Relationship between Motivation and Engagement and Senior Secondary School Students’ Academic Achievement in English Language in Adamawa State Nigeria

Fadimatu Muhammad Njidda, Owonwami Isiaka Taiye, Maryam Daniel

Abstract


Academic achievement in English Language is a key determinant of educational success for senior secondary school students in Nigeria, particularly in Adamawa State, where performance has remained consistently low over the past decade. This study examined the relationship between motivation and engagement, and academic achievement in English among senior secondary school students. A correlational research design was adopted, involving 396 SSS II students selected through multi-stage sampling across three educational zones. Data were collected using the Students Motivation and Engagement Scale (SMAES) and an English Language Performance Proforma. The instruments were validated for content and construct validity, and reliability was confirmed (Cronbach’s alpha = 0.78). Descriptive statistics assessed motivation and engagement levels, while Pearson Product Moment Correlation (PPMC) tested the relationship between behavioural adaptation and English achievement. Findings revealed that students exhibited a very high level of motivation and engagement (grand mean = 3.98, SD = 1.15), demonstrating enthusiasm for learning, classroom participation, and commitment to education. Behavioural adaptation showed a moderate positive correlation with academic achievement (r = 0.488, p < 0.05), indicating that students who persist, self-regulate, and adapt their learning behaviours tend to achieve better outcomes. These results underscore that while motivation and engagement are necessary, effective behavioural adaptation is essential for translating these factors into improved English performance. The study recommends integrating self-regulated learning strategies into instruction, training teachers to foster adaptive behaviours, linking motivation to behavioural adaptation, establishing mentorship programs, and providing institutional support. These interventions can enhance English proficiency and address persistent underperformance, contributing to improved educational outcomes in Adamawa State.


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References


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