TABLE OF CONTENTS
Title Page i
Certification ii
Dedication iii
Acknowledgement iv
Table of contents v
List of Tables vi
Abstract vii
CHAPTER ONE: INTRODUCTION 1
Statement of the Problem 10
Purpose of Study 10
Operational Definition of Terms 11
CHAPTER TWO: LITERATURE REVIEW 12
Theoretical Review 12
Empirical Review 26
Summary of Literatures 39
Hypotheses 40
CHAPTER THREE: METHOD 41
Participants 41
Instruments 41
Procedure 43
Design/statistics 43
CHAPTER FOUR: RESULTS 44
CHAPTER FIVE: DISCUSSION 46
Implication of the Study 47
Limitation of the Study 49
Suggestion for Further Studies 49
Conclusion 49
REFERENCES 51
APPENDIX
LIST OF TABLES
Table I. Multiple regression table showing the model summary, Beta (β) coefficient and significant levels of internet usage, parental involvement and gender on achievement motivation.
Table 2. Descriptive statistics and correlation matrix for internet usage, parental involvement and gender
as predictors of achievement motivation.
ABSTRACT
The present study examined internet
usage, parental involvement and gender as predictors of achievement motivation
among secondary school students in Nsukka urban. Three hundred and three (303)
Senior Secondary II and III students (163 males and 140 females) accidentally
sampled from University Secondary School, St Theresa’s College and Community
Secondary School Isienu all in Nsukka urban participated in the study. They
were aged between 15 and 20 years, with mean age of 17.5 years. The Internet
Use Inventory (IUI), the parent support questionnaire (PSQ) and the Nigerian
adaptation of Herman’s questionnaire measure of achievement motivation (HQMAM)
were the three instruments used in data collection. Three hypotheses were
postulated and tested. Regression analysis result showed that parental
involvement and gender significantly predicted achievement motivation (β = – .24,
t = – 4.43 P<.091) (β = – .24, t. = – 4.26, P<.001). However, internet
usage did not significantly predict achievement motivation. The limitations of
the study were highlighted and suggestions made for further studies.
CHAPTER ONE
INTRODUCTION
The strive by parents of all classes to give their children the best of education justifies the value placed on education. But how much the children will eventually learn may depend on their level of motivation. Motivating students to achieve in school is a topic of great concern to teachers and parents, and of great theoretical importance to researchers (Tuckman, 1999). According to Tuckman, one of the greatest challenges and opportunities of the 21st century will be for schools at all levels to focus more on assisting students to become motivated in order that they can succeed in school.
The study of motivation is very much the study of why behaviour occurs. This is why motivation can be defined as the desires, needs, and interests that arouse or activate an organism and direct it toward a specific goal (Crider, Goethals, Kavanaugh & Solomon, 1983). Motivation is concerned with factors that energize behaviour and give it direction. It is the basic drive or the driving force behind all individual action (Atkinson, Atkinson, Smith & Bem 1993). A hungry man will direct his behaviour toward food and a thirsty man towards drink. Both will engage in activity more vigorously than an unmotivated individual (Atkinson, et al., 1993). Similarly a motivated student is expected to be punctual, attend classes regularly, pay more attention in class, actively participate in class, write tests, examinations, and be involved in group or class discussions than unmotivated student. The study of motivation is very much the study of why behaviour occurs According to Guay, Chanal, Ratelle, Marsh, Larose & Boivin, (2010), motivation refers to the reasons underlying behaviour. These reasons therefore, involves a constellation of closely related beliefs, perceptions, values, interests, and actions; and are also based on emotions and achievement – related goals. As asserted by Feldman (1993), the study of motivation looks at the factors that energize and directs people’s behaviour. Such factors involve motivational system-such as the need for food, water, achievement, affiliation and power. While hunger and thirst may represent two of the most potent drives in our day-to-day lives, we are also motivated by powerful secondary drives that have no clear biological basis (McClelland, 1985b; Geen, 1984). Among the most prominent of these is the need for achievement (nAch), which can also be referred to as achievement motivation. Achievement motivation can be defined as an individual’s need to meet realistic goals, receive feedback and experience a sense of accomplishment (McClelland, 1961). This is where the interest of this present study lies, particularly to investigate whether variables such as internet usage parental involvement and gender will significantly predict achievement motivation among secondary school students. The term achievement motivation also implies motivation stemming from a desire to perform well or striving for success (McClelland, 1961). It is evidenced by effort and persistence in the face of difficulties it is regarded as a central human motivation and is a key determinant of aspiration and persistence; when an individual expects that his or her performance will be evaluated on the basis of some standard of excellence. Such behaviour is called being achievement oriented (McClelland, Atkinson, Clark, & Lowell, 1953). Motivation to achieve is instigated when an individual knows that he or she is responsible for the outcome of a venture and anticipates explicit knowledge of results that will define that venture as a success or failure. McClelland et al, (1953), also believe that there need to be some degree of risk, such as uncertainty about the outcome of one’s effort.
