Project Materials

EDUCATION EDUCATION UNDERGRADUATE PROJECT TOPICS

MOTIVATIONAL STRATEGIES AND SS3 STUDENTS’ ACADEMIC PERFORMANCE IN GEOGRAPHY

MOTIVATIONAL STGIES AND SS3 STUDENTS' IN GEOGRAPHY

 

Abstract

Motivational techniques and ents' academic achievement in geography among SS 3 pupils at Dutse Senior Secondary School in Jigawa state were investigated in this y. The y's overall population is 200 staff members from Jigawa state's selected secondary schools.

The researcher collected data using questionnaires as the instrument. This y used a descriptive survey research approach. The survey included 133 respondents who were principals, teachers, senior staff, and senior staff men. The acquired data was organized into tables and evaluated using simple percentages and frequencies.

chapter One

Introduction

The y's context
Education is a fundamental human right, and providing education to a country's population is the key to long-term prosperity, peace, and stability within and between countries. In the discipline of geography teaching and learning, the learning environment and teachers' motivation for knowledge acquisition require relatively more attention.

What transpires in the classroom between teachers' psychological implications on their motivation and ents' to y well has an impact on ents' ability to learn. The activities in the classroom, the recurrent behaviors in which ents and teachers participate while they learn, are significant because they comprise the knowledge produced.

The availability of teaching/learning and the motivation of teachers improves school effectiveness because these are basic factors that might lead to strong academic performance in pupils. The educational endeavor that will be beneficial in generating the necessary human resources is not given much emphasis. Low-quality geography education, in particular, is an essential issue that must be addressed.

According to Maicibi (2003), all institutions or organizations are comprised of human beings (workers) and other non-human resources. He goes on to say that when the correct amount and quality of human resources are brought together, they can influence other resources to achieve institutional aims and objectives. As a result, every organization should endeavor to attract and retain the best human resources.

The upshot of these views is that highly-trained and motivated geography teachers, if properly deployed in secondary schools, will produce well-rounded ents who will perform academically well in geography. Most teachers are trained and have clear goals to guide their instruction, yet good teacher motivation and teaching/learning appear to be insufficient. As a result, there has been a public outcry regarding low secondary school geography results.

Geography is a compulsory subject in Nigeria up to the secondary school level. Performance in Geography in National Examinations has declined dramatically in recent years, which has been a major source of concern for society. The West African Examination Council has maintained its concern over the poor performance in the Senior Secondary Certificate Examination.

As a result of a lack of motivation and incentives, many teachers have left public school teaching for greener pastures in higher-paying private schools. Most public school ents face disadvantages since their classes are overcrowded and they lack proper learning resources. In some cases, they lack sufficient textbooks and laboratory equipment. As a result, pupils may lose hope in their academic performance.

This is in stark contrast to private schools, where there are adequate facilities and teachers are willing to go the extra mile to ensure that the ents perform well in examinations. However, the willingness to go the extra mile to ensure good ent performance may be frustrated when there is motivation and encouragement on the teachers' side.

Although it is thought that the reward for teachers is in heaven, there is no doubt that if teachers are not motivated in terms of incentives and creativity, their morale will suffer, which will have a detrimental impact on ent achievement in geography. Because the few teachers on the payroll are underpaid, the majority of them work part-time or run their own businesses to make ends meet.

This significantly diminishes their dedication to geography education (which demands for sacrifice). However, a lack of motivation for instructors may have an impact on their dedication to their teaching task. Poor ent performance in geography may also be a result of professors who are not dedicated to their duties, which may have an impact on ent academic goal setting, affecting individuals who have set lower goals for themselves.

1.2 THE 'S STATEMENT

Globally, pupils' academic performance in geography has been dismal due to certain motivational problems.

and external factors influencing ent motivation
The inability of a teacher to motivate his or her ents sufficiently in the classroom, as well as the problems that arise as a result of a ent's lack of motivation.

1.3 THE 'S OBJECTIVES

The purpose of this y is to investigate ents' motivational methods and academic performance in geography among SS 3 pupils.

The precise goals are to

Investigate the significance of motivation in classroom learning.
Describe the aspects that influence a ent's motivation.
Provide ideas for teachers to boost ent motivation.
Determine the impact of motivational tactics on ent academic achievement in geography.

HYPOTHESES FOR RESEARCH

The researcher developed the following research hypotheses in order to successfully the y:

H0: Motivational tactics have little effect on ent academic achievement in geography.

H1: Motivational techniques have an effect on ent academic achievement in geography.

H02: There are no strategies available to teachers to increase ent motivation.

H2: There are ways that teachers can use to increase ent motivation.

THE 'S IMPORTANCE

The following are the y's implications:

It contributed to the understanding of the impacts of motivation on ents' academic performance in geography.
It highlighted how far the application of motivation has improved geography teaching and learning.
It explains how motivation can increase the quality of schooling.
It also provided potential answers to the obstacles and problems that teachers encounter in motivating their ents.
THE 'S SCOPE AND LIMITATIONS

The y's scope includes motivational tactics and ents' academic achievement in geography among SS 3 ents at Dutse Senior Secondary School in Jigawa state. The researcher comes upon a constraint that limits the scope of the investigation;

a) RESEARCH MATERIAL AVAILABILITY: The researcher's research material is insufficient, restricting the scope of the investigation.
b) : The y's time frame does not allow for broader coverage because the researcher must balance other academic activities and examinations with the y.
1.7 TERM DEFINITION

MOTIVATION: The sense of desire or aversion is referred to as motivation. As a result, motivation has both an objective and an internal or subjective component.

STGY: A strategy (from the Greek strategia, “art of troop leader; office of general, command, and generalship) is a high-level plan to achieve one or more goals under uncertain conditions.

 

Do You Have New or Fresh Topic? Send Us Your Topic 

 

MOTIVATIONAL STGIES AND SS3 STUDENTS' IN GEOGRAPHY

Leave a Reply

Your email address will not be published. Required fields are marked *

This site uses Akismet to reduce spam. Learn how your comment data is processed.

Advertisements