Students Motivation

and their academic

performance
The researchers choose to study this kind of topic
because it is quite serious for the person that
involve in this issue. This result may help them to
give more advice of how they can motivate
themselves in terms of their academic
performances.
This kind of issue might be serious because it talks
about motivation of the students and the possible
outcome in their academic performances.
Statement of the problem
The main problem of this research is to look for the possible motivation of selected
students in selected strand in SPNHS S.Y 2018-2019 and correlate it to their academic
performance.
Specifically it aims to answer the following questions:
1. How may the demographic profile be describe:
2. Does student motivation affect academic performance?
3. What motivational technique have most impact on academic performance?
4. Does factors such as like dislike of subject teacher affect academic performance?
5. Are self motivated students more like to perform better academically?
6. Is classroom competition exclusive among top performing students?
7. Does the presentation of subject matter enthusiastically have an impact on
classroom participation?
8. Is lack of self-motivation among students a major cause of poor academic
performance?
 Research Design

This study used the descriptive quantitative method

of research. It involves gathering of data effects of
motivation to the academic performance of the
students. This kind of method is the best way to
collecting or gathering data.
 Sampling Technique

Stratified ramdom sampling was used to select

strand for the study. A total of two sections with
different strand in grade 11 students. From stem
and gas were sampled giving a total of 40
respondents.
 Research Instrument

The researchers utilized self administered

questionnaires. This study used questionnaires on the
students as respondents. The questionnaires had two
parts. Part one touched on the background
information about the respondents while part two
concerned various aspects of the link between
student motivation and experience as students.
Data Collection Procedure

Find the respondents

Examine the free time
Provide questionnaire to respondents
Explain the questionnaire to respondent
Give 20 minutes to answer
Collect the questionnaire
 Analysis
Table 1: Rate of response to the questionnaires
Frequency Percentage
Filled questionnaires 40 40
Unfilled questionnaires 0 0
Total 40 100

Table 2: Gender of respondents

Gender Frequency percentage
Male 18 45%
Female 22 55%
Total 40 100%
Figure 3: Effect of student motivation on academic performance Figure 4: Effect of various motivation techniques

60
22

50

40
13
30
frequency

20
5
10

0
Very much Quite a bit Negligible prizes reinforcement classroom competition teaching method

Figure 5: Effect of extraneous variables like Figure 6: Self motivated students and academic
dislike of subject teacher performance

percentage of respondents
very much

to some extent
35%
yes
no Not at all
65%

0 10 20 30 40 50 60 70 80 90

percentage
 Figure 7: Occurrence of classroom competition Figure 8: Presentation of subject matter to students

percentage
70
60
68% 50
40
30
20

32% 10
0
yes no

no yes percentage of…

Figure 10: Self motivation as a factor of academic

Figure 9: Most sustainable motivational technique
performance
50
45
40
35
30
25
20
15 no
10
5
yes
0
prizes classroom reinforcement teaching method
competition 0 10 20 30 40 50 60 70 80 90

percentage percentage
 Research Findings
Findings on giving of prizes - As to the most effective of these techniques a slight majority of
50% identified prizes given to students to be most effective.
Findings on reinforcement - The fact that about a eight (20%) identified with this is surprising
given that it is also common for teachers to give positive compliments in class.
Findings on classroom competition - Classroom competition also gathered a similar score and
is common practice in most schools.
Findings on teaching methods - Only 10% of the respondents identified this as a method to
motivate learners effectively
Findings on sustainability of motivational techniques used - When this issue was asked a slight
majority of 45% of the respondents were of the opinion that prizes have the highest durability
as a motivational technique while second place belongs to reinforcement 30%. About 17%
felt that classroom competition can last while 8% identified teaching method.
Findings on effect of lack of self-motivation - a commanding majority of 85% felt that indeed
self-motivation among students is a perquisite to good academic performance while the
remaining 15% did not think so.
 Conclusion
The research study was able to conclude that motivational techniques used
on students have some degree of influence on their academic performance.
What brings about academic motivation in students is sustained task
management that is ensuring that they remain interested in their studies. This
study focused on four motivational techniques; prizes, classroom competition,
reinforcement and teaching method.
Most of the respondents predictably identified awarding of prizes as the most
effective motivational technique. This is in line with psychology of motivation
where organisms behave in ways that lead to satisfaction or reward.
Therefore ensuring that students feel rewarded for their efforts actually
sustains their academic achievement .However as psychologists have
pointed out excessive use of rewards may have side effects such as
resentment and viewing learning as a means to an end.
 Recommendation of the study
This study focused mostly on extrinsic motivation and the
conclusion being that the motivational methods indeed have
a positive impact. Intrinsic motivation being inbuilt is known to
be more reliable. Therefore future research should focus on
how exactly it relates to academic performance. Since self-
motivation is a personality trait it can be beneficial to discover
how it can be nurtured in those individuals who have it.
Academic performance being integral to future career
prospects, it is also crucial for researchers to come up with how
curriculum content can be delivered in a more stimulating
way. Therefore further research should touch on making
learning to be fun and relevant.
THANK YOU