UNIVERSITY OF IBADAN LIBRARY
Nigerian Journal
of
Clinical and Counselling Psychology
Vol. 17, May 2011 Issue 1, & Issue 2,
ISSN: 1118 - 4035
UNIVERSITY OF IBADAN LIBRARY
·.
11 Nigerian Journal of Clinical and Counselling Psychol09b
Nigerian Journal of
Clinical and Counselling Psychology
Vol. 17, May 2011, Issue 1& Issue 2,. ISSN: 1118 -4035;
Editorial Board
Helen O. Nwagwu
(Founding Editor)
Oyesoji Aremu
(Editor)
Department of Guidance and Counselling
University of Ibadan, Ibadan
Virginia A Amadi Festus D. Kolo
Department of Department of
Educational Education,
Psychology Ahmad u Bello
University of Port- University,
Harcourt, Zaria, Nigeria.
Port - Harcourt,
Nigeria.'
Adedeji S. Olugbenga Amos A. Alao Anthony V. Naidoo
Department of Guidance & Counselling University of
Educational Centre, Western Cape,
Management, University of Botswana, Institute of
University of Ibadan, Gaborne, Botswana. Counselling,
Ibadan, Nigeria. Bellville 7535,
Sou th Africa.
UNIVERSITY OF IBADAN LIBRARY
VI Nigerian Journal of Clinical and Counselling Psychology
Contents
Comparative Analysis of Models of Literacy
for Empowerment in Selected Universities
in West Africa Sub-Region
Abidoye Sarumi 1- 19
Reduction of Early and Late Adolescents
Cigarette Smoking Behaviour with Resiliency
and Self-Control Strategies in Ibadan, Nigeria
Adebowale, Titilola Adedoyin 21 - 34
Socio-Cultural Practice on Maternal Mortality
in Ibadan, Oyo State, Nigeria
Olaleye Yemfsi Lydia 35 - 61
Effects of Occupational Stress, Hazards
and Working Environment on Psychological
Well-Being of Industrial Workers in Ibadan
Metropolis, Nigeria
Adegoke, T.G. 63 - 84
Pattern of Students' Achievement in
Mathematics: Gender Roles
Joshua O. Adeleke 85 - 102
Integrated Rural Development Programmes
and Variants of Community Capacity
Building in the Niger Delta Region
Jonathan E. Oghenekohwo 103 - 118
Obstacles in Implementing the Universal
Basic Education (UBE) Scheme in Bayelsa
State of Nigeria: The Language Factor
Paulley, F. G & Peter B. Abu 119-136
UNIVERSITY OF IBADAN LIBRARY
Vol. 17} May} 2011 Vll
Psychosocial Predictors of Adolescents' Violence
in Ibadan Metropolis, Oyo State, Nigeria
R.A. Animasahun & Aremu Oyebisi 137 - 161
Motivational Strategies as Correlates of
Senior Secondary School Geography Students'
Achievemen t
Eugenia A. Okwilagwe 163 - 179
Differential Efficacy of Two Methods of
Enhancing Organizational Climate Behaviour
for Creativity and Innovation
Ada C. Nwaneri 181 - 191
UNIVERSITY OF IBADAN LIBRARY
Motivational Strategies as Correlates of Senior
Secondary School Geography Students' Achievement
Eugenia A. Okwilagwe
Institute of Education
University of Ibadan
Ibadan
Abstract
The study investigated the level of teachers' awareness and
utilization of motivational strategies and their influence on
secondary school students' cognitive achievement in geography.
Eight one Geography teachers who were randomly selected
from the six geopolitical zones of Nigeria participated in the
study. The teachers responded to awareness - as well as
utilization of motivational strategies' scales, while Geography
achievement test was administered on the students. Frequency
counts, percentages and multiple regression were used to
analyse the data. Results showed that over 85% of the teachers
were aware of motivational strategies that can be used to
enhance students' learning. Teachers' level of utilisation of
motivational strategies was, .however, poor. Teachers' use of
relevant teaching materials to harness students' curiosity had
statistically significant effect on cognitive achievement in
geography. Findings in this study have implications for
introduction of capacity building that will delve into emergent
educational issues that can be used to solve instructional
problems in the classroom. These should be organized through
regular training and re-training programmes for teachers.
Keywords: Motivational Strategies, Utilisation, Geography,
Senior Secondary School, Nigeria.
Backgrond
Teaching and learning are depended on each other. Teaching
takes place only when someone has learnt. The practising
teacher is recently been prodded to adopt and perhaps be held
accountable for not using best practices in the classroom.
UNIVERSITY OF IBADAN LIBRARY
164 Eugenia A. Okwilagwe
Student performance in secondary school Geography has
consistently been poor. Chief Examiner's reports indicate that
students perform poorly in map work and Physical Geography.
Many students equally see school Geography syllabus as been
too elaborate and so difficult to pass 'when compared with
other subjects. Since learning is dependent on good or
effective teaching, it is of importance that the teacher exhibits
good teaching practices that can engender effective learning.
Some of the many important knowledge base that the present
day teacher is required to have are a command of pedagogical
skills, academic knowledge and perhaps be able to increase
student motivation to attain improved academic achievement.
Such knowledge base according to Okpala, Onocha and
Oyedeji (1993) entails proper planning and provision of
learning opportunities intended to bring about certain
desirable changes in the learner.
The teacher has direct influence on the quality of
learning that takes place in the classroom. The teacher is at
the centre of classroom managerial process and decision
making, it is he / she who paces learning by determining what
is to be learnt, how, when and in what amount it is to be
learnt. Literature is replete with the need for effective
classroom communication, that is, effective interaction
between teacher, learner and material. This is ensured by the
way learning materials are presented to the students, the way
students are involved in learning and the attitude they develop
in the process. Such attitudes in particular should have
enhancing influence on what is learnt and how; and should
form strong driving force for 0btaining and sustaining
academic performance. The effective teacher is characterized
by his or her ability to establish rapport with students,
nurture them, establish a caring learning environment for
personal development, and activate student energy to work
toward a more just and humane social order (Arends, 1991).
Indeed, an effective teacher creates productive learning
environment by focusing on things that can be modified in
increasing students' motivation. Making reference to Duch,
Groh and Allen (2001), Chan (2004) asserts that students can
be motivated when learning materials are provided in real life
UNIVERSITY OF IBADAN LIBRARY
Motivational Strategies as Correlates of ... 165
situation, setting a goal and action plan for learning and
relating the learning to students' needs.
Motive is defmed as an inner state that energizes,
activates or moves behaviour towards a goal (Denga, 1999).
Motivation is derived from the term motive and is agreed by
many educators as a force that propels and sustains
behaviour towards goal' attainment. It guides students'
behaviour (Denga, 1999, Okeke, 1999 and Okwilagwe 1986).
In the views of Okeke (1999), motivation is a management
responsibility and in the classroom, the teacher is the
manager of teaching - learning process. If well implemented,
motivation as a behavioural process, should sustain higher
learning and performance.
Every rational human being wants to achieve. She/he
desires to satisfy some felt needs. The need disposition theory
propounded and extended by McClelland (1958), Atkinson
(1958) and Atkinson and Feather (1966)has its central focus
on the desire by people to take action and invest energy in
pursuit of some outcomes such as achievement, affiliation
and influence. By this theory, (Arends, 1991: p.'108) contends
that a teacher who exhibits achievement motives 'tries to
provide good instruction and 'acts as a competent
professional.' Similarly, a student who strives to reach the
objectives of the teacher or make serious attempt to learn a
particular subject is manifesting achievement motives. Thus
active engagement in the learning process, Stipek (1988)
contends characterises a motivated student. Motivation can
either be intrinsic or extrinsic. Identifyingfour perspectives of
intrinsic motivation, Chan (2004) posits that they are
competence, curiosity, autonomy and internalised motivation.
The essence of these perspectives lie in engendering in the
teacher the need for creating positive learning environment by
employing strategies that can make students active
participants in their learning. Therefore, it is rational to think
that the teacher has the ability to enhance intrinsic
motivation in students to enable them learn effectively
irrespective of whether the content to be learnt is interesting
or not. Citing Hidi (2000), Schraw, Flowerday and Lehman
(2001), Fives and Manning (2005) contend that such a teacher
UNIVERSITY OF IBADAN LIBRARY
166 Eugenia A. Okwilagwe
has the pedagogical skills of. 'presenting materials in an
exciting and personally relevant context' (p.7).
In order that students are adequately motivated to
learn, the teacher must engage them in, as well as encourage
worthwhile and meaningful learning in the classroom.
Teaching has to be collaborative and participatory. Of equal
importance is that the teacher should be aware that some
degree of intrinsic motivation is essential if purposeful
learning is to go on in the class. Research evidence by Deci
and Schwartz (1981) and Stipek (1988) have shown that
intrinsic (internal) motivation - which is either inherent in the
learner or in the task itself is long lasting to the learner. For
instance Brunner a great proponent of intrinsically motivated
self-directed learning, contend that this is the ideal model for
education. He argues that; "when students learn out of
curiosity and the desire for challenge, they are more involved
in and satisfied with the learning and they understand and
can integrate the material more fully".However,Slavin (1980),
noted that "some extrinsic motivation is needed to maintain
student academic effort at a high level. Extrinsic motivation is
supposedly to be provided by the teacher. The above
contentions clearly imply that motivation is both students and
teacher oriented; one complements the other for effective
teaching and learning to occur.
There are several methods available to teachers in
motivating students to learn. Generally, teachers should
harness and capitalise on students' interest, attitudes and
ideals, self-esteem, curiosity and provide adventures to make
them study better (Moore, 1992). To the geography teacher in
particular, Wittkop (1938) gave a number of specific methods
that could be used to motivate students to learn geography.
These range from producing and discussing with students
different pictures from various books and magazines, as well
as tourist pictures; use of films projected on the screens, to
arranging for a panel of experts in various fields to give talks
on local/foreign matters and events.
Several researchers over the years have identified
various methods and strategies that can be used to enhance
the teaching and learning of geography. Prominent among
UNIVERSITY OF IBADAN LIBRARY
Motivational Strategies as Correlates of ... 167
these are Okunrotifa (1979), Faniran (1971) and Okwilagwe
(1999). Nonetheless, these studies failed to focus on the
influence of geographically related instructional resources as
motivational strategies in attaining and enhancing students'
achievement in the subject.
In a study in which teachers' knowledge of research
endorsed motivational strategies was examined, Fives and
Manning (2005) found that in spite of the lack of emphasis of
information within educational framework detailing teachers'
knowledge base in motivation strategies, their study fmding
suggests that pre-service and practising teachers are aware to
some extent of motivational strategies reflectiveofmotivational
research. They also observed a marked differencebetween the
teachers' approaches to student motivation and researchers'
systematic investigation. Findings from their study indicated
that using the multidimensional nature of classroom,
practising teachers tended to focus on multiple aspects of
classroom situation while addressing student engagement
issue, in contrast to most researchers' who focused on isolated
motivational aspects of learning. Also, the teachers drew from
a variety of theoretical framework in their responses to the
scenario given, while researchers tended to work from within
single articulated theoretical framework to understand human
behaviour.
In view of the importance of motivation in learning vis-
a-vis the continuous poor performance of students in
Geography, it is doubtful if many' practising teachers are
aware of, or employ these resources in the teaching of
Geography. It is the assumption of this researcher that by
virtue of their training,. teachers are aware of strategies to get
students in the learning mode and to influence their academic
achievement. Further, if teachers are aware, they are also able
to recognise when these should be used and be able to
effectively implement these strategies. In the light of the
foregoing, the present study set out to examine the level of
Geography teachers' awareness and use of motivational
(instructional) strategies in teaching. It also examined the
correlates of the utilization of these strategies on Geography
students' achievement in the subject.
UNIVERSITY OF IBADAN LIBRARY
168 Eugenia A. Okwilagwe
In order to achieve this, two research questions were
investigated.
1. What is the level of awareness and utilization of
motivational strategies by practising Geography
teachers in Nigerian secondary schools?
2. What are the composite and relative effects of level of
utilization on students' achievement in Senior
Secondary School Geography?
Methodology
Research Type
The study is a correlational study that examined teachers'
awareness and utilisation of motivational strategies in
explaining students" achievements in secondary school
geography. Correlations studies enable relationships to be
established between and among variables with aview to
obtaining a better understanding about them.
Sampling Technique and Sample
The multi-stage stratified sampling procedures were adopted.
This enabled the researcher to expand the scope of teacher
inclusion. The country was zoned into six - geopolitical zones
out of which two states per geo- political zone were randomly
selected to participate in the study. From every state chosen,
five secondary schools were randomly selected to take care of
the geographical extent and rural-urban or semi-urban
dimension of the state. Lastly, the Geography teachers in the
sampled schools were automatically selected to participate in
the study. However, were two or more teachers were present,
only the SSS Three teacher was selected. Eighty one teachers,
who participated in this study, were randomly drawn from six
geographical zones of Nigeria and the Federal Capital
Territory. The sample comprised of 80.2% males and 19.8%
females. Sixty percent of them were professionally trained (i.e
62.96% were B.Ed/M.Ed degree holders, and 12.350/0 NeE
holders), while 24.69% did not have professional training
(B.A.jM.Sc. honours and others). In terms of experience;
UNIVERSITY OF IBADAN LIBRARY
Motivational Strategies as Correlates of ... 169
54.3% were very experience, having been teaching for the past
10 years and above, 21% were moderately experienced with 4-
9years teaching experience, while 24.7% were relatively young
teachers with under 3years of experience. In terms of area of
specialisation, 87.7% specialised in Geography, while 12.30/0
were not.
Instrumentation
Two instruments Awareness of Motivational Strategies (AMOS)
and the Use of Motivational Strategies Scale (UMOSS)were
used to gather data from the teachers in the study. Both
AMOS and UMOSS consisted of ten items each. The teachers
were expected to rate their awareness on AMOS on a 2-point
scale of 'Aware' and 'Not Aware' and in the listed strategies of
UMOSS on a 4-point scale of 'very frequently' (4) 'often' (3)
'seldom' (2) arid 'never' (1).A Geography achievement test with
50 items was administered on the students. The AMOS and
UMOSS respectively yielded a psychometric property of 0.88
and 0;83 while the geography achievement test using K-R 20
was 0.86.
Data Analysis: Frequency counts, percentages and multiple
regression were used to analyse the data.
Results
Table 1 presents the summary of teachers' responses on their
awareness of motivational strategies. In each of the items,
over 85% of the teachers agreed that they are aware of the
various motivational strategies that could be used in effective
teaching of Geography lessons.
UNIVERSITY OF IBADAN LIBRARY
170 Eugenia A. OkwiZagwe
Table 1: Descriptive Statistics on Teachers' Awareness of
Motivation Strategies
Strategies Aware Un.awar
1. Films projected on the screen 75 (92.6%) 6(7.4%)
2. Tourist pictures 76 (93.8%) 5(6.2%)
3. Arranging for a panel of 73 (90.1 %) 5(9.9%)
experts to give talk on
local or foreign matters and
events
4. Producing and discussing 75 (92.6%) 8(7.4%)
with students from
pictures from books and
rnagazmes.
5. Organizing local field trips 80 (98.8%) 1(1.2%)
and excursions to
local geographical sites.
6. Use of relevant teaching 79 (97.5%) 2(2.5%)
materials to
harness students' curiosity.
7. Getting students to scout for 69 (85.2%) 1(14.8%)
local teaching
materials to be used in the
classroom.
8. Participation in manipulating 71 (87.7%) 10(12.3%)
physical and
improvised teaching
materials used in the
classroom.
9. Use of verbal and non-verbal 70 (86.4%) 6 (7.4%)
reinforcemen ts
(e.g. praise/ a pat on the
back)
10. Use of relevant models in 80 (98.8%) 1 (1.2)%
explaining
georaphical concepts and
principles.
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Motivational Strategies as Correlates of ... 171
Table 2 presents the results of practising teachers'
responses on the utilization of motivational strategies in the
teaching of Geography. Between 30% to 44% of these
teachers, reported that they use relevant teaching aids,
pictures from books and magazines, relevant models, involve
students in participating in classroom instruction, use verbal
and non-verbal reinforcement. They, however, often and very
frequently use relevant teaching materials (410/0) respectively
but hardly use filmstrips (69.5%), resource persons (experts)
(45.7%), or go on local field trips (37.0%).
Table 2: Summary of Descriptive Statistics of Teachers
Utilization of Motivation Strategies
Strategies Never Seldom Often Very
frequent
1. Films projected on 57(69.5%) 15(18.5%) 7 (8.6%) 2 (2.4%)
the screen
2. Tourist pictures 25(30.6%) 26(32.1%) 25 5 (6.2%)
(30.6%) .
3. Arranging for a 37(45.7%) 28(34.6%) 15 1(1.2%)
panel of experts to (18.5%)
give talk on local
or foreign matters
and events
4. Producing and 6 (7.4%) 13(16.0%) 38 24(29.6%)
discussing with (46.9%)
students from
pictures from
books and
magazines.
5. Organizing local 30(37.0%) 26(32.1%) 20 5 (6.2%)
field trips and (24.7%)
excursions to local
geographical sites.
6. Use of relevant 5 (6.1%) 8 (9.9%) 34 34(41.9%)
teaching materials (41.9%)
to harness
students' curiosity.
7. Getting students 9 (11.1%) 21(25.9%) 28 23(28.4%)
to scout for local (34.6%)
teaching materials
to be used in the
classroom.
8. Participation in 8 (9.9%) 20(24.7%) 31 22(27.2%)
UNIVERSITY OF IBADAN LIBRARY
172 Eugenia A. Okwilagwe
manipulating (38.3%)
physical and
improvised
teaching materials
used in the
classroom.
9. Use of verbal and 9(11.1%) 9( 11.1 %) 32 3 (38.3%)
non-verbal (39.5%)
reinforcemen ts
(e.g. praise! a pat
on the back)
10. Use of relevant 12(14.9%) 7(8.6%) 34 28(34.6%)
models in (41.9%)
explaining
geographical
concepts and
principles.
Table 3: Multiple Regression Model for Composite Effect
of Utilisation of Motivational Strategies on
Students' Achievement in Geography
Model Sum of Df Mean F Sig.
Squares Sum of
Squares
Regression 49.592 10 4.959 1.504 156NS
Residual 234.662 71 3.297
Total 283.654 81
R = .418
R2 = 175
Adjusted R2 = .059
Std Error of estimate = 1.8157
Table 3 shows the model summary as well as the
Regression ANOVAof Multiple Regression conducted on the
level of utilisation of motivational strategies (independent
variables), with students' achievement in senior secondary
school Geography as the dependent variable. The table shows
that the level of utilization of motivational strategies which
has a multiple correlation (R=.418) with students'
achievement in Geography was not significant. However, an
R2of 0.175 or an adjusted R2of 0.059 representing 60/0 of the
UNIVERSITY OF IBADAN LIBRARY
Motivational Strategies as Correlates of ... 173
variance in students' achievement in geography was
accounted for by the teachers' utilisation of the motivational
strategies.
From Table 4, 'use of relevant teaching materials', with
a 0 weight of -0.319 made a significant relative contribution to
students' achievement in Geography at P < 0.05 while all the
other variable were not significant at the set level of
significance.
Table 4: Relative Effects of Utilisation of Motivational
Strategies on Students Achievement in
Geography
Variables Unstandardize Std Standardize t Sig.
d coefficients Erro d
B r co efficieri ts
Beta
Constant 19.895 .889 22.37 .000
l. Films -.367 .327 -.151 9 .265
projected on -1.123
the screen
2. Tourist -.277 .270 -.144 -1.025 .309
pictures
3. Arranging for -1.764E-02 .278 .008 -063 .950
a panel of
experts to give
talk on local
or foreign
matters and
events
4. Producing -.273 .266 -.140 -1.025 .309 .
and
discussing
with students
from pictures
from books
and
magazmes.
5. Organizing .347 .239 .178 1.451 .151
local field
trips and
excursions to
local
geographical
sites.
UNIVERSITY OF IBADAN LIBRARY
174 Eugenia A. Okwilagwe
6. Use of -.597 .290 -.3l9 -2.058 .043
relevant *
teaching
materials to
harness
students'
curiosity.
7. Getting .634 .346 .349 l.833 .071
students to
scou t for local
teaching
materials to
be used in the
classroom.
8. Participation .225 .292 .123 -770 .444
In
manipulating
physical and
. improvised
teaching
materials
used in the
classroom.
9. Use of verbal .223 .229 .148 .974 .334
and non-
verbal
reinforcemen t
s (e.g. praisej
a pat on the
back)
10. Use of -.207 .235 -.140 -.882 .381
relevant
models in
explaining
geographical
concepts and
principles.
*= Significant
atP:::;0.05
Discussion
Findings in this study indicate that a large proportion (over
85%) of practising Geography teachers reported that they are
aware of the varIOUS motivational strategies to teach
Geography. However, relevant teaching materials (41%)
respectively are 'often' or 'very frequently' used by these
UNIVERSITY OF IBADAN LIBRARY
Motivational Strategies as Correlates of ... 175
teachers through pictures from books and magazines (46.9%),
relevant models (41.9%), verbal and non-verbal reinforcement
(39.5%) were often used by these teachers. The teachers also,
reported that they make geography instruction participatory
by allowing students manipulate instructional materials
(38.30/0)and scout for local teaching materials (34.6%).On the
contrary, these teachers reported that they 'seldom' use
tourist pictures (30.60/0)and 'never' use: filmstrips (69.5%),
arrange for resource persons (experts) to give talks on
geographic information (45.7%) and organise local fieldtrips
(37.00/0).This finding is supported by the fmdings of Fives and
Manning (2005).
With respect to the extent to which the use of
motivational strategies explains students' achievement in
Geography, a multiple R of .418 and an adjusted R2 of 0.059
was observed, indicating 6% contributions to the variance in
students' achievement in Geography. Though the observed
relationship was not significant, the use of relevant teaching
materials (~ .349; t=-2.058; p < O. 05) made the highest
relative contribution to student achievement in geography,
while the others did not.
The fmding in this study with regards to the prediction
of achievement, tends to run contrary to the McClelland
(1958) achievement motivation or need disposition theory.
While McClelland and his colleagues are saying that a teacher
who exhibits achievement motives will strive to be competent
by providing good instruction, it would seem that these
Geography teachers in spite of their awareness of these
motivational strategies did not strive to put to use what they
know. Reasons for this laxity could be attributed to their lack
of commitment, motivation and perhaps poor supervision by
the school personnel in charge. Okwilagwe & Okunogbe
(2009) found that when teachers are motivated by government
through prompt payment of salaries and other emoluments,
and the school gives free hand in carrying out their duties, as
well as allow them take part in decision making among
others, teachers significantly improve their task performance.
Furthermore, it is pertinent to ask if these teachers have
sufficiently harnessed the intrinsic motivation in the students
(Chan, 2004). Or were the learning materials not sufficiently
UNIVERSITY OF IBADAN LIBRARY
176 Eugenia A. Okwilagwe
interesting to the students? (Hidi, 2000; Schraw, Flowerday,
& Lehmann, 2001). It is essential that teachers create
learning environment that enables the interplay of intrinsic
and extrinsic motivational behaviours that could encourage
students to learn.
Conclusion
Motivation is an essential ingredient in ensunng that
students learn effectively any school subject irrespective of
whether it is intrinsically or extrinsically aroused. Better still
is when the two types of motivation are juxtaposed
complementarily in the teaching-learning process to achieve
effective learning. The current work has brought to the fore
the fact that teachers need not only to be aware of requisite
motivational strategies, but should be able to utilize them by
planning instruction and creating learning environments that
tends to support their use to meet students' needs and the
demands of the teaching process. The study findings suggest
that to a large extent,··Geography teachers in the country's
secondary schools are aware of the relevant strategies but
awareness did not translate into utilization. The reasons for
this and the implications for learning were discussed in the
study.
Recommendations
It is recommended that Geography teachers should be
exposed to re-training programmes that go beyond mere
pedagogy to theories that delve into emergent educational
issues like motivation and other related issues in solving
instructional problems in the classroom. Also, they should
endeavour to extend their academic horizon beyond the
utilization of teaching materials as the only means of
motivating students, this should be seen as the bases, which
may be restrictive in extending the horizon of students'
learning since students utilize all the sensory modes in
learning. There should be a shift to the more dynamic,
practical and effective strategies such as the use of models,
experts, films and the like which appeal to more senses.
UNIVERSITY OF IBADAN LIBRARY
Motivational Strategies as Correlates of ... 177
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