RELATIONSHIP BETWEEN MOTIVATION AND ACADEMIC PERFORMANCE OF SENIOR SECONDARY SCHOOL STUDENTS IN GOMBE METROPOLIS

This study investigates the relationship between motivation and academic performance among senior secondary school students in Gombe Metropolis, Nigeria. The primary objective of the study was to explore how intrinsic, extrinsic, and achievement motivation influence students' academic outcomes. A descriptive correlation research design was adopted, with a sample of 370 students selected through stratified random sampling from public and private secondary schools. Data were collected using a Motivation Questionnaire (MQ) and academic performance records, and analyzed using descriptive statistics, Pearson’s correlation, and multiple regression analysis. The results revealed that intrinsic motivation had the highest mean score, followed by achievement motivation and extrinsic motivation, indicating that students were primarily driven by internal factors like personal interest in learning. A strong positive correlation was found between intrinsic and achievement motivation and academic performance, with achievement motivation emerging as the most significant predictor of academic success. Extrinsic motivation had a moderate correlation with academic performance, particularly in Mathematics and Science. The study concludes that intrinsic and achievement motivations are critical for academic success, while extrinsic motivation plays a lesser role. Gender and school type did not significantly affect motivation or academic performance. Based on these findings, the study recommends promoting intrinsic motivation, encouraging goal-setting among students, and reducing overreliance on external rewards. Teacher training programs should also be implemented to help educator’s better support student motivation. Further research could explore the role of socio-economic factors, teacher-student relationships, and peer influence on academic performance. This study contributes to understanding the importance of motivation in student achievement and provides actionable recommendations for educators, policymakers, and future researchers in the field of educational psychology.