Motivation is a critical component in the teaching/learning process. Existing studies have examined teacher-related variables in several fields of learning but with little attention paid to teacher’s motivation technique in English language teaching/learning processes of senior secondary students in Ona-Ara Local Government Area of Oyo State, Nigeria. Therefore, this study examined teacher’s motivation techniques as determinants of students’ performance in English Language in selected Government Secondary Schools in Ona-Ara Local Government. The sample comprised 12 English language teachers and 100 students in senior secondary school two. The research design was survey and the instruments were self-designed questionnaires and teachers’ test. Percentage and frequency counts were used for the data analysis. The results revealed that teachers are aware of teacher’s motivation student’s academic performance. Also, most of the teachers provided motivational materials when affordable; so there was no adequate provision of the materials. The result also showed that teachers perceived motivation to be most effective technique for teaching and learning in English language classroom. Recommendations were made that the state and federal governments should organize in-service courses and workshops to improve teachers’ motivation techniques to assist their students for English language teachers. There is need to restructure school’s timetable to include periods of independent learning.
| Published in | International Journal of Secondary Education (Volume 8, Issue 2) |
| DOI | 10.11648/j.ijsedu.20200802.13 |
| Page(s) | 36-46 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2020. Published by Science Publishing Group |
Motivation, Motivation Techniques, Performance, Teaching, Learning
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APA Style
Dairo Comfort Olufunmilayo. (2020). Teacher’s Motivation Techniques as Determinants of Students’ Academic Performance in English Language in Selected Government Secondary Schools in Oyo State. International Journal of Secondary Education, 8(2), 36-46. https://doi.org/10.11648/j.ijsedu.20200802.13
ACS Style
Dairo Comfort Olufunmilayo. Teacher’s Motivation Techniques as Determinants of Students’ Academic Performance in English Language in Selected Government Secondary Schools in Oyo State. Int. J. Second. Educ. 2020, 8(2), 36-46. doi: 10.11648/j.ijsedu.20200802.13
AMA Style
Dairo Comfort Olufunmilayo. Teacher’s Motivation Techniques as Determinants of Students’ Academic Performance in English Language in Selected Government Secondary Schools in Oyo State. Int J Second Educ. 2020;8(2):36-46. doi: 10.11648/j.ijsedu.20200802.13
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Download@article{10.11648/j.ijsedu.20200802.13,
author = {Dairo Comfort Olufunmilayo},
title = {Teacher’s Motivation Techniques as Determinants of Students’ Academic Performance in English Language in Selected Government Secondary Schools in Oyo State},
journal = {International Journal of Secondary Education},
volume = {8},
number = {2},
pages = {36-46},
doi = {10.11648/j.ijsedu.20200802.13},
url = {https://doi.org/10.11648/j.ijsedu.20200802.13},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20200802.13},
abstract = {Motivation is a critical component in the teaching/learning process. Existing studies have examined teacher-related variables in several fields of learning but with little attention paid to teacher’s motivation technique in English language teaching/learning processes of senior secondary students in Ona-Ara Local Government Area of Oyo State, Nigeria. Therefore, this study examined teacher’s motivation techniques as determinants of students’ performance in English Language in selected Government Secondary Schools in Ona-Ara Local Government. The sample comprised 12 English language teachers and 100 students in senior secondary school two. The research design was survey and the instruments were self-designed questionnaires and teachers’ test. Percentage and frequency counts were used for the data analysis. The results revealed that teachers are aware of teacher’s motivation student’s academic performance. Also, most of the teachers provided motivational materials when affordable; so there was no adequate provision of the materials. The result also showed that teachers perceived motivation to be most effective technique for teaching and learning in English language classroom. Recommendations were made that the state and federal governments should organize in-service courses and workshops to improve teachers’ motivation techniques to assist their students for English language teachers. There is need to restructure school’s timetable to include periods of independent learning.},
year = {2020}
}
TY - JOUR T1 - Teacher’s Motivation Techniques as Determinants of Students’ Academic Performance in English Language in Selected Government Secondary Schools in Oyo State AU - Dairo Comfort Olufunmilayo Y1 - 2020/05/28 PY - 2020 N1 - https://doi.org/10.11648/j.ijsedu.20200802.13 DO - 10.11648/j.ijsedu.20200802.13 T2 - International Journal of Secondary Education JF - International Journal of Secondary Education JO - International Journal of Secondary Education SP - 36 EP - 46 PB - Science Publishing Group SN - 2376-7472 UR - https://doi.org/10.11648/j.ijsedu.20200802.13 AB - Motivation is a critical component in the teaching/learning process. Existing studies have examined teacher-related variables in several fields of learning but with little attention paid to teacher’s motivation technique in English language teaching/learning processes of senior secondary students in Ona-Ara Local Government Area of Oyo State, Nigeria. Therefore, this study examined teacher’s motivation techniques as determinants of students’ performance in English Language in selected Government Secondary Schools in Ona-Ara Local Government. The sample comprised 12 English language teachers and 100 students in senior secondary school two. The research design was survey and the instruments were self-designed questionnaires and teachers’ test. Percentage and frequency counts were used for the data analysis. The results revealed that teachers are aware of teacher’s motivation student’s academic performance. Also, most of the teachers provided motivational materials when affordable; so there was no adequate provision of the materials. The result also showed that teachers perceived motivation to be most effective technique for teaching and learning in English language classroom. Recommendations were made that the state and federal governments should organize in-service courses and workshops to improve teachers’ motivation techniques to assist their students for English language teachers. There is need to restructure school’s timetable to include periods of independent learning. VL - 8 IS - 2 ER -
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