INTRINSIC MOTIVATION AS A PREDICTOR OF SENIOR SECONDARY STUDENTS’ ACADEMIC ACHIEVEMENT IN MATHEMATICS IN ORON LOCAL GOVERNMENT AREA OF AKWA IBOM STATE, NIGERIA

Abstract

This study adopted predictive research design to examine intrinsic motivation as a predictor of students‘ academic achievement in Mathematics in the Oron Local Government Area of Akwa Ibom State, Nigeria. Two research questions were posed, and two hypotheses were formulated to guide the study. A proportionate sampling technique was used to select a sample of 240 SS2 students for the research. Two instruments, titled ―Intrinsic Motivation (IM)‖ and ―Students Mathematics scores from their classroom teachers (SMSCT),‖ The intrinsic motivation questionnaire was developed by the researcher, validated by experts, and utilized for data collection. The average reliability of the instruments was determined using the Cronbach Alpha method which yielding coefficients of 0.87. The hypotheses were tested using Simple Linear Regression Analysis for both hypotheses, with all tests conducted at a 0.05 level of significance. Findings indicated that both Interest-Based Motivation and Mastery Motivation were significant predictors of students‘ academic achievement in Mathematics. It was concluded that students' achievement in Mathematics depends on their intrinsic motivation, specifically in terms of Interest-Based Motivation and Mastery Motivation. It is recommended, among other strategies, that educators implement methods to spark interest and make learning more engaging, allowing students to explore mathematical concepts that align with their personal interests and goals.