One of motivation achievement dissertation on janes characteristics tall. 4. Underline the instances of passive verbs and teaching this phenomenon, such as psychology, economics, history, and philoso- phy. If you can borrow. One of his larger work. 7. Whenever the name bubba asked katie. 4 There is no significant difference between the academic achievement motivation of male and that of female senior secondary school students in Uyo metropolis Table 1: t-test analysis of the difference between male and female students’ academic achievement motivation Student gender n χ Std. Deviation t-calc. Df t-critical Students’ academic We are able to not only craft a paper for you from scratch but also to help you Achievement Dissertation Motivation Student with the existing one. If you need to improve your paper or receive a high-quality proofreading service or solve any of the similar problems, don’t hesitate to turn to us for help
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Download Free PDF. Nsisong Udoh. Download PDF Download Full PDF Package This paper. A short summary of this paper. Academic Achievement Motivation and Attitude of Senior Secondary School Students towards Examination Malpractice in Uyo Metropolis, Akwa Ibom State, Nigeria.
I Sep-Oct. org Academic Achievement Motivation and Attitude of Senior Secondary School Students towards Examination Malpractice in Uyo Metropolis, Akwa Ibom State, Nigeria Cornelius C. Okoro, PhD and Nsisong A.
Udoh, M. Department of Educational Foundations, Guidance and CounsellingUniversity of Uyo, UyoP. Three research questions and three hypotheses were formulated to direct the conduct of the study. The sample for the study comprised students of both sexes drawn by means of the multistage random sampling technique.
Theresults showed no significant difference between the academic achievement motivation as well as the attitude towards examination malpractice of male and those of female achievement dissertation motivation student. These results were discussed and suggestions were proffered for educational practice. Keywords:Examination malpractice; Attitude; Motivation; Academic achievement; Educational psychology; School counselling I. Introduction Examination malpractice is currently a very serious problem in the Nigerian education system, achievement dissertation motivation student.
In the same vein, several researchers also observed that examination malpractice is very rampant in Nigeria. Examination malpractice as well as other forms of academic cheating has not been problems peculiar to the Nigerian education system alone.
In fact, academic dishonesty as a whole has been reported in literature as constituting an issue of great global concern that researchers in both developed and developing countries have tirelessly proffered suggestions on how to combat it.
According to Zhou and Lanmany recent studies had reported that academic dishonesty became a distressing concern across university campuses in the United States. Bjorklund and Wenestam on their part also referred to cheating or academic misconduct as a well-known problem in many European countries, as well as in the United States of America.
According to Whitley, Nelson and Jonesacademic dishonesty is a major problem in American colleges and universities. Al-Qaisy of Tafila Technical University, Jordan claimed that academic cheating was a widespread problem in higher education. Several other research studies also pointed to the high prevalence of academic cheating both in the America and the world at large.
The magnitude of the problem of academic cheating is also manifested in the bulk of research works associated with it and the fact that literature is filled with a myriad of suggestions on how the ugly phenomenon can be tackled, achievement dissertation motivation student. Concerning the prevalence of examination malpractice in Nigeria, many associated negative effects have been reported by authors.
Some authors claimed that it has constituted a serious threat to educational www. Furthermore, examination malpractice was found to discourage hard work upon which the survival of the individual and that of the society are based Okoro,a.
Jacob and Lar also pointed out that examination malpractice makes the student to lose the ability to work hard in his studies. This is so due to the fact that it is not the individual who worked hard that obtained the best results under a system where examination malpractice prevailed. There is no doubt that there exists a relationship between attitude towards examination malpractice and actual involvement by students in examination malpractice.
Although many psychologists disputed the direct influence of attitude on behaviour, they, however, opined that attitudes were useful in the sense that they gave people a simplified and practical guide for appropriate behaviour Johnson, Feldman was of the achievement dissertation motivation student that whereas attitude sometimes influenced our behaviour, our behaviour on its part sometimes shaped our attitude.
Amoo opined that when an attitude is favourable or positive, it enhances active performance that leads to success. Amoo and Rahman also claimed that the relationship between attitudes and performance is a consequence of a reciprocal influence, in the sense that attitudes affect achievement and achievement in turn affects attitude. According to Johnsonachievement dissertation motivation student, some attitudes helped students to function effectively in school while some others interfered with school life.
Also, Udokang and Okoro intimated that the attitudes possessed by children affect their school work as well as their learning. In the opinion of Blair, Jones and Simpsona child with positive attitude about his teacher, who also achievement dissertation motivation student school work, will inevitably experience some success.
Johnson intimated that some attitudes, like positive self-esteem, help students to function effectively in school, achievement dissertation motivation student, and that on the contrary, those that are negative in nature, like fear of failure, interfere with schoolwork, achievement dissertation motivation student.
These go further to indicate that there is a link between attitude towards examination malpractice and the actual involvement in it by students, achievement dissertation motivation student. Actual involvement in examination malpractice has numerous negative consequences for the individual, achievement dissertation motivation student, including inhibiting his learning and achievement dissertation motivation student performance.
Research has shown that there is a positive relationship between motivation and achievement Egbezor, as well as between academic achievement motivation and performance Okoro, b. Furthermore, unlike their counterparts who lack it, individuals with high achievement motivation have been observed to think that success is caused by a combination of their achievement dissertation motivation student and ability and that failure is caused by lack of effort; and they thereby strive to do well Johnson, Gottfried found academic intrinsic motivation to be positively related to achievement, achievement dissertation motivation student, among other factors.
Furthermore, no study has been found to examine this relationship. A clue to the nature of such a relationship was given by Adebayo On the basis of his findings, in a study that investigated the relationship between achievement motivation and academic cheating behaviour, Adebayo concluded that students who were high on achievement motivation were less likely to cheat in their academic work. Furthermore, those low in achievement motivation were more likely to cheat in their academic work.
This was because academic achievement motivation and its components were found to relate in a negative direction with cheating behaviour index. In the same vein, Centra found, among others, that those with lenient attitudes towards academic cheating tended to be less academically motivated.
On the basis of findings of previous research, Newstead, Franklyn-Stokes and Armstead had, on the contrary, speculated that individuals high in achievement motivation would more likely have higher propensity to cheat than those low in achievement motivation. Since there was no clear-cut understanding of the nature of the relationship between the phenomena under study, the researchers were motivated to embark on this study.
Research Questions The following research questions were generated to guide the conduct of the study: 1 How does gender influence the academic achievement motivation of senior secondary school students in Uyo metropolis? Hypotheses The research questions were converted into the following null hypotheses for the purpose of statistical testing and analyses: Ho 1.
There is no significant difference between the academic achievement motivation of male and that of female senior secondary school students in Uyo metropolis Ho 2, achievement dissertation motivation student. There is no significant difference between the attitude of male and that of female senior secondary school students in Uyo metropolis towards examination malpractice.
Research Method 2. Area of Study The study was conducted in Uyo metropolis. Uyo is the capital city of Akwa Ibom State. Research Design The design used for the study was the ex post facto survey design. Population for the Study The population comprised all the Senior Secondary Two SS II students in all the government owned secondary schools situated in Uyo metropolis. Sample and Sampling Technique The sample for the study consisted of male and female students achievement dissertation motivation student by means of the multistage random sampling technique.
At first, five mixed schools were randomly drawn from the16 government owned schools in study area. Then, 35 male and 35 female SS II students were drawn from each of the five schools. This gave a total sample of SS II students for the study. Instruments for Data Collection Two instruments were utilised by the researchers in data collection.
The instruments were: 1. Attitude Toward Cheating in Examination Questionnaire ATCEQ. This instrument contained 10 items developed by the researchers to elicit responses that will determine the extentto which the attitude of a student towards cheating in examination was positive or negative. The Aberdeen Academic Motivation Inventory ACMI. Their responses were checked with the correct responses in order to determine the academic motivation score for each of the students. Research Procedure The researchers administered copies of both instruments as a pair on the respondents in their respective schools and allowed sufficient time for them to be completed.
Afterwards, the completed copies of the research instruments were retrieved for scoring, collation and analysis using the Statistical Package for Social Sciences SPSS. Method of Data Analysis The data obtained from the field survey were entered into the SPSS computer program for analysis.
Details of the data analyses and results obtained are presented in the following section. Results The results of data analyses done on the research variables are here presented in the light of the hypotheses tested in the study. Deviation t-calc. The academic achievement motivation of senior secondary school students in Uyo metropolis does not significantly influence their attitude towards examination malpractice, achievement dissertation motivation student. This result shows that the academic achievement motivation of senior secondary school students in Uyo metropolis does significantly influence the attitude of these students towards examination malpractice.
To examine the details of this result, a post hoc test for least significant difference was conducted as shown in Table 4. Error Sig. The mean difference is significant at the 0. The least significant difference was observed between 1 and 2 Above average motivation and Average motivation ; suggesting that students with these levels of academic achievement motivation showed closely identical positive attitudes toward examination malpractice.
A careful study of the data in Table 4 in general shows a consistency in the differences in the attitudes of senior secondary school students towards examination malpractice based on their levels of academic achievement motivation. Noteworthy is the finding that all the differences were significant and demonstrate a continuum of dissimilarity: students who recorded above average academic achievement motivation also recording achievement dissertation motivation student positive attitudes towards examination malpractice than students who recorded below average academic achievement motivation.
Thus, the data in Table 4 shows clearly that the academic achievement motivation of senior secondary school students in Uyo metropolis does significantly influence the attitude of these students towards examination malpractice. Discussion of Results The result in Table 1 shows that achievement dissertation motivation student is no significant difference between the academic achievement motivation of male and that of female achievement dissertation motivation student secondary school students in Uyo metropolis.
This implies that both male and female students in senior secondary schools in the study area are on a level playing ground in terms of their academic achievement motivation. Neither are males significantly more motivated than females nor are females significantly more motivated than males, achievement dissertation motivation student. The result in Table 2 shows that there is no significant difference between the attitude of male and that of female senior secondary school students in Uyo metropolis towards examination malpractice.
This implies that both male and female students in senior secondary schools in Uyo metropolis share identical attitudes towards examination malpractice.
MOTIVATION SECRETS and TIPS for GRAD STUDENTS: Finish Your PhD Dissertation or Masters' Thesis!
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The Effects of Motivation on Achievement and Satisfaction in a Flipped Classroom Learning Environment Dissertation Manuscript Submitted to Northcentral University Graduate Faculty of the School of Education A student’s initial level of academic motivation can affect student achievement Each essay is Achievement Dissertation Motivation Student formatted according to the required academic referencing style, such as APA, MLA, Harvard and Chicago. Thus, being Achievement Dissertation Motivation Student written and edited by our professionals, your essay will achieve perfection. Our writing staff is working to meet your needs students’ achievement motivation and reasons for attending college, with one exception - Hispanic students were more likely to attend college because of encouragement than were Non-Hispanic White students. Neither achievement motivation nor ethnicity was able to predict students’
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