1.0 Introduction
1.1 Background of Study
Intellectual achievement orientation plays a critical role in determining students' academic success, as it reflects their motivation, persistence, and learning strategies (Dweck, 2006). It encompasses an individual's drive to excel in academic settings, often influenced by intrinsic and extrinsic factors such as personal goals, environmental support, and educational expectations (Deci & Ryan, 1985). In the field of biology education, where students engage with complex concepts and practical applications, intellectual achievement orientation becomes even more relevant.
According to Schunk & Zimmerman (2008), academic success is commonly measured through students' performance in assessments, grades, and overall mastery of the subject matter (Schunk & Zimmerman, 2008). Research suggests that students who possess a strong intellectual achievement orientation are more likely to demonstrate higher academic performance due to their ability to set goals, engage in self-regulated learning, and maintain a positive attitude towards challenges (Cote & Levine, 2002). In contrast, students with lower achievement orientation may struggle with motivation and persistence, which can negatively impact their academic outcomes.
In Nigeria, particularly in institutions like the College of Education, Ekiadolor-Benin, students studying biology face various challenges that may influence their academic success. These include inadequate learning resources, variations in teaching methods, and differences in students' motivation levels. Understanding Correlation Between Intellectual Achievement Orientation and Academic Success in this context is essential for developing targeted interventions to improve student outcomes.
Several studies have examined the role of motivation and achievement orientation in academic performance. For example, Elliot and McGregor (2001) highlight that students with mastery-oriented goals tend to develop deeper understanding and higher academic achievement compared to those with performance-oriented goals. Similarly, Zimmerman (2002) emphasizes the importance of self-regulated learning in fostering academic success, particularly in science-related disciplines where conceptual understanding and practical applications are key.
Intellectual achievement orientation refers to an individual's desire to succeed in academic settings by developing and demonstrating intellectual competence, which is often influenced by various cognitive, emotional, and motivational factors (Dweck, 2006). In the context of education, intellectual achievement orientation is considered a key determinant of academic success. It involves not just the pursuit of knowledge but also the strategies and goals that students set to accomplish their academic objectives. According to Deci and Ryan (1985), students who exhibit a high level of achievement orientation tend to be more intrinsically motivated, engaging in academic tasks for the satisfaction and personal growth they provide.
Academic success, on the other hand, is often defined by the grades and overall performance a student achieves within an academic environment, reflecting both effort and capability (Cote & Levine, 2002). It is a measure of how effectively students meet the learning objectives set by their educational institution. Researchers have consistently shown that there is a significant relationship between intellectual achievement orientation and academic success. For example, students with a strong intellectual orientation are more likely to set specific academic goals, persist through challenges, and ultimately achieve higher academic outcomes (Zimmerman, 2002). Therefore, this research study seeks to explore Correlation Between Intellectual Achievement Orientation and Academic Success among Biology students at the College of Education, Ekiadolor-Benin.
1.2 Statement of Problems
Investigation revealed that some students exhibit low motivation and engagement in their studies, which affects their ability to grasp complex biological concepts and perform well in assessments. Zimmerman (2002) explains that students with high intellectual achievement orientation are more likely to adopt self-regulated learning strategies, while those with a lower orientation may struggle with time management, goal-setting, and critical thinking skills. Without these essential skills, academic performance is likely to decline, leading to poor retention rates and reduced competence in the subject.
Additionally, studies have shown that students' motivation and achievement orientation are influenced by classroom interactions, instructional methods, and feedback from teachers (Schunk & Zimmerman, 2008). When biology students do not receive the necessary encouragement, recognition, or structured guidance, their desire to excel academically is weakened, which ultimately affects their academic success.
Furthermore, socio-economic factors and limited access to academic resources pose significant barriers to intellectual achievement orientation. Many students come from backgrounds where educational support is minimal, and they face financial constraints that affect their ability to purchase textbooks, access laboratory equipment, or engage in extra learning activities. As noted by Adeyemo (2007), students who experience economic hardships often exhibit lower academic motivation, which negatively impacts their intellectual drive and performance. It is against the backdrop that this study seeks to determine how intellectual motivation, goal-setting, and self-regulated learning influence students' academic performance and overall success in their studies.
1.3 Aim and Objectives of Study
The aim of this study is to examine Correlation Between Intellectual Achievement Orientation and Academic Success among biology students at the College of Education, Ekiadolor-Benin. To achieve this aim, the study has the following objectives:
- To assess the level of intellectual achievement orientation among biology students at the College of Education, Ekiadolor-Benin.
- To examine the impact of intellectual achievement orientation on students' academic performance in biology.
- To explore the role of motivation, goal-setting, and self-regulated learning in students' academic success.
- To identify challenges that affect students' intellectual achievement orientation and academic performance.
- To provide recommendations on how to enhance intellectual achievement orientation for better academic outcomes in biology.
1.4 Research Questions
Based on the stated objectives, this study seeks to answer the following research questions:
- What is the level of intellectual achievement orientation among biology students at the College of Education, Ekiadolor-Benin?
- How does intellectual achievement orientation impact students' academic performance in biology?
- What role do motivation, goal-setting, and self-regulated learning play in students' academic success?
- What challenges affect students' intellectual achievement orientation and academic performance?
- What strategies can be implemented to enhance intellectual achievement orientation for better academic outcomes in biology?
1.5 Research Hypothesis
Based on the stated objectives, the research study formulates the following hypotheses:
Hypothesis One
- H0: There is no significant relationship between intellectual achievement orientation and academic success among biology students at the College of Education, Ekiadolor-Benin
- H1: There is a significant relationship between intellectual achievement orientation and academic success among biology students at the College of Education, Ekiadolor-Benin
Hypothesis Two
- H0: Motivation, goal-setting, and self-regulated learning negatively influence academic performance among biology students.
- H1: Motivation, goal-setting, and self-regulated learning positively influence academic performance among biology students.
1.6 Significance of Study
The outcome of this research will help teachers develop teaching strategies that foster intellectual achievement orientation, allowing them to create a more engaging and supportive learning environment for biology students. The findings of this research will also guide curriculum developers in incorporating elements that promote self-regulated learning and goal-setting skills.
For policymakers and school administrators, the study will provide evidence-based recommendations on how to implement programs that support intellectual achievement orientation among students. This will lead to improved academic outcomes and better preparation of students for future educational and career opportunities.
Additionally, students will benefit from this study as it will highlight the role of intellectual achievement orientation in academic success, encouraging them to adopt positive learning strategies and develop a growth mindset toward their studies.
Lastly, researchers in the field of education will find this study useful as it will contribute to existing literature on intellectual achievement orientation and academic success. It will serve as a foundation for further research on how different psychological and environmental factors impact students' academic performance in higher education institutions.
1.7 Scope of Study
This study focuses on Correlation Between Intellectual Achievement Orientation and Academic Success among biology students at the College of Education, Ekiadolor-Benin, located in Edo State, Nigeria. The research is limited to biology students in the college and does not extend to other disciplines or institutions.
The study explores factors that enhance or hinder intellectual achievement orientation among students, including personal, academic, and environmental influences. Data will be collected from students and lecturers within the biology department to provide a comprehensive understanding of the impact of intellectual achievement orientation on academic success.
1.8 Limitations of the Study
This study was limited by several factors that affected the scope and depth of the research.
- Insufficient data was a challenge, as some students and lecturers were unwilling to provide detailed responses due to time constraints or personal reservations.
- Delay from respondents was experienced during data collection, as some participants took longer than expected to complete surveys or provide necessary information. This delay slowed down the research process and required multiple follow-ups to gather sufficient responses.
- Financial constraints were a limitation, as conducting extensive research required funds for transportation, printing of questionnaires, and data analysis tools. Limited financial resources restricted the ability to expand the study to a larger sample size or include additional variables that could have enriched the findings.
- Time constraints also posed a challenge, as the study was conducted within a specific academic period. The limited timeframe restricted the depth of analysis and the possibility of conducting follow-up studies to track long-term effects of intellectual achievement orientation on academic success.
1.9 Definition of Terms
Intellectual Achievement Orientation:
Intellectual achievement orientation refers to an individual's motivation and desire to excel academically and attain high intellectual standards (Dweck, 1986). In this study, it describes the extent to which biology students at the College of Education, Ekiadolor-Benin, are driven to set academic goals, persist in challenging tasks, and strive for excellence in their studies.
Academic Success:
Academic success is the accomplishment of educational goals through high performance in assessments, coursework, and other academic activities (Tinto, 1993). For this research, it is measured by students' grades, retention rates, and overall learning progress in biology.
Motivation:
Motivation is the internal drive that influences an individual's actions and behaviors toward achieving specific goals (Deci & Ryan, 2000). In the context of this study, it refers to the psychological factors that encourage biology students to pursue excellence in their academic work.
Self-Regulated Learning:
Self-regulated learning is the process by which students take control of their own learning by setting goals, monitoring progress, and adjusting their strategies to improve outcomes (Zimmerman, 2002). This study examines how self-regulation contributes to academic success among biology students.
Persistence:
Persistence is the ability to continue workingtoward academic goals despite challenges and setbacks (Duckworth et al., 2007).…
