The Effects of Teachers' Motivational Strategies on the Academic Performance of Students in Business Studies in Junior Secondary School

1.0 Introduction

1.1 Background of Study

The academic performance of students in junior secondary schools, particularly in subjects such as Business Studies, is influenced by a variety of factors, including the teaching strategies employed by educators. Business Studies, a subject integral to the educational curriculum, is designed to equip students with practical knowledge and skills that are essential in understanding business concepts and the functioning of the economy. It incorporates areas such as accounting, economics, and management, all of which are foundational for students' future academic and professional development. However, achieving excellence in Business Studies has been a challenge in many schools, often attributed to low student engagement, lack of interest in the subject, and ineffective teaching approaches.

In response to these challenges, teachers have increasingly recognized the importance of adopting effective motivational strategies to enhance students' learning experiences and foster a more engaging classroom environment. Motivational strategies are crucial because they can directly influence students' attitudes toward learning, their level of engagement, and ultimately, their academic performance (Ryan & Deci, 2000). Motivated students are more likely to be actively involved in their studies, set higher academic goals, and demonstrate greater persistence in overcoming learning obstacles. Conversely, students who lack motivation may exhibit poor performance, lack of interest, and disengagement from academic tasks, particularly in subjects they find challenging (Schunk, Pintrich, & Meece, 2008).

Motivational strategies refer to the techniques and approaches used by teachers to inspire, encourage, and stimulate students' interest and enthusiasm in learning. These strategies may include verbal encouragement, reward systems, setting achievable goals, and fostering a positive classroom environment (Deci & Ryan, 2000). The academic performance of students in junior secondary schools is a critical determinant of their future educational and career outcomes. In particular, Business Studies, which encompasses subjects such as accounting, economics, and management, plays a vital role in shaping students' understanding of the business world. However, students' performance in this subject is often influenced by various factors, one of the most important being the teaching strategies employed by educators. Teachers' motivational strategies are crucial in fostering a positive learning environment and enhancing students' engagement and performance.

Motivation is recognized as a key driver of academic success, with students who are motivated to learn generally demonstrating better performance compared to their unmotivated peers (Deci & Ryan, 2008). Various studies have highlighted the impact of intrinsic and extrinsic motivational strategies on students' attitudes and achievement in different subjects, including Business Studies (Schunk, Pintrich, & Meece, 2008). In the context of Nigerian junior secondary schools, the role of teachers' motivational strategies in improving students' academic outcomes has become increasingly significant as educators strive to address challenges such as low student engagement, lack of interest in subjects, and the pressure of high academic standards (Okebukola, 2019). Therefore, in Nigeria where the research was carried out, the activities that was conducted to investigate how various motivational strategies used by Business Studies teachers influence the academic performance of students in junior secondary schools.

1.2 Statement of Problems

Investigation revealed that the many teachers focus solely on delivering content without adequately addressing the diverse motivational needs of students. As a result, students may become disengaged, leading to poor academic outcomes. According to Dörnyei (2001), motivation is a critical factor in the learning process, and its absence leads to reduced effort, low participation, and diminished academic performance.

Furthermore, inadequate teacher training and professional development programs contribute to the problem. Teachers often lack the necessary skills to implement creative and student-centered motivational techniques. Research indicates that teacher motivation directly impacts their ability to inspire students, yet this relationship is frequently overlooked in educational policy and practice (Keller, 2010).

In addition, socio-economic challenges faced by students, such as poverty and limited access to learning materials, exacerbate the issue, making the role of motivational strategies even more critical. The problem of low academic performance in Business Studies due to ineffective motivational strategies poses a threat to students' overall educational development and their preparedness for future endeavors. It is against the backdrop that this study seeks to address these problems by evaluating the effects of teachers' motivational strategies on the academic performance of students in business studies in junior secondary school.

1.3 Aim and Objectives of Study

The aim of the study is to investigate the effects of teachers' motivational strategies on the academic performance of students in Business Studies in junior secondary schools. In achieving this aim, the following specific objectives were laid out as follows:

1. To identify the various motivational strategies used by teachers in teaching Business Studies in junior secondary schools.
2. To determine the relationship between teacher motivation and student engagement in Business Studies.
3. To examine the challenges teachers face in implementing effective motivational strategies in the classroom.
4. To assess the impact of these motivational strategies on students' academic performance.
5. To suggest practical solutions and strategies that could enhance the effectiveness of teachers' motivational efforts in improving students' performance in Business Studies.

1.4 Research Questions

The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:

• What are the various motivational strategies used by teachers in teaching Business Studies in junior secondary schools?
• How do these motivational strategies affect students' academic performance in Business Studies?
• What is the relationship between teacher motivation and student engagement in Business Studies?
• What challenges do teachers face in implementing effective motivational strategies in the classroom?
• What practical solutions and strategies could enhance the effectiveness of teachers' motivational efforts in improving students' performance in Business Studies?

1.5 Research Hypothesis

In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.

Hypothesis One

• H0: Challenges faced by teachers in implementing motivational strategies negatively affect their ability to improve students' academic performance.
• H1: Challenges faced by teachers in implementing motivational strategies positively affect their ability to improve students' academic performance.

Hypothesis Two

• H0: Teachers' motivational strategies do not significantly influence the academic performance of students in Business Studies in junior secondary schools.
• H1: Teachers' motivational strategies significantly influence the academic performance of students in Business Studies in junior secondary schools.

1.6 Significance of Study

The findings of this research will help educators understand the importance of adopting effective teaching approaches that encourage active participation and enhance learning outcomes. Also, the research findings will serve as a guide for school administrators in creating policies and professional development programs that focus on improving teachers' motivational techniques.

The study will benefit students by identifying strategies that improve their interest and performance in Business Studies, thus equipping them with skills and knowledge vital for their academic and career growth. The research will also provide a foundation for policymakers in the education sector to develop frameworks that emphasize motivation as a critical component of teaching effectiveness.

Additionally, the study will contribute to the body of knowledge in educational research, offering future researchers a basis for further investigation into motivational strategies and their broader impact on student achievement.

1.7 Scope of Study

The scope of the research is focused on the effects of teachers' motivational strategies on the academic performance of students in Business Studies at junior secondary schools within Lagos State, Nigeria.

1.8 Limitations of the Study

During the course of this study, there were some problems encountered which stood as limitations to the research work. Some of the limitations include:

1. Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
2. Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
3. Initial Cooperation Delay from Respondents: A particular limitation of this work came as a result of the respondent refusal to offer their cooperation at the initial time they were contacted. This contributed in making the success of this research study difficult.

1.9 Definition of Terms

Motivational Strategies:

Motivational strategies refer to the techniques and approaches used by teachers to inspire, encourage, and stimulate students' interest and enthusiasm in learning. These strategies may include verbal encouragement, reward systems, setting achievable goals, and fostering a positive classroom environment (Deci & Ryan, 2000). By employing these strategies, teachers aim to boost students' intrinsic and extrinsic motivation, ultimately leading to improved engagement and performance in academic tasks.

Academic Performance:

Academic performance refers to the measurable outcomes of students' learning achievements, typically evaluated through grades, test scores, assignments, and overall achievement in subjects. In the context of this study, academic performance specifically refers to how well students perform in Business Studies in junior secondary school, based on assessments and classroom participation (Ali & Hamzah, 2011).

Teachers:

Teachers are the educators responsible for delivering content, facilitating learning, and promoting students' academic development. In this study, teachers in junior secondary schools serve as the primary agents implementing motivational strategies to enhance student learning in Business Studies (Guskey, 2002).

Business Studies:

Business Studies is an academic subject taught at the junior secondary school level, focusing on basic business principles, economics, and entrepreneurship. It includes topics such as accounting, management, marketing, and business law, providing students with foundational knowledge to understand and engage in economic activities (Harrop, 2009).