Journal Press India^®

Author Details ( * ) denotes Corresponding author

This study was conducted to examine the Effect of motivational Models on Secondary School Students, Achievement in Physics in Makurdi Local Government Area of Benue state. It explicitly focused on extrinsic and intrinsic motivation in relation to students’ performance in physics. A quasi-experimental research design was employed for the study, pre and post-Teacher Made Physics Achievement Test-TEMPAT was developed by the researcher and administered to a sample of 150 senior secondary school students in senior secondary class two (SS2). These students were drawn randomly from five different secondary schools in Makurdi Local Government of Benue State. Mean and standard deviation were used to answer the research questions. The data obtained were analyzed using t-test with a 0.05 level of significant, from the t-test analysis the results all showed a p-value of 0.0001, since the p-value is far lesser than the level of significant (p-value<<0.05), it revealed that the performance of students taught using intrinsic and extrinsic motivation was far better than those taught without any motivation. The results also indicated that there is no significant difference between the performance of male students to that of the female students, since both p-values (0.91 & 0.86) for intrinsic and extrinsic motivation are greater than the level of significant (p-values>0.05). As a result of this, the study recommends that physics lessons at secondary school level should be well planned in a creative way that motivational techniques such as praise, rewards, classroom activities, goal setting skills are use in delivering the lessons and that Government, school administrators and parents should ensure that competitions among students and guidance and counselling programs are encouraged, as it increases motivation of students.

Keywords

Motivation; Intrinsic Motivation; Extrinsic Motivation; Students’ Achievement.

1. M Abbas, F Khurshid. Motivational Techniques and Learners Academic Achievement at Primary Level, Global Journal of Human Social Science Linguistics and Education,10th edition 13(3), 2013, 15-24


2. SA Adeyemo. The Effect of Teachers Perception and Students Perceptionof Physics Classroom Learning Environment on Their Academic Achievement in Senior Secondary Schools Physics, International Journal of Educational Research and Technology, 2(1), 2011, 74-81.


3. SY Erinosho. How Do Students Perceive The Difficulty of Physics in Secondary School? An Exploratory Study in Nigeria, International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), Special Issue, 3(3), 2013, 1511-1546.


4. GO Esiobu. Genre Issues In Science and Technology Education Development. In: Science and Technology Education for Development, Uwowi, U.M.O. (Ed.). NERDCPress, Lagos, 2005, 137-156.


5. GF Ibeh, DU Onah, AE Umahi, FC Ugwuonah, NO Nnachi, JE Ekpe. Strategies to Improve Attitude of Secondary School Students Towards Physics for Sustainable Technological Development in Abakaliki L.G.A, Ebonyi, Nigeria, Journal Of Sustainable Development Studies, 3(2), 2013, 127-135.


6. OM Isola. Effects of Standardized and Improvised Instructional Materials on Students, Academic Achievements in Seconadry School Physics. M.Ed Thesis, University of Ibadan, Ibadan, 2010.


7. MA Oladejo, GR Olosunde, AO Ojebisi, OM Isola. Instructional Materials and Students, Academic Achievement in Physics: Some Policy Implications, European Journal of Humanities and Social Science, 2(1), 2011, 2220-9424.