THE impact OF MOTIVATIONAL FACTORS ON FEMALE STUDENTS' educational PURSUIT
THE STUDY'S BACKGROUND
Pre-colonial Africans knew little or nothing about western education, but with the advent of colonialism, missionaries introduced western education into Africa. Because of the African belief that women's place is in the “Kitchen,” western education was initially widely accepted by male populations.
Females were viewed as a helper to their male counterparts, particularly in farming occupations. As a result of the introduction of western education, many scholars and personalities emerged, such as Rev. Samuel Ajayi Crowther, who translated the Holy Bible from English into Yoruba, and Sapara Williams, a Lagosian who became the first lawyer in Africa in the nineteenth century.
Fortunately, when women missionaries began arriving in Africa after their male counterparts, the notion of women's place being in the “kitchen” was gradually swept underground by the African populace (i.e. people of both genders). One such person was Mary Selessor, who ended the killing of twins in Calabar, Nigeria's southernmost state. This social change has gradually motivated women to attend school in order to obtain a western education.
Parents, local governments, and eventually regional governments were now actively involved in women's education. To further advance women's education, the government decided to conduct a mass mobilization of parents to ensure that women are educated. They also drew up a plan that included things like providing scholarships to deserving students and developing a curriculum for women (Food and nutrition Studies, needle work etc).
To say the least, the efforts of parents, the government, and missionaries resulted in a revolution in the orientation and beliefs against female education. Eventually, this gradual shift began to pay dividends in the form of great female scholars and technologists, such as Mrs. Funmilayo Rasome Kuti, the first female in Nigeria to drive a car, professor Grace Alele Williams, a great mathematician and the first female vice Chancellor in Nigeria, and dr. Abimbola Awonivi, the first woman medical doctor in Africa, to name a few.
STATEMENT OF THE PROBLEMS
Africans believed that a woman's role in the “kitchen” was to assist her male counterparts in their daily activities. They also believe that female education is a waste of time. Parents believed that after their education, they should drop their maiden name in favor of their husband's family name. After marriage, they concluded that females are primarily for procreation.
As a result, the goal of this project is to identify the motivating factors that improve female students' learning skills by using students from the College of Education in Ekiadolor, Benin, as a case study. To understand motivation in learning, we must first determine the extent to which motivation influences the learning of a given task or tasks.
OBJECTIVE OF THE STUDY
The study's goal is to learn more about female students.
1. Why do they appear to have lost interest in learning and show no motivation to learn in school, or why are they defeated or turned off by school?
2. To understand the extent to which motivation can stimulate the learning of a specific task or tasks.
3. To assist teachers and educational administrators in providing specific guidelines for change in practice for students who have problems with motivation to learn in curriculum-centered or learner-centered schools.
4. Attempting to alleviate teachers' frustration in trying to motivate and reach students.
5. Attempting to understand students' learning and emotional needs, as well as other stressful situations that exist in many of our schools.
6. Attempting to educate teachers on the nature of motivation to learn and how it can help students develop their learning skills.
THE STUDY'S IMPORTANCE
This research project will look into why females in Africa, specifically Nigeria, seem to have lost interest in learning and show no motivation to learn in school or are turned off by schools. The significance of this study is thus to identify motivational factors that can lead to a shift in attitudes toward female education. To determine which motivational factors can improve learning of a specific task or tasks.
Following the identification of the remote causes, the researcher will make recommendations to encourage female education in order for the sex group to contribute meaningfully quota to the society's growth.
QUESTIONS FOR RESEARCH
In order to guide the research, the following hypotheses have been proposed:
1. Does extreme motivational factors have an impact on female education in Africa, with particular reference to Nigeria?
2. Can intrinsic motivational factors influence the learning of a given task or tasks?
THE STUDY'S OBJECTIVE
This study was conducted on female students in their second and third years of economics/commerce and accounting at the College of Education in Benin City. The difficulties the researcher encountered were the costs of financing this research as a result of the country's current economic situation.
Furthermore, there are issues with obtaining adequate research materials, such as journals, books, and publications on female education in Africa, with a focus on Nigeria. It was discovered that some respondents/students did not provide accurate answers to the questions (“they decided to answer anything that came to mind”), which generally caused the researcher little difficulty when conducting the research.
Motivation is defined as a natural reaction to learning opportunities.
Skill: The ability to do well, a specific ability in doing a good thing, handling an affair, or solving problems as needed.
Education is the process by which a person obtains ideas, skills, knowledge, and interests that he would not have received in his normal environment.
Persons or students in a school setting.
Evaluation: Refers to assessment procedures used to improve students' sense of competence and self-efficacy, talents and understanding, and families as a natural part of learning and life.
Groups: the interaction of students on social skills and values.
Extrinsic: originating or existing outside of the body rather than within it.
Intrinsic: Belonging to or a part of the true nature of something, such as the intrinsic value of education. It is beneficial in and of itself.
College of education: this term refers to all prescribed experiences under school that are designed to provide an individual with the best possible training and experience to prepare him or her for a trade or profession.
Data refers to facts, things that are undeniably known and can be used to draw conclusions.
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THE IMPACT OF MOTIVATIONAL FACTORS ON FEMALE STUDENTS' EDUCATIONAL PURSUIT