The Influence of Motivation on the Academic Performance of Secondary School Students in Chemistry in Ado-Ekiti

ABSTRACT

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This study investigated the influence of motivation on the academic performance
of secondary school students in Chemistry in Ekiti State, Nigeria. The study
specifically examined how motivation affected students' performance, identified
the factors influencing motivation, and analyzed gender differences in academic
achievement among motivated students. A descriptive survey research design was
adopted, with a sample of 100 senior secondary school Chemistry students selected
using a stratified random sampling technique from 20 schools across three Local
Government Areas. The research instrument, a structured questionnaire titled
Motivation and Academic Performance in Chemistry Questionnaire (MAPCQ),
was validated by experts in science education, and its reliability was established
through the test-retest method, yielding a coefficient of 0.78. Data were analyzed
using descriptive statistics such as frequency counts and percentages, while
Pearson Moment Correlation analysis was used to test the hypotheses at a 0.05
significant level. The findings revealed that motivation had a significant positive
influence on students' academic performance in Chemistry. Factors such as parental
support, teacher effectiveness, access to laboratory facilities, and career aspirations
played a key role in determining students' motivation levels. Furthermore,
motivated students performed significantly better than demotivated students, but no
significant gender difference was observed in the performance of motivated
students. Based on these findings, the study recommended improved teaching
strategies, increased practical sessions, and enhanced parental and institutional
support to boost students' motivation and academic success in Chemistry.