Influence of Academic Motivation and Self-directed Learning on Achievement of Public Junior Secondary School Students in Ikara Local Government Area, Kaduna State

Olabode Ashaolu Temitope Oluwagbajami

Abstract


This study explores the relationship between academic motivation, self-directed learning, and academic achievement among public junior secondary school students in Ikara Local Government Area of Kaduna State. A correlational research design was utilized, with data collected from a sample of 200 students using the Academic Motivation Scale (AMS) and the Self-Directed Learning Readiness Scale (SDLRS). The correlation analysis revealed significant positive associations between academic motivation, self-directed learning, and academic achievement. Specifically, academic motivation showed a moderate positive correlation with academic achievement (r = 0.58, p < 0.05), while self-directed learning readiness exhibited a strong positive correlation with academic achievement (r = 0.70, p < 0.05). A moderate positive correlation was also found between academic motivation and self-directed learning readiness (r = 0.65, p < 0.05). Mean and standard deviation analyses indicated moderately high levels of academic motivation (Mean = 3.82, SD = 0.67) and self-directed learning readiness (Mean = 3.65, SD = 0.72) among the students, along with relatively high academic achievement scores (Mean = 78.50%, SD = 10.25%). Based on these findings, several recommendations are proposed to enhance educational practices and improve academic outcomes. It is recommended that interventions be implemented to promote intrinsic motivation among students through meaningful learning experiences, autonomy support, and recognition of achievements. Additionally, efforts should be made to integrate self-directed learning strategies into the curriculum and provide training opportunities for both students and teachers to develop essential self-regulation skills.


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