Motivational Strategies and Academic Performance of Students in Mathematics in Senior Secondary Schools in Kwara State, Nigeria

Abstract

In the contemporary era of rapid technological advancement, national development is closely linked to progress in science and technology, with mathematics serving as a foundational discipline. Enhancing students’ academic performance in mathematics requires the adoption of instructional methods and materials that promote active, participatory, and inquiry-based learning. This study examined the extent to which mathematics teachers employ motivational strategies and how these strategies influence the academic performance of senior secondary school students in Kwara State, Nigeria. A descriptive survey research design was adopted. A total of 240 students were purposively selected from eight public and private senior secondary schools using a multi-stage sampling technique. Data were collected through a structured questionnaire. Descriptive statistics (frequencies, percentages, and mean scores) were used to address the research questions, while the Pearson Product Moment Correlation Coefficient was employed to test the hypothesis. The findings revealed that: (i) a majority of students (54.6%) demonstrated moderate academic performance in mathematics; (ii) overall student performance was at a moderate level; (iii) there was a low but positive and statistically significant relationship between teachers’ use of motivational strategies and students’ academic performance; and (iv) this relationship was stronger and moderate in private schools compared to public schools. The study recommends, among others, increased allocation of instructional time for mathematics to enable teachers to effectively integrate motivational strategies into classroom practice.