CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Motivation is the study of what compels and entices a person to initiate, direct, maintain, and ultimately cease an activity. For instance, an accomplishment task like as studying for a test.

According to Miller (2022), motivation is the study of why individuals think and act as they do. It is a subfield of psychology concerned with comprehending the activation, structure, and control of behavior. If acts that appear to go to the same objective, such as eating, are clustered together, it may be argued that they are all fueled and directed by the same motivation (hunger).

Adult learners in Continuing Education programs must be motivated in one way or another to urge them to take an enthusiastic interest in these programs. According to Houle (2022), continuing education is the deliberate and systematic endeavor to introduce, review, or modify the competences of professionals' professional performance. In reality, Wong (2022) defines continuing education as any learning possibilities that may be pursued after obligatory full-time schooling has finished. This sort of education appears to have no end as long as individuals are interested in acquiring new skills, ideas, and/or knowledge in order to operate well in their cultures. Adults might be enticed to actively participate in continuing education programs when they are eager to learn (Wong, 2022). For instance, providing a continuing education learning environment suitable enough for adult learners or participants to learn with a calm mind might attract more individuals. This entails ensuring that participants in the programs have access to suitable seating. The illumination or lighting of a continuing education center's instructional environment can attract more adult students. Adult students are driven to study even more quickly when they feel unmotivated.

Consequently, the teacher or facilitator of continuing programs must guarantee that the adult learners' anticipated requirements and goals are addressed as quickly as feasible. Need, according to Jarvis (2022), is the primary motivational element for adult learners. If an adult need a specific type of ability or information, he or she must have a genuine interest in gaining or mastering that skill or knowledge.

1.2 STATEMENT OF THE PROBLEM

Motivation has been acknowledged as a major driver in all human endeavors, but the pace at which adult students in continuing education and other adult education-related programs are managed is discouraging (Akinjogbin, 2022). More often than not, adult students complain about being treated like children just because they are undergoing an educational process. The situation appears to be difficult since the organizers do not appear to be aware of the detrimental impact this has on the performance of adult students (Jarvis 2022).

1.3 OBJECTIVES OF THE STUDY

The main objective of this study is to assess the impact of motivation on the performance of adults students in continuing education. Precisely, other objectives of this study are:

i.          To determine whether motivation affects academic performance of adults students in continuing education.

ii.        To examine the effects of motivation on adults students in continuing education.

iii.      To examine the types of motivation used on adults students in continuing education in order to enhance performance.

1.4 RESEARCH QUESTIONS

The following questions will be answered in this study:

i.          Does motivation affect academic performance of adults students in continuing education.

ii.        What are the effects of motivation on adults students in continuing education?

iii.      What are the types of motivation used on adults students in continuing education in order to enhance performance?

1.5 SIGNIFICANCE OF THE STUDY

Adult learners would be the primary beneficiaries of this study since they would gain a great deal from its suggestions and findings. In school, they would be introduced to the notions of motivation and accomplishment. This research will also encourage people to study diligently in order to improve their performance in continuing education centers.

This study will provide parents with a good view of teenagers' drive and academic accomplishment, which will be of significant use. The advice of this study will undoubtedly assist parents in motivating teenagers so that they attain great academic accomplishment. There is little question that the advice of this study will aid parents in motivating their children to excel academically in school.

As a result of the guidelines, guidance counselors will be better able to counsel individuals, particularly teenagers whose facilitators or parents lack enthusiasm, resulting in low academic accomplishment.

1.6 SCOPE OF THE STUDY

Mainly, this study is focused on motivation on the performance of adults students in continuing education. Precisely, this study is focused on determining whether motivation affects academic performance of adults students in continuing education, examining the effects of motivation on adults students in continuing education and examining the types of motivation used on adults students in continuing education in order to enhance performance.

Selected adult students of the University of Uyo continuing education in Akwa Ibom State will be the respondents of this study.

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