Motivational Predictors of Tenth Graders’ Academic Achievement in Harari Secondary Schools

Tamrat Dina Teressa, Gadissa Bekele

Abstract


The main purpose of this study was to examine the effects of intrinsic predictors, teaching style, and extrinsic predictors and challenges of male and female 10th graders’ academic achievement in Harari National Regional state. The population of the study were students from Abadir secondary school, Shakib secondary school, and Harari senior secondary schools. The samples (n = 104) were selected using cluster sampling technique from eight secondary schools in the region. Reliability tests indicated acceptable coefficients (0.72, 0.85 and 0.82) for the three domains of the questionnaire. Descriptive and inferential statistics were used to analyze the data. The findings show that student-centered teaching approach is the most robust predictor of academic success. Some of the variables in the study indicated poor predictive power, some indicated moderate, and others showed high predictive power over students’ academic achievement. The findings are insightful in that they reveal why some students succeed in tasks, why some give up easily, and why some other students persist. It is recommended that teachers adopt a learner/student-centered teaching method to enable their students to develop self-sustaining approach in order to maintain a lifelong enthusiasm for their future learning. The findings have implications for curriculum experts who can transform their routine approach to general education curricula in such a way as to inspire and change students’ personal, moral, emotional, psychological and behavioural adjustments towards academic success.

Keywords


Academic Achievement, Extrinsic Motivation, Intrinsic Motivation, Teaching Style

Full Text:

PDF

References


Abebe, K. & Getachew, J. (2015). Middle School Students Academic Motivation: A Missing Element in a General Education Quality Improvement Program in Ethiopia. International Journal of Learning, Teaching and Educational Research 10(4), 84-93.

Ahmed, W. M. (2015). History of Harar and the Hararis. Harari People Regional State Culture, Heritage and Tourism Bureau. Haear.

Ambachew, T., Amare, M., & Galata, S. (2018). The relationship between Parent involvement and students’ academic achievement motivation: the case of East Hararghe Zone Senior Secondary and Preparatory Schools, Ethiopia. Scholars Journal of Arts, Humanities and Social sciences, 6(7), 1448-1452.

Ambissa, K. (2010). Education and diversity: pupils’ perceptions of others and curricular responses at selected sites in Ethiopia. The Ethiopian Journal of Education, 30(1), 3-49.

Atherton, J. S. (2010). Learning and teaching; Knowles’ Andragagy: An angle on adult

Augustyniak, R. A., Ables, A. Z., Guilford, P., Lujan, H. L., Cortright, R. N., & DiCarlo, S. E. (2016). Intrinsic motivation: an overlooked component for student success. Adv Physiol Educ, 40(10), 465–466

Bandura, A. (1971). Social learning theory. General Learning Press. Available online at http://www.asecib.ase.ro/mps/Bandura_SocialLearningTheory.pdf

Bandura, A., & Locke, E. A. (2003). Negative self-efficacy and goal effects revisited. Journal of Applied Psychology, 88(1), 87-99.

Barron, K. E., & Harackiewicz, J. M. (2001). Achievement goals and optimal motivation: testing multiple goal models. Journal of personality and social psychology, 80(5), 706.

Bereket M., Yohannes B. & Aklilu A. (2019). The Relationship between Student-Teachers Interaction and Academic Achievement of Trainee Teachers in Dilla College of Teacher Education. International Research Journal, 19(3), 1-15.

Bhattacherjee, A. (2012). Social Science Research. Principles, Methods, and Practices Textbooks Collection. Createspace Independent Publishing Platform.

Bjorklund, D. F. (1995). Children’s Thinking & Developmental Function and Individual Differences (2nd ed.). Cole Publishing Company.

Cambridge University Reporter. (2003). Indicators of academic performance. Retrieved on August 8, 2007 from http:// www. admin. cam. ac.uk/ reporter /2002-3/ weekly /5913/

Çetin, B. (2015). Academic Motivation and Approaches to Learning in Predicting College Students' Academic Achievement: Findings from Turkish and US Samples: Journal of College Teaching & Learning – Second Quarter, 12(2), 1-10.

Charmaz, K. (2006). Constructing grounded theory a practical guide through qualitative analysis. SAGE.

Chow, S. J., & Yong, B. C. S. (2013). Secondary School Students’ Motivation and Achievement in Combined Science. US-China Education Review, 3(4), 213-228

Churcher, K. A., Asiedu, L. O., & Boniface, B. S. (2016). Teachers teaching styles and students study habits on academic achievement in mathematics among Junior High Schools in Upper East Region of Ghana. International Journal of Educational Administration, 8(1), 31-51.

Clevenger, E. (2013). The Relation of Theory of Intelligence to Academic Motivation and Academic Outcomes [Doctoral dissertation] https:// diginole.l ib.fsu. edu/ islandora/ object/fsu:183686/datastream/PDF/downl

Covington, M. V. (2000). Goal theory, motivation, and school achievement: An integrative review. Annual Review of Psychology, 51(14), 171-200.

Dagnew, A. (2017). The Relationship Between Students’ Attitudes Towards School, Values of Education, Achievement Motivation and Academic Achievement In Gondar Secondary Schools, Ethiopia. Research in Pedagogy, 7(1), 30-42.

Daniel B., & Bamlaku A. (2017). Analysis of Factors Influencing Academic Achievement of Students in Some Selected Schools in Addis Ababa. Journal of Education and Practice, 8(28), 1-9.

Dramanu, B. Y., & Mohammed, A. I. (2017). Academic Motivation and Performance of Junior High School Students in Ghana. European Journal of Educational and Development Psychology, 5(1), 1-1

Dukmak, S., & Ishtaiwa, F. F. (2015). Factors Influencing the Academic Achievement of Students in the Preparatory and Secondary Schools of the United Arab Emirates. European Journal of Social Sciences, 46(2), 132-148

Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and Education: The Self-Determination Perspective. Educational Psychologist, 26(4), 325-346

Elias, H., Mustaf, S. M. S., Roslan, S., & Noah, S. M. (2011). Motivational predictors of academic performance in end year examination. Procedia-Social and Behavioral Sciences, 29, 1179-1188.

Erhuvwu, O. S., & Adeyemi, F. T. (2019). Achievement Motivation as a Predictor of Academic Achievement of Senior Secondary School Student in Mathematics. European Journal of Educational and Development Psychology, 7(3), 36-45.

Erten, I. H. (2014). Interaction between academic motivation and student teachers’ academic achievement. Procedia - Social and Behavioral Sciences, 152(23), 173-178.

Evans, J. D. (1996). Straightforward statistics for the behavioral sciences. Brooks/Cole Publishing.

Fernando, S. Y., & Marikar, F. M. (2017). Constructivist Teaching/Learning Theory and Participatory Teaching Methods. Journal of Curriculum and Teaching, 6(1), 110-122.

Fowler, F. J. (2009). Survey research methods (4th ed.). Sage.

Galata S. (2018). Assertiveness and Academic Achievement Motivation of Adolescent Students in Selected Secondary Schools of Harari Peoples Regional State, Ethiopia. International Journal of Education & Literacy Studies, 6(4), 1-7.

Gbollie, C., & Keamu, H. P. (2017). Student academic performance: The role of motivation, strategies, and perceived factors hindering Liberian junior and senior high school students learning. Education Research International, 2017.

Geleta, A. (2017). Schools Climate and Student Achievement in Secondary Schools of Ethiopia. European Scientific Journal, 13(17), 239-261.

Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58.

Habibah, E., Sharifah, M., Syed, M., Samsilah, R., & Sidek, N. (2011). Motivational Predictors of Academic Performance in End Year Examination: International Conference on Education and Educational Psychology (ICEEPSY 2011). Elsevier Ltd.

Houghton, C., Hunter, A., & Meskell, P. (2012). Linking aims, paradigm and method in nursing research. Nurse Researcher, 20(2), 34-39.

Husena, H., Melkatob, S. H., & Tenkegnab, T. A. (2017). Examining Determinants of Parenthood for Students’ Academic Performance in Some Secondary Schools of Oromiya Regional State, Ethiopia. International Journal of Social Sciences Arts and Humanities, 4(4), 153-160.

Ibrahim, M., Baharun, H., Harun, H., & Othman, N. (2017). Antecedents of intrinsic motivation, meta-cognition and their effects on students’ academic performance in fundamental knowledge for matriculation courses. Malaysian Journal of Learning and Instruction (MJLI), 14(2), 211-246.

Kaya, Z., & Akdemir, A. S. (2016). Learning and teaching: Theories, approaches and models. Çözüm Publishing.

Khalid, M., Akhter, M., & Hashmi, A. (2017). Teaching Styles of Secondary School English Teachers and Learning Styles of their Students and Relationship of Teaching Learning Style Match with Students’ Achievement. Journal of Education and Research, 39(3), 203-220.

Kimani, G. N., Kara, A. M., & Njagi, L. W. (2013). Teacher Factors Influencing Students’ Academic Achievement in Secondary Schools in Nyandarua County, Kenya. International Journal of Education and Research 1(3), 1-14.

Kpolovie, P. J., Joe, A. I., & Okoto, T. (2014). Academic achievement prediction: Role of interest in learning and attitude towards school. International Journal of Humanities Social Sciences and Education (IJHSSE), 1(11), 73-100.

Lockshin, J., & Zamkov, O. (2009). Predictors of academic achievement and their possible applications. Policy Futures in Education, 7(4), 399-409.

Molden, D. C., & Dweck, C. S. (2000). Meaning and motivation. In Intrinsic and extrinsic motivation (pp. 131-159). Academic Press.

Ng’ang’a, M. W., Mwaura, P. A., & Dinga, J. N. (2018). Relationship between Achievement Goal Orientation and Academic Achievement among Form Three Students in Kiambu County, Kenya. International Journal of Education and Research, 6(4), 1-16.

Parahoo, K. (1997). Nursing research: principles, process and issues. Basingstoke: Macmillan. https://w ww.academia. edu/11345980/ A nurses guide to the critical reading of research

Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667–686.

Rosemary F. Mullen (2018). Exploring nursing students’ perspectives on preserving dignity in care: A mixed methods Q-methodology study (Unpublished doctoral dissertation). Napier University, Edinburgh.

Vallerand, R. J., Fortier, M. S., & Guay, F. (1997). Self-determination and persistence in a real-life setting: toward a motivational model of high school dropout. Journal of Personality and Social psychology, 72(5), 1161.

Welford, C., Murphy, K., & Casey, D. (2011). Demystifying nursing research terminology. Part 1. Nurse Researcher, 18(4), pp, 38-43.

Yukseloglu, S. M., & Karaguven, M. H. (2013). Academic motivation levels of technical high school students. Procedia-Social and Behavioral Sciences, 106, 282-288.




DOI: https://doi.org/10.7575/aiac.ijels.v.9n.3p.9

Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2013-2022 (CC-BY) Australian International Academic Centre PTY.LTD.

International Journal of Education and Literacy Studies  

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.