Motivational Components and Instructional Facilities as Determinants of Students’ Academic Achievement in Business Studies in Oyo State
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Date
2022-12
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Lead City University
Abstract
This study was implemented to motivational components and instructional facilities as determinants of students' academic achievement with the moderating influence of gender in public upper basic schools in Oyo state as literature shows scarcity of studies on this subject area. The Theory of Self-Efficacy, Shavelson's Hierarchical Model of Self-Concept, Social Identity Theory and Sociocultural Theory of Teaching, Learning, and Development guided the study. Three research questions and three hypotheses were formulated. Descriptive survey research design was employed. Study population comprised of all Business Studies Teachers (1,269) and Public Upper Basic School students (88, 059)of which 109 teachers and 3533 students were sampled using multi-stage sampling technique. Questionnaires titled - "Motivational Components Questionnaire (α = .787) and “Instructional Facilities Questionnaire (α = .816)"and Business Studies Achievement Test (KR20 = .777) were used. Data was analysed using descriptive and inferential statistical methods. Results showed low level of academic achievement of the students in Business studies(x̅ = 1.454) and moderate level of students’ motivational components in terms of self-efficacy (x̅ = 2.693), self-concept (x̅ = 2.689) and peer pressure (x̅ = 3.062). Furthermore, it revealed that instructional facilities such as visual aids (x̅ = 2.042) and typing pool (x̅ = 1.791) are rarely available while audio-visual aids is not available (x̅ = 1.367).Hypotheses showed a significant combined influence of motivational components and instructional facilitieson academic achievement of students in Business studies in public upper basic schools in Oyo State (F3, 105 = 2.905; P<0.05). Furthermore, self-efficacy (β = .065; t = 2.190; P<0.05), self-concept (β = .072; t = 2.257; P<0.05), peer pressure (β = .090; t = 2.799; P<0.05), audio-visual aids (β = .088; t = 2.509; P<0.05), visual aids (β = .069; t = 2.206; P<0.05) and typing pool (β = .094; t = 2.842; P<0.05) all have significant relative influence on students’ academic achievement in Business studies. Lastly, there is no significant difference in academic achievement of male and female students in Business studies in Oyo state public upper basic schools (t = 1.016; P> 0.05). It can be concluded that the moderate level of self-efficacy, self-concept, peer pressure of the students and the rare and none availability of instructional facilities such as visual aids, typing pool and audio-visual aids could be responsible for the low level of academic achievement of the students in Public upper basic schools, Oyo state regardless of their gender. It was recommended amongst others that students should be motivated and instructional facilities be provided to improve their academic achievement.
Keywords: Motivational Components, Instructional Facilities, Academic Achievement
Word Count: 298