MOTIVATIONAL TECHNIQUES AND TEACHING EFFECTIVENESS IN ECONOMICS
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The teaching-learning process involves a vast array of interventional processes at the centre which remains pivotal to the success of any educational programme. (Ekanem and Eddie, 2006). What this statement implies is the indispensable role of the teacher in any educational system. Although most learners are very good at studying on their own at a higher level of education, they still need teachers in the curriculum to them.
The question that comes to mind, is who should be seen or called a teacher? Because of how important they are in the educational system. Before answering the above question, it is still important to emphasize on the importance of a teacher as stated in National Policy on Education (2004) it says “no educational system may rise above the quality of its teacher”.
The ability to communicate with enthusiasm in the classroom may be natural or acquired. But the natural aspect of the individual serves as a foundation for sound professional acquisition. Thu, to answer the question of who should teach? Ekanem (2003) posited that one who has the aptitude to teach and who has undertaken a period of professional training. Such is said to have passed the required examination and is certified as such.
Honestly, a lot of teachers have passed even more than just a training course but still perform below the expectation. This could be seen in the work of Akinade (2006) when outlining teachers factors that could aid or hinder the effective teaching-learning process. Outlined were a quality of training received, the relevance of qualification, workload, quality of teaching methods, teachers personality interest and attitude to work.
To overcome the above problem outlined, the issue of motivation is necessary. This is so that the teaching-learning process may not only be, but to become effective.
A few definitions of motivation are given here to further add clarity to this study. Gareth Jones, Jennifer George and Charles Hill (2010) defined motivation as “psychological force that determines the direction of personal behaviour”. To Strombeck and Wakefield
Oladele (2006) viewed motivation as a process by which the learners’ internal energies are directed towards various goals in his environment. Nkang and Eneh (2008) viewed motivation as any condition which initiates, guides and maintains a response. It is a force that maintains or attends the quality, intensity, and direction of behaviours. To the researcher, motivation is a force that energies and direct behaviour, without its ability alone cannot give the result of achievement expected. It is the push behind behavior that directs action towards the achievement of certain goals.
With these definitions, the context is made clearer and another question is raised: can every individual be motivated at the same time with the same situation or condition? The quest to answering those questions had generated interest in the researcher to examine motivational techniques and teaching effectiveness in Economics among secondary school teachers in Etim Ekpo Local Government Area.
1.2 Statement of the Problem
Motivational theory as advanced by Maslow (2006) is one of the earliest theories which as sought to give an explanation as to how and why people behave the way they do and how they can possibly be stimulated to action to accomplish organizational goals. It has been pointed out that no matter how smooth the working relationship between the worker of a company, institution or organization could appear, much will not take place in terms of effectiveness until something is done or a motivating force is applied. The case in an educational system is no different. The school system requires a two-sided motivation. One is dependent on the other, that is the teachers need the motivation to work and their satisfaction and effectiveness will determine their willingness to motivate their learners. Without the proper motivation of the teachers, the entire teaching-learning process is incomplete. The quality of educational attainment depends on the motivation of teachers and the quality of students available. Encouraging greater techniques to a course by requiring more discipline will make teachers more effective.
This problem had raised interest in the researcher to examine the influence of motivational technique contribute to teaching effectiveness in economics in secondary schools in Etim Ekpo Local Government Area.
1.3 Purpose of the Study
The main purpose of this study is to examine motivational techniques and teaching effectiveness in Economics in Etim Ekpo Local Government Area. Specifically, the study seeks to:
(i) Enumerate the various motivational techniques that positively affect the teaching/learning process.
(ii) Outline some strategies necessary for the effective motivation of teachers in the school system.
(iii) Point out some of the steps to be taken if teaching should be effective.
(iv) Select from the various motivational techniques the one that is indispensable for effective teaching-learning of Economics in our school system.
1.4 Significance of the Study
This study will be of benefit to the learners, parents, teachers and the general public in the following ways:
Learners: by reading through the content of those work learners would be hard working without being told as there could be no motivation around them.
Parent shall motivate their ward and work for hand in hand with the teachers to get the best from their children.
Teachers will understand the usefulness of motivation as at least to enhance effectiveness in their dealing in the teaching/learning process. The general public shall hold the motivation of learners and teachers very high as it is a sure way to effectiveness in the teaching-learning process.
1.5 Research Questions
These questions were raised to guide this study:
(i) To what extent do motivational techniques influence teaching effectiveness in schools?
(ii) To what extent do motivated teachers accomplish their assigned duties?
(ii) In which direction (positive or negative) do un-motivated teachers accomplish the assigned task or responsibilities?
1.6 Research Hypotheses
(i) There is no significant relationship between motivational techniques and teaching effectiveness of Economics in secondary schools.
(ii) There is no significant difference in the effectiveness of the teaching of motivated and non-motivated teachers.
(iii) There is no influence resulting from a certain motivational technique on teaching effectiveness in secondary schools.
1.7 Limitation of the Study
A work of this magnitude demand enough time for excursion and completion but this was constrained by its limited time for completion. Another constraint was financial and logistic problems as well as insufficient research materials.
1.8 Scope of the Study
This put under control by examining only Etim Ekpo Local Government Area alone. Respondents were teachers working in the sample schools.
1.9 Definition of Terms
Some words were defined according to how they are used in this content.
Effective: producing the result that is wanted or intended.
Effectiveness: the extent to which a function has been fulfilled.
Teaching: Helping others to do a particular thing.
Motivation: is a principle that describes the activities and techniques of a teacher that boast the learner's desire to acquire a particular knowledge.
Motivational: Being stimulating
Technique: A way adopted or used in doing something.
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