• Impact of Intrinsic Motivation on Junior Secondary School Students' Academic Performance in Mathematics despite Family Background in Ohimini Local Government Area of Benue State, Nigeria

    Author(s):
    Joshua Abah ABAH (see profile) , Kelechi K. Ogugua, Valentine Lawrence Okoh
    Date:
    2022
    Subject(s):
    Education, School management and organization, Mathematics, Psychology, Social sciences
    Item Type:
    Article
    Tag(s):
    Intrinsic Motivation, Family Background, Academic Tenacity, Socio-Economic Status, Resilence, Educational administration
    Permanent URL:
    https://doi.org/10.17613/tfse-vj09
    Abstract:
    This study employs an ex-post facto research design to examine the relationship between intrinsic motivation to learn mathematics and Junior Secondary School students’ academic performance in mathematics despite family background in Ohimini Local Government Area of Benue State, Nigeria. Four research questions were raised to guide the study and one hypothesis was formulated and tested at 0.05 level of significance. The sample comprises 219 Junior Secondary School students in Ohimini Local Government Area. A modified instrument tagged Intrinsic Motivation for Mathematics Academic Performance despite Family Background Questionnaire (IMMAPDFBQ) was used to gather data. Data collected were analyzed using percentage, mean, standard deviation and t-test statistics techniques. The findings revealed that the parents’ educational level fall between secondary school level and ND/NCE, the parents engage much in farming and earn between twenty to fifty thousand naira (₦20,000.00 - ₦50,000.00) monthly. The result also indicates high cluster mean of 3.15 (above the decision benchmark of 2.50) for students’ intrinsic motivation to learn mathematics implying the students’ high intrinsic motivation to learn mathematics despite their lower class family background. The students’ performance in mathematics was high (mean = 50.03; SD = 4.25). The test of hypothesis indicated there was a strong positive significant relationship between the students’ intrinsic motivation to learn mathematics and their academic performance in mathematics. These findings have shown that with intrinsic motivation, it is possible for a student to set a high academic standard in mathematics as an objective and achieve it irrespective of the good or poor background and environment in which he finds himself.
    Notes:
    VillageMath Educational Review is an International/Multidisciplinary Journal of the Network for Grassroots Science and Mathematics Education (The VillageMath Network). A publication of VillageMath Educational Services (CAC RC: 4097888).
    Metadata:
    Published as:
    Journal article    
    Status:
    Published
    Last Updated:
    11 months ago
    License:
    All-Rights-Granted
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