CLASSROOM GOAL STRUCTURE, STUDENT MOTIVATION AND ACADEMIC ACHIEVEMENT AMONG SECONDARY SCHOOL STUDENTS
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CLASSROOM GOAL STRUCTURE, STUDENT MOTIVATION AND ACADEMIC
ACHIEVEMENT AMONG SECONDARY SCHOOL STUDENTS
ABSTRACT
This study investigated Classroom goal structure, student
motivation and academic achievement among secondary school students. Two
hundred and ninety-eight (298) participants comprising 135 males and 163
females participated in the study. Participants were randomly selected from 3
secondary schools. Their ages ranged between 10 to 24 years with a mean age of
15.52 years (SD = 2.26). Two hypotheses were formulated for this study. Cross
sectional design was adopted. Regression result indicated that Classroom goal
structure (β = .21, p< .001) significantly predicted academic achievement.
Motivation (β = .17, p< .01) significantly predict academic achievement
Implications of the study were stated, and suggestions made for further
studies.
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF
THE STUDY
Academic
achievement has become a trending issue of priority to make students academic
achievement better and higher (Azmoundeh, 2003).
Academic achievement cannot be executed outside the classroom
because from this area where transfer thought begins and students presence in
classroom impacts improvement of their ability in doing their best to achieve
academic excellence (Appleton,2007).
The Nigerian
classroom has changed significantly over the past 25 years. Computers and
interactive software are common in most classrooms today, and rows of student
desks have been replaced with moveable tables and chairs that promote
collaborative learning among two or more students. Many states and private schools
have reduced class size to increase learning opportunities, especially for
young or high-risk students (Elias,2002).
In America,
reform at the middle school level has introduced block scheduling, advisory
teams, schools-within-schools, and other structural changes to meet the
developmental needs of young adolescents (Eccles 2004). Additionally, major
professional organizations such as the National Council of Teachers of
Mathematics have called for paradigm shifts in how teachers think about
learning and teaching. Rather than focusing on rote learning and memorization,
curriculum standards that began to emerge in the early 1990s emphasized the
importance of individual inquiry, problem solving, collaborative learning, and
mastery of key concepts. As these reforms were beginning to take hold, new
federal legislation, the Leave No Child Left Behind Act of 2001, was enacted to
increase accountability and performance standards for public schools. It is
anticipated that this new legislation will close achievement gaps and ensure
that all students, regardless of any existing disadvantage, will make
significant achievement gains in school (Maehr,1994)
Classroom
goal structure are used to assess achievement goals, and the influence of
different achievement goals on various developmental outcomes, including
measures of motivation to learn, classroom engagement and adjustment, and
academic achievement ( Ames, 1990).
Educational
reform has mandated that every child be granted the educational opportunities
that he/she needs to succeed academically. An individual learner's achievement
goal orientation may be further influenced by the goal orientation of the
classroom context (Ames & Archer, 1988; Maehr & Midgley, 1996; Midgley &
Urdan, 2001). Teachers who emphasize a learning or mastery goal orientation in
their classroom tend to use such practices as collaborative or other forms of
group learning, more learner-centered approaches to instruction, an emphasis on
effort and improvement, and more authentic, individualized assignments and
assessments, such as the use of portfolios. In contrast, teachers who emphasize
a performance goal orientation tend to emphasize competition, grades,
comparison and performance (Anderman & Maehr, 1994).
Anderman and Young (1994) found that the
use of performance-oriented instructional strategies was related to lower
levels of mastery goal orientation in science classrooms. Anderman and Anderman
(1999) administered the Patterns of Adaptive Learning Survey (PALS; Midgley,
Maehr, Hicks, Roeser, Urdan, Anderman, Kaplan, Arunkumar, & Middleton,
1997) including the perceptions of classroom goal structure subscale. This
study supported the findings of the Anderman and Young (1994) study, and
demonstrated that students' perceptions of the goal structure in the classroom
predicted their personal goal orientations. Roeser, Midgley, and Urdan (1996)
showed that eighth grade students' perceptions of a task goal structure in the
classroom was positively related to self-efficacy which was mediated through
personal task goals leading their academic achievement.
In contrast,
perceiving a relative-ability classroom goal structure was negatively related
to self-efficacy as mediated through personal task goals. Salisbury-Glennon and
Gorrell (1999) found that sixth and seventh grade students in a classroom
context that was observed to have a mastery oriented task goal structure
demonstrated a significantly greater use of the self-regulated learning
strategies of goal-setting and planning, self-evaluation, and seeking social
assistance from adults than sixth and seventh grade students at the same
school, but who were in a classroom that was observed to have a performance
oriented task goal structure..
Classroom and
other learning environments have frequently been described in terms of the ways
in which certain kinds of instructional demands, situational constraints, or
psychosocial characteristics relate to various cognitive and affective outcomes
in students. However, there has been little systematic analysis of actual
classroom structures examining how certain structures within the classroom can
make different goals salient.
Rosenholtz
& Simpson, 1984; Stipek & Daniels, 1988 identify certain structures
that have been found to impact a range of motivational variables, especially
how students view their ability and the degree to which ability becomes an
evaluative dimension of the classroom. These structures include, but are not
limited to, the design of tasks and learning activities, evaluation practices
and use of rewards, and distribution of authority or responsibility. Classroom
goal structure is divide into three dimensions: mastery goal
orientation(understanding teaching materials),performance approach(students
competition for obtaining better score and their encouragements) and
performance avoidance(students tries not to lag behind, this means that they
avoid obtaining low scores(caleon,2013)
classroom goal structure is one of the factor suggested to
the impact of student’s academic achievement and is formed based on the goals
and values of the school(alkharusi,2015).
Midgley
(2007) subsequently applied the trichotomous model of personal achievement
goals to the classroom structure by differentiating• the performance goal
structure in term of approach and avoidance. This resulted in three separate
classroom goal structures a master goal structure, in which the classroom
environment comes on emerging in academic work to develop competence,
especially task and interpersonally based competence (b) personal performance
approach goal structure, in which the classroom environment focuses on engaging
in academic work to demonstrate competence, especially normative competence and
(c) a performance avoidance goal structure, in which the classroom environment
focuses on engaging in academic work to avoid demonstrating incompetence,
especially normative incompetence.
Evidence
documents motivation as an important determinant predicting students’
achievement (Beal & Stevens, 2007; Broussard & Garrsion, 2004; Johnson,
1996; Sandra, 2002; E. M. Skaalvik & S. Skaalvik, 2006; Zhu & Leung,
2011).Motivation, like other attitudinal behaviors, encompasses many aspects
and one such aspect is motivational orientations. According to Steward,
Bachman, and Johnson (2010), motivational orientations act as a driving force
that encourages a person to engage in a task. Motivational orientations consist
of several constructs and among these are intrinsic motivation, extrinsic
motivation, personal relevance, self-efficacy, self-determination, and
assessment anxiety.
Intrinsic
motivation is an inner force that motivates students to engage in academic
activities, because they are interested in learning and they enjoy the learning
process as well (Schiefele, 1991). Harter (1978) explained that intrinsic
motivation is the true drive in human nature, which drives individuals to
search for and to face new challenges. Their abilities are put to the test and
they are eager to learn even when there are no external rewards to be won.
Students with learning goals of seeking understanding for mastery of science
content and skills are said to be intrinsically motivated (Cavallo, Rozman,
Blinkenstaff, & Walker, 2003).
Motivation is a fundamental recipe for academic success. It
involves internal and external factors that stimulate desire and energy in
people to be continually interested and committed to job, role, or subject, or
to make an effort to attain a goal. Dornyei
argued that motivation explains why people decide to do something, how
hard they are going to pursue it, and how long they are willing to sustain the
activity. In order words, “motivation is what gets you going, keeps you going,
and determines where you’re trying to go”. Alderman indicates that those
students who have optimum motivation have an edge because they have adaptive
attitudes and strategies, such as maintaining intrinsic interest, goal setting,
and self-monitoring. Besides, motivational variables interact with cognitive,
behavioral, and contextual factors to upset self-regulation.
According to Holbrook, Rannikmae, Yager, and De Vreese
(2003), students perceive science education as relevant to them through three
areas: Firstly, usefulness of science in the society which means they are more
interested to learn if the content is related to societal issues; Secondly,
students’ interest towards science learning which means that students are
motivated to learn and do the tasks and activities in science; and Lastly,
importance of science in the course they are taking which means the science
content learnt is meaningful and useful to them.
1.2 STATEMENT OF
THE PROBLEM
A situation
where there are no better building structure of secondary schools in
Nigeria(including both government and private schools).no conducive environment
for learning, teachers are almost incompetent in their field of specialization,
lack of appropriate educational facilities, lack of control of classroom
environment and in active participation of the secondary school students in
learning process, all affects the academic achievement of secondary school
students (ellias,2002) are some of the
problems that propelled this research.
Factors such as classroom environment, self belief, self
esteem, mastery goal orientation and emotional stability that affect student’s
motivation also propelled this study.
Thus, these research problems will addressed in this study:
1. Would classroom
goal structure significantly predict the academic achievement of secondary
school students?
2. Will motivation
significantly predict the academic achievement of secondary school students?
1.3 PURPOSE OF THE
STUDY
The main purposes of this study are as follows:
1. To find out if
whether classroom goal structure will significantly predict academic
achievement of secondary school students.
2. To investigate
whether there will be a statistically significant prediction of motivation on
academic achievement of secondary school students
1.4 DEFINITION OF
TERMS
Classroom goal structure: is been described in terms of the
ways in which certain kinds of instructional demands, situational constraints,
or psychosocial characteristics relate to various cognitive and affective
outcomes in students as measured by Patterns of Adaptive Learning Survey (PALS)
developed by Midgley,et al (2002).
Student Motivation:
driving force that makes a student to act or behave in a particular way as
measured by inventory of school motivation developed by Mclerney et al, (1997).
Academic Achievement:
refers to an accomplishment in academics done successfully with effort, skill
or courage as measured by Utrecht work engagement scale developed by Schaufeli,
(2003).
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