Correlation between students’ motivation skill and students’ academic achievement in senior secondary school biology in Anambra State Nigeria

Abstract

Science achievement in Nigerian secondary schools, particularly in Biology, remains an important educational concern. This study examined the relationship between students’ motivation skills and academic achievement in Senior Secondary School (SS 2) Biology in Anambra State, Nigeria. A correlational survey design was employed, involving 637 students from 18 public secondary schools selected through multistage sampling across six Local Government Areas in the Awka and Otuocha education zones. Data were collected using the motivation skill cluster of the Students’ Self-Regulatory Skills Scale (SSRSS) and students’ third-term Biology achievement scores obtained from official school records. The instrument demonstrated acceptable internal consistency (Cronbach’s α = 0.80). Data were analyzed using Pearson’s product-moment correlation and linear regression with SPSS version 23 at a 0.05 significance level. The findings revealed a very weak positive but statistically insignificant relationship between motivation skills and Biology achievement (r = .024, R² = .001). Regression analysis also indicated that motivation skills did not significantly predict academic achievement (F(1, 635) = 0.364, p = .546). Thus, the null hypothesis was retained. These findings suggest that motivation skills alone may be insufficient to explain students’ academic achievement in Biology. Improving science learning outcomes may require a comprehensive approach integrating science process skills, self-regulatory strategies, innovative instructional methods, and a supportive school environment. Biology teachers and other educational stakeholders should incorporate motivation strategies, cognitive strategy training, and interactive learning tools to support students’ academic performance.