Effects of Achievement Motivation and Study Habits on Nigerian Secondary School Students' Academic Performance

Abstract

An experimental analysis of the effects of achievement motivation and study habits on Nigerian secondary school students' English language performance was carried out in 1990. The two hypotheses tested were that each of the treatment groups would perform significantly better in English than the control group and that the students treated for the combination of improved study habits and higher achievement motivation would perform better in English than any of the other groups (study habit, achievement motivation, and control). The sample consisted of 160 students in 10th grade, selected from 4 schools in Nigeria. Students' entry and exit achievement motivation, study habits, and English language performance were examined. Analyses of covariance were used to test for the significance of the results, and both hypotheses were supported.