Teachers' Classroom Motivational Strategies and Student Academic Achievements in Junior and Senior Secondary Schools in Anambra State, Nigeria

Abstract

This study investigated the relationship between teachers' motivational strategies 
and students' academic achievement in secondary schools in Anambra State, 
Nigeria. The research was guided by 3 research questions and 3 hypotheses. The 
research employed a correlational design, with a sample of 300 students selected 
through multi-stage sampling from 30 secondary schools across six Local 
Government Areas. Data were collected using the Teachers' Motivational 
Strategies Questionnaire (TMSQ) for Teachers’ Classroom Motivational 
Strategies and Students' Academic Achievement Records (SAAR) to measure the 
students’ academic achievements. The instruments demonstrated high reliability 
with a Cronbach's alpha of 0.84. Data analysis involved descriptive statistics and 
Pearson's correlation. Findings revealed significant positive relationships 
between teachers' motivational strategies and students' academic achievement (r 
= .643, p < .01). Intrinsic motivational strategies showed the strongest correlation 
with academic achievement (r = .704, p < .01), followed by extrinsic motivational 
strategies (r = .582, p < .01). The results indicate that both intrinsic and extrinsic 
motivational strategies contribute significantly to students' academic 
achievement, with intrinsic strategies showing stronger influence. Based on these 
findings, the study recommends enhanced teacher training programs focusing on 
effective motivational strategies, particularly those fostering intrinsic motivation. 
The study contributes to the understanding of the role of teacher motivational 
strategies in improving academic achievement in Nigerian secondary schools.