EXPLORING THE RELATIONSHIP BETWEEN ACHIEVEMENT MOTIVATION AND ACADEMIC ACHIEVEMENT AMONG COLLEGES OF EDUCATION STUDENTS IN GHANA AND NIGERIA

Mohammed Bashiru, Khadija Mahmoud

Abstract


This study explored the relationship between achievement motivation and academic achievement among Colleges of Education students in Ghana and Nigeria. A correlational research design was adopted, involving a sample of 372 second-year students selected through stratified random sampling from public Colleges of Education in both countries. Data were collected using an adapted Achievement Motivation Scale and students’ Cumulative Grade Point Averages (CGPAs) as a measure of academic achievement. Descriptive and inferential statistics using Pearson Product-Moment Correlation were used for data analysis. The findings revealed that students in both Ghana and Nigeria exhibited high levels of achievement motivation. Furthermore, a significant positive relationship was found between achievement motivation and academic achievement in both countries (Ghana: r = .332, p < .05; Nigeria: r = .312, p < .05). Moreover, achievement motivation significantly predicted academic achievement. It was concluded that there was a positive relationship between academic motivation and academic achievement among students in Colleges of Education in both Ghana and Nigeria. Also, the study establishes that achievement motivation significantly predicts academic achievement in both Ghana and Nigeria. The study recommends that the counseling units of the various colleges should regularly organize seminars and programs that can help students enhance their motivation for high academic achievement.

Keywords


achievement motivation, academic achievement, teacher education, Ghana, Nigeria, Colleges of Education

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References


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DOI: http://dx.doi.org/10.46827/ejes.v13i5.6660

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