CHAPTER ONE

INTRODUCTION

1.1         Background of the study 

The quality of learning engagement in the classroom does not    depend on student’s cognitive abilities alone, but is also influenced by complex motivational and affective factors. The classroom environment is powerful in activating motivational beliefs of the students, which in turn, affect their learning outcomes and teachers play a crucial role in creating  motivating learning environments by employing a number of conscious and proactive motivational  strategies

The issue of poor academic performance of students in Nigeria and Akwa Ibom State in particular has been concern to all citizens. The problem is so much that it has led to the widely acclaimed fallen standards of education in Nigeria. The quality of education depends on the teachers as affected in the performance of their duties. Over the years now, student’s academic performance in both internal and external examinations had been used to determine excellence in teachers and teaching (Ajao, 2001 ). Teachers have been shown to have an important influence on students academic achievement and they also play a crucial role in their educational attainment. This is because the teacher is alternately responsible for translating policy into action and principles based on practice during interaction with the students especially SS1 students.

Christian religion is being practiced in Nigeria because it is a builder of attitude and morality. Religion cannot be separated from education and that is the reason why religious education is included in the National Curriculum of Education in Nigeria (Abioye and Adekunle , 2011). Despite the importance of Christian Religious knowledge to the individual and nation in imparting moral values and behavioral change, it is worthy to note that the performance of students in the subject is diminishing everyday (Lawal, 2002). From the foregoing, the role of a teacher is very important because he is an image maker, a role model, adviser and counselor to the students. The teacher imparts knowledge and to ensure that the students have interest in the subject, there must be a motivational strategy to ensure learning. Both teaching and learning depends on teacher; no wonder an effective teacher has been conceptualized as one who produces desired results in the course of his duty as a teacher (Uchefuna, 2001). Unfortunately considering government’s huge investment in public school, its output in terms of quality of students have been observed to be unequal with government expenditure. Consequent upon the observed deterioration in the academic achievement , attitude and values of Secondary School Students   in public secondary school in Abak L.GA of Akwa Ibom State, one wonders if the high failure rates and the poor quality of the students is not a reflection of the instructional quality in the schools. In other words, the ineffectiveness of teachers in classroom interaction with the students could be responsible for the observed poor performance of students and the widely acclaimed fallen standard of education in Nigeria. Poor performance in Christian Religious Knowledge occurs yearly and more students are running away from the subject. This alarming rate of poor performance in Christian Religious knowledge has generated growing concern from various quarters, the parents, teachers, schools and the government. One is also worried because of the relative importance of the subject to education excellence and moral development, if care is not taken, the country will be eroded of its moral values and cultures if the trends continue like that. The poor academic performance in Christian Religious Knowledge in Abak LGA is the focus of the researcher, hence, the need for this research in order to examine teacher’s motivational variables and SS1 student’s attitude in Christian Religious Knowledge.

1.2   Statement of the Problem

Teacher enthusiasm is generally recognized as one of the most essential and desirable qualities and characteristics of effective teaching.  An enthusiastic teacher often spices the class with excitement, enjoyment, and anticipation; engages students to participate; and stimulates them to explore. Thus, teacher enthusiasm sparks the curiosity of students and motivates them study. Teacher enthusiasm can lead to better teacher evaluations, positive attitudes towards teachers, better student performance, and important classroom behavior.

On the other hand, students engagement is widely regarded as an effective antidote to declining academic motivation, performance, increasing alienation and boredom. Although student behavioral, cognitive, and emotional engagement can be influenced by a multiple contextual factors or variables, including teachers, peer group, family, community, and culture, the teacher variable assumes a crucial  role in determining students engagement in the classroom. Teacher’s support and caring have been found to be pivoted to students attitude in CRK in Abak LGA.

Interestingly, teacher enthusiasm seemed to have a weaker effect on student behavioral engagement than on cognitive and emotional engagement. The study shows that teacher enthusiasm is an effective predictor of students intrinsic motivation, but not a significant predictor of student extrinsic motivation. Teacher enthusiasm served as a positive external catalyst facilitating student interest, curiosity, and intrinsic motivation to learn. Since teacher’s enthusiasm is contagious and social, students any have converged emotionally and mimicked the teacher’s positive energy consciously or unconsciously. As a result, they became more passionate and intrinsically motivated to master the task. Thus, although teachers enthusiasm is not a panacea for all behavior problem, in the classroom, it is a powerful source of students’ behavioral, cognitive, and emotional engagement, as well as intrinsic goal orientation. When students perceive their teachers as enthusiastic, dynamic, and energetic, they are more likely to be interested, curious, intrinsically motivated to learn, and engage behaviorally, cognitively, and emotionally.

1. 1. This material content is developed to serve as a GUIDE for students to conduct academic research work
2. 2. As a source for additional understanding of the subject.
3. 3. As a source for ideas for your own research work (if properly referenced).
4. 4. For PROPER paraphrasing (see your university definition of plagiarism and acceptable paraphrase)
5. 5. Direct citing (if referenced properly)
Thank you so much for your respect to the authors copyright.