This study, EFFECT OF MOTIVATIONAL TEACHING STRATEGIES ON THE ACADEMIC ACHIEVEMENT OF STUDENT IN TECHNICAL COLLEGE contains concise information that will serve as a framework or guide for your project work. The project study is well-researched for academic purposes and are usually provided in complete chapters with adequate References.
This research work attempt at investigating the effect of motivational teaching strategies on academic achievement in technical college in Ogun State. Having considered student sex difference, school sex different and using a sample of One hundred and twenty (120) student select at random from technical secondary school in Ogun State. Four research questions were raised and answered. Simple percentage was used to analyse the response from the respondents. The finding of the study reviewed that teacher are not encourage to enjoyed job satisfaction, also insufficient of instructional material school facilities affect teaching performance and learning. Study reviewed that there is no relationship between the teacher motivation and student academic achievement. Based on the finding and observation, the study recommend that there is need to motivate the student in other to increase their academic achievement. Also there should be proper supervisor in the school. There should be adequate provision of fund to support the school project. Example library workshop etc. The study was concluded that, school head should make appropriate motivational strategies in school.
TABLE OF CONTENT
1.1 Background to the Study
1.2 Statement of the Problem
1.3 Significant of the Study
1.4 Research Questions
1.5 Scope of Limitation
1.6 Definition of Terms
2.0 Literature Review
2.1 Motivational Academic Achievement
2.2 Motivational Strategies for Teachers
2.3 Problem Affecting Teaching Strategies and Academic Achievement
2.4 The Impact of Motivation of Student Performance
2.5 Theoretical Frame Work on Motivation and Academic Achievement
2.6 Empirical Studies on Academic Achievement
3.1 Research Design
3.2 Research Population
3.3 Research Sample
3.4 Research Instrument
3.5 Validity of Instrument
3.6 Procedure for Data Collection
3.7 Method of Data Analysis
4.0 Data Presentation
4.1 RSH Question 1
4.2. Discussion of the Findings
5.0 Discussion of Findings, Conclusion and Recommendation
5.3 Education Implication
The concept of Technical Education is not really new to Nigerians. It was one of the major aims of the Nigeria traditional Education. Technical Education mean the field of technology relating to discipline such as engineering and applied science, while on the other hand it is pedagogial implications that involves the discipline of Technical and Vocational Education (Abimade 2008). Technical Education is composed of theoretical and practical instruction such instrument is said to be usually give to those who need to be employed in commerce and industry or in any type of enterprise which involve the use of tool and other machinery for their operation service.
Technical Education facilities the acquisition of practical and applied skills as well as basic stressed Technical and scientific knowledge (Lawal and Ojajuni 2011).
It musts be stressed that Technical Education could target the Vocational higher or any other Education, but not all Technical Education programme are Vocational in nature (Lawal and Olajuni 2011). Furthermore Technical Education is the aspect of Education that involve the acquisition of Technical and application of the knowledge of the science for improvement of man surrounding Abdulai (1994). Technical Education is also known as Vocational Education. Vocational Technical Education was taught by non formal system through apprenticeship method. Nigeria people receive training in Carving (Wood and Bronze) weaving, sculpturing, painting, decorations, carpentry, dress making and boat making, leather making (Fafunwa 1991 and Osokoya 2012).
However, in the Western school curriculum Vocational Technical Education was introduced to Nigeria by the early Christian missionary during the colonial era. The pupil and the student were taught practical subject like needles works, housekeeping, agriculture, wood work, typewriting, shorthand, book keeping etc.
Also higher Education provided sub-Vocational and sub-professional type e.g agricultural Education was given at the more plantation Ibadan and Zamaru Zaira while the engineering Education was given at Government Technical Department and Nigerian Railways. Also Ventenary, medicine Education was provided by Von in Jos (Fafunwa 1974), Taiwo 1981, Adekunle 2004 Saliu 2012). Vocational Education has no limits as a type of occupation. It excluded the professions such as engineering architecture and other technological based form Vocational Education applies specifically to useful employment in trades, agriculture, home making Technical, and business areas (Abimade 2008). Vocational Education could be regarded as the aspect of Education which provide the recipients with the basic knowledge and practical skill needed for entry into the world of work as employee or as self employed (Oni 2007)
Technical and Vocational Education prepares ones of the work the individual become reliant and can make contribution to the development of the society. Vocational Education also nurture skill that are necessary for agricultural, industrial, commercial, and economics development and thus build as self-reliant nation (Adeyemi 1997 and Oni 2007). According to them, Vocational Education is an aspect of the total process that focuses on individual occupation. Olaitan (2007) on his own, sees as the type of Education which is considered as the development of skills, knowledge and attitude necessary for success to any occupation. Vocational Education cover more areas than Technical Education. a good Vocational Education programme provide for cultivation of general Education experience (Abimade 2008). Therefore Technical Education is organised in other to provide individual with the academic and Technical knowledge and skill which the individual need to prepare for further Education and for career. According to Robert (1981Ojajuni and Lawal (2011) the term Vocational and Technical Education as a type of Education or training designed to prepare the learner to earn a living or increase his learning. They describe it as one of which Technical information and an understanding of the laws of science and technology as applied to modern design productions, distribution and service are essential for success.
United nation Educational and scientific cultural organization (UNESCO) 1994 sees Vocational Technical as Education and training to acquire the practical skill, known how and understand necessary for employment in a particular occupation trades or group of occupation or trades. Vocational and Technical Education give individual the skill to have learn and work as productive citizen in a global society (Dike 1994, Lawal and Ojajuni 2011). Vocational and Technical Education is an aspect of Education designed to prepare student for industry agriculture, commerce and economics which is usually provided at the junior and senior and even at tertiary institutions, (Lawal and Ojajuni, 2011). Vocation technical Education is the type of Education which fits the individual for gainful employment in recognized occupation as semi-skilled worker or technicians or sub-professional (Pounding 1997 and Oni 2007, Obanya 2007) Vocational Technical Education is a part of integral development of three H
e`s, the head the Heart and the individual Integrated personality development.
The aim and goal of Technical and Vocational Education according to Nigeria national policy on Education (2004) id to provide trained manpower in the applied science, technology and business particularly in craft and advance craft at Technical levels; furthermore, to provide the Technical knowledge and Vocational skills necessary for agricultural commercial and economic development and also to give training and impact the necessary skills to individual who shall be economically self reliant.
In education sector motivation plays a great role when teacher are motivated, this will lead to good performance and high productivity of the system of the nation growth and high productivity of the system of the nation growth and development and also the welfare of its change citizen at large.
Motivation comes from Latin root ‘move’ which means to move, so motivation can mean the process of arousing the interest of a individual to take a move toward a certain goal. (Kreitner) 1995) see motivation as the psychological process that gives behaviour purpose and direction. According to Buford, Bedenlinder (1995) descried motivation as a predisposition to behave in a purposive manner to achieve specific unmet need. Bedian (1993) sees motivation as the inner force that drives individual to accomplish personal and organizational goal and also the will to achieve.
Student can have increased motivation when they feel some sense of autonomy in the learning process and that motivation decline when student have novice in the class structure (Kurinci 1993). Timothy Judge (1995) sees motivation as the result of process internal or external to the individual that arouse enthusiasm and persistence to pursue a certain course of action. Motivation is a reason or incentive to achieve something (goals) or also the interest in or enthusiasm to make the effort to achieve something. The biological emotional, cognitive or social force are the major factor which affect on behaviour and intensity of motivation. Stepten P Robbin (1993) see motivation as the process that account for individual intensity direction and persistence of effort toward attaining a goal.
Research has shown that good everyday teaching practices can do more counter student apathy that special effort to attack motivation directly (Barbara Gross Daris 1978) (Harbeg 1978) define motivation as all those phenomena which are involved in the stimulation of action toward particular objective where previously, there was little or no movement toward these goals. Motivation is the process of stimulating an individual to decision goal (Monday Holmes and Flippo 19980). According to Poter (1983) view motivation as concerned with how human being are energized sustained directed, stopped and the type of subjective reaction present in the individual whole as all the process are taking. Motivation direct behaviour towards goal and also determine the specific goal toward people strive. Morgan, king and Robinson (1984) define motivation as a state which individual or animal ginge is or derive behaviour toward some specific goal. According to Huffmanet (1991) see Moreatine as a goal directed behaviour steer Waithey (1996) defined motivation as the inner derive which prompts people act in a certain way. Motivation involved a number of psychological factor that start and maintained activities towards of personal goals.
Motivation lead to increase efforts and energy, it increase the amount of effort and energy that learners expand in activities directly related their needs and goal (Csikszentmihayi and Nakamura 1989, Meahr 1984, Pintrich et al 1993).
According to Vgwu (1997) still on motivation implies that behaviour has an origin which terminate when goal an individual is achieved. Bandura (1997) stated that the use of model to motivate student is recommended because student may model after, the personal ties society approve
Motivation enhance cognitive processing motivation actually affect what and how information is processed because motivated student are more likely to play attention and try to understand the materials instead of simply going through the motion of learning in superficial manner. Motivation lead to improve performance (Sabah Karimi 1986). Serah Mae Sincero (1966) See motivation as the energy or the force that stimulate a person to act towards the fulfilment of one desired goal. Before one can achieve a deeper understanding of motivation, one must be able to gain knowledge of its basic process and the element involved in it. Ekong (2000) emphatically state that to ‘archive’ effective performance in the teaching learning process, the teacher as well as the student must be motivated. Student feel motivated when share cultural aspect use language in real contexts stay interest in the subject the teacher really cares about them they fell supported and valued (Barbara Gross Davies 1993). Motivation is a critical component of learning. Motivation is important in getting student to engage in academic activities. It is also important in determining how much student will learn from the activities they perform or the information to which they will be exposed to. Student who are motivated to learn something use higher cognitive process in learning above it. According to Orphlums (2002) view that motivated teacher always look for better ways to do their teaching job, they are more quality oriented and are more productive. Therefore it means that motivated teachers are determine to give their best to archive the maximum out (Qualitative Education). motivation can be in the form of require payment of salary, fringe benefit such as allowance, bonuses on the job training promote of teacher. Ormord 2003 see motivation of teacher in teaching and learning process as direct behaviour towards particular goals lead to increase effort and energy enhance cognitive processing, increase initiation of persistence in activities determine what consequences are reinforcing and it can also lead to improve performance.
Since the future of the country lies with the student, so those student need to be well motivated and educated, so that they can be equipped with the know and skill to pilot the affairs of the country.
Therefore the impact motivation and academic performance of the student. If when properly treated will lead to good performance and good productivity of the sustenance of the nation progress.
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