Despite the significant contributions of all these researches to the teaching and learning of Accounting, the level of students’ performance in the subject has not remarkably improved. It is against this background that the study was conducted to determine the impact of motivation, study habits and classroom participation on the academic performance of accounting students.
Purpose of the Study
The purpose of this study is to investigate the impact of motivation, study habits and classroom participation on academic performance of accounting students. This general aim is expressed in the following specific objectives which are to:
determine the impact of motivation on academic performance of students in accounting.
assess the impact of study habit on academic performance of male and female students in accounting.
examine the impact of classroom participation on academic performance of male and female students in accounting.
investigate the combined contributions of motivation, study habits and classroom participation on students’ academic performance in Accounting.
In line with the objectives of the study, the following research questions were raised in this study:
Would there be any relationship between motivation and academic performance of accounting students?
Would there be any relationship between study and academic performance of accounting students?
Would there be any relationship between classroom participation and academic performance of accounting students?
Would there be any combined relationship among motivation, study habits, classroom participation and students’ academic performance in Accounting?Research Hypotheses
The following research hypotheses were formulated and tested:
There is no significant relationship between motivation and academic performance of accounting students?
There is no significant relationship between study habits and academic performance of accounting students?
There is no significant relationship between classroom participation and academic performance of accounting students?
There is no significant combined relationship among motivation, study habits, classroom participation and academic performance of accounting students?
Significance of the Study
The findings of this research are intended to add to the existing body of knowledge, contribute to the existing body of researches towards improving students’ academic performance in accounting and provide empirical information on the impact of motivation, study habits and students’ classroom participation on academic performance of students. It will be significant to students, teachers, parents, school counselors, policy makers and the government in assisting and encouraging students to realize the impact of these variables on their academic performance. Students will benefit more from the findings of this study as they will be offered the necessary assistance as and how to develop good study habits which will help to improve upon their academic performance. Students will also be given information on how study habits affect their academic performances and the results of this study will make them aware of the common study habits among other co-students. It will also encourage and enhance their participation in the classroom activities as this will in turn improve their academic performance.
The study will guide teachers and school counselors who always have the desire to see their students perform well by giving them the right techniques of developing study habits. It will guide the teachers on how to encourage classroom participation among students and also expose them to impact of motivation on students academic performance; it will again help teachers in understanding better the diversity of learning in students and as such, develop more effective methodologies in teaching their subject matter for better understanding of students.
Parents on the other hand will be accorded the opportunity to play their roles in providing motivation and rewards to students to encourage the formation and maintenance of good study habits among students at the family level.
Also, the study will help the government to provide the needed learning materials and facilities to motivate students to enhance the development of good study habits.
More so, the study will serve as a guide and resource document to policy makers and stakeholders in developing curriculum materials and text books, taking into consideration students’ needs and aspirations as they study to pass their examinations both at the secondary and tertiary levels.
The research designs adopted for this study are descriptive survey and ex-post facto. A descriptive survey has the advantage of applying the outcome of its investigation to a large section of the population at the same time. It also allows the researcher to make careful record of what is observed so that information obtained from a representative sample of the population could be analyzed and the findings from the analysis could be generalized on the entire population. Ex-post research design was adopted since the researcher collected the records of the students’ academic performance. The population of this study comprised of all the students in public secondary schools in Ondo North Senatorial District, Nigeria. The sample of the study comprised of 500 respondents randomly selected from 25 secondary schools. The multi-stage sampling technique was used to select the samples for the study. Ondo North Senatorial District is clustered into six Local Governments each with differing number of schools. Simple random sampling was used to select three Local Governments from the Senatorial District. Proportionate stratified sampling technique was used to select 50% of the schools which amounted to 25 secondary schools from 50 public secondary schools in the sampled areas as follows:
Local Government No. of School Sampled School
Akoko South West179
Akoko North East189
Purposive sampling technique was used to select 20 SS2 accounting students from each sampled school giving a total of 500 respondents. Purposive sampling technique was adopted because of the following reasons:
a) The SS3 Accounting students were busy preparing for their May/June 2018 WASSCE and in other not to disrupt their preparation; the SS2 accounting students were selected.
b) They have been examined for five consecutive terms.
c) SS2 students have already formed study habits with which they can be characterized.
A self-constructed questionnaire titled “Students’ Motivation Questionnaire (SMQ), Students’ Study Habit Questionnaire (SSHQ) and Students’ Classroom Participation Scale (SCPS) was developed as instrument for the study.
The Instrument was divided into four sections: Section A deals with the personal data, Section B measured Students’ Motivation, Section C assessed Students’ Study Habit and Section D measured Students’ Classroom Participation. The SMQ consists of 15 statements on a four-likert scale (Strongly Agree=4, Agree=3, Disagree=2 and Strongly Disagree=1). The SSHQ consists of 15 statements on a five-point scale (1=Almost Never; 2=Less than Half of the Time; 3=About Half of the Time; 4=More than Half of the Time; 5=Almost Always). The SCPQ consists of 20 statements that a student rates on a four-point scale (1, almost never; 2, seldom; 3, often; 4, almost always). A Pro forma was used to collect students’ academic performance in 2018 promotional examination in financial accounting.
The instruments were validated and trial- tested on SS1 students of two secondary schools that are not part of the schools used for the study. Cronbach alpha was used to determine the reliability of SMQ, SSHQ and SCPS yielding a co-efficient of 0.72, 0.79 and 0.76 respectively. The researcher visited the selected senior secondary schools in Ondo North Senatorial District to distribute the Students’ Motivation Questionnaire (SMQ), Study Habit Questionnaires (SHQ) and Students Classroom Participation Questionnaire to the sampled students. Data collected from the study were analyzed using inferential statistics of Pearson Product Moment Correlation Coefficient (PPMCC). Also, Multiple Regression Analysis was used to determine the joint contributions of the independent and dependent variables. The result were interpreted at P
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