senior secondary school from SS1-SS3
in Oruk Anam Local Government Area. And we have the total number of fourteen
(14) public secondary school in the Area with the total of 5,500 students
offering Government from SS1-SS3 in Oruk Anam Local Government Area.
3.4 Sample and sampling techniques
A
sample size of one hundred and twenty (120) students offering Government were
chosen for the study. The samples were drawn from six (6) out of fourteen (14)
public secondary schools in the study area. Thirty (30) Government students
were randomly selected from each of the six (6) schools, making a total of one
hundred and twenty (120) students.
3.5 Instrumentations
The
major instruments used in this study were researcher’s made Questionnaire of
two (2) liked scale of yes and no and students’ raw scores in Government in
SSII Mock Examination of 2015/2016 academic session.
3.6 Validations of data Collection
The
contents as well as the face validity of the instrument were carried out by the
project supervisor who vetted and approved the contents of the instrument
before it was used or administered on the respondents.
3.7 Reliability of Instrument
To test the reliability of the instrument a
pilot study was conducted using two
private secondary schools in Oruk Anam Local Government Area.
Result of the pilot test proved that
the instrument was reliable.
3.8 Administration of the Instrument
The
researcher presented letter of permission from his supervisor to the head
teacher of the selected schools, who after obtained approval liaised with the
Government teachers of those schools, briefed them on what is to be done, and
thus used them as research assistants.
3.9 Method of data analysis
The
data generated from the study, were subjected to independent t-test statistical
analysis.
CHAPTER FOUR
DATA ANALYSIS AND DISCUSSION OF FINDINGS
In this
chapter, the analysis of data collected through achievement test will be
analyzed through t-test and the findings discussed. The various tables
presented below provide illustration result and discussions which follows the
findings.
4.1
Data Analysis
Hypothesis I
There is no significant difference between
Parental provisions of learning materials like textbook on academic performance
of students in government.
Table I
t-test analysis of Parental provisions of learning
materials like textbook on academic performance of students in government.
|
Variable
|
N
|
 X |
SD
|
t-cal
|
Df
|
t-crit
|
Decision
|
|
parental
motivation
through
provision of learning materials
|
60
|
50.26
|
27.4
|
2.20
|
118
|
1.98
|
Ho
Rejected
|
|
academic
performance of students in government
|
60
|
33.65
|
24.7
|
From
the analysis of table 1 above, at 118 degree of freedom, 0.05 level of
significance, the t – calculated value was 2.20 while t-crit was 1.98. Since the calculated value is greater than the tabulated
value, the null hypothesis is therefore rejected which shows that there is significant difference between parental provisions
of learning materials like textbook on academic performance of students in
government.
Hypothesis II
ii. There
is no significant difference between parental praise and rewards and students’
academic performance in government.
Table II
t-test
analysis of parental motivation through praise and
reward and academic performance of students in government
|
Variable
|
N
|
 X |
SD
|
t-cal
|
Df
|
t-crit
|
Decision
|
|
Students taught parental motivation
through praise and reward
|
60
|
58.26
|
28.4
|
3.3*
|
118
|
1.98
|
Ho
Rejected
|
|
Students taught without
parental motivation
through praise and reward
|
60
|
41.65
|
27.7
|
As indicated in table 2 above, the calculated t-values of 3.3* were
found to be greater than the critical value of 1.98 at 0.05 level of
significance with 118 degree of freedom. Hence, the null hypothesis Ho was
rejected. This means that there was a significant difference between parental motivation through praise and reward and
academic performance of students in government. Thus, students whose
parent motivates them through praise and reward performed better in government
than students without parental motivation.
Therefore,
the implication here shows that parental motivation has a great significant
influence on academic performance of students in government.
Hypothesis III
i. There
is no significant difference between parental regular payment of school fees
and students’ academic performance in government.
Table III: t-test analysis of parental regular payment of school fees and
academic performance of students in government.
|
Variable
|
N
|
X
|
SD
|
t-cal
|
Df
|
t-crit
|
Decision
|
|
Students
with regular payment of school fees
|
60
|
55.25
|
36.9
|
2.58
|
118
|
1.98
|
Ho
Rejected
|
|
Students
without regular payment of school fees
|
60
|
44.5
|
26.3
|
|
|
|
|
From
the analysis of table 1 above, at 118 degree of freedom, 0.05 level of
significance, the t – calculated value was 2.58 while t-crit was 1.98. Since the calculated value is greater than the
tabulated value, the null hypothesis is therefore rejected which shows that
there is significant difference
between parental regular payment of school fees and academic achievement of
students in government.
4.2
Discussion of Findings
The analysis of the data has revealed that parental motivation enhanced
better performances of pupils in government. This support could be either
through; prompt payment of school fees, provision of reading materials like
textbook, presentation of gift as well as verbal praise. This is in line with Griffith
(2001) who opine that school fee is a pupils’ facilitation in pursuing his or
her studies and this is a major requirement if the pupil is going to sit
comfortably in class without disturbances. This is in support of Kafui (2005) who stated that the parental support
variable causing pupils to perform poorly academically was their inability to
provide textbooks and basic school needs. What is important to students‟ learning is availability of relevant textbooks
and supplementary readers. These materials are the tools for student’s
learning. Textbooks enable the students to follow the teacher’s sequence of
presentation and aids in understanding of lessons.
CHAPTER FIVE
SUMMARY, RECOMMENDATIONS AND CONCLUSION
5.1
Summary
The
study was conducted to find the influence of parental motivation and academic
performance in Government among secondary school students in Oruk Anam Local
Government in Oruk Anam Local Government Area. Three hypotheses were formulated
to guide the study. Literature review was reviewed accordingly. The study was conducted in
selected secondary schools in Oruk Local Government area.
The
population of the study consisted of one five thousand five hundred students in
all the public secondary schools in the study area. The sample size of one
hundred and twenty (120) pupils was chosen using simple random sampling
technique. Independent t-test was used
as statistical tools for data analysis. From the findings above it was revealed
that parental supports influence academic performance of pupils in mathematics.
5.2
Recommendations
Basing
on the study findings, the researcher derived the following recommendations
that:-
i.
Strict measures must be put in place by the
District Educational Officer, which can enforce parents to fully participate in
the academic affairs of their children.
ii. Head teachers, Board of governors should clearly state and
explain to parents about the necessity of teaching and learning materials to
boost the students‟ academic performance.
iii.Government
should organize seminar and workshop to parents on the need to support their
ward regularly.
iv. Parents should
endeavour to school fees to their ward regularly.
v.
Parents should endeavour provide learning materials to their ward regularly.
5.3
Conclusion
A parental
support involves the contribution of resources, materials and labours towards
school activities. Parental support in a child’s education along with
environmental and economic factors may affect child development in areas such
as cognition, language, and social skills. Numerous studies in this area have
demonstrated the importance of family interaction and support in the years
prior to entering school (Nkan, 2006). Research findings have also shown that a
continued effort of parental support throughout the child’s education can
improve academic achievement. The analysis of the data in chapter has revealed
that parental support enhanced better performances of students in government.
This support could be either through; prompt payment of school fees, provision
of reading materials like textbook, presentation of gift as well as verbal
praise.
5.4 Suggestions for further Studies
i.
Teachers motivation and academic performance of
students
ii. Parental
Supports and Academic Performance of
Students
in Government.
ii.
Motivational
Strategies and Academic performance of students in Government.
iii.
Motivational
Variables and Academic performance of students in Government
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TABLE
OF CONTENTS
Certification - - - - - - - - - i
Dedication - - - - - - - - - ii
Acknowledgements - - - - - - - - iii
Abstract - - - - - - - - - - iv
Table of Content - - - - - - - - v
CHAPTER
ONE: INTRODUCTION
1.1 Background to the Study - - - - - - 1
1.2 Problem of the Study - - - - - - 3
1.3 Objectives of the Study - - - - - 4
1.4 Significance of the Study - - - - - - 5
1.5 Research Questions - - - - - - - 6
1.6 Research Hypotheses - - - - - - 7
1.7 Limitation of the Study - - - - - - 8
1.8 Delimitation of the Study - - - - - - 8
1.9 Definition of Terms - - - - - - - 8
CHAPTER
TWO: REVIEW OF RELATED LITERATURE
2.1
Concept of motivation - - - - - -
10
2.2
Parent Provision of textbooks Materials and
Students’ Academic Performance - - - 12
2.3
Parent Regular Payment of School fees and
Student’s academic performance - - -
18
2.4
Parental Praise and academic performance of
Students - - - - - - - -
22
2.5
Summary of the Literature Review - - - 28
CHAPTER
THREE: RESEARCH METHODS
3.1 Area of the Study - - - - - - -
29
3.2 Research Design - - - - - - - 30
3.3 Population of the Study - - - - - - 30
3.4 Sample and Sampling Technique - - - - 31
3.5 Instrumentation - - - - - - - 31
3.6 Validation of Data Collection - - - - - 31
3.7 Reliability of the Instrument - - - - 32
3.8 Administration of the Instrument - - - - 32
3.8 Method of Data Analysis - - - - - - 32
CHAPTER
FOUR: DATA ANALYSIS AND DISCUSSION OF FINDINGS
4.1 Data Analysis - - - - - - - - 33
4.2 Discussion of Findings - - - - - - 37
CHAPTER
FIVE: SUMMARY, RECOMMENDATIONS AND CONCLUSION
5.1 Summary - - - - - - - - - 38
5.2 Recommendations - - - - - - - 39
5.3 Conclusion - - - - - - - - 40
5.4 Suggestions for further
study - - - - 40
5.5 References - - - - - - - - 42
Appendix - - - - - - - - - 46
CHAPTER ONE
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Motivation is the theoretical construct used to
explain behaviour. It represents the reasons for people actions, desires,
needs. Rusillo and Arias (2004) state that there is significant influence of
academic motivation on learning at school. Awanbor (2005) noted that because of
poor motivation due inadequate of studies materials, poor teaching
environment and lack of competent
subject teacher in the field of teaching of government may endangered or
curtailed the students not well sound academically. He further suggested that
students should be academically motivated as this will go a long to solving
most of the problems faced in education system and also increase students’
academic performance. He also hold that motivation of students will reduce, if
not completely eliminate, high school dropout rates, low enrolment rates,
truancy etc. Renchier (2011) pointed that every parents that is both educated
and non educated should need to be concerned about education of their children
educational. Furthermore, it well documented in literature that parental
motivation plays an important role in influencing students’ academic
performance. Motivation is the process through which individual are charged to
increased their action or performance by internal (intrinsic) or external (extrinsic) factors.
Intrinsic motivation is said to be derived internally in the task itself. Its
occurs while a person is performing an activity in which he take delight and
derives satisfaction in doing such activity (Nkang, 2006).
Several researchers have found that students’ respond
differently to the use of motivation strategies in different learning situations.
In general students found to value both intrinsic and extrinsic rewards.
Individual students varying levels of psychological need that do exert much
influence on their academic performance and determined the degree of their
activities in the classroom. The extent to which ability can be translated
elevated into performance is dependent on the level of motivation provided by
the parents. This satisfied their needs Tella (2007). For this reasons, parents
have the roles and responsibilities of motivating their children towards
effective learning in school and subsequently toward recording success in their
examination. It is not sending their children to the most expensive school that
matter but ensuring that all their needs are provided. Therefore this work is
to investigate parental motivation on academic performance in government among
secondary schools students in Oruk Anam Local Government Area of Akwa Ibom State.
1.2 Statement of problem
The performance of the students in various
examination has been a source of worry to most parent, principal of schools
educators planners and administrative and the general public. Poor performance
by students due poor provision of learning facilities has hampered learning.
Again, parents are able their children with the necessary textbook required to
meet up the current academic challenges due to poverty financial instability of
parents, some people believe that teacher motivation is only factors that
promote academic performance of students but today, study has shown that
parental motivation plays a major roles on academic performance of students. It
was on this background that was investigate to find out the influence of parental
motivation on academic performance of students in government in Oruk Anam Local
Government Area.
1.3 Objective of the study
The study was aimed to determine the influence of
parental motivation through praise and reward affecting academic performance
among secondary school students in Oruk Anam Local Government Area.
Specifically, the specific objectives
are:
i.
Provision of
learning materials like textbooks for students’ academic performance in
government.
ii.
To access
the extent to which parental motivation trough praise and reward affecting
academic performance of students in government
iii.
To examine
the influence of parents regular payment of school fees for student academic
performance in government.
1.4
Significance of the Study
The benefit that shall accrue from this
study are many specially, the findings will go along in contribution to the
existing body of knowledge on parental motivation academic performance among
secondary school students as follows;
i. It will be of a great value to the students as
they would be guided to inculcate intrinsic motivation variable for independent
study habits.
ii. Teachers and students will al so benefit from
the finding of the study as they will be guided to see the need of using
motivational variable to encourage student to study and perform very well.
iii School authorities will also fine this
research useful as they will be guided to see the greater need for the
instructional supervision of teachers.
iv.
The study will also encourage the
teachers to see need for assessment and their subject as such encourage better
performance.
1.5.
Research Questions
The
following research questions were raised to guide to study:
i.
To what extent does provision of
learning materials like : test book affect student academic performance in
learning of government in secondary school.
ii.
To what extent does parental praise
and rewards affect student academic performance in studying of government in
senior secondary school.
iii.
To what extent does parental regular
payment of school fees affect academic performance of students in studying of
government in secondary schools.
1.6
Research Hypotheses
The
following research hypotheses were formulated to guide the study:
i.
There is no significant difference between
parents provision of learning materials like textbooks and students’ academic
performance in government.
ii.
There is no significant difference between
parental praise and rewards and students’ academic performance in government.
iii.
There is no significant difference
between parents’ regular payment of school fees and students’ academic
performance government.
1.7
Limitation of the study
The
findings of the study were limited by the fact that non standized instruments
were used for data collection. Also, the limitation of the study was hindrance
because of the following; lack of enough finance, lack of study materials, lack
of materials in the web etc.
1.8
Delimitation of the Study
The study was delimited to parental
motivation and academic performance of students in secondary schools in Oruk
Anam Local Government Area.
1.9
Definition of Terms
Operational
definitions of the terms use in the study were given below:
i.
Motivation: this the process through
which individual are charged to increase their action or performance either by
internal or external factors.
ii.
Academic Performance: this is
used in the study to refers to students’ attitude to competition for excellent
in their attitude toward participating in classroom activities and home work.
It also used to students’ interest in learning.
iii.
Education: this is process of acquiring and utilizing knowledge and experience
for growth and development of an individual in the community.
iv.
Student: this refers to learners of government in secondary schools. It can also be referred to as the organism in
which the motive or drive are exerted upon.
v.
Government: this can be defined as a subject that is taught in senior secondary
schools from SSI to SSIII. It also involves the study of political
institutions, the state, ideas, values and doctrines about politics.
CHAPTER
TWO
REVIEW OF RELATED LITERATURE
This
chapter presents a review of literature that related to this study. It is
presented under the following sub-headings:
2.1 Concept of Motivation
Motivation comes from the Latin root
“Movers” which means to move. So motivation can mean the process of arousing
the interest of an individual to take a move toward a certain goal. Hardberg
(2006) defined motivation as all those phenomena which are in the stimulation
of action towards particular objectives where previously there was little or no
movement towards these goals.
Waitley (2008), defined
motivation as the inner drive which prompt people to act in a certain way.
Motivation involves a number of psychological factors that starts and maintains
activities towards the achievement of personal goals. Motivation in education
can have several effects on how students learn and their behavior toward
subjects matter Ormord, (2007). Parental motivation and students in teaching
and learning process can direct behavior towards particular goals, lead to
increased effort and energy, enhance cognitive processing, increase initiation
of and persistence in activities, determine what acts are reinforcing and it
can also lead to improved performance.
Sardistion (2008), opines that the process
which influence actions in a particular direction is called Motivation. It is
possible for students to learn anything without parental motivation, if one
holds that, no behavior is possible without a motive, it must necessarily
follow that no learning is without a motive. Etuk (2006) defined Motivation as
the factor which makes people to act more towards a certain goal. He further
stated that motivation is high force within
us which moves us towards behaving in a particular way. Ofumodele (2009)
asserts that, motivation is the change tendency to behave in a particular way.
It is a process of putting forward the learning situation so that the child has
urge to learn. Nicholson (2008) observed that, motivation is the exerted
stimulus and internal mechanism which arouses and directs behaviour. Also that
motivation nationally has to do with students’ desire to participate in the
learning.
2.2
Parents’
Provision of Textbook Materials and
Students’ Academic Performance
Learning materials facilitate and supplement the teaching and
learning activities Kalule (2006). He further argued that from his teaching
experience, performance is measured by examination scores which can be achieved
by accessing and utilizing scholastic materials. He further said that learning
materials bring about students’ involvement in learning and later affect
academic performance, involvement arouses enthusiasm and concentration.
Involvement will help the students by material sticking in the mind which
eventually can lead to good academic performance.
Research done by
Lockheed (2011) found out that the availability of text books and other
instructional materials have a consistently positive effect on students’
achievement. Learning materials increase the probability that students learn
more, retain what they learn, contribute towards the understanding of the
materials being taught and improve their performance. Kalule (2006) deepened
the discussion by saying that students have a much positive attitude towards
text books that the teachers but when teachers recommend that students bring
theirs, few respond because of money problems, however, it must be noted that
whatever the case may be, students always need the teachers to orientate them
in the best way of utilizing scholastic materials. Scholastic materials help
students in understanding more of what has been taught and this can be achieved
by effective supervision of students by their teachers. He further said that an
effective teacher is that one who can introduce the students to the proper use
of scholastic materials with a view of enhancing their academic performance.
Students need to use scholastic materials and if need be to own theirs
personally as they have been identified to affect academic performance.
As quoted in the article found in the Middle Eastern Finance
and Economics - Issue 11 (2011), that “various definitions of textbook
emphasize the role of textbook as a tool for learning. Textbook is the nucleus
of all the learning activities related to a particular curriculum. Certainly,
the teacher is not a sufficient source of knowledge for a number of reasons
such as the large class size and the time factor etc. Besides, a student has to
improve the knowledge received from the teacher by reading the textbook. The
textbook plays a vital role in imparting knowledge to the students in the third
world countries. Furthermore, there is no choice other than textbook in many
developing countries. Therefore, it is one and the only source of knowledge”.
Further
research that was made by Kafui (2005) stated that the
parental support variable causing pupils to perform poorly academically was
their inability to provide textbooks and basic school needs. What is important
to pupils‟ learning is availability of relevant textbooks and
supplementary readers. These materials are the tools for student’s learning.
Textbooks enable the pupils to follow the teacher’s sequence of presentation
and aids in understanding of lessons. The lack of textbooks meant pupils were
handicapped with respect to grasping the content taught and competing class
exercises and assignments and acquisition of vocabulary.
The lack of basic school needs could not provide a stable
mind and conducive environment for the students to study. They were not able to
concentrate on the classroom learning process and perform creditably. Lack of
exercise books and writing materials can result in the situation where the
pupils cannot do any assignments in the class but become on lookers or
bystanders. This in essence leads to low academic performance. Writing on the
role of facilities in teaching, Provision of scholastic materials may be
required to fund services offered to polish their children at school if this is
agreed upon (Nyamusana, 2005). This is because facilities enable the learner to
develop problem-solving skills and scientific attitudes. The net effect of this
is increased overall academic performance of the entire students. According to
Hallak (2010), facilities form one of the potent factors that contribute to
academic achievement in the school system. They include the school buildings,
classroom, accommodation, libraries, laboratories, furniture, recreational
equipment, apparatus and other instructional materials. He went further to say
that their availability, relevance and adequacy contribute to academic
achievement. Owoeye and Olatunde (2011) in their research , noted that studies
have revealed in some instances, that textbooks provide the only source of
information for students as well as the course of study for the subject. The
availability and use of teaching and learning materials affect the effectiveness of a
teacher’s lessons.
Therefore this is to say that the creative use of a variety
of media increases the probability that the student would learn more, retain
better what they learn and improve their performance on the skills that they
are expected to develop. Students are capable of understanding abstract ideas
if they are provided with sufficient materials and concrete experiences with
the phenomenon that they are to understand. The Mathematics and the English
Language textbooks are the basic textbooks which are used in the schools. They
provide a common resource for widening general and specialist vocabulary.
Exercises are often given and pupils use the textbooks to do their exercises
and assignments. This enables the pupils to understand the lessons better and
to check from their own performances if they have grasped what has been taught.
Personal copies of set texts can be taken home by students for common homework
tasks. This facilitates parental involvement in teaching and learning. The lack
of textbooks in the Shama sub-metro schools implied that the pupils were not be
able to do a lot of exercises which in turn made them receive little or no
attention and feedback to enhance their gained knowledge and improve their
academic performance. Textbooks enable the pupils to follow the teacher’s
sequence of presentation and aids in understanding of lessons. The lack of
textbooks meant students were handicapped with respect to grasping the content
taught and competing class exercises and assignments and acquisition of
vocabulary. The result was the low academic performance Kafui (2005). Most of
the time children from poor parents, cannot afford instructional materials, and
are always at the mercy of examiners during examination period (Journal of
Educational and Social Research). The researcher agreed with most scholars
about parents‟
provision of scholastic materials boosts academic performance hence looking out
for ways on how parents can be lured into providing the students with
scholastic materials.
2.3
Parents’ Regular
Payment of School Fees and
Students’ Academic
Performance
School fee is a
student’s facilitator in pursuing his or her studies and this is a major
requirement if the student is going to sit comfortably in class without
disturbances. Many students who would have done this nation proud in different
fields have been forced into uninspired careers due to unavailability of
financial resources. Such individuals are forced out of school and made to
engage in hawking, selling packaged drinking water and the likes so as to save
money for their school expenses. It is believed that low social economic status
negatively affects academic achievement because low social economic status
prevents access to vital resources and creates additional stress at home
(Eamon, 2005). Most of the time, they cannot afford instructional materials, and
are always at the mercy of examiners during examination period. The persistence
of this in the life of an
individual student may spell doom for his academic success.
However, Griffith
(2001) reports that socio-economically disadvantaged parents usually lack
skills, abilities and interest to help in the school and in their children’s
education. The researcher hoped to discuss, analyze and recommend how parents,
irrespective of their socio-economic status may contribute to the improvement
of their children’s academic performance in Pallisa schools. Desimone (2011)
found that the effectiveness of particular parent-involvement practices does
differ according to race/ethnicity and family income. These researchers
recommend that these differences be considered by educators and policy makers
if parent involvement is to be utilized as a resource to help schools respond
more effectively to the nation’s growing income and educational disparities.
Parents need to facilitate their children with school fees on time and this
will enable their children to learn with confidence. The student who is always
chased due to lack of fees will not concentrate and so this calls for the
parent’s cooperation to pay fees willingly and on time. Considine and Zappala
(2002) in their study on the influence of social and economic disadvantage in
the academic performance of school students in Australia found that families
where the parents are advantaged socially, educationally and economically
foster a higher level of achievement in their children. This indicates that
parents play a major role in influencing educational programes. There has been
need for local communities to support schools materially and financially
throughout Africa. In
Uganda the Government White Paper (2012) makes it clear that PTAs should continue functioning as
voluntary organizations that are mainly concerned with students’ and teachers’
welfare and the overall development of the school.
This may be done through paying school fees in time,
fundraising for schools, donating, and participating in the planning for the
allocation of these resources. According to Nyamusana (2005), with or without
USE, parents need to let their children go to school on time and provide them
with necessary equipment, otherwise students whose parents don’t conform to
that have always been sent home for lack of school fees hence missing classes
and exams. Not only that, Ssonko (2001), noted that even if the teachers and
students are very good, the absence of financial resources and subsequent
inadequacies of scholastic materials could impinge on academic performance.
Students entering the middle grades in high-poverty neighborhoods are more
likely than in the primary grades to experience chaotic, under resourced
classrooms and schools. Many of these students conclude that not much
productive is going on in these schools (Wilson & Corbett, 2001).). The
researcher agrees that financial support from parents inform of facilitation
fees and timely payment of school fees contribute significantly to schools
academic performance at it would enable provision of the necessary teaching and
learning facilities I time and motivation of teachers among others which are
essential ingredients effective teaching and learning process.
2.4 Parental praise and academic
Performance of
Students
Praise refers to positive
evaluations made by a person of another's products, performances, or
attributes, where the evaluator presumes the validity of the standards on which
the evaluation is based (Uke, 2005). The influence
of praise on pupils can depend on many factors, including the context, the
meanings the praise may convey, and the characteristics and interpretations of
the recipient. Uko (2009) Praise is distinct from acknowledgement or feedback,
which are more neutral forms of recognition, and encouragement, which is more
future oriented. In addition, while praise may share some predictive
relationships (both positive and negative) with tangible rewards, praise tends
to be less salient and expected, conveys more information about competence, and
is typically given more immediately after the desired behavior Ile (2007).
Praises: these
involve mainly commending the merits of a pupil either verbally or in writing.
Some examples of complementary statements are ‘good boy’ thank you, well done,
‘keep up’, ‘and clap for him’. Most
educators strongly believe that praise is more effective than prizes. It
encourage children to take an interest in their works (Nkang, 2006). The
reasons for the above belief are not farfetched:
(a)
To praise a child for hard work is not
as costly in monetary terms as to buy him a prize each time he excels in a
given assignment.
(b)
Praise can readily be employed in
everyday classroom situations especially, verbal praise.
(c)
On the spot praise tends to spur and
stimulate other pupils in the class towards better performances.
First,
it is clear from the mixed findings in the praise literature that the “positive
evaluations” mentioned in this definition do not necessarily serve a strict
reinforcing function, but rather have the potential either to enhance or to
undermine motivation, depending on several factors that we discuss in greater
detail below. Second, praise is not a simple one-way transmission from the
evaluator to the recipient but rather a complex social communication in which
the role of the recipient is just as critical as the role of the evaluator.
That is, the effects of praise vary depending not only on the content of the
praise but also on the context in which it is delivered, the array of potential
meanings it may convey, and the characteristics and interpretations of the
recipient Yolu (2008).
It
is important to distinguish praise from other related concepts. Praise is
different from simple acknowledgment and feedback (e.g., “That’s right”; “You
scored 90%.”), which are more neutral forms of recognition, and is also
distinct from encouragement (e.g., “You can do it!”), which is more
future-focused than praise and often is used in response to negative
performance outcomes. Although related, we also distinguish praise from more
indirect techniques for conveying possible approbation, such as those used in research
on attribution labeling, whereby a child is told, for example, that he or she
“seems like the kind of person who . . . enjoys school” or “. . . likes to help
others” or “. . . likes to do a careful job.”
In
such cases, the potential approval conveyed by these messages seems typically
more tentative (you seem like), more indirect (the kind of person who), and
more implicit (and you should assume that I approve of children who . . .) than
praise as we have defined it. In defining motivation, it is important to draw a
distinction between intrinsic motivation, which refers to engagement motivated
by pleasure or enjoyment, and extrinsic motivation, which refers to engagement
motivated by external pressures or constraints. Our primary interest in
understands how praise may foster or undermine intrinsic motivation, largely
because internally driven engagement is associated with a host of positive
outcomes such as creativity, persistence, and life-long learning Ake (2008).
Of
course, extrinsic motivation is also affected by praise, particularly when
there is a continued expectation of reward or praise in the future. Indeed, if
the extrinsic motivator is powerful enough, intrinsic motivation becomes almost
irrelevant, or at least very difficult to measure, in the immediate situation.
Thus, studies that measure motivation in later and more distant situations that
are free from obvious external contingencies are particularly valuable for
ensuring that intrinsic and not extrinsic motivation is being assessed.
A
secondary aspect of motivation that we also consider is perseverance in the
face of setbacks. In some cases, praise may encourage behaviors or patterns of
engagement that appear adaptive in situations of success but maladaptive when
subsequent challenges arise. We seek to identify and understand these cases, as
well as those in which praise fosters perseverance (2004). Thus, the key
outcome variables for the present review are subsequent intrinsic motivation
often best assessed by measures that are distant in both time and space from
the experimental manipulation and later perseverance in the face of failure.
With these definitions in mind, we now consider the motivational consequences
of praise.
Praise
has been known to be more effective than blame as a means of stimulating pupils
to do their best. That notwithstanding, experiments carried out in
technologically and advanced countries have shown that children who are always
praised to work and never blamed at all do not perform as well as children who
experience both praises and occasional blame. To this end therefore and given
the fact that children misbehave occasionally in school, discussion about
punishment is necessary.
2.5 Summary of
Literature Review
Through
literature review, we come to realize that through motivation the pupils or
students could be sound well academically because if parents praise their child
whenever the child is doing well in school it will motivate the child to do
more next time. According to Sardistion(2008), the process which influence
action in a particular direction is called “motivation”. So for that, motivation is the best way that
the parents, teachers etc should used in motivating the student in academic
aspect. And through this motivation it will make the student to be serious in
their studies.
CHAPTER THREE
RESEARCH METHODS
This
chapter describes the method that was employed in the study. It is discussed
under the following sub-headings:
Research
design, research area, populations of the study, sample and sampling techniques,
others are; instrumentation, validations of instrument, method of data
collection, and method of data analysis.
3.1 Area of the Study
This
study was conducted in Oruk Anam Local Government Area of Akwa Ibom State.
Geographically, Oruk Anam Local Government Area is located at the western part
of Akwa Ibom State and also belongs to Ikot Ekpene senatorial district of Akwa
Ibom State. Oruk Anam is bounded on the North by Ukanafun Abak, South by Ikot
Abasi, in the East by Mkpat Enin and West by Rivers State. Oruk Anam has a
landmass of 551.7275q.km and the population of 172,654 people according to the
last (2006), the estimate gives Oruk Anam Local Government Area population of
172,654 persons.
Oruk Anam is bounded in the North by Abak
and Ukanafun; south by Ikot Abasi; in the East by Mkpat Enin and West by
Ukanafun and Imo River running through the bounder line of Rivers and Abia
State. Oruk Anam was created from the formal Abak Division. The area host some
government interest like the general hospital located in Ikot Okoro, police
stations and schools like the second campus of the Akwa Ibom State University
at Obio Akpa.
Its inhabitant is mostly farmers,
craftsmen and civil servants. The area is a major gateway to Port Harcourt and
Aba as such there is lots of commercial activities along the major road points
like Ekparakwa. The area is naturally rich in agro-allied resources, e.g. palm
oil and kernel, timber, cassava, banana, plantain, fruits and vegetables.
Therefore, there are depots of
sandstones and gravels along the coastal and river plains of the area. Clay is
also deposited in Inen Ikot Essien and Inen Abasi Atai (Ndot clan).
The
study adopted a survey research design. This design was considered the most
appropriate for this study since it involves the gathering and analyzing of
data from people or items considered to be representative of the entire group
(Nworgu, 1991).
3.2 Research Area
3.3 Populations of the Study
The
populations of the study consisted of all senior secondary school from SS1-SS3
in Oruk Anam Local Government Area. And we have the total number of fourteen
(14) public secondary school in the Area with the total of 5,500 students
offering Government from SS1-SS3 in Oruk Anam Local Government Area.
3.4 Sample and sampling techniques
A
sample size of one hundred and twenty (120) students offering Government were
chosen for the study. The samples were drawn from six (6) out of fourteen (14)
public secondary schools in the study area. Thirty (30) Government students
were randomly selected from each of the six (6) schools, making a total of one
hundred and twenty (120) students.
3.5 Instrumentations
The
major instruments used in this study were researcher’s made Questionnaire of
two (2) liked scale of yes and no and students’ raw scores in Government in
SSII Mock Examination of 2015/2016 academic session.
3.6 Validations of data Collection
The
contents as well as the face validity of the instrument were carried out by the
project supervisor who vetted and approved the contents of the instrument
before it was used or administered on the respondents.
3.7 Reliability of Instrument
To test the reliability of the instrument a
pilot study was conducted using two
private secondary schools in Oruk Anam Local Government Area.
Result of the pilot test proved that
the instrument was reliable.
3.8 Administration of the Instrument
The
researcher presented letter of permission from his supervisor to the head
teacher of the selected schools, who after obtained approval liaised with the
Government teachers of those schools, briefed them on what is to be done, and
thus used them as research assistants.
3.9 Method of data analysis
The
data generated from the study, were subjected to independent t-test statistical
analysis.
CHAPTER FOUR
DATA ANALYSIS AND DISCUSSION OF FINDINGS
In this
chapter, the analysis of data collected through achievement test will be
analyzed through t-test and the findings discussed. The various tables
presented below provide illustration result and discussions which follows the
findings.
4.1
Data Analysis
Hypothesis I
There is no significant difference between
Parental provisions of learning materials like textbook on academic performance
of students in government.
Table I
t-test analysis of Parental provisions of learning
materials like textbook on academic performance of students in government.
|
Variable
|
N
|
X |
SD
|
t-cal
|
Df
|
t-crit
|
Decision
|
|
parental
motivation
through
provision of learning materials
|
60
|
50.26
|
27.4
|
2.20
|
118
|
1.98
|
Ho
Rejected
|
|
academic
performance of students in government
|
60
|
33.65
|
24.7
|
From
the analysis of table 1 above, at 118 degree of freedom, 0.05 level of
significance, the t – calculated value was 2.20 while t-crit was 1.98. Since the calculated value is greater than the tabulated
value, the null hypothesis is therefore rejected which shows that there is significant difference between parental provisions
of learning materials like textbook on academic performance of students in
government.
Hypothesis II
ii. There
is no significant difference between parental praise and rewards and students’
academic performance in government.
Table II
t-test
analysis of parental motivation through praise and
reward and academic performance of students in government
|
Variable
|
N
|
X |
SD
|
t-cal
|
Df
|
t-crit
|
Decision
|
|
Students taught parental motivation
through praise and reward
|
60
|
58.26
|
28.4
|
3.3*
|
118
|
1.98
|
Ho
Rejected
|
|
Students taught without
parental motivation
through praise and reward
|
60
|
41.65
|
27.7
|
As indicated in table 2 above, the calculated t-values of 3.3* were
found to be greater than the critical value of 1.98 at 0.05 level of
significance with 118 degree of freedom. Hence, the null hypothesis Ho was
rejected. This means that there was a significant difference between parental motivation through praise and reward and
academic performance of students in government. Thus, students whose
parent motivates them through praise and reward performed better in government
than students without parental motivation.
Therefore,
the implication here shows that parental motivation has a great significant
influence on academic performance of students in government.
Hypothesis III
i. There
is no significant difference between parental regular payment of school fees
and students’ academic performance in government.
Table III: t-test analysis of parental regular payment of school fees and
academic performance of students in government.
|
Variable
|
N
|
X
|
SD
|
t-cal
|
Df
|
t-crit
|
Decision
|
|
Students
with regular payment of school fees
|
60
|
55.25
|
36.9
|
2.58
|
118
|
1.98
|
Ho
Rejected
|
|
Students
without regular payment of school fees
|
60
|
44.5
|
26.3
|
|
|
|
|
From
the analysis of table 1 above, at 118 degree of freedom, 0.05 level of
significance, the t – calculated value was 2.58 while t-crit was 1.98. Since the calculated value is greater than the
tabulated value, the null hypothesis is therefore rejected which shows that
there is significant difference
between parental regular payment of school fees and academic achievement of
students in government.
4.2
Discussion of Findings
The analysis of the data has revealed that parental motivation enhanced
better performances of pupils in government. This support could be either
through; prompt payment of school fees, provision of reading materials like
textbook, presentation of gift as well as verbal praise. This is in line with Griffith
(2001) who opine that school fee is a pupils’ facilitation in pursuing his or
her studies and this is a major requirement if the pupil is going to sit
comfortably in class without disturbances. This is in support of Kafui (2005) who stated that the parental support
variable causing pupils to perform poorly academically was their inability to
provide textbooks and basic school needs. What is important to students‟ learning is availability of relevant textbooks
and supplementary readers. These materials are the tools for student’s
learning. Textbooks enable the students to follow the teacher’s sequence of
presentation and aids in understanding of lessons.
CHAPTER FIVE
SUMMARY, RECOMMENDATIONS AND CONCLUSION
5.1
Summary
The
study was conducted to find the influence of parental motivation and academic
performance in Government among secondary school students in Oruk Anam Local
Government in Oruk Anam Local Government Area. Three hypotheses were formulated
to guide the study. Literature review was reviewed accordingly. The study was conducted in
selected secondary schools in Oruk Local Government area.
The
population of the study consisted of one five thousand five hundred students in
all the public secondary schools in the study area. The sample size of one
hundred and twenty (120) pupils was chosen using simple random sampling
technique. Independent t-test was used
as statistical tools for data analysis. From the findings above it was revealed
that parental supports influence academic performance of pupils in mathematics.
5.2
Recommendations
Basing
on the study findings, the researcher derived the following recommendations
that:-
i.
Strict measures must be put in place by the
District Educational Officer, which can enforce parents to fully participate in
the academic affairs of their children.
ii. Head teachers, Board of governors should clearly state and
explain to parents about the necessity of teaching and learning materials to
boost the students‟ academic performance.
iii.Government
should organize seminar and workshop to parents on the need to support their
ward regularly.
iv. Parents should
endeavour to school fees to their ward regularly.
v.
Parents should endeavour provide learning materials to their ward regularly.
5.3
Conclusion
A parental
support involves the contribution of resources, materials and labours towards
school activities. Parental support in a child’s education along with
environmental and economic factors may affect child development in areas such
as cognition, language, and social skills. Numerous studies in this area have
demonstrated the importance of family interaction and support in the years
prior to entering school (Nkan, 2006). Research findings have also shown that a
continued effort of parental support throughout the child’s education can
improve academic achievement. The analysis of the data in chapter has revealed
that parental support enhanced better performances of students in government.
This support could be either through; prompt payment of school fees, provision
of reading materials like textbook, presentation of gift as well as verbal
praise.
5.4 Suggestions for further Studies
i.
Teachers motivation and academic performance of
students
ii. Parental
Supports and Academic Performance of
Students
in Government.
ii.
Motivational
Strategies and Academic performance of students in Government.
iii.
Motivational
Variables and Academic performance of students in Government
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TABLE
OF CONTENTS
Certification - - - - - - - - - i
Dedication - - - - - - - - - ii
Acknowledgements - - - - - - - - iii
Abstract - - - - - - - - - - iv
Table of Content - - - - - - - - v
CHAPTER
ONE: INTRODUCTION
1.1 Background to the Study - - - - - - 1
1.2 Problem of the Study - - - - - - 3
1.3 Objectives of the Study - - - - - 4
1.4 Significance of the Study - - - - - - 5
1.5 Research Questions - - - - - - - 6
1.6 Research Hypotheses - - - - - - 7
1.7 Limitation of the Study - - - - - - 8
1.8 Delimitation of the Study - - - - - - 8
1.9 Definition of Terms - - - - - - - 8
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1
Concept of motivation - - - - - -
10
2.2
Parent Provision of textbooks Materials and
Students’ Academic Performance - - - 12
2.3
Parent Regular Payment of School fees and
Student’s academic performance - - -
18
2.4
Parental Praise and academic performance of
Students - - - - - - - -
22
2.5
Summary of the Literature Review - - - 28
CHAPTER
THREE: RESEARCH METHODS
3.1 Area of the Study - - - - - - -
29
3.2 Research Design - - - - - - - 30
3.3 Population of the Study - - - - - - 30
3.4 Sample and Sampling Technique - - - - 31
3.5 Instrumentation - - - - - - - 31
3.6 Validation of Data Collection - - - - - 31
3.7 Reliability of the Instrument - - - - 32
3.8 Administration of the Instrument - - - - 32
3.8 Method of Data Analysis - - - - - - 32
CHAPTER
FOUR: DATA ANALYSIS AND DISCUSSION OF FINDINGS
4.1 Data Analysis - - - - - - - - 33
4.2 Discussion of Findings - - - - - - 37
CHAPTER
FIVE: SUMMARY, RECOMMENDATIONS AND CONCLUSION
5.1 Summary - - - - - - - - - 38
5.2 Recommendations - - - - - - - 39
5.3 Conclusion - - - - - - - - 40
5.4 Suggestions for further
study - - - - 40
5.5 References - - - - - - - - 42
Appendix - - - - - - - - - 46
CHAPTER ONE
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Motivation is the theoretical construct used to
explain behaviour. It represents the reasons for people actions, desires,
needs. Rusillo and Arias (2004) state that there is significant influence of
academic motivation on learning at school. Awanbor (2005) noted that because of
poor motivation due inadequate of studies materials, poor teaching
environment and lack of competent
subject teacher in the field of teaching of government may endangered or
curtailed the students not well sound academically. He further suggested that
students should be academically motivated as this will go a long to solving
most of the problems faced in education system and also increase students’
academic performance. He also hold that motivation of students will reduce, if
not completely eliminate, high school dropout rates, low enrolment rates,
truancy etc. Renchier (2011) pointed that every parents that is both educated
and non educated should need to be concerned about education of their children
educational. Furthermore, it well documented in literature that parental
motivation plays an important role in influencing students’ academic
performance. Motivation is the process through which individual are charged to
increased their action or performance by internal (intrinsic) or external (extrinsic) factors.
Intrinsic motivation is said to be derived internally in the task itself. Its
occurs while a person is performing an activity in which he take delight and
derives satisfaction in doing such activity (Nkang, 2006).
Several researchers have found that students’ respond
differently to the use of motivation strategies in different learning situations.
In general students found to value both intrinsic and extrinsic rewards.
Individual students varying levels of psychological need that do exert much
influence on their academic performance and determined the degree of their
activities in the classroom. The extent to which ability can be translated
elevated into performance is dependent on the level of motivation provided by
the parents. This satisfied their needs Tella (2007). For this reasons, parents
have the roles and responsibilities of motivating their children towards
effective learning in school and subsequently toward recording success in their
examination. It is not sending their children to the most expensive school that
matter but ensuring that all their needs are provided. Therefore this work is
to investigate parental motivation on academic performance in government among
secondary schools students in Oruk Anam Local Government Area of Akwa Ibom State.
1.2 Statement of problem
The performance of the students in various
examination has been a source of worry to most parent, principal of schools
educators planners and administrative and the general public. Poor performance
by students due poor provision of learning facilities has hampered learning.
Again, parents are able their children with the necessary textbook required to
meet up the current academic challenges due to poverty financial instability of
parents, some people believe that teacher motivation is only factors that
promote academic performance of students but today, study has shown that
parental motivation plays a major roles on academic performance of students. It
was on this background that was investigate to find out the influence of parental
motivation on academic performance of students in government in Oruk Anam Local
Government Area.
1.3 Objective of the study
The study was aimed to determine the influence of
parental motivation through praise and reward affecting academic performance
among secondary school students in Oruk Anam Local Government Area.
Specifically, the specific objectives
are:
i.
Provision of
learning materials like textbooks for students’ academic performance in
government.
ii.
To access
the extent to which parental motivation trough praise and reward affecting
academic performance of students in government
iii.
To examine
the influence of parents regular payment of school fees for student academic
performance in government.
1.4
Significance of the Study
The benefit that shall accrue from this
study are many specially, the findings will go along in contribution to the
existing body of knowledge on parental motivation academic performance among
secondary school students as follows;
i. It will be of a great value to the students as
they would be guided to inculcate intrinsic motivation variable for independent
study habits.
ii. Teachers and students will al so benefit from
the finding of the study as they will be guided to see the need of using
motivational variable to encourage student to study and perform very well.
iii School authorities will also fine this
research useful as they will be guided to see the greater need for the
instructional supervision of teachers.
iv.
The study will also encourage the
teachers to see need for assessment and their subject as such encourage better
performance.
1.5.
Research Questions
The
following research questions were raised to guide to study:
i.
To what extent does provision of
learning materials like : test book affect student academic performance in
learning of government in secondary school.
ii.
To what extent does parental praise
and rewards affect student academic performance in studying of government in
senior secondary school.
iii.
To what extent does parental regular
payment of school fees affect academic performance of students in studying of
government in secondary schools.
1.6
Research Hypotheses
The
following research hypotheses were formulated to guide the study:
i.
There is no significant difference between
parents provision of learning materials like textbooks and students’ academic
performance in government.
ii.
There is no significant difference between
parental praise and rewards and students’ academic performance in government.
iii.
There is no significant difference
between parents’ regular payment of school fees and students’ academic
performance government.
1.7
Limitation of the study
The
findings of the study were limited by the fact that non standized instruments
were used for data collection. Also, the limitation of the study was hindrance
because of the following; lack of enough finance, lack of study materials, lack
of materials in the web etc.
1.8
Delimitation of the Study
The study was delimited to parental
motivation and academic performance of students in secondary schools in Oruk
Anam Local Government Area.
1.9
Definition of Terms
Operational
definitions of the terms use in the study were given below:
i.
Motivation: this the process through
which individual are charged to increase their action or performance either by
internal or external factors.
ii.
Academic Performance: this is
used in the study to refers to students’ attitude to competition for excellent
in their attitude toward participating in classroom activities and home work.
It also used to students’ interest in learning.
iii.
Education: this is process of acquiring and utilizing knowledge and experience
for growth and development of an individual in the community.
iv.
Student: this refers to learners of government in secondary schools. It can also be referred to as the organism in
which the motive or drive are exerted upon.
v.
Government: this can be defined as a subject that is taught in senior secondary
schools from SSI to SSIII. It also involves the study of political
institutions, the state, ideas, values and doctrines about politics.
CHAPTER
TWO
REVIEW OF RELATED LITERATURE
This
chapter presents a review of literature that related to this study. It is
presented under the following sub-headings:
2.1 Concept of Motivation
Motivation comes from the Latin root
“Movers” which means to move. So motivation can mean the process of arousing
the interest of an individual to take a move toward a certain goal. Hardberg
(2006) defined motivation as all those phenomena which are in the stimulation
of action towards particular objectives where previously there was little or no
movement towards these goals.
Waitley (2008), defined
motivation as the inner drive which prompt people to act in a certain way.
Motivation involves a number of psychological factors that starts and maintains
activities towards the achievement of personal goals. Motivation in education
can have several effects on how students learn and their behavior toward
subjects matter Ormord, (2007). Parental motivation and students in teaching
and learning process can direct behavior towards particular goals, lead to
increased effort and energy, enhance cognitive processing, increase initiation
of and persistence in activities, determine what acts are reinforcing and it
can also lead to improved performance.
Sardistion (2008), opines that the process
which influence actions in a particular direction is called Motivation. It is
possible for students to learn anything without parental motivation, if one
holds that, no behavior is possible without a motive, it must necessarily
follow that no learning is without a motive. Etuk (2006) defined Motivation as
the factor which makes people to act more towards a certain goal. He further
stated that motivation is high force within
us which moves us towards behaving in a particular way. Ofumodele (2009)
asserts that, motivation is the change tendency to behave in a particular way.
It is a process of putting forward the learning situation so that the child has
urge to learn. Nicholson (2008) observed that, motivation is the exerted
stimulus and internal mechanism which arouses and directs behaviour. Also that
motivation nationally has to do with students’ desire to participate in the
learning.
2.2
Parents’
Provision of Textbook Materials and
Students’ Academic Performance
Learning materials facilitate and supplement the teaching and
learning activities Kalule (2006). He further argued that from his teaching
experience, performance is measured by examination scores which can be achieved
by accessing and utilizing scholastic materials. He further said that learning
materials bring about students’ involvement in learning and later affect
academic performance, involvement arouses enthusiasm and concentration.
Involvement will help the students by material sticking in the mind which
eventually can lead to good academic performance.
Research done by
Lockheed (2011) found out that the availability of text books and other
instructional materials have a consistently positive effect on students’
achievement. Learning materials increase the probability that students learn
more, retain what they learn, contribute towards the understanding of the
materials being taught and improve their performance. Kalule (2006) deepened
the discussion by saying that students have a much positive attitude towards
text books that the teachers but when teachers recommend that students bring
theirs, few respond because of money problems, however, it must be noted that
whatever the case may be, students always need the teachers to orientate them
in the best way of utilizing scholastic materials. Scholastic materials help
students in understanding more of what has been taught and this can be achieved
by effective supervision of students by their teachers. He further said that an
effective teacher is that one who can introduce the students to the proper use
of scholastic materials with a view of enhancing their academic performance.
Students need to use scholastic materials and if need be to own theirs
personally as they have been identified to affect academic performance.
As quoted in the article found in the Middle Eastern Finance
and Economics - Issue 11 (2011), that “various definitions of textbook
emphasize the role of textbook as a tool for learning. Textbook is the nucleus
of all the learning activities related to a particular curriculum. Certainly,
the teacher is not a sufficient source of knowledge for a number of reasons
such as the large class size and the time factor etc. Besides, a student has to
improve the knowledge received from the teacher by reading the textbook. The
textbook plays a vital role in imparting knowledge to the students in the third
world countries. Furthermore, there is no choice other than textbook in many
developing countries. Therefore, it is one and the only source of knowledge”.
Further
research that was made by Kafui (2005) stated that the
parental support variable causing pupils to perform poorly academically was
their inability to provide textbooks and basic school needs. What is important
to pupils‟ learning is availability of relevant textbooks and
supplementary readers. These materials are the tools for student’s learning.
Textbooks enable the pupils to follow the teacher’s sequence of presentation
and aids in understanding of lessons. The lack of textbooks meant pupils were
handicapped with respect to grasping the content taught and competing class
exercises and assignments and acquisition of vocabulary.
The lack of basic school needs could not provide a stable
mind and conducive environment for the students to study. They were not able to
concentrate on the classroom learning process and perform creditably. Lack of
exercise books and writing materials can result in the situation where the
pupils cannot do any assignments in the class but become on lookers or
bystanders. This in essence leads to low academic performance. Writing on the
role of facilities in teaching, Provision of scholastic materials may be
required to fund services offered to polish their children at school if this is
agreed upon (Nyamusana, 2005). This is because facilities enable the learner to
develop problem-solving skills and scientific attitudes. The net effect of this
is increased overall academic performance of the entire students. According to
Hallak (2010), facilities form one of the potent factors that contribute to
academic achievement in the school system. They include the school buildings,
classroom, accommodation, libraries, laboratories, furniture, recreational
equipment, apparatus and other instructional materials. He went further to say
that their availability, relevance and adequacy contribute to academic
achievement. Owoeye and Olatunde (2011) in their research , noted that studies
have revealed in some instances, that textbooks provide the only source of
information for students as well as the course of study for the subject. The
availability and use of teaching and learning materials affect the effectiveness of a
teacher’s lessons.
Therefore this is to say that the creative use of a variety
of media increases the probability that the student would learn more, retain
better what they learn and improve their performance on the skills that they
are expected to develop. Students are capable of understanding abstract ideas
if they are provided with sufficient materials and concrete experiences with
the phenomenon that they are to understand. The Mathematics and the English
Language textbooks are the basic textbooks which are used in the schools. They
provide a common resource for widening general and specialist vocabulary.
Exercises are often given and pupils use the textbooks to do their exercises
and assignments. This enables the pupils to understand the lessons better and
to check from their own performances if they have grasped what has been taught.
Personal copies of set texts can be taken home by students for common homework
tasks. This facilitates parental involvement in teaching and learning. The lack
of textbooks in the Shama sub-metro schools implied that the pupils were not be
able to do a lot of exercises which in turn made them receive little or no
attention and feedback to enhance their gained knowledge and improve their
academic performance. Textbooks enable the pupils to follow the teacher’s
sequence of presentation and aids in understanding of lessons. The lack of
textbooks meant students were handicapped with respect to grasping the content
taught and competing class exercises and assignments and acquisition of
vocabulary. The result was the low academic performance Kafui (2005). Most of
the time children from poor parents, cannot afford instructional materials, and
are always at the mercy of examiners during examination period (Journal of
Educational and Social Research). The researcher agreed with most scholars
about parents‟
provision of scholastic materials boosts academic performance hence looking out
for ways on how parents can be lured into providing the students with
scholastic materials.
2.3
Parents’ Regular
Payment of School Fees and
Students’ Academic
Performance
School fee is a
student’s facilitator in pursuing his or her studies and this is a major
requirement if the student is going to sit comfortably in class without
disturbances. Many students who would have done this nation proud in different
fields have been forced into uninspired careers due to unavailability of
financial resources. Such individuals are forced out of school and made to
engage in hawking, selling packaged drinking water and the likes so as to save
money for their school expenses. It is believed that low social economic status
negatively affects academic achievement because low social economic status
prevents access to vital resources and creates additional stress at home
(Eamon, 2005). Most of the time, they cannot afford instructional materials, and
are always at the mercy of examiners during examination period. The persistence
of this in the life of an
individual student may spell doom for his academic success.
However, Griffith
(2001) reports that socio-economically disadvantaged parents usually lack
skills, abilities and interest to help in the school and in their children’s
education. The researcher hoped to discuss, analyze and recommend how parents,
irrespective of their socio-economic status may contribute to the improvement
of their children’s academic performance in Pallisa schools. Desimone (2011)
found that the effectiveness of particular parent-involvement practices does
differ according to race/ethnicity and family income. These researchers
recommend that these differences be considered by educators and policy makers
if parent involvement is to be utilized as a resource to help schools respond
more effectively to the nation’s growing income and educational disparities.
Parents need to facilitate their children with school fees on time and this
will enable their children to learn with confidence. The student who is always
chased due to lack of fees will not concentrate and so this calls for the
parent’s cooperation to pay fees willingly and on time. Considine and Zappala
(2002) in their study on the influence of social and economic disadvantage in
the academic performance of school students in Australia found that families
where the parents are advantaged socially, educationally and economically
foster a higher level of achievement in their children. This indicates that
parents play a major role in influencing educational programes. There has been
need for local communities to support schools materially and financially
throughout Africa. In
Uganda the Government White Paper (2012) makes it clear that PTAs should continue functioning as
voluntary organizations that are mainly concerned with students’ and teachers’
welfare and the overall development of the school.
This may be done through paying school fees in time,
fundraising for schools, donating, and participating in the planning for the
allocation of these resources. According to Nyamusana (2005), with or without
USE, parents need to let their children go to school on time and provide them
with necessary equipment, otherwise students whose parents don’t conform to
that have always been sent home for lack of school fees hence missing classes
and exams. Not only that, Ssonko (2001), noted that even if the teachers and
students are very good, the absence of financial resources and subsequent
inadequacies of scholastic materials could impinge on academic performance.
Students entering the middle grades in high-poverty neighborhoods are more
likely than in the primary grades to experience chaotic, under resourced
classrooms and schools. Many of these students conclude that not much
productive is going on in these schools (Wilson & Corbett, 2001).). The
researcher agrees that financial support from parents inform of facilitation
fees and timely payment of school fees contribute significantly to schools
academic performance at it would enable provision of the necessary teaching and
learning facilities I time and motivation of teachers among others which are
essential ingredients effective teaching and learning process.
2.4 Parental praise and academic
Performance of
Students
Praise refers to positive
evaluations made by a person of another's products, performances, or
attributes, where the evaluator presumes the validity of the standards on which
the evaluation is based (Uke, 2005). The influence
of praise on pupils can depend on many factors, including the context, the
meanings the praise may convey, and the characteristics and interpretations of
the recipient. Uko (2009) Praise is distinct from acknowledgement or feedback,
which are more neutral forms of recognition, and encouragement, which is more
future oriented. In addition, while praise may share some predictive
relationships (both positive and negative) with tangible rewards, praise tends
to be less salient and expected, conveys more information about competence, and
is typically given more immediately after the desired behavior Ile (2007).
Praises: these
involve mainly commending the merits of a pupil either verbally or in writing.
Some examples of complementary statements are ‘good boy’ thank you, well done,
‘keep up’, ‘and clap for him’. Most
educators strongly believe that praise is more effective than prizes. It
encourage children to take an interest in their works (Nkang, 2006). The
reasons for the above belief are not farfetched:
(a)
To praise a child for hard work is not
as costly in monetary terms as to buy him a prize each time he excels in a
given assignment.
(b)
Praise can readily be employed in
everyday classroom situations especially, verbal praise.
(c)
On the spot praise tends to spur and
stimulate other pupils in the class towards better performances.
First,
it is clear from the mixed findings in the praise literature that the “positive
evaluations” mentioned in this definition do not necessarily serve a strict
reinforcing function, but rather have the potential either to enhance or to
undermine motivation, depending on several factors that we discuss in greater
detail below. Second, praise is not a simple one-way transmission from the
evaluator to the recipient but rather a complex social communication in which
the role of the recipient is just as critical as the role of the evaluator.
That is, the effects of praise vary depending not only on the content of the
praise but also on the context in which it is delivered, the array of potential
meanings it may convey, and the characteristics and interpretations of the
recipient Yolu (2008).
It
is important to distinguish praise from other related concepts. Praise is
different from simple acknowledgment and feedback (e.g., “That’s right”; “You
scored 90%.”), which are more neutral forms of recognition, and is also
distinct from encouragement (e.g., “You can do it!”), which is more
future-focused than praise and often is used in response to negative
performance outcomes. Although related, we also distinguish praise from more
indirect techniques for conveying possible approbation, such as those used in research
on attribution labeling, whereby a child is told, for example, that he or she
“seems like the kind of person who . . . enjoys school” or “. . . likes to help
others” or “. . . likes to do a careful job.”
In
such cases, the potential approval conveyed by these messages seems typically
more tentative (you seem like), more indirect (the kind of person who), and
more implicit (and you should assume that I approve of children who . . .) than
praise as we have defined it. In defining motivation, it is important to draw a
distinction between intrinsic motivation, which refers to engagement motivated
by pleasure or enjoyment, and extrinsic motivation, which refers to engagement
motivated by external pressures or constraints. Our primary interest in
understands how praise may foster or undermine intrinsic motivation, largely
because internally driven engagement is associated with a host of positive
outcomes such as creativity, persistence, and life-long learning Ake (2008).
Of
course, extrinsic motivation is also affected by praise, particularly when
there is a continued expectation of reward or praise in the future. Indeed, if
the extrinsic motivator is powerful enough, intrinsic motivation becomes almost
irrelevant, or at least very difficult to measure, in the immediate situation.
Thus, studies that measure motivation in later and more distant situations that
are free from obvious external contingencies are particularly valuable for
ensuring that intrinsic and not extrinsic motivation is being assessed.
A
secondary aspect of motivation that we also consider is perseverance in the
face of setbacks. In some cases, praise may encourage behaviors or patterns of
engagement that appear adaptive in situations of success but maladaptive when
subsequent challenges arise. We seek to identify and understand these cases, as
well as those in which praise fosters perseverance (2004). Thus, the key
outcome variables for the present review are subsequent intrinsic motivation
often best assessed by measures that are distant in both time and space from
the experimental manipulation and later perseverance in the face of failure.
With these definitions in mind, we now consider the motivational consequences
of praise.
Praise
has been known to be more effective than blame as a means of stimulating pupils
to do their best. That notwithstanding, experiments carried out in
technologically and advanced countries have shown that children who are always
praised to work and never blamed at all do not perform as well as children who
experience both praises and occasional blame. To this end therefore and given
the fact that children misbehave occasionally in school, discussion about
punishment is necessary.
2.5 Summary of
Literature Review
Through
literature review, we come to realize that through motivation the pupils or
students could be sound well academically because if parents praise their child
whenever the child is doing well in school it will motivate the child to do
more next time. According to Sardistion (2008), the process which influence
action in a particular direction is called “motivation”. So for that, motivation is the best way that
the parents, teachers etc should used in motivating the student in academic
aspect. And through this motivation it will make the student to be serious in
their studies.
CHAPTER THREE
RESEARCH METHODS
This
chapter describes the method that was employed in the study. It is discussed
under the following sub-headings:
Research
design, research area, populations of the study, sample and sampling techniques,
others are; instrumentation, validations of instrument, method of data
collection, and method of data analysis.
3.1 Area of the Study
This
study was conducted in Oruk Anam Local Government Area of Akwa Ibom State.
Geographically, Oruk Anam Local Government Area is located at the western part
of Akwa Ibom State and also belongs to Ikot Ekpene senatorial district of Akwa
Ibom State. Oruk Anam is bounded on the North by Ukanafun Abak, South by Ikot
Abasi, in the East by Mkpat Enin and West by Rivers State. Oruk Anam has a
landmass of 551.7275q.km and the population of 172,654 people according to the
last (2006), the estimate gives Oruk Anam Local Government Area population of
172,654 persons.
Oruk Anam is bounded in the North by Abak
and Ukanafun; south by Ikot Abasi; in the East by Mkpat Enin and West by
Ukanafun and Imo River running through the bounder line of Rivers and Abia
State. Oruk Anam was created from the formal Abak Division. The area host some
government interest like the general hospital located in Ikot Okoro, police
stations and schools like the second campus of the Akwa Ibom State University
at Obio Akpa.
Its inhabitant is mostly farmers,
craftsmen and civil servants. The area is a major gateway to Port Harcourt and
Aba as such there is lots of commercial activities along the major road points
like Ekparakwa. The area is naturally rich in agro-allied resources, e.g. palm
oil and kernel, timber, cassava, banana, plantain, fruits and vegetables.
Therefore, there are depots of
sandstones and gravels along the coastal and river plains of the area. Clay is
also deposited in Inen Ikot Essien and Inen Abasi Atai (Ndot clan).
The
study adopted a survey research design. This design was considered the most
appropriate for this study since it involves the gathering and analyzing of
data from people or items considered to be representative of the entire group
(Nworgu, 1991).
3.2 Research Area
3.3 Populations of the Study
The
populations of the study consisted of all senior secondary school from SS1-SS3
in Oruk Anam Local Government Area. And we have the total number of fourteen
(14) public secondary school in the Area with the total of 5,500 students
offering Government from SS1-SS3 in Oruk Anam Local Government Area.
3.4 Sample and sampling techniques
A
sample size of one hundred and twenty (120) students offering Government were
chosen for the study. The samples were drawn from six (6) out of fourteen (14)
public secondary schools in the study area. Thirty (30) Government students
were randomly selected from each of the six (6) schools, making a total of one
hundred and twenty (120) students.
3.5 Instrumentations
The
major instruments used in this study were researcher’s made Questionnaire of
two (2) liked scale of yes and no and students’ raw scores in Government in
SSII Mock Examination of 2015/2016 academic session.
3.6 Validations of data Collection
The
contents as well as the face validity of the instrument were carried out by the
project supervisor who vetted and approved the contents of the instrument
before it was used or administered on the respondents.
3.7 Reliability of Instrument
To test the reliability of the instrument a
pilot study was conducted using two
private secondary schools in Oruk Anam Local Government Area.
Result of the pilot test proved that
the instrument was reliable.
3.8 Administration of the Instrument
The
researcher presented letter of permission from his supervisor to the head
teacher of the selected schools, who after obtained approval liaised with the
Government teachers of those schools, briefed them on what is to be done, and
thus used them as research assistants.
3.9 Method of data analysis
The
data generated from the study, were subjected to independent t-test statistical
analysis.
CHAPTER FOUR
DATA ANALYSIS AND DISCUSSION OF FINDINGS
In this
chapter, the analysis of data collected through achievement test will be
analyzed through t-test and the findings discussed. The various tables
presented below provide illustration result and discussions which follows the
findings.
4.1
Data Analysis
Hypothesis I
There is no significant difference between
Parental provisions of learning materials like textbook on academic performance
of students in government.
Table I
t-test analysis of Parental provisions of learning
materials like textbook on academic performance of students in government.
|
Variable
|
N
|
X |
SD
|
t-cal
|
Df
|
t-crit
|
Decision
|
|
parental
motivation
through
provision of learning materials
|
60
|
50.26
|
27.4
|
2.20
|
118
|
1.98
|
Ho
Rejected
|
|
academic
performance of students in government
|
60
|
33.65
|
24.7
|
From
the analysis of table 1 above, at 118 degree of freedom, 0.05 level of
significance, the t – calculated value was 2.20 while t-crit was 1.98. Since the calculated value is greater than the tabulated
value, the null hypothesis is therefore rejected which shows that there is significant difference between parental provisions
of learning materials like textbook on academic performance of students in
government.
Hypothesis II
ii. There
is no significant difference between parental praise and rewards and students’
academic performance in government.
Table II
t-test
analysis of parental motivation through praise and
reward and academic performance of students in government
|
Variable
|
N
|
X |
SD
|
t-cal
|
Df
|
t-crit
|
Decision
|
|
Students taught parental motivation
through praise and reward
|
60
|
58.26
|
28.4
|
3.3*
|
118
|
1.98
|
Ho
Rejected
|
|
Students taught without
parental motivation
through praise and reward
|
60
|
41.65
|
27.7
|
As indicated in table 2 above, the calculated t-values of 3.3* were
found to be greater than the critical value of 1.98 at 0.05 level of
significance with 118 degree of freedom. Hence, the null hypothesis Ho was
rejected. This means that there was a significant difference between parental motivation through praise and reward and
academic performance of students in government. Thus, students whose
parent motivates them through praise and reward performed better in government
than students without parental motivation.
Therefore,
the implication here shows that parental motivation has a great significant
influence on academic performance of students in government.
Hypothesis III
i. There
is no significant difference between parental regular payment of school fees
and students’ academic performance in government.
Table III: t-test analysis of parental regular payment of school fees and
academic performance of students in government.
|
Variable
|
N
|
X
|
SD
|
t-cal
|
Df
|
t-crit
|
Decision
|
|
Students
with regular payment of school fees
|
60
|
55.25
|
36.9
|
2.58
|
118
|
1.98
|
Ho
Rejected
|
|
Students
without regular payment of school fees
|
60
|
44.5
|
26.3
|
|
|
|
|
From
the analysis of table 1 above, at 118 degree of freedom, 0.05 level of
significance, the t – calculated value was 2.58 while t-crit was 1.98. Since the calculated value is greater than the
tabulated value, the null hypothesis is therefore rejected which shows that
there is significant difference
between parental regular payment of school fees and academic achievement of
students in government.
4.2
Discussion of Findings
The analysis of the data has revealed that parental motivation enhanced
better performances of pupils in government. This support could be either
through; prompt payment of school fees, provision of reading materials like
textbook, presentation of gift as well as verbal praise. This is in line with Griffith
(2001) who opine that school fee is a pupils’ facilitation in pursuing his or
her studies and this is a major requirement if the pupil is going to sit
comfortably in class without disturbances. This is in support of Kafui (2005) who stated that the parental support
variable causing pupils to perform poorly academically was their inability to
provide textbooks and basic school needs. What is important to students‟ learning is availability of relevant textbooks
and supplementary readers. These materials are the tools for student’s
learning. Textbooks enable the students to follow the teacher’s sequence of
presentation and aids in understanding of lessons.
CHAPTER FIVE
SUMMARY, RECOMMENDATIONS AND CONCLUSION
5.1
Summary
The
study was conducted to find the influence of parental motivation and academic
performance in Government among secondary school students in Oruk Anam Local
Government in Oruk Anam Local Government Area. Three hypotheses were formulated
to guide the study. Literature review was reviewed accordingly. The study was conducted in
selected secondary schools in Oruk Local Government area.
The
population of the study consisted of one five thousand five hundred students in
all the public secondary schools in the study area. The sample size of one
hundred and twenty (120) pupils was chosen using simple random sampling
technique. Independent t-test was used
as statistical tools for data analysis. From the findings above it was revealed
that parental supports influence academic performance of pupils in mathematics.
5.2
Recommendations
Basing
on the study findings, the researcher derived the following recommendations
that:-
i.
Strict measures must be put in place by the
District Educational Officer, which can enforce parents to fully participate in
the academic affairs of their children.
ii. Head teachers, Board of governors should clearly state and
explain to parents about the necessity of teaching and learning materials to
boost the students‟ academic performance.
iii.Government
should organize seminar and workshop to parents on the need to support their
ward regularly.
iv. Parents should
endeavour to school fees to their ward regularly.
v.
Parents should endeavour provide learning materials to their ward regularly.
5.3
Conclusion
A parental
support involves the contribution of resources, materials and labours towards
school activities. Parental support in a child’s education along with
environmental and economic factors may affect child development in areas such
as cognition, language, and social skills. Numerous studies in this area have
demonstrated the importance of family interaction and support in the years
prior to entering school (Nkan, 2006). Research findings have also shown that a
continued effort of parental support throughout the child’s education can
improve academic achievement. The analysis of the data in chapter has revealed
that parental support enhanced better performances of students in government.
This support could be either through; prompt payment of school fees, provision
of reading materials like textbook, presentation of gift as well as verbal
praise.
5.4 Suggestions for further Studies
i.
Teachers motivation and academic performance of
students
ii. Parental
Supports and Academic Performance of
Students
in Government.
ii.
Motivational
Strategies and Academic performance of students in Government.
iii.
Motivational
Variables and Academic performance of students in Government
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