Relationship between the Responses of Biology and English Teachers on Extrinsic motivational factors Provision for Teachers and Students’ Academic Achievement in Adamawa State

Abstract

This study investigated the relationship between the responses of Biology and English teachers on extrinsic motivational factors provision to teachers and students’ academic achievement in Adamawa State. The design of the study was survey research design. Two research questions and two null hypotheses tested at 0.05 level of significance guided the study. The sample of the study comprised 64 Biology and English teachers and 182 Biology and English students’ selected by stratified random sampling technique from the five educational zones of the State. Data were collected with Relationship Between Teachers’ Extrinsic motivation Questionnaire (RBTEMQ) and Biology and English Achievement Tests (BAT and EAT). The RBTEMQ was constructed by the researchers on five point scale while BAT and EAT were multiple choice objective tests. The RBTEMQ was face validated while BAT and EAT were both face and content validated. The reliability coefficient of RBTEMQ was estimated with Cronbach alpha method which gave an internal consistency reliability coefficient of 0.74; that of BAT and EAT were estimated with Kuder – Richardson formula 20 which gave internal consistency reliability coefficients of 0.75 and 0.76 respectively. Data were analyzed with mean and standard deviation to answer the research questions while Pearson Product Moment Correlation method was used to test the hypotheses. Results revealed that the provision of extrinsic motivational factors to Adamawa State teachers was low but there is significant relationship between the responses of Biology and English teachers on the provision of extrinsic motivational factors for teachers and students’ academic achievement. It was recommended among others that Adamawa State government should provide adequate extrinsic motivational factors for teachers.

Key words: Relationship, extrinsic motivation factors for teachers, students’ academic achievement .