Journal of Teaching and Education,

CD-ROM. ISSN: 2165-6266 :: 04(02):323–332 (2015)

MOTIVATIONAL FACTORS THAT ENHANCE STUDENTS

LEARNING/ACHIEVEMENTS

Justina I.D. Reamen

Federal University Wukari, Nigeria

Some students seem naturally enthusiastic about learning, but many need or expect other factors to
inspire, challenge and stimulate them. Effective learning in the classroom depends on the interest that
brought students to the course. This paper investigates some factors that motivate student achievements.
Three research questions and hypothesis were formulated and tested in the study. The study which is a
survey research used the purposive sampling technique to collect the sample. Data were collected from
150 years two Degree students of Fed .University Wukari, Nigeria. A four point likert scale
questionnaire measuring interest, environment and facilities was used. The data collected were analysed
using simple percentage. The results revealed that these variables strongly motivate students. From the
result of the findings, recommendations were made. It was concluded that motivation is the life wire for
every academic pursuit. Students should be motivated either intrinsically or extrinsically for them to
achieve meaningfully in learning.

Keywords: Enthusiastic, Motivation, Intrinsic and Extrinsic.

Introduction

Education is essentially an instrument per excellence for stability and development. There could be no
meaningful development in any country where its educational system is bedeviled by crisis of confidence
and lack of motivation or educational facilities for students. In an effort to improve students’ cognitive
and affective outcomes in school learning, educational psychologists have continued to search for
variables that could be manipulated in favor of academic gains. Of all the personal and psychological
variables that have attracted researchers’ attention in the area of educational achievement, motivation
seems to be gaining more popularity and leading other variables (Tella. 2007). It has been argued that
lack of motivation has accounted for much of students’ poor performance in the school system. The issue
of motivating learners to learn is seen as an important aspect of effective learning, in the school system
and psychologists all over the world believe that motivation is a necessary and sufficient ingredient for
learning. Some students seem naturally enthusiastic about learning, and many expect their teachers to
inspire, challenge, and stimulate them. Effective learning in the classroom depends on the ability to
motivate and sustain the interest that brought student to the course in the first place. Whatever level of
motivation students bring to the classroom could be transformed, in line with what happens in the
classroom.
Motivation does not occur in a vacuum. Much of our motivation act is fueled by emotional state,
interest, motivation, exploration, play and learning, while anger motivates aggressive actions of defense
or protection. According to Bandura’s socio-cognitive theory (1997), student motivation is a construct


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324 Motivational Factors that Enhance Students ...

that is built out of individual activities and experiences and it varies from one situation or context to
another. Two among the four basic theories of social cognitive constructs regarding student motivation
have been identified, achievement, goal orientation and personal interest in the task. Pintrich (2003).
This paper conceptualizes motivation according to achievement goal theory because it has been
developed within a social cognitive framework and it has studied in dept, many variables which are
considered antecedents of students motivation constructs. Achievements goal theory is concerned with the
purpose students perceive for engaging in an achievement related behavior and the meaning they ascribe
to that behavior.
Many factors influence a given student motivation to work and learn, interest in the subject matter,
general desire to achieve, environment, facilities as well as patience and persistence. However, not all
students are motivated by the same values needs or desires.
Psychologists believe that satisfactory school learning is not likely to take place in the absence of
sufficient motivation to learn (Fontana. 1991). The issue of motivation of students in educational
institutions is considered as an indispensable aspect of effective learning. Martins (2010) maintained that
there is the need to motivate the students so as to arouse and sustain their interest in learning in the school
system. Motivation raises the question on how people behave the way they do things. An individual from
psychological point of view can be seen to be politically, socially, and academically motivated depending
on the motive behind his or her activities. Okoye (1983) opines that motivation holds the key to the
understanding of human behavior. According to him, motivation explains why an individual dodges
work, another works normally and satisfactorily enough to reach the heights, why yet others resort to
illegal and unconventional methods of achieving social, academic, and political recognition. He adduced
that motivation should be carefully manipulated whether in the work situation or study situation so that
other students are neither under nor over motivated but appropriately motivated so as to be useful to
themselves in the society and the world at large.
The availability of educational resources is very important because of it role in the achievement of
educational objectives and goals. Giwa, (2005) emphasized that the availability, relevance and adequacy
of educational resources items contribute to academic achievement and the unattractive school building,
crowded class rooms, non availability of playing ground and surroundings that have no aesthetic beauty
can contribute to poor academic performance.
Another important determination of student’s academic achievement is the learning environment.
According to Bosque and Dore (1998), learning and teaching environment ought to serve six functions,
informative, communication, collaborate, produce, scaffold and manage. They added that conceptually
speaking, the learning environment refers to the whole range of components and activities within which
learning happens.

Purpose of the Study

The study is designed to determine the motivational factors in student’s educational achievements in
Federal University Wukari. The study sought out to find out:
1. If educational facilities can motivate students to achieve heights in academics.
2. To determine the environmental factors that influence student’s achievements.
3. The impact interest has on student’s achievements.

Research Question

The study sought to find answers to the following questions

1. Is there any influence of facilities on students achievements in school?.
2. Is there any relationship between learning environment and students achievement in school?.
3. What role does interest play on the academic achievement of students?.

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Research Hypothesis

1. There is no significant influence of facilities on student’s achievement in the school.

2. There is no significant influence interest on student’s achievement.
3. The student’s environment has no significant influence on their academic performance.

Methodology

The population of the study consisted of one hundred and sixty five (1065) year two (2) [2012/2013]
students of Federal University Wukari, Taraba State Nigeria. The accessible population of the study is
the year two students of the 2012/2013 academic session. Survey design was use because survey reveals
current conditions and also shows needs for improvement of student’s academic performance.
The sample of the study was one hundred and fifty (150) year two students purposively selected
from F.U. Wukari. The non probability sampling technique was use because the probability sampling
technique will be difficult to apply in this kind of study.
The research instrument used for the study was a questionnaire developed and validated by the
researchers and two other educational test and measurement expert. The instrument had two sections A
and B. section A sought information on the personal data of the respondent while section B required the
respondent to indicate their opinion on the effect of the variables on the student’s academic performance.
The data obtained for the study were analyzed using mean (x) and standard deviation (SD) as the
statistical tools for the research questions. The mean of 2.50 was taken as the critical value for decision
such that any mean responses that falls below 2.50 was regarded as disagreed while a mean response of
2.50 and above was regarded as agreed.

Results of Data Analysis

This section focuses on the results of data analysis, interpretation of results and the discussion. The
analysis, interpretation and discussion of findings were based on the responses of the 150 students
sampled who returned their questionnaire. The data collected were analysed, and presented in tables.
Frequencies and means were used to answer the research questions and chi-square statistical technique
was used to analyze all hypotheses at 0.05 level of significance.

Presentation of Research Questions

The research questions are analyzed and the result presented in tables.

Research Question One

Is there any influence of facilities on students' achievement in school? To analysis the research question
frequencies and means were used. The result is presented in Table 1.

Table 1. Frequencies and means of influence of facilities on students' achievement in school

S/N Items SA Freq A D SD Freq X Decision

Freq Freq
1 70 24 53. 3 3.07 Agreed

2 40 52 48 10 2.81 Agreed

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326 Motivational Factors that Enhance Students ...

3 10 18 57 68: 1.82 Disagreed

4 44 55 42 9 2.89 Agreed
5 43 40 54 13 2.75 Agreed

The result in Table 1 reveals that the means of items 1,2, 4 and 5 are each greater than the cut-off
mean of 2.5.. This means that from the respondents' opinions in these items facilities influence students’
achievement in school. While the mean of item 3 is less than the cut-off mean of 2.50. This means that
from the respondents' point of view with respect to this items, facilities do not influence students'
achievement in school.

Research Question Two

Is there any relationship between learning environment and students' achievement in school? The analysis
of the research question involves using frequencies and means. The result is Presented in Table 2.

Table 2. Frequencies and means of learning environment and students' achievement in school

S/N Items SA Freq A Freq D SD X Decision

Freq Freq
6 68 46 28 8 3.16 Agreed
7 69 35 41 5 3.12 Agreed

8 76 36 38 0 3.25 Agreed

9 45 46 47 12 2.83 Agreed
10 80 46 47 12 3.31 Agreed

The result in Table 2 shows that the means of items 6,7, 8, 9 and 10 are each greater than the cut-off
mean of 2.5. This means that from the respondents' opinions in these items learning environment
influence students' achievement in school.

Research Question Three

What role does interest play on the academic achievement of students? The analysis of the research
question involves using frequencies and means. The result is presented in Table 3.

Table 3. Frequencies and means of interest play on the academic achievement of students.

S/N ITEMS SA Freq A Freq D Freq SD Freq X Decision

11. 69 48 33 0 3.24 Agreed
12. 64 49 37 0 3.18 Agreed
13.
82 35 36 7 3.28 Agreed
14. 23 23 52 52' 2.11 Disagreed
15. 75 32 37 6 3.17 Agreed

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The result in Table 3 reveals that the means of items 11, 12, 13 and 15 are each greater than the cut-
off mean of 2.5. This means that from the respondents' opinions in these items interest plays influence on
the academic achievement of students. While the mean of item 14 is less than the cut-off mean of 2.50.
This means that from the respondents' point of view with respect to this item interest play does not
influence the academic achievement of students.

Testing of Hypotheses

Three hypotheses based on the research questions are tested and the results presented in the tables below.
The hypotheses testing were done using the chi-square statistical technique. All the hypotheses were
tested at the 5% level of significance.

Hypotheses one: There is no significantly influence of facilities on students’ academic Achievement in

school. This hypothesis was tested using chi-square statistical techniques. The results of data analysis are
presented in Table 4.

Table 4. Summary of chi-square analysis influence of facilities on students' academic achievement in school

Items SA A D SD Df X2critical X2 cal

1 70(37.5) 24(37.5) 53(37.5) 3(37.5) 12 89.0 216.39
2 40(37.5) 52(37.5) 48(37.5) 10(37.5)
3 10(37.5) 18(37.5) 57(37.5) 65(37.5)
4 44(37.5) 55(37,5) 42(37.5) 9(37.5)
5 43(37.5) 40(37.5) 54(37.5) 13(3,7,5)
Significance at .05 Alpha level; df =12

The result in Table 4 shows that, the calculated x2 of 216.39 is greater than the critical x2 of 89.0 at
.05 level of significance. With this result the null hypothesis that, there is no significant influence of
facilities on students' academic achievement in school is rejected.
This result therefore, implies that, there is a significant influence of facilities on students'
achievement in school.
Hypotheses two: There is no significant influence of interest on students' achievement. This hypothesis
was tested using chi-square statistical techniques. The results of data analysis are presented in Table 5.

Table 5.

Items SA A D SD Df X2critical X2cal

6 68(37,5) 46(37.5) 28(37.5) 8(37.5) 12 89 233.55
7 69(37.5) 35(37.5) 41(37.5) 5(37.5)
8 76(50) 36(50) 38(50) 0
9 45(37.5) 46(37.5) 47(37.5) 12(37.5)
10 80(37.5) 41(37.5) 25(37.5) 4(37.5)

Significance at .05 Alpha level; df=12

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328 Motivational Factors that Enhance Students ...

The result in Table 5 shows that, the calculated x2 of 233.55 is greater than the critical x2 of 89.0 at
.05 level of significance. With this result the null hypothesis that, there is no significant influence of
interest on students' achievement is rejected.
This result therefore, implies that, there is a significant influence of interest on students'
Achievement.

Hypotheses three: The students' environment has no significant influence on students' academic
achievement in school. This hypothesis was tested using chi-square statistical techniques. The results of
data analysis are presented in Table 6.

Table 6. Summary of chi-square analysis of influence of students' environment on

students' academic achievement in school

Items SA A D SD Df X2critical X2cal

11 69(50) 48(50) 33(50) 0 12 89.0 188.91
12 64(50) 49(50) 37(50) 0
13 82(37.5) 35(37.5) 26(37.5) 7(37.5)
14 23(50) 23(50) 52(50) 52(50)
15 75(37.5) 32(37.5) 37(37.5) 6(37.5)
Significance at .05 Alpha level; df=12

The result in Table 6 shows that, the calculated x2 of 188.91 is greater than the critical x2 of 89.0 at
.05 level of significance. With this result the null hypothesis that, the students' environment has no
significant influence on students' academic achievement in school is rejected.
This result therefore, implies that, there is a significant influence of students' environment on
students' academic achievement in school.

Results

The result of the analysis are presented in the tables 7, 8 and 9 below:

Research Questions One

Table 7. Is there any influence of facilities on students academic achievement in school?.

S/N Item N x SD Decision

1. Inadequate classroom necessary for effective teaching and 150 3.23 .72 Agree
learning affects academic performance.
2. Classroom facilities affects academic performance. 150 2.63 .89 Agree
3. Lack of recreational facilities affects academic performance. 150 2.63 .85 Agree
4. Lack of relevant research materials in the library affects 150 2.66 .93 Agree
academic performance.
5. Lack of science laboratory / equipment / apparatus affects 150 2.79 .85 Agree
academic performance.

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 Justina I.D. Reamen 329

Research Question Two

Table 8. What role does interest play on the academic achievement of students?

S/N Item N x SD Decision

6. Lack of interest in reading affect academic achievement. 150 2.85 .87 Agree
7. Lack of interest in attending lectures affect academic performance 150 2.66 .96 Agree
8. Lack of motivation affects students achievement. 150 2.65 .71 Agree
9. Paying more attention to social activity affects academic 150 2.72 .74 Agree
achievements.
10. Lack of proper career choice affects academic achievements 150 2.88 .87 Agree

Research Question Three

Table 9. Does student environment have any impact on their academic achievement?.

S/N Item N x SD Decision

11. An enriched environment for students can influence positive 150 2.92 .871 Agree
performance.
12. The negative influence on students affects their academic 150 2.73 .887 Agree
performance.
13. The social interaction of students with their immediate 150 2.79 .887 Agree
community affects student’s academic performance.
14. The closeness of the town to the college affects academic 150 2.68 .935 Agree
performance.
15. The aesthetic nature of the school environment affects academic 150 2.71 .805 Agree
performance.

Discussion of Findings

Table seven, shows that the mean of all the items are each greater than the critical mean at 2.50. This
means that from the respondents’ opinion to this items facilities influence students achievement in school.
The findings are in support of previous studies of Lewis (2000) who tried to identify independent
effect of school quality in a student of test score from 139 schools Milwaukee, (Asia) and found that good
facility had major impact on learning.
Similarly, Adeogun (2001) discovered a very strong positive and significant relationship between
educational facilities and academic performance. According to him schools endowed with more facilities
performed better than schools that are less endowed. This corroborated with the study of Babayomi
(1999) that private school because of the availability and adequacy of learning resources perform better
than public schools.
Table 8 shows that the mean of all items are each greater than the critical mean of 2.50. This means
that from the respondents’ opinion to these items interest play a significant role in student’s academic
achievement in school. This finding is in support of Davis, (1999) opinion that there is no singe magical
formula for motivating students. Many factors affect a given student’s motivation to work and to learn,
interest in the subject matter, perception of its usefulness, general desire to achieve, self confidence and
self esteem as well as patience and persistence. Not all students are motivated by the same values, needs,
desire, or want. Some students will be motivated by the approval of others, some others by overcoming

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330 Motivational Factors that Enhance Students ...

challenges. The effect of motivation on academic performance of students has been investigated by many
educationists their findings reveal that the availability of positive motivation creates positive effects on
the academic performance of students (Dyer. (2006). Researchers found that although students have
achievements, ability, and perceived competence which support the desire in learning, in fact, intrinsic
motivation comes to a decrease developmentally (lapper. Corpus &iyenger, 2005). This is one of
motivational problem toward achievement, ability and perceived competence of student learning. It is
likely that students must feel comfortable with learning school subjects, must be challenged to achieve,
and must expect to succeed before the development of interest can begin. So interest has a direct effect on
student’s motivation to learn, (Khamis, Dukmak & Elhoweris 2008).
Table 9 shows that the mean of all the items are each greater than the critical mean of 2.50. This
shows that from the respondents’ opinion to these items, environment plays a significant role in the
student’s academic achievement in the school. These findings are in support of previous studies of stand
rock (1999) that achievement is motivated by both internal and external factors, that children are never
divorced from there external environment. Most achievement oriented children are those who have a high
personal standard for achievement and are also highly motivated.
In a similar vein Niebuhr (1995) affirmed that there is a relationship between several variables and
students academic achievement. His finding suggest that the element of school environment have a
strong direct effect on academic performance and that improving poor school environment have
significant impact on performance.
Weller (2005) affirmed that one of the basic principles of motivation that are applicable to learning
in any situation is the environment. He further stressed that the environment can be used to focus the
students attention on what needs to be learned e.g teachers who create warm and accepting yet business
like atmospheres will promote persistent effort and favourable learning attitudes towards learning.
Environment of learning in our society is continuously portraying steady decline in the quality of
education as is applicable to children their age. Gottfried, Flaming and Gottfried (2001) reported a study
on academic intrinsic motivation conducted from elementary through high school that revealed significant
developmental decline for school in the general and across subjects’. This rate of decline they attributed
to lack of cohesion between students need and the learning environment, increase in control strategies and
extrinsic atmosphere of classrooms and school’s encountered by students as they move from secondary to
tertiary school. The study of Lepper, Corpus, and Iyenger (2005) revealed decline in intrinsic motivation
across grade levels, while extrinsic motivation remain stable.

Conclusion

The purpose of this study was to explore the conception of F.U,W, student on what they perceive is
important to achieve good academic performance. The result reveals that the key element that contributes
to their achievement is the environmental factors and facilities. Interest is also a very important
determinant and motivational factor to their achievement in school.
Effective teaching and learning requires clean air, good light and quite, comfortable and safe
learning environment. Accordingly, Mitchell (1992) stressed that student motivation for learning is also
regarded as one of the most critical determinants which contributed to the success and quality of any
learning outcome. It has been observed that students go higher in their education aspiration as their peer
involvement expands. Hence, the school constitutes social setting that can provide a conducive socio-
environment that will encourage social interaction. Relationship should be encouraged since it has the
impact on student’s success. This is supported by Ango (2005) who stated that the nature of social
interaction has been found to have a significant relationship with cognitive development. Positive social
interactive instigate social growths therefore social environment of the child should provide facilities that
will facilitate the realization of these objectives.

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 Justina I.D. Reamen 331

Recommendations

In the light of the findings of this study, it was recommended that

1. Both the government, parents and individual stakeholders should rally round the general funding
of schools to provide the necessary educational facilities and encourages efficiency and better
performance of students in their academic pursuit
2. The school environment must be serene to look beautiful with flowers and clean environment.
3. The school authority should encourage good reading culture among students by providing
requites books in the library and boost internet facilities to cover the whole University
Community.

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